Paco 500 Mentors 360 Interview Worksheet Student Actions
Paco 500mentors360 Interview Worksheetstudent Actionas A Compliment
PACO 500 Mentor’s 360° Interview Worksheet Student Action: As a compliment to the student’s Leadership/Professional DISC Profile data, more information is needed from those who observe and feel the effects of his/her behavioral style. Therefore, the student should ask at least one person that knows him/her well to complete this worksheet. A completed 360° Interview Worksheet provides insights for his/her relational growth and development. The participant should respond to four questions:
1) What is it like to be on the other side of me? (e.g., describe what it is like to be his/her close friend; reflect on strengths and shortcomings)
2) Describe how s/he typically interacts with other people? (Consider a recent example)
3) Have you ever observed how this student struggled or succeeded with a new role or task? (Describe this situation and his/her behavior.)
4) Based on your observation, which particular behaviors need to stop, continue, or be adopted?
Paper For Above instruction
Answer to the 360° Feedback Questions
Providing constructive feedback through 360° interviews offers valuable insights into a person's behavioral traits, strengths, and areas for development. In this context, the individual in question appears to embody qualities that foster positive interactions and growth, both personally and professionally. The responses below reflect an honest appraisal based on observations and experiences with the individual.
Firstly, being on the other side of this person is generally a rewarding experience. Known for his/her empathy and genuine interest in others, he/she creates an environment of trust and openness. Friends and colleagues often describe him/her as supportive and attentive, regularly offering encouragement during challenging times. For instance, during a recent team project, he/she facilitated communication between team members, ensuring everyone's voice was heard, which significantly contributed to the project's success. However, some may perceive him/her as overly cautious or hesitant to delegate tasks, at times resulting in missed opportunities for team development.
Secondly, this individual interacts with others in a collaborative and approachable manner. He/she often acts as a mediator, diffusing potential conflicts with tact and understanding. An example of this was during a departmental disagreement over resource allocation, where he/she listened patiently, acknowledged differing perspectives, and helped find a compromise that everyone could accept. Such behavior underscores his/her natural ability to build consensus and foster a harmonious work environment. Nonetheless, there are occasional tendencies to avoid direct confrontations, which can delay addressing critical issues.
Thirdly, I have observed situations where he/she faced new roles or responsibilities with a mix of enthusiasm and apprehension. When assigned to lead a new initiative, he/she demonstrated resilience, quickly adapting to unfamiliar territory by seeking guidance and additional training. His/her proactive attitude and willingness to learn contributed to a successful inaugural effort. Conversely, at times, he/she becomes overwhelmed with multiple new responsibilities, highlighting a need for better time management or seeking support earlier in the process.
Finally, based on observations, certain behaviors could benefit from adjustment. Continuing the empathetic and collaborative approach is highly advantageous, fostering strong relationships and team cohesion. However, it would be beneficial for him/her to work on assertiveness, particularly in addressing conflicts directly rather than avoiding them. Also, embracing more decisiveness in leadership roles can enhance effectiveness and confidence. Watching the five brief videos provided, it becomes evident that strengthening communication skills and assertiveness can greatly improve interpersonal effectiveness.
In conclusion, this individual exhibits qualities that make him/her a valuable team member and leader. By adopting greater assertiveness and improving time management, he/she can elevate his/her impact further. Encouraging ongoing self-awareness and continuous development will support sustained growth personalized to his/her behavioral style.
References
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- Goleman, D. (1998). Working with emotional intelligence. Bantam Books.
- Kirkpatrick, D. (2007). First, Break All the Rules: What the World's Greatest Managers Do Differently. Simon & Schuster.
- McClelland, D. C. (1973). Testing for competence rather than intelligence. American Psychologist, 28(1), 1-14.
- Petrides, K. V., & Furnham, A. (2000). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 14(4), 425-448.
- Goleman, D. (2013). Focus: The Hidden Driver of Excellence. HarperCollins.
- Boyatzis, R. E. (2018). The Competent Leader: Principles and Practices of Effective Leadership. Wiley.
- Harvard Business Review. (2019). The Feedback Fallacy. HBR.org.
- Lencioni, P. (2002). The Five Dysfunctions of a Team: A Leadership Fable. Jossey-Bass.
- Cuddy, A., Fiske, S. T., & Glick, P. (2008). When professionalism perceives warmth: How to get young professionals to embrace professional identity. Harvard Business Review.