Professional Documents
Culture Documents
Compendium of Questionnaires and Inventories Volume 2
Compendium of Questionnaires and Inventories Volume 2
Questionnaires
and Inventories
Volume 2
Sarah Cook
OF
QUESTIONNAIRES
AND
INVENTORIES, VOLUME 2
ISBN: 978-1-59996-057-9
Contents
Preface ..........................................................................................................
Acknowledgment ..........................................................................................
vii
ix
Assertiveness ......................................................................................
Body Language....................................................................................
10
18
27
29
33
36
43
10
46
11
Delegation ..........................................................................................
49
12
Difficult Situations................................................................................
51
13
Diversity ..............................................................................................
55
14
E-business ..........................................................................................
60
15
63
16
Innovation............................................................................................
67
17
70
18
74
19
Knowledge Management......................................................................
78
20
81
21
92
22
97
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Motivation............................................................................................ 105
25
26
27
28
29
30
Partnering............................................................................................ 130
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
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QUESTIONNAIRES
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Preface
This manual came about as a result of my own experiences as a management
development consultant. During the design and development of training programs for a number of organizations, I often needed to include assessment
inventories to provoke self-awareness and discussion during the training
session or as pre- or post-course work. Since these were often not available in
the topic areas I was covering, I ended up developing my own. This manual is
the outcome.
Design
Inventories are displayed in alphabetical order by topic. For easy reference,
these are listed by the following seven categories in the matrix index on page ix:
In each category, there are a wide range of inventories covering the skills, attitudes, and behaviors needed to demonstrate a particular skill set or competency.
The majority of inventories are followed by tips on the key learning points
relating to the topic. The trainer can use these to hold a group discussion once
the individual has completed the inventory. Alternatively, the hints and tips can
be reminders for the learner and form the basis of an action plan.
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Acknowledgment
I have developed many of the inventories over a number of years. I am indebted
to the many management development trainers and management thinkers who
have inspired me to develop this collection.
I hope that readers find this a useful, informative, and valuable training aid.
Sarah Cook
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VII
Assertiveness
Body Language
Career Management
Change Management
Coaching Skills
Coaching Style
Communication Skills
Consultancy Skills
Continuous Improvement
Customer Service
Delegation
Difficult Situations
Diversity
E-business
Emotional Intelligence
Innovation
Internal Customer Service
Inter-team Working
Knowledge Management
Leadership Behaviors
Leadership Style
Left- and Right-Brain Thinking
10
Teamwork
Organizational awareness
Personal effectiveness
Customer service
Communication
Page numbers
Matrix Index
G
G
18
27
29
G
G
G
33
36
G
G
43
46
49
51
G
G
G
55
60
63
67
70
74
78
81
92
G
G
97
(continued)
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IX
Management Skills
Motivation
Neurolinguistic Programming:
Sensory Specific Preferences
Organizational Culture Audit
Organizational Culture Checklist
Organizational Culture Diagnosis
Organizational Skills
Partnering
Performance Management
Personal Development Plan
Personal Impact and Influencing Skills
Problem Solving and Decision Making
Project Management
Recognition and Reward
Self-esteem
Stress Management
Team Development
Team Leadership
Team Process
Time Management
Training Needs Analysis
Transactional Analysis
Transferable Skills
Vision
Values
WorkLife Balance
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105
G
G
110
G
G
115
121
G
G
124
127
130
Teamwork
Organizational awareness
Personal effectiveness
Customer service
Communication
Page numbers
G
G
133
142
G
G
147
155
G
G
G
159
161
165
168
G
G
G
173
176
181
186
191
G
G
194
216
G
G
G
221
199
205
G
G
G
G
G
1
Assertiveness
This questionnaire will help you identify the differences between assertive,
aggressive, passive, and passive-aggressive behavior.
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Assertiveness Questionnaire
Read each situation below and assess whether the response is assertive, passive, aggressive, or passive
aggressive. If a response is not assertive, write in an alternative reply that is assertive.
Assertive? Passive?
Aggressive?
Passive Aggressive?
Situation
Response
Good afternoon!
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Correct Responses
Situation 1 = Assertive
Situation 2 = Passive aggressive
Situation 3 = Passive
Situation 4 = Aggressive
Situation 5 = Assertive
Situation 6 = Passive
Situation 7 = Aggressive
Situation 8 = Passive aggressive
Definitions
Assertive Behavior
People using assertive behavior clearly express that both they and the other
person have rights and needs. Their behavior is open and respectful.
Passive Behavior
People using passive behavior express that others rights and needs have
precedence over their own. People can perceive this behavior as timid,
inhibited, and self-denying.
Aggressive Behavior
People who use aggressive behavior boldly insist that their rights and needs
prevail. Their behavior can be seen as domineering, pushy, and self-centered.
Passive-Aggressive Behavior
People who use passive-aggressive behavior subtly make sure that their rights
and needs prevail. Their behavior can be perceived as sarcastic, underhanded,
and manipulative.
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Body Language
This questionnaire is designed to allow you to receive feedback on your body
language and the impression it might convey.
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Posture
Position of body in relation to the other person, e.g., facing them, leaning forward or backward
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Breathing
Rate of breathing, e.g., fast, moderate, slow
(continued)
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3. What advice do you have for how the person you were observing could make better use of their body
language?
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Career Management
This section includes three self-assessment exercises intended for use as part of
career management discussions:
The Career Assessment tool provides the individual with the opportunity to
assess both their personal journey and their work journey to date.
The Work Preference Assessment helps individuals assess the positive and
negative aspects of their current job.
The Work Values Exercise helps people understand what is important to
them in a job.
Each self-assessment tool can be used as a stand-alone instrument or combined
with the other tools in this section. The summary checklist Consolidating your
Thoughts can be used at the end of the activities.
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Career Assessment
Your career to date has made you what you are. What you want from the future is a reflection of what you
have gained from the past.
This exercise is designed to help you understand where you are now and what you want from the future by
looking back at the journey you have taken in your career so far.
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4. What appear to be the things that are crucial to you in your life?
You may wish to talk this through with a partner or someone you trust.
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Like
Dislike
(continued)
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Part 1
On the next page, you will find a list of words and phrases that describe things that people value about work.
Look at each of the work value words/phrases and ask yourself the question: How important is this value to
me when I am considering work? Underline your top five work values.
If there are some important values not on the list, add them to it.
Part 2
When you have prioritized your top five values, consider what these mean to you. Place a checkmark next to
those values that your current job allows you to satisfy. Next, circle those values that are not in your top five,
but that are present in your current job.
Ask yourself:
What conclusions can you draw from this exercise?
How well do your own values match those of your current job?
Are there opportunities elsewhere to satisfy the values that are important to you? If so, in what type of
role or organization?
(continued)
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15
Independence
Variety
Challenge
Stimulation
Development opportunities
Helping others
Teamwork
Pressure
Flexibility
Change
Integrity
Innovation
Autonomy
Financial reward
Benefiting society
Pressure
Status
Lack of stress
Ability of influence
Customer contact
Stability
Lack of risk
Family values
Routine
Creativity
Order
Community spirit
Praise
Others:
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You may wish to talk this through with someone you trust.
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4
Change Management
The ability to manage change effectively is an important management skill.
Using this questionnaire, you will be able to assess how well others think you
manage change in comparison to your own opinion.
The feedback questionnaire is in three parts:
Part A: To be completed by your manager, your team members (we suggest at
least two), and your peers (again we recommend two)
Part B: To be completed by yourself
Part C: Comparison, where you can compare your own scores and those of
others to identify strengths and areas for development in managing change
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5. Makes sure that all the members of their team know what their responsibilities
are and what they are accountable for during times of change
6. Makes sure that members of their team receive the training and skills they need
to cope with change
7. Creates a climate where the members of their team are happy to express how
they are feeling at any time during change
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What would make this person even more effective in managing change is:
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2. Communicate any changes that need to happen with passion and enthusiasm
5. Make sure that all the members of your team know what their responsibilities are
and what they are accountable for during times of change
6. Make sure that the members of your team receive the training and skills they
need to cope with change
7. Create a climate where the members of your team are happy to express how they
are feeling at any time during change
12. Are positive even when faced with setbacks during change
(continued)
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Manager
Team
Team
Peer
Peer
Look at the scores that you have received in comparison to your own. Highlight consistencies and
inconsistencies in scoring (e.g., where people have given you similar or markedly dissimilar scores).
(continued)
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25
What do the results tell you are your areas for development?
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Coaching Skills
This checklist can be used to help you assess your coaching skills. It helps you
evaluate whether you have established the coachees objectives and supported
them in developing options and a plan of action for achieving their goals.
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Yes
Ask questions to help the coachee establish the current performance shortfall or issue
Help the coachee define when the performance shortfall or situation was happening, why, how, and what the
effect was
Ask questions to help the coachee establish what they need to do to change the situation
Ask questions to establish what approaches or actions have worked for them in the past
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No
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Coaching Style
Use this questionnaire to establish how you prefer to develop others.
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Scoring
Transfer your scores to the grid below, then total the columns downward.
Total:
1a
1b
2b
2a
3b
3a
4b
4a
5b
5a
6b
6a
7a
7b
8a
8b
9b
9a
10a
10b
11b
11a
12a
12b
Total:
T = Trainer
People who prefer to develop others in a training style:
Focus on the task objective
Set the learning objectives for individuals
Are clear about the standards of performance that they expect the learner to
achieve
Provide instructions and information
Pay attention to detail
This style is best used:
When people are new to a task, their confidence and competence are low, and
there is a clear right or wrong way of doing something
When people ask to be instructed on what to do
If this style is over-used or used inappropriately:
People may see you as lecturing or domineering
The relationship will be one of pupil/teacher
You will not encourage self-awareness or responsibility for problem solving
People will not be allowed to think for themselves
Wider development needs might be ignored
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C = Coach
People who prefer to develop others in a coaching style:
Allow individuals to set their own learning objectives
Follow the lead of the learner and help them focus on what they want to
achieve
Do not see themselves as having all the answers or being the expert
Ask lots of questions to increase the learners self-awareness and generate
responsibility
Focus on long-term behavior changes
This style is best used:
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Communication Skills
This questionnaire will help you assess the effectiveness of your chosen
communication methods and communication style. Select a sample of
people with whom you interact and invite their honest feedback.
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My Communication Methods
Very
Good
Good
Average
Poor
Dont
Know
Agree
Strongly
Agree
Disagree
Disagree
Strongly
Dont
Know
My Communication Style
I am approachable
I build and maintain rapport
I ask for your opinions
I listen to what you say
I ask appropriate questions
I express myself clearly and directly
I offer feedback in an appropriate manner
(continued)
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8
Consultancy Skills
This self-assessment helps you evaluate your consultancy skills. It can be used
on its own as a self-assessment inventory or it can be combined with feedback
from customers.
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(continued)
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Summary
Which part of the assessment have you ranked highest?
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(continued)
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14. Is concise
19. Is flexible
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Summary
Which part of the questionnaire have you ranked highest?
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Continuous Improvement
This questionnaire will allow you to assess your organizations commitment to
continuous improvement. It can be completed individually or as a group.
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Continuous Improvement
Thinking about your organization, consider each of the following statements. Write a checkmark in the
appropriate column where:
Yes = I agree, generally we do this.
No
= I do not agree, we usually do not do this.
Maybe = I do not agree or disagree, we may or may not do this.
Yes
No
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Maybe
Scoring
For statements 1 to 10, award yourself 5 points for each Yes and 2 points for
each Maybe.
For statements 11 to 20, award yourself 5 points for each No.
Total your scores.
Score 4070
Your organization shows half-hearted commitment to improvement.
Your organization could do much more to improve. Is it really committed to
doing so? Consider the steps you need to take to be a leader in your field, not a
challenger.
Score 35 or less
Your organizations orientation toward improvement is poor.
Your organization does not show evidence of wishing to improve. Beware of the
pitfalls of this approach: You run the risk of complacency and being left behind.
45
45
10
Customer Service
This questionnaire is designed to help you gather feedback from external
customers on the quality of service that you provide.
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As expected
Magic Moments
Has any aspect of the service we provide been particularly outstanding for you recently? If so, please
describe it:
(continued)
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Delegation
This checklist is designed to help you assess how well you delegate.
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Delegation Checklist
Thinking about the last time you delegated a task, did you:
Yes
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No
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Difficult Situations
This self-analysis is designed to help you understand how you typically react
in difficult situations. This awareness should help you identify steps to take in
order to handle difficult situations more effectively.
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Scoring
Listed below are the responses for each situation that describe behaviors that
are constructive when dealing with difficult situations.
Situation
Situation
Situation
Situation
Situation
Situation
Situation
Situation
Situation
Situation
1:
2:
3:
4:
5:
6:
7:
8:
9:
10:
d and e
b and c
a and e
b and d
d and e
d and e
d and e
a and e
a and e
c and e
See how many of these ideal responses you have circled. If you have circled 7 or
fewer of these responses, we recommend that you consider making managing
difficult situations a priority for your personal development.
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Practice being flexible and putting yourself in the other persons shoes.
Listen carefully to words and feelings.
Stay calm and do not lose your temper.
Reflect back what has been said/felt to build greater respect and shared
understanding.
Be clear on your case, but dont become so fixated by your point of view that
you get tunnel vision on other perspectives.
Be prepared to negotiate where necessary to reach an agreement that is
acceptable to both parties in the long term as well as immediately.
Review the implications of major decisions on other people.
Ask for feedback on how you handled the situation and set yourself some
improvement goals.
Communicate regularly and build relationships, especially when damage has
been caused.
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Diversity
This questionnaire can be used to assess cultural diversity and its impact
within your organization. We recommend that employees complete this survey
anonymously.
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5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
Comments:
Comments:
(continued)
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5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
Comments:
4. How satisfied are you with the personal development you have received to date:
5
5
5
5
5
5
4
4
4
4
4
4
Comments:
5. How satisfied are you with the potential personal development opportunities the organization can provide
you for the future:
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
Comments:
(continued)
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__________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________
(continued)
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4150
5160
60 +
2. Your Gender
Male
Female
No
African American
Native American
Other
Middle Eastern
White
Asian
Not known
No
6. If you answered Yes to #5, do you have sole responsibility for your dependents?
Yes
No
910 years
34 years
10 years +
56 years
Full time
Thank you.
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E-business
You can use this questionnaire to assess the user-friendliness of your Web site.
It can also be used as a comparative document to help you assess competitive
or best practice Web sites.
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E-business Questionnaire
Write a checkmark in the appropriate column to rate each statement with regard to your Web site as well as
other Web sites.
Very
Good
Good
Average
Below
Average
(continued)
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61
What are the major benefits of your competitors or best practice sites?
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Emotional Intelligence
This questionnaire allows you to assess your emotional intelligence, or your
ability to recognize your feelings and those of others.
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Emotional Intelligence
Using the following scale from 15, indicate to what extent each statement applies to you:
5 = Agree strongly
4 = Agree to some extent
3 = Neither agree or disagree
2 = Disagree somewhat
1 = Disagree strongly
Score
Self-awareness
1. I am aware of situations that cause me to think negatively.
2. I am aware of what drives my behavior.
3. I recognize my own emotions.
4. I recognize the impact my behavior has on others.
5. I am confident in who I am.
6. I regularly ask for feedback from others on the impact of my behaviors.
7. I have an accurate assessment of myself.
8. I am confident in what I do.
9. I recognize what influences my way of thinking.
10. I know when I feel motivated and when I do not.
Total score: Self-awareness
Score
Self-management
11. I show initiative and drive.
12. I practice what I preach.
13. I am adaptable.
14. I set myself achievable goals.
15. I stop or change behavior that is not effective.
16. I show commitment to work even when it is not the most interesting.
17. I have a positive outlook.
18. I make the most of my resources.
19. I take setbacks in stride.
20. I use positive self-talk to help me achieve my goals.
Total score: Self-management
(continued)
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Relating to Others
Score
65
65
Self-awareness
Self-management
Awareness of others
Relating to others
What steps can you take to further develop your emotional intelligence?
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Innovation
Use this questionnaire to assess the degree to which your organizational culture
encourages innovation. This assessment can be taken individually or as a group.
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Innovation Questionnaire
To what degree does your organization encourage a climate of innovation?
Read the statements below and check the ones that best represent your organizational climate.
Check if Appropriate
1. People challenge the status quo.
2. People are afraid to challenge.
3. People are given a high degree of freedom in their work.
4. Peoples jobs are tightly controlled.
5. New ideas are encouraged and supported.
6. People are not asked for their ideas.
7. There is a high degree of trust between management and staff.
8. Relationships between management and staff are strained.
9. The working environment is dynamic and fast-paced.
10. The working environment is slow and conservative.
11. It is fun to work for this organization.
12. Having fun at work is frowned upon.
13. People have lively debates about issues affecting the company.
14. People are not involved in discussions about company issues.
15. People share mutual goals; there is little conflict in the organization.
16. People have conflicting agendas; there is a lot of conflict in the organization.
17. People are encouraged to take risks in their work.
18. Mistakes are not tolerated.
19. The organization encourages innovation.
20. Innovation is not a key organizational goal.
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Scoring
In the table below, score 10 points for each statement you have checked that is
represented in the Innovative column and 1 point for each statement you have
checked that is represented in the Stagnant column. Add the points for each
column, then add the totals together to get your final score.
Innovative Organization
Stagnant Organization
10
11
12
13
14
15
16
17
18
19
20
Total:
Total:
Final Score
Challenge
Freedom of action
Support for ideas
Trust
Dynamism
Playfulness
Healthy debate
Low levels of conflict
Risk taking
69
69
17
Internal Customer Service
Use this questionnaire to gain feedback from those people to whom you provide
a service internally.
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Comments:
(continued)
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Comments:
(continued)
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Comments:
Stop doing?
Start doing?
Do you have any other comments that you would like to make?
73
18
Inter-team Working
This questionnaire can be used to assess the relationships between teams who
have to interact. It is best completed by members of both teams so that the
results can be compared across teams.
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1. Clarity on the roles and responsibilities of the members of the other team
2. Knowledge of the other teams objectives
3. Understanding of what the other team expects of us
4. Sense of collective agenda with the other team
5. Methods and procedures the two teams use to work together
6. Information sharing with the other team
7. Decision-making process between the two teams
8. Regularity of progress reporting
9. Conflict management between the two teams
10. Leadership of the other team
11. Trust between the two teams
12. Inter-team cooperation
13. Consultation between the two teams
14. Listening skills of the other team
15. Approachability of the other teams members
16. How well the other team uses this teams individual strengths
17. Idea generation between the two teams
18. Ability to challenge the other team appropriately
19. Support you feel from the other team
20. Respect you have for the other team
What I particularly like about working with the other team is:
What I particularly dislike about working with the other team is:
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Item
Number
10
Points
Scored
Role
Clarity
1
Knowledge of
Objectives
2
Understanding
Expectations
3
Collective
Agenda
4
Methods and
Procedures
5
Information
Sharing
6
Decision
Making
7
Progress
Reporting
8
Conflict
Management
9
(continued)
10
Leadership
Plot with an X your teams score on the table below, indicating your own teams consensus score for each item. Then connect the Xs to create a line
graph. Next, using a different color pen, plot with an X the scores of the other team and connect the Xs to create a line graph. Identify the similarities
and differences and the action you can take overall to improve inter-team relationships.
Comparison of Scores
20
19
18
Respect
Support
Challenge
Idea
Generation
17
15
Use of
Strengths
16
Approachability
12
11
13
Listening
Skills
14
Consultation
Cooperation
Trust
Item
Number
10
Points
Scored
77
19
Knowledge Management
Use this questionnaire to evaluate to what extent knowledge is shared at your
workplace. It is best completed by a cross-section of people representing the
different functions in your organization.
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Part 1
Read the following statements and indicate your response by checking the appropriate column for each.
In addition, check if you know where to access the information described in each statement if you need it.
Knowledge
Shared to a
Great Extent
Knowledge
Shared to
Some Extent
Knowledge
Not Shared
Dont Know
I Know
Where to
Access This
Information
Additional comments:
(continued)
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79
Agree
Disagree
Disagree
Strongly
Dont Know
Additional comments:
Part 3
What is the name of the department where you work? ______________________________________________________________________________________________________
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Leadership Behaviors
This questionnaire is designed as a 360 feedback mechanism on leadership
behaviors. It covers three areas: managing the business, managing others,
and managing self.
The feedback questionnaire is in three parts:
Part A: To be completed by your manager, members of your team
(we suggest at least two), and your peers (again we recommend two)
Part B: To be completed by yourself
Part C: Comparison, where you can compare your own scores and
those of others in order to identify strengths and areas for development
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Score
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Score
9. Is enthusiastic in describing the organizations overall goal, and links others individual objectives to the
bigger picture
10. Encourages others to show initiative and take responsibility
11. Develops others performance through a mixture of supportive and challenging feedback
12. Shares relevant information and experience, helping others make informed decisions
13. Involves others in decision making, and encourages alternative opinions
14. Enables freedom of action through providing clarity on direction, boundaries, and scope
15. Communicates clearly and effectively
16. Is approachable, and takes time for others
17. Actively listens to others ideas and concerns
18. Celebrates and rewards the efforts and achievements of others
19. Expects the best from others, and gives others the opportunity to demonstrate this
20. Encourages and supports others in embracing change
(continued)
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Score
Conclusions
What additional feedback, not already covered, do you think the individual would benefit from having?
What single change in the individual would be of most benefit to their customers, employees, and
themselves?
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Score
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87
87
Score
9. Are enthusiastic in describing the organizations overall goal, and link others individual objectives to the
bigger picture
10. Encourage others to show initiative and take responsibility
11. Develop others performance through a mixture of supportive and challenging feedback
12. Share relevant information and experience, helping others make informed decisions
13. Involve others in decision making, and encourage alternative opinions
14. Enable freedom of action through providing clarity on direction, boundaries, and scope
15. Communicate clearly and effectively
16. Are approachable, and take time for others
17. Actively listen to others ideas and concerns
18. Celebrate and reward the efforts and achievements of others
19. Expect the best from others, and give others the opportunity to demonstrate this
20. Encourage and support others in embracing change
(continued)
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You
Manager
Team
Team
Peer
Peer
(continued)
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You
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Peer
Look at the scores that you have received in comparison to your own. Highlight consistencies and
inconsistencies in scoring (e.g., where people have given you similar or markedly dissimilar scores).
What do the results tell you are your key leadership strengths?
What do the results tell you are your areas for development?
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21
Leadership Style
This self-assessment profile will help you assess your preferred leadership style.
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4. Evaluate performance
8. Allocate resources
9. Provide direction
11. Coordinate what team members are doing, but not how they
are doing it
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Scoring
Total your scores for questions 1 to 10. These questions relate to task-related
leadership behaviorsthe horizontal axis in the graph below. These behaviors
include telling people what to do, explaining, giving information, and directing.
Score for task-related behaviors (horizontal axis): ______________
Now total your scores for questions 11 to 20. These questions relate to peoplerelated leadership behaviorsthe vertical axis in the graph below. These
behaviors include asking people for ideas, encouraging, and building trust.
Score for task-related behaviors (vertical axis): ______________
Plot your score on the graph below by putting an X where your scores for the
horizontal axis and the vertical axis meet.
High
50
45
40
35
30
PeopleRelated
Behaviors
25
20
15
10
5
5
Low
10
Low
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20
25
30
35
40
Task-Related Behaviors
AND
45
50
High
High
50
45
40
FACILITATING
GUIDING
EMPOWERING
DIRECTING
35
30
PeopleRelated
Behaviors
25
20
15
10
5
Low
0
Low
95
10
15
20
25
30
35
40
45
Task-Related Behaviors
50
High
95
Facilitating
Guides, listens, facilitates
Encourages shared decision
making and responsibility
Monitors performance and
is available for feedback
Guiding
Combines instructions (telling)
with asking questions
Encourages feedback and
contribution from team members
Monitors performance and
rewards positive behavior
PeopleRelated
Behaviors
Empowering
Clarifies and agrees on objectives
with full participation of team
members
Directing
Gives clear and extensive
instructions
Rigorously monitors
performance
Low
Low
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High
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Left- and Right-Brain Thinking
Is your preference for left-brain logical or right-brain intuitive thinking?
Use this questionnaire to find out.
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1. Logical
2. Self-disciplined
3. Intuitive
4. Impulsive
5. Rational
6. Planned
7. Spontaneous
8. Humorous
9. Detail conscious
10. Organized
11. Imaginative
12. Artistic
13. Systematic
14. Ordered
15. Flexible
16. Untidy
17. Cautious
18. Analytical
19. Emotional
20. Receptive
21. Goal oriented
22. Precise
23. Inventive
24. Original
25. Businesslike
(continued)
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26. Restrained
27. Gifted
28. Artistic
29. Efficient
30. Sensible
31. Stimulating
32. Visionary
33. Coherent
34. Methodical
35. Resourceful
36. Whimsical
37. Controlled
38. Balanced
39. Unrestrained
40. Innovative
99
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Scoring
Transfer your scores to the boxes below. Then total each column downward:
Right Brain
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31
29
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30
35
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37
40
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101
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Management Skills
Use this assessment to establish what competencies are important for you to
demonstrate in your organization and to rate yourself against. This assessment
can help you create a personal development plan.
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Importance
(VI, I, NI)
Competence
(3, 2, 1)
Comments
STRATEGIC SKILLS
Brings organizational vision to life for others
Demonstrates critical thinking
Keeps abreast of changes in the commercial
environment
Is oriented toward the customer
Is innovative, and tries new approaches
Strives for continuous improvement
Manages change effectively
INFLUENCING SKILLS
Is a clear communicator
Influences effectively, directly, and indirectly
Demonstrates flexibility
Negotiates win-win outcomes
Builds effective relationships
(continued)
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103
Competency
Competence
(3, 2, 1)
Comments
LEADERSHIP SKILLS
Creates a sense of shared purpose
Leads a high performing team
Delegates appropriately
Empowers others to achieve results
Manages performance
Develops others
FOLLOWERSHIP SKILLS
Presents a unified front
Works cross-functionally to support mutual goals
and encourages others to do the same
IMPLEMENTATION SKILLS
Plans ahead to meet the needs of the organization
Demonstrates effective organizational skills
Manages time effectively
Demonstrates sound decision-making and
problem-solving skills
Sees things through despite setbacks
PERSONAL FACTORS
Shows integrity
Develops self
Shows resilience
Demonstrates drive and desire to succeed
OTHER COMPETENCIES: (write in)
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Motivation
This self-assessment, based on the work of Dean Spitzer, can be used by
you alone or you can give it to others to complete. It helps identify the work
conditions that motivate you and others. This knowledge can support better
working relationships.
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Motivation Self-assessment
Read the list below and rate each statement on the following scale from 14:
4 = Very important to me
3 = Somewhat important to me
2 = Not important to me
1 = Not very important to me at all
1. Having fun at work
7. Receiving encouragement
(continued)
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Scoring
Transfer your scores to the table below. Then add the total of each category,
working across the page (for example for Category A, total the sum of your
scores for questions 1, 9, 17, and 25).
Question
Number
Question
Number
Question
Number
Question
Number
Category
Total
17
25
10
18
26
11
19
27
12
20
28
13
21
29
14
22
30
15
23
31
16
24
32
Now write in the two categories in which you scored the highest:
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Look at the two categories in which you scored the highest. Then answer the
following questions:
1. What do the results of this assessment tell you about the needs you have
that, if satisfied, will help you feel self-motivated?
3. What does your manager and/or others need to do to create a climate that
better encourages self-motivation?
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109
25
Neurolinguistic Programming:
Sensory Specific Preferences
Everyone has preferences for how they take in information and communicate
with others. The way we speak is an indication of the way we think. This
questionnaire is designed to help you establish what sensory specific preference
you have.
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B. Your partner
(1)
(2)
(3)
(4)
(5)
E. Winter
(1)
(2)
(3)
(4)
(5)
111
111
H. Your home
(1)
(2)
(3)
(4)
(5)
J. Your boss
(1)
(2)
(3)
(4)
(5)
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Scoring
Check the numbers that correspond to the Xs you placed in the questionnaire.
Then add up the number of checks in each column.
Statement
Kinesthetic:
Feelings
Kinesthetic:
Taste
Kinesthetic:
Smell
Visual
Auditory
Total Number
of Checkmarks
Kinesthetic
People with this preference tend to take in information based on feelings,
taste, or smell. In turn, their speech patterns reflect this. Typical words
used by people with this preference are:
Feel, touch, impact, smell, smooth, rough, warm, taste, for example:
It left a bad taste in my mouth.
It went very smoothly.
It feels OK to me.
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113
Visual
People with this preference tend to take in information based on visual images.
Typical words used by people with this preference are:
See, look, picture, color, view, for example:
I look forward to it.
I see what you mean.
My view is . . .
Auditory
People with this preference tend to take in information based on sound. Typical
words used by people with this preference are:
Hear, sound, talk, loud, say, for example:
I hear what youre saying.
It sounds doubtful.
Let me explain.
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Organizational Culture Audit
Culture is often described as the glue that holds the organization together. It is
infrequently mentioned, but it plays an important role in the success of a
business.
There are three parts to this audit, designed to allow people to express:
1. How they see the culture in the organization now
2. What they would like the culture of the organization to be in the future
You can use this audit for a large number of different employees across an
organization or a small group within one particular function.
By focusing on what is most valued and what is least valued now, and what
should be most valued and least valued in the future, employees can paint a
clear picture of business life as is and how it should be.
You should photocopy the pages of statements and then cut them up so
that each statement is on a separate slip of paper. This will allow employees
to consider each in turn and place each in the appropriate column, according to
the value they associate with it.
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3 Sharing knowledge
4 Encouraging teamwork
6 Being efficient
12 Minimizing error
16 Selling successfully
18 Respecting authority
24 Limiting risk
33 Being competitive
36 Maximizing margins
46 Achieving targets
52 Encouraging self-development
54 Consulting others
57 Keeping promises
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3 Sharing knowledge
4 Encouraging teamwork
6 Being efficient
12 Minimizing error
16 Selling successfully
18 Respecting authority
24 Limiting risk
33 Being competitive
36 Maximizing margins
46 Achieving targets
52 Encouraging self-development
54 Consulting others
57 Keeping promises
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As it Should Be
What are the key differences between the organization as it is and should be?
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Organizational Culture
Checklist
This checklist is based on the 5 Ps:
Purpose
Priorities
People
Performance
Planning
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Priorities
People
Performance
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28
Organizational Culture
Diagnosis
You can use this assessment to help you diagnose employees perception of an
organizations culture. It is best completed by a cross-section of employees in
order to provide a representative view.
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Organizational Skills
This questionnaire allows people to identify how they could be better organized.
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30
Partnering
This assessment tool allows you to evaluate your partner suppliercustomer
relationships. It is best taken by both suppliers and customers so that a
comparative discussion can be held.
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Performance Management
This questionnaire is designed to help you assess how well your team members
think you manage performance in comparison to your own opinion.
The feedback questionnaire is in three parts:
Part A: To be completed by your team members (we suggest at least two)
Part B: To be completed by yourself
Part C: Comparison, where you can compare your own scores and those of
your team members in order to identify strengths and areas for development
in managing performance
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Performance Management
Feedback Questionnaire: Part A
Name of person who has nominated you: ____________________________________________________
Thinking about the person who has nominated you to give feedback, rate how characteristic each statement
is of him/her. Rate each statement on the following scale from 04:
4 = Agree strongly, very characteristic of this person
3 = Agree, somewhat characteristic of this person
2 = Disagree, not characteristic of this person
1 = Disagree strongly, not at all characteristic of this person
0 = Dont know/not applicable
Check the appropriate column to indicate your score for each statement.
My manager:
(continued)
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What would make this person even more effective in managing my performance is:
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I:
1. Work with team members to set realistic objectives for improving their skills
2. Show team members the direct link between their work and the organizations
objectives
3. Clearly state what is expected of team members in order for them to achieve their
overall objectives
4. Ask team members for ideas on how to achieve their objectives rather than telling
them what to do
5. Do not force my ideas on team members if they have another way of achieving
the objective
6. Make sure team members receive the coaching and training they need to do
their job
7. Make the most of team members different skills
8. Create a climate of mutual trust
9. Evaluate team member performance based on results and behavior
10. Offer regular feedback on what team members are doing well, as well as what
they need to change in order to improve
11. Hold regular performance appraisals
12. Confront appropriately behavior that is not consistent with agreed-upon standards
(continued)
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139
I:
Team
Member
Team
Team
Member Member
Team
Member
1. Work with team members to set realistic objectives for improving their skills
2. Show team members the direct link between their work and the organizations
objectives
3. Clearly state what is expected of team members in order for them to achieve their
overall objectives
4. Ask team members for ideas on how to achieve their objectives rather than telling
them what to do
5. Do not force my ideas on team members if they have another way of achieving
the objective
6. Make sure team members receive the coaching and training they need to do
their job
7. Make the most of team members different skills
8. Create a climate of mutual trust
9. Evaluate team member performance based on results and behavior
10. Offer regular feedback on what team members are doing well, as well as what
they need to change in order to improve
11. Hold regular performance appraisals
12. Confront appropriately behavior that is not consistent with agreed-upon standards
(continued)
140
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What do the results tell you are your areas for development?
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32
Personal Development Plan
Use this checklist to assess your learning and development needs for
the coming year. You can use this in combination with other assessment
instruments in this manual.
142
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Evidence
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Evidence of Need
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146
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Learning Methods
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33
Personal Impact and
Influencing Skills
This inventory offers you the opportunity to assess the impact and influence
you have on others. You need to complete Part A of the inventory yourself as
well as ask three other people who know you well to complete Part B of it. Then
complete Part C to compare your scores with those of the other people in order
to identify strengths and areas for development.
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147
Relating to Others
4
148
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149
Relating to Others
4
150
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Relating to Others
Your Score
Others
Score
Others
Score
Others
Score
152
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Others
Score
Others
Score
Others
Score
Negative impact:
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153
Drawing Conclusions
The personal impact and influence we have depends on how well we:
Relate to others
Get them to relate to us
On the majority of occasions, our personal impact is greatest when we demonstrate both behavior sets. However, there are occasions when we need to use
a majority of relating behaviors in order to influence and vice-versa.
The danger is that we over-use one behavior set more than the other, for
example only using getting people to relate to us behaviors rather than
relating to them behaviors.
This questionnaire allows you to assess your range of influencing behaviors.
Look at your total scores for:
Relating to others
Getting others to relate to you
Compare those with the scores of people who also completed the questionnaire.
If there is a large discrepancy in scores, you are probably over or under using
a behavior set. Alternatively, your intentions may be different from the impact
you are having on others. Look specifically at areas in which you can develop
your skills in order to have a greater positive impact.
Within relating to others:
Statements
Statements
Statements
Statements
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1618
1921
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refer
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to
to
I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .
34
Problem Solving and
Decision Making
This self-assessment inventory is designed to allow you to assess your approach
to problem solving and decision making.
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156
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DS
Scoring
There are six stages to effective problem solving and decision making:
1. Define the problem
2. Generate options
3. Evaluate options
4. Make a decision/select an option
5. Implement the option
6. Review the option
The statements in the self-assessment relate to each stage. Score as follows:
AS =
A =
D =
DS =
Agree stronglyScore 5
AgreeScore 3
DisagreeScore 0
Disagree stronglyScore 0
To help you identify your strengths and where your problem-solving and
decision-making skills can improve, the scoring relates to the six steps in
the problem-solving process as follows:
2. Generate Options
Total your score for questions 14, 15, and 19.
Generate options score = _____
15
3. Evaluate Options
Total your score for questions 7, 8, and 13.
Evaluate options score = _____
15
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157
General Approach
Total your score for questions 10 and 20.
General approach score = _____
15
158
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35
Project Management
Use this self-assessment to help you assess the effectiveness of your project
team. It is best completed individually and then discussed with all of the team.
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5. Scheduling activity
6. Estimating resources
7. Budgeting
14. Negotiating
160
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36
Recognition and Reward
When recognizing or rewarding an individual, best practice involves making
the reward or recognition specific and meaningful to the individual. This
checklist will allow you to discover from your team members how they
would best like to be recognized and rewarded. People need to complete the
questionnaire individually. This can then form the basis for a one-to-one or
team discussion.
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161
for effort
for improvement
2. I prefer to be recognized:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
by my manager
by my colleagues
by my direct reports
by my customers
by senior management
3. I prefer to be recognized:
(a)
(b)
(c)
(d)
(e)
as I deserve it
on an infrequent basis
on a regular basis
(continued)
162
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verbal thanks
a certificate
in private
in front of my peers
at team meetings
at an award ceremony
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______________
Cakes
______________
Certificate
______________
______________
Donation to charity
______________
New equipment
______________
______________
______________
______________
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Bonus
______________
Pay increase
______________
______________
______________
______________
______________
______________
______________
______________
______________________________________________________________________________________________
164
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37
Self-esteem
This self-assessment is designed to help you determine the level of your
self-esteem.
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165
Self-esteem Self-assessment
Read the following statements. If you agree with a statement more than you disagree, put a checkmark.
If you disagree more with the statement than you agree, put an X. Please be honest; there are no right
or wrong answers.
= Agree
1. I often find myself thinking that Ill never make it.
2. I find it difficult to say sorry.
3. What others think of me is very important.
4. Even when things are going well, I know they will not last.
5. I feel uncomfortable giving others compliments about their strong points.
6. I find it difficult to express what I really mean.
7. I am fearful of change.
8. I avoid people who do not like me.
9. When others are nice to me, I wonder whether they have an ulterior motive.
10. I think I have gotten where I am today more by luck than merit.
11. I do not believe I am as successful as I could be.
12. I feel someone will eventually recognize my potential.
13. I find it hard to face up to my mistakes.
14. It is not easy for me to accept praise.
15. I tend to blame my parents for the way my life has turned out.
16. I do not feel confident when meeting new people.
17. I do not think that other people want to see me advance.
18. If others are promoted above me, I feel I am more deserving.
19. I do not believe I have the right to ask for what I want.
20. I feel life has dealt me a bad card.
166
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X = Disagree
What is self-esteem?
Self-esteem is the way you see yourself as a person. This translates itself into
self-worthhow much you value yourself as a person.
You have high self-esteem if you see yourself as confident, competent, and
in control of your life. People who have high self-esteem feel comfortable
and secure in themselves. They are able to face life with a positive outlook.
You have low self-esteem if you view yourself as less able or confident than
others and blame other people for where you are today. People who have
low self-esteem do not respect their own skills and abilities and do not have
confidence in what they can accomplish. They can view life as a series of
challenges and setbacks over which they have no control.
Scoring
Count up the number of s you have and the number of Xs.
Number of s
Number of Xs
Mostly Xs
You have good self-esteem. This will help you be successful and satisfied with
your life.
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167
38
Stress Management
This assessment is in two parts: The first part helps individuals assess how
susceptible they are to stress; the second part helps individuals analyze what
coping strategies they can adopt now and in the future to manage pressure
and stress.
168
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2. I play to win.
4. I strive to achieve the goals and targets I have set for myself for the future.
(continued)
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169
18. If Im late for an appointment, its not the end of the world.
170
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Scoring
Add up both the scores.
Total score:
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172
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39
Team Development
This instrument will help groups assess the stage of their team development.
It is best completed individually by all members of the group. After this, we
recommend a group discussion to compare results.
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Behavior Set B
the group.
the group.
Behavior Set C
Behavior Set D
the group.
the group.
174
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Scoring
Total the number of checkmarks that you have in each of the four boxes. Look at
your highest score. This represents your perception of the stage of your group
formation.
Behavior set A refers to forming behaviors, at the beginning of a group
life cycle.
Behavior set B refers to storming behaviors. Although this can be an
uncomfortable stage of group formation, it is a healthy one as it allows
people to get to know one another.
Behavior set C refers to norming behaviors. This stage is when norms
are set in the group and working methods, roles, and responsibilities
are established.
Behavior set D refers to performing behaviors. This is when a team
maximizes its performance.
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175
40
Team Leadership
This questionnaire has two parts. Part 1 assesses the effectiveness of your team
leadership. Part 2 allows you to gather the viewpoints of your team members
about your leadership role in order to make comparisons and establish a
personal development plan.
176
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177
18. Encourage a climate where team members support each other when under
pressure
19. Create opportunities for team members to grow and develop
20. Create a motivating work climate
21. Am able to stand back from the day to day and see the big picture
22. Encourage shared decision making
23. Will alter an approach to match the circumstances
24. Encourage and act on new ideas
25. Am clear about priorities and communicate these clearly to team members
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1. Establishes clear goals that all the team members buy into
2. Ensures clear and regular communication within the team
3. Ensures that effective and regular communication occurs between his/her own
team and different teams
4. Helps the team establish a set of core values and abide by these
5. Establishes working practices and standards that all team members buy into
6. Makes sure that work is equally distributed within the team
7. Ensures that roles and responsibilities are understood across the team
8. Acknowledges conflict within the team
9. Confronts openly issues that prevent the team from functioning effectively
10. Demonstrates trust and confidence in all team members
11. Shows appreciation that different skills and qualities are needed to make an
effective team
12. Works collaboratively rather than competitively with other teams and encourages
his/her own team members to do the same
13. Is aware of what is happening on the team
14. Anticipates and removes barriers to efficient workflow
15. Champions the team with other groups
16. Recognizes and celebrates team members efforts
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What do you see as your team leaders key areas for development?
180
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41
Team Process
This assessment is designed to be used by teams. It allows issues of how
the team works together to be raised openly. The assessment is best taken
individually by all team members, followed by a team discussion comparing
scores and highlighting strengths and weaknesses.
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181
1. Everyone contributes to
team discussions.
182
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Responsibilities in the
team are not clear.
Conflict is avoided
in this team.
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I prefer to go
along with what
the team is thinking.
I am indifferent to
belonging to this team.
184
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Comment on the key weaknesses of the team (where you have scored 1):
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185
42
Time Management
This instructional tool has two parts. Part 1 allows you to record how you spend
your time over a two-week period. Part 2 helps you identify where you could be
making more use of your time and enables you to develop a plan of action to
achieve this.
186
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Week 2
Sunday
Week 1
Week 2
Saturday
Week 1
Week 2
Friday
Week 1
Week 2
Thursday
Week 1
Week 2
Wednesday
Week 1
Week 2
Tuesday
Week 1
Week 2
Monday
Week 1
Hour/day
122:00
a.m.
24:00
a.m.
46:00
a.m.
68:00
a.m.
810:00
a.m.
122:00
p.m.
24:00
p.m.
46:00
p.m.
68:00
p.m.
810:00
p.m.
1012:00
p.m.
Part 2: Assessment
When you have completed your log, assess the percentage of time you are spending on the following
activities, and record these figures.
Activity
Work
Travel
Maintenance (cleaning, bathing, shopping, etc.)
Leisure
Other:
Other:
Other:
Then ask yourself:
1. Are these weeks typical? If not, why not?
2. What does the log say about you and how you are currently spending your time?
3. What thoughts do you have about the amount of time you spend between work, travel, maintenance, and
leisure?
(continued)
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7. What are you going to do from now on to make better use of your time?
190
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43
Training Needs Analysis
Use this checklist to help you assess training needs.
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192
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44
Transactional Analysis
This questionnaire will help you identify your personal style. It is based on the
work of Eric Berne.
194
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196
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Scoring
Look back at the responses you have circled. For each statement, check the
appropriate response below then total the number of checks you have made
in each column.
Item
NC
AC
NP
CP
A
A
B
A
5
B
A
A
B
B
10
B
11
12
13
A
A
14
B
B
15
B
16
17
18
A
A
19
B
A
20
A
21
B
A
22
23
24
25
B
A
Total
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45
Transferable Skills
This inventory will help you evaluate your key competencies and in doing so
assess your transferable skills.
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(continued)
200
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Scoring
Transfer your scores into the tables below.
Managing People Area
Score
Item 1
Item 5
Item 9
Item 13
Item 17
Item 21
Item 25
Item 29
Item 33
Item 37
Total
Score
Item 2
Item 6
Item 10
Item 14
Item 18
Item 22
Item 26
Item 30
Item 34
Item 38
Total
(continued)
202
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Scoring (concluded)
Working with Technology Area
Score
Item 3
Item 7
Item 11
Item 15
Item 19
Item 23
Item 27
Item 31
Item 35
Item 39
Total
Score
Item 4
Item 8
Item 12
Item 16
Item 20
Item 24
Item 28
Item 32
Item 36
Item 40
Total
Look at your scores for each area. The areas where you have the highest scores
indicate your most readily transferable skills. The areas where you have scored
lowest show the skills that you may need to develop.
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203
There are ten areas in which you could potentially transfer your skills. Check
the ones that relate to your current transferable skills.
Transferable Skills
1. Managing people
2. Managing people and being creative
3. Managing people and working with technology
4. Managing people and working with facts
5. Being creative
6. Being creative and working with technology
7. Being creative and working with facts
8. Working with technology
9. Working with technology and facts
10. Working with facts
204
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46
Vision
This checklist can be used as a prompt to produce:
(a) An organizational or work team vision
(b) A personal vision
We suggest that an organizational or work team vision be developed by and
shared with as many people as possible.
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INVENTORIES, VOLUME 2
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(continued)
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(continued)
208
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(continued)
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(continued)
210
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(continued)
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Review
Now look at the key words you have used in answering these questions. List the
values that drive your visionthe behaviors that are most meaningful to you in
creating the organization/work team of the future. Pull these behaviors into a
sentence or paragraph that describes your vision. For example:
We are a world class, customer-focused company that respects and
values its customers and employees alike . . .
Once you have defined your visionwhat you want to be and to seethe next
step is to define the key actions and timelines that will help you achieve your
vision.
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213
Personal Vision
Think forward a year from now (or two or threeset your own timeline). Imagine that you have become the
person that you desire to be. Forget the constraints of today and focus on the future. Write down, picture, or
verbalize your answers to the following questions:
What are you doing?
(continued)
214
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What differences are you observing in others as a result of your actions and behaviors?
What defining moment/s make you realize you are getting there?
What is the most rewarding aspect of the changes you have made?
Once you have created your personal visionwhat you want to be and to seethe next step is to define the
key actions and timelines that will help you achieve your vision.
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47
Values
This inventory is designed to help you reach a better understanding of your
significant personal values. It should be completed individually. It can then
form the basis of a team discussion.
216
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INVENTORIES, VOLUME 2
Values
Values are principles that we find worthwhile and meaningful that can guide what we do and how we act.
Look at the list of work and personal values below. Select the ten values that are most important to you. Then
rank the ten values that you have selected in order of priority using the ranking sheet provided.
Accountability
Excellence
Achievement
Fame
Advancement
Family
Adventure
Fast pace
Authority
Financial reward
Caring
Fitness
Freedom
Challenge
Friendship
Change
Fun
Collaboration
Health
Community
Helping others
Competence
Helping society
Competition
Honesty
Creativity
Independence
Customer orientation
Inner harmony
Decisiveness
Integrity
Efficiency
Intelligence
Equality
Involvement
Ethics
Knowledge
(continued)
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217
Values (concluded)
Leadership
Religion
Love
Reputation
Loyalty
Responsibility
Meaning
Security
Money
Self-confidence
Openness
Service
Peace of mind
Slow pace
Personal development
Stability
Power
Status
Pressure
Stimulation
Privacy
Time
Promotion
Trust
Quality
Variety
Recognition
Working alone
Relationships
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Ranking
Write the ten values that you have checked in the first column of the values
chart below. Ignore the other columns at this stage.
Values Chart
Column A
Total number of
times chosen
Column B
Ranking (1 to 10)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Now, work your way through the ranking chart below. You need to compare
each value against the other nine in your list in turn. Decide which of the two
values you rank higher in priority and, in every box, circle the number of that
value. For instance, the top box gives you a choice between values 1 and 2.
Ranking Chart
1
10
10
10
10
10
10
10
10
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10
219
When you have finished choosing, count the number of times you have circled
each value, that is the number of times you ranked it higher in priority to the
alternative. Write the totals for each value in column A of the values chart.
Then in column B of the values chart, identify your priorities for ranking the
values1 for the value you voted for most (the highest number in column A)
through to 10 for the value you chose least (the lowest number in column A).
Discuss your findings with other members of your team.
220
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48
WorkLife Balance
This questionnaire will help you evaluate the balance you achieve between the
demands of professional life and personal life.
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No
Scoring
For statements 18, score 5 points for No and 0 points for Yes.
For statements 916, score 5 points for Yes and 0 points for No.
Then total your score.
Total score:
Score 4160
You have some way to go to balancing your work and outside interests. When
work and private commitments clash, work is likely to win. Consider the impact
this has on you personally and on the people who matter to you outside work.
Look for ways to work more effectively via better time planning, organization,
and delegation. Learn to say no more often.
Score 040
You are a workaholic. Either through enthusiasm for your work or obsession,
you are sacrificing your home life to work. Consider why you are doing this
and what you are gaining. Do the advantages of this approach outweigh the
disadvantages in the long run? What is the impact on your health, your mental
well-being, and your relationships? Are the sacrifices really worth it?
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