Leadership and Management Development Full Module Handbook - 2022-23

Leadership &
Management
Development
Module Handbook
Name: Programme:
Tutor:
Tutor’s email address:
Date/time/room of seminar:
1
Table of Contents
Introduction to the Module ............................................................................................................. 3

Human Bingo ................................................................................................................................... 4
Week Two resources ....................................................................................................................... 5
Tool-kit: Employability CEME Questionnaire ………………………………………………………………5
Week Three resources………………………………………………………………………………………8
Activity: Adjective List……………………………………………………………………………………...… 8
Activity: Adjective List ………………………………………………………………………………………...9
Your personal Johari Window ………………………………………………………………………….… 10
Week Four resources ………………………………………………………………………………….......11
Activity: Perceptions …………………………………………………………………………………………11
Tool-kit: Rokeach Values Survey………………………………………………………………………… 12
Activity: Mission Impossible Exercise ……………………………………………………………………..13
Week Five resources ..................................................................................................................... 15
Toolkit: Honey and Mumford’s learning styles……………………………………………………….…….15
Activity: Case Study on the team mate from hell..............................................................................19
Week Six resources ...................................................................................................................... 21
Toolkit: Emotional Intelligence.......................................................................................................... 21
Tool-kit: self-assessment of cultural intelligence...............................................................................27
Week Seven resources.................................................................................................................. 28
Toolkit: 3 Minute Motivation Checklist…………………………………………………………………… 28
Week Eight resources………………………………………………………………………………………29
Toolkit: MBTI: Thinking about yourself .............................................................................................29
Toolkit: The Big Five Locator........................................................................................................... 31
Week Nine resources .................................................................................................................... 33
Toolkit: MCI personal competence model.........................................................................................33
Toolkit: The X-Y theory questionnaire .............................................................................................37
Activity: Leadership and leading.......................................................................................................39
Week Ten resources ..................................................................................................................... 41
Toolkit: Psychometric Tests (direction to instructions).....................................................................41
2
Welcome to your Leadership & Management Development Module!
Over the next twelve weeks….
This module will help you to increase your self-awareness and self-understanding, including
the identification of your strengths and weaknesses. We will help you to identify areas where
you could develop yourself further to support your academic development at Newcastle
Business School and to enhance your employability prospects after your graduation.
Your classes will be highly interactive and provide you with opportunities to understand more
about important issues such as cultural intelligence, personality types, learning styles,
leadership competences, behaving ethically and enhancing your emotional intelligence.
In addition, this module plays a key role in helping you to attain the Newcastle Business School
postgraduate programme goals, but especially:
Goal 1 To develop the skills necessary for employment and career progression
All students will benefit from participating on the two-day residential weekend which is an
important part of this module. Details of this weekend will be provided as part of the
postgraduate induction programme.
How to succeed on this module….

Experience over many years tells us that the most successful students are those who:
Attend all of their classes and are punctual
Are open-minded and prepared to think about and experience new things
Embrace the cultural diversity of their class
Check the e-learning portal regularly for updates and new resources
Complete the directed reading and learning activities
Participate in class discussions
Are honest when they complete the self-analysis toolkits
Always speak in English when in the classroom
Make the most out of the additional tools on the e-learning portal
Ask for help when they don’t understand something
Read the assignment brief very carefully
Don’t leave their assignment until the last minute
What can you expect from the teaching team?

All slides and resources will be available on the e-learning portal at least one week in advance
A clear teaching and learning plan so you know what you will be learning about and what
you need to read in advance
Helping you to understand the key theories that we will cover on the module by
providing practical examples
Support with your assignment
A clear assessment brief – which is released in week one
A dedicated assessment seminar
Linkage of teaching materials with the latest research (including that of NBS staff)
3
Human Bingo
This ice-breaker is an extremely quick way to get to know one another, you will
probably have spoken to everyone else in the room by the time you finish it. The
idea of the exercise is to put a different person’s name in each of the boxes in the
grid below.
You must put a different person’s name in each box. For the boxes marked with an *
the person must demonstrate that they can. Therefore, make sure that if someone
says they can say thank you in three languages that they demonstrate it to you.
Is left handed* Can say ‘thank Can drive Can name at least
you’ in three three songs from
different their favourite
languages* band/singer*
Is wearing heels Has the same Has studied in an Is a good cook

that are more than colour eyes as you English University
4cms high* before
Has visited more Likes cats Has already visited Is wearing glasses*
than four different the elearning portal
countries (and can site for this module
list them)
Has a birthday this Is wearing a nice Has already made Has been to a live
month piece of jewellery* some friends at football match
NBS
4
Week 2
Self-assessment tool: Employability
Developed from Career Enhancement Model of Employability (CEME), this questionnaire is a self-
assessment tool and designed for students in Higher Education. The aim of the questionnaire is to assist
in identifying areas for development to enhance your employability. Based on assessing your self-belief in
relation to your graduate employability and career readiness, the responses may be beneficial in
identifying areas for further development and support
Dimensions Read the following statements and rate yourself on a scale of 1 to 10 Scale
1 being the lowest & 10 the highest
Section 1 I have chosen a career path that will give a purpose to my life
(Praskova, Creed and Hood, 2014)
Ambition I feel a sense of satisfaction because I have chosen a career path that I see as
personally meaningful
I have a future career direction that would be meaningful for me
Score
Section 2 I have become skilful in my subject specialism

(York and Knight, 2007)
Knowledge &
Networks My skills for doing the type of work I want to do are up to date
(Wittekind, 2010)
I can gain support from other for recommendations and ideas
(Coetzee, 2014)
I am able to build wide and effective networks of contacts to achieve my goals
(Coetzee, 2014)
Score
Section 3 I know where to find out information about jobs that interest me
(Dacre Pool, Qualter and Sewell, 2014)
Confidence I can explain the value of my experience to a potential employer
I don’t find it difficult to prove my capability to others
(Wittekind et al., 2010)
Score
Section 4 I know what I want to do when I finish my degree

Determination I know what is required from me to successfully secure the sort of work I want to
do (Dacre Pool, Qualter and Sewell, 2014)
When I make plans for my career, I am confident I can make them work
(Kossek et al. 1998)
Score
5
Section 5 I am always on the lookout for ways to improve my knowledge and skills, and
develop myself as a person
Commitment (Coetzee, 2014)
When I decide to do something about my career, I go right to work on it.
(Kossek et al. 1998)
I am willing to put in a great deal of effort beyond that normally expected in order
to help make my profession successful
(Rothwell and Arnold, 2007)
Score
Section 6 An employer would be impressed with my qualifications

(Wittekind et al, 2010)
Self-belief : Anyone with my level of skills and knowledge, and similar job and organisational
Employability experience, will be highly sought after by employers
(Rothwell and Arnold, 2007)
I find it easy to quickly gain respect from others
(Coetzee, 2014)
Score
Self-Reflection
Section Overall Scores Rank in order: Comments
highest to
lowest scores
Ambition
Knowledge and Networks
Confidence
Determination
Commitment
Self-belief : Employability
Reflect on the scores for each section and ascertain your individual areas of strength and
weaknesses. Based on your evaluation, identify SMART objectives and develop an action plan to
enhance your employability.
Reflect on the scores for each section and ascertain your individual areas of strength and
weaknesses. Based on your evaluation, identify SMART objectives and develop an action plan to
enhance your employability.
Employability
6
Career Knowledge & Networks
Subject specific skills
Enhancement Social networks
Ambition
Objective Aspirational
Commitment Determination Self-

Self-development Task perception Resilience
Confidence Career
focussed Driven to do more
direction Signals to
employers Presentation
skills
The Career Enhancement Model of Employability (CEME)
Dr Dawn Whitton BSc (Hons), MBA, DBA, MRICS, FHEA
7
Week Three
Adjective list
This is a useful exercise to help develop self-awareness.
1. Read through the list and circle or tick seven adjectives that you think best describe
yourself. You have now formed a brief self-description - such as "ambitious, cheerful,
confident, efficient . . . " and so on
2. On a second sheet, read through the list and tick or circle another set of adjectives
which best describe your friend/colleague.
3. Finally discuss your two lists together. The process should result in feedback about the
accuracy of your self-perceptions and indicate how these relate to your friend's
perceptions.
4. Additionally, you can discuss your adjective list with others in a group setting so that
each member can read out their list and receive feedback from the other members.
assertive happy paternal self-conscious

aggressive hard patient selfish
ambitious helpful perceptive sensible
annoying imaginative perfectionist sensitive
anxious immature persuasive sentimental
authoritative inconsiderate passive serious
bitter independent pleasant silly
calm intelligent powerful skilful
carefree introverted precise sociable
careless irresponsible pretending stable
caring irritable progressive strained
cheerful jealous protective strong
clever kind proud stubborn
cold lazy questioning sympathetic
confident lively quiet tactful
cranky logical rational temperamental
critical malicious reactionary tenacious
cynical manipulative realistic tense
demanding maternal reasonable thoughtful
dependable mature reassuring tough
disciplined modest rebellious trusting
dogged naive regretful trustworthy
domineering negative rejecting unassuming
dreamy nervous relaxed uncertain
dutiful neurotic reliable unconcerned
efficient noisy religious understanding
energetic normal resentful unreasonable
extroverted objective reserved vain
fair oblivious respectful vulnerable
flexible observant responsible warm
flirtatious obsessive sarcastic wilful
greedy organised satisfied wise
giving overburdened scientific witty
guilty overconfident self-accepting worried
8
Source: Dubrin (1990)
9
Adjective list
This is a useful exercise to help develop self-awareness.
5. Read through the list and circle or tick seven adjectives that you think best describe
yourself. You have now formed a brief self-description - such as "ambitious,
cheerful, confident, efficient . . . " and so on
6. On a second sheet, read through the list and tick or circle another set of
adjectives which best describe your friend/colleague.
7. Finally discuss your two lists together. The process should result in feedback about
the accuracy of your self-perceptions and indicate how these relate to your friend's
perceptions.
8. Additionally, you can discuss your adjective list with others in a group setting so
that each member can read out their list and receive feedback from the other
members.
assertive happy paternal self-conscious

aggressive hard patient selfish
ambitious helpful perceptive sensible
annoying imaginative perfectionist sensitive
anxious immature persuasive sentimental
authoritative inconsiderate passive serious
bitter independent pleasant silly
calm intelligent powerful skilful
carefree introverted precise sociable
careless irresponsible pretending stable
caring irritable progressive strained
cheerful jealous protective strong
clever kind proud stubborn
cold lazy questioning sympathetic
confident lively quiet tactful
cranky logical rational temperamental
critical malicious reactionary tenacious
cynical manipulative realistic tense
demanding maternal reasonable thoughtful
dependable mature reassuring tough
disciplined modest rebellious trusting
dogged naive regretful trustworthy
domineering negative rejecting unassuming
dreamy nervous relaxed uncertain
dutiful neurotic reliable unconcerned
efficient noisy religious understanding
energetic normal resentful unreasonable
extroverted objective reserved vain
fair oblivious respectful vulnerable
flexible observant responsible warm
flirtatious obsessive sarcastic wilful
greedy organised satisfied wise
giving overburdened scientific witty
guilty overconfident self-accepting worried
Source: Dubrin (1990)

10
11
Your personal Johari window
Complete your own personal Johari window based on feedback from yourself and others:
Things I know Things I don’t know
Things they
know about
me
Things they
don’t know
about me
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Week Four
Perceptions Activity
Work in small groups to work out as much as you can about each of the six people you can
see on the PowerPoint slide, using only what you can see in the picture. Consider
characteristics such as their:
- Conscientiousness
- Intelligence
- Aggressiveness
- Approachability
- Other characteristics suggested by their photographs
When you feedback your responses you should clearly state what evidence from the
photographs led to your assessments.
Person 1
Person 2
Person 3
Person 4
Person 5
Person 6
13
Rokeach Values Survey
(Rokeach, M. (1973). The Nature of Human Values. New York: Free Press.)
Below are two lists of values, each in alphabetical order. Each value is accompanied by a
short description and a blank space. Your goal is to rank each value in its order of
importance to you for each of the two lists. Study each list and think of how much each value
may act as a guiding principle in your life.
To begin, select the value that is of most importance to you. Write the number 1 in the blank
space next to that value. Next, choose the value is of second in importance to you and write
the number 2 in the blank next to it. Work your way through the list until you have ranked all 18
values on this page.
Rank the two lists of values separately. That is, after you have finished ranking the first list
of 18 values, rank the second list of 18 values in the same way. When ranking, take your time
and think carefully. Feel free to go back and change your order should you have second
thoughts about any of your answers. When you have completed the ranking of both sets of
values, the result should represent an accurate picture of how you really feel about what’s
important in your life.
Rank Rank
A Comfortable Life Ambitious
a prosperous life hardworking and aspiring
Equality Broad-minded
brotherhood and equal opportunity for all open-minded
An Exciting Life Capable
a stimulating, active life competent; effective
Family Security Clean
taking care of loved ones neat and tidy
Freedom Courageous
independence and free choice standing up for your beliefs
Health Forgiving
physical and mental well-being willing to pardon others
Inner Harmony Helpful
freedom from inner conflict working for the welfare of others
Mature Love Honest
sexual and spiritual intimacy sincere and truthful
National Security Imaginative
protection from attack daring and creative
Pleasure Independent
an enjoyable, leisurely life self-reliant; self-sufficient
Salvation Intellectual
saved; eternal life intelligent and reflective
Self-Respect Logical
self-esteem consistent; rational
A Sense of Accomplishment Loving
a lasting contribution affectionate and tender
Social Recognition Loyal
respect and admiration faithful to friends or the group
True Friendship Obedient
close companionship dutiful; respectful
Wisdom Polite
a mature understanding of life courteous and well-mannered
A World at Peace Responsible
a world free of war and conflict dependable and reliable
A World of Beauty Self-controlled
beauty of nature and the arts restrained; self-disciplined
14
Mission Impossible Exercise
Your group is asked to take the role of a research management committee who are funding
projects into creative thinking. You have recently sent out a group of people to Jamaica to see
how holidays affect creative thought processes.
Unfortunately the island has just been hit by hurricane Ivan and your team of volunteers are
trapped in the basement of a hotel.
The rescue team inform you that the situation is grave. Torrential rain has meant that a
landslide could take place at any moment. Your volunteers are trapped in the basement by
falling debris, and the lack of time and equipment available to the rescue team means that only
one person can be brought out of the hotel every 30 minutes. This means that lives could be
lost. The volunteers are aware of the dangers of their plight, and are unwilling to take the
decision as to the sequence by which they will be rescued. By the terms of the Research
Project, it is now up to you to decide the order for rescue by completing the ranking sheet.
The only information you have on the volunteers are the project files which have been
reproduced from the volunteers’ personal details sheets.
You may use any criteria you think fit to help you make a decision
Order of Rescue Name

1
2
3
4
5
6
Personal Details Sheet Volunteer 1
Sophia
Sophia is 35 years old and a housewife. She has 3 children aged between 6 months and 7
years who are currently being looked after by her husband. Her hobbies are yoga and painting.
She is English and lives in a barn conversion in Surrey. Sophia is known to have developed a
romantic and sexual relationship with another volunteer (William)
Volunteer 2 Rashmi
Rashmi is 19 years old and a fine arts student at the Royal College of Art in London. She is
the daughter of wealthy Indian parents who live in Delhi. Her father is an industrialist who is
also a national authority on 16th century Indian art. Rashmi is single, but her father is in the
process of arranging a marriage for her, possibly to the son of a government minister who is of
high birth. She has recently been the subject of a TV documentary on Indian womanhood and
15
the symbolism of colour in Indian culture.
Volunteer 3 Aziz
Aziz is 41 years old and was born in Egypt but now lives and works in England as a solicitor.
He is a champion of human rights and recently succeeded in preventing two women being sent
back to their country and evident death. Aziz is a devout Muslim and has been happily married
for fifteen years. He has 7 children. His hobby is playing tennis.
Volunteer 4 William
William is 30 years old and unmarried. As a commissioned officer he spent most of his time in
the Special Armed Services fighting against terrorism. As an undercover agent in South Africa,
he broke up a drugs ring that was also selling arms to the Taliban. He received a medal for
outstanding bravery for his work. However, transition to civilian life has proved difficult for him
and drinking is a persistent problem. At present he works with young offenders, and devotes
much energy to helping them turn their lives round. He likes building and driving motorbikes.
He lives in Fife, Scotland.
Volunteer 5 Pierre
Pierre is 45 and has been divorced for 2 years. He lives in Paris where he works as a medical
scientist. He is recognised as a world authority on the treatment of AIDS, and has recently
developed a low cost treatment which could save millions of lives in the third world. Much of
the research data is still in his working notebooks. Unfortunately Pierre has been experiencing
some emotional problems since his divorce and has twice been convicted of indecent exposure
in public places. The last occasion was 6 months ago. His hobbies are classical music, opera
and sailing.
Volunteer 6 Alessandro
Alessandro is 60 years old and has lived and worked in Milan for most of his life. He is
production manager of a factory producing parts for Fiat cars. The factory employs 350 people.
He is prominent in local government, his politics being very right wing. He is married with 2
grown up children who have families of their own and have moved away from Milan. Alessandro
has recently returned from China where he was personally responsible for promoting a contract
to supply large numbers of steering wheels over a 5 year period. This contract, if signed, would
mean work for another 50 people. Alessandro’s hobbies include collecting war memorabilia and
hunting. He intends to write a book about Second World War Armaments on his retirement.
16
Week Five
Honey and Mumford’s Learning Styles Questionnaire
This questionnaire is designed to find your preferred learning style(s). Over the years you have developed
learning ‘habits’ that help you benefit more from some experiences than from others. Since you are
probably unaware of this, the questionnaire will help you pinpoint your learning preferences so that you
are in a better position to select learning experiences that suit your style. Complete the questionnaire,
trying to be as honest as you can. The accuracy of the results depends on how honest you are. There are
no right or wrong answers. If you agree more than you disagree with a statement, put a tick by it. If
you disagree more than you agree, leave it blank.
1 I have strong beliefs about what is right and wrong, good and bad.
2 I often 'throw caution to the wind'.
3 I tend to solve problems using a step-by-step approach, avoiding any 'flights of fancy'.
4 I believe that formal procedures and policies cramp people's style.
5 I have a reputation for having a no-nonsense, 'call a spade a spade' style.
6 I often find that actions based on 'gut feel' are as sound as those based on careful thought and analysis.
7 I like to do the sort of work where I have time to 'leave no stone unturned'.
8 I regularly question people about their basic assumptions.
9 What matters most is whether something works in practice.
10 I actively seek out new experiences.
11 When I hear about a new idea or approach I immediately start working out how to apply it in practice.
I am keen on self-discipline, such as watching my diet, taking regular exercise, sticking to a

12
fixed routine etc.
13 I take pride in doing a thorough job.
14 I get on best with logical, analytical people and less well with spontaneous, 'irrational' people.
15 I take care over the interpretation of data available to me and avoid jumping to conclusions.
16 I like to reach a decision carefully after weighing up many alternatives.
17 I’m attracted more to novel, unusual ideas than to practical ones.
18 I don’t like ‘loose ends’ and prefer to fit things into a coherent pattern.
I accept and stick to laid-down procedures and policies so long as I regard them as an efficient way
19
of getting the job done.
20 I like to relate my actions to a general principal.
21 In discussions I like to get straight to the point.
22 I tend to have distant, rather formal relationships with people at work.
17
23 I thrive on the challenge of tackling something new and different.
24 I enjoy fun-loving, spontaneous people.
25 I pay meticulous attention to detail before coming to a conclusion.
26 I find it difficult to come up with wild, off-the-top-of-the-head ideas.
27 I don’t believe in wasting time by 'beating around the bush'.
28 I am careful not to jump to conclusions too quickly.
29 I prefer to have as many sources of information as possible - the more data to mull over the better.
30 Flippant people who don’t take things seriously enough usually irritate me.
31 I listen to other people's point of view before putting forward my own.
32 I tend to be open about how I'm feeling.
33 In discussions I enjoy watching the manoeuvring of the other participants.
34 I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance.
I tend to be attracted to techniques such as network analysis, flow charts, branching

35
programmes, contingency planning etc.
36 It worries me if I have to rush out a piece of work to meet a tight deadline.
37 I tend to judge people’s ideas on their practical merits.
38 Quiet, thoughtful people tend to make me feel uneasy.
39 I often get irritated by people who want to rush headlong into things.
40 It is more important to enjoy the present moment than to think about the past or future.
I think that decisions based on a thorough analysis of all the information are sounder than those based
41
on intuition.
42 I tend to be a perfectionist.
43 In discussions I usually pitch in with lots of off-the-top-of-the-head ideas.
44 In meetings I put forward practical, realistic ideas.
45 More often than not, rules are there to be broken.
46 I prefer to stand back from a situation and consider all the perspectives.
47 I can often see inconsistencies and weaknesses in other people’s arguments.
48 On balance I talk more than I listen.
49 I can often see better, more practical ways to get things done.
50 I think written reports should be short, punchy and to the point.
18
51 I believe that rational, logical thinking should win the day.
52 I tend to discuss specific things with people rather than engaging in ‘small talk’.
53 I like people who have both feet firmly on the ground.
54 In discussions I get impatient with irrelevances and ‘red herrings’.
55 If you have a report to write I tend to produce lots of drafts before settling on the final version.
56 I am keen to try things out to see if they work in practice.
57 I am keen to reach answers via a logical approach.
58 I enjoy being the one that talks a lot.
In discussions I often find that I am the realist, keeping people to the point and avoiding 'cloud nine'
59
speculations.
60 I like to ponder many alternatives before making up my mind.
61 In discussions with people I often find I am the most dispassionate and objective.
62 In discussions I’m more likely to adopt a 'low profile' than to take the lead and do most of the talking.
63 I like to be able to relate current actions to a long-term bigger picture.
64 When things go wrong I am happy to shrug it off and ‘put it down to experience’.
65 I tend to reject wild, off-the-top-of-the-head ideas as being impractical.
66 It’s best to 'look before you leap'.
67 On balance I do the listening rather than the talking.
68 I tend to be tough on people who find it difficult to adopt a logical approach.
69 Most times I believe the end justifies the means.
70 I don’t mind hurting other people's feeling so long as the job gets done.
71 I find the formality of having specific objectives and plans stifling.
72 I’m usually the 'life and soul' of the party.
73 I do whatever is expedient to get the job done.
74 I quickly get bored with methodical, detailed work.
75 I am keen on exploring the basic assumptions, principles and theories underpinning things and events.
76 I’m always interested to find out what other people think.
77 I like meetings to be run on methodical lines, sticking to laid-down agenda. etc.
19
78 I steer clear of subjective or ambiguous topics.
79 I enjoy the drama and excitement of a crisis situation.
80 People often find me insensitive to their feelings.
Scoring your Honey and Mumford learning styles questionnaire: Circle the numbers where
you ticked the box on the questionnaire
2 7 1 5
4 13 3 9
6 15 8 11
10 16 12 19
17 25 14 21
23 28 18 27
24 29 20 35
32 31 22 37
34 33 26 44
38 36 30 49
40 39 42 50
43 41 47 53
45 46 51 54
48 52 57 56
58 55 61 59
64 60 63 65
71 62 68 69
72 66 75 70
74 67 77 73
79 76 78 80
ACTIVIST REFLECTOR THEORIST PRAGMATIST
Interpreting your scores

ACTIVIST REFLECTOR THEORIST PRAGMATIST
20 20 20 20
19 19 19
18 18 18
Very strong
17 preference 17 17
16 16
15
14
13
12 17 15 16
16 Strong preference
11 15 14 15
10 14 13 14
9 13 12 13 Moderate preference
8 12 11 12
7
6 11 10 11
5 10 9 10 Low preference
4 9 8 9
8 8
7 7 7
6 6 6
5 5 5
4 4 4
3 3 3 3
2 2 2 2
1 1 1 1
0 0 0 0 20
Learning to work as a team Case Study: Team Member from hell
Please read the case study and be prepared to answer questions in class.
Let me tell you about my team member from hell. Someone with no desire to succeed is the worst kind of
person to have as a member in your student project group because it is nearly impossible to induce him to
do the work and perform it well. It was apparent from the beginning that John had no motivation. After our
group had already been created by the course instructor, a latecomer came to class, and the instructor
assigned him to our group. His name was John. Already I was a little wary. Students who turn up to a
class a couple of days after it has started are the slackers; they have either skipped the first few days of
class, or haven’t got their schedule of courses organized.
At our first meeting my expectations were confirmed. I found out that John was a member of the university
drinking club, and he did nothing but talk about his social life. I must say though, John was entertaining. He
could make us laugh, mainly because he didn’t seem to know what he was talking about. Unfortunately,
John could also be loud and obnoxious and often his jokes were simply not funny. He just didn’t understand
the difference between social time and work life. Although John planned to work in his family’s business
when he graduated, he was working 20-30 hours a week to pay his tuition fees and cover his living
expenses. I don’t think he wanted to be at university really, and he might have dropped out if it wasn’t for all
his friends. John seemed like someone you would always have to push a little harder in order to get
anything done. He made no attempt to discuss anything about our team project or about the courses he
was taking. All he ever talked about was partying.
In our team, we began by discussing what we would prepare for our next meeting. John did not volunteer
his services for any of the tasks and when we assigned him one he seemed very annoyed and dissatisfied.
At the next meeting, John showed up late and was unprepared. I was disappointed, but not surprised. It
wasn’t the end of the world, but I couldn’t help but look ahead at the complex project we had to complete. If
this was the attitude and work ethic that John brought to only our second meeting, how were we ever going
to get a reasonable project finished? I intend to make something of myself when I graduate with my
Masters, so I am concerned with my grades and don’t want to be dragged down by someone who doesn’t
care. I would almost rather do things on my own.
We decided to distribute the workload evenly among all the members of the group. Each person does a
certain task, and we all began working to complete it. Things seemed to be going quite well until another
group member and realized that John was not completing his part of the work. He had a bad attitude about
university that was not very positive, and was not doing well in classes. We tried to motivate him by
explaining that if we completed the project successfully, he would complete the course and get a good
grade. This seemed to work initially, but we soon learned he was still not completing the work. We
discussed the situation and offered to help him if he was having difficulties. Again this worked temporarily
but he fell back into his same old pattern.
It wasn’t as though the group didn’t make an effort to get him involved. Two of us kept reminding him to do
his part of the project. However, John would just smile; give a little chuckle, and reply, ‘I don’t really care
about this stupid course. I don’t know why we have to do this anyway, we did it all at undergrad.’ We also
sent him numerous e-mails, and group chat messages via Facebook and WhatsApp, practically begging him
to attend our meetings, so that we could have his input as well as to save his grade. He never responded to
any of the messages. At the meetings when he did show up, we confronted him, and asked him to make
more of an effort to attend regularly. He was really laid back and would always just tell us that he was busy,
and that he would do what he could.
Eventually one of the members exploded with anger at him. She told him that he was being extremely
disrespectful, and that if he didn’t want to do any work, he shouldn’t show up at the meetings at all! After
that, the only thing that changed was that he began coming to our meetings, but he didn’t contribute and still
did almost no work. He just walked in, sat there while we did the work, and then took credit for work that he
had not done.
As time went on, we noticed that John was trying to make some small attempts to slowly work his way back
into the group. I think he began to notice what a good time we were having working together to complete
21
the project. However, although he did become more vocal and offered some opinions, we really didn’t want
to listen to what he had to say. We were well advanced with the project and didn’t need his input by this
time. Also, we no longer trusted him and did not feel that we could rely on him. I didn’t take anything that
John said seriously anymore and when he offered to do something, I didn’t expect him to do it. He continue
to derail our meetings with stories of his weekend parties. He began to complain and make sarcastic
comments such as ‘Oh, I guess no-one can hear me…’
As the project deadline approached, the group agreed to meet at the start and end of the week and then
again, over the weekend, for one final time. However, after thinking about the plans just made, John
realized that his club’s Christmas Ball was scheduled for the same weekend, and he texted us all to say that
because of this ‘previous engagement’ he had no time to work on the project. His text really annoyed me.
Did he expect the rest of us to finish the project for him? Did he really have the nerve to change our plans,
just so that he could get drunk all weekend? What were his priorities – university or partying? Suddenly, I
felt a tremendous pressure. Not only did I and my other team members have to organize everything to finish
the project, but we were the only ones who cared about the quality of the work we produced. We could
have talked to John about his performance but we never did. We just wanted to get the work done and go
home as soon as we could. We decided to speak to the course tutor to see if we could get John removed
from our group.
However, we felt it only right to let John know our intentions first. When he realized that he would not be
able to successfully complete the project on his own, which he would have to do if he was removed from our
group, he promised to make amends. He did fulfil some of the responsibilities allocated to him, although we
had done a large part of his work already, and successfully completed the rest himself.
Source: Huczynski, A & Buchanan, D (2017) 9th ed. Organizational Behaviour Chapter 12 pp. 411-413
Adapted from Dr Steven B. Wolff (2009) OB in Action: Cases and Exercises (8th ed). Houghton Mifflin p.318
Week Six
Emotional Intelligence
22
The term emotional intelligence was first coined by two psychologists, Peter Salovey and John
Mayer, who described it as:
a “type of social intelligence that involves the ability to monitor one’s own and other’s
emotions, to discriminate among them, and to use the information to guide one’s thinking
and actions” (Salovey and Mayer, 1990: 189).
Goleman (1998) presents a model of emotional intelligence comprising five domains and twenty five
competencies. The five domains are self-awareness, self-regulation, motivation, empathy and social
skill.
The first three domains are personal. Self-awareness is characterised by a deep understanding of
one’s emotions, strengths and weaknesses, and an ability to accurately and honestly self-assess.
Self-regulation is about the control and regulation of one’s emotions, and the ability to stay calm, clear
and focused when things do not go as planned. The third domain covers the ability for self-
motivation and initiative.
The last two domains are social and concern a person’s ability to manage relationships with others.
Empathy involves demonstrating social awareness, for example in the ability to consider others’
feelings in the process of making intelligent decisions either on a one-to-one basis or as a group. The
final domain, social skill, includes the ability to communicate, influence, collaborate and work with
colleagues.
Leaders who possess aspects of emotional intelligence are likely to demonstrate effective
behaviours for several reasons:
 If a leader is self-aware, they may demonstrate determination, far-sightedness, and strong

convictions in their beliefs (Bennis, 1989)
 A leader who possesses the emotional management aspects of emotional intelligence considers
the needs of others over their personal needs (Goleman, 1995) and uses emotionally expressive
language and non-verbal signals associated with charismatic leaders (Salovey et al,
1993)
Complete the attached Emotional Intelligence questionnaire.
23
The Emotional Intelligence Questionnaire (based on Goleman 1998)
Instructions
Consider each statement in turn. Use the 1 to 5 scale to indicate the extent to which you think the
statement applies to you, where:
1 = this statement applies to a very small extent or only infrequently.

5 = this statement applies to a very great extent or very often.
Section 1: Self-awareness
Self-awareness is defined as “knowing your own internal states, preferences, resources &
intuition”. It has 3 competencies that are coded as follows:
EA = Emotional awareness: recognising your emotions & their effect.

AS = Accurate self-assessment: knowing your strengths & limits.
SE = Self-esteem: A strong sense of your own self-worth & capabilities.
Score Code Statement

EA1 I know which emotions I am feeling & why.
EA2 I can see the links between what I am feeling & what I am thinking,
doing & saying.
EA3 I recognise how my feelings affect my performance.
EA4 I am aware of my values & goals.
AS1 I am aware of my characteristics, both those that work for me & those
that don’t.
AS2 I reflect on & learn from my experience.
AS3 I welcome honest feedback as a means of self-development.
AS4 I am able to show a sense of humour & perspective about myself.
SE1 I present myself with self-assurance & have presence.
SE2 I can voice views that are unpopular & stick my neck out for what is
right.
SE3 I am decisive, able to make sound decisions despite uncertainties &
pressures.
SE4 I know the value I add to the organisation.
Section 2: Self-regulation
Self-regulation is defined as “managing your internal states, impulses & resources”. It has 5
competencies that are coded as follows:
SC = Self-control: keeping disruptive emotions & impulses in check.

TW = Trustworthiness: maintaining standards of honesty & integrity.
CR = Conscientiousness & responsibility: taking responsibility for personal
performance.
FA = Flexibility & adaptability: particularly in handling change.
IN = Innovation: being comfortable with novel ideas, approaches & new information.

SC1 I manage my impulsive feelings & distressing emotions well.
SC2 I stay composed, positive & unflappable even in trying moments.
SC3 I think clearly & stay focused under pressure.
SC4 I do not react negatively to people who are negative with me.
TW1 I act ethically & aim to be above reproach.
TW2 I build trust through my reliability & integrity.
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TW3 I admit my own mistakes & confront unethical actions in others.
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TW4 I take tough, principled stands even if they are unpopular.
CR1 I meet commitments & keep promises.
CR2 I hold myself accountable for meeting my objectives.
CR3 I am organised & conscientious in my work.
CR4 I feel a sense of responsibility for ensuring the organisation is
successful.
FA1 I smoothly handle multiple demands, shifting priorities & rapid change.
FA2 I adapt my responses & tactics to fit changing circumstances.
FA3 I see events from a variety of perspectives.
FA4 I see change as an opportunity to learn.
IN1 I seek out fresh ideas from a wide variety of sources.
IN2 I will consider original solutions to problems.
IN3 I generate new ideas.
IN4 I take fresh perspectives & risks in my thinking.
Section 3: Motivation
Motivation is defined as “emotional tendencies that guide or facilitate reaching goals”. It has 4
AD = Achievement drive: striving to improve or meet a standard of excellence.

OC = Organisational commitment: aligning with the goals or the organisation.
IO = Initiative & opportunity taking: readiness to create and act on opportunities.
OR = Optimism & resilience: persistence in pursuing goals despite obstacles &
setbacks.

AD1 I am results orientated, with a high drive to meet my objectives &
standards.
AD2 I set challenging goals & take calculated risks.
AD3 I pursue information to reduce uncertainty & find ways to do better.
AD4 I learn how to improve my performance.
OC1 I readily make sacrifices to meet larger organisational goals.
OC2 I find a sense of purpose in the organisational vision.
OC3 I use the organisation’s values in making decisions & clarifying choices.
OC4 I actively seek out opportunities to fulfil the organisation’s goals.
IO1 I am ready to seize opportunities.
IO2 I pursue goals beyond what’s required or expected of me.
IO3 I cut through red tape when necessary to get the job done.
IO4 I mobilise others through my enterprising efforts.
OR1 I persist in seeking goals despite obstacles & setbacks.
OR2 I operate from hope of success rather than fear of failure.
OR3 I see setbacks as due to manageable circumstances rather than a
personal flaw.
OR4 I believe mistakes are a chance to learn.
Section 4: Empathy
Empathy is defined as “awareness of others’ feelings, needs & concerns”. It has 5 competencies
that are coded as follows:
UO = Understanding others: sensing others’ feelings & perspectives & taking an active
interest in their concerns.
DO = Developing others: sensing others’ development needs & bolstering their
abilities.
26
SO = Service orientation: anticipating, recognising & meeting customers’ needs.
27
DD = Developing diversity: cultivating opportunities through different kinds of people.
PA = Political awareness: reading a group’s emotional currents & power relationships.

UO1 I am attentive to emotional cues & listen well.
UO2 I show sensitivity & understand other’s perspectives.
UO3 I act on my understanding of other people’s needs & feelings.
UO4 I put my own feelings on hold to enable me to understand others before
seeking to be understood.
DO1 I acknowledge & reward people’s strengths & achievements.
DO2 I offer useful feedback & identify people’s needs for further
development.
DO3 I give timely coaching & delegate tasks that challenge & foster people’s
skills.
DO4 I encourage people to take responsibility for their own learning and
development.
SO1 I understand customers’ needs & match them to services or products.
SO2 I seek ways to increase customers’ satisfaction & loyalty.
SO3 I am happy to offer appropriate assistance to customers.
SO4 I grasp the customer’s perspective & act as a trusted advisor.
DD1 I respect & relate well to different kinds of people.
DD2 I understand diverse frames of reference & am sensitive to individual &
group differences.
DD3 I see diversity as an opportunity, creating an environment where diverse
people can thrive.
DD4 I challenge bias & intolerance.
PA1 I accurately identify the influential people.
PA2 I understand the organisational power relationships.
PA3 I understand the forces that shape the views & actions of stakeholders.
PA4 I accurately read organisational & external realities.
Section 5: Social skill
Social skill is defined as “adeptness at inducing desirable responses in others”. It has 8

IP = Influence and persuasion: wielding effective tactics for shaping the behaviour of
others.
TC = Two-way communication: listening openly & sending effective messages.
CM = Conflict management: negotiating & resolving disagreements.
LE = Leadership: inspiring & guiding individuals & groups.
CC = Change catalyst: initiating or managing change.
BR = Building relationships: nurturing instrumental relationships.
CF = Collaborative flexibility: working with others toward shared goals.
TB = Team building: creating group synergy in pursuing collective goals.

IP1 I am skilled at winning people over.
IP2 I fine tune presentations to appeal to the listener.
IP3 I use subtle strategies like indirect influence to build consensus &
support.
IP4 I orchestrate events to make my point effectively.
TC1 I give and respond to emotional cues when communicating.
TC2 I deal with difficult issues straightforwardly.
28
TC3 I listen well, seek mutual understanding & welcome sharing of
information.
29
TC4 I foster open communication & stay receptive to bad news as well as
good.
CM1 I handle difficult people & tense situations appropriately.
CM2 I spot potential conflict, bring disagreements into the open & help de-
escalate them.
CM3 I encourage debate & open discussion.
CM4 I orchestrate win-win solutions.
LE1 I articulate & arouse enthusiasm for a shared vision.
LE2 I step forward to lead as needed, regardless of position.
LE3 I guide the performance of others while holding them accountable.
LE4 I lead by example.
CC1 I recognise the need for change & remove barriers.
CC2 I challenge the status quo to acknowledge the need for change.
CC3 I champion change & enlist others in its pursuit.
CC4 I model the change expected of others.
BR1 I cultivate & maintain extensive informal networks.
BR2 I seek out relationships that are mutually beneficial.
BR3 I build rapport & keep others informed and involved.
BR4 I make & maintain personal friendships among colleagues.
CF1 I balance a focus on task with attention to relationships.
CF2 I collaborate, sharing plans, information & resources.
CF3 I promote a friendly, co-operative climate.
CF4 I spot & nurture opportunities for collaboration and partnership working.
TB1 I model team qualities like respect, helpfulness & co-operation.
TB2 I draw all team members into active & enthusiastic participation.
TB3 I build team spirit, identity & commitment.
TB4 I protect the team & its reputation.
Scoring
Add up your scores for each set of four questions and put a total score for each competency into
the score column below. Then making your lowest total score equal priority one, prioritise your five
or six scores for development action. Think about how you could improve your rating.
Section Competency Code Score Priority
Self-awareness Emotional awareness: recognising your EA /20

emotions & their effect.
Accurate self-assessment: knowing your AS /20
strengths & limits.
Self-esteem: a strong sense of your own SE /20
self-worth & capabilities.
Self-regulation Self-control: keeping disruptive emotions & SC /20
impulses in check.
Trustworthiness: maintaining standards of TW /20
honesty & integrity.
Conscientiousness & responsibility: taking CR /20
responsibility for personal performance.
Flexibility & adaptability: flexibility in FA /20
handling change.
Innovation: being comfortable with novel IN /20
ideas, approaches & new information.
30
Motivation Achievement drive: striving to improve or AD /20
meet a standard of excellence.
Organisational commitment: aligning with OC /20
the goals or the organisation.
Initiative & opportunity taking: readiness to IO /20
create and act on opportunities.
Optimism & resilience: persistence in OR /20
pursuing goals despite obstacles &
setbacks.
Empathy Understanding others: sensing others’ UO /20

feelings & perspectives & taking an active
interest in their concerns.
Developing others: sensing others’ DO /20
development needs & bolstering their
abilities.
Service orientation: anticipating, SO /20
recognising & meeting customers’ needs.
Developing diversity: cultivating DD /20
opportunities through different kinds of
people.
Political awareness: reading a group’s PA /20
emotional currents & power relationships.
Social skill Influence & persuasion: wielding effective IP /20

tactics for shaping the behaviour of others.
Two-way communication: listening openly TC /20
& sending effective messages.
Conflict management: negotiating & CM /20
resolving disagreements.
Leadership: inspiring & guiding individuals LE /20
& groups.
Change catalyst: initiating or managing CC /20
change.
Building relationships: nurturing BR /20
instrumental relationships.
Collaborative flexibility: working with CF /20
others toward shared goals.
Team building: creating group synergy in TB /20
pursuing collective goals.
According to Goleman, effective leaders have at least one strength in each of five domains. Highly
effective leaders exhibit a critical mass of strength in 6 or so competencies.
Analyse your personal strengths and development needs.
31
Self-Assessment of Cultural Intelligence
Think about your cultural intelligence in each of the following categories,

Mindfulness (awareness); Knowledge (understanding); Behaviour (skills)
Cultural Intelligence Mindfulness (Awareness)

For each statement tick the box that best describes whether you do the following:
1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree 4 = Agree 5 = Strongly agree
1 2 3 4 5
A1 I think about how my own culture influences the way I think and act
A2 I look for opportunities to interact with people from different cultural
backgrounds.
A3 I plan carefully before I meet with someone who is from a different cultural
background.
A4 After one of these experiences (meeting) I reflect carefully and try to
make sense of the interaction.
Cultural Intelligence Knowledge (Understanding)
For each statement tick the box that best describes your current level of knowledge in
relation to the following aspects of culture. (please tick one only per statement)
1 2 3 4 5
A5 I know that language is constructed and used differently in other cultures.
A6 I know that it might be appropriate to change my non-verbal behaviour when
working in diverse groups.
A7 I know the cultural values and religious beliefs of other cultures.
A8 I know that gender roles may be perceived differently in other cultures.
A9 I know that power and privilege can be viewed differently in other cultures.
A10 I know the marriage systems of other cultures.
Cultural Intelligence Behaviour (Skills)

For each statement tick the box that best describes your adoption of the following behaviours:
1 2 3 4 5
A11 When working with multi-cultural groups or teams I have used the opportunity
to check the accuracy of my knowledge about other cultures.
A12 When working with multi-cultural groups or teams I have used the opportunity
to develop my knowledge about other cultures
A13 When interacting with people from other cultures I suggest the use of an
acceptable ‘common’ language.
A14 When interacting with people from diverse cultural backgrounds I check out
their understanding of what is being said/has been agreed
A15 When interacting with people from diverse cultural backgrounds I ask
questions to make sure I understand what is being said.
A16 I avoid the use of jargon or colloquialisms when interacting with
individuals/groups from diverse cultural backgrounds
A17 I adjust the speed and tone of my verbal communication when interacting with
individuals/groups from diverse cultural backgrounds
A18 I adjust my non-verbal behaviour, when necessary, when working with people
from diverse cultural backgrounds
A19 I do not impose my views, but listen to alternative opinions when working with
people from diverse cultural backgrounds
A20 I intervene if I observe cultural insensitivity or bias being shown when working
with diverse groups/teams
A21 I seek feedback from others regarding my behaviour when working in diverse
groups/teams
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Week Seven
Three Minute Motivation Checklist – What motivates you to get up and go to work?
Imagine that you have £20 to spend on yourself, and you can spread that £20 on any or all of
the things that really motivate you in work, taken from the list below. You can allocate £20 to
one motivator, or spread it among as many as you like.
Motivating Factor £££s

Status
1
My worth is recognised in my job title/ pay level/ car/ responsibilities…
Recognition
2
I am recognised for my skills and contribution
Feedback
3
I know when I am doing a good job
Skills Balance
4
My opportunities and skills are well matched
Challenge
5
I like to take on new projects and problems.
Success
6
I enjoy being a winner.
Personal Development
7
I have continuing opportunities to learn and stretch myself.
Variety
8
My work is varied and interesting
Responsibility
9
I am responsible for important things/ people/ projects
Company Values
10
I recognise and agree with the values of my employer
Independence/ Freedom
11
I have some control over how I spend my time at work and where I go.
Fun
12
I am totally absorbed in what I do.
Team membership
13
I enjoy being part of an active, supportive team.
Making a difference/ contributing
14
I can see what my contribution adds to the whole process.
Helping others
15
My work contributes to others, or to society as a whole.
Meaning & Fulfilment
16
I find my work meaningful and fulfilling.
Security
17
Knowing what I will be doing and earning in a year’s time matters to me.
Earnings now
18
I am relatively well paid in comparison with my peers.
Earnings potential
19
My earnings will probably increase significantly in the future.
Fringe Benefits
20
The job has interesting perks.
Copyright: John Lees Associates
33
Week Eight
Think about yourself
Where is your natural energy directed?

E I
Have high energy Have quiet energy
Talk more than listen Listen more than talk
Think out loud Think quietly inside own head
Act, then think Think, then act
Like to be around people a lot Feel comfortable being alone
Prefer a public role Prefer to work ‘behind the scenes’
Can sometimes be easily distracted Have good powers of concentration
Prefer to do lots of things at once Prefer to focus on one thing at a time
Outgoing and enthusiastic Self-contained and reserved
What kind of information do you notice and remember?

S N
Details and specifics Big pictures and possibilities
Practical solutions Admire creative ideas
Notice details and remember facts Notice anything new or different
Pragmatic – see what is Inventive – see what could be
Live in the here and now Think about future implications
Trust experience Trust gut instincts
Like to use established skills Prefer to learn new skills
Like step by step instructions Like to figure things out for self
Work at steady pace Work in bursts of energy
How do you decide and reach conclusions?

T F
Make decisions objectively Decide based on values and feelings
Appear cool and reserved Appear warm and friendly
Most convinced by rational argument Most convinced by how you feel
Value honesty and fairness Value harmony and compassion
Take few things personally Take many things personally
Tend to see flaws Quick to give compliments
Motivated by achievement Motivated by appreciation
Argue or debate for fun Avoid arguments and conflicts
Approach to work or life

S P
Make most decisions easily Some difficulty making decisions
Serious and conventional Playful and unconventional
Aware of time, prompt Less aware of time, run late
Prefer to finish projects Prefer to start projects
Work first, play later Play first, work later
Want things decided Want to keep options open
See the need for most rules Question need for many rules
Likely to make and stick to plans Like to keep plans flexible
Find comfort in schedules Want freedom to be spontaneous
34
Definitions of preferences
There are two opposite preferences for each of the four scales reported by the MBTI. It is important
to realise that all of us use both of the opposite preferences at different times, but not both at once,
and not, in most cases, with equal confidence. The scales and preferences are defined below:
Where do you prefer to focus your attention? The EI scale
E - Extraversion I – Introversion
People who prefer extraversion tend to focus on People who prefer introversion focus more on
the outer world of people and things. When the inner world. When you are introverting, you
you are extraverting, you are energized by are energized by what goes on in your inner
what goes on in the outer world, and this is world, and this is where you tend to direct your
where you tend to direct your energy. own energy. Introverts tend to be more
Extraverts usually prefer to communicate more interested and comfortable when they can work
by talking than by writing. They need to quietly and without interruption. They like to
experience the world in order to understand it understand the world before experiencing it, and
and thus tend to like action and variety. so need time to reflect before acting.
How do you acquire information, or find out about things? The SN scale
S - Sensing N - Intuition
Sensing focuses on the realities of a situation. Intuition shows you the meanings, relationships,
Sensing types tend to accept and work with and possibilities that go beyond the
what is ‘given’ in the here-and-now, and thus information from your senses. Intuitive types
become realistic and practical. They are good at look at the big picture and try to grasp the
remembering and working with a great number overall patterns. They grow expert at seeing
of facts. They prefer to use proven procedures new possibilities and they value imagination
and are careful with detail. and inspiration.
How do you make decisions? The TF scale
T - Thinking F - Feeling
Thinking types make decisions objectively, on Feeling types make decisions based on person-
the basis of cause and effect, by analysing and centred values. When deciding, they consider
weighing the evidence. Thinking focuses on the how important the choices are to themselves
logical consequences of any choice or action. and others. They like dealing with people and
Thinking types seek an objective standard of tend to become sympathetic, appreciative, and
truth; they are good at analysing what is wrong tactful. They value harmony and work to make it
with something. happen.
How do you orient toward the outer world? The JP scale
J - Judging P - Perceiving
Those who prefer judging like to live in a Those who prefer perceiving like to live in a
planned, orderly way, wanting to regulate flexible, spontaneous way, gathering information
life and control it. They want to make and keeping options open. They seek to
decisions, understand life rather than control it. They prefer
come to closure, and then carry on. They like to to stay open in experience, enjoying and
be structured and organised and want things trusting their ability to adapt to the moment.
35
The Big Five Locator
The Big Five Locator is an easy-to-use instrument for assessing an individual’s personality profile. It is
presented here for demonstration and discussion and should be regarded as providing only an approximate
measure of individual traits and individual differences.
On the centre scale, circle the point which most accurately describes you between each of the two
terms presented. If the two terms are equally accurate in their description, then mark the middle point.
1 Eager 5 4 3 2 1 Calm
2 Prefer being with others 5 4 3 2 1 Prefer being alone
3 A dreamer 5 4 3 2 1 No-nonsense
4 Courteous 5 4 3 2 1 Abrupt
5 Neat 5 4 3 2 1 Messy
6 Cautious 5 4 3 2 1 Confident
7 Optimistic 5 4 3 2 1 Pessimistic
8 Theoretical 5 4 3 2 1 Practical
9 Generous 5 4 3 2 1 Selfish
10 Decisive 5 4 3 2 1 Open-ended
11 Discouraged 5 4 3 2 1 Upbeat
12 Exhibitionist 5 4 3 2 1 Private
13 Follow imagination 5 4 3 2 1 Follow authority
14 Warm 5 4 3 2 1 Cold
15 Stay focused 5 4 3 2 1 Easily distracted
16 Easily embarrassed 5 4 3 2 1 Don’t give a damn
17 Outgoing 5 4 3 2 1 Cool
18 Seek novelty 5 4 3 2 1 Seek routine
19 Team player 5 4 3 2 1 Independent
20 A preference for order 5 4 3 2 1 Comfortable with chaos
21 Distractible 5 4 3 2 1 Unflappable
22 Conversational 5 4 3 2 1 Thoughtful
23 Comfortable with ambiguity 5 4 3 2 1 Prefer things clear-cut
24 Trusting 5 4 3 2 1 Sceptical
25 On time 5 4 3 2 1 Procrastinate
36
Scoring
1. Calculate your negative emotionality score by adding the numbers you circled on the first row of
each five-line grouping; row 1 + row 6 + row 11 + row 16 + row 21: score=_
2. Calculate your extraversion score by adding the numbers you circled on the second row of each
five- line grouping; row 2 + row 7 + row 12 + row 17 + row 22: score=
3. Calculate your openness score by adding the numbers you circled on the third row of each five-
line grouping:; row 3 + row 8 + row 13 + row 18 + row 23: score=
4. Calculate your agreeableness score by adding the numbers you circled on the third row of each five-
line grouping; row 4 + row 9 + row 14 + row 19 + row 24: score=
5. Calculate your conscientiousness score by adding the numbers you circled on the fourth row of
each five-line grouping; row 5 + row 10 + row 15 + row 20 + row 25: score=
6. Now enter your scores in the table below, noting the different order:
Trait Score
Openness
Conscientiousness
Extraversion
Agreeableness
Negative emotionality
7. When you have calculated your five scores, transfer them to the interpretation sheet by putting a
cross at the approximate point on each scale.
Low openness: Preserve Moderato Explore High openness:

Practical, r 10 r 15 r 20 Curious, liberal, impractical,
conservative, efficient, likes novelty
expert
Low conscientiousness: Flexibl Balance Focuse High conscientiousness:
Spontaneous, fun loving, e 10 d 15 d 20 Dependable, organized,
experimental, unorganized disciplined, cautious,
stubborn
Low extraversion: Introver Ambiver Extraver High extraversion:

Private, independent, t 10 t 15 t 20 Assertive, sociable, warm,
works alone, reserved optimistic
Low agreeableness: Challenge Negotiato Adapte High agreeableness:

Sceptical, tough, aggressive, r 10 r 15 r 20 Trusting, humble, altruistic,
self-interest team player
Low negative emotionality: Resilien Responsiv Reactiv High negative emotionality:

Secure, unflappable, t 10 e 15 e 20 Excitable, worrying, reactive,
unresponsive, guilt free alert
37
Week Nine
An integral part of this Unit is the development and assessment of Personal Competence using
the MCI (Management Charter Initiative) Personal Competence model.
WHAT IS COMPETENCE?
Competence is the ability to do something. Having the required skill is not the only issue!
You also need to have knowledge about the skill and an understanding of when it is
appropriate to use it.
MCI PERSONAL COMPETENCES AND SELF-DEVELOPMENT
We refer here to self-development because during this unit you will focus on yourself. You
will be looking at how you approach and undertake tasks, roles and responsibilities and how
you function as part of a team.
FINDING OUT ABOUT YOURSELF
The questionnaire provides you with the opportunity to undertake a personal review or 'self-
evaluation'. By taking stock of how you came to be where you are today you can focus on
what your current learning needs are, how they can best be met and what kind of guidance
and support you will need.
The MCI Personal Competence model is a useful way of reviewing your skills and
sharing your strengths and learning needs with others. You should ask your line
manager or mentor (and, if possible, others, such as members of your team) to complete
the questionnaire, giving their evaluation of your skill levels.
You should then compare your own self-assessment and their perceptions of your skills,
focusing, of course, on where there is a marked difference. Where you identify a particular
strength perhaps you could build on it: where you identify a gap you can explore the
possibility of providing an opportunity at work to acquire the experience and skills you lack.
INSTRUCTIONS
Please read carefully the following list of Personal Competences then complete the
questionnaire by circling the ‘rating’ that reflects your current level of skill. Give yourself a
value between 1 and 4 where:
1 = At the moment, not competent or confident at this activity
2 = Often quite good, but inconsistent
3 = Good performance, usually achieves the required results
4 = Very strong and consistent performance, even in difficult situations
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PERSONAL COMPETENCIES MODEL - LEVEL 4 MANAGEMENT
Acting Assertively
Managers who act assertively show resilience and determination
to succeed in the face of pressure and difficulties. He/She:
1 Takes a leading role in initiating action and making decisions 1 2 3 4
2 Takes personal responsibility for making things happen 1 2 3 4
3 Takes control of situations and events 1 2 3 4
4 Acts in an assured and unhesitating manner when faced with a 1 2 3 4
challenge
5 Says no to unreasonable requests 1 2 3 4
6 States own position and views clearly in conflict situations 1 2 3 4
7 Maintains beliefs, commitment and effort in spite of set-backs or 1 2 3 4
opposition
Acting strategically
Managers who act strategically identify the way forward in a
complex environment, referring constantly to a longer-term vision
for the organisation. He/She:
8 Displays an understanding of how the different parts of the 1 2 3 4
organisation and its environment fit together
9 Works towards a clearly defined vision of the future 1 2 3 4
10 Clearly relates goals and actions to the strategic aims of the 1 2 3 4
organisation
11 Takes opportunities when they arise to achieve the longer-term 1 2 3 4
aims or needs of the organisation
Behaving ethically
Managers who behave ethically identify concerns and resolve
complex dilemmas in an open, reasoned manner. He/She:
12 Complies with legislation, industry regulation, professional and 1 2 3 4
organisational codes
13 Shows integrity and fairness in decision -making 1 2 3 4
14 Sets objectives and creates cultures which are ethical 1 2 3 4
15 Clearly identifies and raises ethical concerns relevant to the 1 2 3 4
organisation
16 Works towards the resolution of ethical dilemmas, based on 1 2 3 4
reasoned approaches
Building teams
Managers who build effective teams encourage team effort, build
cohesion and maintain motivation. He/She:
Manages Others
17 Actively builds relationships with others 1 2 3 4
18 Makes time available to support others 1 2 3 4
19 Encourages and stimulates others to make best use of their 1 2 3 4
abilities
20 Evaluates and enhances people’s capability to do their jobs 1 2 3 4
21 Provides feedback designed to improve people’ future 1 2 3 4
performance
22 Shows respect for the views and actions of others 1 2 3 4
23 Shows sensitivity to the needs and feelings of others 1 2 3 4
24 Uses power and authority in a fair and equitable manner 1 2 3 4
Relates to Others
25 Keeps others informed about plans and progress 1 2 3 4
26 Clearly identifies what is required of others 1 2 3 4
27 Invites others to contribute to planning and organising work 1 2 3 4
28 Sets objectives which are both achievable and challenging 1 2 3 4
29 Checks individuals’ commitment to a specific course of action 1 2 3 4
30 Uses a variety of techniques to promote morale and productivity 1 2 3 4
31 Identifies and resolves causes of conflict or resistance 1 2 3 4
39
Communicating
40
Managers who communicate effectively are able to share
information, ideas and arguments with a variety of audiences.
He/She:
32 Identifies the information needs of listeners 1 2 3 4
33 Listens actively, asks questions, clarifies points and re-phrases 1 2 3 4
others’ statements to check mutual understanding
34 Adopts communication styles appropriate to listeners and 1 2 3 4
situations, including selecting an appropriate time and place
35 Uses a variety of media and communication aids to reinforce 1 2 3 4
points and maintain interest
36 Presents difficult ideas and problems in ways that promote 1 2 3 4
understanding
37 Confirms listeners’ understanding through questioning and 1 2 3 4
interpretation of non-verbal signals
38 Encourages listeners to ask questions or re-phrase statements to 1 2 3 4
clarify their understanding
39 Modifies communications in response to feedback from listeners 1 2 3 4
Focusing on results
Managers who focus on results are proactive and take
responsibility for getting things done. He/She:
Plans and Prioritizes
40 Maintains a focus on objectives 1 2 3 4
41 Tackles problems and takes advantages of opportunities as they 1 2 3 4
arise
42 Prioritises objectives and schedules to make best use of time and 1 2 3 4
resources
43 Focuses personal attention on specific details that are critical to 1 2 3 4
the success of a key event
Strives for excellence
44 Actively seeks to do things better 1 2 3 4
45 Uses change as an opportunity for improvement 1 2 3 4
46 Establishes and communicates high expectations of performance, 1 2 3 4
including setting an example to others
47 Sets goals that are demanding of self and others 1 2 3 4
48 Monitors quality of work and progress against plans 1 2 3 4
49 Continually strives to identify and minimise barriers to excellence 1 2 3 4
Influencing others
Managers who influence the behaviour of others plan their
approaches and communicate clearly using a variety of
techniques.
He/She:
50 Develops and uses contacts to trade information, and obtain 1 2 3 4
support and resources
51 Presents oneself positively to others 1 2 3 4
52 Creates and prepares strategies for influencing others 1 2 3 4
53 Uses a variety of means to influence others 1 2 3 4
54 Understands the culture of the organisation and acts to work 1 2 3 4
within it or influence it
Managing Self
Managers skilled in managing themselves show adaptability to the
changing world, taking advantage of new ways of doing things.
He/She:
Controls emotions and stress
55 Accepts personal comments or criticism without becoming 1 2 3 4
defensive
56 Remains calm in difficult or uncertain situations 1 2 3 4
57 Handles others’ emotions without becoming personally involved in 1 2 3 4
41
them
42
Manages personal learning and development
58 Takes responsibility for meeting own learning and development 1 2 3 4
needs
59 Seeks feedback on performance to identify strengths and 1 2 3 4
weaknesses
60 Learns from own mistakes and those of others 1 2 3 4
61 Changes behaviour where needed as a result of feedback 1 2 3 4
62 Reflects systematically on own performance and modifies 1 2 3 4
behaviour accordingly
63 Develops self to meet the demands of changing situations 1 2 3 4
64 Transfers learning from one situation to another 1 2 3 4
Searching for information
Managers with information-search skills gather many different
kinds of information by a variety of means. He/She:
65 Establishes information networks to search for and gather 1 2 3 4
relevant information
66 Actively encourages the free exchange of information 1 2 3 4
67 Makes best use of existing sources of information 1 2 3 4
68 Seeks information from multiple sources 1 2 3 4
69 Challenges the validity and reliability of sources of information 1 2 3 4
70 Pushes for concrete information in ambiguous situation 1 2 3 4
Thinking and decision making
Managers displaying thinking and decision-making skills analyse
and made deductions from information in order to form
judgements and take decisions. He/She:
Analyses
71 Breaks processes down into tasks and activities 1 2 3 4
72 Identifies a range of elements in, and perspectives on, a situation 1 2 3 4
73 Identifies implications, consequences or causal relationships in a 1 2 3 4
situation
74 Uses a range of ideas to explain the actions, needs and motives 1 2 3 4
of others
Conceptualizes
75 Uses own experience and evidence from others to identify 1 2 3 4
problems and understand situations
76 Identifies patterns or meaning from events and data which are not 1 2 3 4
obviously related
77 Builds a total and valid picture from restricted or incomplete data 1 2 3 4
Takes decisions
78 Produces a variety of solutions before taking a decision 1 2 3 4
79 Reconciles and makes use of a variety of perspectives when 1 2 3 4
making sense of a situation
80 Produces own ideas from experience and practice 1 2 3 4
81 Takes decisions which are realistic for the situation 1 2 3 4
82 Focuses on facts, problems and solutions when handling an 1 2 3 4
emotional situation
43
The ‘X - Y Theory’ Questionnaire (Page 1 of 2)
Indicates whether the situation and management style is the ‘X’ or ‘Y’ style:
Score the statements (5 = always, 4 = mostly, 3 = often, 2 = occasionally, 1 = rarely, 0 =
never)
1 2 3 4 5
1 My boss asks me politely to do things, gives me
reasons why, and invites my suggestions.
2 I am encouraged to learn skills outside of my
immediate area of responsibility.
3 I am left to work without interference from my
boss, but help is available if I want it.
4 I am given credit and praise when I do good work or
put in extra effort.
5 People leaving the company are given an 'exit
interview' to hear their views on the organisation.
6 I am incentivised to work hard and well.
7 If I want extra responsibility my boss will find a way
to give it to me.
8 If I want extra training my boss will help me find how
to get it or will arrange it.
9 I call my boss and my boss's boss by their first
names.
10 My boss is available for me to discuss my concerns
or worries or suggestions.
11 I know what the company's aims and targets are.
12 I am told how the company is performing on a regular
basis.
13 I am given an opportunity to solve problems
connected with my work.
14 My boss tells me what is happening in the
organisation.
15 I have regular meetings with my boss to discuss how I
can improve and develop.
Total Score
60-75 = Strong Y Theory Management (Effective long & short
term) 45-59 = Generally Y Theory Management
16-44 = Generally X Theory Management
0-15 = Strongly X Theory Management (Autocratic leadership may be effective
in the short term but poor in the long term)
Most people prefer ‘Y-theory’ management. These people are generally uncomfortable in
‘X-theory’ situations and are unlikely to be productive, especially long-term, and are likely
to seek alternative situations. This quick test provides a broad indication as to
management style and individual preference, using the ‘X-Y Theory’ definitions.
© Alan Chapman 2001-08 based on Douglas McGregor's X-Y Theory.
44
The ‘X - Y Theory’ Questionnaire (Page 2 of 2)
Indicates whether the person prefers to be managed by the ‘X’ or ‘Y’ style:
Score the statements (5 = always, 4 = mostly, 3 = often, 2 = occasionally, 1 = rarely, 0
= never)
1 2 3 4 5
1 I like to be involved and consulted by my boss about how I
can best do my job.
2 I want to learn skills outside of my immediate area of
responsibility.
3 I like to work without interference from my boss, but
be able to ask for help if I need it.
4 I work best and most productively without pressure from
my boss or the threat of losing my job.
5 When I leave the company, I would like an ‘exit interview’
to give my views on the organisation.
6 I like to be incentivised and praised for working hard and
well.
7 I want to increase my responsibility.
8 I want to be trained to do new things.
9 I prefer to be friendly with my boss and the management.
10 I want to be able to discuss my concerns, worries or
suggestions with my boss or another manager.
11 I like to know what the company's aims and targets are.
12 I like to be told how the company is performing on a
regular basis.
13 I like to be given opportunities to solve problems
connected with my work.
14 I like to be told by my boss what is happening in the
organisation.
15 I like to have regular meetings with my boss to discuss
how I can improve and develop.
Total Score
60-75 = Strongly prefers Y Theory Management (Effective long & short term)
45-59 = Generally prefers Y Theory Management
16-44 = Generally prefers X Theory Management
0-15 = Strongly prefers X Theory Management (Autocratic leadership may be effective in
the short term but poor in the long term)
Most people prefer ‘Y-theory’ management. These people are generally uncomfortable in
‘X-theory’ situations and are unlikely to be productive, especially long-term, and are likely
to seek alternative situations. This quick test provides a broad indication as to
management style and individual preference, using the ‘X-Y Theory’ definitions.
© Alan Chapman 2001-08 based on Douglas McGregor's X-Y Theory.
45
Leadership and Leading
Group Activity
In class you will be provided with this list of management/leadership activities. Cut out each
activity statement separately and decided to what extent it is a ‘management’ activity or a
‘leadership’ activity or a combination of the two. Then place the activity in an appropriate
position on the management/leadership continuum overleaf.
Scheduling work Provide feedback on performance

Delegating tasks Act as interface between team
and outside
Use analytical data to Plan and prioritise steps to task
support recommendations achievement
Motivating staff Explain goals, plan and roles
Ensuring predictability Inspiring people
Co-ordinate effort Appeal to people's emotions
Co-ordinate resources Sharing a vision
Give orders and instructions Provide focus
Guide progress Monitor feelings and morale
Monitor progress Create a 'culture'
Check task completion Create a positive team feeling
Follow systems and procedures Ensure effective induction
Monitor budgets, tasks etc Provide development opportunities
Use analytical data to forecast trends Unleashing potential
Identify learning needs of team members Look 'over the horizon'
Appeal to rational thinking Take risks
Build teams Be a good role model
46
The Leadership-Management Continuum
Leadership Management
Now consider the following questions:
Why doesn't leadership come naturally to the vast majority of people?
What role models do we see around us at work - managers or leaders? What are the
subtleties that distinguish the two? Who achieves better performance from their staff?
Why is the word 'vision' so readily associated with leaders?
47
Week Ten
In preparation for this week’s session you need to complete your psychometric tests online. In order to access these
tests please read and follow the two sets of instructions below carefully.
PART 1 – APTITUDE/ABILITY PSYCHOMETRIC TESTS

1. To access these, navigate to the Northumbria Graduate Futures Career Online website, either through
Blackboard or using the link below:
https://northumbria.careercentre.me
Depending on the type of browser you are using you will be presented with a screen that looks something like that
shown in the picture below. From this select the Tools tab from the menu at the top of the page, as highlighted
below in red.
2. From the drop-down menu select Assessment Support & Tools as highlighted in red below.
48
3. From the ‘Assessment Support & Tools’ screen, scroll down and click on ‘Psychometric tests’ as shown below.
4. You will then be presented with a screen similar to the one below. From here you should select, and
complete, Numerical Test 1, Verbal Test 1, and Inductive Test 1. Follow the instructions carefully and make
sure that you save a copy of your results for each of these tests and bring them to the week 9 seminar.
49
PART 2 – PREFERENCE/PERSONALITY PSYCHOMETRIC TEST
1. To access these, navigate to the Northumbria Graduate Futures Career Online website, either through
Blackboard or using the link below:
https://northumbria.careercentre.me
Depending on the type of browser you are using you will be presented with a screen that looks something like that
shown in the picture below. From this select the Tools tab from the menu at the top of the page, as highlighted
below in red.
50
2. From the drop-down menu select Assessment Support & Tools as highlighted in red below.
51
3. From the ‘Assessment Support & Tools’ screen, scroll down and click on ‘Career Self-Assessments’ as shown
below.
4. You will then be presented with a screen similar to the one below. From here you should select, and
complete, Personality Insight. Follow the instructions carefully and make sure that you save a copy of your
results for each of these tests and bring them to the week 9 seminar.
52
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Leadership &

Introduction to the Module ............................................................................................................. 3

How to succeed on this module….

What can you expect from the teaching team?

Is wearing heels Has the same Has studied in an Is a good cook

Self-assessment tool: Employability

Section 2 I have become skilful in my subject specialism

Section 4 I know what I want to do when I finish my degree

Section 6 An employer would be impressed with my qualifications

Commitment Determination Self-

The Career Enhancement Model of Employability (CEME)

Dr Dawn Whitton BSc (Hons), MBA, DBA, MRICS, FHEA

This is a useful exercise to help develop self-awareness.

assertive happy paternal self-conscious

This is a useful exercise to help develop self-awareness.

assertive happy paternal self-conscious

Source: Dubrin (1990)

Things I know Things I don’t know

- Other characteristics suggested by their photographs

Order of Rescue Name

Personal Details Sheet Volunteer 1

2 I often 'throw caution to the wind'.

4 I believe that formal procedures and policies cramp people's style.

5 I have a reputation for having a no-nonsense, 'call a spade a spade' style.

8 I regularly question people about their basic assumptions.

9 What matters most is whether something works in practice.

10 I actively seek out new experiences.

I am keen on self-discipline, such as watching my diet, taking regular exercise, sticking to a

13 I take pride in doing a thorough job.

16 I like to reach a decision carefully after weighing up many alternatives.

17 I’m attracted more to novel, unusual ideas than to practical ones.

20 I like to relate my actions to a general principal.

21 In discussions I like to get straight to the point.

22 I tend to have distant, rather formal relationships with people at work.

24 I enjoy fun-loving, spontaneous people.

25 I pay meticulous attention to detail before coming to a conclusion.

26 I find it difficult to come up with wild, off-the-top-of-the-head ideas.

27 I don’t believe in wasting time by 'beating around the bush'.

28 I am careful not to jump to conclusions too quickly.

31 I listen to other people's point of view before putting forward my own.

32 I tend to be open about how I'm feeling.

33 In discussions I enjoy watching the manoeuvring of the other participants.

I tend to be attracted to techniques such as network analysis, flow charts, branching

36 It worries me if I have to rush out a piece of work to meet a tight deadline.

37 I tend to judge people’s ideas on their practical merits.

38 Quiet, thoughtful people tend to make me feel uneasy.

43 In discussions I usually pitch in with lots of off-the-top-of-the-head ideas.

44 In meetings I put forward practical, realistic ideas.

45 More often than not, rules are there to be broken.

47 I can often see inconsistencies and weaknesses in other people’s arguments.

48 On balance I talk more than I listen.

50 I think written reports should be short, punchy and to the point.

53 I like people who have both feet firmly on the ground.

54 In discussions I get impatient with irrelevances and ‘red herrings’.

56 I am keen to try things out to see if they work in practice.

57 I am keen to reach answers via a logical approach.

58 I enjoy being the one that talks a lot.

60 I like to ponder many alternatives before making up my mind.