self assessment organizational values

Introduction
This document has been written in response to teacher interest in gaining increased understanding of the use of a variety of assessment methods. Connecting the Pieces encompasses a series of three documents focused on assisting teachers in developing a repertoire of skills in authentic assessment: Performance Assessments: A Wealth of Opportunities; Portfolios: More Than Just a File Folder; and Rubrics: Before an individual, team or organization forms a plan for performance improvement, it is critical that a clear picture of current performance be established. Self-assessment allows the rater to look at their own performance, form conclusions about performance level, and act upon those conclusions to create a development plan. Accurate self-assessment requires introspection and realistic self-perception (Wilson & Pearson, 1995). The rater must also be able to reflect on their performance and determine where improvements are necessary (Braskamp & Ory, 1994).

Self-assessment takes many forms. In many organizations, self-evaluation is incorporated into the performance appraisal process or used to identify developmental needs (Atwater, 1998). Self-assessment also allows the rater to check compliance with stated requirements and standards, evaluate effectiveness, or assess performance (Wilson & Pearson, 1995). A self-evaluation can be used on its own to identify opportunities for improvement, or can be combined with the feedback of others to create a more rounded view of performance (Braskamp & Ory, 1994; Atwater, 1998).

Self-assessment is used in varied settings, including government, academia, and business. In 1998, Atwater estimated that at least 5% of U.S. companies used self-assessment as part of the performance appraisal process. Wilson and Pearson (1995) projected that selfevaluation would increase in use as companies embraced philosophies such as Total Quality Management in an effort to improve organizational performance. Finally, portfolios give us the opportunity to make decisions about what will be assessed and how assessment will occur. As we collaborate with teachers about portfolio criteria and contents, reflect, and set learning goals, they are supported in developing a sense of responsibility for their own learning. Portfolios have the ability to build ownership, pride, and confidence in our ability as learners.

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Part: I, Values
Before answer this question, we need to know what, in general, values are. Our values are the things that we believe are important in the way we live and work. They (should) determine our priorities, and, deep down, they’re probably the measures we use to tell if our life is turning out the way you want it to. When the things that we do and the way we behave match our values, life is usually good – we’re satisfied and content. But when these don’t align with our values, that’s when things feel… wrong. This can be a real source of unhappiness. This is why making a conscious effort to identify our values is so important.

Organizational Values help us
Organizational values exist, whether I recognize them or not. Life becomes much easier when I have acknowledged my organization’s values – and when I make plans and decisions that honor them.
1.1 Five Values that my organization consider in making a career choice: a)
b)
c)
d)
e)

Professionalism
Training & Development
Appreciation
Business & Corresponding Communication
Networking Relationship

a) Professionalism
Professionalism in the workplace is based on many factors, including how we dress; carry our self, our attitude and how we interact with others. The definition of professionalism indicates that each person perform their tasks with genuine earnest and honesty. It refers to a person doing his / her job with sincerity, and maintaining professional etiquette and ethics in the workplace.

My organization use to teach us 14 principles to Show Professionalism in the Workplace:
1. Adhere to my commitments – Live up to your commitments every time. 2. Realize the sensitivity of the work that you represent – Make sure not to jeopardize the confidentiality of your organization or misuse it any way. This will help make you trustworthy.

3. Treat everyone with respect. That means everyone – from upper management, peers, and administrative staff to vendors, clients and competitors, to the person on the phone and the stranger in the 2

elevator. Respect and communication in a business environment gives all employees the feeling of safety and collaboration.
4. Value the time and effort spent by others – Do not take other members of the organization for granted.
5. Always maintain ethical conduct – Be honest and refrain from deceitful practices.
6. Smile and put your best face forward – Friendliness and understanding go a long way to creating an atmosphere of teamwork. Maintain a positive cando attitude even during stressful situations. 7. Admit your mistakes – We all make mistakes. Admitting your mistake shows that you are not only human, but also a professional. Don’t be surprised at how understanding people will be when you admit that you have made an error.

8. Display competence – Competence is the culmination of what you say that you can do and what you actually can do. Competent employees know their job and which skills they are capable of. It is not arrogance. It is an honest display of competencies.

9. Take a leadership role whenever possible – Show that you are willing to
accept responsibility and produce results.
10. Keep personal issues at home – Refrain from using the company’s time for personal issues. While personal issues will be considered by management when required, employees need to refrain from discussing it during office hours. This keeps the office environment free from empathy-related biases about productivity.

11. Demonstrate the core values of professionalism – appropriate attire, etiquette, punctuality, organization and dedication to your job, just to name a few.
12. Project a positive business appearance – It has long been recognized that those who dress professionally will behave in the same manner. 13. Be polite in speech and body language – “Please” and “Thank-you” go a long way in establishing a good working relationship.

14. Turn off or silence mobile devices – This will minimize distractions for you and others. It shows that you value the time spent by others. b) Training & Development A training program is necessary to do our jobs with some idea of what we’re supposed to do and how to do it. But there are a number of other ways in which a training program helps us which we got from my organization. 

It shows us that the organization is serious about what it does, and therefore encourages us to be serious about it, too.

It makes us feel that the organization is supportive of us.

Having the proper training boosts their confidence in their ability to do their jobs.
By the program we learnt organization’s philosophy and methods. 3

It enlists us as “regulars” in the organization by giving them a vocabulary and way of looking at my work similar to those of others in the organization. It shortens the time needed for us to become competent at their jobs. It reduces me need to ask other staff for advice or information, and thus increases their independence and decreases the drain on other staff members.

It greatly diminishes the chance that I’ll make mistakes that cost the organization in prestige, public relations, credibility, lawsuits, or money. It increases my knowledge of the field by introducing me to the latest research and theory, and can expose me to new ideas which ultimately may improve my own effectiveness and that of the organization.

It can expose them to other practitioners with different — and perhaps better — methods.
It gives me one more reason to stay with the organization.
It keeps the organization as a whole dynamic: thinking, growing, and changing. A dynamic organization is almost always a healthy and effective one.

In short, a good ongoing training program for me increases organizational effectiveness and keeps it increasing, rather than allowing the organization to stagnate.
c) Appreciation
Thanksgiving begins a holiday season that often sparks thoughts of gratitude
and reflection on those who make a difference in our lives. In the spirit of the season, I thought I’d focus on the positive actions of some companies who appreciate their employees.

Our organization has also that practices from that I got the inspiration to go ahead and do furnished my personal lifestyle & career.
d) Business & Corresponding Communication
Effective communication is an essential component of successful organizations. As the current economic climate continues to challenge the business environment, it has become critical for professionals to communicate not just effectively, but strategically. The Professional Concentration in Business Communication addresses this important need.

Become a more valuable, more influential part of my organization by improving my ability to converse strategically, write concisely and facilitate more seamlessly. 4

Acquire a comprehensive understanding of how to communicate within the framework of any organization—whether it is a private bank or public bank. Gain practical knowledge that matters

Improve my understanding of interpersonal, team and organizational business communication.

Learned how to work more collaboratively.

Increased my negotiation skills.

Handle difficult situations and people strategically and effectively.

Learn to incorporate social media into my business communications.

e) Networking Relationship
The vast majority of job openings are never advertised; they’re filled by word of mouth. That’s why networking is the best way to find a job. Unfortunately, many job seekers are hesitant to take advantage of networking because they’re afraid of being seen as pushy, annoying, or self-serving. Me also among of them so networking isn’t about using other people or aggressively promoting myself—it’s about building relationships.

Finding a job in today’s economy can be tough, but there are opportunities if we know where to look. The best way to find these opportunities is not through online job boards, the classifieds, or employment agencies—it’s by talking to people around us. Our network of friends, relatives, colleagues, and acquaintances is a valuable job search resource. Networking may sound intimidating, but it can be rewarding and fun, even if we’re shy or feel like you don’t know many people. Here my organization helps me to create valuable corresponding bond with others.

Part II Skill
Banker is responsible for the financial operations of personal and business accounts in a bank. Bankers process all the transactions for customers, qualify individuals for loans, advise customers about savings accounts and answer any complaints or issues involving financial matters.

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While a bachelor’s degree is the minimum education requirement to become a banker, many promotion and advancement opportunities are available to those with a Master of Business Administration (MBA) degree. Finance is one of the best business degrees to focus on at the undergraduate and graduate level.
While an undergraduate degree in finance teaches students the fundamentals of financial matters, an MBA in Finance offers students specific practical and real-world banking knowledge and skills. Courses are available in financial reporting and analysis, portfolio management, equity and fixed income, derivative securities and qualitative finance.

Bankers need to have excellent interpersonal and communication skills in order to develop trust and encourage clients to continue doing business with them. Having computer skills is also an important skill for bankers, because it helps us keep track of account and financial information.

2.1 Skills needed for my career Choice
1) People skills
2) Organizational skills
3) Sales skills
4) Communication skills
5) Analytical skills
6) Ability to synthesize
7) Creative ability
8) Initiative
9) Work hours
2.2 Skill and Talent Requirements Relate to Personal abilities Banks want employees with a combination of strong analytical and interpersonal skills. Some jobs lean more towards one skill set than another (e.g. brokers need to be mainly sales people). A typical job of an equities analyst requires both analytic and interpersonal skills.

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2.3 The skill matches with my abilities:
Key Skill Area

Requirement

My Abilities

People skills:

High

Medium

Sales skills:

Medium

Medium

High

High

High

Medium

High

High

Creative ability:

High

Medium

Initiative:

Medium

Medium

Work hours:

50-70/week

50 to 55/Week

Communication
skills:
Analytical skills:
Ability to
synthesize:

Part III Ability to apply self skills
3.1 Self-determination
self-determination is the “ability to identify and achieve goals based on a foundation of knowing and valuing oneself.” This definition is consistent with the themes throughout various definitions of self-determination. Throughout all of the definitions of self-determination that have been offered, there is an emphasis on knowing oneself, making choices, taking control, believing in oneself, and taking action to reach one’s goals.

3.2 Demonstrating the ability of self advocacy & self determination: Showing my capabilities depending on below points :

Awareness of personal preferences, interests, strengths, and limitations.

Ability to differentiate between wants and needs.

Ability to make choices based on preferences, interests, wants, and needs.

Ability to consider multiple options and to anticipate consequences for decisions.

Ability to initiate and take action when needed.
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Ability to evaluate decisions based on the outcomes of previous decisions and to revise future decisions accordingly.

Ability to set and work toward goals.

Problem-solving skills.

A striving for independence while recognizing interdependence with others.

Self-advocacy skills.

Ability to self-regulate behavior.

self-evaluation skills

Independent performance and adjustment skills.

Persistence.

Ability to use communication skills such as negotiation, compromise, and persuasion to reach goals.

Ability to assume responsibility for actions and decisions.

Self-confidence.

Creativity.

I already have instructional efforts aimed at many of these components.

3.3 My determination throughout the career planning process
3.3.1 Hard Work Expected and Respected
Banking is a high work, high risk, and high reward profession. When we start our hours will typically be long but the work can be exciting. Be prepared for moments of frustration where we are stretched too thin and moments of exhilaration where everything clicks.

3.3.2 Tough to Break In
It’s relatively hard to break into banking. We need to be prepared to pursue firms on our own after have thoroughly prepared ourselves.
3.3.3 Analyst Jobs Are the Best Entry Point
Many graduates start in banking in an analyst position. To succeed in these positions I need to be extremely dedicated, have good spreadsheet skills and be analytically fluent. My next step will be to become an associate. Same skills just raising the volume.

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3.3.4 Communication and Completion Abilities Key
In mid-career, our success usually will depend on our ability to communicate with clients and get deals done. At this level it is also important to have a good understanding of market trends, the political and macroeconomic environment and deal mechanics.

3.3.5 Math Skills Can Help
Some jobs in banking call for very strong mathematical ability. If we are good at math think about getting an advanced degree in a technical field (studying areas such as stochastic calculus and differential equations), then take some advanced finance courses in options pricing or bond valuation and apply to a research department. I have coped with that ability up to adequate level. 3.3.6 Teamwork Crucial

A crucial success factor in banking is teamwork. Being able to pull together persons with large egos to get a presentation together for a client is a challenge and is likely to be rewarded highly.

A self-determination model which I am following.
Self-determination is “the ability to identify and achieve goals based on a foundation of knowing and valuing oneself” (Field & Hoffman, 1994, p. 164). This skill is promoted both by internal, affective factors within the individual’s control (e.g., values, knowledge, and skills) and environmental variables that are not within the individual’s control (e.g., opportunities for making choices, attitudes of others). A model that delineates the key skills, knowledge, and beliefs that promote selfdetermination is provided in the figure below. The model has five major components:

1. Know Yourself
2. Value Yourself
3. Plan and Learn
4. Act
5. Experience Outcomes

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The first two components describe the internal awareness and strengths that are prerequisites for acting in a self-determined manner. The next two components, Plan and Act, identify skills required to build on this internal foundation. The final step, Experience Outcomes and Learn, includes both celebrating successes and evaluating one’s efforts in self-determination in order to enhance one’s skills. The model is given bellow

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Part IV My Strengths & Weakness
Strength:
1).Enjoy & Like to work.
2). Simplicity.
3). Always ready for learning new things.
4). Positive and hopeful attitude.
5). Self motivated.
6). Never get too impressed by anyone.
7). Accept everyone with their weakness.
8). Instead of complaining think about solution.
9). Target Oriented.
10). Good leadership quality.
Some points which are strength as well as weakness:
1). Become angry quickly and calm down
2). Speaking lie is very hard for me.
3). Take decision very quickly.
Weakness:
1). Sensitive & Emotional.
2). Poor interviewing skills.
3). Bad handwriting.
4). I can’t say no to anyone who wants help from me.

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My SWOT analysis

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Conclusion
Self-assessment is best used with raters who are eager to improve. When implementing self-assessment in an organization, it is often helpful to start by using self-evaluation to set modest goals. Once raters have successfully set and met their own goals, motivation will increase and larger efforts can be undertaken (Wilson & Pearson, 1995). Another factor that contributes to the success of self-evaluation is a high level of management involvement with the rater; supervisors can assist the rater in interpreting a self-assessment to identify developmental needs (Atwater, 1998). In the performance appraisal process, Atwater describes self-assessment is a valuable tool for rating an employee who typically works alone and cannot be easily observed, and for providing additional data on the performance of those who can be observed directly.

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References
Bridges, W. (1980). Making sense of life’s transitions. Reading, MA: Addison-Wesley. Clark, G. M., Field, S., Patton, J. R., Brolin, D. E. and Sitlington, P. L. (1994). Life skills instruction: A necessary component for all students with disabilities. Career Development for Exceptional Individuals, 17, 2. pp. 125-133. Cullinen, D. and Epstein, M. H. (1994). Behavior disorders. In N. Haring, L. McCormick and T. Haring (Eds.), Exceptional children and youth, sixth edition (pp. 526-555). Columbus, OH: Macmillan.

Field, S. and Hoffman, A. (1996). Steps to self-determination. Austin, TX: Pro-Ed. Field, S., Hoffman, A. and Posch, M. (1997). Self-determination during adolescence: A developmental perspective. Remedial and Special Education, 18. pp. 285-293. Field, S., Hoffman, A. and Sawilowsky, S. (1997). Research in self-determination: Final report. Detroit, MI: Wayne State University.

Field, S., Martin, J., Miller, R., Ward, M. and Wehmeyer, M. (1998). A practical guide for teaching self-determination.Reston, VA: Council for Exceptional Children. Halpern, A. S., Herr, C. M., Wolf, N. K., Lawson, J. E., Doren, B. and Johnson, M. C. (1997). Next S.T.E.P: Student transition and educational planning. Austin, TX: Pro-Ed. Hoffman, A. and Field, S. (1995). Promoting self-determination through effective curriculum development. Intervention in School and Clinic, 30, 3. pp. 134-141. Kohn, A. (September, 1993). Choices for children: Why and how to let students decide. Phi Delta Kappan. pp. 8-20.

Levinson, D. J. (1978). The seasons of a man’s life. New York: Knopf. Martin, J. E., Huber Marshall, L., Maxson, L., Jerman, P. and Miller, T. L. (1996). The self-directed IEP. Longmont, CO: Sopris West.

McGahee-Kovac, M. (1995). A student’s guide to the IEP. Washington, DC: National Information Center for Children and Youth with Disabilities. Perlmutter, L. C. and Monty, R. A. (1977). The importance of perceived control. Fact or fantasy? American Scientist, 65. pp. 759-765.

Reason, R. E., Favell, J. E. and Lowette, A. (1990). The effects of making choices on engagement levels with persons who are profoundly mentally handicapped.

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[email protected] attalika -bd.com
Career Management by Jeffrey H. Greenhaus,
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