1. Preparing a PROFILOR® Feedback Report
(Maria Anderson Sample Report)
Preparing the report is the process of becoming curious about the data. This is the step where we note interesting trends, discrepancies, and highs and lows. It is in this step that we begin to ask questions: Why is this skill or behavior rated higher? Why is this perspective rating lower?
As facilitators or coaches, we don’t have the answers to these questions, but we can begin to be curious about the answers. You may not ask all of these questions, but they will stimulate thought about the report and help you to guide the participant through the data.
The participant may not have the answers to the questions that we ask, but in the asking, we begin to help them shape their thinking about how they behave on the job and how they would like to be perceived.

2. Cover
Make note of the boss(es) names so that you use those instead of “Boss A” or “Your Boss”.
Check to ensure that the recipient’s name is accurate.

3. Introduction
Cover the main points described in the introduction, stressing that anonymous, confidential feedback is being presented in the report which can help the participant determine what he or she can do differently to improve effectiveness.
Stress the importance of spotting patterns, themes and messages within the data to focus on the most important points among a very large amount of feedback.

4. Skill Definitions
Be sure you are familiar with the competency model in question.
here can be questions from participants when skill names are emotive (e.g., “Building Trust”).

5. Importance Summary
Mark where ratings are more than 3 numbers different.
Note where the differences lie.
Refer to discrepancies as such or as differences rather than areas of disagreement which may have an entirely different and negative connotation in this context.

6. Skills Overview
Make note of the perspectives used in this model and how many respondents are in each group.
Make note of the norm group used (manager, executive, custom, client-specific.
Focus more attention on those skills that are critically important to the boss or bosses. Of those skills, indicate the 2 or 3 highest and the 2 or 3 lowest ratings.
Questions to consider:
Are the Self ratings very different from the average of all other respondent groups. Which are statistically significant (discrepancies of .5 or greater)?
Are ratings generally higher or lower than the norm?
How much variability is there in the ratings across dimensions and skills?

7. Perspective Comparisons
Note to ask: “What roles and relationships are represented within the “Other” respondent group?
Questions to consider:
Is there one perspective that is consistently rated higher/lower than the others?
Are there patterns in the ratings? That is, do the ratings given within the perspectives represent the same highs and lows (trend lines that flow together) or do the ratings differentiate to the degree that they are statistically significant (trend lines that tend to cross and are set apart by 1.5 points or more)?
In which Dimension or Skill areas do the differences and similarities exist?
Remember to look at all the pages of Perspective Comparisons before noting trends or patterns. ?

8. Specific Question Results
Note discrepancies in the ratings: Are there behaviors that are rated highest for one perspective and lowest for another?
Questions to consider:
When there are discrepancies, which perspectives, if any, consistently show differences?
Do the discrepancies occur in the same skill area?
Are there a large number of behaviors not rated? If so, by a particular perspective or within a particular skill?
How similar or different are “Self” ratings the ratings of each perspective?

9. Highest Ratings
Note discrepancies in the data (1.5 points or more) among two or more perspectives.
Questions to consider:
What common themes emerge, if any?
How high are the averages (in absolute numbers)?
What relative differences are there in the highest of the highly rated behaviors?

10. Lowest Ratings
Note discrepancies in the data (1.5 points or more) among two or more perspectives.
Questions to consider:
What common themes emerge, if any?
How low are the averages (in absolute numbers)?
What relative differences are there in the lowest of the low rated behaviors?

11. Composites Note discrepancies (greater than 1.5).
Questions to consider:
How do the results on the Overall Performance Composite compare to the results from the rest of the 360?
To what degree does is this person perceived as getting results?
What relationships exist, if any, between one or more of the measures in this composite and themes for messages contained in previous sections?

12. Focus for Development (top of page)
This portion of the Building on Strengths section shows general strengths (highly rated skills also rated high relative to the norm group.)
Note the behaviors that are key to these strengths?

13. Focus for Development (bottom of page)
The 3 skills in the bottom left portion of the page lists highly rated skills that the recipient’s Boss considers important and to which the recipient compares favorably to the norm. The bottom right lists those highly rated skills that were marked critically important by the recipient and to which the recipient compares favorably to the norm.
Questions to consider:
How do the skills on the Strengths page compare to those on the Development page which follows? Any themes?
How different or similar are the skills that are important to the boss(es) and the recipient?
Note any overlap between skills listed in the top portion of the page and skills that are also critical to the boss or bosses and the recipient. How much overlap or difference is there?

14. Focus for Development Addressing Development Needs
This portion of the Addressing Development Needs section shows skill areas where development might make a difference (low rated skills also rated low relative to the norm group.)
Note the behaviors that are key to these development needs?
Consider how these skills relate to those described as Strengths. What strengths, if any, can be leveraged to mitigate a less strong area skill or behavior?

15. Development Suggestions
Briefly read through the Development Suggestions, in case these items are ones Maria would like to focus on.
Be sure to comment on the practice application described in the development suggestion and that the suggests, while appearing generic, are well researched for effectiveness within the role.

16. Written Comments 16 Question 1: Question 2: Question 3:
When you read through the comments, ask yourself:
What are the overall nature of the comments? What messages are respondents delivering?
Which comments, if any, put any of the earlier ratings in a different light?
What differences or contradictions within the comments are there, if any, across the perspectives?
Question 2:
Question 3: 16