Professional Documents
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Compendium of Questionnaires and Inventories Volume 1
Compendium of Questionnaires and Inventories Volume 1
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ISBN 978-1-59996-055-5
Production services by Jean Miller Editorial services by Sally M. Farnham Cover design by Eileen Klockars
Contents
Preface..................................................................................................................... Acknowledgment ...................................................................................................... Matrix Index.............................................................................................................. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Action Planning ........................................................................................... Assertiveness .............................................................................................. Change ManagementIndividuals ............................................................. Change ManagementOrganizations ........................................................ Coaching Skills............................................................................................ Communication Style .................................................................................. Conflict Management .................................................................................. Counseling Style ......................................................................................... Creativity ..................................................................................................... Customer FocusIndividuals...................................................................... Customer FocusOrganizations ................................................................ Customer Satisfaction ................................................................................. Delegation ................................................................................................... Employee Attitudes ..................................................................................... Empowerment ............................................................................................. Evaluation of Training.................................................................................. v vii ix 1 5 11 17 23 31 39 47 53 59 67 73 83 89 93 97
Facilitation ................................................................................................... 101 Feedback Skills ........................................................................................... 107 Influencing Skills.......................................................................................... 111 Interview Skills............................................................................................. 115 The Learning Organization .......................................................................... 121 Learning Style ............................................................................................. 127 Listening Skills............................................................................................. 133 Management Competencies........................................................................ 139 Management Style ...................................................................................... 147 Meeting Skills .............................................................................................. 155 Mentoring .................................................................................................... 161
iii
28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
Motivation .................................................................................................... 165 Negotiation Skills......................................................................................... 173 Organizational Culture................................................................................. 183 Performance Appraisal Skills....................................................................... 193 Performance Appraisal Style ....................................................................... 197 Presentation Style ....................................................................................... 203 Project Management ................................................................................... 213 Questioning ................................................................................................. 217 Recruitment and Selection .......................................................................... 223 Report Writing ............................................................................................. 227 Selling Skills ................................................................................................ 233 Setting Objectives ....................................................................................... 237 Stress Management .................................................................................... 243 Team Behavior ............................................................................................ 249 Team Effectiveness..................................................................................... 255 Team Review .............................................................................................. 261 Team Self-Appraisal .................................................................................... 265 Telephone Skills .......................................................................................... 269 Time Management ...................................................................................... 275 Trainer Feedback ........................................................................................ 281 Written Communication ............................................................................... 285
iv
Preface
This compendium 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.
Objectives
This manual is intended to provide trainers, HR professionals, line managers, and team leaders responsible for training and development with an assortment of assessments, checklists, and surveys. It is designed as a source of reference and covers a number of topic areas.
Design
Inventories are arranged in alphabetical order by topic. For easy reference, they are listed by the following ten categories in the matrix index on page ix.
Coaching/counseling Communication Customer service Leadership skills Organizational awareness Performance management Personal effectiveness Recruitment and selection Teamwork Training and development
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 the 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 tips can be reminders for the learner and help form the basis of an action plan.
Preparatory material before a training session Part of a group or individual coaching session Assessment modules to gauge improvement after training has taken place
When using the inventories in a training session, it is useful for the trainer to describe their purpose before they are issued. Also, unless the inventory is specifically designed for group discussion, such as those relating to teamwork, it is helpful to indicate to participants that the results of the inventories will not be shared. If the trainer does decide to use the results as the basis for group discussion, best practice is to give delegates the option of sharing their results. This helps ensure that the inventories are completed as honestly as possible and that the results truly indicate the participants behavior, not how they think they should behave. Likewise, it is important to stress that there are no right or wrong answers when completing the inventories. The more honest a person is, the better a picture they will receive. Many of the questionnaires are intended for self-assessment. There is also benefit in inviting peoples colleagues, customers, and managers to complete them. This provides the participant with invaluable feedback on how others see them. Again, people assessing the individual should be encouraged to give their honest opinion. The trainer also needs to consider the merits of completing the inventory anonymously or as a named individual. Completing an inventory provides participants with an opportunity to assess and reflect on their behavior. The trainer needs to allow sufficient time for this. Also, to be familiar with the material, trainers should take the inventory themselves before the training takes place. Many inventories include or lend themselves to the development of an action plan following their completion. All inventories can be adapted to meet the needs of the individuals within the group by changing wording, phrases, or questions to suit the organization for which they are intended.
vi
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
vii
Matrix Index
Coaching/Counseling
Customer Service
Leadership Skills
Communication
Page Numbers
Organizational Awareness
Personal Effectiveness
Action Planning Assertiveness Change ManagementIndividuals Change ManagementOrganizations Coaching Skills Communication Style Conflict Management Counseling Style Creativity Customer FocusIndividuals Customer FocusOrganizations Customer Satisfaction Delegation Employee Attitudes Empowerment Evaluation of Training Facilitation Feedback Skills Influencing Skills Interview Skills The Learning Organization Learning Style Listening Skills
ix
Performance Management
Teamwork
Coaching/Counseling
Customer Service
Leadership Skills
Communication
Page Numbers
Organizational Awareness
Personal Effectiveness
Management Competencies Management Style Meeting Skills Mentoring Motivation Negotiation Skills Organizational Culture Performance Appraisal Skills Performance Appraisal Style Presentation Style Project Management Questioning Recruitment and Selection Report Writing Selling Skills Setting Objectives Stress Management Team Behavior Team Effectiveness Team Review Team Self-Appraisal Telephone Skills Time Management Trainer Feedback Written Communication
139 147 155 161 165 173 183 193 197 203 213 217 223 227 233 237 243 249 255 261 265 269 275 281 285
Performance Management
Teamwork
1
Action Planning
Action plans are a well-used instrument in the managers and training professionals toolkit. However, many plans look good on paper, but are never implemented. Use this action planning checklist to ensure that your future actions are planned effectively.
No
2
Assertiveness
This survey is designed to help you discover how assertively you communicate at work.
Assertiveness Survey
Using the following scale from 1 to 4, rate each statement by circling the score that best typifies your behavior at work. Be honest! There are no right or wrong answers. 4 = Always 3 = Often 2 = Seldom 1 = Never
1. When I am not happy about a situation, I drop hints to other people about my feelings. 2. If I realize the person to whom I am speaking is not listening, I stop talking. 3. When I am not sure how to do a task, I feel comfortable asking for assistance. 4. When someone does not agree with what I am saying, I raise my voice to make my point. 5. I feel embarrassed when someone compliments me. 6. I let my boss know when I disagree with him/her. 7. I like to be in control of a situation. 8. When someone takes advantage of me, I find a way to even the score. 9. When I disagree with someone, I give them the silent treatment. 10. I feel guilty when I have to ask others for help. 11. I express my opinion to others in an honest and direct way when it is appropriate to do so. 12. I tell other people when they have done something wrong. 13. If I dont agree with a task that I have been given, I procrastinate in doing it. 14. I prefer to comply with the majority decision, even if it is not convenient for me. 15. If one of my colleagues is more knowledgeable than I am, I call on them for advice or information. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Scoring
Transfer the score that you have given to each statement on the appropriate line below. Then total each column.
1. 8. 9. 13. 16.
Total: Passive Aggressive
Look at the column where your score is the highest. This is the behavior that is typical of you most of the time. Then look at your second highest score. This is your back-up stylethe behavior you adopt when you are under pressure or are stressed. If your first and second highest scores are similar, this indicates that you can adopt either style, depending on the situation.
Definitions of Behavior
Assertive
Expressing your thoughts, feelings, opinions, and beliefs in a direct and honest way Standing up for your own rights in such a way that you do not violate another persons rights
Passive
Expressing your needs, wants, opinions, feelings, and beliefs in an apologetic way Failing to stand up for your own rights or doing so in such a way that others can easily disregard them
Aggressive
Expressing your feelings, wants, and needs in an inappropriate tone, through inappropriate language or setting Standing up for your own rights, but doing so in a way that is demeaning, hurtful, or offensive to other people
Passive Aggressive
Expressing your feelings, opinions, and needs in an indirect way that on the surface looks passive (not hostile) but in reality damages the other person Standing up for your own rights, but in such a way that indirectly expresses anger or frustration, such as through sarcasm that sounds humorous but underneath belittles another individual
3
Change Management Individuals
Change has become an integral part of organizational life. People react to it in different ways. Use this survey to diagnose your reaction to changes that are happening in your workplace.
11
No
13
No
Scoring
Put a checkmark by each statement number where you scored yes. Then total the number of checkmarks in each column. 1. 6. 11. 16. 21. 26.
C Total 14
+ve
Denial
Commitment
Productivity
Emotion
Acceptance
-ve
Resistance
Time
Denial
A typical reaction in the early stages of change is to deny that it will take place or that it will affect you. Your reaction can manifest itself in disbelief, burying your head in the sand, or behaving as if nothing had happened or will happen.
15
Resistance
Here people outwardly show their resistance to change. Your resistance can manifest itself through outspoken dissent, unhelpful behaviors, and blame. It is at this stage that people who see the change in a negative light may begin looking for alternative employment.
Acceptance
Here people begin to see that change is going ahead. Perhaps it is not all bad and there might be ways of making the most of it.
Commitment
By this stage, people support and are committed to change. They see its benefits and make positive steps to implement it. It is possible for people to experience emotions in several of the categories. For example, they may be beginning to accept change, yet be critical of certain aspects.
Identify early on who will be the winners in change and who will be the losers, what will help the change, and what will hinder. Let people know as much as possible about the changes taking place and when and how the changes will affect them. Give people opportunities to express their concern. Consult and involve people in the changes. Hold regular feedback and communication sessions. Allow negative views to be aired in a supportive way. Allow adequate time for change to take placedont expect it to happen overnight. Celebrate success.
16
4
Change Management Organizations
As organizations adapt to changing market environments, managing change has become a core competency for many managers. If you are about to undertake change, use this survey to determine what will make change successful within your organization. If you are implementing, or have implemented, changes, use the survey to assess your successes to date.
17
Comments
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
5 5 5 5 5 5
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
5 5 5 5 5 5
19
Comments
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
5 5 5 5 5 5
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
5 5 5 5 5 5
Implementing Change
Publicly marking the beginning of change Setting up employee groups to gauge reaction to change Identifying blockages as the change is implemented Providing regular, clear, and accurate information to avoid rumors Seeking and providing feedback on progress on a regular basis Arranging frequent meetings Conducting surveys to monitor how people are reacting to change
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
20
Comments
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
Change is managed best when it has been well planned and when people are consulted and involved in its implementation. Effective managers do not brush concerns about change to one side; they listen and reassure their staff and welcome their comments. Look at the areas that are important and where your satisfaction ratings are low. Agree to a plan of action to overcome these discrepancies.
21
5
Coaching Skills
Coaching team members to help them reach their potential is a key management skill. Use this survey to discover how well you perform the role of the coach. The survey is in two parts:
Part 1 To be completed by the coach/manager Part 2 To be completed by the coachee (person being coached)/member of staff (You can issue this survey to more than one person.)
By using both parts of the survey, you will be able to compare your perceptions of your coaching style with those of your coachees.
23
25
27
Coachs Score
Coachees Score
Coachees Score
Coachees Score
28
Further Action
List below those areas in need of improvement and the action you will take to implement the improvement.
Area for Improvement Action Timing
Coaching Model
This survey is based on the GROW model of coaching. By asking questions, the coach helps the coachee establish: Goalswhat they would like to achieve from the discussion Realitywhat is happening at the moment Optionswhat the coachee can do to change the situation Willwhat are the next steps for the coachee to take In this way, the coach encourages ownership and responsibility in the individual for their self-development.
29
6
Communication Style
The following survey requires you to think about your communication style at work.
31
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
33
34
Scoring
Transfer the score that you have given to each statement on the appropriate line below. Then total each column. 1. 4. 7. 10. 13. 16. 19. 22. 25. 28.
B Total
B = Battler H = Helper T = Thinker Look at your highest score. This is your preferred style of communication. If you are unsure of your score, give the survey to people with whom you work. Invite them to complete the survey based on their perception of you. Then compare your score with theirs.
35
Possible Negative Characteristics Gullible Impractical Slavish Wishful Self-denying Self-effacing Self-sacrificing Smothering Submissive Passive Deferential Without principles
Want to maintain harmony so much that you dont push for what you want Be so quick to believe in others that you dont use good judgment Be so loyal to others that you let them take advantage of you Expect that everyone is going to be as concerned about how other people feel as you are Want to help others so much that you push your help on them and get in their way Be quick to blame yourself for anything that goes wrong Share your thoughts and feelings with people you shouldnt trust with them Fear that if you said what you really thought about others, they would be hurt, not helped Struggle to maintain harmony at the expense of facing issues or facing the facts Act to please others just to be liked
36
Possible Negative Characteristics Suspicious Unimaginative Stingy Cold Rigid Nit-picking Compulsive Unfeeling Stubborn Possessive Obsessive
Want so much to be certain that you delay in reaching decisions Be so concerned with right/wrong that you pay little attention to peoples feelings Be so cautious that you find it hard to place trust in others Expect that everyone is going to be as concerned as you are with details and logic Want so much to be self-dependent that you cut yourself off from people who really like you Be quick to blame anything that goes wrong on your not having been cautious enough Keep your thoughts and feelings about yourself to yourself, keeping others from getting to know you Fear that if you said what you really feel, others would see you as illogical and emotional Struggle with the facts with such determination that others feelings are disregarded Act to turn others away just to assert your independence
37
Possible Negative Characteristics Arrogant Opportunistic Ruthless Controlling Pressuring Dictatorial Rash Dreamer Combative Conceited Brash Gambler
Want so much to win that you domineer over others to get your own way Be in such a hurry to get things done that you disregard how others feel Be so sure that you are right that you dont listen to others Expect that everyone is going to enjoy competing with you and fighting for what they want Want others to do things your way so much that you become dictatorial Be quick to blame anything that goes wrong on the failure of others to cooperate Share only those thoughts and feelings that help you get your own way Fear that if you said what you really feel, others would know how to take advantage of you Struggle to win an issue regardless of the facts or what other people might feel Act to direct others just to exert your authority
38
7
Conflict Management
At some point at work, people will encounter disagreement and conflict. This survey helps you understand how to handle conflict. Self-understanding is the first stage of personal development.
39
41
Scoring
Transfer the score that you have given to each response on the appropriate line. Then total each column.
Situation 1 2 3 4 5 6 7 8 9 10
a) c) d) b) a) c) d) c) b) c)
A Total
b) a) a) d) c) a) b) a) a) b)
C Total
c) b) c) c) b) b) c) b) c) d)
CL Total
d) d) b) a) d) d) a) d) d) a)
N Total
Which is your highest score? This is your typical response in a conflict situation: A = Avoidance C = Competition CL = Compliance N = Negotiation
43
Avoidance
You dislike disagreement and will go out of your way to avoid it. Your lack of confrontation of issues can lead to frustration among people around you. Decisions on important issues may be made by default. Nevertheless, this style is useful when other people can solve the conflict more effectively than you, when issues are beyond your control, or when people will benefit from a cooling-off period.
Competition
You are not afraid to make unpopular decisions or to make your views known. This can lead other people to agree with you (yes men) or to avoid expressing their true opinions (anything for a quiet life). This style is appropriate when quick decisions need to be made or unpopular action taken.
Compliance
When you are in a disagreement, you let your concern for the needs of other people take precedence over your own needs. In conflicts, you are likely to back down. This can mean that your opinions and concerns are not heard. Other people may lose respect for you and see you as a doormat to be walked all over. However, this style is useful in situations where the issue is insignificant to you but important to others, or when continued disagreement would potentially harm you or your team.
Negotiation
This style adopts a consensus approach to conflict. You are clear about your opinions and are willing to listen to other people in order to broker agreement. This style promotes harmony and commitment when people have different needs. However, it can take time and effort and is difficult to achieve when other people do not adopt a similar style.
44
COMPETITION SATISFYING OWN NEEDS I boldly insist that my needs and rights prevail
NEGOTIATION I clearly express that we both have equal rights and needs
AVOIDANCE I do not express my own needs and I ignore the needs of other people
2. What are the consequences for other people of adopting this style?
45
8
Counseling Style
Counseling is a skill that a manager can use to help other people resolve their own problems. Use this exercise to identify how you respond when people come to you with problems or issues.
47
Situation A
When I took this job, I was told that people could be flexible with their hours. Its not easy having to work overtime because I have to pick up my kids. I cant always rely on my daycare provider to work overtime too. Choose the response you are most likely to make: 1. Tell me what arrangements you have with your daycare provider. Does she work only certain hours? 2. Because you have children, you are responsible for picking them up at certain times, so its not easy to stay late, is that what youre saying? 3. You must feel pulled in two directions. Perhaps you have not made it clear that you have to leave on time because of your commitments? 4. It sounds really difficult to manage. There must be other ways around this. Why not change your daycare provider or have a friend or family member help you out with pickup? 5. Well, Ill see what I can do to help. Perhaps there is someone from the other section who could take some of your work. Do you want me to ask?
49
Situation C
Well, I really thought that I had this job promotion in the bag. Its just not fair. Im far better qualified than him and Ive been with the company a longer time. If he thinks he can come in here and tell me what to do, hes got another thing coming. Choose the response you are most likely to make: 1. So you feel youre much better than him and you wouldnt like it if he were your boss? 2. Well, you may be better qualified, but do you think the head of the department would have chosen him if he didnt seem right? 3. Yes, working for him will be very difficult. When is he supposed to take the job? 4. So you really dont want to work for him? 5. Hold on, dont jump the gun. Why do you think he will tell you what to do?
50
Situation E
I know its no use. Whatever I say, hes not going to believe me because Im not his favorite employee. Hes already told the others that my productivity is down. Just because Im less experienced than them doesnt mean I cant do as good a job. Choose the response you are most likely to make: 1. Youre blowing this all out of proportion. Could it be because you feel you were passed over for promotion? 2. I know, he can be a pain sometimes. If I were you, I wouldnt pay any attention to it. 3. What else has happened in the past to suggest he doesnt like you? 4. If I understand you correctly, you feel he wont take your word about it and that hes trying to undermine your confidence. 5. It isnt fair. You should let his manager know about this. Ill come with you if you like.
51
Managers who use a counseling style most often adopt understanding responses (U). This is because counseling involves listening to people in a nonjudgmental way and helping them resolve their own problems.
Scoring
Look at the response selected for each situation and note which category it falls under. Response No. Situation A B C D E 1 P I U E I 2 U S E S E 3 I E S P P 4 E U I I U 5 S P P U S
We tend to have fixed ways of responding, therefore we over-use some categories and under-use others.
Which categories do you use most? Which categories do you use least? What do you have to do more of/less of to become a better counselor?
52
9
Creativity
This self-assessment is designed to help you learn more about your creative environment and how you operate within it. It will highlight barriers to being creative.
53
Creativity Self-Assessment
Read each of the statements and check the response that best reflects you and your work environment.
No
55
No
Scoring
For both section A and section B, score as follows: Statements 1 to 5 Yes = 4 points No = 2 points Statements 6 to 10 Yes = 2 points No = 4 points
Total your scores for section A: Your approach to problem solving Total your scores for section B: Your work environment
56
Medium score: 20 to 29 You have creative potential, but your tendency to be analytical and systematic in your approach inhibits your ability to freewheel. Low score: 2 to 19 Your creative potential is being stifled by your need for order and familiarity. You will be surprised how much creativity will be released if you give yourself permission to let go!
Medium score: 20 to 29 It may sometimes be difficult to be creative in your work environment. This might hinder your problem-solving activity. Low score: 2 to 19 Your work environment does not encourage creativity. It might be procedure bound and risk averse. This might lead to frustration and the stifling of ideas.
If your score for Section A is high or medium and your score for Section B is low, you will most likely experience frustration. Your work environment stifles your creative problem solving. If your score for Section B is high or medium and your score for Section A is medium or low, take a more creative approach. Work with people who are more creative than yourself to encourage greater problem solving.
57
It is generally acknowledged that a combination of creative and logical thinking is required to solve problems effectively. If you prefer to use creative thinking or you are logical in your approach, you need to work with other people who will bring contrasting patterns of thought when problem solving. An effective problem-solving team uses a four-stage approach: 1. Define the problem. What is the real issuethe heart of the problem? Be clear about what you are trying to achieve. 2. Generate ideas. Let your imagination go wild. This phase involves generating lots of ideas on how to solve the problem, no matter how crazy. It is important not to reject ideas during brainstorming. 3. Evaluate the ideas. Keeping the criteria for decision making in mind, the team evaluates each of the options to arrive at the best solution to the problem. 4. Gaining acceptance. This can be the hardest part. Considering the audience, the team decides how to present their solution in a way that will ensure acceptance and participation.
58
10
Customer FocusIndividuals
This self-assessment will define your orientation toward customersboth internal and external to your organization. The results will tell you how you may be perceived by your customers.
59
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
61
62
Scoring
Transfer the score that you have given to each statement on the appropriate line below. Then total each column.
1. 5. 9. 13. 17. 21. 25. 29. 33. 37. W Total 2. 6. 10. 14. 18. 22. 26. 30. 34. 38. WD Total 3. 7. 11. 15. 19. 23. 27. 31. 35. 39. S Total 4. 8. 12. 16. 20. 24. 28. 32. 36. 40. C Total
Transfer the total score for each column into the following table by making an X in the appropriate box corresponding to your scores. Join up the Xs to create a graph. W 4660 4145 3640 3135 2630 2125 1620 1115 610 05
Reproduced from Compendium
WD
63
Your underlying attitude toward the customerpositive or negative The level of energy you bring to the tasks you do for customershigh or low
Research shows that the behaviors that customers see you demonstrate reflect your attitude and energy. Customers form impressions of you based on your behavior toward them. Typically you can categorize how customers may perceive your behavior toward them in one of four quadrants. Called the Energy and Attitude Model, this matrix (shown on the following page) has attitude and energy at its axes. Each quadrant is given a label that typifies the behaviors people demonstrate toward the customer. In the table at the bottom of the previous page, look at the letter over the column with your highest scoreW, WD, S, or C. This letter denotes the most common way that customers, internal or external, perceive you. Look at your second highest score. This is your backup style. If you have two or three equally high scores, this means:
You have scored the questions incorrectly, or your adding is suspect. Go back and check your addition. or You might be perceived in different ways by different customers. Think of occasions when this might be and the reasons why.
64
Low Energy
High Energy
Winner (W)
Research shows that customers want to deal with Winners, people with a positive attitude and high energy. They are typified by their attitude of wanting to do the best for their customers and by having the energy to see things through to the end. The resulting behaviors are those that ensure customer retention and loyalty.
Spectator (S)
A spectator is someone with good intentions; they have a positive attitude toward the customer, but their energy level is low. Typically people who fall into this category say the right things, but they find it hard to follow through. This can manifest itself to the customer in broken promises and missed deadlines.
65
Further Action
When you have discovered which style is typical of you, ask yourself:
What does this tell you about how customers may perceive you? Do you agree with your highest score? If not, do you wish to revise the way you have scored each statement? Go back to the statements. Look for statements for which you gave scores of 3. These are statements that you were sitting on the fence about. Score the relevant statement again, avoiding a 3, then total your scores once more. What does your highest score tell you about yourself? What reasons could there be for you to act in this way? What is the effect on the customer?
Then look at your second highest score. Often this is a sign of how you may be perceived on an off-day or when you are under pressure or stress.
What does your second highest score tell you about yourself? What reasons might there be for you to act in this way? Think of an occasion when you demonstrated this style. What was the effect on the customer?
If your second highest score is similar for two or more categories, this means:
You have scored the questions incorrectly, or your adding is suspect. Go back and check your addition. or You might be perceived in different ways by different customers. Think of occasions when this might be and the reasons why.
66
11
Customer Focus Organizations
This self-assessment is designed to help you discover the degree to which your organization is customer oriented. It is best for people from different parts of an organization to take in order to compare perceptions.
67
69
70
61 or over
Demonstrate commitment to the customer from senior management down. Employ managers whose behaviors set a positive example of customer service. Actively listen to their customers and act on their feedback. Recruit customer-oriented individuals and provide training to them in customer service. Train and develop their people in customer-oriented attitudes, skills, and knowledge. Empower their employees. Encourage ownership of problems. Constantly measure customer satisfaction. Recognize and reward excellent service. Encourage continuous improvement. Focus on customer retention as well as attracting new customers.
71
12
Customer Satisfaction
These two questionnaires can be used to gain feedback from customers on the service that you provide. Questionnaire A involves service received over the telephone. Questionnaire B involves service received face-to-face. If the questions are not all relevant to your organization, use them as the basis to develop your own survey. There are tips on how to do this on page 81.
73
Why do you say this? ______________________________________________ 4. How important are each of the following aspects of our service to you and how satisfied are you with that service? Please rate on a scale of 1 to 10 where: Importance
10 = Absolutely essential 1 = Completely unimportant
Satisfaction
10 = Completely satisfied 1 = Completely dissatisfied
Importance Satisfaction
a) b) c) d) e) f) g) h) i)
Ease of contact Speed of response to phone call Friendly and polite staff Helpful staff Knowledgeable staff Issue resolved during the call Staff who call you back at agreed-to time Documents provided when asked for Positive reaction to complaints
Were you dissatisfied (scored 6 or below) on any of these aspects? Please state the reason(s):______________________________________________________________
Reproduced from Compendium
75
76
77
Why do you say this? ______________________________________________ 4. How important are each of the following aspects of our service to you and how satisfied are you with that service? Please rate on a scale of 1 to 10 where: Importance
10 = Absolutely essential 1 = Completely unimportant
Satisfaction
10 = Completely satisfied 1 = Completely dissatisfied
Importance Satisfaction
a) b) c) d) e) f) g) h) i) j)
Not having to wait in line Availability of staff if needed Friendly and polite staff Helpful staff Knowledgeable staff Staff who have time to spend with me Good layout Clear signage Project availability Positive reaction to complaints
Were you dissatisfied (scored 6 or below) on any of these aspects? Please state the reason(s):______________________________________________________________
79
80
Make the questionnaire easy to complete. Start with simple questions. Make completion easy by using a scoring system: It saves time. Include some open questions to gather information and allow the customers to give their opinions. Avoid emotive or ambiguous words or terms (e.g., frequently, often, regular, okay) because their meaning can be confusing. Ask the customer how important they consider different aspects of service as well as how satisfied they are. This helps you determine your customers priorities. Look at the gap between importance and satisfaction to see where most improvement is needed. Include questions that allow the customer to tell you what you do particularly well and where you could improve. Consider including questions on the likelihood of customers recommending you to others and how you compare to the competition. This helps you understand your position in the marketplace. If you need personal details about the customer, ask for them at the end of the survey, not the beginning. Thank the customer for completing the survey.
81
13
Delegation
Delegating helps managers make the best use of their time. It also gives individuals opportunities to develop.
83
Delegation Self-Assessment
This questionnaire will help you assess how well you delegate tasks to your team. Reading each pair of statements in turn, circle the number that is most representative of your attitude and behavior. 1 and 5 are closest to the opposite statements, 2 and 4 less close but still reflect your behavior. 3 is the middle between the two statements. Be honest! Do you
Delegate tasks to ease the workload Show confidence in staff to complete tasks Allow staff to undertake delegated work in their own way Know everyone on your team well in terms of their strengths and weaknesses Give clear instructions when delegating 1 1 2 2 3 3 4 4 5 5 Prefer to do the work yourself Lack confidence in staff to complete tasks Prefer to check on staff to see how they complete the task Not know people on your team well
Find that people refer back to you with questions when you have delegated a task View delegation as a means of getting the task done Prefer not to delegate tasks to inexperienced staff Expect staff to complete the task as soon as possible Neglect to tell staff and other people their level of authority
View delegation as an opportunity to develop individuals Provide training to inexperienced staff in new skills to undertake a task Agree to a completion time for the task and review as appropriate Tell your staff and other people what authority they have when delegating a task Set standards appropriate to the task
Set high standards irrespective of the task Expect delegated work to be free of errors Delegate work to certain individuals on the team more than others Prefer to delegate as much work as possible
Tolerate mistakes, recognizing that people learn through them Balance the workload of your staff
85
86
35 or over
Look back over those statements where you have given high scores. Decide what actions you can take to better manage your time and your teams time.
Plan it. Clarify what is required. Explain what is to be done and why. Explain what the results should be. Say what authority they have. Tell others what authority has been given. Allow discretion as to time and method. Check progress at agreed-upon intervals. Be prepared for mistakes. Give feedback, both positive and negative. Provide supportyou are still responsible.
87
14
Employee Attitudes
Use this survey to evaluate how much people enjoy working for your organization. You may wish to add further statements or questions that are relevant to your organization. Individuals should complete the survey anonymously. If you wish to make a comparison across departments, ask for the name of the department (not the employee) at the end of the survey. To make sure that the survey is completed in an honest fashion, let employees know that it is confidential. Once analyzed, give everyone a copy of the results and a plan of action for overcoming any areas of weakness.
89
91
33. What do you see as the positive elements of working in the organization? ____________________________________________________________________ ____________________________________________________________________ 34. What main areas would you like to see changed? ____________________________________________________________________ ____________________________________________________________________
Please indicate the department in which you work:____________________________ Thank you very much for your help. Please return this form to: _____________________ by: ______________________ The results of the survey will be published by: _______________________________
92
Reproduced from Compendium
15
Empowerment
Empowermentpassing on responsibility to your team for decisions affecting their workincreases team members involvement and commitment. Use this selfassessment to determine how well you empower your staff.
93
Empowerment Self-Assessment
This assessment includes 20 statements that describe what you may or may not be doing to empower your staff. Using the following scale from 0 to 3, rate each description by circling the score that best fits how frequently you do it. 0 = Never 1 = Rarely 2 = Sometimes 3 = Often
1. I demonstrate enthusiasm for the organization. 2. My actions are focused on the customer. 3. I trust my team to take initiatives. 4. I am tolerant of mistakes. 5. I share information with my team on a regular basis. 6. I allow my team to make decisions on their own. 7. I encourage my team to be proactive in solving customer problems. 8. I seek out, and act on, the opinions of my team. 9. I recognize and reward good performance. 10. I help develop my teams skills and knowledge. 11. I jointly set objectives with my team. 12. I give constructive feedback on performance. 13. I encourage teamwork and cooperation. 14. I support decisions made by my team. 15. I am approachable. 16. I make clear the expectations I have of my team. 17. I make individuals feel valued. 18. I allow my team to by-pass me and go to my manager. 19. I take an active role in helping my team set and meet their development plans. 20. I encourage members of my team to develop new working methods, even if they are very different from what we do at the moment. Total your score:
=
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
95
16
Evaluation of Training
Here is a training evaluation form. Ask participants to complete the form after training has taken place. This will allow them time for reflection.
97
Course Content
What was the most useful part of the course?__________________________________
Please circle the number that reflects your opinion of the content of the course.
Too simple Learned little that I did not know already Not relevant to my job 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 Too complex Learned a great deal that I did not know already Very relevant to my job
99
Overall Impressions
To what extent have you benefited from the course? ____________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Would you recommend the course instructor? Would you recommend this course? Yes Yes No No
100
17
Facilitation
Managers and training professionals are increasingly being asked to facilitate groups. Use this self-assessment to evaluate your effectiveness in this role.
101
103
Scoring
Complete the following scoring grid. Then total your scores.
Statement Always Often Sometimes Seldom Never
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Subtotals
1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 +
2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 +
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 +
4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 4 2 +
5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 5 1 =
104
79 and under
The role of the facilitator is to help the group achieve its task. A facilitator is a neutral servant of the group. They do not participate in the activities of the group; rather, they help the group select the most appropriate method for achieving the task. They observe group processes (i.e., the way the group works together), for example, sub-groupings, power plays, openness, and trust. These processes are often not spoken about by the team. By bringing group processes to the surface, an effective facilitator helps the group overcome obstacles in the way they are working together. Effective facilitators empathize with the group, and team members trust them. They are good listeners, able to pick out underlying feelings as well as facts. They can summarize what is happening in the group well. Effective facilitators make good use of open questions to elicit feedback from the group on its progress. They are also effective observers who can identify behaviors that help or hinder the group.
105
18
Feedback Skills
This checklist is designed to help you determine your skills as a manager/team leader in giving feedback on performance.
107
Now list below the actions you can take to improve how you give feedback on performance: 1. 2. 3. 4. 5. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc. 109
Motivationalwhat the individual has done well Developmentalwhat the individual needs to do to improve
Time your feedback so that it is delivered when it is most appropriate. When giving both motivational and developmental feedback, begin with the motivational. Do not mix the two types. Separate motivational from developmental feedback. Be specificgive feedback on what you see or hear. Use examples. Explain the consequences of the behavior. Own the feedbackuse I, not people think. Do not overload the individual with too much developmental feedback. Jointly agree to a plan of action for improving performance. Agree on when you will review future performance.
110
19
Influencing Skills
This checklist has been devised to give individuals feedback on their influencing style. Giving feedback on influencing skills requires the observer to see the individual in a situation where they are trying to influence someone to do something. This can be in the work environment or a role play.
111
Influencing Techniques
To influence effectively, managers need to use a balance of push and pull techniques. Push techniques are those where you act directly by:
Stating what you wantclarifying your requirements (e.g., I need, I want) Expressing views and opinionsby giving information, making suggestions, using facts to build a case, making judgments (e.g., I suggest, I recommend) Expressing feelingstelling others the effect of their behavior on the situation (e.g., When people shout, I dont respond well.) Using pressures and incentivesoffering inducements, cajoling, pressuring, counter arguing (e.g., If you do, I will)
Pull techniques are those where you consider the other persons point of view by:
Actively listening (e.g., using uh-huhs, paraphrasing what the other person has said, checking understanding) Encouraging and questioningasking for the other persons opinion, using open questions to gather information (e.g., Tell me what you think) Being open to anothers suggestionsseeing things from the other persons viewpoint (e.g., So you would like that?) Building and supporting the common groundbuilding on suggestions, finding common group, reaching consensus agreement (e.g., I agree with what Peter says)
Use the following checklist to observe the behaviors of a colleague during an influencing skills situation at work or during a training exercise. Ask someone to observe the other person who is taking part in the discussion.
113
Giving Feedback
Give the person you observed feedback on:
Which influencing style they used the most The appropriateness of this style What they can do to become a more effective influencer
114
20
Interview Skills
Here is a checklist to help you evaluate your interview skills. Ask someone to observe you as you conduct a selection interview. Discuss the feedback with them to identify areas for improvement.
115
What did the interviewer do well? ___________________________________________ ______________________________________________________________________ What areas need improvement? ____________________________________________ ______________________________________________________________________
Reproduced from Compendium
117
Select a quiet room that is well lit. Where possible, put a Do Not Disturb notice on the door. Take the phone off the hook. Do not put tables or barriers between you and the candidate. Choose comfortable chairs with no wheels. Put a clock on the wall behind the candidate to save you looking at your watch. Make sure that the candidate is not distracted by anything inside or outside the room. Avoid placing him or her opposite a window. Be on time to greet the candidate and show them to the room. Use this time to chat and relax him or her. Ask the candidate how he or she would like to be addressed. Explain the role of the interview in the selection process and when the candidate will hear the outcome of the interview. Outline the structure of the interviewwho will be asking questions, who will be taking notes, when the candidate can ask questions, etc. Start with an easy question to relax the candidate. Use open questions (see next page) to allow the candidate to give you information. Use probing questions (see next page) to clarify what has been said and to gather further evidence. Structure your questions to obtain evidence that the candidate meets your selection criteria. Do not use personal or leading questions (see next page). Actively listen to what the candidate is saying and summarize where appropriate. Use positive, neutral body language. Avoid commenting on responsesthis could demonstrate bias. If interviewing in a pair, explain when you will transition to your partner and introduce them again to the candidate. Close the interview by thanking the candidate for their time and reiterate the next steps in the selection process.
118
Open Questions
Open questions help you obtain information. Open questions start with what, where, when, why, how, tell, describe, explain: What areas were you responsible for? Tell me more about your last job. Open questions also allow you to probe for more information. Probing questions are a type of open question: Why was that? What would you do if that were the case? Advantages of open questions:
Are useful to establish all the facts Allow people to express their views Build rapport and show you are interested Help you clarify your understanding
Closed Questions
Closed questions are those that generate one response (yes/no). They are used to confirm agreement/close the conversation: So you felt unhappy in that role? Are you sure? Advantages of closed questions:
Put you in control of the situation Help obtain specific facts quickly Are useful for testing understanding and summarizing Allow you to reach agreement
119
Limiting Questions
Limiting questions are those that give the person answering a choice: Is it a brown door or a red one? Advantage of limiting questions:
The most effective way to obtain information from candidates during an interview is to begin a conversation using open (and probing) questions, rather than leading or limiting questions. Funnel the information by using closed questions to confirm what has been said. Avoid using leading questions.
120
21
The Learning Organization
How receptive is your organization to learning? This survey is designed to help you find out. Distribute it to a wide variety of people in different job functions and positions throughout the organization to obtain a wide range of opinions.
121
Is essential People in my organization believe youre never too old or too experienced to learn. There are ample opportunities for people to learn at work. My manager conducts regular reviews of my progress. I have learned something new this week at work. Even when things are going well, we find new ways of improving them. People want to learn new things. Training and development at my organization help people expand their job role. Managers encourage their staff to learn. People are receptive to new ideas. We regularly review our successes and failures to learn for the future. Managers recognize that their staff have a life outside of work. We are aware of what people in our own industry and related industries are doing. We look for new ways to solve problems. When people are experiencing difficulties at work, they ask others for help. People generally view change as positive.
Reproduced from Compendium
Is desirable
123
Is essential There are career development opportunities across the organization. Opportunities for learning are available to everyone, regardless of their status. People are provided with ample training to do their jobs well. There is a wide variety of learning methods available to people at work. Mistakes are tolerated within the organization.
Is desirable
Look at the items you have checked that are essential but not characteristic of your organization. These are the barriers that you need to overcome first in order to develop a learning organization.
124
125
22
Learning Style
This self-assessment is designed to help trainees develop their preferred learning style based on their past experiences.
127
129
Concrete experience may like practical activities, role plays, and simulations Reflective observation may need time during a training session to reflect on what they have learned Abstract conceptualization may prefer a structured approach based on theory and models Active experimentation may prefer training where they see a clear, practical application in the workplace of what they have learned
Reproduced from Compendium
130
131
23
Listening Skills
We spend up to half of our waking hours listening to other people. But how much do we really take in? This assessment is in two parts. It is designed to help you become a better listener.
133
135
136
137
138
24
Management Competencies
The purpose of this survey is to help you evaluate your management competencies. In addition to completing your own assessment, ask the people you work with who know you well (for example, your manager, direct reports, colleagues, and customers) to complete the survey. This gives you an opportunity to compare perceptions.
139
Read each statement carefully and decide how competent the person is at undertaking this activity. Use the following key to make your decision, then put a checkmark in the appropriate column to indicate your response. D = Definitely competent M = Mostly competent O = Occasionally competent S = Seldom competent N = Not competent ? = Dont know/Not applicable
Selecting the Team Defines future personnel requirements Contributes to the assessment and selection of candidates against team and organizational requirements Defines, with consultation, salary and benefits Establishes orientation procedures Building the Team Leads the team effectively Supports and trusts team members Motivates the team Establishes roles and responsibilities for the team Allocates work effectively within the team D M O S N ? D M O S N ?
141
142
143
Known to Others
Unknown to Others
Known to You
Unknown to You
144
145
25
Management Style
This survey helps individuals become more aware of their management style and its effect on other people.
147
2. (a) My humor is seen by others as rather pointless. (b) I use my humor to maintain friendly relations, or when tensions arise, to shift attention away from the serious side. (c) My humor is hard hitting. (d) My humor sells myself or my position. (e) My humor fits the situation; I retain a sense of humor even under pressure. 3. (a) By remaining neutral, I rarely become agitated. (b) Because of the disturbance that tensions can produce, I react in a warm and friendly way. (c) When things are not going right, I defend or resist with counter-arguments. (d) Under tension, I feel unsure which way to turn or shift to avoid pressure. (e) When aroused, I contain myself, though my impatience is visible. 4. (a) When conflict occurs, I remain neutral or stay out of it. (b) I try to avoid generating conflict, but when it appears, I try to soothe feelings and keep people together. (c) When conflict arises, I try to cut it off or to win my position. (d) When conflict arises, I try to be fair but firm and find an equitable solution. (e) When conflict arises, I try to identify reasons for it and resolve underlying causes. 5. (a) I agree with opinions, attitudes, and ideas of others to avoid taking sides. (b) I prefer to accept opinions, attitudes, and ideas of others rather than push my own. (c) I defend my ideas, opinions, and attitudes, even though it sometimes results in offending others. (d) When ideas, opinions, or attitudes different from my own arise, I initiate middleground positions. (e) I listen for and seek out ideas, opinions, and attitudes different from my own. I have clear convictions, but respond to sound ideas by changing my mind.
Reproduced from Compendium
149
7. (a) (b) (c) (d) (e) 8. (a) (b) (c) (d) (e)
9. (a) (b) (c) (d) (e) 10. (a) (b) (c) (d) (e)
150
Scoring
Now write the number of times you circled each letter in the table below: (a) (b) (c) (d) (e)
Each letter represents a management style. The highest score indicates your preferred management style. Two equal highest scores indicate that you may adopt either of these styles depending on the circumstance.
151
(b)
(e)
(d)
(a)
Low Low
(c)
Concern for Task
High
Style (a)
Concern for both task and people is low. The (a) style managers are abdicators. They have effectively dropped out. They accept the decisions of others and avoid taking sides. They remain neutral or stay out of conflict and therefore rarely become involved in confrontations. Their humor is seen as rather pointless and they exert just enough effort to stay in the job. They are motivated mainly by self-preservation. The (a) style managers have minimum contact and involvement with those around them. They perform a message-carrying function. The buck is passed as far as possible. People do not like working for this type of manager. There is no challenge and little support.
152
Style (c)
Concern for task achievement is high and concern for people is low. The (c) style managers are autocrats and task masters. They place high value on making decisions that stick. They stand up strongly for their own convictions, often offending others in the process. They try to cut off conflict and win their position. When losing, they defend, resist, and counter argue. Their humor is hard hitting and drives themselves and others. To (c) style managers, people are regarded as instruments of production. The philosophy is Achieve results or youre out. Human relationships and interactions are minimized, and relationships are based on exercise of authority and obedience. Conflict is suppressed, and the goal is to win your point. The long-term effect of the (c) style of management is a reaction against authority, fear of management, and lack of empowerment. There are many challenges to, and little support of, the individual.
Style (d)
Here, concern for both task and people is reasonable. The two concerns are carefully balanced. Most managers and management environments are best described by the (d) style of management. These managers search for a workable, even though not perfect, decision. They initiate middle-ground positions and try to obtain an equitable solution. Under pressure, they are not sure where to turn. They use their humor to sell themselves or a position, and they seek to maintain a good, steady pace. Communication is good in this environment. There is a basic assumption that people will work if you tell them why it is necessary. The environment is one of compromise and systems. Informal systems are readily formalized and standard procedures are introduced to ensure that people know what is expected of them.
153
Conclusion
1. Which is your preferred management style? _______________________________ __________________________________________________________________ 2. Is this how others see you? ____________________________________________ __________________________________________________________________ 3. What is the effect of this style on other people? ____________________________ __________________________________________________________________
154
26
Meeting Skills
This checklist is designed to be used after a meeting has taken place so that participants can rate its effectiveness.
155
Yes
No
157
No
Summary
What was positive about the meeting? _______________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What could have made the meeting more effective?_____________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
158
Always clarify the objectives of the meetingwhat is being discussed and why, and what is the desired outcome. Prepare an agenda outlining the topic headings in logical sequence. Group urgent items and deal with these first. Put longer items for discussion later. Always tell participants beforehand about timing, venue, agenda, duration, and what they need to bring. Distribute useful information in advance of the meeting. Keep meeting size to no more than eight people and decide whether they all need to be there the entire time. Plan time limits for agenda items and the meeting as a whole. Choose a comfortable venue that is convenient, of an appropriate size, and where you will be uninterrupted.
Introduce the agenda at the start and state the purpose of the meeting. Appoint a note taker and a time keeper so that you can concentrate on running the meeting. Lead the discussion on each agenda item. Guide and control the discussion. Be clear and specific. Involve everyone. Listen actively to all contributions. Ask effective questions. Read nonverbal behavior. Intervene when the meeting is straying from the agenda. Elicit contributions from everyone. Summarize and agree on key actions. Make sure that outcomes are agreed to and recorded and that responsibilities and time lines for action are allocated. Follow through on the agreed-upon actions to completion.
159
Contributing at a Meeting
Stating Your Point
Make your contributions short and clear. Dont let others interrupt you and avoid interrupting others. Use assertive nonverbal behavior.
Making Suggestions
Put your suggestions forward with energy. Ask for reactions. If people disagree with your suggestions, find out why.
Find out from other people what would be possible. Express doubts in a constructive way. Develop and build on other peoples ideas.
160
27
Mentoring
Mentoring is the process whereby an individual passes on their experience and advice to another person on how to progress in the organizational world. This survey is best completed by both the mentor and the mentee. In this way, they can compare perceptions and work jointly on any improvements.
161
Mentoring Survey
Using the following scale from 1 to 5, rate yourself against the following characteristics of an effective mentor by circling the score that best typifies your characteristics. Ask the person you are mentoring (the mentee) to complete the same survey about you. 5 = Agree strongly 4 = Agree somewhat 3 = Neither agree nor disagree 2 = Disagree somewhat 1 = Disagree strongly
1. I can identify with the person who is my mentee. 2. My mentee sees me as a friend. 3. I act as a role model. 4. I clearly defined my role at the outset of the relationship. 5. I regularly give feedback to my mentee on his/her progress. 6. I give my mentee confidence. 7. I support my mentees decisions. 8. I have faith in my mentee. 9. I respect my mentee as an individual. 10. I help my mentee clarify his/her career aspirations. 11. I give my mentee confidence and a feeling of competence. 12. I have the respect of my mentee. 13. I provide my mentee with opportunities for personal development. 14. I help my mentee learn from his/her mistakes. 15. I coach my mentee through difficult situations. 16. I encourage my mentee to solve his/her own problems. 17. I observe my mentee in action to assess his/her strengths and weaknesses. 18. I recognize the benefits that mentoring offers me as an individual. 19. I help my mentee make critical career decisions. 20. I enjoy working with my mentee. Total your score:
Reproduced from Compendium
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
= +
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
+
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
+
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
+
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
163
60 or under You are not making the most of the relationship with your mentee. Consider what has made the relationship go sour and whether you wish to salvage it and how.
Conclusions
How does your score compare to that of your mentee? __________________________ ______________________________________________________________________ ______________________________________________________________________ What are the areas of differences? __________________________________________ ______________________________________________________________________ ______________________________________________________________________ What action can you take to resolve the differences? ____________________________ ______________________________________________________________________ ______________________________________________________________________
164
28
Motivation
This survey is designed to help you better understand what motivates you and your team. It is in two parts: Part 1 is to be completed by you as the manager, and Part 2 by each of your team members. When everyone has completed their surveys, hold individual discussions to compare results.
165
Motivation Survey
Part 1 To be Completed by the Manager
Here is a list of factors that can influence peoples degree of motivation at work. Thinking first about yourself at work, rank the factors in order of priority according to their importance to you. Factor
1. Job security 2. Recognition/appreciation 3. Effective communication 4. Status 5. Decision-making power 6. Financial reward 7. Job satisfaction/achievement 8. Training and development 9. Regular feedback 10. Working conditions 11. Career development opportunities 12. Stable job role 13. Helpful work colleagues 14. Clearly defined goals 15. Feeling of being involved 16. Interesting work 17. Supportive manager 18. Other:
Order of Priority
167
168
Motivation Survey
Part 2 To be Completed by Each Team Member
Here is a list of factors that can influence peoples degree of motivation at work. Thinking first about yourself at work, rank the factors in order of priority according to their importance to you. Be honest! Factor
1. Job security 2. Recognition/appreciation 3. Effective communication 4. Status 5. Decision-making power 6. Financial reward 7. Job satisfaction/achievement 8. Training and development 9. Regular feedback 10. Working conditions 11. Career development opportunities 12. Stable job role 13. Helpful work colleagues 14. Clearly defined goals 15. Feeling of being involved 16. Interesting work 17. Supportive manager 18. Other:
Order of Priority
169
Order of Priority
170
Motivation (concluded)
Motivators fall into two categories:
Extrinsicfinancial reward, working conditions, vacations, etc. Intrinsicbeing appreciated, feeling involved, enjoying the job, etc.
When people leave a company, it is often the extrinsic, more tangible factors that they cite as reasons for leaving. It is the intrinsic, more intangible factors that people say make them enjoy their jobs. However, job satisfaction is not a mirror image of dissatisfaction. Different people are motivated by different factors. This survey is designed to allow you to discuss these motivating factors.
171
29
Negotiation Skills
This questionnaire will help you evaluate your performance as a negotiator. It will indicate what you need to do to become a better negotiator.
173
To a little extent
2. To what extent do you consider the position and issues of the other party prior to the negotiation?
To a great extent
To a little extent
Rarely
Rarely
175
Rarely
Listen
12. If you have spent some time negotiating, but are not happy with the suggested outcome, how likely are you to reach agreement during the meeting?
Very unlikely
Very likely
13. As you work to reach agreement, who usually sums up what has been agreed to along the way?
You
14. What do you do when you are in a negotiation and you dont understand something?
Ask questions to clarify the matter
15. What do you do when you are in a negotiation and the other party will not give up anything?
Feel that youve reached stalemate and give up
176
Make the concession slowly and make it look more significant than it is
Rarely
177
Scoring
Now transfer your answers to the grid below. Each letter for each question has been given a score value. Circle the appropriate score for the letter you have chosen for each question. Then total each column and add the totals to arrive at a final score.
Question 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Subtotals A 5 5 5 1 1 5 3 1 1 1 1 5 5 5 1 1 1 5 1 5 + B 4 4 4 2 2 4 4 2 2 2 2 4 4 4 2 2 2 4 2 4 + C 3 3 3 3 3 3 5 3 3 3 3 3 3 3 3 3 3 3 3 3 + Total your score:
178
Reproduced from Compendium
D 2 2 2 4 4 2 2 4 4 4 4 2 2 2 4 4 4 2 4 2 +
E 1 1 1 5 5 1 1 5 5 5 5 1 1 1 5 5 5 1 5 1 =
Ideal Responses
1. To what extent do you prepare before a negotiation? 2. To what extent do you consider the position and issues of the other party prior to the negotiation? To a great extentthe best negotiators thoroughly assess the position of both parties before they begin negotiating. 3. To what do you pay most attention when preparing for a negotiation? Effective negotiators pay particular attention to the other partys strengths and to their own weaknesses. 4. How do you regard the process of negotiating? 5. What should be the outcome of a negotiation? A negotiation is not a competition, neither is it total cooperation. A negotiation has to be fair. If you try to make it competitive, you will damage your relationship with the other party. A successful outcome will mean a win/win situation for both sides. 6. Do you set clear objectives for a negotiation? 7. When negotiating, do you hold fast to your objectives? Effective negotiators always set objectives prior to the negotiation. They never lose sight of them during a negotiation. However, they are flexible in their approach and are prepared to produce new ideas. 8. How often do you become impatient or lose your temper in a negotiation? Never lose your temper or become impatient in a negotiation. It gives advantage to the other side.
179
180
181
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Organizational Culture
Organizational culture is not a common topic of conversation. However, it can have a significant effect on an organizations direction and success. Research suggests that many acquisitions have failed because of incompatible cultures. Many organizations have sought to become more customer-driven, only to find that their cultures are resistant. This questionnaire is designed to help you identify your culturethe way you do things in your organizationand the mindsets that exist. It is based on the culture web: six ingredients that bind organizations together.
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Part 1Rituals
Rituals are activities and behaviors that are repeated to the point that they become common practice. For example, Friday may be dress-down day; new employees may all be greeted by the CEO; vacation time may increase with length of service; employees may be given a day off on their birthday. What are the rituals within your organization? List examples.
Rituals Helps ( ) or Hinders (X) Action to Change
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Part 2Myths
What stories are legendary within your organization? For example, what is told about the past? Which people are spoken about? Who are heroes or heroines in your organization? What examples are there of stories of success or failure?
Myths Helps ( ) or Hinders (X) Action to Change
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Part 3Ceremonies
What ceremonies take place publicly? What is celebrated? What awards are given throughout the organization?
Ceremonies Helps ( ) or Hinders (X) Action to Change
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Part 4Symbols
Look at symbols within your organization, for example, eating arrangements, office furnishings, work layout, parking spots, titles, perks. List examples.
Symbols Helps ( ) or Hinders (X) Action to Change
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Part 5Power
Who holds power in your organization, officially or unofficially? How do you qualify for a power position? How is power visible within the organization? Who benefits from power?
Power Helps ( ) or Hinders (X) Action to Change
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Part 6Systems
Describe your organizations systems. For example, what are the communications systems in your organization, both formal and informal? What systems are in place to deal with customer requests? How automated are your work systems? What career development systems are in place?
Systems Helps ( ) or Hinders (X) Action to Change
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Performance Appraisal Skills
This assessment is designed to help you evaluate your behavior as a manager/team leader in appraising the performance of your staff.
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Prepare thoroughly for the appraisal. Brief appraisees on the process and what to expect, and have them prepare before the appraisal. Choose an appropriate time and place for the appraisal. Ensure that you will not be interrupted during the appraisal. Appear natural and friendly to the appraisee. Prepare an agenda, give a copy to the appraisee, and invite the appraisee to add anything to the agenda. Outline the purpose of the review. Use examples to review objectives and capabilities. Ask questions to check the appraisees understanding. Ask for the appraisees views. Express what went well and what needs improving. Discuss any constraints or frustrations that might lead to poor performance. Help the appraisee suggest his or her own action plan for improvement. Ask for the appraisees ideas about the action plan. Ask the appraisee to summarize the agreed-upon actions. Check that the appraisee is committed to these actions.
Reproduced from Compendium
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Performance Appraisal Style
Use this questionnaire to help you evaluate your appraisal style. It is in two parts:
Both parts should be completed after the appraisal has taken place. In order for the answers to the questionnaire to have any value, both parties need to be honest.
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For questions 4 through 8, use a scale from 1 to 5, where 1 = low and 5 = high, to respond to the questions. 4. How open and receptive were you to the appraisees views and opinions? Score ________ 5. How well did you listen to the appraisee? Score ________ 6. How well did you give feedback to the appraisee? Score ________ 7. How well did you confront difficult issues if appropriate during the appraisal? Score ________ 8. How much support and encouragement did you give the appraisee during the appraisal? Score ________ 9. How often did you ask the appraisee open questions? Sometimes Seldom Not at all Frequently 10. How often did you ask for the appraisees ideas during the appraisal? Frequently Sometimes Seldom Not at all
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Performance (concluded)
Appraisal
Style
Questionnaire
Part
11. What was your overall approach and style in conducting the appraisal? __________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 12. How do you think the appraisee felt at the end of the appraisal? _______________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
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For questions 4 through 8, use a scale from 1 to 5, where 1 = low and 5 = high, to respond to the questions. 4. How open and receptive was the appraiser to your views and opinions? Score ________ 5. How well did the appraiser listen to you? Score ________ 6. How well did the appraiser give feedback to you? Score ________ 7. How well did the appraiser confront difficult issues if appropriate during the appraisal? Score ________ 8. How much support and encouragement did the appraiser give to you during the appraisal? Score ________ 9. How often did the appraiser ask you open questions? Sometimes Seldom Not at all Frequently 10. How often did the appraiser ask you for your ideas during the appraisal? Frequently Sometimes Seldom Not at all
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Performance (concluded)
Appraisal
Style
Questionnaire
Part
11. What was the appraisers overall approach and style in conducting the appraisal? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 12. How did you feel at the end of the appraisal? ______________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
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Presentation Style
This survey is in two parts:
Part 1 is a self-assessment for a presenter to complete before giving a presentation. Part 2 is for the audience or people who are familiar with how the presenter presents to complete.
You may decide to use Part 1 only. However, feedback from your audience will give you a better impression of how effective you are as a presenter. By using both parts of the survey, you can compare your own and others perceptions of your presentation style.
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A Managing Yourself
Voice
1. My voice is loud (but not too loud) and clear. 2. I deliver in an enthusiastic manner. 3. I use inflection so that my voice is not monotonous. 4. I vary the speed of my speaking to add interest. 5. I avoid verbal mannerisms that detract from what I am saying. 6. I talk more slowly at the beginning to make more impact. 7. I make use of pauses to signal the end of a section and to allow time for my points to sink in. 8. I avoid speaking too quickly for my audience to understand. 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1
Body Language
9. I stand upright and face my audience. 10. I avoid swaying from side to side. 11. I make good eye contact will all of my audience all of the time. 12. I smile when appropriate. 13. I hold my arms up and in front of me. 14. I use my hands for emphasis. 15. I look relaxed. 16. My gestures appear natural. 17. I display no distracting mannerisms. Total your score for A:
Reproduced from Compendium
4 4 4 4 4 4 4 4 4
= +
3 3 3 3 3 3 3 3 3
+
2 2 2 2 2 2 2 2 2
+
1 1 1 1 1 1 1 1 1
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4 4 4 4 4 4 4 4 4 4
+
3 3 3 3 3 3 3 3 3 3
+
2 2 2 2 2 2 2 2 2 2
+
1 1 1 1 1 1 1 1 1 1
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4 4 4 4 4 4 4 4 4 4
+
3 3 3 3 3 3 3 3 3 3
+
2 2 2 2 2 2 2 2 2 2
+
1 1 1 1 1 1 1 1 1 1
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A Self-Management
Voice
1. Voice was loud (but not too loud) and clear. 2. Delivered in an enthusiastic manner. 3. Used inflection so that voice was not monotonous. 4. Varied the speed of speaking to add interest. 5. Avoided verbal mannerisms that detracted from what was said. 6. Talked more slowly at the beginning to make more impact. 7. Made use of pauses to signal the end of a section and to allow time for points to sink in. 8. Did not speak too quickly for the audience to understand. 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1
Body Language
9. Stood upright and faced the audience. 10. Did not sway from side to side. 11. Made good eye contact will all of the audience all of the time. 12. Smiled when appropriate. 13. Held arms up and in front. 14. Used hands for emphasis. 15. Looked relaxed. 16. Gestures appeared natural. 17. Had no distracting mannerisms. Total your score for A:
=
4 4 4 4 4 4 4 4 4
+
3 3 3 3 3 3 3 3 3
+
2 2 2 2 2 2 2 2 2
+
1 1 1 1 1 1 1 1 1
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4 4 4 4 4 4 4 4 4 4
3 3 3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1
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4 4 4 4 4 4 4 4 4 4
3 3 3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1
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Comparison of Scores
Your Score Audience Member 1 Score Audience Member 2 Score Audience Member 3 Score Average of Audiences Score Difference Between Your Score and the Audiences
Where can you make improvements in your presentation style? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
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Project Management
Research shows that the more thoroughly you plan a project, the better the results will be and the shorter the amount of time needed for implementation. The most common problems in project management are caused by lack of:
Involvement of the customer or end user Support from senior management A clear statement of requirements (including objectives, deliverables, and outputs) Proper, considered planning Realistic expectations and timelines Competent, focused project members Effective, two-way communication
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Questioning
This exercise can provide you with insight about your questioning style. To be most effective, you need an observer to record the types of questions that you use during an exercise or simulation.
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Open Questions
Open questions help you obtain information. Open questions start with what, where, when, why, how, tell, describe, explain: What did the person say? Tell me more about what happened. Open questions also allow you to probe for more information. Probing questions are a type of open question: Why do you say that? What would happen if that were the case? Advantages of open questions:
Are useful to establish all the facts Allow people to express their views Build rapport and show you are interested Help you clarify your understanding
Closed Questions
Closed questions are those that generate one response (yes or no). They are used to confirm agreement or close the conversation: So you need the information today? Are you happy with that? Advantages of closed questions:
Put you in control of the situation Help obtain specific facts quickly Are useful for testing understanding and summarizing Allow you to reach agreement
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Limiting Questions
Limiting questions are those that give the person answering a choice: Is it a brown door or a red one? Advantage of limiting questions:
The most effective way to obtain information from candidates during an interview is to begin a conversation using open (and probing) questions, rather than leading or limiting questions. Funnel the information by using closed questions to confirm what has been said. Avoid using leading questions. The most effective way to obtain information from other people is to begin a conversation using open (and probing) questions, rather than leading or limiting questions. Funnel the information by using closed questions to confirm what has been said.
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Observers Checklist
Name of person being observed:____________________________________________ Record the types of questions used during an exercise or simulation. Put a checkmark for each type of question asked. Then total the scores for each type of question and tell the questioner his or her scores.
Question Type Checkmark for each time used
Open questions starting with what, where, when, why, how, tell, describe, explain Closed questions (one responseyes/no) Leading questions: You are going to do this, arent you? Limiting questions: Do you want tea or coffee? Scores for the four main question types: Open Closed Leading Limited Provide feedback to the person you observed: What was effective about the types of questions asked? _________________________ ______________________________________________________________________ How could the persons questioning be improved? ______________________________ ______________________________________________________________________
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Recruitment and Selection
Use this schedule to help you plan the steps in the recruitment and selection process.
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Report Writing
Use this checklist to ensure that your report is well written and meets the needs of your target audience.
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Selling Skills
This checklist will help a role-play observer give feedback to someone who is practicing selling skills through role play. One individual plays the role of the salesperson, another the customer, and a third is the observer. As the role-play sale progresses, the observer takes notes about the salespersons behavior. After the role play, the observer uses the checklist to summarize what the salesperson did well and how he or she could improve.
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Yes
No
Now give feedback to the person playing the role of salesperson on whether they did or did not do the steps outlined in the checklist.
Comment on
What the salesperson did well during the role play: _____________________________ ______________________________________________________________________ ______________________________________________________________________ In what areas the salesperson could improve: _________________________________ ______________________________________________________________________ ______________________________________________________________________
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Explanation of Terms
Acknowledges the customer: Makes eye contact with the customer, smiles, and uses a friendly greeting Uses an effective opening statement: Starts a conversation with the customer that shows they are there to help; does this at an appropriate time Uses open questions to establish needs: Begins questions with what, where, when, how, why, tell, explain, describe Listens actively to what the customer said: Demonstrates that they are listening by using nonverbal cues such as eye contact and leaning forward, and makes listening noises (e.g., ah ha, uh-hum, right) Speaks the customers language: Uses language that the customer will understand; does not speak in jargon Summarizes what the customer said to check understanding: Repeats key points that the customer makes Matches the benefits of the product to the needs of the customer: Having listened to the customer, describes what the product will do for them (i.e., how the features [characteristics] of the product will benefit them, and relates this to what the customer has said) Effectively deals with the customers objections: Asks questions to establish the customers concerns or doubts, and reassures the customer by mentioning the benefits of the product that overcomes the concern Asks a direct question to close the sale: For example, How would you like to pay? or When would you like it delivered? Generates an add-on sale: Identifies an opportunity to sell a product that complements the sale, and sells the benefits of this to the customer Ends on a positive note: Endorses the customers choice, and thanks the customer for his or her business
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Setting Objectives
This survey is designed to help you determine your behavior as a manager/team leader in setting performance objectives.
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Ensure that team members are aware of organizational goals Ensure that team members are aware of departmental/team goals Establish clearly defined goals for every team member Involve team members in setting their own goals Ensure that team members goals are specific, measurable, achievable, realistic, and time bound Involve team members in deciding which goals are most important Check that team members have a clear understanding of their goals and responsibilities Agree with team members on the measures to be used to evaluate their performance Give team members the chance to influence the standards set on their work Agree with team members on when their performance will be reviewed
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Agrees to objectives on a joint basis, making clear the link between individual team member objectives, team/departmental objectives, and organizational goals. Makes the objective specific by defining the result or situation the team member expects to achieve. Agrees on how the result will be measured, ensuring that both the manager and the team member are clear on how they will know if the objective has been achieved. Makes the objectives challenging but achievable. Helps the team member construct a realistic plan of action for achieving objectives. Sets a timeline for achievement of the objectives. Agrees on how and when objectives will be reviewed.
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc. 241
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Stress Management
Use this self-assessment to determine your propensity to experience stress at work.
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7. I can be quick-tempered. 1 2 3 4 5 6 7 8 9 10
10. If I make an error or mistake in my job, the consequences will be very serious. 1 2 3 4 5 6 7 8 9 10
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Type A
Type A people feel a sense of urgency. They are competitive, seek new goals, desire action, work to meet deadlines, and crowd many activities into the day.
Type B
Type B people are more easy-going, work steadily, and generally take their time. They take difficulties in stride without getting unduly flustered or upset.
Type AB
Type AB people are a combination of Types A and B. In clinical studies, people with Type A tendencies were more prone to stress. The mean scores for similar questions in the self-assessment based on a study of managers in a wide variety of jobs were: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Job control Speed Work orientation Tension Aggression Relaxing Quick temper Deadlines Activities Mistakes 6.1 5.6 6.6 4.3 3.3 6.1 4.7 5.9 6.3 5.7
The higher your score, the more of a Type A person you are. The range of total mean scores was as follows: Top one-third: Middle one-third: Bottom one-third: 60.5 to 73.8, Type A 51.0 to 60.4, Type AB 34.8 to 50.9, Type B
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Conclusions
What causes you stress at work? ___________________________________________ ______________________________________________________________________ ______________________________________________________________________ How do you react under stress? ____________________________________________ ______________________________________________________________________ ______________________________________________________________________ What can you do to manage stress effectively? ________________________________ ______________________________________________________________________ ______________________________________________________________________
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Team Behavior
Use this checklist to identify the behaviors of individuals as they work together on a team. Ideally there should be a number of observers watching the team, one allocated to each team member. Where this is not possible, use the form to give feedback to all the team members.
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Comments
Category A Clarifying objectives Planning tasks Stating opinions Making suggestions Listening to other peoples opinions Building on other peoples opinions Resolving differences of opinion Reaching consensus agreement Category B Making contributions at the appropriate time Compromising Smoothing conflict Letting everyone contribute
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Comments
Category C Defending own position to excess Interrupting other people as they are speaking Blocking suggestions Talking at the same time as others Excessive joking/causing distractions Withdrawing from the group Attacking or ridiculing others
When the activity is completed, look at the checklist: Identify the behaviors that you observed most frequently: _____________________ ___________________________________________________________________ ___________________________________________________________________ Identify the behaviors you observed least frequently: _________________________ ___________________________________________________________________ ___________________________________________________________________ Give feedback to the group about: Which behaviors helped the team: _______________________________________ ___________________________________________________________________ ___________________________________________________________________ Which actions the individual(s) could have taken to help the team achieve its objective: ___________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
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Reproduced from Compendium
Conclusions
The behavior of individuals in teams can be divided into three categories:
Category A
Category A behavior helps the team achieve its task. It includes setting objectives, planning how the task will be structured, seeking and giving opinions, building on others opinions, and reaching consensus.
Category B
Category B behavior is people-centered and promotes team spirit by ensuring that everyone can contribute. It includes behaviors such as avoiding interruptions and making contributions at an appropriate time, defusing conflict, compromising and facilitating others contributions.
Category C
Category C behavior satisfies the need of the individual rather than the team. It includes defending ones own position to excess, talking at the same time as other people, causing distractions, withdrawing from the group, blocking suggestions, and being aggressive toward others. To work effectively as a team, attention should be paid to both Category A and Category Btask and team behavior. Too much activity in Category Cindividual behaviormeans that the team is not functioning well.
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Team Effectiveness
Use this survey to promote a discussion on the strengths of your team and possible barriers to effective teamwork. Complete the survey yourself. Then ask other members of your team to complete it so that you can compare results.
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Scoring
Transfer your scores to the tables below, then total each column.
Statement No. Score A Decision Making Statement No. Score B Communication Statement No. Score C Support Statement No. Score D Honesty Statement No. Score E Leadership
1 11 21 31
A Total
2 12 22 32
B Total
3 13 23 33
C Total
4 14 24 34
D Total
5 15 25 35
E Total
Statement No.
Score F Development
Statement No.
Score G InterTeam
Statement No.
Score H Feedback
Statement No.
Score I Goals
Statement No.
Score J Conflict
6 16 26 36
F Total
7 17 27 37
G Total
8 18 28 38
H Total
9 19 29 39
I Total
10 20 30 40
J Total
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A score of 12 or more indicates that improvement is needed in that category. What actions would you take to improve team performance in these areas? __________ ______________________________________________________________________ ______________________________________________________________________
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Team Review
Use this questionnaire to obtain feedback on how your team is performing a task and the role you play in this. The questionnaire is best completed by team members individually before a discussion is held to compare views.
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2. How well did we use the strengths and resources of individual team members to achieve the task? (a) (b) (c) (d) Not used well at all Used to a small degree Used to an average degree Used to a high degree
3. To what extent did we assign roles and responsibilities for the task? (a) (b) (c) (d) Roles not assigned Roles assigned, but not adopted Roles assigned and adopted occasionally Roles assigned and adopted throughout
4. To what degree did team members feel included and able to contribute to achieving the task? (a) (b) (c) (d) Almost no one felt included and able to contribute Only a few people contributed Most members contributed Everyone felt included and contributed to a high degree
5. How constructively did we use disagreements and conflicts within the team? (a) (b) (c) (d) Conflict avoided Seldom examined conflict Conflict smoothed over without exploring it Conflict welcomed and explored
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7. How did the team make decisions? (a) (b) (c) (d) By default under time pressure By one or two people By the majority By true consensus
8. What was the level of commitment to the decisions made? (a) (b) (c) (d) None Some members committed to decisions Most members committed to decisions All members committed to decisions
9. To what extent was cooperation and support encouraged within the team? (a) (b) (c) (d) Not at all To a small degree To an average degree To a high degree
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Team Self-Appraisal
Use this questionnaire to obtain feedback from your team about their performance. Distribute the questionnaire and ask every member of the team to complete it individually. Then facilitate a team discussion on how the individuals have scored.
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11. What suggestions do you have to improve team performance? __________________________________________________________________ __________________________________________________________________
Reproduced from Compendium
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Telephone Skills
Use this self-assessment to determine your behavior on the telephone.
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Scoring
Award yourself the following points for each response:
Question 1 2 3 4 5 6 7 8 9 10 (a) 3 1 1 3 2 3 3 1 1 3 Total your score: (b) 2 3 2 2 1 2 2 3 2 2 (c) 1 2 3 1 3 1 1 2 3 1
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Time Management
This inventory determines how well you manage your time. It helps you identify the steps you can take to organize yourself better.
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Scoring
For questions 1 through 10, award: 4 points for A 3 points for B 2 points for C 1 point for D For questions 11 through 20, award: 4 points for D 3 points for C 2 points for B 1 point for A
Total your score:
40 to 59
39 or less
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Trainer Feedback
This exercise is designed to give recently appointed trainers, or managers who take on the role of trainers, feedback on their performance. Give the form to course participants after the training has taken place.
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Written Communication
Use this checklist to ensure that what you have written is clear, informative, and easy to read.
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Content
Have you written in a logical order? Have you introduced simpler ideas before difficult ones? Have you checked the facts? Have you checked your spelling, punctuation, and grammar?
Layout
Have you left enough white space on the page? Layout is important. Do not cram too much text on the page. The greater the amount of white space on a page, the easier the text is to read. Have you used a legible type face? A minimum 12-point type size will ensure legibility. Have you used capitals and bold type for emphasis? Have you used bullet points and lists to help break up the text? Have you used color, images, illustrations, and diagrams to create maximum effect?
Style
Have you chosen short, familiar words, e.g., send not dispatch? Have you used short phrases, e.g., please contact me, not please do not hesitate to contact me? Have you kept to the point, avoiding rambling thoughts? Are your sentences short? The longer the sentence, the more difficult it is to understand at first reading. Fifteen to 20 words or shorter is best. If in doubt, look for the link words such as and or but. Replace them with a period. Are your paragraphs short? Lengthy paragraphs are difficult to read. Start each new idea with a new paragraph. It breaks up the text and is easy to read. Have you used active language? It makes your meaning clearer. For example, do not write The cake was eaten by the boy, but rather The boy ate the cake. (continued)
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Checking
Have you re-read what you have written? Have you asked someone else to proofread what you have written?
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