Professional

Competency Scorecard Project

Feedback Worksheet for Trusted Professional
Name of Student:

Emily Friend

Professionals Name

Beth Montplaisir

Professionals Title:

Safe Office Coordinator, WFU

Date:
9/8/2016

Instructions for Trusted Professional
Please help our students develop their professional competence by completing the evaluation below
based on your knowledge, experience, and observation of the student requesting your feedback.
Please mark the most appropriate rating for each competency area and provide concrete examples of
strengths and areas for growth. The feedback will help the student identify strengths and any the
professional skill gap(s) that will help them smoothly transition to the world of work.
When you have completed this form for our student, please email it to: robinshj@wfu.edu
Below are a few examples for providing feedback:
Communication Skills: 4

She responded to emails within 24 hours and more promptly if needed. Written communication
was crisp, showcased her attention to detail (We appreciated her ability to create a client
presentation and the enthusiasm she brought to the project.
She will continue to grow by working on her professional communication in-person. Her warm
personality and her professional demeanor would be taken more seriously as she substitutes filler
words that are fine outside the office, from her day-to-day office speech. Her use of like and you
know sometimes reminded others that she was in college. She is a talented young woman and we
are excited to see her return to work with us during her winter break.

Personal Management: 3.5

Shows initiative to problem-solve and think through options instead of bringing things to
management as a problem. I think of the time our art production team was at a conference and
we needed design work for a customer emergency.
Tyler may be taken more seriously by adding more formal work wear that will not identify him as
the youngest member of the team. This would also allow him more customer interaction. His work
certainly shows maturity and he continues to be a valued employee.

Evaluation Instructions
The purpose of this evaluation is to help develop the professional performance of the student as
compared to expectations for an entry-level employee. The overall rating will contribute to the student's
development of professional skills in preparation for the world of work.
Please use the following scale to assess the students performance in each of the following four specific
professional development competency areas:
5 = Far exceeds expectations (could step into an entry-level position immediately and perform
outstandingly well); 4 = Exceeds expectations; 3 = Meets expectations; 2 = Average, often meets
expectations; 1 = Does NOT meet expectations; 0 = No opportunity to evaluate this area
Evaluation
Components

Please mark an X to indicate the rating that best describes students current skills:

1. Communication Literacy
Oral
(conversant and
articulate, listens well,
responds appropriately,
and uses professional
vocabulary)

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback: Emily is incredibly thoughtful in communication with others. She takes time to consider her
words and purpose before jumping into the conversation. Her demeanor is warm and her care for
each individual with whom she interacts comes across in her word choice, tone, and delivery. In group
settings, Emily is able to express opinions in a direct but sensitive manner that avoids confrontational
pitfalls and invites further conversation (eg in conversations around PREPARE recruitment and
interactions with Trailblaze). She can continue to grow in her confidence in expressing her opinions as
sometimes it seemed she would hold in her important perspective and thoughts and carry a weight of
frustration with her after a group conversation or interaction.
Written
(appropriate and
concise content,
professional
vocabulary, proper
grammar, organized,
follows instructions,
utilizes appropriate
industry format)

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback: Emilys written communication echoes her verbal skills in her ability to balance being clear
and concise with a human feeling of care. Most of my exposure to Emilys writing has been through
electronic means, but she demonstrated strong language skills when asked to draft large group
messaging sent by email. She has an eye for format and design, which are demonstrated through the
newsletter and website that she has designed for her professional pursuits in health and wellness.

Presentation Skills
(presents self
professionally through
verbal presentations
and the use of audio-
visual tools
(e.g.PowerPoint))

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback: I remember Emilys name popping up after being selected as a top participant in her
PREPARE orientation session and again as she participated in the PREPARE course that Spring. Her
communication skills translated well to group presentations through this student organization. She
builds relationships with audience members, presents charged content with confidence, and
facilitates difficult conversations with ease. She demonstrated strength in working with a co-
facilitator and quickly was able to navigate technology required for this work and co-facilitator
dynamics and strengths.
2. Personal and Professional Management
Business Acumen
(Understands basic
business finance,
accounting, project
management, and
organizational
structures))

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback: I have not had experience with Emily navigating business finance, but I have had the
opportunity over the past few years to see her grow her professional endeavors through creative use
of marketing strategies and strong, SMART goal setting. Emily demonstrated an advanced
understanding of organizational structures and organizational change through the 2015-2016 year of
PREPARE Exec. Emily was able to consider the moving parts of the structure positioned to achieve the
longer term goals as well as the individual pieces of the groups present moment. I think that Emily
has more experience, knowledge, and ability in these areas than she regularly shows groups with
whom she might interact.
Social and Cross-
Cultural Awareness
(works collaboratively
and communicates with
diverse populations and
team environments)

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback: Emily exceeds expectations in understanding the many layers of identity. She has a keen
awareness of the impact of the social or physical environment on others and consistently works to
engage and understand all voices and perspectives. This priority came through in her efforts and
awareness of needs for an expansion of recruiting practices of a student organization. She advocated
for intentional bridge building with under-represented groups and individuals on campus. On several
occasions, I had the opportunity to watch as Emily shared her talents with the weekly sexual assault
survivor group on campus as a yoga instructor. Her sensitive approach and presence in the shared
space made this activity one of the most requested activities of each semester as she allowed each

group member to be vulnerable and safe in the activity together.

Professional Etiquette
(dresses professionally
and appropriately, and
uses proper protocol for
professional and social
situations)

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback:
Emily appropriately navigated the chain of leadership within the student organization when
experiencing concerns through the academic year. She effectively communicated her observations
without communicating disrespect. She remained solution focused and brought ideas to the table to
counter observed needs as appropriate. She worked to open lines of communication. She always
dressed accordingly for the role and situations in which she was involved as a member of the
organization. Although incredibly difficult, I hope that Emily continues to explore ways to prioritize
self-care, especially when faced with professional situations that feel personally draining. This will
help her to avoid feeling burnt out on work, projects, or people as she continues to invest her time
and talents.
Personal Management
(demonstrates
initiative, willingness to
learn, integrity and
accountability)

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback: Emily demonstrates integrity in each of her organizational interactions. When unable to
complete a task for personal or professional reasons she asked for help from her colleagues to ensure
the organizational goal was met (eg with contacting multiple groups or people by email on a
deadline). She prioritized tasks when needed to ensure the most efficient use of available resources.
Emily brought energy and ideas to the table when stepping into a newly created role and partnership
with another student within the Exec team. As Emily continues to grow as a professional, she may
benefit from additional consideration of her limits early on in project planning as to delegate
responsibility among team members. This may allow for a decrease in the personal stress experienced
in the future when tasks begin to feel overwhelming.
3. Critical Thinking/Problem Solving Skills
Critical Thinking Skills
(finds needed
information, analyze
and evaluate the
information to make
logical conclusion)

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback: Emily is very intentional in her approach to tasks and takes time to gather information
about all available options before proceeding with a decision. In a group setting, she seemed to
perform at her best when she had an opportunity to individually reflect on information before being
asked to present an opinion or decision to the group (eg group decision about use of resources or
options for programs on campus). She asks thoughtful questions to prompt conversation and on
multiple occasions I saw her gently but directly steer the group conversation back to the decision at
hand to make efficient use of time together.
Problem-Solving Skills
(Research relevant
information, deliberate
the action, analyze the
information, formulate
a workable solution)

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback: Here I would echo everything shared in the item above around critical thinking. As noted,
Emily excels at brainstorming that focuses on goal setting and brainstorming as she does well at
understanding the way that pieces in a system might connect. Emily may continue to develop in her
ability to move from this brainstorming piece to action when there is not full group support of the
direction she suggests. On occasion within PREPARE, Emily seemed to feel weighed down by
discontentment within the Exec team which created a barrier to putting ideas into motion.

4. Technical Literacy
Productivity Software
(basic proficiency in
word processing, data
entry and creating
spreadsheets,
publishing, creating
slides for presentations,
and email
communication)

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback: As referenced previously, Emily has demonstrated effective incorporation of electronic

tools and platforms into her work with PREPARE, through her personal endeavors, and through the
sessions she provided to the support group. In each space, I saw Emily bring new and innovative tools
to life to meet personal and professional goals. Emily shared unique business cards, designed using an
online platform, that featured a unique shape and ascetic to capture attention and keep it. She
demonstrated basic computer program skills (eg powerpoint, publisher, excel) throughout her time
with Exec, often offering effective methods for achieving an end goal within presentations and
materials being built by the group (eg Emily always seemed to be the one at the table that knew how
to insert a video clip or new graphic).
Digital Media
(the use of digital
technologyFacebook,
LinkedIn, Twitterto be
productive in achieving
a specific purpose or
goal)

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback: I did not have an opportunity to see Emilys work in these areas as it did not fall under her
purview within PREPARE. However, I have spoken with Emily about her use of a professional
newsletter to promote her services. Her design and approach to using this medium has been
intentional and goal-oriented. Her enthusiasm for connecting with others shines through when she
discusses this work and her marketing efforts.
Digital Communication
(Professional
presentation of self
through presentations
and email
communication)

0
N/A

1
Does NOT
meet
Expectations

2
Average,
often meets
expectations

3
Meets
expectations

4
Exceed
expectations

5
Far exceed
expectations

Feedback: Spoke to this earlier in review, but Emily consistently communicates clearly and
professionally through electronic platforms. She responds in a timely manner to messages received as
an individual message as well as group email threads.

THANK YOU! Your performance feedback is a valuable part of this learning experience and
the professional development of the student.
When you have completed this form for our student, please email it to me:
Heidi Robinson (robinshj@wfu.edu)