Assessment Form

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BLOCK 1
Course: Leadership Journey

Final product: Reflection Report

Name student:

Name assessor: Debbie Tromp

Form criteria Yes/No

The reflection report is structured in a logical way
The reflection report should not exceed 10.000 words:
The portfolio should be included in the report as an
appendix
Result (all criteria should be answered with Yes, if
not, final result Insufficient)
If you have a long text, please split in
paragraphs or chapters dividing different
topics. You can use the topics of the
qualitative criteria, but even within one
criterium you can divide topics if needed.
Explicitly state growth or eyopeners in
separate paragraphs. use headings
For block 1 no more than 5 pages
All elements of the portfolio should be in
one document. I do not accept all separate
documents

Quantitative criteria Yes/No

The portfolio includes all the activities undertaken by the
student to gain self-insight and includes at least the
following:
Make sure all this proof is gathered in ONE document
Make sure it is complete!
1. Report of SWOT presentation including Not per se the separate forms, but a
feedback summary + reflection

2. SLPI results and reflection questions

3. Core qualities and reflection questions (link to Core qualities work only if you make one
leadership theories) quadrant per core quality

4. Values arrangements and personal rules +
reflection questions
5. Birkman results and analysis
6. Leadership Rose reflection (Meyer and Meijers)
7. Outcomes Mindfulness workshop
8. Evaluations skills assessment
 Debating skills according criteria
(Assessed in course Hospitality in
Perspective)
 Convincing skills according criteria
(Assessed in course Hospitality Experience
Innovation)
 Influencing skills according criteria
(Assessed in course Leading Hospitality
Change)
 Coaching skills according criteria
(Diagnosed in course Hospitality
Leadership Journey, criteria in Appendix
1A)
 Teamwork skills according criteria
(Diagnosed in all courses where
teamwork apply, criteria in Appendix 1B)
9. Evaluation of peer ratings (presentation - ,
coaching- and teamwork skills)
Link qualities, pitfalls, challenges to
leadership theories
Not the report itself but your own summary
and reflection (for example on eyeopeners)
see reflection questions workshop 6
You can find that in the book “Leadership
agility” of Meijers and Meyer. Fill out the
questionnaire and reflect on your styles in
the different tasks and roles.
What were your main findings about
mindfulness in hospitality business?
What are the main findings of your Ikigai?
Be aware that you give an evaluation
based on the assessment. What went well?
What can be improved? What did you do
with the feedback given next time?
Debating: Feedback peers, Assessment
lecturer
Convincing: reflection and application of
lessons learnt
Influencing/conflict resolution: use
feedback and learnings of Mr Konigs given
in class, there is no assessment
Coaching: client evaluation of coachee,
Assessment Debbie Tromp
Teamwork: team evaluation
Teamwork evaluation form:
perform with the team :
1 halfway evaluation (week 4/5)
1 final evaluation (after the
project)
Discuss outcomes and follow up
on team action points after
halfway evaluation.
Analyze individual learning goals
that contribute to teamwork
Block 2 + 3 + 4
Use the forms as a base, but make an
evaluation: what went well, what can be
improved. What do you choose to work on?
Do you see improvements over time?

10. Reflection of learning of Guest lectures and
events
Fill in the reflection form with every guest
speaker
11. Description of critical incidents that raised self-
insight and social awareness, or contributed to
the development of leadership qualities
12. Personal Sales Plan (assignment acquisition
consultancy)
13. Agreements about personal objectives made
during individual coaching sessions as coachee
14. Evaluation of the outcomes of the coaching
sessions with regard to the personal objectives
15. Report of coaching sessions as coach
16. Assignments Intercultural competence.
17. Personal Development Plan , according criteria
(criteria in Appendix 1C)
Additional content/activities:
Result (all criteria should be answered with Yes, if
Collect the forms each block and compare.
For block 1 : 2 times
Put at least the 5 most important for you in
your portfolio. In your final report you can
draw conclusions analyzing them all: what
is important for you, what were eye
openers , what is inspiring for you, what
does that tell about you and your future
plans?
For block 1: 2 critical incidents that raised
self-awareness
Use a reflection model, for example Gibbs,
STARR,
Describe several incidents to be able to
show growth
After each session keep track of your
agreements with regard to personal
objectives
After each session evaluate what has been
achieved with regard to personal objectives
Make a report of the coaching sessions.
What did you do? what went well? ideas for
next session? Use form Report of coaching
session (will be posted)
Assignments and reflections composed for
lessons Intercultural competence of Ms
Schepel
-cultural background story
-GMM self
-GMM others
-Stereotypes and prejudices
not, final result Insufficient)

Qualitative criteria A/B/C/D*

Shows a sufficient level of self awareness Use different reflection methods from
the portfolio as input but make an
 describes personal strengths, challenges, attitudes
analysis (comparing the different
and values
inputs) and a synthesis (coming to a
 describes patterns in student’s behaviour final conclusion about who you are.)
 interlinks behavioural patterns, attitudes and (ethical) Also do an evaluation: what do your
values characteristics mean in relation to
 is able to relate own characteristics to a chosen leadership. Use Leadership theories
leadership theory from the literature to make this evaluation. Do correct
referencing.
 reflects on own behaviour, attitudes and values
 reconsiders behaviour, attitudes and values
Shows a sufficient amount of personal growth with regard to Describe your eye openers and
self awareness learnings throughout the entire year.
 gives an description of the starting level of self-
awareness For block 1: eyeopeners of Block 1
 gives a concrete and in-depth analysis of self
development with regard to self-awareness using
different input from the student’s portfolio
 the growth in self awareness is explained in relation to
the starting level
Shows a sufficient level of social awareness How (effective) are you in relation to
others?
 describes patterns and differences in student’s
behaviour in relation to others Link to theories (rose of Leary,
Birkman, Crosscultural theories,
 interlinks behavioural patterns, attitudes and (ethical)
theories taught in lessons of Mr van
values in relation to others
de Veer: teamwork and leading the
 reflects on own behaviour, attitudes and values in change
relation to others
 proves to be effective in relating to individual
differences
The student shows a sufficient amount of personal growth with Add proof of learning in the final
regard to social awareness version.
 gives an description of the starting level of social By for example comparing feedback
or by comparing critical situations
awareness
and show that you have acted
 gives an in-depth analysis of self development with differently and more effective
regard to social awareness using different input from
his portfolio
 the growth in social awareness is explained in relation
to the starting level
Shows a sufficient level of self steering You do not necessary need to make
this part explicit in your report. If you
 seeks opportunities to learn
do the evaluations in your portfolio
 seeks and uses feedback and your growth description correctly
 learns from mistakes I can infer this from these parts.
 is open to criticism
  describes learning path for the future
Shows a sufficient amount of personal growth with regard to
self steering
 describes the process of reconsidering and changing
behaviour, attitudes and values
Shows a sufficient level of leadership qualities
By describing behaviour where and how the student
 took the lead
 accept responsibility for own decisions, actions and
work outcomes
 was open and flexible (in behaviour and attidudes)
 initiated action to achieve goals and/or objectives
 initiated change and add value by embracing new
ideas and showing creativity in addressing challenges
and problems
 set direction and mobilized others to learn and change
 motivated, supported and developed others and
coached/helped others to learn
 was cultural sensitive (in behaviour and attitudes)
 understood the importance of well being and strived
to maintain a productive balance of work and life
 remained consistently committed to and guided by
core values and beliefs such as honesty and integrity
 was morally and socially responsible (in behaviour and
attidudes)
 showed vision
 was passionate and inspiring
Make sure to address each
leadership quality and describe
behaviour (you might refer for some
to previous sections or portfolio)
Give proof by giving concrete
examples
For Block 1: Describe starting level
of these competencies. How would
you rate yourself? For example on
scale to 1 to 10 (never to always).
And what does the rating mean to
you? So for example: a 6
means….and looks like follows in the
concrete behavior I show…
(examples)
Where possible you can analyse
yourself on the different leadership
tasks and styles in the book
“Leadership Agility” (e.g. page 21 for
overview) and see what style you are
more inclined to lean to.

The student shows a sufficient amount of personal growth with
regard to leadership qualities
 gives an description of the starting level of
leadership qualities
 the student gives an in-depth analysis of self
development with regard to leadership qualities
using different input from his portfolio
 the growth in leadership qualities is explained in
relation to the starting level
Address each leadership quality and
analyze how you have grown on this
characteristic. Maybe for the one
more than the other. Give proof of
growth using feedback or reflection
on critical incidents

Result (A/B/C/D)
A. Exemplary, B. Good, C. Sufficient or D. Insufficient.

Client criteria Yes/No

The assessor is convinced of the ability to self steer behaviour
The assessor is convinced of the ability of autonomous learning
Result (all criteria should be answered with Yes, if not, final result Insufficient)
Final Result A/B/C/D
A:Exemplary, B:Good, C:Sufficient or D:Insufficient.
Explanation Categories A/B/C/D

A Thorough description of strength and weaknesses, attitudes and values, and behaviour. In-
depth reflection on connection between values, attitudes and behavior. Synthesis of these
interlinkages is given from a helicopter view connecting the analyzed patterns. Starting levels
and end levels are thoroughly described and an in-depth reflection is given about the growth
and learning for all individual parts. Proof of learning for all individual parts is described and
reflected upon in a thorough manner interlinking the different learning paths. The
reconsidering of values is evaluated.
B Thorough description of strength and weaknesses, attitudes and values, and behaviour. Well
reflected on connection between values, attitudes and behavior. Starting levels and end
levels are thoroughly described and an in-depth reflection is given about the growth and
learning for all individual parts. Proof of learning for all individual parts is described and
reflected upon in a thorough manner. Small synthesis of different learning paths. The
reconsidering of values is described
C Description of strength and weaknesses, attitudes and values, and behaviour. Superficial
reflection about connection between values, attitudes and behavior. Starting levels and end
levels are described and superficial reflection is given about the growth and learning. Proof of
learning is described and reflected upon in a superficial manner.
D Only superficial description of strength and weaknesses, attitudes and values, and
behaviour. Reflection about connection between values, attitudes and behavior is not
included or superficially described. Starting levels and end levels are superficial described
and no reflection is given about the growth and learning.

Appendix 1A: Criteria Coaching trajectory

Qualitative criteria
 builds rapport
 shows different levels of listening
 asks open questions
 uses non-directive language
 shows non-judgmental verbal and non-verbal behaviour
 gives supportive feedback
 discusses (observed current) behaviour related to the issue of coaching
 reacts (questioning, remarking) on issues not said, but felt/observed
 confronts with regard to the coaching question, clear but mild
Quantitative criteria
 uses a work model of coaching:
1. establishes the context for coaching
2. creates understanding and direction
3. reviews/confirms learning
4. completes the coaching
Client criteria
 the coachee felt supported by the student
 the coachee was motivated by the student to reflect on his/her behaviour
 the coachee experienced an increased ability to learn and change
Form criteria
 form is open as long as it is explained and justified and fit the learning goals of the coachee
with a minimum of five sessions
 agreements made between coachee and coach after sessions should be recorded in portfolio
Appendix 1B: Criteria Teamwork skills
 the student complete group tasks through collaborative communication, problem solving,
discussion and planning
 the student contributes to a respectful, supportive and cooperative group climate
 the student works productively with people from diverse cultures, religions and lifestyles

Appendix 1C: Criteria Personal Development Plan

Qualitative criteria
 the PDP contributes to the future career plan of the student
 the PDP is realistic
Quantitative criteria
 the PDP contains one or more areas of personal development with regard to leadership
competencies
 the PDP contains development objectives or goals
 the PDP contains a description of the behaviours to develop and that demonstrate
competency
 the PDP contains actions to create progress
 the PDP contains a date to complete or review the objectives/goals
Client criteria
 the assessor is convinced of the ability to self steer behaviour
 the assessor is convinced of the ability of autonomous learning
Form criteria
 fits 1 A4
 should not be restricted to words
 visualizes career path