Application for Classroom 360 Feedback

Activity Learning Objective Through a self-determined “strategic” feedback collection process, students build their understanding regarding their competency strengths and opportunities for “improvement,” and, as such, fine tune their developmental opportunities.

Activity Description Through a 360 feedback process, this activity supports students’ efforts to understand and develop REFLECT competencies. Students collect feedback from past and current peers as well as work colleagues, drawing broader conclusions regarding opportunities to leverage competency strengths and further develop others. The activity culminates in a feedback-driven student final paper and/or Individual Development Plan.

Overview for Students Example – Chris Collects Feedback Process Feedback Collection Past work colleagues Past performance appraisals Group/team project post-mortems Faculty feedback Current work colleagues and supervisors and/or friends and family Intermittent Class Feedback Debriefs Mid-term Feedback Summary Final paper (and possibly IDP)

Activity Modification and Challenge Opportunities (if applicable) Student collects and analyzes feedback collection during the first year of business school and develops his/her IDP (as referenced below) in the second year. Challenge Student drafts Individual Development Plan (IDP) at the end of the term (or year) that responds to feedback themes and anchors their ideas for development in specific objectives and actions.

Final Paper Grading Considerations Did student collect comprehensive feedback? Did student effectively summarize feedback themes? Did student draw logical conclusions regarding feedback and its alignment with REFLECT results Did student effectively capture his/her professional development opportunities and next steps based on feedback and REFLECT?

Individual Development Plan (if applicable) Based on feedback, student rates competencies (low, medium, high): Behavioral Urgency to address Student provides rationale for ratings. Ratings drive student identification of 3-5 developmental goals. They must be SMART They must include a success Student describes anticipated impact of goals on his/her professional development and success