Mingyi Yang 27.10.2016

1Graduate Attributes Personal Development

© SHL Group Limited, October 2016

Name: Ms Mingyi YangDate: 26 October 2016

INTRODUCTION

You have recently completed a self-report personality questionnaire in order to provide a framework for discussing your likely strengths and development needs against the NTU Graduate Attributes using the Occupational Personality Questionnaire (OPQ32).

The personality questionnaire describes preferences and attitudes in relation to thirty-two different aspects of working life. It is not a test, and is primarily concerned with your preferences and personal style in the workplace. The questionnaire provides a profile of your personality by making comparisons with a large, relevant comparison group from across the world of work. The questionnaire is not infallible, and, as with all self-report questionnaires, its accuracy depends on the honesty and frankness with which you completed it.

This report summarises the way that you have described your typical style in terms of the graduate attributes. It gives an indication of your likely strengths in each area, and also makes suggestions for development activities, based upon the information gained from the questionnaire. All of us have preferred styles of working; however our preferred behaviours are not always the most effective in any given situation. Successful people have generally developed a broad range of styles which they use to be more effective within their chosen profession. The graduate behaviours and attributes will help you with your studies but they are also good career management skills that will help you throughout your adult and working life.

The information contained within this report is not intended to be definitive; it should be seen as a starting point for discussing your development plans in the context of your future career aspirations. You will get the most benefit from this report if you ensure that you have the opportunity to discuss the importance of each of the attributes. This could be with, for instance your tutor, a mentor, a member of the Employability Team or with your placement provider. You should then try to identify the most appropriate personal development action plan for both the short and longer-term.



About this reportThis report consists of the following sections:

P A summary of your overall attribute profile and ratings

P A detailed page per competency outlining your areas of strength and potential for development for each of the attributes, with development suggestions where relevant

P A template for your personal development plan.

Key to the rating symbolsThe following symbols are used in the report to indicate your potential areas of strength and development needs, as well as how your personal style may support each competency area:

Attribute Rating KeyVery likely to be a

strengthQuite likely to be a

strengthModerately likely to be

a strengthLess likely to be a

strengthUnlikely to be a

strength.

Personal style Statement rating key

Personal style may strongly support this area nnnnn

Personal style may positively support this area nnnn

Personal style may moderately support this area nnn

Personal style may present some challenges in this area nnPersonal style may present a

definite challenge in this area n



SUMMARY OF OVERALL ATTRIBUTE RATINGS

Below is a summary table of your ratings for each of the twelve NTU Attributes. In the detailed section of this report you can find the definition of each of the competency titles.

Area Attribute Attribute Rating.

Intellectual Agility (IA)IA1: Extensive understanding of their chosen profession or discipline, including the associated practices, technologies, research, methodologies, values and ethics.

Intellectual Agility (IA)IA2: Aptitude for independent, critical thought and rational enquiry, alongside the capacity for analysis and problem-solving in multiple contexts.

Intellectual Agility (IA)IA3: An enterprising and creative mindset, able to thrive in rapidly changing work and social environments.

Intellectual Agility (IA) IA4: Intellectual curiosity, enthusiasm for learning and aptitude for self-directed learning.

Information, Communication and Organisation skills (ICOS)

ICOS1: Proficiency in finding, evaluating, analysing and applying data.


ICOS2: Digital literacy and ability to use ICT effectively. *Not Rated

.Information, Communication and Organisation skills (ICOS)

ICOS3: Effective communication skills in spoken, written and visual media.


ICOS4: Good team and collaborative working skills.


ICOS5: Ability to prioritise, plan and manage work and time.


ICOS6: Capacity to appropriately judge self-efficacy and to give and receive feedback effectively.

* This attribute is knowledge–based and is not measured by the Occupational Personality Questionnaire



SUMMARY OF OVERALL ATTRIBUTE RATINGS

Global Citizenship (GS)GS1: International awareness and openness to the world, based on an appreciation of social and cultural diversity, respect for human rights and dignity.

Global Citizenship (GS)GS2: Understanding and applying sustainability closely relates to global citizenship. Engagement and reflection within the course and in external activity will enable the graduate to demonstrate skills in this area.

Global Citizenship (GS)GS3: An enterprising and creative mindset, able to thrive in rapidly changing work and social environments.

The following competency (Relating and Networking) is not part of the NTU Graduate Attributes framework, but part of an externally validated framework. Many employers may seek skills related to this area in addition to those above. It is therefore also worthwhile considering your preferences in this area and incorporating the relevant advice into your development plan.

Relating and Networking

Easily establishes good relationships with customers and staff; relates well to people at all levels; builds wide and effective networks of contacts; manages conflict; uses humour appropriately to enhance relationships with others.

Additional Note:As highlighted in the introductory section, this report provides an indication of your style preferences in relation to the NTU Graduate Attributes. In general we would expect our preferences to be aligned with our actual performance – we perform well in areas that are more natural for us. However there may be instances when your actual performance on the Graduate Attributes is not aligned with this report. For example, if your actual or observed performance is at “Standard” level and your reported preference is a 4 or 5 above, this means that although you may not be performing at graduate level yet, you are likely to have the potential to develop that Attribute relatively easily, (as you have a preference in this area). On the other hand, if your actual or observed performance is at Graduate Level and your reported preferences are in the 1-3 range above, this suggests that you have already worked hard or gained experience that has enabled you to perform well in an area that might not be your natural preference.

It is possible with targeted development activity and personal motivation to develop to Graduate level in any Attribute. However we might generally expect that you develop those areas above, showing the highest Attribute Ratings, with greatest ease. The following information should provide you with a strong basis for constructing your development plan.



Intellectual Agility (IA1) Less likely to be a strength

Extensive understanding of their chosen profession or discipline, including the associated practices, technologies, research, methodologies, values and ethics.

This is the detailed understanding of the course related professions and an application within career planning. This understanding will vary between professional routes, some needing much greater specialism.

nn You tend not to enjoy critically analysing information which may prevent you from fully understanding the requirements of your chosen profession.

nn You are fairly likely to think about immediate needs when it comes to your career, which may stop you from understanding the underlying responsibilities of your chosen profession.

nn It seems you show less interest in your career and therefore may find it difficult to invest time and energy into researching the field you plan to work in.

nnn You are inclined to occasionally look to the longer term which is likely to help you make plans that support your career aspirations to some extent.

Possible development activities for further discussion:

l Whilst working towards your chosen profession, try to commit to spending a few hours each week researching your current field of interest. This could include speaking to others who currently work in the area, visiting the Employability Team on your campus who will be able to give you helpful tips and advice, or seeking out some relevant work experience and placement opportunities to name a few.

l Make sure that you research your chosen profession fully. Try to gather information from as many sources as possible so that you have an accurate picture of both what you will really be doing in the role and what you need to do to get there. To help you with your research go to: ntu.ac.uk/Employability and follow the link to MyCareerExplorer.

l There is often more to a job than meets the eye. Research and talk to people who are currently working in your chosen profession to get a full understanding of the less tangible requirements of the types of roles that you are interested in. These could include but are not limited to factors such as desired personality, and associated values and ethics. Go to ntu.ac.uk/Employability and sign up on the Future Hub for Careers in Focus and other employer-led events.

In addition please note the following advice, which is knowledge, rather than personality based:l When researching and exploring career ideas related to your chosen profession or

discipline, you need to be aware of the opportunities within the labour market nationally and globally as some career areas are very competitive. You may find that the skills and attributes that you have will transfer to career roles that are not immediately associated to your chosen discipline or profession. Some disciplines e.g. Arts and Humanities do not directly relate to a specific profession and therefore open up numerous possibilities. If you need help in this area get in touch with the Employability Team on your campus.



Intellectual Agility (IA2) Moderately likely to bea strength

Aptitude for independent, critical thought and rational enquiry, alongside the capacity for analysis and problem-solving in multiple contexts.

The ability to analyse information is a basic level expectation of a wide range of employment roles. Problem-solving skills are recognised as being of particular importance. The demonstration and application of critical analysis is a key aptitude for a graduate.

nnnn Your responses suggest you are quite comfortable following your own approach and therefore may find it easy to think independently and defend your decisions.

nn When it comes to making up your mind on a subject, you are fairly unlikely to look at the pros and cons of different viewpoints to help form your own opinion.

nn You seem to take hardly any interest in taking a theoretical perspective when solving problems and therefore may not consider a range of possibilities and dependencies to help you resolve the issue.


l Ensure that you take the time to think things through critically before sharing your views or acting. Try turning the idea or plan around and question, “Why might this not be a good idea?” or “What could lead to this plan failing?” If you have time, conducting a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis can help to make sure that you have considered a project or idea thoroughly.

l There are many different factors that can influence any given situation or outcome. Try to remind yourself to step back and take a holistic view when analysing information, a problem or even the subject you are studying. Try to identify at least 3 different factors that are relevant to the problem you are trying to solve and how they impact the overall outcome.



Intellectual Agility (IA3) Quite likely to be a strength

An enterprising and creative mindset, able to thrive in rapidly changing work and social environments.

An awareness of how organisations operate is expected across the range of employment profiles. Student awareness of enterprise and entrepreneurship may be considered by prospective employers as key skills.

nnnn You come across as someone who favours new ways of doing things, being more likely to welcome changes to processes in a work environment.

nnn You occasionally like to make decisions quickly whilst spending some time pondering over your options, which is somewhat likely to help you to keep up with rapidly changing work environments to some extent.

nn Your responses suggest you are unlikely to think conceptually which may hinder the extent to which you consider how organisations operate.

nnnnn You seem to be very driven by change to routine and trying out new things, this is likely to help you thrive in a rapidly changing environment.

nnnn It looks as though you enjoy being creative and inventive, this may help in producing original solutions to current or future problems.


l As you are studying towards your chosen profession, try to find out and learn about the structure of the types of organisations that you are likely to work for. Gaining this higher-level understanding will help you hit the ground running and have maximum influence, as you will understand how you fit into the bigger picture within the organisation.

l It is very rare that you will have all the information you need to make a decision with 100% certainty on the outcome. With limited information, indecision often arises from a fear of failure or fear of making a mistake. Try to keep things in perspective by asking yourself, “How important is this decision?” and “What is the worst case scenario?”



Intellectual Agility (IA4) Less likely to be a strength

Intellectual curiosity, enthusiasm for learning and an aptitude for self-directed learning.

This attribute is a key aspect of securing an understanding of the link between the academic content and its application in an employment setting. The ability to demonstrate enthusiasm and engagement in learning is an essential in reaching graduate level.

nnn You come across as someone who tends to have moderately high energy levels and therefore you are somewhat likely to show energy and enthusiasm for learning.

nn Challenging yourself with demanding targets is something you seem to dislike, this could prevent you from setting ambitious learning targets making you less likely to stretch yourself.

nn You seem to dislike thinking critically about different viewpoints before developing your own considered view.

nn Your responses suggest you are someone who usually looks at the negative aspects of a situation, this makes it less likely for you to see the benefits of learning and less likely to approach it with enthusiasm and engagement.


l Write down 3 targets that you want to achieve from your academic study over the next term, ensuring that you really try to stretch yourself. Make it easier and less daunting to achieve by breaking it down into smaller SMART (specific, measurable, achievable, realistic, time-bound) goals. Consider how these will help you in your longer term career aspirations. By linking your university learning and experiences to your career goals, you will drive your own enthusiasm by understanding how it fits in with where you want to be.

l When studying, look at your work from a critical perspective. Think about the assumptions that underlie others point of view and question whether those assumptions are true. Try writing down one challenging thought or question a week and run this by a friend, tutor or lecture to stir debate.

l Try to relate your learning to your future profession by thinking positively about how you will apply the information one day. Remember that everything you learn expands your ability to think in a new and unique way.



Information, Communication and Organisation Skills (ICOS1)

Moderately likely to bea strength

Proficiency in finding, evaluating, analysing and applying data.

An ability to source a range of data may be expected by employers and may be appropriate in selection processes. Each course will have content related to data selection and evaluation, in some cases within individual research preparation. The sourcing, application and analysis of data in order to reach solutions is often a key aspect of an employment role.

nnnn You appear to favour following your own approach so you may find it easy to stand your ground when it comes to defending tough decisions.

nn You report yourself as someone who dislikes working with facts and figures, this makes you less likely to base research decisions and solutions on factual data.

nn You may be fairly unlikely to take an interest in analysing and evaluating information, implying that you may not reflect on, nor apply what you have learnt.

nn You come across as someone who dislikes discussing theories and abstract concepts, this makes you less likely to develop and apply your own theories.

nnnn Your clear inclination to come up with new ideas may assist you in developing original research ideas and solutions.


l Try to ensure that you have solid evidence to support your hypothesis or view. If you can’t follow your argument with statements such as, “This is supported by”, or begin your argument with “This suggests that”, then try continuing your research to find more supporting evidence.

l Try to evaluate your own research and data critically. Ask yourself questions such as, “What research contradicts this theory?”, and “What are other possible interpretations that can be drawn from this data?” or “How will this research benefit the industry?” Try debating your research ideas by asking a classmate, tutor or lecturer to take a critical view.

l Try to gain an overview of all the predominant theories on the subject that you are researching. Meta-analyses and books provide a good starting point. Having a higher-level understanding of the subject will ensure that you consider all the relevant theories, and allow you to put your research into context.



Information, Communication and Organisation Skills (ICOS2)

Not Rated

Digital literacy and the ability to use ICT effectively.

Effective use and high quality output assist in many instances in securing graduate jobs. Extended use of industry/role specific ICT is a further expectation in many cases. Digital literacy is of increased relevance in many employment roles.

This attribute is knowledge – based and is not measured by the Occupational Personality Questionnaire. However you may still like to reflect upon your skills in this area and consider the following development advice.


l Ask your classmates, tutors, and lecturers what technologies are relevant to your chosen profession and then put measures in place to up skill yourself in these areas. Being able to hit the ground running when you enter the workforce will give you a huge advantage over other graduates.

l Familiarise yourself with all the technologies and online resources available for research and learning in your field. As you progress through your degree, the quickness and ease in which you can locate relevant resources will save you much needed time and effort.

l Take advantage of any free technology courses or seminars offered at NTU. Having an advanced understanding of everyday tools such as the Microsoft Suite Page will allow you to produce higher-level outputs both at university and in the workplace.

l Familiarise yourself with how technologies are used as part of the recruitment process and make use of opportunities to practice these e.g. Skype and video interviews. Speak to your careers consultant for your free advice.

l Some employers check your social media as part of the recruitment process so be aware of your online presence and make sure it portrays a positive/professional image of you. The Employability Team can give you help and advice with this.



Information, Communication and Organisational Skills (ICOS3)

Less likely to be a strength

Effective communication skills in spoken, written and visual media.

Employers may expect to see evidence of effective presentation and communication during selection processes and within the employment role.

nn Your responses suggest that you tend to dislike persuading others round to your point of view, so you may therefore be less likely to enjoy writing in an expressive and engaging manner.

nnnn You seem to slightly favour adapting your communication style to others to help you to build rapport and influence different groups of people.

nn You are likely to feel fairly uncomfortable in formal situations so may struggle to put others at ease and project credibility when presenting information.


l Throughout your university career, and when you enter the workforce, it is important that you feel comfortable presenting your ideas and selling yourself. Work closely with your tutors and lecturers when writing essays and assignments and ask them to challenge you on how you could be more persuasive in your arguments. This is a useful skill that can be used to good effect during the recruitment process.

l Confidence comes through practice. Put yourself outside your comfort zone and nominate yourself to present back to others in your class when asked rather than letting someone else from your tutor group do it. Ask for feedback from your tutor and your classmates on your presentation style and the extent to which you projected credibility. Ask them to give you one thing to do differently next time to develop your skill at presenting fluently and at ease. Confidence in this area will help you through the recruitment process.



Organisational Skills (ICOS4) Less likely to be a strength

Good team and collaborative working skills.

High levels of competency in team working and group related tasks may be a prerequisite of many employment situations. The application of team working skills may be tested within recruitment processes and remains an essential part of many employment situations that cross disciplines and subject areas of expertise.

nn Having time away from other people is important to you and therefore you are less likely to create opportunities for collaboration with others.

nnn You report that you generally like to consult others about your work, this means you may naturally involve others and so are likely to build team spirit.

nn You come across as someone who is selective with consideration for others and therefore may cooperate less easily with team members, being reluctant to help and support them.

n You very rarely seek to understand the reasons for others’ behaviour which could hinder the extent to which you successfully develop good team working relationships.

nnnn You show little desire to compete against others and are likely to prefer to work with others and support them to achieve shared goals.


l Next time you work on a group project, challenge yourself to find out more about the members of your group. Ask them questions around what they are likely to find easiest and most difficult on the project, how they like to work as part of a group, and where their interests lie. Finding out more information about your group will allow you to account for these factors and form better working relationships.

l Familiarise yourself with the characteristics of an effective team. Reflect on your role within a team and identify actions that you will take to further develop your effectiveness when working in a team situation.

l Reflect on how you might adjust your study and work approach to focus more on working with other people. How can you maximise opportunities to build collaborative study or working relationships? How can you take advantage of current opportunities (e.g. seminars, tutorials and lectures) to build strong relationships with others? Being able to work well in a team is an attribute that most employers will look for during the recruitment process.




Less likely to be a strength

Ability to prioritise, plan and manage work and time.

Ability to prioritise and organise workload is an expected skill for any graduate role. This skill will, in part, be developed within the course when responding to tasks and assessments.

nnn You report yourself as someone who has a moderate tendency to focus on the future, and therefore you will be comfortable planning and prioritising tasks to some degree.

nn Showing some flexibility around commitments is important to you, so you are less likely to take responsibility and persist in delivering to deadlines and milestones in difficult situations.

nn You are quite unlikely to work in a methodical manner which may make it difficult for you to prioritise, plan and manage your work and time.

nn You prefer working towards comfortable goals and so you are unlikely to drive initiatives to achieve ambitious targets in your academic and extra-curricular activities.


l Set yourself stretching targets for what you hope to achieve at university for both your chosen papers, and the experience you hope to gain. Think about what you need to do to achieve these and then put SMART (specific, measurable, achievable, realistic, time-bound) goals in around them. Set yourself rewards for when you achieve key milestones on your goals to keep yourself motivated.

l Think about whether following a more systematic and methodical approach would increase your quality of work. Try to break down projects into smaller, more manageable chunks, and then prioritise and work through these systematically. Make use of tools such as timetables or Microsoft Outlook.

l Consider how inclined you are to stick to timelines and how hard you push yourself to complete assignments. Have there been situations when you did not deliver as promised? Think about what led to this occurring. List the steps you could take to help you achieve your deadlines and complete assignments on schedule. Make sure you implement them next time.




Moderately likely to bea strength

Capacity to appropriately judge self-efficacy and to give and receive feedback effectively.

The recognition of the student’s abilities is a key aspect of each of the graduate attributes. During the course, tasks and assessments will closely resemble events that occur in employment as well as being of wider educational benefit.

nnnn You tend not to be easily offended, therefore you are likely to take a rational view of criticism rather than treating it as a personal matter.

nnnn You are inclined to feel quite comfortable tailoring your approach to different people, and so you may more easily meet the individual needs of others and build rapport more effectively.

nnn You are as comfortable as any weighing up your options at a reasonable pace and therefore you are somewhat likely to be comfortable making judgements and choosing the most appropriate option, even under time pressure.

n Being much less interested in others behaviour and reaction suggests you are much less likely to seek feedback from others about your own behaviour and help you develop self-awareness and in turn give them feedback too.


l Before giving feedback to an individual, stop and think about what led to their behaviour. Put yourself in their shoes and think about what factors potentially contributed to the individual behaving in the way they did. When giving negative feedback, start by confirming your assumptions. Then give specific feedback detailing their specific behaviour, how that contributed to a negative outcome, and specify what they can do to improve in the future.

l Think about times when you have taken too long to make a decision. What prevented you from taking a stand? Are you pondering too long over fairly minor decisions? Consider what you could do to speed up your decision making while still feeling reasonably comfortable with committing to an outcome. When faced with a decision, accept that a decision has to be made and commit yourself to identifying the options that you have available.



Global Citizenship (GS1) Quite likely to be a strength

International awareness and openness to the world, based on appreciation of social and cultural diversity, respect for human rights and dignity.

Awareness, appreciation and application of respect for a wide range of social and cultural viewpoints is a vital part of being a global citizen. In part, this is promoted within the course of study, and in part by the connections made by the student.

nn You seem to enjoy spending time working alone, this means you may miss out on creating opportunities for collaboration across different cultures and backgrounds.

nnnnn It seems that you really thrive on variety and this may help you when working with new cultures and understanding alternative viewpoints.

nn You are fairly selective in giving support and sympathy to others so you may find it difficult to show understanding and empathy to the different people you study and work with.

nnnn You come across as someone who finds it fairly easy to adapt the way you interact with others and adjust your communication style to suit the needs of those from different backgrounds.

nnn You are moderately likely to listen to the views of others and so may uncover different perspectives, helping to build an inclusive and diverse environment to work and study in.


l When working with individuals with a different background or culture to your own, consider what practical steps you can take to protect their cultural needs, and partner with them to make decisions that are relevant to them.

l Try to make the most of opportunities where you get to interact with individuals from different backgrounds and cultures. Ask questions and explore how their views differ to your own. Think about how you could utilise existing opportunities to build your social and working networks of individuals from different background and cultures.

l Read about and practise consultation and listening techniques. Invite others’ views and opinions in relation to cultural and social issues, and try to understand issues from their perspective without prejudging situations.



Global Citizenship (GS2) Less likely to be a strength

Understanding and appreciation of social, economic or environmental issues.

Understanding and applying sustainability closely relates to global citizenship. Engagement and reflection within the course and in external activity will enable the graduate to demonstrate skills in this area.

nnn You report that seeking others’ opinions and generating discussion is something that comes moderately naturally to you, this may help the sharing and exchanging of knowledge, expertise and feedback.

nn You have little desire to show support and empathy which may create a barrier for an environment of trust and respect amongst your co-workers.

n You are highly unlikely to appreciate and understand social, economic and environmental regulations as your natural preference is to dislike bureaucracy.

nnnn It seems as if taking part is important to you rather than winning, this may aid you in the extent to which you co-operate with others.


l Review with a trusted student, tutor or lecturer your personal views regarding the relevance of the values, rules and regulations that relate to sustainability in your chosen profession. Try to identify those that you are comfortable with, then seek clarification about the need for those that you might otherwise feel inclined to disregard.

l Consider how well you know your fellow students? Are you aware of how they feel about the latest assignment or group work? What could you do to show more sympathy and support towards them? Think about how you might develop more of an environment of trust, respect and empathy when studying with them in the future.

l Try to gain different viewpoints on issues related to social, economic and environmental sustainability. Read or subscribe to blogs, books, magazines, blogs, e-zines, white papers, and podcasts about sustainability issues. You could also attend seminars or talks and engage in debate with others on these issues.

In addition please note the following advice, which is knowledge, rather than personality based:l Take the opportunity to reflect on your experiences so that you can demonstrate an

understanding of sustainability issues and how you have personally acted in a socially and/or environmentally responsible way.



Global Citizenship (GS3) Less likely to be a strength

Leadership capacity, including a willingness to engage in constructive public discourse, and to accept social and civic responsibility.

Graduate level employment roles can have the potential for future leadership. Experience of group working, taking on responsibility or leadership of tasks will enhance leadership experience.

nn You seem to dislike selling ideas to others and therefore you may struggle to encourage others to share their perspectives and opinions.

nn You come across as someone who usually tends to leave it to others to take charge of situations and people, and are therefore less likely to provide direction to others and take responsibility of tasks.

nnn You tend to feel relatively comfortable voicing your own opinion and you find it easy to engage and discuss social issues particularly when your views don’t differ from someone else’s.

nnn Your responses suggest that you like to make reasonably quick decisions, therefore you may be as comfortable as most when tackling urgent problems even when limited information is available.


l Think about a group situation where you have struggled to get others to share their own views. How could you be more persuasive in encouraging them to speak up? Identify someone who is good at convincing others to share more with the group. Write down 3 things that they do well, and try them out in your next study group session.

l Try to seek out situations when you have to take the lead. This could include but is not limited to captain of sports teams, leadership roles within societies or clubs, chair of special interest groups etc. Write down how you deal with each of these situations. Ask someone who you know is good at taking control of situations, to work through your own experiences with you. Make a list of action steps you can take to improve your ability to take the lead.

l Try to put yourself outside your comfort zone and practice speaking out in group situations such as tutorials and study groups. If it helps, write down your arguments and/or make bullet points for yourself to read off to give yourself confidence.



Relating and Networking Less likely to be a strength

Easily establishes good relationships with customers and staff; relates well to people at all levels; builds wide and effective networks of contacts; manages conflict; uses humour appropriately to enhance relationships with others.

nn You portray yourself as someone who is unlikely to feel confident when interacting with others in new or formal social situations. This may affect the ease with which you develop rapport with others.

nnnn You are quite likely to adapt your personal style, so you may relate fairly well to a wide variety of people.

nn You report yourself as being fairly quiet and reserved in groups, which may hinder you to some degree when it comes to developing new contacts.

n Your responses suggest that you rarely attempt to understand what motivates others which could mean you find it very difficult to manage conflict.


l When a conflict arises, think of yourself in the other person's situation before defending your position. View the situation as a conflict of ideas or approaches, rather than of people, and try to remain neutral. Practise building rapport with the person and look interested in what they say through both your verbal and non-verbal behaviour.

l Establish the habit of critically reviewing the impact that you have had when working within a team. Try to identify ways to increase your visibility and raise your profile further and put these into practice in the future. Make a real effort to join in with new groups so that you get to meet a wide range of new people. Consider the clubs and societies available at university and investigate those that are in line with your interests with a view to joining.

l Consider taking a little time to run through in your mind those social situations in which you tend to feel less comfortable or less confident. Practise relaxing and thinking through how you could make these situations a more positive experience for yourself. Next time you are in a situation where you feel less comfortable, focus on your practised relaxation techniques. Try to attend forums and conferences relatively frequently and try to strike up a conversation with someone new about a topic of mutual interest.



PERSONAL DEVELOPMENT PLAN

Attribute Development Activity Timescale Support Required



ASSESSMENT METHODOLOGY

This report is based upon the following sources of information for Mingyi Yang

Questionnaire / Ability Test Comparison Group

OPQ32r Simple Chinese v1 (Std Inst) OPQ32r Simplified Chinese General Population 2011 (CHN)

PERSON DETAIL SECTION

Name Ms Mingyi Yang

Candidate DataRP1=3, RP2=3, RP3=5, RP4=8, RP5=4, RP6=4, RP7=4, RP8=9, RP9=6, RP10=3, TS1=3, TS2=4, TS3=2, TS4=3, TS5=4, TS6=7, TS7=10, TS8=7, TS9=5, TS10=3, TS11=3, TS12=2, FE1=3, FE2=8, FE3=7, FE4=4, FE5=4, FE6=7, FE7=5, FE8=3, FE9=3, FE10=5, CNS=6.

Report NTU Graduate Attributes Personal Development Report

ABOUT THIS REPORTThis report was generated using SHL’s Online Assessment System. It includes information from the Occupational Personality Questionnaire TM (OPQ32). The use of this questionnaire is limited to those people who have received specialist training in its use and interpretation.

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Mingyi Yang 27.10.2016