Buccheri, Inc.

7/21/2019 Buccheri, Inc.

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BUCCHERI, Inc.Skills Analysis Paper

Meghan BUCCHERI


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Executie Su!!ary

Mission Statement

"he !issi#n #$ BUCCHERI, Inc. is t# gr#% !ysel$ as a tea! !e!&er an'

in'ii'ual. "his gr#%th is i!p#rtant $#r !e, !y $a!ily, $rien's, an'

c#%#rkers. By taking $ee'&ack gien thr#ugh !ultiple sureys, this gr#%th

%ill help !ake !y career, $rien'ships, an' pers#nal li$e !uch !#re

success$ul an' satis$ying.

Vision StatementBUCCHERI, Inc.(s isi#n is t# acc#!plish the g#als an' checkp#ints that I set

#ut $#r !ysel$ in li$e &y n#t changing !y alues an' stan'ar's. A$ter

gra'uati#n, I plan t# &egin %#rking at "r)pti!a in *uly t# &egin %#rking as a

Pr#'uct Serice Manager. I plan t# #&tain !y !asters in Pr#+ect Manage!ent

&y taking the re!aining $#ur c#urses I hae le$t in the spring an' $all #$ -.

My /irtual Ment#r

MSQ Survey Results

"he MultiS#urce 0uesti#nnaire 1ee'&ack gies $ee'&ack #$ y#u gien

&y #ther pe#ple resp#n'ing t# sureys aut y#ursel$. "he characteristics

2uesti#ne' in this are Integrity3C#!!it!ent, C#llaratie C#!!unicati#n,

Managing Per$#r!ance, C#n4ict Manage!ent, Meeting3Presentati#n Skills,

an' Inn#atie Pr#&le! S#ling. A$ter taking these sureys, I nee' t#

re2uest a $e% pe#ple t# participate in the surey t# pr#i'e their $ee'&ack

aut !y !anage!ent an' lea'ership &ehai#rs in a si!ilar type #$ surey.

"he ta&le &el#% is an exa!ple #$ the 2uesti#ns aske' %ith ratings $#r

Sel$, Mean, St'. eiati#n, an' 6#r!.

Sel$ Rating 7 h#% I rate' !ysel$ $#r the ite!, Mean 7 the aerage #$ h#%#thers rate' !e, St'. eiati#n 7 a !easure #$ h#% c#nsistent #thers ratings


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#$ y#u %ere, 6#r! 7 the aerage !ean ratings $r#! a larger p#pulati#n #$gra'uate stu'ents results.

"he 8rst an' thir' 2uesti#ns relates t# integrity3c#!!it!ent. 1#r these

2uesti#ns, !y sel$9rating an' !ean %ere ae. "his is &ecause integrity an'

&eing c#!!itte' are a!#ng s#!e #$ !y t#p c#re alues. I alue thesea!#ng s#!e #$ !y &est attri&utes #$ &eing a !anager #r lea'er.

"he sec#n' 'eals %ith c#n4ict !anage!ent. My #%n rating an' !ean

%ere als# ae the n#r! $#r this. :hen it c#!es t# c#n4ict !anage!ent, I

al%ays try t# take a realistic appr#ach t# the pr#&le!, kn#%ing that th

parties !ust &e satis8e' %ith the #utc#!e i$ the pr#&le! %ill actually &e

s#le'.

"he $#urth is aut inn#atie pr#&le! s#ling. 1#r this I rate' !ysel$

!uch l#%er than the n#r!. I $eel that s#!e #$ !y pr#&le! s#ling skills are

n#t the &est an' re2uire i!pr#e!ent. I '# n#t take the greatest appr#aches

t# pr#&le!s an' I als# '# n#t hae !uch experience %ith %#rk relate'

pr#&le!s.

"he last 2uesti#n is !eeting3presentati#n skills. My results in this are

ar#un' the n#r!. I &eliee this is s# &ecause !a+#rity #$ pe#ple $eel s#!e

s#rt #$ 'isc#!$#rt !aking presentati#ns. An' %hen s#!e#ne is ner#us, it

!akes it har'er t# keep the attenti#n #$ the au'ience.

)ther $ee'&ack c#!!ents &y !y peers inclu'e;

Stregnths; kin'ness, playe' sp#rts, g##' talker, pers#nality, %#rk ethic,

g#als, lea'ership, pers#nality, experience

Attenti#n P#ints; listen !#re, &e !#re 'ecisie, 'ecisi#n !aking, er&al cues,

ti!e !anage!ent, attenti#n t# 'etail, gain kn#%le'ge, gr#% as a pers#n,

an' listen t# #thers


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"he chart ae sh#%s !y 8e l#%est sc#ring traits as %ell.

"he chart &el#%s sh#%s !y pers#nal $ee'&ack ersus the $ee'&ack #thers

gae $#r !e. "he green is sel$ assess!ent, an' any 'i


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Initial Rep#rts

Sel!"#areness "ssessment

In the c#urse text#k, they 'iscuss the i!p#rtance #$ kn#%ing

#nesel$, sel$9a%areness, sel$9insight, an' sel$9un'erstan'ing. All #$ these are

essential t# #ne(s creatie, in'ii'ual, an' s#cial li$e, an' in un'erstan'ing

an' e!pathi=ing %ith #ther pe#ple. "he sc#res &el#% are $r#! the Sel$9

A%areness Assess!ent #n My/irtualMent#r.


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"he results sh#% that !y t#tal sc#re' is > #ut #$ a p#ssi&le -- p#ints,

placing !e in the sec#n' t# highest &racket. Because !y sel$9a%areness

sc#re is high, !y strengths inclu'e &eing a%are #$ !y #%n alues an'

#rientati#ns. I a! als# ery #pen t# c#!!ents aut !ysel$ $r#! #thers. I$eel that I a! ery a%are #$ the alues in !y li$e an' stick t# th#se alues in

eerything I '#. I a! al%ays suggesting $ee'&ack at %#rk $r#! #thers in

regar's t# !y %#rk an' appreciate their $ee'&ack, %hich &etter i!pr#es !y

%#rk. Highersc#res $#r each an' #erall suggest that I currently see !ysel$

as &eing !#re sel$9a%are.

$ersonal Style Inventory

"he results #$ the Pers#nal Style Inent#ry Surey ?%hich are &el#%@

illustrate that s#!e #$ !y '#!inant characteristics is &eing an aerage

extr#ert %h# is !#'erately actie an' #utg#ing &ut als# alue !y priacy. Iten' t# &e p#sitie, caring an' like t# help #ther pe#ple. I can !esh easily

%ith #ther tea! !e!&ers an' play an e


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Sel$9!#nit#ring re$ers t# #ur ten'ency t# l##k $#r an' use cues $r#!

#thers t# 'eter!ine h#% %e %ill &ehae in a gien situati#n ersus &eing

!#re inclu'e' t# exclusiely rely up#n #ur #%n alues, nee's #r !#ties t#

gui'e #ur acti#ns. Sel$9!#nit#ring in#les three !a+#r an' generally 'istinct

ten'encies; @ %illingness t# &e the Dcenter #$ attenti#nD 9 allie' t# &eing

#utg#ing #r extr#erte' @ DSensitieD t# the reacti#ns #$ #thers @ "he a&ility

an' %illingness t# a'+ust #nes &ehai#r t# get p#sitie reacti#ns $r#! #thers.

As haing a l#% sel$9!#nit#ring sc#re, I ten' t# n#t pay t## !uch attenti#n t#

the &ehai#r #$ #thers. "his !akes !e n#t $airly capa&le #$ a'+usting !y #%n

acti#ns.

&olerance o "m'i%uity

F#ur ")A sc#re represents the extent t# %hich y#u !ight 'islike, 8n'

threatening, #r hae 'iGculty c#ping %ith situati#ns that in#le l#ts #$

uncertainty. "hese can $re2uently inclu'e ti!es %hen change is #ccurring

rapi'ly "he in$#r!ati#n %e hae t# %#rk %ith is unclear #r see!s

unc#nnecte' :e hae t## !uch In$#r!ati#n t# s#rt thr#ugh ?#r c#nersely

%hen in$#r!ati#n see!s unaaila&le@ "he pr#&le!?s@ %e are %#rking %ith

%ill take a ery l#ng ti!e t# s#le :e are $acing n#el #r un$a!iliar

challenges "he alternaties are n#t ei'ent.

"he chart &el#% sh#%s !y sc#res. My #erall sc#re is #ut #$ .

"his !eans I hae a l#% t#lerance. )ut #$ ,5-- #ther &usiness stu'ents, I

rank in the t#p 2uartile. :ith this l#% ")A, I a! less 4exi&le an' a'aptie in

a!&igu#us situati#ns an' less likely t# &e entrepreneurial.


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Value Im(ortance

)ur alues are a!#ng the !#st sta&le an' en'uring aspects #$ %h# %e

are. "hey pr#i'e a $#un'ati#n up#n %hich !any #$ #ur attitu'es are $#r!e'

an' play a key r#le in the kin's #$ 'ecisi#ns %e !ake. As a result, they hae

i!p#rtant i!plicati#ns $#r n#t #nly h#% %e 'eel#p #ur a&ilities &ut %hich

a&ilities %e ch##se t# 'eel#p an' h#% %e &ehae as lea'ers.

In ter!s #$ highest alue' t# l#%est, !y ranks $#r c#re alues are

Pleasure, Sti!ulati#n, Uniersalis!, Achiee!ent, Bene#lence, Sel$9

'irecti#n, C#n$#r!ity, Security, In4uence, an' "ra'iti#n. My t#p alues are all&ase' #n li$e an' en+#ying li$e an' %hat is gien t# y#u. "he l#%est alues

are th#se that I $eel '# n#t c#ntri&ute t# !y #erall happiness. "he highest

ranke' #nes, h#%eerJ are !y !ain s#urces #$ happiness an' en+#y!ent in

li$e.

)oal *rientation

"his assess!ent ealuate' the extent t# %hich y#u are incline' t#

'e8ne an' pursue g#als in ter!s #$ t%# separate &ut relate' $act#rs.Appr#aching a task $r#! a per$#r!ance g#al #rientati#n i!plies that an

in'ii'ual is striing !#st t# either 'e!#nstrate an' gain $a#ra&le +u'g!ent

#$ their c#!petence an' #r t# a#i' negatie +u'g!ents #$ their capa&ilities.

In c#ntrast, %hen a pers#n appr#aches a task $r#! a learning g#al #r

!astery #rientati#n their !ain $#cus is #n un'erstan'ing s#!ething ne% an'

i!pr#ing their skill leel.


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My Per$#r!ance K#al )rientati#n an' Mastery3Learning %ere th -

#ut #$ a p#ssi&le 5. "his ranks !e has haing a highg#al #rientati#n. My

per$#r!ance an' !astery3learning sc#res re4ect h#% I alue !y

per$#r!ance, %hile c#ntinually %anting t# $urther !y kn#%le'ge. I alue

th #$ these as I %ant t# keep gr#%ing as an in'ii'ual &ut $#cusing #n

setting g#als $#r !ysel$ in #r'er t# ealuate !y gr#%th. Setting g#als is

!an'at#ry i$ y#u %ant t# achiee s#!ething in the $uture.

+ocus o Control

L)C is the last in'ii'ual assess!ent. "his re$ers t# the &elie$s %e hae

aut the extent t# %hich %e c#ntr#l the eents in #ur lies. Pe#ple %ith a

!#re internal L)C interpret the #utc#!es in their li$e as in4uence' pri!arily

&y their #%n acti#ns ?e.g. a&ility, talent, e


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MSQ Survey Results

"he MS0 surey helpe' i'enti$y s#!e #$ the strengths as %ell as

%eaknesses that I hae. "he 8e 2uesti#ns that receie' the l#%est sc#res

inclu'e the Sel$9Rating, Mean, St'. eiati#n an' the 6#r!.


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1uture Planning

)ro#t *'-ectives

In reie%ing the $ee'&ack rep#rt I %as surprise' &y the 'i


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&ringing t# !ysel$ &y helping #thers. I c#ul' p#ssi&le !easure the pr#gress

$#r this &y getting $ee'&ack $r#! #thers #r isuali=ing the changes pe#ple

are !aking &ecause #$ !e.

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