compendium of questionnaires and inventories volume 2

CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2 I

Compendium ofQuestionnaires and InventoriesVolume 2

Sarah Cook

HRD Press, Inc. • Amherst • Massachusetts

Copyright © 2007, Sarah Cook

All rights reserved. It is a violation of the law to reproduce, store in a retrievalsystem, or transmit, in any form or by any means, electronic, mechanical,photocopying, recording, or otherwise, any part of this publication without theprior written permission of the publisher.

Published by: HRD Press, Inc.22 Amherst RoadAmherst, Massachusetts 010021-800-822-2801 (U.S. and Canada)1-413-253-34881-413-253-3490 (fax)http://www.hrdpress.com

ISBN: 978-1-59996-057-9

Production services by Anctil Virtual OfficeCover design by Eileen KlockarsEditorial services by Sally M. Farnham

CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2 I I I

Preface .......................................................................................................... v

Acknowledgment .......................................................................................... vii

Matrix Index .................................................................................................. ix

1 Assertiveness...................................................................................... 1

2 Body Language.................................................................................... 5

3 Career Management ............................................................................ 10

4 Change Management .......................................................................... 18

5 Coaching Skills .................................................................................... 27

6 Coaching Style .................................................................................... 29

7 Communication Skills .......................................................................... 33

8 Consultancy Skills .............................................................................. 36

9 Continuous Improvement .................................................................... 43

10 Customer Service ................................................................................ 46

11 Delegation .......................................................................................... 49

12 Difficult Situations................................................................................ 51

13 Diversity .............................................................................................. 55

14 E-business .......................................................................................... 60

15 Emotional Intelligence .......................................................................... 63

16 Innovation............................................................................................ 67

17 Internal Customer Service.................................................................... 70

18 Inter-team Working .............................................................................. 74

19 Knowledge Management...................................................................... 78

20 Leadership Behaviors .......................................................................... 81

21 Leadership Style .................................................................................. 92

22 Left- and Right-Brain Thinking.............................................................. 97

23 Management Skills .............................................................................. 102

Contents

24 Motivation............................................................................................ 105

25 Neurolinguistic Programming: Sensory Specific Preferences ................ 110

26 Organizational Culture Audit ................................................................ 115

27 Organizational Culture Checklist .......................................................... 121

28 Organizational Culture Diagnosis .......................................................... 124

29 Organizational Skills ............................................................................ 127

30 Partnering............................................................................................ 130

31 Performance Management .................................................................. 133

32 Personal Development Plan.................................................................. 142

33 Personal Impact and Influencing Skills ................................................ 147

34 Problem Solving and Decision Making.................................................. 155

35 Project Management ............................................................................ 159

36 Recognition and Reward ...................................................................... 161

37 Self-esteem ........................................................................................ 165

38 Stress Management ............................................................................ 168

39 Team Development .............................................................................. 173

40 Team Leadership ................................................................................ 176

41 Team Process...................................................................................... 181

42 Time Management .............................................................................. 186

43 Training Needs Analysis ...................................................................... 191

44 Transactional Analysis ........................................................................ 194

45 Transferable Skills................................................................................ 199

46 Vision .................................................................................................. 205

47 Values ................................................................................................ 216

48 Work–Life Balance .............................................................................. 221

I V CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2

CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2 V

This manual came about as a result of my own experiences as a managementdevelopment consultant. During the design and development of training pro-grams for a number of organizations, I often needed to include assessmentinventories to provoke self-awareness and discussion during the training session or as pre- or post-course work. Since these were often not available inthe topic areas I was covering, I ended up developing my own. This manual isthe outcome.

Objectives of the ManualThis manual is intended to provide trainers, HR professionals, line managers,and team leaders responsible for training and development with an assortmentof assessments, checklists, and questionnaires. It is designed as a source ofreference and covers a number of topic areas.

DesignInventories are displayed in alphabetical order by topic. For easy reference,these are listed by the following seven categories in the matrix index on page ix:• Coaching and development• Communication• Customer service• Leadership and management development• Personal effectiveness• Organizational awareness• Teamwork

In each category, there are a wide range of inventories covering the skills, atti-tudes, and behaviors needed to demonstrate a particular skill set or competency.

The majority of inventories are followed by tips on the key learning pointsrelating to the topic. The trainer can use these to hold a group discussion oncethe individual has completed the inventory. Alternatively, the hints and tips canbe reminders for the learner and form the basis of an action plan.

Preface

Using the MaterialEach inventory can be used as a stand-alone item. However, most work bestwhen they are included as part of a training and development program. Theycan also be used as:• 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 isspecifically 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 whether to share their results. Thishelps ensure that the inventories are completed as honestly as possible and thatthe results truly indicate the participant’s behavior, not how they think theyshould behave.

Likewise, it is important to stress that there are no right or wrong answerswhen completing the inventories. The more honest a person is, the better apicture they will receive.

Many of the questionnaires are intended for self-assessment. There is alsobenefit in inviting people’s colleagues, customers, and managers to completethem. This provides the participant with invaluable feedback on how others seethem. Again, people assessing the individual should be encouraged to give theirhonest opinion. The trainer also needs to consider the merits of completing theinventory anonymously or as a named individual.

Completing an inventory provides participants with an opportunity to assessand reflect on their behavior. The trainer needs to allow sufficient time for this.Also, to be familiar with the material, trainers should undertake the inventorythemselves before the training takes place.

Many inventories include or lend themselves to the development of an actionplan following their completion.

All inventories can be adapted to meet the needs of the individuals within thegroup by changing wording, phrases, or questions to suit the organization forwhich they are intended.

V I CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2

CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2 V I I

I have developed many of the inventories over a number of years. I am indebtedto the many management development trainers and management thinkers whohave inspired me to develop this collection.

I hope that readers find this a useful, informative, and valuable training aid.

Sarah Cook

Acknowledgment

CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2 I X

Matrix Index

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X CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2

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Management SkillsMotivationNeurolinguistic Programming: Sensory Specific PreferencesOrganizational Culture AuditOrganizational Culture ChecklistOrganizational Culture DiagnosisOrganizational SkillsPartneringPerformance ManagementPersonal Development PlanPersonal Impact and Influencing SkillsProblem Solving and Decision MakingProject ManagementRecognition and RewardSelf-esteemStress ManagementTeam DevelopmentTeam LeadershipTeam ProcessTime ManagementTraining Needs AnalysisTransactional AnalysisTransferable SkillsVisionValuesWork–Life Balance

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Matrix Index (concluded)

This questionnaire will help you identify the differences between assertive,aggressive, passive, and passive-aggressive behavior.

1Assertiveness

CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2 1

Assertiveness Questionnaire

Read each situation below and assess whether the response is assertive, passive, aggressive, or passiveaggressive. If a response is not assertive, write in an alternative reply that is assertive.

(continued)

2 RE P R O D U C E D F R O M CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2, Sarah Cook, HRD Press, Inc .

Assertive? Passive? Alternative Assertive Response

Situation Response Aggressive? (if original response is not

Passive Aggressive? assertive)

1. Your manager has been out of the office for the past threedays. You have a number ofissues that you need to raisewith him urgently when hereturns. When he gets back,he goes straight to his deskand says that he does notwant to be disturbed. You say:

“I know that you are busy, but I do need to speak to you urgently. If now is notconvenient, what time todaywould be?”

2. A colleague arrives 30 min-utes late for an important9:00 a.m. meeting that youare also attending. She wasresponsible for the first itemon the agenda. You say:

“Good afternoon!”

3. It is 5:00 p.m. and yourmanager gives you a task that she needs completedright away. You know that itwill take at least two hours to complete. You have plansfor this evening and hadalready told your boss thatyou needed to leave by5:30 p.m. You say:

“Well, I suppose I can do it.”

4. You have bought an appliancethat is faulty and you take itback to the store. You say:

“Give me my money back or I’ll report you to the BetterBusiness Bureau!”

5. One of your customers insists that you deliver hisorder right away. You knowthat the order will not beready until tomorrow. You say:

“I appreciate that you need the delivery right away. Thecomplete order will not be ready until tomorrow, but I can arrange for two-thirds to be delivered today. Will that beacceptable?”

Assertiveness Questionnaire (concluded)

RE P R O D U C E D F R O M CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2, Sarah Cook, HRD Press, Inc . 3

Assertive? Passive? Alternative Assertive Response

Situation Response Aggressive? (if original response is not

Passive Aggressive? assertive)

6. You are in a review meetingwith your manager. You wouldreally like to attend Frenchlanguage classes to help you deal with French clients.When you ask your boss, hesays: “You don’t need to dothat, you’re fine as you are.”You say:

“Oh, OK, if you think so.”

7. A colleague from anotherteam has volunteered yourservices to her managerwithout consulting you. The next time you see your colleague, you say:

“What do you think you’redoing? You have no right tooffer my services without asking me!”

8. You are giving out tickets to a line of customers, whensuddenly one customerpushes himself to the frontand says: “I need to have myticket now. Do you know who I am?!” You reply:

“Does anyone know who thisperson is? He appears to haveforgotten his name!”

Correct Responses

Situation 1 = AssertiveSituation 2 = Passive aggressiveSituation 3 = PassiveSituation 4 = AggressiveSituation 5 = AssertiveSituation 6 = PassiveSituation 7 = AggressiveSituation 8 = Passive aggressive

Definitions

Assertive Behavior

People using assertive behavior clearly express that both they and the otherperson have rights and needs. Their behavior is open and respectful.

Passive Behavior

People using passive behavior express that others’ rights and needs haveprecedence over their own. People can perceive this behavior as timid, inhibited, and self-denying.

Aggressive Behavior

People who use aggressive behavior boldly insist that their rights and needsprevail. Their behavior can be seen as domineering, pushy, and self-centered.

Passive-Aggressive Behavior

People who use passive-aggressive behavior subtly make sure that their rightsand needs prevail. Their behavior can be perceived as sarcastic, underhanded,and manipulative.


This questionnaire is designed to allow you to receive feedback on your bodylanguage and the impression it might convey.

2Body Language


Body Language Questionnaire

In order for this questionnaire to be effective, you will need to choose a situation where you would like toreceive feedback on your body language, for example a performance review, a recruitment interview, or other work situation. You can either:

• Conduct a simulation (role play or practice session) and nominate someone to observe you

or

• Nominate someone to observe you in a “real time” situation

The observer’s role is to watch your body language and make notes on the questionnaire.

Body language may alter between the beginning, the middle, and the end of the situation. Observers shouldnote these changes on the questionnaire as well.

(continued)


Body Language Questionnaire (continued)

Name of person being observed: __________________________________________________________

Posture Position of body in relation to the other person, e.g., facing them, leaning forward or backward

Position of legs and feet, e.g., crossed, uncrossed

Position of arms, hands, fingers, e.g., open, closed

How shoulders are held, e.g., tense, relaxed

Inclination of head, e.g., forward, backward, to one side

Distribution of body weight, e.g., evenly distributed, to one side

(continued)


Body Language Questionnaire (continued)

Eye ContactDirection of the look, e.g., on the other person’s eyes, to one side

Movement of the gaze, e.g., flickering, constant

Breathing Rate of breathing, e.g., fast, moderate, slow

Position of breathing, e.g., in the chest, abdomen, lower stomach

Overall Body Movement Composure, e.g., fast, steady, relaxed, slow, still

Mannerisms, e.g., nervous coughs, twitches

(continued)


Body Language Questionnaire (concluded)

Observer’s Summary1. What impression did you gain of the person through observing their body language?

2. Was the person’s body language appropriate for the situation?

3. What advice do you have for how the person you were observing could make better use of their bodylanguage?


10 CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2

This section includes three self-assessment exercises intended for use as part ofcareer management discussions:• The Career Assessment tool provides the individual with the opportunity to

assess both their personal journey and their work journey to date.• The Work Preference Assessment helps individuals assess the positive and

negative aspects of their current job.• The Work Values Exercise helps people understand what is important to

them in a job.

Each self-assessment tool can be used as a stand-alone instrument or combinedwith the other tools in this section. The summary checklist Consolidating yourThoughts can be used at the end of the activities.

3Career Management

Career Assessment

Your career to date has made you what you are. What you want from the future is a reflection of what youhave gained from the past.

This exercise is designed to help you understand where you are now and what you want from the future bylooking back at the journey you have taken in your career so far.

Drawing Your Career JourneyPart 1In the space below, draw a road that represents your career. This could be any type of road—a highway, a main road, or a side road. It may be straight in some parts and twisty in others. The road may go up ordown hills. The road may be clear or at times it may be blocked, and you may turn off onto a side road or a dead end.

Indicate with a large X where you are on your journey now. Then write in the major events on your careerjourney.

(continued)


Career Assessment (concluded)

Part 2When you have completed drawing your career journey, take time to reflect on what this says about your lifeso far. You may like to consider the following questions:

1. What does the career journey you’ve traveled say about you as a person?

2. What elements characterize the high points in your career so far?

3. What elements characterize the low points in your life?

4. What appear to be the things that are crucial to you in your life?

5. Do you have any other thoughts on your career journey so far?

You may wish to talk this through with a partner or someone you trust.


Work Preference Assessment

This assessment will help you identify what you like or dislike about the tasks you have undertaken at work.

List the jobs you have held (past and present) and the different aspects of the work that you liked or dislikedand the reasons why.

(continued)

RE P R O D U C E D F R O M CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2, Sarah Cook, HRD Press, Inc . 1313 RE P R O D U C E D F R O M CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2, Sarah Cook, HRD Press, Inc .

Job Like Dislike

Work Preference Assessment (concluded)

Now, look back at the list and ask yourself:

1. What are the common factors about the work I like?

2. What are the common factors about the work I dislike?

14 RE P R O D U C E D F R O M CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2, Sarah Cook, HRD Press, Inc .14 RE P R O D U C E D F R O M CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2, Sarah Cook, HRD Press, Inc .

Work Values Exercise

Are you getting as much meaning as possible from your present job? Do the values in your currentworkplace match your own?

Part 1On the next page, you will find a list of words and phrases that describe things that people value about work.

Look at each of the work value words/phrases and ask yourself the question: How important is this value tome when I am considering work? Underline your top five work values.

If there are some important values not on the list, add them to it.

Part 2When you have prioritized your top five values, consider what these mean to you. Place a checkmark next tothose values that your current job allows you to satisfy. Next, circle those values that are not in your top five,but that are present in your current job.

Ask yourself:

• What conclusions can you draw from this exercise?• How well do your own values match those of your current job?• Are there opportunities elsewhere to satisfy the values that are important to you? If so, in what type of

role or organization?

(continued)


Work Values Exercise: Part 1

Work Values ListSecurity Independence

Variety Challenge

Stimulation Development opportunities

Being seen as an expert Helping others

Teamwork Pressure

Flexibility Change

Integrity Recognition from peers

Innovation Autonomy

Financial reward Benefiting society

Pressure Status

Happy work environment Clear systems and procedures

Lack of stress Ability of influence

Customer contact Stability

Lack of risk Well-organized work environment

Family values Routine

Working for a well-known organization Creativity

Order Community spirit

Praise

Others:


Work Values Exercise: Part 2

Consolidating your ThoughtsHaving completed the activities, summarize your thoughts on the following.

1. What you want out of your work and your career: ________________________________________________________________________________________________________

2. How well your present job fits these needs: ____________________________________________________________________________________________________________________

3. What your options are for the future: ________________________________________________________________________________________________________________________________

You may wish to talk this through with someone you trust.


18 CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2 CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2 18

The ability to manage change effectively is an important management skill.Using this questionnaire, you will be able to assess how well others think youmanage change in comparison to your own opinion.

The feedback questionnaire is in three parts:• Part A: To be completed by your manager, your team members (we suggest at

least two), and your peers (again we recommend two)• Part B: To be completed by yourself• Part C: Comparison, where you can compare your own scores and those of

others to identify strengths and areas for development in managing change

4Change Management

Change Management Questionnaire: Part A

For Manager, Team Members, and Peers_________________________________________ (name) has nominated you to complete a questionnaireabout him/her.

To get maximum value from this exercise, please be honest. The results of the questionnaire will help theperson identify their strengths in managing change and areas for improvement.


Change Management Feedback Questionnaire

Name of person who has nominated you: ____________________________________________________

Thinking about the person who has nominated you to give feedback, rate how characteristic each statementis of him/her. Rate each statement on the following scale:

4 = Agree strongly, very characteristic of this person 3 = Agree, somewhat characteristic of this person 2 = Disagree, not characteristic of this person 1 = Disagree strongly, not at all characteristic of this person

Circle your score for each statement as appropriate. Where you do not know or the statement is notapplicable, leave blank.

He or she:

1. Expresses company changes and their implications in clear terms 4 3 2 1

2. Communicates any changes that need to happen with passion and enthusiasm 4 3 2 1

3. Involves their team in decision making during times of change 4 3 2 1

4. Keeps their team up to date on the progress of change 4 3 2 1

5. Makes sure that all the members of their team know what their responsibilities are and what they are accountable for during times of change 4 3 2 1

6. Makes sure that members of their team receive the training and skills they need to cope with change 4 3 2 1

7. Creates a climate where the members of their team are happy to express how they are feeling at any time during change 4 3 2 1

8. Helps rather than ignores those who resist change 4 3 2 1

9. Remains calm even when things are changing rapidly 4 3 2 1

10. Recognizes their team’s efforts in seeing change through 4 3 2 1

11. Supports their manager in times of change 4 3 2 1

12. Is positive even when faced with setbacks during change 4 3 2 1

(continued)



Change Management Feedback Questionnaire (concluded)

Behaviors I particularly appreciate/d in this person in managing change are:

What would make this person even more effective in managing change is:

Change Management Questionnaire: Part B

For the IndividualPlease complete the following questionnaire on how you manage change. To get maximum value from thisexercise, please be honest.


Change Management Questionnaire

Name: ______________________________________________________________________________

Thinking about your own behaviors, rate how characteristic each statement is of you. Rate each statement onthe following scale:

4 = Agree strongly, very characteristic of you 3 = Agree, somewhat characteristic of you 2 = Disagree, not characteristic of you 1 = Disagree strongly, not at all characteristic of you

Circle your score for each statement as appropriate. Where you do not know or the statement is notapplicable, leave blank.

You:

1. Express company changes and their implications in clear terms 4 3 2 1

2. Communicate any changes that need to happen with passion and enthusiasm 4 3 2 1

3. Involve your team in decision making during times of change 4 3 2 1

4. Keep your team up to date on the progress of change 4 3 2 1

5. Make sure that all the members of your team know what their responsibilities are and what they are accountable for during times of change 4 3 2 1

6. Make sure that the members of your team receive the training and skills they need to cope with change 4 3 2 1

7. Create a climate where the members of your team are happy to express how they are feeling at any time during change 4 3 2 1

8. Help rather than ignore those who resist change 4 3 2 1

9. Remain calm even when things are changing rapidly 4 3 2 1

10. Recognize your team’s efforts in seeing change through 4 3 2 1

11. Support your manager in times of change 4 3 2 1

12. Are positive even when faced with setbacks during change 4 3 2 1

(continued)



Change Management Questionnaire (concluded)

Behaviors others particularly appreciate/d in me during times of change are:

What would make me even more effective in managing change is:


Change Management Questionnaire: Part C

Comparison Look at the questionnaire you have completed as well as those completed by your manager, peers, and teammembers. Write in your own scores plus the scores of other people so that you can make comparisons.

Look at the scores that you have received in comparison to your own. Highlight consistencies andinconsistencies in scoring (e.g., where people have given you similar or markedly dissimilar scores).

(continued)


You Manager Team Team Peer Peer

1. Express company changes and their implications in clear terms

2. Communicate any changes that need to happen with passion andenthusiasm

3. Involve your team in decision making during times of change

4. Keep your team up to date on the progress of change

5. Make sure all the members of your team know what theirresponsibilities are and what they are accountable for during times of change

6. Make sure that all the members of your team receive the training andskills they need to cope with change

7. Create a climate where the members of your team are happy toexpress how they are feeling at any time during change

8. Help rather than ignore those who resist change

9. Remain calm even when things are changing rapidly

10. Recognize your team’s efforts in seeing change through

11. Support your manager in times of change

12. Are positive even when faced with setbacks during change

Change Management Questionnaire: Part C (concluded)

What do the results tell you are your strengths in managing change?

What do the results tell you are your areas for development?


CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2 2727 CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2

This checklist can be used to help you assess your coaching skills. It helps youevaluate whether you have established the coachee’s objectives and supportedthem in developing options and a plan of action for achieving their goals.

5Coaching Skills

Coaching Skills Checklist

Check the appropriate box to assess how effective you are as a coach.


Yes No

Ask questions to establish the coachee’s objectives

Help the coachee identify specifically what they would like to do differently

Help the coachee set realistic expectations of the coaching session

Ask questions to help the coachee establish the current performance shortfall or issue

Help the coachee define when the performance shortfall or situation was happening, why, how, and what theeffect was

Ask questions to help the coachee establish what they need to do to change the situation

Encourage the coachee to explore options for solutions

Ask questions to establish what approaches or actions have worked for them in the past

Follow the coachee’s agenda

Only offer suggestions and advice if asked

Offer feedback to the coachee where appropriate

Help the coachee establish the next steps for them

Ask questions to ensure that the next steps were specific and time bound

Ask the coachee for a review date

Set a review date

Maintain positive rapport

Show your confidence in the coachee

Thinking about your last coaching session, did you:


Use this questionnaire to establish how you prefer to develop others.

6Coaching Style

How do you prefer to develop others?

Look at the pairs of statements below. For each pair, circle the letter next to the one that best represents you.

1. (a) I find it easy to see other people’s points of view.(b) I have strong opinions on how things should be done.

2. (a) When developing others, I focus on what I think they need to learn.(b) When developing others, I focus on what they want to achieve.

3. (a) I am inclined to give lots of information when developing others.(b) I am inclined to ask lots of questions when developing others.

4. (a) When helping others learn, I focus on the content of what they need to learn, rather than the processor structure.

(b) When helping others learn, I focus on the structure and process of the session, rather than thecontent.

5. (a) In developing others, I believe there are clear right and wrong answers.(b) In developing others, I believe there are many possible solutions.

6. (a) In developing others, I set the agenda for the learner.(b) In developing others, I follow the learner’s agenda.

7. (a) When developing others, I tend to adopt a joint problem-solving approach.(b) When developing others, I tend to solve problems for them.

8. (a) When developing others, I adapt my approach to suit the individual.(b) When developing others, I stick to ways of doing things that I know work.

9. (a) In developing others, my focus is on helping the learner meet the desired standards.(b) In developing others, my focus is on helping the learner meet the standard they set themselves.

10. (a) In developing others, I am constantly learning myself.(b) In developing others, I act as the expert.

11. (a) I see development as a one-time activity.(b) I see development as an ongoing journey.

12. (a) I help the learner set their own development action plan.(b) I set out the development actions the learner needs to adopt.



Scoring

Transfer your scores to the grid below, then total the columns downward.

Interpreting Your Score

Look at your highest score. This typifies your approach to developing others.

T = Trainer

People who prefer to develop others in a training style:• Focus on the task objective• Set the learning objectives for individuals• Are clear about the standards of performance that they expect the learner to

achieve• Provide instructions and information• Pay attention to detail

This style is best used:• When people are new to a task, their confidence and competence are low, and

there is a clear right or wrong way of doing something• When people ask to be instructed on what to do

If this style is over-used or used inappropriately:• People may see you as lecturing or domineering• The relationship will be one of pupil/teacher• You will not encourage self-awareness or responsibility for problem solving• People will not be allowed to think for themselves• Wider development needs might be ignored


C T

1a

2b

3b

4b

5b

6b

7a

8a

9b

10a

11b

12a

Total:

1b

2a

3a

4a

5a

6a

7b

8b

9a

10b

11a

12b

Total:

C = Coach

People who prefer to develop others in a coaching style:• Allow individuals to set their own learning objectives • Follow the lead of the learner and help them focus on what they want to

achieve• Do not see themselves as having all the answers or being the expert• Ask lots of questions to increase the learner’s self-awareness and generate

responsibility• Focus on long-term behavior changes

This style is best used: • Whenever people need to learn and develop • Where you are seeking an adult-to-adult relationship with the learner• To encourage self-awareness and joint problem solving• To encourage people to think for themselves

This style cannot be over-used.



This questionnaire will help you assess the effectiveness of your chosencommunication methods and communication style. Select a sample of people with whom you interact and invite their honest feedback.

7Communication Skills

Communication Effectiveness Assessment

To help me assess the effectiveness of my communications, please rate me against the following criteria.

My Communication Methods

My Communication Style

(continued)


Very

GoodGood Average Poor

Don’t

Know

Amount of face-to-face contact

Amount of e-mails and other written communication sent

Amount of telephone contact made

Amount of video and audio conferencing

Frequency of face-to-face contact

Frequency of e-mails and other written communication sent

Frequency of telephone contact made

Frequency of video and audio conferencing

Quality of face-to-face contact

Quality of e-mails and other written communication sent

Quality of telephone contact made

Quality of video and audio conferencing

Agree

StronglyAgree Disagree

Disagree

Strongly

Don’t

Know

I am approachable

I build and maintain rapport

I ask for your opinions

I listen to what you say

I ask appropriate questions

I express myself clearly and directly

I offer feedback in an appropriate manner

Communication Effectiveness Assessment (concluded)

SummaryPlease complete the following statements:

What works well when I communicate with you is . . .

What you would like me to do differently when communicating with you is . . .

Thank you for your time.



This self-assessment helps you evaluate your consultancy skills. It can be usedon its own as a self-assessment inventory or it can be combined with feedbackfrom customers.

8Consultancy Skills

Consultancy Skills: Self-assessment

Name: ______________________________________________________________________________

This self-assessment is designed to help you evaluate your consultancy skills. Like any assessment, it onlyfunctions if you are genuinely honest about yourself.

Rate yourself on a scale of 1 to 6, with 1 being never and 6 being always, according to how well you thinkyou perform in each dimension. When responding to the statements, it will be helpful to think about any workor project that you have undertaken recently for a customer.

A. Before the Project1. Undertake background research 1 2 3 4 5 6

2. Have good knowledge of the customer and their requirements 1 2 3 4 5 6

3. Prepare a detailed proposal including project plan 1 2 3 4 5 6

4. Take stock of your own skills and the resources needed 1 2 3 4 5 6

5. Have a sound theoretical base 1 2 3 4 5 6

6. Assure the customer of your ability to carry out the project 1 2 3 4 5 6

Total score for A

B. At the Start of the Project7. Confirm the initial contract—how, when, and with whom 1 2 3 4 5 6

8. Agree on the desired outcomes of the work 1 2 3 4 5 6

9. Clarify the roles and expectations of both parties 1 2 3 4 5 6

10. Agree on the methodology and timetable 1 2 3 4 5 6

Total score for B

(continued)


Consultancy Skills: Self-assessment (continued)

C. During Development of Working Relationships11. Establish and maintain rapport 1 2 3 4 5 6

12. Work comfortably with people at all levels 1 2 3 4 5 6

13. Listen actively to what others are saying 1 2 3 4 5 6

14. Are concise 1 2 3 4 5 6

15. Summarize discussions 1 2 3 4 5 6

16. Admit when you don’t know 1 2 3 4 5 6

17. Appreciate the impact of your behavior on others 1 2 3 4 5 6

18. Confront difficult issues 1 2 3 4 5 6

19. Are flexible 1 2 3 4 5 6

20. Provide practical support and guidance 1 2 3 4 5 6

21. Don’t blame others if things go wrong 1 2 3 4 5 6

Total score for C

D. During the Project22. Ask effective questions to diagnose issues 1 2 3 4 5 6

23. Involve others in the definition of the problem 1 2 3 4 5 6

24. Use appropriate problem-solving tools 1 2 3 4 5 6

25. Involve others in the solution of the problem 1 2 3 4 5 6

26. Keep the customer informed of progress 1 2 3 4 5 6

27. Stick to agreed-upon deadlines 1 2 3 4 5 6

28. Hold regular reviews 1 2 3 4 5 6

Total score for D

(continued)


Consultancy Skills: Self-assessment (concluded)

E. At the End of the Project29. Report back to the customer 1 2 3 4 5 6

30. Deliver what is promised 1 2 3 4 5 6

31. Sell the solution effectively 1 2 3 4 5 6

32. Propose an evaluation mechanism 1 2 3 4 5 6

33. Ask for personal feedback from the customer 1 2 3 4 5 6

Total score for E

SummaryWhich part of the assessment have you ranked highest?

Which statements represent your three greatest strengths (highest scores)?

Which part of the assessment have you ranked lowest?

Which statements represent your three greatest weaknesses (lowest scores)?


Consultancy Skills: Customer Questionnaire

Dear ___________________________,

Please complete the attached questionnaire. It is designed to help me assess my consultancy skills.

I would appreciate your honest opinion. Like any questionnaire, it only functions well if people are genuinelyopen and honest.

Please rate me on a scale of 1 to 6, with 1 being never and 6 being always, according to how well you think I perform in each dimension. When responding to the statements, it will be helpful to think about any work orproject that I have undertaken recently for you.

A. Before the Project1. Undertakes background research 1 2 3 4 5 6

2. Has good knowledge of the customer and their requirements 1 2 3 4 5 6

3. Prepares a detailed proposal including project plan 1 2 3 4 5 6

4. Takes stock of their own skills and the resources needed 1 2 3 4 5 6

5. Has a sound theoretical base 1 2 3 4 5 6

6. Assures the customer of their ability to carry out the project 1 2 3 4 5 6

Total score for A

B. At the Start of the Project7. Confirms the initial contract—how, when, and with whom 1 2 3 4 5 6

8. Agrees on the desired outcomes of the work 1 2 3 4 5 6

9. Clarifies the roles and expectations of both parties 1 2 3 4 5 6

10. Agrees on the methodology and timetable 1 2 3 4 5 6

Total score for B

(continued)


Consultancy Skills: Customer Questionnaire (continued)

C. During the Development of Working Relationships11. Establishes and maintains rapport 1 2 3 4 5 6

12. Works comfortably with people at all levels 1 2 3 4 5 6

13. Listens actively to what others are saying 1 2 3 4 5 6

14. Is concise 1 2 3 4 5 6

15. Summarizes discussions 1 2 3 4 5 6

16. Admits when they don’t know 1 2 3 4 5 6

17. Appreciates the impact of their behavior on others 1 2 3 4 5 6

18. Confronts difficult issues 1 2 3 4 5 6

19. Is flexible 1 2 3 4 5 6

20. Provides practical support and guidance 1 2 3 4 5 6

21. Doesn’t blame others if things go wrong 1 2 3 4 5 6

Total score for C

D. During the Project22. Asks effective questions to diagnose issues 1 2 3 4 5 6

23. Involves others in the definition of the problem 1 2 3 4 5 6

24. Uses appropriate problem-solving tools 1 2 3 4 5 6

25. Involves others in the solution of the problem 1 2 3 4 5 6

26. Keeps the customer informed of progress 1 2 3 4 5 6

27. Sticks to agreed-upon deadlines 1 2 3 4 5 6

28. Holds regular reviews 1 2 3 4 5 6

Total score for D

(continued)


Consultancy Skills: Customer Questionnaire (concluded)

E. At the End of the Project29. Reports back to the customer 1 2 3 4 5 6

30. Delivers what is promised 1 2 3 4 5 6

31. Sells the solution effectively 1 2 3 4 5 6

32. Proposes an evaluation mechanism 1 2 3 4 5 6

33. Asks for personal feedback from the customer 1 2 3 4 5 6

Total score for E

SummaryWhich part of the questionnaire have you ranked highest?

Which statements represent the three greatest strengths (highest scores)?

Which part of the questionnaire have you ranked lowest?

Which statements represent the three greatest weaknesses (lowest scores)?

Thank you for your help.



This questionnaire will allow you to assess your organization’s commitment tocontinuous improvement. It can be completed individually or as a group.

9Continuous Improvement

Continuous Improvement

Thinking about your organization, consider each of the following statements. Write a checkmark in theappropriate column where:

Yes = I agree, generally we do this.No = I do not agree, we usually do not do this.Maybe = I do not agree or disagree, we may or may not do this.


Yes No Maybe

1. We actively ask for feedback from our customers.

2. We continually scan the commercial environment.

3. We know what is best practice in our customers’ eyes.

4. We share information across the company.

5. We have made at least one major improvement to our business in the past six months.

6. Employees have opportunity to continually develop.

7. We act on new ideas.

8. People throughout the organization are asked for their ideas for improvement.

9. We constantly analyze our business processes to make them more efficient.

10. We invite feedback from our partners and suppliers.

11. We stick to the tried and true.

12. We tend to focus on the past.

13. We limit business thinking to our own area of experience.

14. We accept the status quo.

15. We do not take into account customer requirements.

16. We focus inwardly.

17. We are punitive when people make mistakes.

18. We keep relevant information to ourselves.

19. We spend time on activities that do not add value.

20. We are overly protective of our business processes.


Scoring

For statements 1 to 10, award yourself 5 points for each “Yes” and 2 points foreach “Maybe.”

For statements 11 to 20, award yourself 5 points for each “No.”

Total your scores.


Score 75–100

Your organization is committed to continuous improvement.

Your organization shows all the signs of being committed to improvement anddoing this on a consistent basis. This should allow you to create competitiveadvantage.

Score 40–70

Your organization shows half-hearted commitment to improvement.

Your organization could do much more to improve. Is it really committed todoing so? Consider the steps you need to take to be a leader in your field, not achallenger.

Score 35 or less

Your organization’s orientation toward improvement is poor.

Your organization does not show evidence of wishing to improve. Beware of thepitfalls of this approach: You run the risk of complacency and being left behind.



This questionnaire is designed to help you gather feedback from externalcustomers on the quality of service that you provide.

10Customer Service

Customer Service Survey

Your business is very important to us, and we are constantly looking for ways to improve.

Please take a few moments to rate our service by checking the appropriate column.

Magic MomentsHas any aspect of the service we provide been particularly outstanding for you recently? If so, pleasedescribe it:

(continued)


Better than expected As expected Worse than expected

Understanding your needs

Professionalism of staff

Friendliness of staff

Helpfulness of staff

Staff knowledge

Speed of response

Being proactive

Resolving issues

Product quality

Value of service for the money

Customer Service Survey (concluded)

Miserable MomentsHas any aspect of the service we provide been particularly bad for you recently? If so, please describe it:

Any other comments or suggestions:

Thank you very much for your help.



This checklist is designed to help you assess how well you delegate.

11Delegation

Delegation Checklist


Plan your delegation?

Delegate according to the person’s ability and skill level?

Clarify what was required, by when, and why?

Make it clear when you delegated what the person was responsible for and what they were not responsible for?

Explain what the results should look like?

Make it clear to others what had been delegated and the authority the person had?

Delegate responsibility but not accountability?

Allow discretion on time and method?

Agree to progress checks, if any?

Check progress at agreed-upon intervals?

Provide support if required?

Give feedback, both motivational and developmental?

Use delegation as a development tool as well as a way of achieving the task?

Thinking about the last time you delegated a task, did you: NoYes


This self-analysis is designed to help you understand how you typically react in difficult situations. This awareness should help you identify steps to take inorder to handle difficult situations more effectively.

12Difficult Situations

Handling Difficult Situations: Self-analysis

Think about difficult situations that you have experienced with other people in the past. Consider the followingsituations and circle the letter of the response that best describes your reaction.

1. When someone is very demanding, I usually:

(a) tend to give in to their demands(b) become demanding, too(c) agree to their demands, but am slow to act on them afterward(d) listen and acknowledge what they are saying (e) work to resolve the situation in a constructive manner

2. When I disagree with someone, I usually:

(a) stop listening to them(b) try to see things from their point of view(c) reflect back what they have said(d) become more forceful in my views(e) avoid them

3. When confronted with a difficult situation, I usually:

(a) stay calm and in control(b) panic and want to run away(c) lose my composure(d) am nervous (e) try to be flexible and put myself in the other person’s shoes

4. If someone ignores my requests, I usually:

(a) make a sarcastic comment(b) ask questions to establish their point of view(c) reiterate my requests more forcefully(d) raise the issue with them in a calm manner(e) lose my temper

5. When other people get angry, I usually:

(a) am too scared to ask them why(b) feel guilty(c) get angry, too(d) listen and allow them to blow off steam(e) empathize and ask them to explain further

(continued)


Handling Difficult Situations: Self-analysis (concluded)

6. When I’m angry with other people, I usually:

(a) keep quiet(b) drop hints about how I’m feeling(c) blow up and let the other person know it(d) calm down, then tell the other person what I’m feeling and why(e) don’t get angry

7. If someone is being emotional, I usually:

(a) clam up(b) tell them to pull themselves together(c) walk away(d) am empathetic (e) listen

8. When I feel someone is not listening to me, I usually:

(a) ask questions to establish why(b) give them the “silent treatment”(c) talk louder(d) repeat what I have just said(e) repeat what they have said to build common ground

9. If I know I have to address a difficult issue, on the day before I usually:

(a) think the situation through calmly(b) worry unduly(c) take out my frustrations on someone else(d) feel out of my depth(e) think about how an agreement might be reached

10. When I think that someone is taking advantage of me, I usually:

(a) shrug it off(b) explode with annoyance(c) tell them how I feel and why(d) let other people know but do not tell the person directly(e) ask them for suggestions to improve the situation


Scoring

Listed below are the responses for each situation that describe behaviors thatare constructive when dealing with difficult situations.

Situation 1: d and eSituation 2: b and cSituation 3: a and eSituation 4: b and dSituation 5: d and eSituation 6: d and eSituation 7: d and eSituation 8: a and eSituation 9: a and eSituation 10: c and e

See how many of these ideal responses you have circled. If you have circled 7 orfewer of these responses, we recommend that you consider making managingdifficult situations a priority for your personal development.

Steps to Handling Difficult Situations

Here are some tips for handling difficult situations:• Practice being flexible and putting yourself in the other person’s shoes. • Listen carefully to words and feelings.• Stay calm and do not lose your temper.• Reflect back what has been said/felt to build greater respect and shared

understanding.• Be clear on your case, but don’t become so fixated by your point of view that

you get tunnel vision on other perspectives.• Be prepared to negotiate where necessary to reach an agreement that is

acceptable to both parties in the long term as well as immediately.• Review the implications of major decisions on other people. • Ask for feedback on how you handled the situation and set yourself some

improvement goals.• Communicate regularly and build relationships, especially when damage has

been caused.



This questionnaire can be used to assess cultural diversity and its impact within your organization. We recommend that employees complete this surveyanonymously.

13Diversity

Diversity Assessment Questionnaire

It is our intention to attract, retain, and develop a diverse workforce to meet the needs of our changing workenvironment and marketplace. This questionnaire is designed to help us assess the barriers to achieving thisaim that might exist within the organization. Your responses will be completely confidential. We will collectresponses and no one will be identified.

Please rate on a scale of 0–5 where:

5 = Very satisfied4 = Somewhat satisfied3 = Neither satisfied nor dissatisfied2 = Somewhat dissatisfied1 = Very dissatisfied0 = Don’t know/Not applicable

1. How satisfied are you with the organization as a place to work:

• For someone of your age 5 4 3 2 1 0• For someone of your gender 5 4 3 2 1 0• For someone of your physical ability 5 4 3 2 1 0• For someone of your ethnic background 5 4 3 2 1 0• For someone of your sexual orientation 5 4 3 2 1 0• For someone with your dependents (e.g., children, elderly parents) 5 4 3 2 1 0

Comments:

2. How satisfied are you with your career advancement to date:

• As someone of your age 5 4 3 2 1 0• As someone of your gender 5 4 3 2 1 0• As someone of your physical ability 5 4 3 2 1 0• As someone of your ethnic background 5 4 3 2 1 0• As someone of your sexual orientation 5 4 3 2 1 0• As someone with your dependents (e.g., children, elderly parents) 5 4 3 2 1 0

Comments:

(continued)


Diversity Assessment Questionnaire (continued)

3. How satisfied are you with the potential career opportunities the organization can provide for the future:


Comments:

4. How satisfied are you with the personal development you have received to date:

• As someone of your age 5 4 3 2 1 0• As someone of your gender 5 4 3 2 1 0• As someone of your physical ability 5 4 3 2 1 0• As someone of your ethnic background 5 4 3 2 1 0• As someone of your sexual orientation 5 4 3 2 1 0• As someone with your dependents (e.g., children, elderly parents) 5 4 3 2 1 0

Comments:

5. How satisfied are you with the potential personal development opportunities the organization can provideyou for the future:


Comments:

(continued)


Diversity Assessment Questionnaire (continued)

6. In what specific ways, if any, have the following caused you to be treated differently in the organization:

(a) Your age: __________________________________________________________________________________________________________________________________________________________________________

(b) Your gender: ____________________________________________________________________________________________________________________________________________________________________

(c) Your physical ability: ______________________________________________________________________________________________________________________________________________________

(d) Your ethnic background:________________________________________________________________________________________________________________________________________________

(e) Your sexual orientation:__________________________________________________________________________________________________________________________________________________

(f) Your dependents (e.g., children, elderly parents): __________________________________________________________________________________________________

(continued)


Diversity Assessment Questionnaire (concluded)

Personal InformationThe following information will be treated in strictest confidence. It will help us analyze the responses bygroups. No individuals will be identified in the results.

Please complete the following:

1. Your Age

16–20 ❑ 41–50 ❑21–30 ❑ 51–60 ❑31–40 ❑ 60 + ❑

2. Your Gender

Male ❑ Female ❑

3. Are you a person with a disability?

Yes ❑ No ❑

4. What is your ethnic background?

Hispanic ❑ Middle Eastern ❑African American ❑ White ❑Native American ❑ Asian ❑Other ❑ Not known ❑

5. Do you have dependents (e.g., children, elderly parents)?

Yes ❑ No ❑

6. If you answered “Yes” to #5, do you have sole responsibility for your dependents?

Yes ❑ No ❑

7. How long have you worked for the organization?

Less than 1 year ❑ 7–8 years ❑1–2 years ❑ 9–10 years ❑3–4 years ❑ 10 years + ❑5–6 years ❑

8. Do you currently work:

Part time ❑ Full time ❑

9. What is your job grade? ______________________________________________________________

Thank you.



You can use this questionnaire to assess the user-friendliness of your Web site.It can also be used as a comparative document to help you assess competitive or best practice Web sites.

14E-business

E-business Questionnaire

Write a checkmark in the appropriate column to rate each statement with regard to your Web site as well asother Web sites.

(continued)


How simple is the Web site name to remember and input?

How quickly can you access the site?

How attractive is the layout?

To what extent is the Web site design consistent with corporate branding?

How easy is the site to navigate?

How user-friendly is the site?

How much interactivity does the site offer?

How much fun is the site?

How far does the site offer an experience rather than just a sales vehicle?

How clearly are the products and services displayed?

Are full product/service details, pricing, and options given?

How easy is it to order the product or apply for the service?

How good is the acknowledgment of an order or service request?

To what extent can you track an order or a service request?

To what extent does the site offer information that gives added value or service?

How easy is it to contact the site owners with inquiries?

How clearly are the organization’s terms of business indicated on the site?

How welcoming is the invitation for customer feedback?

How effectively does the site identify you as a repeat visitor?

Very

GoodGood Average

Below

Average

E-business Questionnaire (concluded)

What are the major benefits of your site?

What are the major weaknesses of your site?

What are the major benefits of your competitors’ or best practice sites?

What can you learn from other sites?



This questionnaire allows you to assess your emotional intelligence, or yourability to recognize your feelings and those of others.

15Emotional Intelligence

Emotional Intelligence

Using the following scale from 1–5, indicate to what extent each statement applies to you:

5 = Agree strongly4 = Agree to some extent3 = Neither agree or disagree2 = Disagree somewhat1 = Disagree strongly

(continued)


Score

1. I am aware of situations that cause me to think negatively.

2. I am aware of what drives my behavior.

3. I recognize my own emotions.

4. I recognize the impact my behavior has on others.

5. I am confident in who I am.

6. I regularly ask for feedback from others on the impact of my behaviors.

7. I have an accurate assessment of myself.

8. I am confident in what I do.

9. I recognize what influences my way of thinking.

10. I know when I feel motivated and when I do not.

Total score: Self-awareness

Self-awareness

Score

11. I show initiative and drive.

12. I practice what I preach.

13. I am adaptable.

14. I set myself achievable goals.

15. I stop or change behavior that is not effective.

16. I show commitment to work even when it is not the most interesting.

17. I have a positive outlook.

18. I make the most of my resources.

19. I take setbacks in stride.

20. I use positive “self-talk” to help me achieve my goals.

Total score: Self-management

Self-management

Emotional Intelligence (concluded)


Score

21. I am sensitive to customer needs.

22. I recognize when others are unhappy.

23. I know my team on a personal basis.

24. I am aware of the emotions of a group.

25. I take into account the needs of people as well as organizational needs.

26. I am aware of my work colleagues’ values.

27. I know when others say something that is incongruent with what they feel.

28. I am sensitive to team members’ needs.

29. I know when others need my advice.

30. I am aware of what motivates others.

Total score: Awareness of Others

Awareness of Others

Score

31. I build an effective team.

32. I provide support to others.

33. I show concern and empathy for others.

34. I manage conflict effectively.

35. I help others effectively through change.

36. I develop others’ potential.

37. I influence others effectively.

38. I build trust with others.

39. I communicate both facts and feelings effectively.

40. I demonstrate leadership qualities.

Total score: Relating to Others

Relating to Others

Interpreting Your Scores

People with high emotional intelligence are able to recognize their own feelingsand those of others, motivate themselves, and manage their emotions as well as relate effectively to others and their feelings. Self-awareness, a positiveapproach, and empathy toward others have been proven to bring about greater success, both in work and life in general, than cognitive or academicintelligence.

One of the first steps to developing your emotional intelligence further is to increase your own self-awareness. 360º feedback tools, self-assessment,counseling, personal reflection, self-development, and training workshops can support this process.

Look at the scores for each of the four sections on the previous pages:1. Self-awareness2. Self-management3. Awareness of others4. Relating to others

In which section/s did you score highest?

In which section/s did you score lowest?

What steps can you take to further develop your emotional intelligence?



Use this questionnaire to assess the degree to which your organizational cultureencourages innovation. This assessment can be taken individually or as a group.

16Innovation

Innovation Questionnaire

To what degree does your organization encourage a climate of innovation?

Read the statements below and check the ones that best represent your organizational climate.


Check if Appropriate

1. People challenge the status quo.

2. People are afraid to challenge.

3. People are given a high degree of freedom in their work.

4. People’s jobs are tightly controlled.

5. New ideas are encouraged and supported.

6. People are not asked for their ideas.

7. There is a high degree of trust between management and staff.

8. Relationships between management and staff are strained.

9. The working environment is dynamic and fast-paced.

10. The working environment is slow and conservative.

11. It is fun to work for this organization.

12. Having fun at work is frowned upon.

13. People have lively debates about issues affecting the company.

14. People are not involved in discussions about company issues.

15. People share mutual goals; there is little conflict in the organization.

16. People have conflicting agendas; there is a lot of conflict in the organization.

17. People are encouraged to take risks in their work.

18. Mistakes are not tolerated.

19. The organization encourages innovation.

20. Innovation is not a key organizational goal.


Scoring

In the table below, score 10 points for each statement you have checked that isrepresented in the Innovative column and 1 point for each statement you havechecked that is represented in the Stagnant column. Add the points for eachcolumn, then add the totals together to get your final score.

Final Score


Score 70+: The Innovative Organization

Your organization creates a climate that supports innovation. Goran Ekvall inthe book Managing Innovation characterizes this by the presence of:• Challenge• Freedom of action• Support for ideas• Trust• Dynamism• Playfulness• Healthy debate• Low levels of conflict• Risk taking

Score 30–69: The Follower Organization

Your organization does not actively encourage innovation, nor does it activelydiscourage it. Innovation appears not to be a corporate priority. As a conse-quence, your organization is likely to be a market follower, not a marketchallenger. If you want to take the initiative, the work climate will need tochange substantially. Look at your scores and identify what needs to change.

Score 0–29: The Stagnant Organization

Innovation is not at all valued in your organization. Remember what happenedto the dinosaurs!


1

3

5

7

9

11

13

15

17

19

Total:

Innovative Organization Stagnant Organization

2

4

6

8

10

12

14

16

18

20

Total:


Use this questionnaire to gain feedback from those people to whom you providea service internally.

17Internal Customer Service

Internal Customer Service Feedback Form

To improve the quality of the service that we provide, we would appreciate your feedback. Please completethe following questionnaire. We value your honest opinions.

Using the following scale from 0–4, circle your response to each of the following questions.

4 = Very Good3 = Good2 = Average1 = Not Very Good0 = Don’t Know

Thinking about the service we provide you, how do you rate our ability to:

1. Understand your needs? 4 3 2 1 0

Comments:

2. Meet your requirements? 4 3 2 1 0

Comments:

3. Respond to your requests? 4 3 2 1 0

Comments:

(continued)


Internal Customer Service Feedback Form (continued)

4. Make it easy for you to work with us? 4 3 2 1 0

Comments:

5. Keep to the agreed-upon deadlines? 4 3 2 1 0

Comments:

6. Keep you informed? 4 3 2 1 0

Comments:

7. Respond when there are problems? 4 3 2 1 0

Comments:

8. Show you that we want to help? 4 3 2 1 0

Comments:

(continued)



Internal Customer Service Feedback Form (concluded)

9. Keep our promises? 4 3 2 1 0

Comments:

10. Meet your expectations? 4 3 2 1 0

Comments:

What in particular would you like us to:

• Continue doing?

• Stop doing?

• Start doing?

Do you have any other comments that you would like to make?

Thank you very much.


This questionnaire can be used to assess the relationships between teams whohave to interact. It is best completed by members of both teams so that theresults can be compared across teams.

18Inter-team Working


How effective is our inter-team working?

Thinking about your relationship with the other team, score on a scale of 1 to 10, where 1 is very poor and10 is excellent, your perception of the following aspects of your interaction with them.

Do this on an individual basis first, then discuss your results with the other members of your own team toarrive at a consensus score.

What I particularly like about working with the other team is:

What I particularly dislike about working with the other team is:

1. Clarity on the roles and responsibilities of the members of the other team

2. Knowledge of the other team’s objectives

3. Understanding of what the other team expects of us

4. Sense of collective agenda with the other team

5. Methods and procedures the two teams use to work together

6. Information sharing with the other team

7. Decision-making process between the two teams

8. Regularity of progress reporting

9. Conflict management between the two teams

10. Leadership of the other team

11. Trust between the two teams

12. Inter-team cooperation

13. Consultation between the two teams

14. Listening skills of the other team

15. Approachability of the other team’s members

16. How well the other team uses this team’s individual strengths

17. Idea generation between the two teams

18. Ability to challenge the other team appropriately

19. Support you feel from the other team

20. Respect you have for the other team

Your Score Your team’s score


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Use this questionnaire to evaluate to what extent knowledge is shared at yourworkplace. It is best completed by a cross-section of people representing thedifferent functions in your organization.

19Knowledge Management

Knowledge Management Questionnaire

The objective of this questionnaire is to review the extent to which knowledge is shared within theorganization.

Part 1Read the following statements and indicate your response by checking the appropriate column for each.

In addition, check if you know where to access the information described in each statement if you need it.

Additional comments:

(continued)


Knowledge

Shared to a

Great Extent

Knowledge

Shared to

Some Extent

Knowledge

Not SharedDon’t Know

I Know

Where to

Access This

Information

Information about key customers

Information about customer satisfaction

Information about competitors

Information about financial performance

Information about future plans

Information about senior management decisions

Information about the use of technology

Information about processes

Information about new initiatives

Information about other parts of the business

Information about training and development opportunities

Information about team and individual successes

Knowledge Management Questionnaire (concluded)

Part 2Read the following statements and indicate to what extent you agree with them by checking the appropriatecolumn for each.

Additional comments:

Part 3What is the name of the department where you work? ______________________________________________________________________________________________________

Thank you very much for your help.


Agree Very

StronglyAgree Disagree

Disagree

StronglyDon’t Know

Information is passed around the organization without barriers.

We regularly spend time reviewing lessons learned.

The speed of knowledge exchange is good.

My manager openly shares knowledge with me.

I am encouraged to openly share my knowledge.


This questionnaire is designed as a 360° feedback mechanism on leadershipbehaviors. It covers three areas: managing the business, managing others, and managing self.

The feedback questionnaire is in three parts:• Part A: To be completed by your manager, members of your team

(we suggest at least two), and your peers (again we recommend two)• Part B: To be completed by yourself• Part C: Comparison, where you can compare your own scores and

those of others in order to identify strengths and areas for development

20Leadership Behaviors

Leadership Behaviors Questionnaire: Part A

For Manager, Team Members, and Peers__________________________________________________ (name) has nominated you to complete aquestionnaire about him/her.

To get maximum value from this exercise, please be honest. The results of the questionnaire will help theperson identify their leadership behaviors and areas for improvement.



Leadership Behaviors: Feedback Questionnaire


Thinking about the person who has nominated you to give feedback, rate how characteristic each statementis of him/her. Rate each statement on the following scale:

1 = Disagree strongly, not at all characteristic of this person 2 = Disagree, not characteristic of this person 3 = Agree, somewhat characteristic of this person 4 = Agree strongly, very characteristic of this person

Where you do not know or the statement is not applicable, leave blank.

What behaviors do you hope will continue?

What behaviors concern you and why?

(continued)

Score

1. Demonstrates a passion for the customer

2. Constantly strives for excellent standards of customer service

3. Takes ownership and responsibility for solving customer problems

4. Prioritizes customer-related activity above all others

5. Demonstrates commercial awareness and a focus on results

6. Works collaboratively with colleagues and customers to support mutual goals

7. Plans ahead, taking into account the needs of the organization

8. Encourages teamwork in their own department and cross-functionally

Managing the Business

Leadership Behaviors: Feedback Questionnaire (continued)



(continued)


Score

9. Is enthusiastic in describing the organization’s overall goal, and links others’ individual objectives to thebigger picture

10. Encourages others to show initiative and take responsibility

11. Develops others’ performance through a mixture of supportive and challenging feedback

12. Shares relevant information and experience, helping others make informed decisions

13. Involves others in decision making, and encourages alternative opinions

14. Enables freedom of action through providing clarity on direction, boundaries, and scope

15. Communicates clearly and effectively

16. Is approachable, and takes time for others

17. Actively listens to others’ ideas and concerns

18. Celebrates and rewards the efforts and achievements of others

19. Expects the best from others, and gives others the opportunity to demonstrate this

20. Encourages and supports others in embracing change

Managing Others

Leadership Behaviors: Feedback Questionnaire (concluded)



ConclusionsWhat additional feedback, not already covered, do you think the individual would benefit from having?

What single change in the individual would be of most benefit to their customers, employees, andthemselves?


Score

21. Approaches challenges and tasks with passion and enthusiasm

22. Shows resilience and a positive outlook when faced with setbacks

23. Consistently practices what they preach—does what they say they will do

24. Encourages and takes calculated risks by trying new approaches

25. Demonstrates sound judgment and balanced decision making

26. Takes responsibility for their own performance and self-development

Managing Self

Leadership Behaviors Questionnaire: Part B

For the IndividualPlease complete the following questionnaire on your leadership behaviors. To get maximum value from thisexercise, please be honest.



Leadership Behaviors Questionnaire

Name: ______________________________________________________________________________

Thinking about your own behaviors, rate how characteristic each statement is of you. Rate each statement onthe following scale:

1 = Disagree strongly, not at all characteristic of you2 = Disagree, not characteristic of you3 = Agree, somewhat characteristic of you4 = Agree strongly, very characteristic of you

Where you do not know or the statement is not applicable, leave blank.



(continued)

Score

1. Demonstrate a passion for the customer

2. Constantly strive for excellent standards of customer service

3. Take ownership and responsibility for solving customer problems

4. Prioritize customer-related activity above all others

5. Demonstrate commercial awareness and a focus on results

6. Work collaboratively with colleagues and customers to support mutual goals

7. Plan ahead, taking into account the needs of the organization

8. Encourage teamwork in your own department and cross-functionally


Leadership Behaviors Questionnaire (continued)



(continued)


Score

9. Are enthusiastic in describing the organization’s overall goal, and link others’ individual objectives to thebigger picture

10. Encourage others to show initiative and take responsibility

11. Develop others’ performance through a mixture of supportive and challenging feedback

12. Share relevant information and experience, helping others make informed decisions

13. Involve others in decision making, and encourage alternative opinions

14. Enable freedom of action through providing clarity on direction, boundaries, and scope

15. Communicate clearly and effectively

16. Are approachable, and take time for others

17. Actively listen to others’ ideas and concerns

18. Celebrate and reward the efforts and achievements of others

19. Expect the best from others, and give others the opportunity to demonstrate this

20. Encourage and support others in embracing change

Managing Others

Leadership Behaviors Questionnaire (concluded)




Score

21. Approach challenges and tasks with passion and enthusiasm

22. Show resilience and a positive outlook when faced with setbacks

23. Consistently practice what you preach—do what you say you will do

24. Encourage and take calculated risks by trying new approaches

25. Demonstrate sound judgment and balanced decision making

26. Take responsibility for your own performance and self-development

Managing Self

Leadership Behaviors Questionnaire: Part C

ComparisonLook at the questionnaire you have completed as well as those completed by your manager, peers, and teammembers. Write in your own scores plus the scores of other people so that you can make comparisons.

(continued)



1. Demonstrates a passion for the customer

2. Constantly strives for excellent standards of customer service

3. Takes ownership and responsibility for solving customer problems

4. Prioritizes customer-related activity above all others

5. Demonstrates commercial awareness and a focus on results

6. Works collaboratively with colleagues and customers to support mutual goals

7. Plans ahead, taking into account the needs of the organization

8. Encourages teamwork in own department and cross-functionally


Managing Others

9. Is enthusiastic in describing the organization’s overall goal, and linksothers’ individual objectives to the bigger picture

10. Encourages others to show initiative and take responsibility

11. Develops others’ performance through a mixture of supportive andchallenging feedback

12. Shares relevant information and experience, helping others makeinformed decisions

13. Involves others in decision making, and encourages alternative opinions

14. Enables freedom of action through providing clarity on direction,boundaries, and scope

15. Communicates clearly and effectively

16. Is approachable, and takes time for others

17. Actively listens to others’ ideas and concerns

18. Celebrates and rewards the efforts and achievements of others

19. Expects the best from others, and gives others the opportunity todemonstrate this

20. Encourages and supports others in embracing change

Leadership Behaviors Questionnaire: Part C (concluded)


What do the results tell you are your key leadership strengths?




21. Approaches challenges and tasks with passion and enthusiasm

22. Shows resilience and a positive outlook when faced with setbacks

23. Consistently practices what they preach—does what they say they will do

24. Encourages and takes calculated risks by trying new approaches

25. Demonstrates sound judgment and balanced decision making

26. Takes responsibility for own performance and self-development

Managing Self


This self-assessment profile will help you assess your preferred leadership style.

21Leadership Style

Leadership Style Self-assessment

Read the following descriptions and rate yourself on the following scale from 1–5:

5 = I always do this.4 = I often do this.3 = I occasionally do this.2 = I seldom do this.1 = I never do this.

In interacting with my team members, I:

1. Have responsibility for problem solving and decision making 5 4 3 2 1

2. Give instructions and share information 5 4 3 2 1

3. Set out work procedures and standards 5 4 3 2 1

4. Evaluate performance 5 4 3 2 1

5. Identify problems and develop action plans to resolve them 5 4 3 2 1

6. Set people objectives 5 4 3 2 1

7. Control decision making 5 4 3 2 1

8. Allocate resources 5 4 3 2 1

9. Provide direction 5 4 3 2 1

10. Ask for opinions and information 5 4 3 2 1

11. Coordinate what team members are doing, but not how they are doing it 5 4 3 2 1

12. Build trust in the team 5 4 3 2 1

13. Facilitate communication with and between others 5 4 3 2 1

14. Ask for and am receptive to ideas 5 4 3 2 1

15. Encourage participation 5 4 3 2 1

16. Reconcile difficulties if reported 5 4 3 2 1

17. Monitor performance indirectly 5 4 3 2 1

18. Focus on what the team members are feeling 5 4 3 2 1

19. Encourage a good team spirit 5 4 3 2 1

20. Show confidence in team members’ ability 5 4 3 2 1


Scoring

Total your scores for questions 1 to 10. These questions relate to task-relatedleadership behaviors—the horizontal axis in the graph below. These behaviorsinclude telling people what to do, explaining, giving information, and directing.

Score for task-related behaviors (horizontal axis): ______________

Now total your scores for questions 11 to 20. These questions relate to people-related leadership behaviors—the vertical axis in the graph below. Thesebehaviors include asking people for ideas, encouraging, and building trust.

Score for task-related behaviors (vertical axis): ______________

Plot your score on the graph below by putting an X where your scores for thehorizontal axis and the vertical axis meet.


50

45

40

35

30

25

20

15

10

5

0

People-RelatedBehaviors

High

Low

Low High

5 10 15 20 25 30 35 40 45 50

Task-Related Behaviors



There are four possible leadership styles. Look at the area on the graph whereyour two scores meet. This represents your leadership style.


50

45

40

35

30

25

20

15

10

5

0

People-RelatedBehaviors

High

Low

Low High

5 10 15 20 25 30 35 40 45 50

Task-Related Behaviors

F A C I L I T A T I N G

E M P O W E R I N G

G U I D I N G

D I R E C T I N G

Leadership Styles: Typical Behaviors


People-

Related

Behaviors

High

Low

Facilitating

Guides, listens, facilitates

Encourages shared decisionmaking and responsibility

Monitors performance andis available for feedback

Guiding

Combines instructions (telling)with asking questions

Encourages feedback andcontribution from team members

Monitors performance andrewards positive behavior

Empowering

Clarifies and agrees on objectiveswith full participation of teammembers

Gives support if requested

Monitors indirectly, reconcilesdifficulties if reported

Directing

Gives clear and extensiveinstructions

Is clear about expectationsand procedures

Rigorously monitorsperformance

Low HighTask-Related Behaviors


Is your preference for left-brain logical or right-brain intuitive thinking? Use this questionnaire to find out.

22Left- and Right-Brain Thinking

Left- and Right-Brain Thinking Questionnaire

Read the list of descriptive terms below, and rate how characteristic each term is of you on the followingscale from 1–4:

4 = very characteristic of me3 = somewhat characteristic of me2 = somewhat uncharacteristic of me1 = not characteristic of me

(continued)


1. Logical

2. Self-disciplined

3. Intuitive

4. Impulsive

5. Rational

6. Planned

7. Spontaneous

8. Humorous

9. Detail conscious

10. Organized

11. Imaginative

12. Artistic

13. Systematic

14. Ordered

15. Flexible

16. Untidy

17. Cautious

18. Analytical

19. Emotional

20. Receptive

21. Goal oriented

22. Precise

23. Inventive

24. Original

25. Businesslike

1 2 3 4

Left- and Right-Brain Thinking Questionnaire (concluded)


26. Restrained

27. Gifted

28. Artistic

29. Efficient

30. Sensible

31. Stimulating

32. Visionary

33. Coherent

34. Methodical

35. Resourceful

36. Whimsical

37. Controlled

38. Balanced

39. Unrestrained

40. Innovative

1 2 3 4

Scoring

Transfer your scores to the boxes below. Then total each column downward:


3

4

7

8

11

12

15

16

19

20

23

24

27

28

31

32

35

36

39

40

Right brain total:

Right Brain Left Brain

1

2

5

6

9

10

13

14

17

18

21

22

25

26

29

30

33

34

37

38

Left brain total:



This questionnaire assesses your preference for right-brain or left-brainthinking.

Your preference is revealed by the higher of the two totals. The degree of yourpreference can be ascertained by subtracting the lower score from the higherone. The higher the difference between the two scores, the greater yourpreference in this area.

People with right-brain preferences think in a way that is:• Intuitive—drawing conclusions based on patterns or insights• Not rational—able to suspend judgment• Non-temporal—without a sense of time• Holistic—seeing things as a whole• Non-linear—three dimensional, leading to divergent conclusions

People with left-brain preferences think in a way that is:• Logical—drawing conclusions based on logic• Rational—based on reason and facts• Temporal—sequential and ordered in time• Analytical—figuring things out step by step• Linear—two-dimensional, linked ideas, leading to a convergent conclusion

In business today, it is useful to develop “whole-brain thinking.” This is theability to be creative and intuitive at times and, at other times, to be systematicand logical. Creative thinking courses can be a useful way to develop whole-brain thinking.



Use this assessment to establish what competencies are important for you todemonstrate in your organization and to rate yourself against. This assessmentcan help you create a personal development plan.

23Management Skills

Management Skills Assessment

Read the following statements about your work environment and what you need to do to be successful in it,and assess your management competencies.

First indicate the importance of this competency at work on a scale where:

VI = Very important I = ImportantNI = Not important

For those competencies that you have rated Very Important or Important, assess your level of competency ona scale of:

3 = Very competent2 = Competent1 = Needs development

The items that you have rated as Needs Development can form the basis for a development plan.

(continued)


STRATEGIC SKILLS

Brings organizational vision to life for others

Demonstrates critical thinking

Keeps abreast of changes in the commercialenvironment

Is oriented toward the customer

Is innovative, and tries new approaches

Strives for continuous improvement

Manages change effectively

INFLUENCING SKILLS

Is a clear communicator

Influences effectively, directly, and indirectly

Demonstrates flexibility

Negotiates win-win outcomes

Builds effective relationships

CompetencyImportance

(VI, I, NI)

Competence

(3, 2, 1) Comments


Management Skills Assessment (concluded)

LEADERSHIP SKILLS

Creates a sense of shared purpose

Leads a high performing team

Delegates appropriately

Empowers others to achieve results

Manages performance

Develops others

FOLLOWERSHIP SKILLS

Presents a unified front

Works cross-functionally to support mutual goalsand encourages others to do the same

IMPLEMENTATION SKILLS

Plans ahead to meet the needs of the organization

Demonstrates effective organizational skills

Manages time effectively

Demonstrates sound decision-making andproblem-solving skills

Sees things through despite setbacks

PERSONAL FACTORS

Shows integrity

Develops self

Shows resilience

Demonstrates drive and desire to succeed

OTHER COMPETENCIES: (write in)

CompetencyImportance

(VI, I, NI)

Competence

(3, 2, 1) Comments


This self-assessment, based on the work of Dean Spitzer, can be used by you alone or you can give it to others to complete. It helps identify the workconditions that motivate you and others. This knowledge can support betterworking relationships.

24Motivation

Motivation Self-assessment

Read the list below and rate each statement on the following scale from 1–4:

4 = Very important to me3 = Somewhat important to me2 = Not important to me1 = Not very important to me at all

1. Having fun at work 4 3 2 1

2. Feeling you have a stake in the organization’s success 4 3 2 1

3. Feeling in control of your own destiny 4 3 2 1

4. Having opportunities to socialize 4 3 2 1

5. Feeling competent at your job 4 3 2 1

6. Succeeding at your work 4 3 2 1

7. Receiving encouragement 4 3 2 1

8. Being shown the significance of your work 4 3 2 1

9. Being asked for your input 4 3 2 1

10. Being able to make choices at work 4 3 2 1

11. Being given responsibility for your work 4 3 2 1

12. Working in a team with a powerful identity 4 3 2 1

13. Using your hidden strengths 4 3 2 1

14. Being allowed to set goals for yourself 4 3 2 1

15. Being shown appreciation 4 3 2 1

16. Knowing that what you do makes a difference 4 3 2 1

17. Having variety at work 4 3 2 1

18. Owning the work you do 4 3 2 1

19. Being given leadership opportunities 4 3 2 1

(continued)


Motivation Self-assessment (concluded)

20. Being a valued member of a team 4 3 2 1

21. Being given learning opportunities 4 3 2 1

22. Being encouraged to improve 4 3 2 1

23. Being recognized for your effort 4 3 2 1

24. Being able to relate your objectives to the bigger picture 4 3 2 1

25. Feeling active and involved 4 3 2 1

26. Feeling responsible for what you do 4 3 2 1

27. Feeling empowered to make decisions 4 3 2 1

28. Feeling you belong 4 3 2 1

29. Being able to learn through mistakes 4 3 2 1

30. Being challenged to stretch your limits 4 3 2 1

31. Feeling rewarded for success 4 3 2 1

32. Having meaning from your job 4 3 2 1


Scoring

Transfer your scores to the table below. Then add the total of each category,working across the page (for example for Category A, total the sum of yourscores for questions 1, 9, 17, and 25).

Now write in the two categories in which you scored the highest:


Question

Number

1

2

3

4

5

6

7

8

Question

Number

9

10

11

12

13

14

15

16

Question

Number

17

18

19

20

21

22

23

24

Question

Number

25

26

27

28

29

30

31

32

Category

Total

A

B

C

D

E

F

G

H



This self-assessment is designed to identify the work conditions that make you feel motivated. It works on the principle that motivation comes from within.Other people cannot motivate us. However, they can contribute to a motivatingenvironment by satisfying one of the following needs that we may have:

Category A: Activity—being active and involved at workCategory B: Ownership—being able to own one’s workCategory C: Empowerment—being empowered, taking controlCategory D: Belonging—feeling part of a groupCategory E: Competency—feeling able to use and develop your skillsCategory F: Achievement—feeling that goals are reachedCategory G: Recognition—being recognized for effort and successCategory H: Meaning—feeling that what you do has significance

Look at the two categories in which you scored the highest. Then answer thefollowing questions:

1. What do the results of this assessment tell you about the needs you havethat, if satisfied, will help you feel self-motivated?

2. How well are these needs currently being met?

3. What does your manager and/or others need to do to create a climate thatbetter encourages self-motivation?



Everyone has preferences for how they take in information and communicatewith others. The way we speak is an indication of the way we think. Thisquestionnaire is designed to help you establish what sensory specific preferenceyou have.

25Neurolinguistic Programming:Sensory Specific Preferences

Sensory Specific Questionnaire

Read each of the following lettered statements. As you read each, put an X next to the numbered element thatcomes to mind.

A. What you did over the weekend

(1) A sound, for example the sound of conversation(2) An image of some sort, for example of the places you were(3) A taste, for example the taste of what you ate(4) An emotion, for example how you felt(5) A smell, for example the smell of cooking

B. Your partner

(1) A sound, for example the sound of his/her voice(2) A taste, for example the taste of a meal you ate with him/her(3) An emotion, for example your feelings toward him/her(4) A smell, for example the smell of his/her aftershave or perfume(5) An image, for example what he/she looks like

C. A time when you were ill

(1) An image, for example of where you were(2) A smell, for example the smell of a hospital(3) An emotion, for example how you felt at the time(4) A sound, for example the sound of what you or others were saying (5) A taste, for example the taste of medicine

D. Your best vacation ever

(1) A taste, for example the taste of the food(2) A smell or aroma, for example the smell of the beach(3) An emotion, for example how you felt being there(4) A sound, for example the sound of music or conversation(5) An image, for example of the people you were with or the location

E. Winter

(1) An image, for example of snow(2) A sound, for example the sound of howling wind(3) A smell or aroma, for example the smell of a fire burning(4) An emotion, for example happiness(5) A taste, for example the taste of hot chocolate

(continued)


Sensory Specific Questionnaire (concluded)

F. Something you don’t like

(1) A sound, for example the sound of someone’s voice(2) An image, for example what this looks like(3) A taste, for example the taste of awful food(4) A smell or aroma, for example the smell of awful food(5) An emotion, for example how you feel: mad, disappointed

G. Your school days

(1) A smell or aroma, for example the smell of markers or paste(2) An emotion, for example what you felt at the time(3) An image, for example of the school buildings(4) A sound, for example the sound of the voices of your friends(5) A taste, for example the taste of school lunches

H. Your home

(1) An image, for example of certain rooms(2) An emotion, for example how you feel(3) A smell or aroma, for example the smell of the damp basement(4) A taste, for example the taste of a familiar meal(5) A sound, for example the sound of a clock ticking

I. Something you like

(1) An emotion, for example how you feel(2) A taste, for example the taste of delicious food(3) A sound, for example the sound of someone’s voice(4) An image, for example what this looks like(5) A smell or aroma, for example the smell of delicious food

J. Your boss

(1) A smell or aroma, for example the smell of his/her aftershave or perfume(2) A sound, for example the sound of his/her voice(3) An emotion, for example how you feel(4) A taste, for example the taste of candy from his/her office(5) An image, for example what they look like



Scoring

Check the numbers that correspond to the Xs you placed in the questionnaire.Then add up the number of checks in each column.


Look at your highest score(s). This indicates your preferred sensory style(s).

Everyone has preferences for how they take in information and communicatewith others. The way we speak is an indication of the way we think. Thisquestionnaire is designed to establish your sensory specific preference. Thereare three options.

Kinesthetic

People with this preference tend to take in information based on feelings, taste, or smell. In turn, their speech patterns reflect this. Typical words used by people with this preference are:

Feel, touch, impact, smell, smooth, rough, warm, taste, for example:• “It left a bad taste in my mouth.”• “It went very smoothly.”• “It feels OK to me.”


Statement

A

B

C

D

E

F

G

H

I

J

Total Number

of Checkmarks

Kinesthetic:

Feelings

4

3

3

3

4

5

2

2

1

3

Kinesthetic:

Taste

3

2

5

1

5

3

5

4

2

4

Kinesthetic:

Smell

5

4

2

2

3

4

1

3

5

1

Visual

2

5

1

5

1

2

3

1

4

5

Auditory

1

1

4

4

2

1

4

5

3

2

Visual

People with this preference tend to take in information based on visual images.Typical words used by people with this preference are:

See, look, picture, color, view, for example:• “I look forward to it.”• “I see what you mean.”• “My view is . . .”

Auditory

People with this preference tend to take in information based on sound. Typicalwords used by people with this preference are:

Hear, sound, talk, loud, say, for example:• “I hear what you’re saying.”• “It sounds doubtful.”• “Let me explain.”



Culture is often described as the glue that holds the organization together. It isinfrequently mentioned, but it plays an important role in the success of abusiness.

There are three parts to this audit, designed to allow people to express:1. How they see the culture in the organization now2. What they would like the culture of the organization to be in the future

You can use this audit for a large number of different employees across anorganization or a small group within one particular function.

By focusing on what is most valued and what is least valued now, and whatshould be most valued and least valued in the future, employees can paint aclear picture of business life as is and how it should be.

You should photocopy the pages of statements and then cut them up so that each statement is on a separate slip of paper. This will allow employees to consider each in turn and place each in the appropriate column, according to the value they associate with it.

26Organizational Culture Audit

Organizational Culture Audit: Part 1

Thinking about your organization as you see it today, read the statements below. You will be given aphotocopy of each statement on a separate slip of paper.

Place each photocopied statement in the appropriate column on the table on page 122 to represent:

• What is valued most highly in your organization today• What is valued highly• What is valued slightly• What is not valued very much• What is not valued at all

116 RE P R O D U C E D F R O M CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2, SA RA H CO O K, HRD PR E S S , IN C .

1 Focusing strongly on the needs of thecustomer

4 Encouraging teamwork

7 Involving others in decision making

10 Providing clarity on direction,boundaries, and scope

13 Using available resources effectively

16 Selling successfully

19 Sticking with the tried and true

22 Expecting the best of others

25 Encouraging others to show initiativeand take responsibility

28 Putting customer priorities above allothers

31 Trying new ways of working

34 Agreeing with management decisions

37 Being highly organized

40 Controlling others’ work

43 Having sufficient resources

46 Achieving targets

49 Maximizing customer retention

52 Encouraging self-development

55 Recognizing effort and achievement

2 Planning for the long term

5 Working collaboratively across teams

8 Developing new products and services

11 Rewarding superior performance

14 Communicating business success

17 Adapting quickly to change

20 Encouraging creativity and innovation

23 Providing secure employment

26 Communicating regularly and effectively

29 Asking for feedback

32 Working long hours

35 Talking a good talk

38 Keeping decision making to oneself

41 Focusing inwardly on the organization

44 Passing the buck

47 Looking to the future

50 Allowing freedom of action

53 Being commercially focused

56 Accepting the status quo

3 Sharing knowledge

6 Being efficient

9 Continually striving for improvement

12 Minimizing error

15 Gaining short-term wins

18 Respecting authority

21 Allowing people to learn from theirmistakes

24 Limiting risk

27 Treating people fairly and consistently

30 Being loyal to the company

33 Being competitive

36 Maximizing margins

39 Limiting business thinking to one’s ownarea of experience

42 Focusing on the past

45 Encouraging alternative opinions

48 Sharing relevant information andexperience

51 Linking individual objectives to thebigger picture

54 Consulting others

57 Keeping promises

RE P R O D U C E D F R O M CO M P E N D I U M O F QU E S T I O N N A I R E S A N D IN V E N T O R I E S , VO LU M E 2, SA RA H CO O K, HRD PR E S S , IN C . 117

Part

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Thinking about the organization as you would like it to be, read the statements below. You will be given aphotocopy of each statement on a separate slip of paper.

Place each photocopied statement in the appropriate column on the table on page 124 to represent:

• What should be valued most highly• What should be valued highly• What should be valued slightly• What should not be valued very much• What should not be valued at all


1 Focusing strongly on the needs of thecustomer

4 Encouraging teamwork

7 Involving others in decision making

10 Providing clarity on direction,boundaries, and scope

13 Using available resources effectively

16 Selling successfully

19 Sticking with the tried and true

22 Expecting the best of others

25 Encouraging others to show initiativeand take responsibility

28 Putting customer priorities above allothers

31 Trying new ways of working

34 Agreeing with management decisions

37 Being highly organized

40 Controlling others’ work

43 Having sufficient resources

46 Achieving targets

49 Maximizing customer retention

52 Encouraging self-development

55 Recognizing effort and achievement

2 Planning for the long term

5 Working collaboratively across teams

8 Developing new products and services

11 Rewarding superior performance

14 Communicating business success

17 Adapting quickly to change

20 Encouraging creativity and innovation

23 Providing secure employment

26 Communicating regularly and effectively

29 Asking for feedback

32 Working long hours

35 Talking a good talk

38 Keeping decision making to oneself

41 Focusing inwardly on the organization

44 Passing the buck

47 Looking to the future

50 Allowing freedom of action

53 Being commercially focused

56 Accepting the status quo

3 Sharing knowledge

6 Being efficient

9 Continually striving for improvement

12 Minimizing error

15 Gaining short-term wins

18 Respecting authority

21 Allowing people to learn from theirmistakes

24 Limiting risk

27 Treating people fairly and consistently

30 Being loyal to the company

33 Being competitive

36 Maximizing margins

39 Limiting business thinking to one’s ownarea of experience

42 Focusing on the past

45 Encouraging alternative opinions

48 Sharing relevant information andexperience

51 Linking individual objectives to thebigger picture

54 Consulting others

57 Keeping promises


Part

2:Th

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Now consider the columns in Part 1 and Part 2 that represent:

Today As it Should Be

What is valued most highly What should be valued most highlyWhat is not valued at all What should not be valued at all

What are the key differences between the organization as it is and should be?



This checklist is based on the 5 Ps: • Purpose• Priorities• People• Performance• Planning

It will allow you to diagnose culture within an organization. It consists of aseries of questions that can be used as part of face-to-face interviews or focusgroups with a cross-section of employees.

27Organizational CultureChecklist

Organizational Culture Checklist

Purpose❑ What is the mission or vision of the organization?❑ What are its key objectives?❑ How do the business objectives relate to what you do?❑ What are your team’s key objectives?❑ How do you contribute to these?

Priorities❑ What are the priorities of the organization?❑ What does the business value?❑ Where is the focus of people’s time?❑ To what extent is the customer a priority?❑ To what extent do priorities change?

People❑ How much autonomy do you receive in your job?❑ How would you characterize the management style throughout the organization?❑ What support do you receive from management?❑ How fair is your immediate manager?❑ What confidence do you have in senior management?❑ What more could managers do to treat employees fairly?❑ To what extent are you consulted about decisions affecting your job?❑ Who are the important people in the company?❑ Why do people tend to leave the company?❑ What are relationships like between your department and others?❑ To what extent is teamwork encouraged?❑ What is motivation like in this department?

Performance❑ What is the current overall performance of the company?❑ When was your last performance review?❑ What behaviors are recognized and rewarded by the business?❑ How often do you personally receive praise and recognition?❑ What opportunities are there for development?❑ To what extent do you feel you are rewarded for the effort you put in?

(continued)


Organizational Culture Checklist (concluded)

Planning❑ What do you know about the organization’s future plans?❑ What do you think of the way future plans are communicated to you?❑ What opportunity do you have to give input to the planning process?❑ How do you think the company manages change?❑ What resourcing issues do you have for the future?❑ What plans do you have for your own personal development?❑ What should the organization’s plans for the future be?❑ What would make you feel more proud to work for the company?



28Organizational CultureDiagnosisYou can use this assessment to help you diagnose employees’ perception of anorganization’s culture. It is best completed by a cross-section of employees inorder to provide a representative view.

Organizational Culture Diagnosis

Thinking about the culture in this organization, read the pairs of descriptions below. Put an X on the line goingbetween the two descriptions to represent your perception of where this organization is in terms of its focus.For example, in the first two descriptions in number 1, if you think the organization is very customer focusedand not product focused, put an X on the line next to the words customer focused.

1. Customer focused __________________________________________ Product focused

2. People focused ______________________________________________ Task focused

3. Long-term focused __________________________________________ Short-term focused

4. Consultative ________________________________________________ Prescriptive

5. Team focused ______________________________________________ Individual focused

6. Open management style ______________________________________ Closed management style

7. Results oriented ____________________________________________ Process oriented(What is achieved) (How it is achieved)

8. Focused on innovation ________________________________________ Focused on stability

9. Supportive toward employees __________________________________ Directive toward employees

10. Focused on career development ________________________________ Focused on career stability

(continued)


Organizational Culture Diagnosis (concluded)

Now complete the following sentences to reflect your views about the organization. We value your honesty.

11. The organization rewards:

12. Problems are generally solved by:

13. Results are obtained by:

14. Staff are developed by:

15. Decisions are taken by:

16. Rules are:

17. Promotion is:

18. Management are:

19. Communication is:

20. The climate can be summed up as:

Thank you for your help.


This questionnaire allows people to identify how they could be better organized.

29Organizational Skills


Improve Your Organizational Skills

Look at the ideas below that are simple but powerful ideas that will help you be more organized.

• Go through the ideas for the first time and write a checkmark next to those that seem particularlymeaningful or interesting to you and the ones you think you may be able to apply immediately.

• Go through the list again and look at the checked items. Select the three most important ones for you. Prioritize these A-1, A-2, and A-3.

1. Be clear about your goals for each month

2. Be clear about your goals for each week

3. Set clear objectives for each day

4. Allocate time for planning—for meetings with yourself

5. Plan for tomorrow at the end of today

6. Plan for next week at the end of this week

7. Plan for a project, meeting, or presentation as soon as it has been agreed to—to avoid last minute rushes

8. Assign deadlines for achieving activities

9. Assign long periods of continuous time to achieve major tasks—break these down into stages

10. Block out quiet time for preparation and arrange for your colleagues to cover for you

11. Schedule top priority tasks early in the week

12. Allocate specific times for decisions

13. Do work you dislike first—don’t put these things off

14. Group together related work

15. Schedule yesterday’s uncompleted tasks into today’s program—do them first

16. Schedule most important or difficult tasks at peak energy times

17. Be realistic in your assessment of the time available. Limit your daily “To do” list to one that isachievable

(continued)


Improve Your Organizational Skills (concluded)

18. Have a tidy desk

19. Work on one item at a time

20. Keep your in-tray away from your desk—you won’t be interrupted by people nor be tempted to shuffleits contents

21. Delegate/share the workload

22. Say “no” to jobs that aren’t yours

23. Be assertive, for example make suggestions to do things when you’re available

24. Stand up or perch on the edge of the desk when someone comes to see you to indicate you have little time

25. Prepare a list of points to raise with colleagues and deal with them all at once rather than interruptingpeople continuously

26. Categorize your work A, B, C: A = do it today, B = plan it, C = delegate it

27. Finish one job before you go on to the next

28. Spend 5 minutes in the morning planning the day with your team

29. Put up a clock where everyone can see it

30. If you are interrupted, write down where you are—it makes it easier to come back to



This assessment tool allows you to evaluate your partner supplier–customerrelationships. It is best taken by both suppliers and customers so that acomparative discussion can be held.

30Partnering

Partner Health Check

This questionnaire allows you to check the state of health of your partner relationship.

Complete the sentences below, then hold a discussion with your partner to compare results. Whencompleting the sentences, remember there are no right or wrong answers and honesty makes for a healthy relationship. If you cannot think of a response, move on to the next line.

1. The current relationship I have with my partner is:

2. I trust my partner to:

3. I cannot rely on my partner to:

4. The communication with my partner is:

5. The values both our organizations share are:

6. Where there are issues with my partner it is because:

7. The way my partner handles problems is:

(continued)


Partner Health Check (concluded)

8. In comparison to others, my partner:

9. Where we can help each other further is:

10. The strength of this partnership is:

11. What my partner can do to improve our relationship is:

12. My vision of the future relationship I have with my partner is:


This questionnaire is designed to help you assess how well your team membersthink you manage performance in comparison to your own opinion.

The feedback questionnaire is in three parts:• Part A: To be completed by your team members (we suggest at least two)• Part B: To be completed by yourself• Part C: Comparison, where you can compare your own scores and those of

your team members in order to identify strengths and areas for developmentin managing performance

31Performance Management


Performance Management Questionnaire: Part A

For Team MembersYour manager has nominated you to complete a questionnaire about how well they manage yourperformance.

To get maximum value from this exercise, please be honest. The results of the questionnaire will help your manager identify their strengths in managing performance and areas for improvement.


Performance Management Feedback Questionnaire: Part A


Thinking about the person who has nominated you to give feedback, rate how characteristic each statementis of him/her. Rate each statement on the following scale from 0–4:

4 = Agree strongly, very characteristic of this person 3 = Agree, somewhat characteristic of this person 2 = Disagree, not characteristic of this person 1 = Disagree strongly, not at all characteristic of this person 0 = Don’t know/not applicable

Check the appropriate column to indicate your score for each statement.

(continued)


1. Works with me to set realistic objectives for improving my skills

2. Shows me the direct link between my work and the organization’s objectives

3. Clearly states what is expected of me in order for me to achieve my overallobjectives

4. Asks me for ideas on how to achieve my objectives rather than telling me what to do

5. Does not force their ideas on me if I have another way of achieving the objective

6. Makes sure I receive the coaching and training I need to do my job

7. Makes the most of my skills

8. Creates a climate of mutual trust

9. Evaluates my performance based on results and behavior

10. Offers regular feedback on what I am doing well as well as what I need to change in order to improve

11. Holds regular performance appraisals

12. Confronts appropriately behavior that is not consistent with agreed-uponstandards

My manager: 4 3 2 1 0

Performance Management Feedback Questionnaire: Part A (concluded)

Behaviors I particularly appreciate/d in this person in managing my performance are:

What would make this person even more effective in managing my performance is:


Performance Management Questionnaire: Part B

For the ManagerPlease complete the following questionnaire on how you manage performance. To get maximum value fromthis exercise, please be honest.


Performance Management Questionnaire: Part B

Name: ______________________________________________________________________________

Thinking about your own behaviors, rate how characteristic each statement is of you. Rate each statement onthe following scale from 0–4:

4 = Agree strongly, very characteristic of you 3 = Agree, somewhat characteristic of you 2 = Disagree, not characteristic of you 1 = Disagree strongly, not at all characteristic of you 0 = Don’t know/not applicable

Check the appropriate column to indicate your score for each statement.

(continued)


1. Work with team members to set realistic objectives for improving their skills

2. Show team members the direct link between their work and the organization’sobjectives

3. Clearly state what is expected of team members in order for them to achieve theiroverall objectives

4. Ask team members for ideas on how to achieve their objectives rather than tellingthem what to do

5. Do not force my ideas on team members if they have another way of achievingthe objective

6. Make sure team members receive the coaching and training they need to do their job

7. Make the most of team members’ different skills

8. Create a climate of mutual trust

9. Evaluate team member performance based on results and behavior

10. Offer regular feedback on what team members are doing well, as well as whatthey need to change in order to improve

11. Hold regular performance appraisals

12. Confront appropriately behavior that is not consistent with agreed-upon standards

I: 4 3 2 1 0

Performance Management Questionnaire: Part B (concluded)

Behaviors I think my team members particularly appreciate/d in me when managing their performance are:

What I would need to do to make my performance management more effective is:


Performance Management Questionnaire: Part C

ComparisonLook at the questionnaire you have completed as well as those completed by your team members. Write inyour own scores plus the scores of other people in order to make a comparison.

(continued)


1. Work with team members to set realistic objectives for improving their skills

2. Show team members the direct link between their work and the organization’sobjectives

3. Clearly state what is expected of team members in order for them to achieve theiroverall objectives

4. Ask team members for ideas on how to achieve their objectives rather than tellingthem what to do

5. Do not force my ideas on team members if they have another way of achievingthe objective

6. Make sure team members receive the coaching and training they need to do their job

7. Make the most of team members’ different skills

8. Create a climate of mutual trust

9. Evaluate team member performance based on results and behavior

10. Offer regular feedback on what team members are doing well, as well as whatthey need to change in order to improve

11. Hold regular performance appraisals

12. Confront appropriately behavior that is not consistent with agreed-upon standards

I:My

Score

Team

Member

Team

Member

Team

Member

Team

Member

Performance Management Questionnaire: Part C (concluded)


What do the results tell you are your strengths in managing performance?




Use this checklist to assess your learning and development needs for the coming year. You can use this in combination with other assessmentinstruments in this manual.

32Personal Development Plan

Personal Learning Plan

In developing your Personal Learning Plan, give some thought to the following questions:

• Where are you now in terms of your career progression?• Realistically, where can you expect to be in two years?• What problems or constraints lie ahead?• How will your skills, knowledge, or personal qualities need to change to meet these challenges?

Then complete the following framework.

(continued)


Name:

Job title:

Department:

Personal Learning Plan (continued)

Key StrengthsWhat are the areas in which you do well? Consider your skills, knowledge, and personal qualities. Whatevidence do you have of this?

Strengths Evidence

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

(continued)


Personal Learning Plan (continued)

Key Areas for DevelopmentWhat do you need to improve on? Consider your disappointments and hopes. What skills, knowledge, andpersonal qualities can you develop? What evidence do you have of this need?

Areas for Development Evidence of Need

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

________________________________________ ________________________________________

(continued)


Personal Learning Plan (concluded)

Learning TargetsSet yourself learning targets for the coming year. Consider:

• What current skills, knowledge, and personal qualities need to be maintained and what new skills,knowledge, and personal qualities could be demanded of you in the next 12 to 24 months?

• What resources are available to you?• What learning methods suit you best?• Who can help you achieve your goals?

Ensure that each learning target is specific, measurable, achievable, realistic, and time bound. Check yourprogress against objectives at regular intervals.


Learning TargetResources Available/Preferred

Learning Methods

Who can help you achieve

your target?

Timeline for Achieving

Learning Target

This inventory offers you the opportunity to assess the impact and influence you have on others. You need to complete Part A of the inventory yourself aswell as ask three other people who know you well to complete Part B of it. Thencomplete Part C to compare your scores with those of the other people in orderto identify strengths and areas for development.

33Personal Impact andInfluencing Skills


Personal Impact and Influencing Skills: Part A

Your ViewsUsing the following scale from 1–4, rate each statement according to your views.

4 = Agree strongly3 = Agree2 = Disagree1 = Disagree strongly

Relating to Others


(continued)


4 3 2 1

1. I give my full attention to others when they are speaking.

2. People tell me I’m a good listener.

3. I summarize others’ ideas and views during discussions.

4. I make good use of questions to increase my understanding.

5. I ask for others’ views and opinions.

6. I ask relevant questions.

7. People feel comfortable about the way I ask questions.

8. I build alliances with people by finding common ground.

9. Even when I have not much in common with the other person, I findsomething I can agree with.

10. I engender cooperation in others.

11. I am open about what is important to me.

12. Other people are aware of my motives for doing things.


Personal Impact and Influencing Skills: Part A (concluded)

Getting Others to Relate to You

Total score: Getting Others to Relate to You

Please complete:

I have a positive impact when I:

I have a negative impact when I:

13. I express concise and coherent ideas, thoughts, and arguments.

14. I am able to think on my feet.

15. I am confident in expressing my views.

16. I state clearly what I expect from others.

17. I make it clear what others need to do.

18. I express my wants and needs in a confident manner.

19. I spell out the consequences of people’s behavior.

20. I give people incentives for supporting my objectives.

21. I offer to help other people in return for their support.

22. I express my feelings honestly and directly in a way that is respectful.

23. When I feel strongly about something, I let others know.

24. I do not hide my feelings.

4 3 2 1

Personal Impact and Influencing Skills: Part B

Others’ ViewsThinking about me, _____________________________________, and using the following scale from 1–4,rate each statement according to your views of how I relate to others and get others to relate to me.

4 = Agree strongly3 = Agree2 = Disagree1 = Disagree strongly

Relating to Others


(continued)


4 3 2 1













Personal Impact and Influencing Skills: Part B (concluded)

Getting Others to Relate to Me

Total score: Getting Others to Relate to Me

Please complete:

This person has a positive impact on me when they:

This person has a negative impact on me when they:














4 3 2 1

Personal Impact and Influencing Skills: Part C

Score ComparisonUse this table to compare your scores.

Relating to Others


(continued)


Your ScoreOther’s

Score

Other’s

Score

Other’s

Score













Personal Impact and Influencing Skills: Part C (concluded)

Getting Others to Relate to You

Total score: Getting Others to Relate to You

Comments:

Positive impact:

Negative impact:


Your ScoreOthers’

Score

Others’

Score

Others’

Score













Drawing Conclusions

The personal impact and influence we have depends on how well we:• Relate to others• Get them to relate to us

On the majority of occasions, our personal impact is greatest when we demon-strate both behavior sets. However, there are occasions when we need to use a majority of relating behaviors in order to influence and vice-versa.

The danger is that we over-use one behavior set more than the other, forexample only using “getting people to relate to us” behaviors rather than“relating to them” behaviors.

This questionnaire allows you to assess your range of influencing behaviors.Look at your total scores for:• Relating to others• Getting others to relate to you

Compare those with the scores of people who also completed the questionnaire.If there is a large discrepancy in scores, you are probably over or under using a behavior set. Alternatively, your intentions may be different from the impactyou are having on others. Look specifically at areas in which you can developyour skills in order to have a greater positive impact.

Within relating to others:Statements 1–3 refer to listening skillsStatements 4–6 refer to questioning skillsStatements 7–9 refer to building common groundStatements 10–12 refer to being open

Within getting others to relate to you:Statements 13–15 refer to stating your views and opinionsStatements 16–18 refer to stating what you expectStatements 19–21 refer to stating incentives and consequencesStatements 22–24 refer to expressing feelings



This self-assessment inventory is designed to allow you to assess your approachto problem solving and decision making.

34Problem Solving and Decision Making

Problem Solving and Decision Making

Thinking about how you tackle problems and make decisions, rate yourself against each statement using thefollowing scale:

AS = Agree stronglyA = AgreeD = DisagreeDS = Disagree strongly


1. I involve team members in exploring the causes of problems.

2. In implementing the solution to a problem, I set clear priorities for myselfand others.

3. I look back to learn from decisions I have made.

4. I grasp and understand facts and information quickly in order to definethe problem.

5. I set a timeline for the implementation of solutions to problems.

6. Before finding a solution for a problem, I make sure that I fullyunderstand the issues.

7. I share the bigger picture before making a decision.

8. I consider how decisions will affect other individuals and teams beforemaking a decision.

9. When I make a decision, I take responsibility for it.

10. I encourage a climate where others feel happy to generate solutions toproblems.

11. Having evaluated possible solutions to the problem, I do notprocrastinate in making a decision.

12. When I decide on a solution to a problem, I communicate this to allthose concerned.

13. I take a logical approach to decision making.

14. When dealing with a problem, I look at all angles before evaluating what to do.

15. I discuss all the options before making a decision.

16. When implementing decisions, I make it clear who is responsible.

17. I review the outcome of decisions I have taken.

18. I canvas people’s opinion on the effectiveness of the solution to theproblem.

19. Before deciding how to solve a problem, I brainstorm differentapproaches.

20. I use a disciplined approach to problem solving.

AS A D DS


Scoring

There are six stages to effective problem solving and decision making:

The statements in the self-assessment relate to each stage. Score as follows:AS = Agree strongly—Score 5A = Agree—Score 3D = Disagree—Score 0DS = Disagree strongly—Score 0

To help you identify your strengths and where your problem-solving anddecision-making skills can improve, the scoring relates to the six steps in the problem-solving process as follows:

1. Define the Problem

Total your score for questions 1, 4, and 6.

Define the problem score = _____15

2. Generate Options


Generate options score = _____15

3. Evaluate Options


Evaluate options score = _____15

4. Make a Decision/Select an Option


Make a decision/select an option score = _____15

5. Implement the Option


Implement the option score = _____15

1. Define the problem2. Generate options3. Evaluate options4. Make a decision/select an option5. Implement the option6. Review the option

6. Review the Option


Review the option score = _____15

General Approach

Total your score for questions 10 and 20.

General approach score = _____15


Now total all your scores: ______100


Use this self-assessment to help you assess the effectiveness of your projectteam. It is best completed individually and then discussed with all of the team.

35Project Management

Project Team Self-assessment

Using the following scale from 1–4, rate each statement in regards to the project team:

4 = Very good3 = Good2 = Average1 = Poor

1. Having a shared vision 4 3 2 1

2. Setting and agreeing on project objectives 4 3 2 1

3. Establishing project team roles 4 3 2 1

4. Agreeing on clear responsibilities and accountabilities 4 3 2 1

5. Scheduling activity 4 3 2 1

6. Estimating resources 4 3 2 1

7. Budgeting 4 3 2 1

8. Analyzing risks and making contingencies 4 3 2 1

9. Managing effective meetings 4 3 2 1

10. Creating an open team climate 4 3 2 1

11. Communicating effectively 4 3 2 1

12. Confronting and resolving issues 4 3 2 1

13. Progressing work to plan 4 3 2 1

14. Negotiating 4 3 2 1

15. Working across boundaries 4 3 2 1

16. Holding regular reviews 4 3 2 1

17. Asking for and providing individual and team feedback 4 3 2 1

18. Recognizing effective individual contribution 4 3 2 1

19. Developing team members’ skills 4 3 2 1

20. Learning from mistakes 4 3 2 1


When recognizing or rewarding an individual, best practice involves making the reward or recognition specific and meaningful to the individual. Thischecklist will allow you to discover from your team members how they would best like to be recognized and rewarded. People need to complete thequestionnaire individually. This can then form the basis for a one-to-one or team discussion.

36Recognition and Reward


Recognition and Reward Checklist

Thinking about how you best like to be recognized or rewarded, check off the options that indicate yourpreferences. You can check more than one response for each question. Add comments where appropriate.

1. I prefer to be recognized:

(a) when I achieve my goals ❑(b) when the team achieves its goals ❑(c) for achieving both team and individual goals ❑(d) for effort ❑(e) for improvement ❑(f) I prefer not to be recognized ❑(g) other (please explain): ________________________________________________________________________

__________________________________________________________________________________________________________________


(a) by my manager ❑(b) by my colleagues ❑(c) by my direct reports ❑(d) by people in other departments ❑(e) by my customers ❑(f) by senior management ❑(g) by a mixture of these people ❑(h) I prefer not to be recognized by anybody ❑(i) other (please explain): ________________________________________________________________________

__________________________________________________________________________________________________________________


(a) as I deserve it ❑(b) on an infrequent basis ❑(c) on a regular basis ❑(d) I do not prefer to be recognized ❑(e) other (please explain): ________________________________________________________________________

__________________________________________________________________________________________________________________

(continued)


Recognition and Reward Checklist (continued)

4. I prefer recognition to be in the form of:

(a) verbal thanks ❑(b) written thanks (e-mail) ❑(c) written thanks (personal letter or card) ❑(d) a certificate ❑(e) my name on the notice board ❑(f) my name in the company newsletter ❑(g) a tangible reward—see item 6 below ❑(h) I prefer not to be recognized ❑(i) other (please explain): ________________________________________________________________________

__________________________________________________________________________________________________________________

5. I prefer recognition to be given:

(a) in private ❑(b) in front of my peers ❑(c) at team meetings ❑(d) at an award ceremony ❑(e) in front of the company ❑(f) other (please explain): ________________________________________________________________________

__________________________________________________________________________________________________________________

(continued)


Recognition and Reward Checklist (concluded)

6. Imagine you have done something that is worthy of recognition. Look at the list of options below thatsuggest tangible ways in which you can be rewarded. There are 20 options (plus you may add more ofyour own). Rank the options in order of how meaningful they would be to you on a scale of 1 to 20,where 1 = most meaningful and 20 = least meaningful.

______________ I prefer not to receive a tangible reward

______________ Cakes

______________ Certificate

______________ Come in to work later

______________ Donation to charity

______________ New equipment

______________ Extra vacation time

______________ Leave work earlier

______________ Longer lunch breaks

______________ Gift certificate to restaurant

______________ Bonus

______________ Pay increase

______________ Write-up and photo in company newsletter

______________ Write-up and photo in local or national press

______________ Something for your family (state what): ______________________________________________

______________ Team award (state what kind): ______________________________________________________________

______________ Team social event

______________ Chocolates and flowers

______________ Trip (state where to): ________________________________________________________________________________

______________ Vouchers (state what kind):____________________________________________________________________

Others (please state): ______________________________________________________________________________________________

7. What other comments do you have about recognition and reward?


This self-assessment is designed to help you determine the level of your self-esteem.

37Self-esteem


Self-esteem Self-assessment

Read the following statements. If you agree with a statement more than you disagree, put a checkmark. If you disagree more with the statement than you agree, put an X. Please be honest; there are no right or wrong answers.


1. I often find myself thinking that I’ll never make it.

2. I find it difficult to say sorry.

3. What others think of me is very important.

4. Even when things are going well, I know they will not last.

5. I feel uncomfortable giving others compliments about their strong points.

6. I find it difficult to express what I really mean.

7. I am fearful of change.

8. I avoid people who do not like me.

9. When others are nice to me, I wonder whether they have an ulterior motive.

10. I think I have gotten where I am today more by luck than merit.

11. I do not believe I am as successful as I could be.

12. I feel someone will eventually recognize my potential.

13. I find it hard to face up to my mistakes.

14. It is not easy for me to accept praise.

15. I tend to blame my parents for the way my life has turned out.

16. I do not feel confident when meeting new people.

17. I do not think that other people want to see me advance.

18. If others are promoted above me, I feel I am more deserving.

19. I do not believe I have the right to ask for what I want.

20. I feel life has dealt me a bad card.

� = Agree X = Disagree


What is self-esteem?

Self-esteem is the way you see yourself as a person. This translates itself intoself-worth—how much you value yourself as a person.

You have high self-esteem if you see yourself as confident, competent, and in control of your life. People who have high self-esteem feel comfortable and secure in themselves. They are able to face life with a positive outlook.

You have low self-esteem if you view yourself as less able or confident thanothers and blame other people for where you are today. People who have low self-esteem do not respect their own skills and abilities and do not haveconfidence in what they can accomplish. They can view life as a series ofchallenges and setbacks over which they have no control.

Scoring

Count up the number of �s you have and the number of Xs.

Number of �s

Number of Xs


Mostly �s

You have low self-esteem. This might be holding you back from getting the mostout of life. You may want to think about why you have these feelings and howthe beliefs you have about yourself are affecting your life. We suggest that youtalk this through with a trusted friend or counselor. Self-help courses such asassertiveness training might help you, too.

Mostly Xs

You have good self-esteem. This will help you be successful and satisfied withyour life.


This assessment is in two parts: The first part helps individuals assess howsusceptible they are to stress; the second part helps individuals analyze whatcoping strategies they can adopt now and in the future to manage pressure and stress.

38Stress Management

Part 1: How susceptible are you to stress?

Rate yourself against each of the following statements, where:

5 = Agree strongly, this is very characteristic of me, I almost always do this.4 = Agree, this is usually characteristic of me, I usually do this.3 = Agree slightly, this is somewhat characteristic of me, I do this sometimes.2 = Disagree, this is not very characteristic of me, I usually do not do this.1 = Disagree strongly, this is not at all characteristic of me, I almost never do this.

1. I need others’ approval of the work I do. 5 4 3 2 1

2. I play to win. 5 4 3 2 1

3. I feel busy and rushed. 5 4 3 2 1

4. I strive to achieve the goals and targets I have set for myself for the future. 5 4 3 2 1

5. My body language is quick and energetic. 5 4 3 2 1

6. Work is the main focus of my life. 5 4 3 2 1

7. I speak quickly and with emphasis. 5 4 3 2 1

8. If I am annoyed, I internalize it and cannot express myself appropriately. 5 4 3 2 1

9. I have a tendency to fidget. 5 4 3 2 1

10. I juggle lots of tasks. 5 4 3 2 1

11. I hurry from one task to another. 5 4 3 2 1

12. I am never late for appointments. 5 4 3 2 1

13. I need to make things happen. 5 4 3 2 1

14. I tend to talk over other people. 5 4 3 2 1

15. Quantity is more important to me than quality. 5 4 3 2 1

Now total your score:

(continued)


Part 1: How susceptible are you to stress? (concluded)

Now rate yourself against the following statements, this time using a different scoring system where:

1 = Agree strongly, this is very characteristic of me, I almost always do this.2 = Agree, this is usually characteristic of me, I usually do this.3 = Agree slightly, this is somewhat characteristic of me, I do this sometimes.4 = Disagree, this is not very characteristic of me, I usually do not do this.5 = Disagree strongly, this is not at all characteristic of me, I almost never do this.

16. I take things one at a time. 1 2 3 4 5

17. I am a listener rather than a talker. 1 2 3 4 5

18. If I’m late for an appointment, it’s not the end of the world. 1 2 3 4 5

19. I feel relaxed and in control. 1 2 3 4 5

20. I have a “laid back” approach to getting things done. 1 2 3 4 5

21. I can wait without getting impatient. 1 2 3 4 5

22. I have a wide variety of interests outside work. 1 2 3 4 5

23. I speak slowly and moderately. 1 2 3 4 5

24. I judge my work by my own standards, not those of others. 1 2 3 4 5

25. I am not competitive. 1 2 3 4 5

26. My body language is considered and relaxed. 1 2 3 4 5

27. I live in the here and now. 1 2 3 4 5

28. My friends see me as easygoing. 1 2 3 4 5

29. When I am angry, I express my feelings appropriately. 1 2 3 4 5

30. Quality is more important to me than quantity. 1 2 3 4 5

Now total your score:



Scoring

Add up both the scores.

Total score:


The scores relate to three types:

Type B: 30–60Type AB: 61–119Type A: 120–150

Those most susceptible to stress are Type As. Type A people are always on thego, set themselves high targets, and drive themselves hard.

Type B people have a relaxed, happy-go-lucky approach, and they live in thehere and now. They are least likely to be affected by stress.

Type AB people are a combination of both types. They can drive themselveshard at times, but they can also relax and take things easy. They are susceptibleto stress when their A tendencies overcome the Bs!

Part 2: Strategies to Combat Stress

Which of the strategies do you adopt on a regular basis to help combat stress? Check those that youcurrently use.

Now consider those strategies that you could start to use or do more of in the future. Ideally you should haveat least one checkmark in each box.


Dealing with Problems

Do you:

❑ confront the people involved?❑ think it through?❑ change the way you work?

Expressing your Feelings

Do you:

❑ talk about stressful situations?❑ write about them?❑ express openly how you are feeling?

Activities

Do you:

❑ have interests and hobbies?❑ enjoy physical exercise?❑ help other people?

Looking after Yourself

Do you:

❑ have proper rest and diet?❑ give yourself treats?❑ recognize your own achievements?

This instrument will help groups assess the stage of their team development. It is best completed individually by all members of the group. After this, werecommend a group discussion to compare results.

39Team Development


Team Development Assessment

Thinking about your project or work group, check the behaviors that you believe are typical of your group.There are no right or wrong answers, so please be honest.


❑ There is a closeness among members of the group.

❑ There is an enjoyable atmosphere in the group.

❑ People are able to challenge appropriately withinthe group.

❑ There is a shared understanding among the group.

❑ The group is achieving its objectives.

❑ Group members understand each other well.

❑ Group members help and support each other.

❑ People are growing and developing in the group.

Total number of checkmarks:

Behavior Set A Behavior Set B

❑ People are guarded in the group.

❑ There is little shared understanding in the group.

❑ People appear to have low commitment to the group.

❑ People talk over each other in the group.

❑ There is little active listening in the group.

❑ The group is dominated by one or two people.

❑ There is little exchange of ideas in the group.

❑ People do not socialize within the group.


❑ Relationships are established within the group.

❑ There is increased sensitivity to others in the group.

❑ The group sets out methods for working together.

❑ Roles and responsibilities are clear within the group.

❑ A work pattern is established within the group.

❑ There is balanced contribution to the group.

❑ There is a sense of “team” within the group.


Behavior Set C Behavior Set D

❑ People are beginning to open up within the group.

❑ Feelings are expressed where they have not beenbefore within the group.

❑ Issues are confronted when they have not beenbefore within the group.

❑ Disagreements are aired within the group.

❑ The group is inwardly focused.

❑ Group members start to take risks.

❑ Group members listen more to each other.

❑ People are starting to feel part of a team, not justa group.



Scoring

Total the number of checkmarks that you have in each of the four boxes. Look atyour highest score. This represents your perception of the stage of your groupformation.

Behavior set A refers to forming behaviors, at the beginning of a group life cycle.

Behavior set B refers to storming behaviors. Although this can be anuncomfortable stage of group formation, it is a healthy one as it allowspeople to get to know one another.

Behavior set C refers to norming behaviors. This stage is when norms are set in the group and working methods, roles, and responsibilities are established.

Behavior set D refers to performing behaviors. This is when a teammaximizes its performance.

What to Do if You Are Not a High Performing Team

Compare your results with other people in your group. If the consensus is that you are not in the performing stage of group formation, we recommend you discuss what you need to do to move the group forward.


This questionnaire has two parts. Part 1 assesses the effectiveness of your teamleadership. Part 2 allows you to gather the viewpoints of your team membersabout your leadership role in order to make comparisons and establish apersonal development plan.

40Team Leadership


Part 1: Team Leadership Self-assessment

Using the following scale from 0–4, assess the behaviors that you demonstrate as a team leader:

4 = I almost always show evidence of this behavior3 = I sometimes show evidence of this behavior2 = I seldom show evidence of this behavior1 = I do not show any evidence of this behavior0 = Unknown/not applicable

For each statement, check the appropriate box to indicate your score.

(continued)

1. Establish clear goals that all team members buy into

2. Ensure clear and regular communication within the team

3. Ensure that effective and regular communication occurs between my team anddifferent teams

4. Help the team establish a set of core values and abide by these

5. Establish working practices and standards that all team members buy into

6. Make sure that work is equally distributed within the team

7. Ensure that roles and responsibilities are understood across the team

8. Acknowledge conflict within the team

9. Confront openly issues that prevent the team from functioning effectively

10. Demonstrate trust and confidence in all team members

11. Show appreciation that different skills and qualities are needed to make aneffective team

12. Work collaboratively rather than competitively with other teams and encouragemy team members to do the same

13. Am aware of what is happening on the team

14. Anticipate and remove barriers to efficient workflow

15. Champion the team with other groups

16. Recognize and celebrate team members’ efforts

17. Show personal commitment to the success of the team

4 3 2 1 0Behavior: I . . .

Part 1: Team Leadership Self-assessment (concluded)

Now total your score: ______100

What do you perceive as your key strengths in leading the team?

What do you see as your key areas for development?


18. Encourage a climate where team members support each other when underpressure

19. Create opportunities for team members to grow and develop

20. Create a motivating work climate

21. Am able to stand back from the day to day and see the “big picture”

22. Encourage shared decision making

23. Will alter an approach to match the circumstances

24. Encourage and act on new ideas

25. Am clear about priorities and communicate these clearly to team members

4 3 2 1 0Behavior: I . . .

Part 2: Team Members’ Assessment

This assessment is designed to help your team leader become even more effective. Using the following scalefrom 0–4, assess the behaviors that he/she demonstrates as a team leader:

4 = Almost always shows evidence of this behavior3 = Sometimes shows evidence of this behavior2 = Seldom shows evidence of this behavior1 = Does not show any evidence of this behavior0 = Unknown/not applicable

For each statement, check the appropriate box to indicate your score. Please be honest.

(continued)


1. Establishes clear goals that all the team members buy into

2. Ensures clear and regular communication within the team

3. Ensures that effective and regular communication occurs between his/her ownteam and different teams

4. Helps the team establish a set of core values and abide by these

5. Establishes working practices and standards that all team members buy into

6. Makes sure that work is equally distributed within the team

7. Ensures that roles and responsibilities are understood across the team

8. Acknowledges conflict within the team

9. Confronts openly issues that prevent the team from functioning effectively

10. Demonstrates trust and confidence in all team members

11. Shows appreciation that different skills and qualities are needed to make aneffective team

12. Works collaboratively rather than competitively with other teams and encourageshis/her own team members to do the same

13. Is aware of what is happening on the team

14. Anticipates and removes barriers to efficient workflow

15. Champions the team with other groups

16. Recognizes and celebrates team members’ efforts

4 3 2 1 0Behavior: My team leader . . .

Part 2: Team Members’ Assessment (concluded)

Now total your score: ______100

What do you perceive as your team leader’s key strengths?

What do you see as your team leader’s key areas for development?


17. Shows personal commitment to the success of the team

18. Encourages a climate where team members support each other when underpressure

19. Creates opportunities for team members to grow and develop

20. Creates a motivating work climate

21. Is able to stand back from the day to day and see the “big picture”

22. Encourages shared decision making

23. Will alter an approach to match the circumstances

24. Encourages and acts on new ideas

25. Is clear about priorities and communicates these clearly to team members

4 3 2 1 0Behavior: My team leader . . .

This assessment is designed to be used by teams. It allows issues of how the team works together to be raised openly. The assessment is best takenindividually by all team members, followed by a team discussion comparingscores and highlighting strengths and weaknesses.

41Team Process


Team Process Assessment

The processes by which team members work together determine the success of the team. Yet often issues ofrespect, trust, and feeling listened to are not discussed by team members. This assessment allows these andother issues to surface. To make the most of this opportunity, please complete the assessment as honestlyas possible.

Thinking about your team, assess each of the following aspects of how you work together. Circle the numberon the continuum scale for each pair of statements to indicate the behaviors demonstrated in your team. Forexample, for the first pair of statements, if you feel that:

• Everyone always contributes to team discussions, circle 4• Everyone sometimes contributes to team discussions, circle 3• People rarely contribute to team discussions, circle 2• Team discussions are dominated by one or two people, circle 1

(continued)


4 3 2 11. Everyone contributes to team discussions.

2. Team members openly discuss issues.

3. Team members listen to each other.

4. I feel we are a true team.

5. Team members respect one another.

6. We have a collective agenda.

7. Everyone in the team is approachable.

Team discussions are dominated by one or two people.

A lot is left unsaid.

Team members talk over each other.

I feel we are individuals, not a team.

There is a lack of respect among team members.

There are hidden agendas.

Some members of the team are unapproachable.

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

Team Process Assessment (continued)

(continued)


4 3 2 18. This team uses individuals’

strengths to good effect.

9. Good ideas are encouraged and acted on in this team.

10. I feel this team is performing well.

11. Team members have a set of shared values.

12. Team members workcollaboratively to achieve mutual goals.

13. The team leader is respected by the team.

14. The team presents a unified front.

15. Team members are clear about everyone’sresponsibility in the team.

16. Conflict is handled well in this team.

17. Decisions are made by consensus in this team.

This team ignores individuals’ strengths.

The team ignores good ideas.

I feel this team could perform much better.

Individuals’ values are at odds with one another.

Team members are disruptive. There are no mutual goals.

Team members do not respect the leader.

There are factions within the team.

Responsibilities in the team are not clear.

Conflict is avoided in this team.

Decisions are made by one or two team members.

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

Team Process Assessment (concluded)

Now total all the numbers that you have circled.

Total score: ______100


4 3 2 118. I am happy with my role in this team.

19. Team members share information.

20. Team members are sensitive to others’ feelings.

21. I trust all the members of the team.

22. Humor is used a sufficient amount on this team.

23. The team is working efficiently.

24. I feel able to challengeappropriately what the team is thinking.

25. I feel proud to belong to this team.

I am not happy with my role in this team.

Team members keep information to themselves.

Team members ignore others’ feelings.

I do not trust certain members of the team.

Humor is used too much/too little on this team.

The team is working inefficiently.

I prefer to go along with what

the team is thinking.

I am indifferent to belonging to this team.

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1



The higher the score, the more effectively you are likely to work within the team.

Look Back at Your Scores

Comment on the key strengths of the team (where you have scored 4):

Comment on the key weaknesses of the team (where you have scored 1):


This instructional tool has two parts. Part 1 allows you to record how you spendyour time over a two-week period. Part 2 helps you identify where you could bemaking more use of your time and enables you to develop a plan of action toachieve this.

42Time Management

Time Management: How do you spend your time?

There are 168 hours in each week. Are you satisfied with how you spend your time? What is the balancebetween your work, travel, maintenance (shopping, cooking, cleaning, etc.), home, and leisure time?

Recording your TimeThe following page gives you an opportunity to accurately record your activities over a typical week. The logis divided into intervals of two hours. Either record your activities at two-hourly intervals or at the end of eachday. We suggest that you log your activities over a two-week period.



Part

1: Tim

e Man

agem

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Mon

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Tues

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Part 2: Assessment

When you have completed your log, assess the percentage of time you are spending on the followingactivities, and record these figures.

Then ask yourself:

1. Are these weeks typical? If not, why not?

2. What does the log say about you and how you are currently spending your time?

3. What thoughts do you have about the amount of time you spend between work, travel, maintenance, andleisure?

4. In what ways do you currently waste your time?

(continued)


Activity Percentage of Time Spent

Work

Travel

Maintenance (cleaning, bathing, shopping, etc.)

Leisure

Other:

Other:

Other:

Part 2: Assessment (concluded)

5. What things could you do to make better use of your time?

6. Who can help you make better use of your time?

7. What are you going to do from now on to make better use of your time?

8. How can you make sure that this happens?


Use this checklist to help you assess training needs.

43Training Needs Analysis


Training Needs Analysis Checklist

Use this checklist of questions to ask in order to establish why there is a training and development need andhow best to address it. This checklist is written for a discussion about one individual’s training needs, but thequestions can be adapted to apply to a group of people.

❑ What is the shortfall in the individual’s performance?

❑ How does this shortfall hinder the achievement of organizational goals?

❑ What specifically is the gap between the desired standard and their performance?

❑ How often does this occur?

❑ When does this occur?

❑ Where does it occur?

❑ What evidence do you have of this shortfall?

❑ How reliable is this?

❑ How important is it to overcome the performance discrepancy?

❑ What would happen if it were not addressed?

❑ What would be the benefit if the performance shortfall were addressed?

❑ Why do you think that this shortfall is occurring?

❑ What changes have there been in the work environment that might have brought about this shortfall?

❑ Is the individual aware of the performance standards expected of them?

❑ How does the individual get feedback on their performance?

❑ What skills does the individual currently have?

❑ Are the person’s skills adequate for the standards expected of them?

❑ Does the person already have the desired skills but is not using them?

❑ If so, why is this?

(continued)


Training Needs Analysis Checklist (concluded)

❑ How often does the person use the skill?

❑ How long does the person use the skill for?

❑ What prevents the individual from performing?

❑ What is the consequence of the individual currently not performing?

❑ What personal reward or satisfaction might the individual currently be gaining from non-performance?

❑ What might motivate the individual to want to overcome the shortfall?

❑ What are the specific learning objectives that an intervention needs to address?

❑ What solutions have already been tried?

❑ What are the solutions that address the problem?

❑ Is there a simpler solution than training and development?

❑ What is the person’s learning style?

❑ Which solutions are the most practical?

❑ Which solutions are the most cost-effective?

❑ Which solutions are the most feasible?

❑ Which solution will be most likely to succeed?



This questionnaire will help you identify your personal style. It is based on thework of Eric Berne.

44Transactional Analysis

Assess your Personal Style

Read the pairs of statements below and for each statement, circle the letter of the one that most typifies you.If neither of the statements typifies you, move on to the next pair.

1. (a) I speak my mind.(b) I tend to do as I am told.

2. (a) I often get coffee or tea for my colleagues.(b) I am very firm with others.

3. (a) I am very logical.(b) I do not hide my feelings.

4. (a) I do not like to step out of line.(b) People sometimes think I smother them with kindness.

5. (a) People sometimes see me as bossy.(b) I am looking for win/win situations.

6. (a) I am not embarrassed to show my affections.(b) I am very polite.

7. (a) I am very sympathetic to other people’s problems.(b) I like to be in control of a situation.

8. (a) I usually think before I act.(b) I ask lots of questions.

9. (a) I like to get along well with people.(b) I help out others a lot.

10. (a) I have strong opinions that I let others know.(b) I include others in the decision-making process.

11. (a) I am creative and inventive.(b) People sometimes see me as lacking confidence.

12. (a) I like to care for others.(b) I like to make the rules.

13. (a) People see me as reasonable.(b) I have a wicked sense of humor.

14. (a) I have difficulty in resisting unreasonable demands.(b) A lot of my time is spent doing things for others.

(continued)


Assess your Personal Style (concluded)

15. (a) I often know the answer.(b) I remain calm under pressure.

16. (a) I am very curious.(b) I tend to sit quietly at meetings.

17. (a) If someone is unsure, I make an effort to reassure them.(b) I find it easier to talk than to listen.

18. (a) I listen to all points of view.(b) I tend to do what I want.

19. (a) I find it difficult to say no.(b) I often look after new recruits.

20. (a) I like to take the lead.(b) I respect other people’s opinions.

21. (a) I often take people by surprise.(b) I dress to fit in with my work colleagues.

22. (a) I can fuss over people too much.(b) I tell people what to do.

23. (a) I treat other people as equal.(b) I prefer to have fun rather than take work seriously.

24. (a) I like people with good manners.(b) I am very supportive of others.

25. (a) I prefer people to stick to the rules.(b) I take a logical approach.



Scoring

Look back at the responses you have circled. For each statement, check theappropriate response below then total the number of checks you have made in each column.

Item

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

Total

NC

A

B

A

B

A

B

A

B

A

B

AC

B

A

B

A

B

A

B

A

B

A

NP

A

B

A

B

A

B

A

B

A

B

CP

B

A

B

A

B

A

B

A

B

A

A

A

B

A

B

A

B

A

B

A

B


In the scoring table on the previous page, each column head is an abbreviationfor the name of a personal style. Listed below are the descriptions of the fivepersonal styles:• NC = Natural Child. People with this preference tend to express their

genuine feelings, wants, and needs in an open although not always appro-priate manner. They are friendly and like to have fun. They can be creativeand curious. People with this personal style can be seen by others as childish,overemotional, naive, and immature.

• AC = Adapted Child. People with this preference feel the need to conform.They abide by rules and regulations, are especially polite, and find it difficultto say no to unreasonable demands. They behave in such a way that peoplefind them adaptable and amenable. People with this personal style can alsobe seen as too yielding, not standing up for themselves, and lacking in self-confidence.

• NP = Nurturing Parent. People with this preference are drawn to others whom they perceive as in need of help. They like to care and nurtureothers and be supportive. However, they can be seen as over-protective andsmothering. They are in danger of not letting people develop for themselvesor stand on their own two feet.

• CP = Critical Parent. People with this preference like to take control. Theyset and impose the rules. They are firm and have strong opinions. However,other people may see this style as dominant, over-bearing, and bossy.

• A = Adult. People with this preference are logical and rational. They areeffective problem solvers and decision makers. They respect both themselvesand other people and look for win/win outcomes. However, in extreme cases,they can be seen as boring, lacking in creativity, robotic, and pedantic.

Look at your highest score. This is your preferred personal style.



This inventory will help you evaluate your key competencies and in doing soassess your transferable skills.

45Transferable Skills

Transferable Skills Inventory

Read the list below and consider how competent you are in each area. Rate yourself using the following scale from 0–4:

4 = Very competent in this area3 = Competent in this area2 = Still developing competency in this area1 = Not competent in this area0 = Do not know/not sure of competency in this area

(continued)


Score

1. Listening to others

2. Using your intuition

3. Using equipment

4. Dealing with figures

5. Developing other people

6. Coming up with new ideas

7. Being good with your hands

8. Observing detail

9. Leading others

10. Improvising solutions

11. Making things work

12. Making logical decisions

13. Asking for others’ ideas

14. Seeing patterns and connections

15. Assembling things

16. Evaluating options

17. Supporting others through change

18. Looking at alternative ways of doing things

19. Being precise

20. Analyzing information

Transferable Skills Inventory (concluded)


21. Managing a team

22. Living with ambiguity

23. Using machines

24. Scheduling

25. Influencing others

26. Writing

27. Repairing things

28. Following instructions

29. Communicating with others

30. Performing

31. Constructing things

32. Managing money

33. Showing empathy to others

34. Seeing the big picture

35. Using computers

36. Being orderly

37. Involving others in decision making

38. Designing things

39. Using mechanical things

40. Planning detailed activity

Score

Scoring

Transfer your scores into the tables below.

(continued)


Score

Item 1

Item 5

Item 9

Item 13

Item 17

Item 21

Item 25

Item 29

Item 33

Item 37

Total

Managing People Area

Score

Item 2

Item 6

Item 10

Item 14

Item 18

Item 22

Item 26

Item 30

Item 34

Item 38

Total

Being Creative Area


Scoring (concluded)

Look at your scores for each area. The areas where you have the highest scoresindicate your most readily transferable skills. The areas where you have scoredlowest show the skills that you may need to develop.

Score

Item 3

Item 7

Item 11

Item 15

Item 19

Item 23

Item 27

Item 31

Item 35

Item 39

Total

Working with Technology Area

Score

Item 4

Item 8

Item 12

Item 16

Item 20

Item 24

Item 28

Item 32

Item 36

Item 40

Total

Working with Facts Area

There are ten areas in which you could potentially transfer your skills. Checkthe ones that relate to your current transferable skills.

Now answer the following questions.

Are you currently working in an area that is appropriate to your transferableskills? ____________

If yes, how could you develop or use your skills further?

If yes, how could you develop new skills?

If no, what jobs lend themselves to your transferable skills?

What action will you take to find out more?


Transferable Skills

1. Managing people

2. Managing people and being creative

3. Managing people and working with technology

4. Managing people and working with facts

5. Being creative

6. Being creative and working with technology

7. Being creative and working with facts

8. Working with technology

9. Working with technology and facts

10. Working with facts

This checklist can be used as a prompt to produce:(a) An organizational or work team vision(b) A personal vision

We suggest that an organizational or work team vision be developed by andshared with as many people as possible.

46Vision


Organizational or Work Team Vision

Think forward a year from now (or two or three—set your own timeline). Imagine that you have created the work environment that you desire. Forget the constraints of today and focus on the future. Write down,picture, or verbalize your answers to the following questions:

Who are our external customers?

What do our external customers say to us?

What do our external customers think about us?

What do our external customers feel about us?

How do we add value to our external customers?

(continued)


Organizational or Work Team Vision (continued)

Who are our internal customers?

What do our internal customers say to us?

What do our internal customers think about us?

What do our internal customers feel about us?

How do we add value to our internal customers?

(continued)



Who are our competitors?

What do our competitors say to us?

What do our competitors think about us?

What do our competitors feel about us?

How do we create competitive advantage?

(continued)



What type of people are our employees/team members?

What do our employees/team members say to us?

What do our employees/team members think about us?

What do our employees/team members feel about us?

How do we make this a great place to work?

(continued)



Who are our partners?

What do our partners say to us?

What do our partners think about us?

What do our partners feel about us?

How do we develop long-term partnerships?

(continued)



Who are our shareholders?

What do our shareholders say to us?

What do our shareholders think about us?

What do our shareholders feel about us?

How do we enhance shareholder value?

(continued)


Organizational or Work Team Vision (concluded)

Who is our community?

What does our community say to us?

What does our community think about us?

What does our community feel about us?

How do we add value to the community?



Review

Now look at the key words you have used in answering these questions. List thevalues that drive your vision—the behaviors that are most meaningful to you increating the organization/work team of the future. Pull these behaviors into asentence or paragraph that describes your vision. For example:

“We are a world class, customer-focused company that respects andvalues its customers and employees alike . . .”

Once you have defined your vision—what you want to be and to see—the nextstep is to define the key actions and timelines that will help you achieve yourvision.

Personal Vision

Think forward a year from now (or two or three—set your own timeline). Imagine that you have become theperson that you desire to be. Forget the constraints of today and focus on the future. Write down, picture, orverbalize your answers to the following questions:

What are you doing?

Who are you doing this to/with?

What are you feeling?

What are you thinking?

In what ways does your behavior differ from now?

How are you benefiting personally?

(continued)


Personal Vision (concluded)

What are other people doing around you?

What are other people thinking about you?

What are other people feeling about you?

What differences are you observing in others as a result of your actions and behaviors?

What defining moment/s make you realize you are getting there?

What is the most rewarding aspect of the changes you have made?

How does your success leave you feeling?

Once you have created your personal vision—what you want to be and to see—the next step is to define thekey actions and timelines that will help you achieve your vision.



This inventory is designed to help you reach a better understanding of yoursignificant personal values. It should be completed individually. It can then form the basis of a team discussion.

47Values

Values

Values are principles that we find worthwhile and meaningful that can guide what we do and how we act.Look at the list of work and personal values below. Select the ten values that are most important to you. Thenrank the ten values that you have selected in order of priority using the ranking sheet provided.

Select Your Top Ten ValuesWrite checkmarks next to the ten values that are most meaningful to you. You may add others to the list andinclude them in your selection if you wish.

❑ Accountability ❑ Excellence

❑ Achievement ❑ Fame

❑ Advancement ❑ Family

❑ Adventure ❑ Fast pace

❑ Authority ❑ Financial reward

❑ Caring ❑ Fitness

❑ Caring for the environment ❑ Freedom

❑ Challenge ❑ Friendship

❑ Change ❑ Fun

❑ Collaboration ❑ Health

❑ Community ❑ Helping others

❑ Competence ❑ Helping society

❑ Competition ❑ Honesty

❑ Creativity ❑ Independence

❑ Customer orientation ❑ Inner harmony

❑ Decisiveness ❑ Integrity

❑ Efficiency ❑ Intelligence

❑ Equality ❑ Involvement

❑ Ethics ❑ Knowledge

(continued)


Values (concluded)

❑ Leadership ❑ Religion

❑ Love ❑ Reputation

❑ Loyalty ❑ Responsibility

❑ Meaning ❑ Security

❑ Money ❑ Self-confidence

❑ Openness ❑ Service

❑ Peace of mind ❑ Slow pace

❑ Personal development ❑ Stability

❑ Power ❑ Status

❑ Pressure ❑ Stimulation

❑ Privacy ❑ Time

❑ Promotion ❑ Trust

❑ Quality ❑ Variety

❑ Recognition ❑ Working alone

❑ Relationships ❑ Working with others

Other (please write in):



Ranking

Write the ten values that you have checked in the first column of the valueschart below. Ignore the other columns at this stage.

Values Chart

Now, work your way through the ranking chart below. You need to compareeach value against the other nine in your list in turn. Decide which of the twovalues you rank higher in priority and, in every box, circle the number of thatvalue. For instance, the top box gives you a choice between values 1 and 2.

Ranking Chart

Column A

Total number of

times chosen

Column B

Ranking (1 to 10)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Value (write in)

1 2

1 3

1 4

1 5

1 6

1 7

1 8

1 9

1 10

2 3

2 4

2 5

2 6

2 7

2 8

2 9

2 10

3 4

3 5

3 6

3 7

3 8

3 9

3 10

4 5

4 6

4 7

4 8

4 9

4 10

5 6

5 7

5 8

5 9

5 10

6 7

6 8

6 9

6 10

7 8

7 9

7 10

8 9

8 10 9 10

When you have finished choosing, count the number of times you have circledeach value, that is the number of times you ranked it higher in priority to thealternative. Write the totals for each value in column A of the values chart.

Then in column B of the values chart, identify your priorities for ranking thevalues—1 for the value you voted for most (the highest number in column A)through to 10 for the value you chose least (the lowest number in column A).

Discuss your findings with other members of your team.



This questionnaire will help you evaluate the balance you achieve between thedemands of professional life and personal life.

48Work–Life Balance

Work–Life Balance Questionnaire

Use this questionnaire to assess whether you are getting the right balance between your commitment to workand your private life. Using the following scale, rate yourself against the statements below by checking theappropriate column.

Yes = This is generally like me.No = This is not generally like me.


Yes No

1. I find I often take work home with me.

2. I check my e-mails on the weekend.

3. I have dreams about work problems.

4. I have met most of my friends at work.

5. I call in to the office while on vacation.

6. I have more in common with people at work than I do with my partner or friends.

7. I have missed or canceled important personal commitments because of work in the past six months.

8. I never take a lunch break.

9. It is the exception for me to work late.

10. I dedicate uninterrupted time each week to be with my partner, family, and/or friends.

11. When I am ill, I do not worry about work.

12. I have at least two leisure interests that have nothing to do with work.

13. I always make time in the week to relax.

14. When I watch television, read a book, or listen to music, I do not focus on work problems.

15. I take all my vacation time.

16. I rarely work on the weekends.


Scoring

For statements 1–8, score 5 points for No and 0 points for Yes.

For statements 9–16, score 5 points for Yes and 0 points for No.

Then total your score.

Total score:


Score 61–80

Well done. You appear to have achieved a satisfactory balance betweencommitments to your work and home life. This should make you a healthier,more fulfilled, and well-rounded individual.

Score 41–60

You have some way to go to balancing your work and outside interests. Whenwork and private commitments clash, work is likely to win. Consider the impactthis has on you personally and on the people who matter to you outside work.Look for ways to work more effectively via better time planning, organization,and delegation. Learn to say no more often.

Score 0–40

You are a workaholic. Either through enthusiasm for your work or obsession,you are sacrificing your home life to work. Consider why you are doing this and what you are gaining. Do the advantages of this approach outweigh thedisadvantages in the long run? What is the impact on your health, your mentalwell-being, and your relationships? Are the sacrifices really worth it?

compendium of questionnaires and inventories volume 2

Documents

v e n t o r i e s

o f qu e s t i o n n

p e n d i u

coaching skills

career management

change management

knowledge management

communication skills