The Capism Online Exercise Analysis
The feedback report illustrates the key elements that contribute to a professional manager in one way or another. In order to improve in the field of management, each candidate must describe and analyze their results in the various areas, such as the developmental index and self-awareness score. The Capism online exercise is a credible simulated method of measuring business students’ management skills (Black et al., 2018). The simulation allows theoretical knowledge to be practiced in controlled external settings (Black et al., 2018). Therefore, it serves as a realistic strategy for aspiring managers to utilize for improvement of skills and proficiency.
Firstly, the overall performance must be evaluated to assess the general rank of the whole set of skills. The results indicated a 32nd percentile, as the candidate performed better than 32% of the other participants from the database. The score can certainly be improved to a higher percentile to establish a better record than other individuals, and in that way, increase one’s competitive potential as a candidate for the appropriate manager position. Since this particular criterion demonstrated the accuracy of email or messages responses, it is essential to note ways through which the score can be increased.
Secondly, the developmental index is an indicator of the participant’s skill proficiency level. The levels start from novice and end with advanced as the ultimate rank to reach. Furthermore, the mentioned levels can be demonstrated through a range of inconsistencies or consistencies. The results showed an intermediate level of skill proficiency, which was expressed somewhat consistently. Hence, the goal of an advanced level has not been reached, but the listed level was nearly consistent throughout the whole exercise. By focusing on a more time-efficient strategy and attempting the simulation once again, the level can be improved from intermediate to advanced.
Lastly, the final general area to reflect in is on the self-awareness criterion. According to the Capism results, this field scored a total of two points out of maximum six, proving to be low in this section. As this score signifies how accurate one is when assessing their own work and knowledge, it is crucial to reflect on the specific examples where the personal over-assessment was made. Furthermore, the significance of valid self-assessment skills becomes prominent in team management projects. In this way, research by Dierdorff et al. (2019) indicates higher productivity levels in teams composed of individuals with greater levels of self-awareness (Dierdorff et al., 2019). Although this skill is crucial for collective work, it can also be argued that the ability to not overrate one’s own performance is just as beneficial for individual progress.
Moreover, the Capism report provided scores in five soft skill areas. These include results for organizing, leading, problem solving, communicating, and initiating. For the organizing part, a low-median result (36) indicated lower values than estimated (65), meaning time management skills must be improved. However, the leading skills proved to be far more advanced, as the actual result (69) came close to the self-assessed one (75). This signifies a strong ability to professionally direct people while also motivating them. Then, initiating showed a similar close position of the predicted (75) and actual results (58), although a bigger difference could be noted than in the leading criterion. Still, the inbox assessment score suggests that more individual work commencement is required in order to become a better manager.
Problem solving, with a score of 57, can be seen as significantly lower than the self-assessed score of 90, therefore skills including analysis and gathering of data would need to be improved. Most importantly, the skill that requires the most practice is communication. The received score (28) was clearly greatly lower than the expected level (80). Hence, a proper method of sharing ideas in a clear and concise way should be incorporated into practice to improve the overall performance score.
To become a better manager, I must utilize the main conclusions and strategies described in the analysis. The primary area to work on would be communication, as it scored lowest in the five soft skills. The improvement would require practice in both oral and written communication skills, according to Holik & Sanda (2020). Involvement in group discussions and social influence can leave a positive impact on the way one shares their ideas (Holik & Sanda, 2020). Therefore, becoming a better manager inevitably includes spending more academic hours in group settings. Additionally, the analysis demonstrated a tendency to overestimate my own skills in multiple areas. It is important to be open-minded to potential errors and weaker fields in order to gain more knowledge about the correct options.
Finally, particular soft skills must be addressed to enhance my profile as a manager. Recognizing issues is one of the first steps of self-evaluation. This can be done with thorough research based on several credible sources, as well as productive use of time allocated to conducting the research. Recognizing issues also means communicating with others to receive feedback which might be very beneficial to acknowledging the problem. Generating solutions is the next essential step towards improving a whole set of management skills. Besides conducting research, internal crowdsourcing is identified as another effective method of generating solutions. According to Malhotra et al. (2017), surveying employees significantly increases the number of creative ideas needed for a successful project, and can be easily incorporated into one’s management style (Malhotra et al., 2017). By adhering to these principles, the issue of low productivity levels can also be resolved. Lastly, evaluating consequences requires analyzing the original plan and the results. I would improve this soft skill by focusing on comparing the advantageous and disadvantageous aspects of a project, and then highlighting the possible reasons behind such outcomes.
References
Black, J., Kim, K., Rhee, S., Wang, K., & Sakchutchawan, S. (2018). Self-efficacy and emotional intelligence. Team Performance Management: An International Journal. Web.
Dierdorff, E. C., Fisher, D. M., & Rubin, R. S. (2019). The power of percipience: Consequences of self-Awareness in teams on team-level functioning and performance. Journal of Management, 45(7), 2891–2919. Web.
Holik, I., & Sanda, I. D. (2020). The possibilities of improving communication skills in the training of engineering students. International Journal of Engineering Pedagogy, 10(5), 20 33. Web.
Malhotra, A., Majchrzak, A., Kesebi, L., & Looram, S. (2017). Developing innovative solutions through internal crowdsourcing. MIT Sloan Management Review, 58(4).