This project entails a performance assessment, results analysis, and the creation of a development plan for focused career improvement. You will be required to solicit performance feedback (anonymous

This project entails a performance assessment, results analysis, and the creation of a development plan for focused career improvement. You will be required to solicit performance feedback (anonymous
Employability Plan: Structure & Guidelines Your EP should not exceed 6 pages (not counting tables, notes, appendices, etc. or List 2 items) and should be structured and contain the following elements: Step 1: Perform an employability trajectory analysis. Determine where/what you want your career to be 5 years from now. Describe the career, industry, type of company, and position to which you aspire. Determine the key skills that will be required for this position? Possible sources: O*NET, Occupational Outlook Handbook, Professional Associations, Career Guides, Interviews with subject matter experts. Provide some evidence for your analysis. Step 2: Determine areas for development and maintenance. Using the skill feedback from the 360 survey, describe what areas you believe will need improvement and/or require significant maintenance (in the case of strengths) as they relate directly to your career aspirations described above. If relevant, feel free to incorporate your results from the skill feedback you received in MGT 500 as well. Be sure to address the two major capability “buckets”: Essential human capital capabilities (i.e., knowledge, skills, behaviors, experiences etc.) Essential social capital capabilities (i.e., network, people, connections, associations, etc.) Step 3: Narrow your development areas and determine where to direct your energy. You can’t do everything. Identify which gaps (between your future job requirements and your present employability) are most critical (i.e., prioritize). Clearly state your key areas of development. Limit it to no more than 3 areas. Describe the trade-offs you are willing to make in order to pursue future employability. Step 4: Create a plan that will guide your developmental activities. Discuss the specifics of how you plan to achieve employability. That is, describe your 5-year action plan. This plan should include at a minimum: Formal development activities. Description of the formal activities from List 1 (below) of which you will engage. Time-line. A general time line as to when you will engage in the developmental activities. This can be in large time-blocks such as “Spring 2017” Potential obstacles. Identify and describe any potential barriers that must be overcome to successfully implement your employability plan. Be sure to describe ways that you could remove these potential barriers. Resources. Describe any resources you’ll need to accomplish your major activities. Progress evaluation. You must be able to evaluate whether or not you are following your EP, whether or not the EP needs to be updated, and if you are progressing toward fulfilling your career aspiration. Describe how you plan to monitor and evaluate your EP (both in process and the outcome). Remember, multiple data sources make for better evaluations. Think about collecting/tracking qualitative and quantitative data. Project Evaluation Should you want to attempt to receive a grade in the A range (i.e., A- or A), your plan must include a description of activities that goes beyond the requirements in List 1 to include at least three activities from List 2 (each bullet point is one activity, some activities have multiple tasks). In addition, you must indicate that you are attempting to achieve an A. See below for more details. List 1 (Required): Formal Resources MBA/MS Curriculum– selection of courses and how they will impact your development. Certifications where applicable. Other formalized training programs – from your company, outside agencies, or other educational opportunities (e.g., toastmasters etc.). Professional associations – description of key association(s) to join and become active. List 2 (Optional): Informal Resources Take Additional Career-related Assessments. Seek out and take additional occupationally relevant assessments such as ones offered by the career center (e.g., Strong-Campbell Interest Inventory) or other tools available (e.g., Career Key). These should be validated measures (i.e., generally not those found on the web). For each assessment taken, write-up a one-page synopsis of the results and what they mean for your employability plan. Informational Interviews. Conduct 2 to 3 informational interviews with individuals who can provide information on your employability aspirations. Document discussions with a one-page summary of your key points of learning and what they mean for your employability. Job Experiences. Determine at least 2 crucial job experiences that will increase your employability and put into place a plan to obtain such experiences. These experiences could include, but are not limited to: 1) a challenging project in your current role, 2) an assignment in your organization, but outside your current role (e.g., cross-functional assignment, expatriate assignment, etc.), 3) a volunteer experience outside your organization. Write a one page description of the crucial job experiences detailing: a) what the experience will entail, b) when it will take place, c) what key KSBs you are targeting, and d) how it will factor into your employability plan. Mentoring. Seek out and solidify a mentor-protégé relationship. As a protégé, discuss with your mentor your thoughts regarding your employability aspirations and agree on how your mentor can best work with you. Write-up a one-page description of this conversation to include, a) description of your mentor, and b) what you will do with your mentor to improve your employability. Staying Current. Identify 3 to 5 articles that detail key aspects, trends of employability, and/or career management for your desired position. Summarize these articles in a two-page document providing key points of learning and take-away actions that will impact your employability. These articles should not be from newspapers or magazines, but rather from academic sources or trade-specific publications.
This project entails a performance assessment, results analysis, and the creation of a development plan for focused career improvement. You will be required to solicit performance feedback (anonymous
Fe ed back Rep ort Yic h en Z h an g Ju ne 0 4, 2 020 Feed back R ep ort 2 O vera ll P erfo rm an ce 20th P erc e n tile You r o ve ra ll p erfo rm an ce w as 2 0th p erc e n tile . T his o ve ra ll s c o re is b ase d o n h ow a ccu ra te ly y o u r e sp on ded to th e e m ails a n d m essa g es d urin g th e e xe rc is e . T he s c o re is a p erc e n tile , w hic h s h ow s y o u r o ve ra ll p erfo rm an ce r e la tiv e to th e C ap sim In box data b ase . A s c o re o f 2 0th p erc e n tile m ean s th at y o u p erfo rm ed h ig her th an 2 0th o f th e in div id uals in th e d ata b ase . C om pete n cie s Cap sim In box p re se n ts m ult ip le s it u atio n s a n d p ro b le m s th at sp an fo u r k e y ty p es o f p eop le m an ag em en t p ra ctic e s. T he sc o re s s h ow y o u r p erc e n ta g es o f c o rre ct r e sp on se s a cro ss th ese p ra ctic e s. Y ou c o rre ctly a d dre sse d 50% o f th e sit u atio n s a b ou t Stru ctu rin g W ork ( S W ) , w hic h d eal w it h unders ta n din g a n d d esig nin g jo b r e q uir e m en ts a n d re sp on sib ilit ie s. Y ou c o rre ctly a d dre sse d 25% o f th e s it u atio n s ab ou t Acq uir in g T ale n t ( A T) , w hic h d eal w it h r e cru it m en t an d e m plo ye e s e le ctio n . Y ou c o rre ctly a d dre sse d 25% o f th e sit u atio n s a b ou t Managin g T ale n t ( M T) , w hic h d eal w it h em plo ye e tr a in in g a n d d eve lo p m en t. Y ou c o rre ctly a d dre sse d 25% o f th e s it u atio n s a b ou t Rew ard in g P erfo rm ance ( R P) , whic h d eal w it h c o m pen sa tio n a n d p erfo rm an ce m an ag em en t. P erc e nta g e ( % ) SW AT MT RP 025 50 75 100 S elf A w are n ess 0 1 2 3 4 5 6 2 You r s e lf – a w are n ess in dex is a 2 . T his s c o re r e fle cts h ow accu ra te ly y o u r s e lf – a sse ssm en ts m atc h th e o b je ctiv e asse ssm en ts p ro d uce d b y C ap sim In box. H ig her s c o re s e q uate to m ore a ccu ra te s e lf – a w are n ess. Y ou r s c o re in dic a te s th at y o u are c u rre n tly lo w in s e lf – a w are n ess a ccu ra cy. W hen y o u a re in accu ra te , it is d ue to o ve r-ra tin g y o u rs e lf I t is im porta n t to re co g niz e th at a n a ccu ra te u nders ta n din g o f y o u r s k ills is th e esse n tia l fir s t s te p to im pro vin g th ese s k ills . 0 10 25 50 75 90 100 Feed back R ep ort 3 S kill G ap Le g en d o f b ar S elf – A sse ssm en t S co re I n box A sse ssm en t S co re Org aniz in g Pla n nin g a n d p rio rit iz in g w ork th ro u gh th e e ffe ctiv e s c h ed ulin g o f p eop le a n d ta sk s, a s w ell a s m an ag in g p ers o n al e ffe ctiv e n ess th ro u gh tim e m an ag em en t a n d d ele g atio n . Lea din g In flu en cin g o th ers to w ard th e a ch ie ve m en t o f g oals b y d ir e ctin g a n d e m pow erin g p eop le to a cco m plis h ta sk s w hile r e m ain in g s e n sit iv e to th eir p ro fe ssio n al n eed s. Pro ble m S olv in g Exh ib it in g s o u nd ju dgm en t b y d eve lo p in g a n a ccu ra te u nders ta n din g o f s it u atio n s, c o lle ctin g u se fu l in fo rm atio n , a n d c o m ple tin g pre cis e a n aly sis o f d ata in o rd er to m ake e ffe ctiv e d ecis io n s. Com munic a tin g Pre se n tin g in fo rm atio n to o th ers in o rd er to m axim iz e u nders ta n din g b y d efin in g th e a p pro p ria te ta rg et a u die n ce , id en tif y in g c o re id eas, s e le ctin g th e m ost im porta n t c o m munic a tio n m ed iu m , a n d d eve lo p in g s u pportiv e a rg um en ts . In it ia tin g Pro activ e ly in flu en cin g e ve n ts w it h ou t o th ers â €™ d ir e ctio n in o rd er to a cco m plis h a g oal o r ta sk , o r to m ake a d ecis io n . 39 76 12 59 21 53 22 62 25 35 Feed back R ep ort 4 A ppen dix – D evelo pm en ta l T actic s O rg an iz in g L e arn in g h ow to o rg an iz e w ork m ore e ffe ctiv e ly r e q uir e s r e co g niz in g th at n ot a ll w ork is o f e q ual im porta n ce . S om e w ork r e q uir e s i m med ia te a tte n tio n , b ut it is n ot d if fic u lt to e xe cu te , w hile o th er w ork m ig ht r e q uir e le ss u rg en t a ctio n , b ut r e q uir e s m ore th ou ght. L ik e a ll s k ills , le arn in g to p rio rit iz e w ork ta ke s p ra ctic e . S ta rt b y u sin g a s o rtin g s y ste m to d is tin guis h h ig h p rio rit y w ork ( e .g ., a ssig nm en ts fr o m y o u r b oss w it h d ead lin es) fr o m lo w er p rio rit y w ork ( e .g ., u rg en t r e q uests th at a re u nre la te d to y o u r w ork ). U se la b els , c o lo r c o d es, o r s y m bols to d if fe re n tia te w ork o n a d aily b asis . C om ple te a ll h ig h p rio rit y w ork fir s t b efo re m ovin g o n to lo w er p rio rit y w ork . Y ou m ay n eed to c o n tr o l y o u r e n vir o n m en t to a vo id g ettin g d is tr a cte d ( e .g ., tu rn in g o ff y o u r p hon e u ntil y o u ’v e c o m ple te d th e h ig h-p rio rit y w ork ). T o le arn a b ou t o rg an iz in g s k ills c o n sid er ta kin g a c la ss o n tim e m an ag em en t, k e ep in g a n h ou rly d ia ry o f y o u r c o m ple te d ta sk s fo r o n e w eek, w ork in g w it h a n e xe cu tiv e fu nctio n in g c o ach , a n d a sk in g o th er r e sp ecte d c o w ork e rs a b ou t th eir m eth od s fo r m an ag in g th eir w ork lo ad s. T o p ra ctic e o rg an iz in g s k ills u se y o u r r e al d ay-to -d ay r e sp on sib ilit ie s to b eg in e xp erim en tin g w it h th e m eth od s y o u ’v e le arn ed in o rd er to i d en tif y w hat w ork s b est. V olu nte er to le ad a p ro je ct th at w ill r e q uir e y o u to m ake s c h ed ule s, c o ord in ate w ork , a n d k e ep th e te am o n th e s a m e p ag e. E xp erim en t a t h om e w it h d if fe re n t ty p es o f c a le n dars a n d tim e-m an ag em en t s y ste m s th at y o u c a n u lt im ate ly u se in th e w ork p la ce . H ere a re s o m e q uic k tip s to h elp y o u o rg an iz e m ore e ffe ctiv e ly : Use a c a le n dar. R eco rd d ue d ate s fo r im porta n t ta sk s o n a c a le n dar. Skim y o u r e m ail d aily a n d th en s o rt it b y h ig h p rio rit y , c o m ple tin g th e h ig h p rio rit y e m ails fir s t. Each w eek b efo re w ork , m ake a to -d o lis t o f h ig h p rio rit y w ork th at m ust b e a cco m plis h ed . At th e e n d o f e ve ry d ay, lis t th e h ig h p rio rit y w ork th at n eed s to g et d on e th e n ext d ay. Avo id p ro cra stin atio n b y u sin g d ead lin es e ve n if o n es h ave n ot b een a ssig ned . When a tte n din g m eetin gs, a sk to r e vie w a n y fo llo w -u p a ssig nm en ts a n d r e sp on sib ilit ie s a t th e e n d o f th e m eetin g. Alw ays u se a n a g en da w it h tim e lim it s w hen h old in g m eetin gs. Seek to r e d uce tim e w aste rs lik e p op -in v is it o rs a n d e xce ssiv e s o cia liz a tio n in p ers o n o r v ia s o cia l m ed ia . L e adin g L e ad in g is a ll a b ou t in flu en cin g o th ers to a cco m plis h im porta n t ta sk s. T o le arn th is s k ill, y o u m ust fir s t r e co g niz e th at th is is a n activ e p ro ce ss. Y ou m ust ta ke a n a ctiv e r o le in p ro vid in g d ir e ctio n fo r o th ers a n d e n co u ra g in g th em to p erfo rm in o rd er to e ffe ctiv e ly l e ad . P ro vid in g d ir e ctio n s ta rts w it h h elp in g o th ers u nders ta n d th eir r o le s a n d g oals b y s e ttin g c le ar e xp ecta tio n s fo r w hat it m ean s to b e a g ood p erfo rm er. O nce c le ar e xp ecta tio n s a re s e t, e ffe ctiv e le ad in g r e q uir e s s tr o n g e n co u ra g em en t a n d s u pport o f o th ers ‘ n eed s. S eek e ve ry o p portu nit y to r e co g niz e g ood p erfo rm an ce a n d e ffo rt a n d fin d w ays to c o n nect p ers o n ally to e ach in div id ual te am m em ber. T o le arn a b ou t le ad in g s k ills , c o n sid er ta kin g c o u rs e s r e la te d to le ad ers h ip o r h um an c a p it a l m an ag em en t ( s u ch a s o rg an iz a tio n al b eh avio r o r h um an r e so u rc e s m an ag em en t) , p artic ip ate in fe ed back in te n siv e p ro g ra m s ( e .g ., a 3 60-d eg re e fe ed back s u rv e y) d esig ned to p ro vid e i n sig ht a b ou t h ow p eop le p erc e iv e y o u r le ad in g s k ills , d eve lo p a r e la tio n sh ip w it h a m en to r ( ty p ic a lly a w ell- re sp ecte d s e n io r c o lle ag ue), a n d o f c o u rs e r e ad e vid en ce -b ase d b ooks o n le ad ers h ip . T o p ra ctic e le ad in g, s e ek o u t e xp erie n ce s th at w ou ld r e q uir e y o u to p ro vid e d ir e ctio n to o th ers in a n a ctiv e w ay. V olu nte er to le ad a n y p ro je ct, w heth er it ‘s fo r y o u r fa vo rit e c h arit y , c lu b, o r a w ork -re la te d a ssig nm en t. T ake o n n ove l a ssig nm en ts a t w ork th at w ill in vo lv e b ein g p art o f a te am a n d a sk to o w n a p artic u la r p ie ce o f th at w ork . H ere a re s o m e q uic k tip s to h elp y o u le ad m ore e ffe ctiv e ly : Cle arly c o m munic a te y o u r s ta n dard s fo r g ood p erfo rm an ce to e ach a n d e ve ry te am m em ber. Set c le ar p rio rit ie s fo r w ork r e su lt s . Solic it in put fr o m o th ers b efo re d ecid in g o n a fin al c o u rs e o f a ctio n . Meet o n e-o n -o n e w it h te am m em bers to h elp th em u nders ta n d h ow th eir w ork is c o n necte d to th e te am ‘s w ork o ve ra ll. Public ly r e co g niz e te am m em bers ‘ e ffo rt a n d a ch ie ve m en t. Le arn w hat r e w ard s e ach te am m em ber v a lu es. Avo id ig norin g is su es o r c o n ce rn s th at a re r a is e d b y o th ers . Feed back R ep ort 5 Pro vid e r e g ula r fe ed back to h elp o th ers ‘ tr a ck th eir p ro g re ss to w ard g oals a n d to im pro ve th eir e ffe ctiv e n ess. P ro ble m S olv in g P ro b le m -s o lv in g s k ills a re m ore th an ju st m akin g a d ecis io n – th ey in vo lv e d ia g nosin g p ro b le m s a ccu ra te ly th ro u gh g ath erin g a n d a n aly zin g d ata a n d u sin g s o u nd ju dgm en t to d ete rm in e th e b est c o u rs e o f a ctio n a m on g a lt e rn ativ e s. B eca u se fe w p ro b le m s a re s o lv e d w it h p erfe ct i n fo rm atio n , le arn in g to e ffe ctiv e ly s o lv e p ro b le m s is a s m uch a b ou t h avin g a c o n sis te n t p ro ce ss a s it is a b ou t d eve lo p in g a w ork a b le s o lu tio n to th e p ro b le m . T o le arn a b ou t p ro b le m -s o lv in g, c o n sid er fo rm al c o u rs e w ork in th e a re a s y ste m s th in kin g, d ecis io n -m akin g, d ata a n aly sis /b usin ess s ta tis tic s, a n d a p plie d r e se arc h m eth od s. N um ero u s b ooks a re a va ila b le th at d eta il w here a n d w hy d ecis io n s fa il th at c a n p ro vid e a g ood g ro u ndin g in t h e fu ndam en ta l p ro b le m -s o lv in g tr a p s. F in d a n d le arn fr o m w ell- re sp ecte d c o lle ag ues w ho s e em to w ork th ro u gh a g ood p ro ce ss w hen s o lv in g p ro b le m s r a th er th an th ose w ho e sp ou se “ g oin g w it h y o u r g ut” a s a p rim ary ta ctic . T o p ra ctic e p ro b le m -s o lv in g s k ills , s ta rt u sin g a d ecis io n -m akin g p ro ce ss in y o u r d ay-to -d ay w ork fo r p ro b le m s th at d o n ot h ave s im ple o r c le ar a n sw ers . S eek to jo in te am s th at a re c h arg ed w it h m akin g c h an ge a n d g en era tin g n ew id eas, a n d g et in vo lv e d in w ork th at p ro vid es o p portu nit ie s to m ake im porta n t d ecis io n s ( e .g ., s tr a te g y, h ir in g, a n d b usin ess tr a n sfo rm atio n ). H ere a re s o m e q uic k tip s to h elp y o u p ro b le m s o lv e m ore e ffe ctiv e ly : Spen d tim e d efin in g th e p ro b le m b efo re m ovin g to g en era tin g s o lu tio n s. Colle ct d ata fr o m m ult ip le s o u rc e s in o rd er to b ette r u nders ta n d th e n atu re o f th e p ro b le m . Dou ble -c h eck d ata fo r a ccu ra cy a n d lo ok fo r a n y im porta n t in fo rm atio n th at m ig ht b e m is sin g. Gen era te a s m an y p ossib le s o lu tio n s to th e p ro b le m a s p ossib le b efo re n arro w in g th ese to a fe w s o lu tio n s. Seek to h ave m ore th an tw o p ossib le s o lu tio n s to a n y g iv e n p ro b le m . Ask fo r in put fr o m o th ers o u ts id e y o u r g ro u p w ho a re le ss fa m ilia r w it h th e p ro b le m . Dete rm in e th e c rit e ria o r im porta n t fa cto rs th at w ill fo rm th e b asis o f th e s o lu tio n th at y o u s e le ct ( e .g ., c o sts , fe asib ilit y , e ffe ctiv e n ess, etc .) . Eva lu ate e ach p ossib le s o lu tio n u sin g th e c rit e ria th at h ave b een d eve lo p ed to n arro w y o u r c h oic e s. C om munic a tin g E ffe ctiv e c o m munic a tio n in vo lv e s th e e xch an ge o f in fo rm atio n a n d m ean in g b oth w it h in a p ers o n ( d esc rib in g y o u r th ou ghts , id eas, e tc .) a n d b etw een p eop le ( c o n ve yin g m essa g es to o th ers ). O f c o u rs e , e ffe ctiv e c o m munic a tio n in a n o rg an iz a tio n r e q uir e s a k n ow le d ge b ase a b ou t th e s u bje ct, s it u atio n , o r d is c ip lin e a t h an d. B eyo n d t h is c o n te n t e xp ertis e , th e pro ce ss of e ffe ctiv e c o m munic a tio n is a p plic a b le a cro ss a w id e v a rie ty o f s it u atio n s fo r o ra l a n d w rit te n fo rm s o f c o m munic a tio n . T hus, a fo cu s o n th e c o m munic a tio n p ro ce ss c a n h elp y o u d eve lo p y o u r c o m munic a tio n s k ills in g en era l. T o le arn a b ou t c o m munic a tio n s k ills , c o n sid er ta kin g c o u rs e s r e la te d to in te rp ers o n al c o m munic a tio n , b usin ess w rit in g, o ra l p re se n ta tio n , a n d d ata v is u aliz a tio n . T o p ra ctic e c o m munic a tio n s k ills , s ta rt w it h y o u r d ay-to -d ay c o m munic a tio n s it u atio n s. T hese m ost c e rta in ly in clu de e m ail a n d fa ce -to -fa ce c o m munic a tio n . I n a d dit io n , p ut y o u rs e lf in p osit io n s to p ra ctic e fo rm al s p eakin g ( e .g ., b usin ess p re se n ta tio n s) a n d in fo rm al s p eakin g ( e .g ., i m pro m ptu s p eakin g w hen c a lle d u pon in m eetin gs). H ere a re s o m e q uic k tip s to h elp y o u c o m munic a te m ore e ffe ctiv e ly : Cle arly d efin e y o u r a u die n ce a n d th in k a b ou t th eir s p ecif ic n eed s, k n ow le d ge a n d v ie w poin ts . Dete rm in e th e in te n ded o u tc o m e o f y o u r c o m munic a tio n . Id en tif y th e c o re id eas o r m ajo r th em es y o u w an t to c o m munic a te . Org an iz e o r c h art y o u r flo w o f id eas fr o m b eg in nin g to e n d. Outlin e th e c rit ic a l “ ta ke -a w ays” th at m ust b e c le arly c o n ve ye d . Thin k a b ou t th e p ossib le c h an nels y o u c o u ld u se ( fa ce -to -fa ce , e m ail, v id eoco n fe re n ce , p hon e c a ll, e tc .) . W hen c h oosin g th e b est ch an nel, th in k a b ou t y o u r a u die n ce , c o n te n t, a n d s p eed a t w hic h y o u m ust d eliv e r th e m essa g e. Feed back R ep ort 6 Deve lo p y o u r c o re id eas w it h s u pportiv e a rg um en ts th at in clu de d ata , p ers o n al c re d ib ilit y , a n d s u bje ct e xp ertis e . Speak w it h c o n fid en ce a n d e n th usia sm . Be s u re to u se p ro p er g ra m mar a n d to n e. When s p eakin g, m ake e ye c o n ta ct w it h y o u r a u die n ce a n d a vo id “ u p-ta lk ” ( e n din g s e n te n ce s w it h a n u pw ard to to n e th at s o u nds lik e a questio n ). Str iv e fo r c o n cis e s ta te m en ts ; a vo id r a m blin g. I n it ia tin g I n it ia tin g s k ill is a ll a b ou t b ein g p ro activ e , w hic h in clu des s ta rtin g a n d c o m ple tin g w ork w it h ou t b ein g d ir e cte d to d o s o , b ut a ls o in vo lv e s g oin g b eyo n d w hat is e xp ecte d . D eve lo p in g in it ia tiv e r e q uir e s th at y o u fir s t r e co g niz e th e im porta n ce o f b eg in nin g w ork w it h ou t e xp lic it d ir e ctio n . O rg an iz a tio n s c a n ’t p ossib ly d ic ta te a ll th at n eed s to b e d on e a n d m an ag ers r e ly o n o th ers to s p ot o p portu nit ie s o r p ro b le m s a n d t o p urs u e th em w it h v ig or a n d c o m mit m en t. T o le arn a b ou t in it ia tin g s k ill, s ta rt b y d eep en in g y o u r te ch nic a l e xp ertis e in y o u r a re a o f in te re st. B ein g a te ch nic a l e xp ert a llo w s y o u to m ore r e ad ily s p ot a re as o f c o n ce rn s o r p ote n tia l o p portu nit ie s fo r g ro w th . F in d a m en to r w ho c a n c h alle n ge y o u a n d in sp ir e y o u to b e p ro activ e in y o u r fie ld . R eexa m in e y o u r fit w it h y o u r c h ose n o ccu patio n to e n su re th at y o u a re e xcit e d b y th e w ork th at y o u d o. T o p ra ctic e in it ia tin g s k ill, s ta rt b y lo okin g fo r o p portu nit ie s to a ct w it h ou t b ein g to ld to d o s o . F in d p ro b le m s a n d o ffe r s o lu tio n s to th ose p ro b le m s to s e n io r m an ag em en t. T ake o n w ork th at r e q uir e s y o u to e n gag e in n ove l ta sk s to e xp an d y o u r e xp ertis e a n d b ro ad en y o u r a b ilit y t o r e co g niz e fo r y o u rs e lf w hat n eed s to b e d on e. H ere a re s o m e q uic k tip s to h elp y o u in it ia te m ore e ffe ctiv e ly : Reg ula rly a sk y o u rs e lf , w hat c a n I d o to g o b eyo n d e xp ecta tio n s? Seek o u t o p portu nit ie s to d em on str a te th at y o u a re a “ s e lf – s ta rte r.” Volu nte er fo r w ork o u ts id e y o u r o w n a re a o r fu nctio n . Exa m in e y o u r c u rre n t w ork p ro ce sse s a n d a sk w hat c o u ld b e b ette r o r m ore e ffe ctiv e ? Seek o u t in fo rm atio n th at c a n h elp y o u b ette r u nders ta n d y o u r w ork s it u atio n in o rd er to fig ure o u t w ays to im pro ve it . When d ele g ate d a ta sk , u nder p ro m is e a n d o ve r d eliv e r o n r e su lt s . Be p ers is te n t – d on ’t g iv e u p a t th e fir s t s ig n o f fa ilu re . Focu s o n a ch ie vin g r e su lt s , n ot ju st h ou rs w ork e d . Avo id th e te m pta tio n to p ut th in gs a sid e fo r a n oth er tim e w hen it c a n b e d on e e asily in th e m om en t. Take o n e xtr a w ork to h elp y o u r d ep artm en t o r g ro u p m eet it s g oals .
This project entails a performance assessment, results analysis, and the creation of a development plan for focused career improvement. You will be required to solicit performance feedback (anonymous
Scoring Rubric: Employability Plan (MGT 554) Points Section Comments Step 1: Perform an employability trajectory analysis. – Description of career target (industry, firm, job, etc.) – Requirements of career target (sources of evidence needed) = Total points (12 possible) Step 2: Determine areas for development & maintenance. – Essential human capital capabilities (based on evidence [Capsim360]) – Essential social capital capabilities (based on evidence [Capsim360]) = Total points (12 possible) Step 3: Narrow areas & determine where to direct energy. – Most critical gaps identified & justified – Trade-offs discussed = Total points (12 possible) Step 4: Create a developmental plan. – Formal activities described (all 4 areas in List 1 discussed) – Timeline outlined – Potential obstacles identified & ways to overcome them – Resources needed (e.g., money, time, people, etc.) – Evaluation strategy described (both outcome & process) = Total points (30 possible – roughly 6 pts per subsection) Overall Quality (format, style, organization, clarity, etc.) = Total points (1 possible) Incorporation of Informal Resources (at least 3 from List 2) = Total points (8 possible) = Total Score (67 or 75 pts possible)