1. Application for Classroom
360 Feedback

2. 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.

3. 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.

4. 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)

5. 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.

6. 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?

7. 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