You are on page 1of 5

Professional  Competency  Scorecard  Project  

Feedback  Worksheet  for  Trusted  Professional  
Name  of  Student:  

 

Professional’s  Name  

 

Professional’s  Title:  

 

Date:  
 
 
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  student’s  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  student’s  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  

 

 

 

 

X  

 

Feedback:  Very  strong  communication  skills.  Relaxed  demeanor  and  sense  of  humor  go  a  long  way  in  
making  her  fun  to  talk  with.  A  very  good  listener,  too.  

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  

 

 

 

 

X  

 

Feedback:  Always  turned  in  assignments  that  were  crafted  carefully  when  explanations  were  needed.  
Not  the  easiest  task  to  undertake  in  economics,  and  she  improved  during  the  semester,  too.  That’s  
the  mark  of  someone  working  on  this  skill.  

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  

X  

 

 

 

 

 

Feedback:  Outside  of  the  purview  of  the  class  I  taught  in  which  she  was  enrolled.  

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  

 

 

 

 

X  

 

Feedback:  Given  how  she  performed  in  ECN205  and  conversations  with  her  about  markets,  I  have  to  
conclude  that  Emily  is  more  aware  than  most  peers  with  regards  to  these  topics.    

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  

 

 

 

 

 

X  

Feedback:  I  know  the  people  Emily  worked  with  in  ECN205  and  some  of  her  friends.  She  is  able  to  be  
in  the  company  of  people  from  all  walks  of  life.  And  thrives  while  doing  so.    

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  

 

 

 

 

X  

 

Feedback:  Always  on  time  and  looking  ready  to  go.    

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  

 

 

 

 

X  

 

Feedback:  She  visited  my  office  on  several  occasions  with  questions  about  assignments  or  concepts.  
Not  all  students  do  that.  It’s  hard  to  admit  some  confusion  about  a  topic!  

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  

 

 

 

 

X  

 

0  
N/A  

1  
Does  NOT  
meet  
Expectations  

2  
Average,  
often  meets  
expectations  

3  
Meets  
expectations  

4  
Exceed  
expectations  

5  
Far  exceed  
expectations  

 

 

 

 

 

X  

Feedback:    

Problem-­‐Solving  Skills  
(Research  relevant  
information,  deliberate  
the  action,  analyze  the  
information,  formulate  
a  workable  solution)  

Feedback:  Emily’s  work  on  the  work-­‐space  business  project  in  Wilmington  was  fascinating  to  hear  
about.  She  had  thought  of  many  angles  that  weren’t  readily  apparent  to  me,  including,  perhaps  most  
importantly,  the  partners  she  wanted  to  work  with.  Way  beyond  peers  in  this  regard.    

 

 

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  

 

 

 

 

X  

 

0  
N/A  

1  
Does  NOT  
meet  
Expectations  

2  
Average,  
often  meets  
expectations  

3  
Meets  
expectations  

4  
Exceed  
expectations  

5  
Far  exceed  
expectations  

X  

 

 

 

 

 

0  
N/A  

1  
Does  NOT  
meet  
Expectations  

2  
Average,  
often  meets  
expectations  

3  
Meets  
expectations  

4  
Exceed  
expectations  

5  
Far  exceed  
expectations  

 

 

 

 

 

X  

Feedback:    

Digital  Media    
(the  use  of  digital  
technology–Facebook,  
LinkedIn,  Twitter–to  be  
productive  in  achieving  
a  specific  purpose  or  
goal)  
Feedback:    

Digital  Communication  
(Professional  
presentation  of  self  
through  presentations  
and  email  
communication)  

Feedback:  She  is  always  polite  and  professional  in  email  conversations.  Something  that  should  be  
taught  more  to  our  students!  It  shows  Emily’s  level  of  professionalism,  though.    

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)