Self Assessment Workbook

SELF-ASSESSMENTS
1. A 21
st-
Century Manager?
2. Emotional Intelligence
3. Learning Tenencies
!. Managerial Assum"tions
#. Terminal $alues
%. Instrumental $alues
&. 'i(ersity A)areness
*. +lo,al -eainess Ine.
/. Time 0rientation
11.Entre"reneurs2i" 0rientation
11. 3our Intuiti(e A,ility
12.Asserti(eness
13.Time Management 4ro5ile
1!.Facts an In5erences
1#.Em"o)ering 0t2ers
1%.Tur,ulence Tolerance Test
1&.0rgani6ational 'esign 4re5erence
1*.Are 3ou Cosmo"olitan?
1/.4er5ormance A""raisal Assum"tions
21.7T-48 Leaers2i" 9uestionnaire
21.7T-T8 Leaers2i" Style
22.Least-4re5erre Co-)or:er Scale
23.Stuent Engagement Sur(ey
2!.;o, 'esign C2oices
2#.Cogniti(e Style
2%.Internal<E.ternal Control
2&.Team Leaer S:ills
2*.Con5lict Management Styles
2/.Stress Sel5-Test
31.=or:-Li5e >alance
Sel5-assessment =or:,oo: >0?!M1 A
Self-Assessment 1 A 21
st-
Century Manager?
Instructions
-ate yoursel5 on t2e 5ollo)ing "ersonal c2aracteristics. @se t2is scale.
S A StrongB I am (ery con5ient )it2 t2is one.
+ A +ooB ,ut I still 2a(e room to gro).
= A =ea:B I really nee )or: on t2is one.
@ A @nsureB I Cust onDt :no).
1. Resistance to stress: T2e a,ility to get )or: one e(en uner stress5ul conitions.
2. Tolerance for uncertainty: T2e a,ility to get )or: one e(en uner am,iguous an uncertain
conitions.
3. Social objectivity: T2e a,ility to act 5ree o5 racialB et2nicB generB an ot2er "reCuices or ,iases.
!. Inner work standards: T2e a,ility to "ersonally set an )or: to 2ig2 "er5ormance stanars.
#. Stamina: T2e a,ility to sustain long )or: 2ours.
%. Adaptability: T2e a,ility to ,e 5le.i,le an aa"t to c2anges.
&. Self-confidence: T2e a,ility to ,e consistently ecisi(e an is"lay oneDs "ersonal "resence.
*. Self-objectivity: T2e a,ility to e(aluate "ersonal strengt2s an )ea:nessesB an unerstan oneDs
moti(es an s:ills relati(e to a Co,.
/. Introspection: T2e a,ility to learn 5rom e."erienceB a)arenessB an sel5-stuy.
11. Entrepreneurism: T2e a,ility to aress "ro,lems an ta:e a(antage o5 o""ortunities 5or
constructi(e c2ange.
Scoring
+i(e yoursel5 1 "oint 5or eac2 SB an E "oint 5or eac2 +. 'o not gi(e yoursel5 "oints 5or = an @
res"onses. Total your "oints an enter t2e result 2ere F4MF A GGGGG H.
Interpretation
T2is assessment o55ers a sel5-escri,e profile of your management foundations !"#$% Are you a
"er5ect 11B or is your 4MF score somet2ing less t2an t2at? T2ere s2oulnDt ,e too many 11s aroun. As:
someone )2o :no)s you to assess you on t2is instrument. 3ou mig2t ,e sur"rise at t2e i55erences ,et)een
your 4MF score as you escri,e it an your 4MF score as escri,e ,y someone else. Most o5 usB realistically
s"ea:ingB must )or: 2ar to gro) an continually e(elo" in t2ese an relate management 5ounations. T2is
list is a goo starting "oint as you consier )2ere an 2o) to 5urt2er "ursue t2e e(elo"ment o5 your managerial
s:ills an com"etencies. T2e items on t2e list are recommene ,y t2e American Assem,ly o5 Collegiate
Sc2ools o5 >usiness IAACS>J as s:ills an "ersonal c2aracteristics t2at s2oul ,e nurture in college an
uni(ersity stuents o5 ,usiness aministration. T2eir success an yours as 21
st
-century managers may )ell
rest on I1J an initial a)areness o5 t2e im"ortance o5 t2ese ,asic management 5ounationsB an I2J a )illingness
to continually stri(e to strengt2en t2em t2roug2out t2e )or: career.
ISourceK See &utcome "easurement !roject' 42ase I an 42ase II -e"orts. St. LouisK American Assem,ly o5
Collegiate Sc2ools o5 >usinessB 1/*% L 1/*&.J
Self-Assessment 2 Emotional Intelligence
Instructions
-ate yoursel5 on 2o) )ell you are a,le to is"lay t2e a,ilities 5or eac2 item liste ,elo). As you score
eac2 itemB try to t2in: o5 actual situations in )2ic2 you 2a(e ,een calle u"on to use t2e a,ility. @se t2e
5ollo)ing scale.
MG1GMG2GMG3GMG!GMG#GMG%GMG&GM
Lo) Neutral ?ig2
A,ility A,ility
1 2 3 ! # % & 1. Ienti5y c2anges in "2ysiological arousal.
1 2 3 ! # % & 2. -ela. )2en uner "ressure in situations.
1 2 3 ! # % & 3. Act "roucti(ely )2en angry.
1 2 3 ! # % & !. Act "roucti(ely in situations t2at arouse an.iety.
1 2 3 ! # % & #. Calm yoursel5 Nuic:ly )2en angry.
1 2 3 ! # % & %. Associate i55erent "2ysical cues )it2 i55erent emotions.
1 2 3 ! # % & &. @se internal 7tal:8 to a55ect your emotional states.
1 2 3 ! # % & *. Communicate your 5eelings e55ecti(ely.
1 2 3 ! # % & /. -e5lect on negati(e 5eelings )it2out ,eing istresse.
1 2 3 ! # % & 11. Stay calm )2en you are t2e target o5 anger 5rom ot2ers.
1 2 3 ! # % & 11. Ono) )2en you are t2in:ing negati(ely.
1 2 3 ! # % & 12. Ono) )2en your 7sel5-tal:D is instructional.
1 2 3 ! # % & 13. Ono) )2en you are ,ecoming angry.
1 2 3 ! # % & 1!. Ono) 2o) you inter"ret e(ents you encounter.
1 2 3 ! # % & 1#. Ono) )2at senses you are currently using.
1 2 3 ! # % & 1%. Accurately communicate )2at you e."erience.
1 2 3 ! # % & 1&. Ienti5y )2at in5ormation in5luences your inter"retations.
1 2 3 ! # % & 1*. Ienti5y )2en you e."erience moo s2i5ts.
1 2 3 ! # % & 1/. Ono) )2en you ,ecome e5ensi(e.
1 2 3 ! # % & 21. Ono) t2e im"act your ,e2a(iour 2as on ot2ers.
1 2 3 ! # % & 21. Ono) )2en you communicate incongruently.
1 2 3 ! # % & 22. 7+ear u"8 at )ill.
1 2 3 ! # % & 23. -egrou" Nuic:ly a5ter a set,ac:.
1 2 3 ! # % & 2!. Com"lete long-term tas:s in esignate time 5rames.
1 2 3 ! # % & 2#. 4rouce 2ig2 energy )2en oing uninteresting )or:.
1 2 3 ! # % & 2%. Sto" or c2ange ine55ecti(e 2a,its.
1 2 3 ! # % & 2&. 'e(elo" ne) an more "roucti(e "atterns o5 ,e2a(iour.
1 2 3 ! # % & 2*. Follo) )ors )it2 actions.
1 2 3 ! # % & 2/. =or: out con5licts.
1 2 3 ! # % & 31. 'e(elo" consensus )it2 ot2ers.
1 2 3 ! # % & 31. Meiate con5lict ,et)een ot2ers.
1 2 3 ! # % & 32. E.2i,it e55ecti(e inter"ersonal communication s:ills.
1 2 3 ! # % & 33. Articulate t2e t2oug2ts o5 a grou".
1 2 3 ! # % & 3!. In5luence ot2ersB irectly or inirectly.
1 2 3 ! # % & 3#. >uil trust )it2 ot2ers.
1 2 3 ! # % & 3%. >uil su""ort teams.
1 2 3 ! # % & 3&. Ma:e ot2ers 5eel goo.
1 2 3 ! # % & 3*. 4ro(ie a(ice an su""ort to ot2ersB as neee.
1 2 3 ! # % & 3/. Accurately re5lect "eo"leDs 5eelings ,ac: to t2em.
1 2 3 ! # % & !1. -ecogni6e )2en ot2ers are istresse.
1 2 3 ! # % & !1. ?el" ot2ers manage t2eir emotions.
1 2 3 ! # % & !2. S2o) em"at2y to ot2ers.
1 2 3 ! # % & !3. Engage in intimate con(ersations )it2 ot2ers.
1 2 3 ! # % & !!. ?el" a grou" to manage emotions.
1 2 3 ! # % & !#. 'etect incongruence ,et)een ot2ersD emotions or 5eelings an t2eir ,e2a(iours.
Scoring
T2is instrument measures 5i(e imensions o5 your emotional intelligence. Fin your scores as 5ollo)s.
Self-awareness A scores 5or items 1B %B 11B 12B 13B 1!B 1#B 1&B 1*B 1/B 21B an 21.
"anaging emotions A scores 5or items 1B 2B 3B !B #B &B /B 11B 13B an 2&.
Self-motivation A scores 5or items &B 22B 23B 2#B 2%B 2&B an 2*.
Relating well A scores 5or items *B 11B 1%B 1/B 21B 2/B 31B 31B 32B 33B 3!B 3#B 3%B 3&B 3*B 3/B !2B
!3B !!B an !#.
Emotional mentoring A scores 5or items *B 11B 1%B 1*B 3!B 3#B 3&B 3*B 3/B !1B !1B !!B an !#.
Interpretation
T2e "rior scoring inicates your sel5-"ercei(e a,ilities in t2ese imensions o5 emotional intelligence.
To 5urt2er e.amine your tenenciesB go ,ac: to eac2 imension an sum t2e num,er o5 res"onses you 2a t2at
)ere ! or lo)er Isuggesting lo)er a,ilityJB an sum t2e num,er o5 res"onses you 2a t2at )ere # or ,etter
Isuggesting 2ig2er a,ilityJ. T2is gi(es you an inication ,y imension o5 )2ere you may 2a(e room to gro) an
e(elo" your emotional intelligence a,ilities.
ISourceK Scale 5rom =eisingerB ?. Emotional Intelligence at (ork. San FranciscoK ;ossey->assB 1//*B "". 21!-
21#. @se ,y "ermission.J
Self-Assessment 3 Learning Tendencies
Instructions
In eac2 o5 t2e 5ollo)ing "airsB istri,ute 11 "oints ,et)een t2e t)o statements to ,est escri,e 2o) you li:e to
learn. For e.am"leK
3 IaJ I li:e to rea.
& I,J I li:e to listen to lectures.
1 GGGGG IaJ I li:e to learn t2roug2 )or:ing )it2 ot2er "eo"le an ,eing engage in concrete e."eriences.
GGGGG I,J I li:e to learn t2roug2 logical analysis an systematic attem"ts to unerstan a situation.
2 GGGGG IaJ I li:e to learn ,y o,ser(ing t2ingsB (ie)ing t2em 5rom i55erent "ers"ecti(esB an 5ining meaning
in situations.
GGGGG I,J I li:e to learn ,y ta:ing ris:sB getting t2ings oneB an in5luencing e(ents t2roug2 actions ta:en.
Scoring
4lace 7ots8 on t2e 5ollo)ing gra"2 to recor t2e a,o(e scoresK 7'oing8 # 2,. 7=atc2ing8 # 1,. 7Feeling8 # 1a.
7T2in:ing8 # 2a. Connect t2e ots to "lot your learning tenencies.
Interpretation
T2is acti(ity "ro(ies a 5irst im"ression o5 your learning tenencies or style. Four "ossi,le learning styles are
ienti5ie on t2e gra"2Pcon(ergersB accommoatorsB i(ergersB an assimilators. Consier t2e 5ollo)ing
escri"tions 5or t2eir accuracy in escri,ing you. For a truly goo reaing on your learning tenenciesB as:
se(eral ot2ers to com"lete t2e Ste" 1 Nuestions 5or youB an t2en assess 2o) t2eir results com"are )it2 your o)n
"erce"tions. I4lease re5er to t2e gra"2 on ". =-*1 o5 t2e =or:,oo:.J
)onvergersPcom,ine tenencies to)ar a,stract conce"tuali6ation It2in:ingJ an acti(e e."erimentation
IoingJ. T2ey li:e to learn in "ractical situations. T2ey "re5er to eal )it2 tec2nical issues an sol(e "ro,lems
t2roug2 systematic in(estigation o5 alternati(es. +oo at e."erimentationB 5ining ne) )ays o5 oing t2ingsB
ma:ing ecisions.
AccommodatorsPcom,ine concrete e."erience I5eelingJ )it2 acti(e e."erimentation IoingJ. T2ey li:e to learn
5rom 2ans-on e."erience. T2ey "re5er 7gut8 res"onses to "ro,lems rat2er t2an systematic analysis o5
alternati(es. +oo at in5luencing ot2ersB committing to goalsB see:ing o""ortunities.
*ivergersPcom,ine concrete e."erience I5eelingJ )it2 re5lecti(e o,ser(ation I)atc2ingJ. T2ey li:e to learn
5rom o,ser(ation. T2ey "re5er to "artici"ate in ,rainstorming an imaginati(e in5ormation gat2ering. +oo at
listeningB imaginingB an ,eing sensiti(e to 5eelings.
AssimilatorsPcom,ine a,stract conce"tuali6ation It2in:ingJ )it2 re5lecti(e o,ser(ation I)atc2ingJ. T2ey li:e to
learn t2roug2 in5ormation. T2ey "re5er ieas an conce"ts to "eo"le an (alue logical reasoning. +oo at
organi6ing in5ormationB ,uiling moelsB an analy6ing ata.
Source: 'e(elo"e 5rom 'a(i A. Ool,B 7Learning Style In(entory8 I>ostonB MAK Mc>er L Com"anyB 1/*#JQ
see also 2is article 70n Management an t2e Learning 4rocessB8 in 'a(i A. Ool,B Ir)in M. -u,inB an ;ames
M. McIntyreB es.B 0rgani+ational !syc,ology: A -ook of ReadingsB 2n e. IEngle)oo Cli55sB N;K 4rentice-
?allB 1/&!JB "". 2&R!2.
Self-Assessment ! "#at are your Managerial Assumptions?
Instructions
-ea t2e 5ollo)ing statements. @se t2e s"ace to t2e le5t to )rite 73es8 i5 you agree )it2 t2e statementB
or 7No8 i5 you isagree )it2 it. Force yoursel5 to ta:e a 7yes8 or 7no8 "osition. 'o t2is 5or e(ery statement.
GGG 1. Are goo "ay an a secure Co, enoug2 to satis5y most )or:ers?
GGG 2. S2oul a manager 2el" an coac2 su,orinates in t2eir )or:?
GGG 3. 'o most "eo"le li:e real res"onsi,ility in t2eir Co,s?
GGG !. Are most "eo"le a5rai to learn ne) t2ings in t2eir Co,s?
GGG #. S2oul managers let su,orinates control t2e Nuality o5 t2eir o)n )or:?
GGG %. 'o most "eo"le isli:e )or:?
GGG &. Are most "eo"le creati(e?
GGG *. S2oul a manager closely su"er(ise an irect )or: o5 su,orinates?
GGG /. 'o most "eo"le ten to resist c2ange?
GGG 11. 'o most "eo"le )or: only as 2ar as t2ey 2a(e to?
GGG 11. S2oul )or:ers ,e allo)e to set t2eir o)n Co, goals?
GGG 12. Are most "eo"le 2a""iest o55 t2e Co,?
GGG 13. 'o most )or:ers really care a,out t2e organi6ation t2at t2ey )or: 5or?
GGG 1!. S2oul a manager 2el" su,orinates a(ance an gro) in t2eir Co,s?
Scoring
Count t2e num,er o5 7yes8 res"onses to items 1B !B %B *B /B 11B an 2Q )rite t2at num,er 2ere as FS A
GGGGG H. Count t2e num,er o5 7yes8 res"onses to items 2B 3B #B &B 11B 13B an 1!Q )rite t2at score 2ere F3 A
GGGGG H.
Interpretation
T2is assessment "ro(ies insig2t into your orientation to)ar 'ouglas Mc+regorDs T2eory S Iyour 7SD
scoreJ an T2eory 3 Iyour 738 scoreJ assum"tions. 3ou s2oul re(ie) t2e iscussion o5 Mc+regorDs t2in:ing in
C2a"ter ! an consier 5urt2er t2e )ays in )2ic2 you are li:ely to ,e2a(e to)ar ot2er "eo"le at )or:. T2in:B in
"articularB a,out t2e ty"es o5 7sel5-5ul5illing "ro"2ecies8 you are li:ely to create.
Self-Assessment $ Terminal %alues Sur&ey
Instructions
-ate eac2 o5 t2e (alues on t2e 5ollo)ing "age in terms o5 its im"ortance to you. T2in: a,out eac2 (alue
in terms of its importance as a guiding principle in your life% As you )or:B consier eac2 (alue in relation to all
t2e ot2er (alues liste in t2e sur(ey.
Scoring
To score t2is instrumentB you must multi"ly your score 5or eac2 item times a 7)eig2t8P e%g%B IT3 . #J A your
ne) Nuestion 3 score.
1 Calculate your 4ersonal $alues Score asK IT1 . #J U IT2 . !J U IT3 . !J U IT&J U IT*J U IT/ . !J U IT11 .
#J U IT11 . !J U IT13 . #J U IT1! . 3J U IT1# . #J U IT1% . 3J U IT1& . !J U IT1* . #J
2 Calculate your Social $alues Score asK IT! . #J U IT# . 3J U IT% . #J U IT12 . #J
3 Calculate your Terminal $alues Score asK 4ersonal $alues R Social $alues
Interpretation
Terminal (alues re5lect a "ersonDs "re5erences concerning t2e 7ens8 to ,e ac2ie(e. T2ey are t2e goals
ini(iuals )oul li:e to ac2ie(e in t2eir li5etimes. 'i55erent (alue items recei(e i55erent )eig2ts in t2is scale.
IE.am"leK 7A com5orta,le li5e8 recei(es a )eig2t o5 7#8 )2ile 7Freeom8 recei(es a )eig2t o5 71.8J 3our score
on 4ersonal $alues 2as your Social $alues score su,tracte 5rom it to etermine your Terminal $alues score.
Terminal %alues
1 A com5orta,le li5e 1 2 3 ! # % &
05 lesser im"ortance 05 greater im"ortance
2 An e.citing li5e 1 2 3 ! # % &
3 A sense o5 accom"lis2ment 1 2 3 ! # % &
! A )orl at "eace 1 2 3 ! # % &
# A )orl o5 ,eauty 1 2 3 ! # % &
% ENuality 1 2 3 ! # % &
& Family security 1 2 3 ! # % &
* Freeom 1 2 3 ! # % &
/ ?a""iness 1 2 3 ! # % &
11 Inner 2armony 1 2 3 ! # % &
11 Mature lo(e 1 2 3 ! # % &
12 National security 1 2 3 ! # % &
13 4leasure 1 2 3 ! # % &
1! Sal(ation 1 2 3 ! # % &
1# Sel5-res"ect 1 2 3 ! # % &
1% Social recognition 1 2 3 ! # % &
1& True 5riens2i" 1 2 3 ! # % &
1* =isom 1 2 3 ! # % &
Self-Assessment ' Instrumental %alues Sur&ey
Instructions
-ate eac2 o5 t2e 5ollo)ing (alues in terms o5 its im"ortance to you. T2in: a,out eac2 (alue in terms of
its importance as a guiding principle in your life% As you )or:B consier eac2 (alue in relation to all t2e ot2er
(alues liste in t2e sur(ey.
Instrumental %alues Sur&ey
1 Am,itious 1 2 3 ! # % &
2 >roamine 1 2 3 ! # % &
3 Ca"a,le 1 2 3 ! # % &
! C2eer5ul 1 2 3 ! # % &
# Clean 1 2 3 ! # % &
% Courageous 1 2 3 ! # % &
& Forgi(ing 1 2 3 ! # % &
* ?el"5ul 1 2 3 ! # % &
/ ?onest 1 2 3 ! # % &
11 Imaginati(e 1 2 3 ! # % &
11 Ine"enent 1 2 3 ! # % &
12 Intellectual 1 2 3 ! # % &
13 Logical 1 2 3 ! # % &
1! Lo(ing 1 2 3 ! # % &
1# 0,eient 1 2 3 ! # % &
1% 4olite 1 2 3 ! # % &
1& -es"onsi,le 1 2 3 ! # % &
1* Sel5-controlle 1 2 3 ! # % &
Scoring
To score t2is instrumentB you must multi"ly your score 5or eac2 item times a 7)eig2t8P e.g.B IT3 . #J A
your ne) Nuestion 3 score.
1 Calculate your Com"etence $alues Score asK IT1 . #J U IT2 . 2J U IT3 . #J U IT11 . #J U IT11 . #J U
IT12 . #J U IT13 . #J U IT1& . !J
2 Calculate your Moral $alues Score asK IT! . !J U IT# . 3J U IT% . 2J U IT& . #J U IT* . #J U IT/ . 2J U
IT1! . #J U IT1#J U IT1% G 3J
3 Calculate your Instrumental $alues Score asK Com"etence $alues - Moral $alues
Interpretation
Instrumental $alues are e5ine as t2e 7means8 5or ac2ie(ing esire ens. T2ey re"resent 2o) you
mig2t go a,out ac2ie(ing your im"ortant en statesB e"ening on t2e relati(e im"ortance you attac2 to t2e
instrumental (alues.
'i55erent (alue items recei(e i55erent )eig2ts in t2is scale. IE.am"leK 7Am,itious8 recei(es a )eig2t o5
7#8 )2ile 70,eient8 recei(es a )eig2t o5 71.8J 3our score on Com"etence $alues 2as your Moral $alues score
su,tracte 5rom it to etermine your Instrumental $alues score.
Self-Assessment ( )i&ersity A*areness
Instructions
Com"lete t2e 5ollo)ing Nuestionnaire.
)i&ersity A*areness C#ec+list
Consier )2ere you )or: or go to sc2ool as t2e setting 5or t2e 5ollo)ing Nuestions. Inicate 708 5or
o5tenB 7S8 5or sometimesB an 7N8 5or ne(er in res"onse to eac2 o5 t2e 5ollo)ing Nuestions as t2ey "ertain to t2e
setting.
,,,, 1. ?o) o5ten 2a(e you 2ear Co:es or remar:s a,out ot2er "eo"le t2at you consier o55ensi(e?
GGGG 2. ?o) o5ten o you 2ear men tal: 7o)n8 to )omen in an attem"t to :ee" t2em in an in5erior status?
GGGG 3. ?o) o5ten 2a(e you 5elt "ersonal iscom5ort as t2e o,Cect o5 se.ual 2arassment?
GGGG !. ?o) o5ten o you )or: or stuy )it2 Asians or ,lac: Canaians?
GGGG #. ?o) o5ten 2a(e you 5elt isa(antage ,ecause mem,ers o5 et2nic grou"s ot2er t2an yours )ere gi(en
s"ecial treatment?
GGGG %. ?o) o5ten 2a(e you seen a )oman "ut in an uncom5orta,le situation ,ecause o5 un)elcome a(ances
,y a man?
GGGG &. ?o) o5ten oes it seem t2at AsiansB 5ranco"2onesB CaucasiansB )omenB menB an mem,ers o5 ot2er
minority emogra"2ic grou"s seem to 7stic: toget2er8 uring )or: ,rea:s or ot2er leisure situations?
GGGG *. ?o) o5ten o you 5eel uncom5orta,le a,out somet2ing you i an<or sai to someone o5 t2e o""osite
se. or a mem,er o5 an et2nic or racial grou" ot2er t2an yours?
GGGG /. ?o) o5ten o you 5eel e55orts are mae in t2is setting to raise t2e le(el o5 cross-cultural unerstaning
among "eo"le )2o )or: an<or stuy toget2er?
GGGG 11. ?o) o5ten o you ste" in to communicate concerns to ot2ers )2en you 5eel actions an<or )ors are
use to t2e isa(antage o5 minorities?
Scoring
T2ere are no correct ans)ers 5or t2e 'i(ersity A)areness C2ec:list.
Interpretation
In t2e i(ersity c2ec:listB t2e :ey issue is t2e e.tent to )2ic2 you are 7sensiti(e8 to i(ersity issues in
t2e )or:"lace or uni(ersity. Are you com5orta,le )it2 your res"onses? ?o) o you t2in: ot2ers in your class
res"one? =2y not s2are your res"onses )it2 ot2ers an e.amine i55erent (ie)"oints on t2is im"ortant issue?
ISourceK Items 5or t2e (. )ultural Awareness /ui+ selecte 5rom a longer (ersion ,y MorganB ;r.B ;.4.B an
"u,lis2e ,y @ni(ersity AssociatesB 1/*&.J
Self-Assessment - .lo/al 0eadiness Inde1
Instructions
-ate yoursel5 on eac2 o5 t2e 5ollo)ing items to esta,lis2 a ,aseline measurement o5 your reainess to
"artici"ate in t2e glo,al )or: en(ironment.
0ating Scale
1 A $ery 4oor
2 A 4oor
3 A Acce"ta,le
! A +oo
# A $ery +oo
GGGGG 1. I unerstan my o)n culture in terms o5 its e."ectationsB (aluesB an in5luence on communication an
relations2i"s.
GGGGG 2. =2en someone "resents me )it2 a i55erent "oint o5 (ie)B I try to unerstan it rat2er t2an attac: it.
GGGGG 3. I am com5orta,le ealing )it2 situations )2ere t2e a(aila,le in5ormation is incom"lete an t2e
outcomes un"reicta,le.
GGGGG !. I am o"en to ne) situations an am al)ays loo:ing 5or ne) in5ormation an learning o""ortunities.
GGGGG #. I 2a(e a goo unerstaning o5 t2e attitues an "erce"tions to)ar my culture as t2ey are 2el ,y
"eo"le 5rom ot2er cultures.
GGGGG %. I am al)ays gat2ering in5ormation a,out ot2er countries an cultures an trying to learn 5rom t2em.
GGGGG &. I am )ell in5orme regaring t2e maCor i55erences in go(ernmentB "oliticalB an economic systems
aroun t2e )orl.
GGGGG *. I )or: 2ar to increase my unerstaning o5 "eo"le 5rom ot2er cultures.
GGGGG /. I am a,le to aCust my communication style to )or: e55ecti(ely )it2 "eo"le 5rom i55erent cultures.
GGGGG 11. I can recogni6e )2en cultural i55erences are in5luencing )or:ing relations2i"s an aCust my
attitues an ,e2a(iour accoringly.
Interpretation
To ,e success5ul in t2e 21
st
-century )or: en(ironmentB you must ,e com5orta,le )it2 t2e glo,al
economy an t2e cultural i(ersity t2at it 2ols. T2is reNuires a global mind-set t2at is rece"ti(e to an res"ect5ul
o5 cultural i55erencesB global knowledge t2at inclues t2e continuing Nuest to :no) an learn more a,out ot2er
nations an culturesB an global work skills t2at allo) you to )or: e55ecti(ely across cultures.
Scoring
T2e goal is to score as close to a "er5ect 7#8 as "ossi,le on eac2 o5 t2e t2ree imensions o5 glo,al
reainess. 'e(elo" your scores as 5ollo)sK
Items I1 U 2 U 3 U !J<! A GGGGGG +lo,al Min-set Score
Items I# U % U &J<3 A GGGGGG +lo,al Ono)lege Score
Items I* U / U 11J<3 A GGGGGG +lo,al =or: S:ills Score
ISourceK 'e(elo"e 5rom 7Is 3our Com"any -eally +lo,alB8 -usiness (eek' 'ecem,er 1B 1//&.J
Self-Assessment 2 Time 3rientation
Instructions
T2is instrument e.amines your tenencies to 5a(our 7monoc2ronic8 or 7"olyc2ronic8 time orientations.
-ate your tenencies 5or eac2 item ,elo) using t2e 5ollo)ing scale.
-ating Scale
1 A Almost ne(er 2 A Selom 3 A Sometimes ! A @sually # A Almost al)ays
GGGGG 1. I li:e to o one t2ing at a time.
GGGGG 2. I 2a(e a strong tenency to ,uil li5etime relations2i"s.
GGGGG 3. I concentrate on t2e Co, at 2an.
GGGGG !. I ,ase t2e le(el o5 "rom"tness on t2e "articular relations2i".
GGGGG #. I ta:e time commitments IealinesB sc2eulesJ seriously.
GGGGG %. I ,orro) an len t2ings o5ten an easily.
GGGGG &. I am committe to t2e Co,.
GGGGG *. Intimacy )it2 5amily an 5riens is more im"ortant t2an res"ecting t2eir "ri(acy.
GGGGG /. I a2ere closely to "lans.
GGGGG 11. I "ut o,ligations to 5amily an 5riens ,e5ore )or: concerns.
GGGGG 11. I am concerne a,out not istur,ing ot2ers I5ollo) rules o5 "ri(acyJ.
GGGGG 12. I c2ange "lans o5ten an easily.
GGGGG 13. I em"2asi6e "rom"tness in meetings.
GGGGG 1!. I am committe to "eo"le an 2uman relations2i"s.
GGGGG 1#. I s2o) great res"ect 5or "ri(ate "ro"erty Iselom ,orro) or lenJ.
GGGGG 1%. I am 2ig2ly istracti,le an 5reNuently interru"t )2at I am oing.
GGGGG 1&. I am com5orta,le )it2 s2ort-term relations2i"s.
GGGGG 1*. I li:e to o many t2ings at once.
Scoring
To o,tain your monoc,ronic time orientation scoresB sum results 5or items 1B 3B #B &B /B 11B 13B 1#B an
1&. To o,tain your polyc,ronic time orientation scoreB sum results 5or items 2B !B %B *B 11B 12B 1!B 1%B an 1*.
Interpretation
A "erson 2ig2 in monoc2ronic time orientation a""roac2es time in a linear 5as2ion )it2 t2ings ealt )it2
one at a time in an orerly 5as2ion. Time is (ie)e as a "recious commoityB not to ,e )asteQ t2is "erson (alues
"unctuality an "rom"tness.
A "erson 2ig2 in "olyc2ronic time orientation tens to o a num,er o5 t2ings at onceB intert)ining t2em
toget2er in a ynamic "rocess t2at consiers c2anging circumstances. Commitments are (ie)e as o,Cecti(esB
,ut ca"a,le o5 aCustment )2en necessary.
Cultural i55erences in orientations to)ar time can ,e o,ser(e. Tenencies to)ar monoc2romic time
orientation are common to Nort2 American an nort2ern Euro"ean cultures. Tenencies to)ar "olyc2ronic time
orientation are common in cultures o5 t2e Mile EastB AsiaB an Latin America.
ISourceK Aa"te 5rom SeelyeB ;.N.B an Seelye-;amesB A. )ulture )las,B Lincoln)ooB ILK NTC >usiness
>oo:sB 1//%.J
Self-Assessment 14 Entrepreneurs#ip 3rientation
Instructions
Ans)er t2e 5ollo)ing Nuestions.
1. =2at "ortion o5 your college e."enses i you earn Ior are you earningJ?
IaJ #1 "ercent or more.
I,J less t2an #1 "ercent.
IcJ none.
2. In collegeB your acaemic "er5ormance )as<isK
IaJ a,o(e a(erage.
I,J a(erage.
IcJ ,elo) a(erage.
3. =2at is your ,asic reason 5or consiering o"ening a ,usiness?
IaJ I )ant to ma:e money.
I,J I )ant to control my o)n estiny.
IcJ I 2ate t2e 5rustration o5 )or:ing 5or someone else.
!. =2ic2 "2rase ,est escri,es your attitue to)ar )or:?
IaJ I can :ee" going as long as I nee toQ I onDt min )or:ing 5or somet2ing I )ant.
I,J I can )or: 2ar 5or a )2ileB ,ut )2en ID(e 2a enoug2B I Nuit.
IcJ ?ar )or: really oesnDt get you any)2ere.
#. ?o) )oul you rate your organi6ing s:ills?
IaJ su"erorgani6e.
I,J a,o(e a(erage.
IcJ a(erage.
IJ I o )ell to 5in 2al5 t2e t2ings I loo: 5or.
%. 3ou are "rimarily aInJK
IaJ o"timist.
I,J "essimist.
IcJ neit2er.
&. 3ou are 5ace )it2 a c2allenging "ro,lem. As you )or:B you reali6e you are stuc:. 3ou )ill most li:elyK
IaJ gi(e u".
I,J as: 5or 2el".
IcJ :ee" "luggingQ youDll 5igure it out.
*. 3ou are "laying a game )it2 a grou" o5 5riens. 3ou are most intereste inK
IaJ )inning.
I,J "laying )ell.
IcJ ma:ing sure t2at e(eryone 2as a goo time.
IJ c2eating as muc2 as "ossi,le.
/. ?o) )oul you escri,e your 5eelings to)ar 5ailure?
IaJ Fear o5 5ailure "araly6es me.
I,J Failure can ,e a goo learning e."erience.
IcJ Ono)ing t2at I mig2t 5ail moti(ates me to )or: e(en 2arer.
IJ 7'amn t2e tor"eoesV Full s"ee a2ea.8
11. =2ic2 "2rase ,est escri,es you?
IaJ I nee constant encouragement to get anyt2ing one.
I,J I5 someone gets me starteB I can :ee" going.
IcJ I am energetic an 2ar-)or:ing a sel5-starter.
11. =2ic2 ,et )oul you most li:ely acce"t?
IaJ A )ager on a og race.
I,J A )ager on a racNuet,all game in )2ic2 you "lay an o""onent.
IcJ Neit2er. I ne(er ma:e )agers.
12. At t2e Oentuc:y 'er,yB you )oul ,et onK
IaJ t2e 111-to-1 long s2ot.
I,J t2e os-on 5a(ourite.
IcJ t2e 3-to-1 s2ot.
IJ none o5 t2e a,o(e.
Scoring
+i(e yoursel5 11 "oints 5or eac2 o5 t2e 5ollo)ing ans)ersK 1aB 2aB 3cB !aB #aB %aB &cB *aB /cB 11cB 11,B an
12cQ total t2e scores an enter t2e results 2ere FI A GGGGG H. +i(e yoursel5 * "oints 5or eac2 o5 t2e 5ollo)ing
ans)ersK 3,B *,B an /,Q total t2e scores an enter t2e results 2ere FII A GGGGG H. +i(e yoursel5 % "oints 5or eac2
o5 t2e 5ollo)ing ans)ersK 2, an #,Q total t2e scores an enter t2e results 2ere FIII A
GGGGG H. +i(e yoursel5 # "oints 5or t2is ans)erK 1,Q enter t2e result 2ere FI$ A GGGGG H. +i(e yoursel5 ! "oints
5or t2is ans)erK #cQ enter t2e result 2ere F$ A GGGGG H. +i(e yoursel5 2 "oints 5or eac2 o5 t2e 5ollo)ing ans)ersK
2cB 3aB !,B %cB /B 11,B 11aB an 12,Q total t2e scores an enter t2e results 2ere F$I A GGGGG H. Any ot2er scores
are )ort2 1 "oints. Total your summary scores 5or I U II U III U I$ U $ U $I an enter t2e result 2ere FE4 A
GGGGG H.
Interpretation
T2is assessment o55ers an im"ression o5 your entrepreneurial profileB or E4. It com"ares your
c2aracteristics )it2 t2ose o5 ty"ical entre"reneurs. 3our instructor can "ro(ie 5urt2er in5ormation on eac2
NuestionB as )ell as some aitional insig2ts into t2e ,ac:grouns o5 entre"reneurs. 3ou may locate your E4
score on t2e 5ollo)ing gri.
111U A Entre"reneur e.traorinaire
*1R// A Entre"reneur
%1R&/ A 4otential entre"reneur
1R#/ A Entre"reneur in t2e roug2
ISourceK Instrument aa"te 5rom Scar,oroug2B N.MB an WimmererB T.=. Effective Small -usiness
"anagement' 3
r
e. Colum,usK MerrillB 1//1B "". 2%--2&.J
Self-Assessment 11 5our Intuiti&e A/ility
Instructions
Com"lete t2is sur(ey as Nuic:ly as you can. >e 2onest )it2 yoursel5. For eac2 NuestionB select t2e
res"onse t2at most a""eals to you.
1. =2en )or:ing on a "roCectB o you "re5er toK
IaJ ,e tol )2at t2e "ro,lem is ,ut ,e le5t 5ree to ecie 2o) to sol(e it?
I,J get (ery clear instructions a,out 2o) to go a,out sol(ing t2e "ro,lem ,e5ore you start?
2. =2en )or:ing on a "roCectB o you "re5er to )or: )it2 colleagues )2o areK
IaJ realistic?
I,J imaginati(e?
3. 'o you most amire "eo"le )2o areK
IaJ creati(e?
I,J care5ul?
!. 'o t2e 5riens you c2oose ten to ,eK
IaJ serious an 2ar )or:ing?
I,J e.citing an o5ten emotional?
#. =2en you as: a colleague 5or a(ice on a "ro,lem you 2a(eB o youK
IaJ selom or ne(er get u"set i5 2e or s2e Nuestions your ,asic assum"tions?
I,J o5ten get u"set i5 2e or s2e Nuestions your ,asic assum"tions?
%. =2en you start your ayB o youK
IaJ selom ma:e or 5ollo) a s"eci5ic "lan?
I,J usually 5irst ma:e a "lan to 5ollo)?
&. =2en )or:ing )it2 num,ers o you 5in t2at youK
IaJ selom or ne(er ma:e 5actual errors?
I,J o5ten ma:e 5actual errors?
*. 'o you 5in t2at youK
IaJ selom ayream uring t2e ay an really onDt enCoy oing so )2en you o it?
I,J 5reNuently ayream uring t2e ay an enCoy oing so?
/. =2en )or:ing on a "ro,lemB o youK
IaJ "re5er to 5ollo) t2e instructions or rules )2en t2ey are gi(en to you?
I,J o5ten enCoy circum(enting t2e instructions or rules )2en t2ey are gi(en to you?
11. =2en you are trying to "ut somet2ing toget2erB o you "re5er to 2a(eK
IaJ ste"-,y-ste" )ritten instructions on 2o) to assem,le t2e item?
I,J a "icture o5 2o) t2e item is su""ose to loo: once assem,le?
11. 'o you 5in t2at t2e "erson )2o irritates you t,e most is t2e one )2o a""ears to ,eK
IaJ isorgani6e?
I,J organi6e?
12. =2en an une."ecte crisis comes u" t2at you 2a(e to eal )it2B o youK
IaJ 5eel an.ious a,out t2e situation?
I,J 5eel e.cite ,y t2e c2allenge o5 t2e situation?
Scoring
Total t2e num,er o5 7a8 res"onses circle 5or Nuestions 1B 3B #B %B an 11Q enter t2e score 2ere FA A
GGGGG H. Total t2e num,er o5 7,8 res"onses 5or Nuestions 2B !B &B *B /B 11B an 12Q enter t2e score 2ere F> A GGGGG
H. A your 7a8 an 7,8 scores an enter t2e sum 2ere FA U > A GGGGG H. T2is is your intuitive score% T2e 2ig2est
"ossi,le intuiti(e score is 12Q t2e lo)est is 1.
Interpretation
In 2is ,oo: Intuition in &rgani+ations INe),ury 4ar:B CAK SageB 1/*/JB "". 11-1B =eston ?. Agor
statesK 7Traitional analytical tec2niNuesare not as use5ul as t2ey once )ere 5or guiing maCor ecisions. I5
you 2o"e to ,e ,etter "re"are 5or tomorro)B t2en it only seems logical to "ay some attention to t2e use an
e(elo"ment o5 intuiti(e s:ills 5or ecision ma:ing.8 Agor e(elo"e t2e "receing sur(ey to 2el" "eo"le assess
t2eir tenencies to use intuition in ecision ma:ing. 3our score o55ers a general im"ression o5 your strengt2 in
t2is area. It may also suggest a nee to 5urt2er e(elo" your s:ill an com5ort )it2 more intuiti(e ecision
a""roac2es.
ISourceK AIM Sur(ey. El 4asoB TSK ENF4 Enter"risesB 1/*/. Co"yrig2t 1/*/ ,y =eston ?. Agor.J
Self-Assessment 12 Asserti&eness
Instructions
T2is instrument measures tenencies to)ar aggressi(eB "assi(eB an asserti(e ,e2a(iours. For eac2
statement ,elo)B ecie )2ic2 o5 t2e 5ollo)ing ans)er ,est 5its you.
1 A Ne(er true 2 A Sometimes true 3 A 05ten true ! A Al)ays true
GGGGG 1. I res"on )it2 more moesty )2en my )or: is com"limente.
GGGGG 2. I5 "eo"le are rueB I )ill ,e rue rig2t ,ac:.
GGGGG 3. 0t2er "eo"le 5in me interesting.
GGGGG !. I 5in it i55icult to s"ea: u" in a grou" o5 strangers.
GGGGG #. I onDt min using sarcasm i5 it 2el"s me ma:e a "oint.
GGGGG %. I as: 5or a raise )2en I 5eel I really eser(e it.
GGGGG &. I5 ot2ers interru"t me )2en I am tal:ingB I su55er in silence.
GGGGG *. I5 "eo"le critici6e my )or:B I 5in a )ay to ma:e t2em ,ac: o)n.
GGGGG /. I can e."ress "rie in my accom"lis2ments )it2out ,eing ,oast5ul.
GGGGG 11. 4eo"le ta:e a(antage o5 me.
GGGGG 11. I tell "eo"le )2at t2ey )ant to 2ear i5 it 2el"s me get )2at I )ant.
GGGGG 12. I 5in it easy to as: 5or 2el".
GGGGG 13. I len t2ings to ot2ers e(en )2en I onDt really )ant to.
GGGGG 1!. I )in arguments ,y ominating t2e iscussion.
GGGGG 1#. I can e."ress my true 5eelings to someone I really care 5or.
GGGGG 1%. =2en I 5eel angry )it2 ot2er "eo"leB I ,ottle it u" rat2er t2an e."ress it.
GGGGG 1&. =2en I critici6e someone elseDs )or:B t2ey get ma.
GGGGG 1*. I 5eel con5ient in my a,ility to stan u" 5or my rig2ts.
Scoring
0,tain your scores as 5ollo)sK
Aggressiveness tendency score A items 2B #B *B 11B 1!B an 1&.
!assive tendency score A items 1B !B &B 11B 13B an 1%.
Assertiveness tendency score A items 3B %B /B 12B 1#B an 1*.
Interpretation
T2e ma.imum score in any single area is 2!. T2e minimum score is %. Try to 5in someone )2o :no)s
you )ell. ?a(e t2is "erson com"lete t2e instrument also as it relates to you. Com"are 2is or 2er im"ressions o5
you )it2 your o)n score. =2at is t2is telling you a,out your ,e2a(iour tenencies in social situations?
ISourceK From ?allB '.T.B >o)enB '.'.B Le)ic:iB -.;.B an ?allB F.S. E0periences in "anagement and
&rgani+ational -e,aviorB 2
n
e. Ne) 3or:K =iley. @se ,y "ermission.J
Self-Assessment 13 Time Management 6rofile
Instructions
Com"lete t2e 5ollo)ing Nuestionnaire ,y inicating 738 IyesJ or 7N8 InoJ 5or eac2 item. Force yoursel5
to res"on )it2 a yes or no. >e 5ran: an allo) your res"onses to create an accurate "icture o5 2o) you ten to
res"on to t2ese :ins o5 situations.
GGGGG 1. =2en con5ronte )it2 se(eral items o5 similar urgency an im"ortanceB I ten to o
t2e easiest one 5irst.
GGGGG 2. I o t2e most im"ortant t2ings uring t2at "art o5 t2e ay )2en I :no) I "er5orm ,est.
GGGGG 3. Most o5 t2e time I onDt o t2ings someone else can oQ I elegate t2is ty"e o5 )or: to ot2ers.
GGGGG !. E(en t2oug2 meetings )it2out a clear an use5ul "ur"ose u"set meB I "ut u" )it2 t2em.
GGGGG #. I s:im ocuments ,e5ore reaing t2emB an onDt com"lete any t2at o55er a lo) return
on my
time in(estment.
GGGGG %. I onDt )orry muc2 i5 I onDt accom"lis2 at least one signi5icant tas: eac2 ay.
GGGGG &. I sa(e t2e most tri(ial tas:s 5or t2at time o5 ay )2en my creati(e energy is lo)est.
GGGGG *. My )or:s"ace is neat an organi6e.
GGGGG /. My o55ice oor is al)ays 7o"en8Q I ne(er )or: in com"lete "ri(acy.
GGGGG 11. I sc2eule my time com"letely 5rom start-to-5inis2 e(ery )or:ay.
GGGGG 11. I onDt li:e 7to o8 listsB "re5erring to res"on to aily e(ents as t2ey occur.
GGGGG 12. I 7,loc:8 a certain amount o5 time eac2 ay or )ee: t2at is eicate to 2ig2-"riority
acti(ities.
Scoring
Count t2e num,er o5 738 res"onses to items 2B 3B #B &B *B an 12. FEnter t2at score 2ere GGGGG H. Count
t2e num,er o5 7N8 res"onses to items 1B !B %B /B 11B an 11. FEnter t2at score 2ere GGGGG H. A t2e t)o scores
toget2er.
Interpretation
T2e 2ig2er t2e total scoreB t2e closer your ,e2a(iour matc2es recommene time management
guielines. -erea t2ose items )2ere your res"onse i not matc2 t2e esire one. =2y onDt t2ey matc2? 'o
you 2a(e reasons )2y your ,e2a(iour in t2is instance s2oul ,e i55erent 5rom t2e recommene time
management guieline? T2in: a,out )2at you can o Ian 2o) easily it can ,e oneJ to aCust your ,e2a(iour to
,e more consistent )it2 t2ese guielines. For 5urt2er reaing Alan La:einB 1ow to )ontrol 2our Time and 2our
3ife INe) 3or:K 'a(i McOayB no ateJB an =illiam 0nc:enB "anaging "anagement Time IEngle)oo Cli55sB
N.;.K 4rentice-?allB 1/*!J.
ISourceK Suggeste ,y a iscussion in 9uinnB -.E.B FaermanB S.-.B T2om"sonB M.4.B an Mc+rat2B M.-.
-ecoming a "aster "anager: A )ontemporary #ramework. Ne) 3or:K ;o2n =iley L SonsB 1//1B "". &#-&%.J
Self-Assessment 1! 7acts and Inferences
6reparation
-ea t2e 5ollo)ing re"ortK
05tenB )2en )e listen or s"ea:B )e onDt istinguis2 ,et)een statements o5 5act an t2ose o5
in5erence. 3etB t2ere are great i55erences ,et)een t2e t)o. =e create ,arriers to clear
t2in:ing )2en )e treat in5erences IguessesB o"inionsJ as i5 t2ey are 5acts. 3ou may )is2
at t2is "oint to test your a,ility to istinguis2 5acts 5rom in5erences ,y ta:ing t2e
accom"anying 5act-in5erence test ,ase on t2ose ,y ?aney I1/&3J.
Instructions
Care5ully rea t2e 5ollo)ing re"ort an t2e o,ser(ations ,ase on it. Inicate )2et2er you t2in: t2e
o,ser(ations are trueB 5alseB or ou,t5ul on t2e ,asis o5 t2e in5ormation "resente in t2e re"ort. rite T i5 t2e
o,ser(ation is e5initely trueB F i5 t2e o,ser(ation is e5initely 5alseB an ? i5 t2e o,ser(ation may ,e eit2er true
or 5alse. ;uge eac2 o,ser(ation in orer. 'o not rerea t2e o,ser(ations a5ter you 2a(e inicate your CugmentB
an o not c2ange any o5 your ans)ers.
A )ell-li:e uni(ersity instructor 2a Cust com"lete ma:ing u" t2e 5inal e.aminations an 2a
turne o55 t2e lig2ts in t2e o55ice. ;ust t2en a tallB ,roa 5igure )it2 ar: glasses
a""eare an emane t2e e.amination. T2e "ro5essor o"ene t2e ra)er. E(eryt2ing
in t2e ra)er )as "ic:e u" an ini(iual ran o)n t2e corrior. T2e "resient )as
noti5ie immeiately.
GGGGG 1. T2e t2ie5 )as tallB ,roaB an )ore ar: glasses.
GGGGG 2. T2e "ro5essor turne o55 t2e lig2ts.
GGGGG 3. A tall 5igure emane t2e e.amination.
GGGGG !. T2e e.amination )as "ic:e u" ,y someone.
GGGGG #. T2e e.amination )as "ic:e u" ,y t2e "ro5essor.
GGGGG %. A tallB ,roa 5igure a""eare a5ter t2e "ro5essor turne o55 t2e lig2ts in t2e o55ice.
GGGGG &. T2e man )2o o"ene t2e ra)er )as t2e "ro5essor.
GGGGG *. T2e "ro5essor ran o)n t2e corrior.
GGGGG /. T2e ra)er )as ne(er actually o"ene.
GGGGG 11. T2ree "ersons are re5erre to in t2is re"ort.
=2en tol to o so ,y your instructor' Coin a small )or: grou". No)B 2el" t2e grou" com"lete t2e same
tas: ,y ma:ing a consensus ecision on eac2 item. >e sure to :ee" a se"arate recor o5 t2e grou"Ds res"onses
an your original ini(iual res"onses.
Scoring
3our instructor )ill rea t2e correct ans)ers. Score ,ot2 your ini(iual an grou" res"onses.
Interpretation
To ,egin as: yoursel5 i5 t2ere )as a i55erence ,et)een your ans)ers an t2ose o5 t2e grou" 5or eac2
item. =2y? =2y o you t2in: "eo"leB ini(iually or in grou"sB may ans)er t2ese Nuestions incorrectly? +oo
"lanning e"ens on goo ecision ma:ing ,y t2e "eo"le oing t2e "lanning. >eing a,le to istinguis2 75acts8
an unerstan oneDs 7in5erences8 are im"ortant ste"s to)ar im"ro(ing t2e "lanning "rocess. In(ol(ing ot2ers
to 2el" o t2e same can 5reNuently assist in t2is "rocess.
Ans*ers
1. 7?8 =e are not sure t2at t2e 7tallB ,roa 5igure )earing ar: glasses8 is a t2ie5Q it coul ,e a secretary
emaning t2e e.am to ma:e co"iesB or a stuent )2o is ta:ing t2e test early. For t2at matterB )e onDt e(en
:no) 5or sure t2at t2e 5igure is a "erson. Coul it ,e t2e "ro5essorDs s2ao)B an 2e or s2e is only Co:ingly
emaning t2e e.am? T2e re"ort oes not "ro(ie enoug2 in5ormation 5or us to :no) )2o or )2at t2e
75igure8 is )it2 certainty.
2. 7T8 T2e re"ort s"eci5ically says t2e "ro5essor turne o55 t2e lig2ts.
3. 7T8 T2e re"ort s"eci5ically says t2at a tall 5igure emane t2e e.am.
!. 7?8 T2e re"ort ne(er says t2at t2e e.am )as "ic:e u"only t2at e(eryt2ing in t2e ra)er )as "ic:e
u". T2e e.am may not 2a(e ,een in t2e ra)er.
#. 7?8 AgainB t2e re"ort ne(er says t2e e.am )as "ic:e u"B let alone ,y t2e "ro5essor.
%. 7T8 T2e re"ort clearly says t2at Cust a5ter t2e "ro5essor turne o55 t2e lig2ts in t2e o55iceB a tallB ,roa
5igure )earing ar: glasses a""eare.
&. 7?8 T2e re"ort oes not say t2at t2e "ro5essor is a man4
*. 7?8 =e o not :no) )2o ran o)n t2e 2allB only t2at it )as an 7ini(iual.8
/. 7F8 T2e re"ort s"eci5ically says t2at t2e ra)er )as o"ene ,y t2e "ro5essor.
11. 7?8 =e onDt :no) 2o) many "eo"le are re5erre toB 5or a num,er o5 reasons. FirstB as inicate )e onDt
:no) 5or sure t2at t2e 75igure8 is a "erson. SeconB a 7"ro5essorB8 75igureB8 7ini(iualB8 an 7"resient8 are
mentione. ?o)e(erB )e onDt :no) i5 t2e "ro5essor an ini(iual are t2e same or i55erent "ersons. T2ir
an similarlyB )e onDt :no) i5 t2e 75igure8 or ini(iual are t2e same or i55erent "ersons. Fourt2B it is
"ossi,le t2at t2e "resient is eit2er t2e ini(iual or t2e 75igure.8
ISourceK 'e(itoB ;.A. "essages: -uilding Interpersonal )ommunications SkillsB 3
r
e. Ne) 3or:K ?ar"er-
CollinsB 1//%B re5erencing =. ?aneyB Communicational >e2a(iorK Te.t an CasesB 3
r
e. ?ome)ooB ILK Ir)inB
1/&3. -e"rinte ,y "ermission.J
Self-Assessment 1$ Empo*ering 3t#ers
Instructions
T2in: o5 times )2en you 2a(e ,een in c2arge o5 a grou" P t2is coul ,e a 5ull-time or "art-time )or:
situationB a stuent )or: grou"B or )2ate(er. Com"lete t2e 5ollo)ing Nuestionnaire ,y recoring 2o) you 5eel
a,out eac2 statement accoring to t2is scaleK
1 A Strongly isagree 2 A 'isagree 3 A Neutral ! A Agree # A Strongly Agree
(,en in c,arge of a group I find
GGGG 1. Most o5 t2e time ot2er "eo"le are too ine."erience to o t2ingsB so I "re5er to o t2em mysel5.
GGGG 2. It o5ten ta:es more time to e."lain t2ings to ot2ers t2an to Cust o t2em mysel5.
GGGG 3. Mista:es mae ,y ot2ers are costlyB so I onDt assign muc2 )or: to t2em.
GGGG !. Some t2ings sim"ly s2oul not ,e elegate to ot2ers.
GGGG #. I o5ten get Nuic:er action ,y oing a Co, mysel5.
GGGG %. Many "eo"le are goo only at (ery s"eci5ic tas:s an so canDt ,e assigne aitional res"onsi,ilities.
GGGG &. Many "eo"le are too ,usy to ta:e on aitional )or:.
GGGG *. Most "eo"le Cust arenDt reay to 2anle aitional res"onsi,ilities.
GGGG /. In my "ositionB I s2oul ,e entitle to ma:e my o)n ecisions.
Scoring
Total your res"onsesK enter t2e score 2ere F GGGGG H.
Interpretation
T2is instrument gi(es an im"ression o5 your willingness to delegate. 4ossi,le scores range 5rom / to !#.
T2e lo)er your scoreB t2e more )illing you a""ear to ,e to elegate to ot2ers. =illingness to elegate is an
im"ortant managerial c2aracteristicK It is essential i5 you P as a manager P are to 7em"o)er8 ot2ers an gi(e
t2em o""ortunities to assume res"onsi,ility an e.ercise sel5-control in t2eir )or:. =it2 t2e gro)ing im"ortance
o5 em"o)erment in t2e ne) )or:"laceB your )illingness to elegate is )ort2 t2in:ing a,out seriously. >e
"re"are to s2are your results an "artici"ate in general class iscussion.
ISourceK 9uestionnaire aa"te 5rom Steinmert6B L.B an ToB -. #irst 3ine "anagement' !
t2
e. ?ome)ooB
ILK >4I<Ir)inB 1/*%B "". %!-%&.J
Self-Assessment 1' Tur/ulence Tolerance Test
Instructions
T2e 5ollo)ing statements )ere mae ,y a 3&-year-ol manager in a largeB success5ul cor"oration. ?o)
)oul you li:e to 2a(e a Co, )it2 t2ese c2aracteristics? @sing t2e 5ollo)ing scaleB c2oose your res"onse to t2e
le5t o5 eac2 statement.
1 A T2is 5eature )oul ,e (ery un"leasant 5or me.
1 A T2is 5eature )oul ,e some)2at un"leasant 5or me.
2 A ID 2a(e no reaction to t2is 5eature one )ay or anot2er.
3 A T2is )oul ,e enCoya,le an acce"ta,le most o5 t2e time.
! A I )oul enCoy t2is (ery muc2.
GGGGG 1. I regularly s"en 31 to !1 "ercent o5 my time in meetings.
GGGGG 2. Eig2teen mont2s ago my Co, i not e.istB an I 2a(e ,een essentially in(enting it as I go along.
GGGGG 3. T2e res"onsi,ilities I eit2er assume or am assigne consistently e.cee t2e aut2ority
I 2a(e 5or isc2arging t2em.
GGGGG !. At any gi(en moment in my Co,B I 2a(e on t2e a(erage a,out a o6en "2one calls to ,e returne.
GGGGG #. T2ere seems to ,e (ery little relation in my Co, ,et)een t2e Nuality o5 my
"er5ormance an my actual "ay an 5ringe ,ene5its.
GGGGG %. A,out t)o )ee:s a year o5 5ormal management training is neee in my Co, Cust to stay current.
GGGGG &. >ecause )e 2a(e (ery e55ecti(e eNual em"loyment o""ortunity IEE0J in my
com"any an ,ecause it is t2oroug2ly multinationalB my Co, consistently ,rings me into
close )or:ing contact at a "ro5essional le(el )it2 "eo"le o5 many racesB et2nic grou"s
an nationalitiesB an o5 ,ot2 se.es.
GGGGG *. T2ere is no o,Cecti(e )ay to measure my e55ecti(eness.
GGGGG /. I re"ort to t2ree i55erent ,osses 5or i55erent as"ects o5 my Co,B an eac2 2as an
eNual say in my "er5ormance a""raisal.
GGGGG 11. 0n a(erage a,out a t2ir o5 my time is s"ent ealing )it2 une."ecte emergencies
t2at 5orce all sc2eule )or: to ,e "ost"one.
GGGGG 11. =2en I 2a(e to 2a(e a meeting o5 t2e "eo"le )2o re"ort to meB it ta:es my secretary
most o5 a ay to 5in a time )2en )e are all a(aila,leB an e(en t2enB I 2a(e yet to 2a(e
a meeting )2ere e(eryone is "resent 5or t2e entire meeting.
GGGGG 12. T2e college egree I earne in "re"aration 5or t2is ty"e o5 )or: is no) o,soleteB an
I "ro,a,ly s2oul go ,ac: 5or anot2er egree.
GGGGG 13. My Co, reNuires t2at I a,sor, 111-211 "ages o5 tec2nical materials "er )ee:.
GGGGG 1!. I am out o5 to)n o(ernig2t at least one nig2t a )ee:.
GGGGG 1#. My e"artment is so intere"enent )it2 se(eral ot2er e"artments in t2e com"any
t2at all istinctions a,out )2ic2 e"artments are res"onsi,le 5or )2ic2 tas:s are Nuite
ar,itrary.
GGGGG 1%. In a,out a year I )ill "ro,a,ly get a "romotion to a Co, in anot2er i(isions t2at 2a(e
most o5 t2ese same c2aracteristics.
GGGGG 1&. 'uring t2e "erio o5 my em"loyment 2ereB eit2er t2e entire com"any or t2e i(ision I
)or:e in 2as ,een reorgani6e e(ery year or so.
GGGGG 1*. =2ile t2ere are se(eral "ossi,le "romotions I can see a2ea o5 meB I 2a(e no real career "at2 in an
o,Cecti(e sense.
GGGGG 1/. =2ile t2ere are se(eral "ossi,le "romotions I can see a2ea o5 meB I t2in: I 2a(e no realistic c2ance
o5 getting to t2e to" le(els o5 t2e com"any.
GGGGG 21. =2ile I 2a(e many ieas a,out 2o) to ma:e t2ings )or: ,etterB I 2a(e no irect in5luence on eit2er
t2e ,usiness "olicies or t2e "ersonnel "olicies t2at go(ern my i(ision.
GGGGG 21. My com"any 2as recently "ut in an 7assessment center8 )2ere I an all ot2er managers )ill ,e
reNuire to go t2roug2 an e.tensi(e ,attery o5 "syc2ological tests to assess our "otential.
GGGGG 22. My com"any is a e5enant in an antitrust suitB an i5 t2e case comes to trialB I )ill "ro,a,ly 2a(e to
testi5y a,out some ecisions t2at )ere mae a 5e) years ago.
GGGGG 23. A(ance com"uter an ot2er electronic o55ice tec2nology are continually ,eing introuce into my
i(isionB necessitating constant learning on my "art.
GGGGG 2!. T2e com"uter terminal an screen I 2a(e in my o55ice can ,e monitore in my ,ossesD o55ices )it2out
my :no)lege.
Scoring
A u" all o5 your scores a t2en i(ie t2e total ,y 2!. T2is is your 7Tur,ulence Tolerance Test8 ITTTJ
score.
Interpretation
T2is instrument gi(es an im"ression o5 your tolerance 5or managing in tur,ulent times somet2ing
li:ely to c2aracteri6e t2e )orl o5 )or: )ell into t2e 21
st
century. In generalB t2e 2ig2er your TTT scoreB t2e
more com5orta,le you seem to ,e )it2 tur,ulence an c2ange a "ositi(e sign.
For com"arison "ur"osesB t2e a(erage TTT scores 5or some #11 M>A stuents an young managers )as
1.#R1.%. T2e testDs aut2or suggests TTT scores may ,e inter"rete muc2 li:e a grae "oint a(erage in )2ic2 !.1
is a "er5ect 7A8. 0n t2is ,asisB a 1.# is ,elo) a 7C8V ?o) i you o?
ISourceK $ailB 4.>. "anaging as a !erformance Art: 5ew Ideas for a (orld of ),aotic ),ange. San FranciscoK
;ossey->assB 1/*/B "". *-/. @se ,y "ermission.J
Self-Assessment 1( 3rgani8ational )esign 6reference
Instructions
To t2e le5t o5 eac2 itemB )rite t2e num,er 5rom t2e 5ollo)ing scale t2at s2o)s t2e e.tent to )2ic2 t2e
statement accurately escri,es your (ie)s.
# A strongly agree
! A agree some)2at
3 A unecie
2 A isagree some)2at
1 A strongly isagree
I "re5er to )or: in an organi6ation )2ereK
1. +oals are e5ine ,y t2ose in 2ig2er le(els.
2. =or: met2os an "roceures are s"eci5ie.
3. To" management ma:es im"ortant ecisions.
!. My loyalty counts as muc2 as my a,ility to o t2e Co,.
#. Clear lines o5 aut2ority an res"onsi,ility are esta,lis2e.
%. To" management is ecisi(e an 5irm.
&. My career is "retty )ell "lanne out 5or me.
*. I can s"eciali6e.
/. My lengt2 o5 ser(ice is almost as im"ortant as my le(el o5 "er5ormance.
11. Management is a,le to "ro(ie t2e in5ormation I nee to o my Co, )ell.
11. A c2ain o5 comman is )ell esta,lis2e.
12. -ules an "roceures are a2ere to eNually ,y e(eryone.
13. 4eo"le acce"t t2e aut2ority o5 t2e leaerDs "osition.
1!. 4eo"le are loyal to t2eir ,oss.
1#. 4eo"le o as t2ey 2a(e ,een instructe.
1%. 4eo"le clear t2ings )it2 t2eir ,oss ,e5ore going o(er 2is or 2er 2ea.
Scoring
Total your scores 5or all Nuestions. Enter t2e score 2ere F GGGGG H.
Interpretation
T2is assessment measures your "re5erence 5or )or:ing in an organi6ation esigne along 7organic8 or
7mec2anistic8 lines Isee C2a"ter 11J. T2e 2ig2er your score Ia,o(e %!JB t2e more com5orta,le you are )it2 a
mec2anistic esignQ t2e lo)er your score I,elo) !*JB t2e more com5orta,le you are )it2 an organic esign.
Scores ,et)een !* an %! can go eit2er )ay. T2is organi6ational esign "re5erence re"resents an im"ortant issue
in t2e ne) )or:"lace. Inications are t2at toayDs organi6ations are ta:ing on more an more organic
c2aracteristics. 4resuma,lyB t2ose o5 us )2o )or: in t2em )ill nee to ,e com5orta,le )it2 suc2 esigns.
ISourceK $eigaB ;.F.B an 3anou6asB ;.N. T,e *ynamics of &rgani+ation T,eory: 6aining a "acro !erspective%
St. 4aulB MNK =estB 1/&/B "". 1#*-%1. @se ,y "ermission.J
Self-Assessment 1- Are 5ou Cosmopolitan?
Instructions
Ans)er t2e Nuestions ,elo) using a scale o5 1 to #K 1 re"resenting 7strongly isagree8Q 2B 7some)2at
isagree8Q 3B 7neutral8Q !B 7some)2at agree8Q an #B 7strongly agree.8
1. 3ou ,elie(e it is t2e rig2t o5 t2e "ro5essional to ma:e 2is or 2er o)n ecisions a,out )2at is to ,e one on
t2e Co,.
2. 3ou ,elie(e a "ro5essional s2oul stay in an ini(iual sta55 role regarless o5 t2e income sacri5ice.
3. 3ou 2a(e no interest in mo(ing u" to a to" aministrati(e "ost.
!. 3ou ,elie(e t2at "ro5essionals are ,etter e(aluate ,y "ro5essional colleagues t2an ,y management.
#. 3our 5riens ten to ,e mem,ers o5 your "ro5ession.
%. 3ou )oul rat2er ,e :no)n or get creit 5or your )or: outsie rat2er t2an insie t2e com"any.
&. 3ou )oul 5eel ,etter ma:ing a contri,ution to society t2an to your organi6ation.
*. Managers 2a(e no rig2t to "lace time an cost sc2eules on "ro5essional contri,utors.
Scoring and Interpretation
A 7cosmo"olitan8 ienti5ies )it2 t2e career "ro5essionB an a 7local8 ienti5ies )it2 t2e em"loying
organi6ation. Total your scores. A score o5 31-!1 suggests a cosmo"olitan )or: orientationB o5 11-21 a 7local8
orientationB an 21-31 a mi.e orientation.
Self-Assessment 12 6erformance Appraisal Assumptions
Instructions
In eac2 o5 t2e 5ollo)ing "airs o5 statementsB c2ec: o55 t2e statement t2at ,est re5lects your assum"tions
a,out "er5ormance e(aluation.
4er5ormance e(aluation isK
1. IaJ A 5ormal "rocess t2at is one annually.
I,J An in5ormal "rocess t2at is one continuously.
2. IaJ A "rocess t2at is "lanne 5or su,orinates.
I,J A "rocess t2at is "lanne )it2 su,orinates.
3. IaJ A reNuire organi6ational "roceure.
I,J A "rocess one regarless o5 reNuirements.
!. IaJ A time to e(aluate su,orinate "er5ormance.
I,J A time 5or su,orinates to e(aluate t2eir manager.
#. IaJ A time to clari5y stanars.
I,J A time to clari5y t2e su,orinateDs career nees.
%. IaJ A time to con5ront "oor "er5ormance.
I,J A time to e."ress a""reciation.
&. IaJ An o""ortunity to clari5y issues an "ro(ie irection an control.
I,J An o""ortunity to increase ent2usiasm an commitment.
*. IaJ 0nly as goo as t2e organi6ationDs 5orms.
I,J 0nly as goo as t2e managerDs coac2ing s:ills.
Scoring
T2ere is no 5ormal scoring 5or t2is assessmentB ,ut t2ere may ,e a "attern to your res"onses. C2ec: t2em
again.
Interpretation
In generalB t2e 7a8 res"onses re"resent a more traitional a""roac2 to "er5ormance a""raisal t2at
em"2asi6es its evaluation 5unction. T2is role largely "uts t2e su"er(isor in t2e role o5 ocumenting a
su,orinateDs "er5ormance 5or control an aministrati(e "ur"oses. T2e 7,8 res"onses re"resent a more
"rogressi(e a""roac2 t2at inclues a strong em"2asis on t2e counselling or development role. ?ereB t2e
su"er(isor is concerne )it2 2el"ing t2e su,orinate o ,etter an )it2 learning 5rom t2e su,orinate )2at 2e or
s2e nees to ,e a,le to o ,etter. T2ere is more o5 an element o5 reci"rocity in t2is role. It is Nuite consistent )it2
ne) irections an (alues emerging in toayDs organi6ations.
ISourceK 'e(elo"e in "art 5rom 9uinnB -.E.B FaermanB S.-.B T2om"sonB M.4.B an Mc+rat2B M.-. -ecoming a
"aster "anager: A )ontemporary #ramework. Ne) 3or:K ;o2n =iley L SonsB 1//1B ". 1*&. @se ,y
"ermission.J
Self-Assessment 24 9T-6: Leaders#ip ;uestionnaire
Instructions
T2e 5ollo)ing items escri,e as"ects o5 leaers2i" ,e2a(iour. -es"on to eac2 item accoring to t2e
)ay you )oul most li:ely act i5 you )ere t2e leaer o5 a )or: grou". Circle )2et2er you )oul most li:ely
,e2a(e in t2e escri,e )ayK al)ays IAJB 5reNuently IFJB occasionally I0JB selom ISJB or ne(er INJ.
A F 0 S N 1. I )oul most li:ely act as t2e s"o:es"erson o5 t2e grou".
A F 0 S N 2. I )oul encourage o(ertime )or:.
A F 0 S N 3. I )oul allo) mem,ers com"lete 5reeom in t2eir )or:.
A F 0 S N !. I )oul encourage t2e use o5 uni5orm "roceures.
A F 0 S N #. I )oul "ermit t2e mem,ers to use t2eir o)n Cugment in sol(ing "ro,lems.
A F 0 S N %. I )oul stress ,eing a2ea o5 com"eting grou"s.
A F 0 S N &. I )oul s"ea: as a re"resentati(e o5 t2e grou".
A F 0 S N *. I )oul "us2 mem,ers 5or greater e55ort.
A F 0 S N /. I )oul try out my ieas in t2e grou".
A F 0 S N 11. I )oul let t2e mem,ers o t2eir )or: t2e )ay t2ey t2in: ,est.
A F 0 S N 11. I )oul ,e )or:ing 2ar 5or a "romotion.
A F 0 S N 12. I )oul tolerate "ost"onement an uncertainty.
A F 0 S N 13. I )oul s"ea: 5or t2e grou" i5 t2ere )ere (isitors "resent.
A F 0 S N 1!. I )oul :ee" t2e )or: mo(ing at a ra"i "ace.
A F 0 S N 1#. I )oul turn t2e mem,ers loose on a Co, an let t2em go to it.
A F 0 S N 1%. I )oul settle con5licts )2en t2ey occur in t2e grou".
A F 0 S N 1&. I )oul get s)am"e ,y etails.
A F 0 S N 1*. I )oul re"resent t2e grou" at outsie meetings.
A F 0 S N 1/. I )oul ,e reluctant to allo) t2e mem,ers any 5reeom o5 action.
A F 0 S N 21. I )oul ecie )2at s2oul ,e one an 2o) it s2oul ,e one.
A F 0 S N 21. I )oul "us2 5or increase "er5ormance.
A F 0 S N 22. I )oul let some mem,ers 2a(e aut2ority )2ic2 I coul ot2er)ise :ee".
A F 0 S N 23. T2ings )oul usually turn out as I 2a "reicte.
A F 0 S N 2!. I )oul allo) t2e grou" a 2ig2 egree o5 initiati(e.
A F 0 S N 2#. I )oul assign grou" mem,ers to "articular tas:s.
A F 0 S N 2%. I )oul ,e )illing to ma:e c2anges.
A F 0 S N 2&. I )oul as: t2e mem,ers to )or: 2arer.
A F 0 S N 2*. I )oul trust t2e grou" mem,ers to e.ercise goo Cugment.
A F 0 S N 2/. I )oul sc2eule t2e )or: to ,e one.
A F 0 S N 31. I )oul re5use to e."lain my actions.
A F 0 S N 31. I )oul "ersuae ot2ers t2at my ieas are to t2eir a(antage.
A F 0 S N 32. I )oul "ermit t2e grou" to set its o)n "ace.
A F 0 S N 33. I )oul urge t2e grou" to ,eat its "re(ious recor.
A F 0 S N 3!. I )oul act )it2out consulting t2e grou".
A F 0 S N 3#. I )oul as: t2at grou" mem,ers 5ollo) stanar rules an regulations.
Interpretation
Score t2e instrument as 5ollo)sK

A. =rite a 718 ne.t to eac2 o5 t2e 5ollo)ing items i5 you score t2em as S IselomJ or N Ine(erJ.

*B 12B 1&B 1*B 1/B 31B 3!B 3#
>. =rite a 718 ne.t to eac2 o5 t2e 5ollo)ing items i5 you score t2em as A Ial)aysJ or F I5reNuentlyJ.
1B 2B 3B !B #B %B &B /B 11B 11B 13B 1!B 1#B 1%B 21B 21B 22B 23B 2!B 2#B 2%B 2&B 2*B 2/B 31B 32B 33
C. Circle t2e 718 scores 5or t2e 5ollo)ing itemsB an t2en a t2em u" to get your T0TAL 748 SC0-E A
GGGGG.
3B #B *B 11B 1#B 1*B 1/B 22B 23B 2%B 2*B 31B 32B 3!B 3#
'. Circle t2e 718 scores 5or t2e 5ollo)ing itemsB an t2en a t2em u" to get your T0TAL 7T8 SC0-E A
GGGGG.
1B 2B !B %B &B /B 11B 12B 13B 1!B 1%B 1&B 21B 21B 23B 2#B 2&B 2/B 31B 33
E. -ecor your scores on t2e gra"2 locate on "age =-121 o5 t2e te.t,oo: to e(elo" an inication o5 your
tenencies to)ar tas:-oriente leaers2i"B "eo"le-oriente leaers2i"B an s2are leaers2i". Mar: your T
an 4 scores on t2e a""ro"riate linesB t2en ra) a line ,et)een t2ese t)o "oints to etermine your s2are
leaers2i" score.
ISourceK Moi5ie slig2tly 5rom 7T-4 Leaers2i" 9uestionnaireB8 @ni(ersity AssociatesB Inc. 1/*&.J
Self-Assessment 21 9T-T: Leaders#ip Style
Instructions
For eac2 o5 t2e 5ollo)ing 11 "airs o5 statementsB i(ie # "oints ,et)een t2e t)o accoring to your
,elie5s or "erce"tions o5 yoursel5 or accoring to )2ic2 o5 t2e t)o statements c2aracteri6es you ,etter. T2e #
"oints may ,e i(ie ,et)een t2e a an , statements in any one o5 t2e 5ollo)ing )aysK # 5or aB 1 5or ,Q ! 5or aB
1 5or ,Q 3 5or aB 2 5or ,Q 2 5or aB 3 5or ,Q 1 5or aB ! 5or ,Q 1 5or aB # 5or ,B ,ut not eNually 2E ,et)een t2e t)o.
=eig2 your c2oices ,et)een t2e t)o accoring to t2e one t2at c2aracteri6es you or your ,elie5s ,etter.
1. IaJ As leaer I 2a(e a "rimary mission o5 maintaining sta,ility.
I,J As leaer I 2a(e a "rimary mission o5 c2ange.
2. IaJ As leaer I must cause e(ents.
I,J As leaer I must 5acilitate e(ents.
3. IaJ I am concerne t2at my 5ollo)ers are re)are eNuita,ly 5or t2eir )or:.
I,J I am concerne a,out )2at my 5ollo)ers )ant in li5e.
!. IaJ My "re5erence is to t2in: long rangeK )2at mig2t ,e.
I,J My "re5erence is to t2in: s2ort rangeK )2at is realistic.
#. IaJ As a leaer I s"en consiera,le energy in managing se"arate ,ut relate goals.
I,J As a leaer I s"en consiera,le energy in arousing 2o"esB e."ectationsB an as"irations among my
5ollo)ers.
%. IaJ Alt2oug2 not in a 5ormal classroom senseB I ,elie(e t2at a signi5icant "art o5 my leaers2i" is t2at o5
teac2er.
I,J I ,elie(e t2at a signi5icant "art o5 my leaers2i" is t2at o5 5acilitator.
&. IaJ As leaer I must engage )it2 5ollo)ers at an eNual le(el o5 morality.
I,J As leaer I must re"resent a 2ig2er morality.
*. IaJ I enCoy stimulating 5ollo)ers to )ant to o more.
I,J I enCoy re)aring 5ollo)ers 5or a Co, )ell one.
/. IaJ Leaers2i" s2oul ,e "ractical.
I,J Leaers2i" s2oul ,e ins"irational.
11. IaJ =2at "o)er I 2a(e to in5luence ot2ers comes "rimarily 5rom my a,ility to get "eo"le to ienti5y )it2 me
an my ieas.
I,J =2at "o)er I 2a(e to in5luence ot2ers comes "rimarily 5rom my status an "osition.
Scoring
Circle your "oints 5or items 1,B 2aB 3,B !aB #,B %aB &,B *aB /,B 11a an a u" t2e total "oints you
allocate to t2ese itemsQ enter t2e score 2ere FT A GGGGG H. Ne.tB sum t2e total "oints gi(en to t2e uncircle items
1aB 2,B 3aB !,B #aB %,B &aB *,B /aB 11,Q enter t2e score 2ere FT A GGGGG H.
Interpretation
T2is instrument gi(es an im"ression o5 your tenencies to)ar 7trans5ormational8 leaers2i" Iyour T
scoreJ an 7transactional8 leaers2i" Iyour T scoreJ. 3ou mig2t re5er to t2e iscussion o5 t2ese conce"ts in
C2a"ter 13. ToayB a lot o5 attention is ,eing gi(en to t2e trans5ormational as"ects o5 leaers2i"t2ose "ersonal
Nualities t2at ins"ire a sense o5 (ision an esire 5or e.traorinary accom"lis2ment in 5ollo)ers. T2e most
success5ul leaers o5 t2e 5uture )ill most li:ely ,e strong in ,ot2 Ts.
ISourceK 9uestionnaire ,y =. =arner >ur:eB 42'. @se ,y "ermission.J
Self-Assessment 22 Least-6referred Co-"or+er Scale
Instructions
T2in: o5 all t2e i55erent "eo"le )it2 )2om you 2a(e e(er )or:e in Co,sB in social clu,sB in stuent
"roCectsB or )2ate(er. Ne.t t2in: o5 t2e one person )it2 )2om you coul )or: least )ell t2at isB t2e "erson
)it2 )2om you 2a t2e most i55iculty getting a Co, one. T2is is t2e one "erson a "eerB ,ossB or su,orinate
)it2 )2om you )oul least )ant to )or:. 'escri,e t2is "erson ,y circling num,ers at t2e a""ro"riate "oints
on eac2 o5 t2e 5ollo)ing "airs o5 ,i"olar aCecti(es. =or: ra"ily. T2ere are no rig2t or )rong ans)ers.
4leasant * & % # ! 3 2 1 @n"leasant
Frienly * & % # ! 3 2 1 @n5rienly
-eCecting 1 2 3 ! # % & * Acce"ting
Tense 1 2 3 ! # % & * -ela.e
'istant 1 2 3 ! # % & * Close
Col 1 2 3 ! # % & * =arm
Su""orti(e * & % # ! 3 2 1 ?ostile
>oring 1 2 3 ! # % & * Interesting
9uarrelsome 1 2 3 ! # % & * ?armonious
+loomy 1 2 3 ! # % & * C2eer5ul
0"en * & % # ! 3 2 1 +uare
>ac:,iting 1 2 3 ! # % & * Loyal
@ntrust)ort2y 1 2 3 ! # % & * Trust)ort2y
Consierate * & % # ! 3 2 1 Inconsierate
Nasty 1 2 3 ! # % & * Nice
Agreea,le * & % # ! 3 2 1 'isagreea,le
Insincere 1 2 3 ! # % & * Sincere
Oin * & % # ! 3 2 1 @n:in
Scoring
T2is is calle t2e 7least-"re5erre co-)or:er scale8 IL4CJ. Com"ute your L4C score ,y totalling all t2e
num,ers you circleQ enter t2at score 2ere FL4C A GGGG H.
Interpretation
T2e L4C scale is use ,y Fre Fieler to ienti5y a "ersonDs ominant leaers2i" style Isee C2a"ter 13J.
Fieler ,elie(es t2at t2is style is a relati(ely 5i.e "art o5 oneDs "ersonality an is t2ere5ore i55icult to c2ange.
T2is leas Fieler to 2is contingency (ie)sB )2ic2 suggest t2at t2e :ey to leaers2i" success is 5ining Ior
creatingJ goo 7matc2es8 ,et)een style an situation. I5 your score is &3 or a,o(eB Fieler consiers you a
7relations2i"-moti(ate8 leaerQ i5 your score is %! an ,elo)B 2e consiers you a 7tas:-moti(ate8 leaer. I5
your score is %#-&2B Fieler lea(es it u" to you to etermine )2ic2 leaers2i" style is most li:e yours.
ISourceK FielerB F.E.B an C2emersB M.M. Improving 3eaders,ip Effectiveness: T,e 3eader "atc, )oncept' 2
n

e. Ne) 3or:K ;o2n =iley L SonsB 1/*!.J
Self-Assessment 23 Student Engagement Sur&ey
Instructions
@se t2e 5ollo)ing scale to inicate t2e egree to )2ic2 you agree )it2 t2e 5ollo)ing statementsK
1 R No agreement
2 R =ea: agreement
3 R Some agreement
! R Consiera,le agreement
# R $ery strong agreement
1. 'o you :no) )2at is e."ecte o5 you in t2is course?
2. 'o you 2a(e t2e resources an su""ort you nee to o your course)or: rig2t?
3. In t2is courseB o you 2a(e t2e o""ortunity to o )2at you o ,est all t2e time?
!. In t2e last )ee:B 2a(e you recei(e recognition or "raise 5or oing goo )or: in t2is course?
#. 'oes your instructor seem to care a,out you as a "erson?
%. Is t2ere someone in t2e course )2o encourages your e(elo"ment?
&. in t2is courseB o your o"inions seem to count?
*. 'oes t2e mission<"ur"ose o5 t2e course ma:e you 5eel your stuy is im"ortant?
/. Are ot2er stuents in t2e course committe to oing Nuality )or:?
11. 'o you 2a(e a ,est 5rien in t2e course?
11. In t2e last si. sessionsB 2as someone tal:e to you a,out your "rogress in t2e course?
12. In t2is courseB 2a(e you 2a o""ortunities to learn an gro)?
Scoring
Score t2e instrument ,y aing u" all your res"onses. A score o5 1-2! suggests you are 7acti(ely
isengage8 5rom t2e learning e."erienceQ a score o5 2#-!& suggests you are 7moerately engage8Q a score o5 !*-
%1 inicates you are 7acti(ely engage8.
Interpretation
T2is instrument suggests t2e egree to )2ic2 you are acti(ely 7engage8 or 7isengage8 5rom t2e
learning o""ortunities o5 your course. It is a counter"art to a sur(ey use ,y t2e +allu" 0rgani6ation to measure
t2e 7engagement8 o5 American )or:ers. T2e +allu" results are sur"rising P inicating t2at u" to 1/X o5 @.S.
)or:ers are acti(ely isengageB )it2 t2e annual lost "roucti(ity estimate at some Y311 ,illion "er year. 0ne
2as to )onerK )2at are t2e costs o5 acaemic isengagement ,y stuent?
Self-Assessment 2! <o/ )esign C#oices
Instructions
4eo"le i55er in )2at t2ey li:e an isli:e a,out t2eir Co,s. Liste ,elo) are 12 "airs o5 Co,s. For eac2
"airB inicate )2ic2 Co, you )oul "re5er. Assume t2at e(eryt2ing else a,out t2e Co,s is t2e same "ay
attention only to t2e c2aracteristics actually liste 5or eac2 "air o5 Co,s. I5 you )oul "re5er t2e Co, in Column AB
inicate 2o) muc2 you "re5er it ,y "utting a c2ec: mar: in a ,lan: to t2e le5t o5 t2e Neutral "oint. I5 you "re5er
t2e Co, in Column >B c2ec: one o5 t2e ,lan:s to t2e rig2t o5 Neutral. C2ec: t2e Neutral ,lan: only i5 you 5in t2e
t)o Co,s eNually attracti(e or unattracti(e. Try to use t2e Neutral ,lan: s"aringly.
Column A Column =
1. A Co, t2at o55ers little MGGGMGGGMGGGMGGGMGGGMGGGMGGGM A Co, t2at reNuires you
or no c2allenge. Strongly Neutral Strongly to ,e com"letely
"re5er A "re5er > isolate
5rom co)or:ers.
2. A Co, t2at "ays )ell. MGGGMGGGMGGGMGGGMGGGMGGGMGGGM A Co, t2at allo)s
Strongly Neutral Strongly consiera,le
"re5er A "re5er > o""ortunity
to ,e creati(e an
inno(ati(e.
3. A Co, t2at o5ten reNuires MGGGMGGGMGGGMGGGMGGGMGGGMGGGM A Co, in )2ic2 t2ere are
you to ma:e im"ortant Strongly Neutral Strongly many "leasant "eo"le to
ecisions. "re5er A "re5er > )or: )it2.
!. A Co, )it2 little security MGGGMGGGMGGGMGGGMGGGMGGGMGGGM A Co, in )2ic2 you
in a some)2at unsta,le Strongly Neutral Strongly 2a(e little or no
organi6ation. "re5er A "re5er > o""ortunity to
"artici"ate in
ecisions t2at a55ect
your )or:.
#. A Co, in )2ic2 greater MGGGMGGGMGGGMGGGMGGGMGGGMGGGM A Co, in )2ic2 greater
res"onsi,ility is gi(en to Strongly Neutral Strongly res"onsi,ility is gi(en
t2ose )2o o t2e ,est )or:. "re5er A "re5er > to loyal em"loyees )2o
2a(e t2e most seniority.
%. A Co, )it2 a su"er(isor MGGGMGGGMGGGMGGGMGGGMGGGMGGGM A Co, t2at oes not
)2o sometimes is 2ig2ly Strongly Neutral Strongly reNuire you to use muc2
critical. "re5er A "re5er > o5 your talent.
&. A (ery routine Co,. MGGGMGGGMGGGMGGGMGGGMGGGMGGGM A Co, in )2ic2 your
Strongly Neutral Strongly co)or:ers are not (ery
"re5er A "re5er > 5rienly.
*. A Co, )it2 a su"er(isor MGGGMGGGMGGGMGGGMGGGMGGGMGGGM A Co, t2at "ro(ies
)2o res"ects you an Strongly Neutral Strongly constant o""ortunities
treats you 5airly. "re5er A "re5er > 5or you to learn ne)
an interesting t2ings.
/. A Co, t2at gi(es you a MGGGMGGGMGGGMGGGMGGGMGGGMGGGM A Co, )it2 e.cellent
real c2ance to e(elo" Strongly Neutral Strongly (acation an 5ringe
yoursel5 "ersonally. "re5er A "re5er > ,ene5its.
11. A Co, in )2ic2 t2ere is a GMGGGMGGGMGGGMGGGMGGGMGGGM A Co, t2at o55ers (ery
real c2ance you coul ,e Strongly Neutral Strongly little c2ance to o
lai o55. "re5er A "re5er > c2allenging )or:.
11. A Co, t2at gi(es you little MGGGMGGGMGGGMGGGMGGGMGGGMGGGM A Co, )it2 "oor
5reeom an ine"enence Strongly Neutral Strongly )or:ing conitions.
to o your )or: in t2e )ay "re5er A "re5er >
you t2in: ,est.
12. A Co, )it2 (ery satis5ying MGGGMGGGMGGGMGGGMGGGMGGGMGGGM A Co, t2at allo)s you
team)or:. Strongly Neutral Strongly to use your s:ills an
"re5er A "re5er > a,ilities to t2e 5ullest
e.tent.
Interpretation
4eo"le i55er in t2eir nee 5or "syc2ological gro)t2 at )or:. T2is instrument measures t2e egree to
)2ic2 you see: gro)t2 nee satis5action. Score your res"onses as 5ollo)sK
For items 1B 2B &B *B 11B an 12 gi(e yoursel5 t2e 5ollo)ing "oints 5or eac2 itemK
MG1GMG2GMG3GMG!GMG#GMG%GMG&GM
Strongly Neutral Strongly
"re5er A "re5er >
For items 3B !B #B %B /B an 11 gi(e yoursel5 t2e 5ollo)ing "oints 5or eac2 item.
MG&GMG%GMG#GMG!GMG3GMG2GMG1GM
Strongly Neutral Strongly
"re5er A "re5er >
A u" all o5 your sources an i(ie ,y 12 to 5in t2e a(erage. I5 you score a,o(e !.1 your esire 5or gro)t2
nee satis5action t2roug2 )or: tens to ,e 2ig2 an you are li:ely to "re5er an enric2e Co,. I5 you score ,elo)
!.1 your esire 5or gro)t2 nee satis5action t2roug2 )or: tens to ,e lo) an you are li:ely to not ,e satis5ie or
moti(ate )it2 an enric2e Co,.
ISourceK ?ac:manB ;.-.B an 0l2amB +.-. (ork Redesign Z 1/*1B "". 2&#-2/!. -e"rinte ,y "ermission o5
4earson EucationB Inc. @""er Sale -i(erB Ne) ;ersey.
Self-Assessment 2$ Cogniti&e Style
Instructions
T2is assessment is esigne to get an im"ression o5 your cogniti(e styleB ,ase on t2e )or: o5
"syc2ologies Carl ;ung. For eac2 o5 t2e 5ollo)ing 12 "airsB "lace a 718 ne.t to t2e
statement t2at ,est escri,es you. 'o t2is 5or eac2 "air e(en t2oug2 t2e escri"tion you
c2ose may not ,e "er5ect.
1. a. I "re5er to learn 5rom e."erience.
,. I "re5er to 5in meanings in 5acts an 2o) t2ey 5it toget2er.
2. a. I "re5er to use my eyesB ears an ot2er senses to 5in out )2at is going on.
,. I "re5er to use imagination to come u" )it2 ne) )ays to o t2ings.
3. a. I "re5er to use stanar )ays to eal )it2 routine "ro,lems.
,. I "re5er to use no(el )ays to eal )it2 ne) "ro,lems.
!. a. I "re5er to learn 5rom e."erience.
,. I "re5er to 5in meanings in 5acts an 2o) t2ey 5it toget2er.
#. a. I am "atient )it2 etailsB ,ut get im"atient )2en t2ey get com"licate.
,. I am im"atient an Cum" to conclusionsB ,ut am also creati(eB imaginati(eB
an in(enti(e.
%. a. I enCoy using s:ills alreay mastere more t2an learning ne) ones.
,. I li:e learning ne) s:ills more t2an "racticing ol ones.
&. a. I "re5er to ecie t2ings logically.
,. I "re5er to ecie t2ings ,ase on 5eelings an (alues.
*. a. I li:e to ,e treate )it2 Custice an 5airness.
,. I li:e to ,e "raise an to "lease ot2er "eo"le.
/. a. I sometimes neglect or 2urt ot2er "eo"leDs 5eelings )it2out reali6ing it.
,. I am a)are o5 ot2er "eo"leDs 5eelings.
11. a. I gi(e more attention to ieas an t2ings t2an to 2uman relations2i"s.
,. I can "reict 2o) ot2ers )ill 5eel.
11. a. I o not nee 2armonyQ arguments an con5licts onDt ,ot2er me.
,. I (alue 2armony an get u"set ,y arguments an con5licts.
12. a. I am o5ten escri,e as analyticalB im"ersonalB unemotionalB o,Cecti(eB
criticalB 2ar-noseB rational.
,. I am o5ten escri,e as sym"at2eticB "eo"le-orienteB unorgani6eB uncriticalB
unerstaningB et2ical.
Scoring
Sum your scores as 5ollo)sB an recor t2em in t2e s"ace "ro(ie. INote t2at t2e Sensing an
Feeling scores )ill ,e recore as negati(es.J
GGGG Sensing IS Ty"eJ A 1a U 2a U 3a U !a U #a U %a
GGGG Intuiti(e IN Ty"eJ A 1, U 2, U 3, U !, U #, U %,
GGGG T2in:ing IT Ty"eJ A &a U *a U /a U 11a U 11a U 12a
GGGG Feeling IF Ty"eJ A &, U *, U /, U 11, U 11, U 12,
4lot your scores on t2e gra"2 Isee " =-11& 5or colour renitionJ. 4lace an 7S8 at t2e "oint t2at
inicates your suggeste "ro,lem-sol(ing style.
Interpretation
T2is assessment e.amines cogniti(e style t2roug2 t2e contrast o5 "ersonal tenencies to)ar
in5ormation gat2ering Isensation (s. intuitionJ an in5ormation e(aluation I5eeling (s. t2in:ingJ in oneDs
a""roac2 to "ro,lem sol(ing. T2e result is a classi5ication o5 5our master cogniti(e stylesB )it2 t2e 5ollo)ing
c2aracteristics. -ea t2e escri"tions an consier t2e im"lications o5 your suggeste styleB incluing 2o) )ell
you mig2t )or: )it2 "ersons )2ose styles are (ery i55erent.
Sensation T,inkersK STs ten to em"2asi6e t2e im"ersonal rat2er t2an t2e "ersonalB an ta:e a realistic a""roac2
to "ro,lem sol(ing. T2ey li:e 2ar 75actsB8 clear goalsB certainty an situations o5 2ig2 control.
Intuitive T,inkersK NTs are com5orta,le )it2 a,straction an unstructure situations. T2ey ten to ,e iealisticB
"rone to)ar intellectual an t2eoretical "ositionsQ t2ey are logical an im"ersonalB ,ut also a(oi etails.
Intuitive #eelersK NFs "re5er ,roa an glo,al issues. T2ey are insig2t5ul an ten to a(oi etailsB ,eing
com5orta,le )it2 intangi,lesQ t2ey (alue 5le.i,ility an 2uman relations2i"s.
Sensation #eelersK SFs ten to em"2asi6e ,ot2 analysis an 2uman relations. T2ey ten to ,e realistic an "re5er
5actsQ t2ey are o"en communicatorsB an sensiti(e to 5eelings an (alues.
Self-Assessment 2' Internal>E1ternal Control
Instructions
Circle eit2er 7a8 or 7,8 to inicate t2e item you most agree )it2in eac2 "air o5 t2e 5ollo)ing statements.
1. IaJ 4romotions are earne t2roug2 2ar )or: an "ersistence.
I,J Ma:ing a lot o5 money is largely a matter o5 ,rea:s.
2. I,J Many times t2e reactions o5 teac2ers seem 2a"2a6ar to me.
IaJ In my e."erience I 2a(e notice t2at t2ere is usually a irect connection ,et)een 2o) 2ar I stuy an
t2e graes I get.
3. IaJ T2e num,er o5 i(orces inicates t2at more an more "eo"le are not trying to ma:e t2eir marriages
)or:.
I,J Marriage is largely a gam,le.
!. IaJ It is silly to t2in: t2at one can really c2ange anot2er "ersonDs ,asic attitues.
I,J =2en I am rig2t I can con(ince ot2ers.
#. IaJ +etting "romote is really a matter o5 ,eing a little luc:ier t2an t2e ne.t guy.
I,J In our society an ini(iualDs 5uture earning "o)er is e"enent u"on 2is or 2er a,ility.
%. IaJ I5 one :no)s 2o) to eal )it2 "eo"leB t2ey are really Nuite easily le.
I,J I 2a(e little in5luence o(er t2e )ay ot2er "eo"le ,e2a(e.
&. IaJ In my case t2e graes I ma:e are t2e results o5 my o)n e55ortsQ luc: 2as little or not2ing to o )it2 it.
I,J Sometimes I 5eel t2at I 2a(e little to o )it2 t2e graes I get.
*. IaJ 4eo"le li:e me can c2ange t2e course o5 )orl a55airs i5 )e ma:e oursel(es 2ear.
I,J It is only )is25ul t2in:ing to ,elie(e t2at one can really in5luence )2at 2a""ens in society at large.
/. IaJ Muc2 o5 )2at 2a""ens to me is "ro,a,ly a matter o5 c2ance.
I,J I am t2e master o5 my 5ate.
11. IaJ +etting along )it2 "eo"le is a s:ill t2at must ,e "ractice.
I,J It is almost im"ossi,le to 5igure out 2o) to "lease some "eo"le.
Scoring
+i(e 1 "oint 5or 1,B 2aB 3aB !,B #,B %aB &aB *aB /,B an 11a.
*R11 A 2ig2 internal locus o5 control.
%R& A moerate internal locus o5 control.
# A mi.e locus o5 control
3R! A moerate e0ternal locus o5 control.
Interpretation
T2is instrument o55ers an im"ression o5 your tenency to)ar an internal locus of control or e0ternal
locus of control. 4ersons )it2 a 2ig2 internal locus o5 control ten to ,elie(e t2ey 2a(e control o(er t2eir o)n
estinies. T2ey may ,e most res"onsi(e to o""ortunities 5or greater sel5-control in t2e )or:"lace. 4ersons )it2 a
2ig2 e.ternal locus o5 control ten to ,elie(e t2at )2at 2a""ens to t2em is largely in t2e 2ans o5 e.ternal "eo"le
or 5orces. T2ey may ,e less com5orta,le )it2 sel5-control an more res"onsi(e to e.ternal controls in t2e
)or:"lace.
ISourceK Instrument 5rom -otterB ;.4. 7E.ternal Control an Internal ControlB8 !syc,ology Today' ;une 1/&1B ".
!2.J
Self-Assessment 2( Team Leader S+ills
Instructions
Consier your e."erience in grou"s an teams. As:K 7=2at s:ills o I ,ring to team leaers2i"
situations?8 T2en com"lete t2e 5ollo)ing in(entory ,y rating yoursel5 on eac2 item using t2is scale.
1 A Almost Ne(er 2 A Selom 3 A Sometimes ! A @sually # A Almost Al)ays
1 2 3 ! # 1. I 5acilitate communications )it2 an among team mem,ers ,et)een team meetings.
1 2 3 ! # 2. I "ro(ie 5ee,ac:<coac2ing to ini(iual team mem,ers on t2eir "er5ormance.
1 2 3 ! # 3. I encourage 7out-o5-t2e-,o.8 t2in:ing
1 2 3 ! # !. I continue to clari5y sta:e2oler nees<e."ectations.
1 2 3 ! # #. I :ee" team mem,ersD res"onsi,ilities an acti(ities 5ocuse )it2in t2e teamDs o,Cecti(es an goals.
1 2 3 ! # %. I organi6e an run e55ecti(e an "roucti(e team meetings.
1 2 3 ! # &. I emonstrate integrity an "ersonal commitment.
1 2 3 ! # *. I 2a(e e.cellent "ersuasi(e an in5luence s:ills.
1 2 3 ! # /. I res"ect an le(erage t2e teamDs cross-5unctional i(ersity.
1 2 3 ! # 11. I recogni6e an re)ar ini(iual contri,utions to team "er5ormance.
1 2 3 ! # 11. I use t2e a""ro"riate ecision-ma:ing style 5or s"eci5ic issues.
1 2 3 ! # 12. I 5acilitate an encourage ,orer management )it2 t2e teamDs :ey sta:e2olers.
1 2 3 ! # 13. I ensure t2at t2e team meets its team commitments.
1 2 3 ! # 1!. I ,ring team issues an "ro,lems to t2e teamDs attention an 5ocus on constructi(e "ro,lem
sol(ing.
1 2 3 ! # 1#. I "ro(ie a clear (ision an irection 5or t2e team.
Scoring
T2is in(entory measures se(en imensions o5 team leaers2i". A your scores 5or t2e items liste ne.t
to eac2 imension ,elo) to get an inication o5 your "otential strengt2s an )ea:nesses.
1B / >uiling t2e Team
2B 11 'e(elo"ing 4eo"le
3B 11 Team 4ro,lem Sol(ing<'ecision Ma:ing
!B 12 Sta:e2oler -elations
#B 13 Team 4er5ormance
%B 1! Team 4rocess
&B *B 1# 4ro(iing 4ersonal Leaers2i"
Interpretation
T2e 2ig2er t2e scoreB t2e more con5ient you are on t2e "articular s:ill an leaers2i" ca"a,ility. =2en
consiering t2e scoreB as: yoursel5 i5 ot2ers )oul rate you t2e same )ay. Consier gi(ing t2is in(entory to
"eo"le )2o 2a(e )or:e )it2 you in teams an 2a(e t2em rate you. Com"are t2e results to your sel5-
assessment. AlsoB remem,er t2at it is ou,t5ul t2at any one team leaer is ca"a,le o5 e.2i,iting all t2e s:ills
liste a,o(e. More an moreB organi6ations are em"2asi6ing 7to" management teams8 t2at ,len a (ariety o5
s:illsB rat2er t2an e"ening u"on t2e (ision o5 t2e singleB 2eroic leaer 5igure. As long as t2e necessary
leaers2i" s:ills are re"resente )it2in t2e mem,ers2i" it is more li:ely t2at t2e team )ill ,e 2ealt2y an
ac2ie(e 2ig2 "er5ormance. 05 courseB t2e more s:ills you ,ring )it2 you to team leaers2i" situations t2e ,etter.
ISourceK 'e(elo"e 5rom Mc'ermottB L.B >ra)leyB N.B an =aiteB =. (orld-)lass Teams: (orking Across
-orders. Ne) 3or:K =ileyB 1//*.J
Self-Assessment 2- Conflict Management Style
Instructions
T2in: o5 2o) you ,e2a(e in con5lict situations in )2ic2 your )is2es i55er 5rom t2ose o5 one or more
ot2er "ersons. In t2e s"ace to t2e le5t o5 eac2 o5 t2e 5ollo)ing statementsB )rite t2e num,er 5rom t2e 5ollo)ing
scale t2at inicates 2o) li:ely you are to res"on t2at )ay in a con5lict situation.
1 A (ery unli:ely 2 A unli:ely 3 A li:ely ! A (ery li:ely
,,,,, 1. I am usually 5irm in "ursuing my goals.
GGGGG 2. I try to )in my "osition.
GGGGG 3. I gi(e u" some "oints in e.c2ange 5or ot2ers.
GGGGG !. I 5eel t2at i55erences are not al)ays )ort2 )orrying a,out.
GGGGG #. I try to 5in a "osition t2at is intermeiate ,et)een t2e ot2er "ersonDs an mine.
GGGGG %. In a""roac2ing negotiationsB I try to ,e consierate o5 t2e ot2er "ersonDs )is2es.
GGGGG &. I try to s2o) t2e logic an ,ene5its o5 my "ositions.
GGGGG *. I al)ays lean to)ar a irect iscussion o5 t2e "ro,lem.
GGGGG /. I try to 5in a 5air com,ination o5 gains an losses 5or ,ot2 o5 us.
GGGGG 11. I attem"t to immeiately )or: t2roug2 our i55erences immeiately.
GGGGG 11. I try to a(oi creating un"leasantness 5or mysel5.
GGGGG 12. I try to soot2e t2e ot2er "ersonDs 5eelings an "reser(e our relations2i"s.
GGGGG 13. I attem"t to get all concerns an issues immeiately out in t2e o"en.
GGGGG 1!. I sometimes a(oi ta:ing "ositions t2at )oul create contro(ersy.
GGGGG 1#. I try not to 2urt ot2ersD 5eelings.
Scoring
Total your scores 5or items 1B 2B an &Q enter t2at score 2ere F)ompeting A GGGGG H. Total your scores 5or
items *B 11B an 13Q enter t2at score 2ere F)ollaborating A GGGGG H. Total your scores 5or items 3B #B an /Q enter
t2at score 2ere F)ompromising A GGGGG H. Total your scores 5or items !B 11B an 1!Q enter t2at score 2ere
FAvoiding A GGGGG H. Total your scores 5or items %B 12B an 1#Q enter t2at score 2ere FAccommodating A GGGGG H.
Interpretation
Eac2 o5 t2e scores a,o(e corres"ons to one o5 t2e con5lict management styles iscusse in C2a"ter 1%.
-esearc2 inicates t2at eac2 style 2as a role to "lay in managementB ,ut t2at t2e ,est o(erall con5lict
management a""roac2 is colla,orationQ only it can lea to "ro,lem sol(ing an true con5lict resolution. 3ou
s2oul consier any "atterns t2at may ,e e(ient in your scoresB an t2in: a,out 2o) to ,est 2anle con5lict
situations in )2ic2 you ,ecome in(ol(e.
ISourceK Aa"te 5rom T2omas-OilmannB )onflict "ode Instrument' Co"yrig2t 1/&!B SicomB Inc.B Tu.eoB
N3 11/*&.J
Self-Assessment 22 Stress Self-Test
Instructions
Com"lete t2e 5ollo)ing Nuestionnaire. Circle t2e num,er t2at ,est re"resents your tenency to ,e2a(e
on eac2 ,i"olar imension.
Am casual a,out a""ointments 1 2 3 ! # % & * Am ne(er late
Am not com"etiti(e 1 2 3 ! # % & * Am (ery com"etiti(e
Ne(er 5eel rus2e 1 2 3 ! # % & * Al)ays 5eel rus2e
Ta:e t2ings one at a time 1 2 3 ! # % & * Try to o many t2ings at once
'o t2ings slo)ly 1 2 3 ! # % & * 'o t2ings 5ast
E."ress 5eelings 1 2 3 ! # % & * 7Sit8 on 5eelings
?a(e many interests 1 2 3 ! # % & * Fe) outsie interests ,ut )or:
Scoring
Total t2e num,ers circle 5or all itemsB an multi"ly t2is ,y 3Q enter t2e result 2ere F GGGGG H.
Interpretation
T2is scale is esigne to measure your "ersonality tenency to)ar Ty"e A or Ty"e > ,e2a(iours. As
escri,e in C2a"ter 1%B a Ty"e A "ersonality is associate )it2 2ig2 stress. 4ersons )2o are Ty"e A ten to
,ring stress on t2emsel(es e(en in situations )2ere ot2ers are relati(ely stress-5ree. T2is is an im"ortant
c2aracteristic to ,e a,le to ienti5y in yoursel5 an in ot2ers.
4oints 4ersonality
121U AU
11%R11/ A
111R11# AR
/1R// >U
>elo) /1 >
ISourceK Aa"te 5rom >ortnerB -.=. 7A S2ort -ating Scale as a 4otential Measure o5 Ty"e A >e2a(iorB8
7ournal of ),ronic *iseases' $ol. 22B 1/%%B "". *&-/1.J
Self-Assessment 34 "or+-Life =alance
T2e Nuestionnaire is locate on t2e 5ollo)ing "age.
Scoring
1. Family 'eman ScoreK Total items T1B T2B T3B T! an i(ie ,y !.
2. =or: 'eman ScoreK Total items T#B T% an i(ie ,y 2.
3. =or:-Family Con5lict ScoreK Total items T&B T*B T/ an i(ie ,y 3.
3our res"onses to items 1 R ! are totalle an i(ie ,y !B gi(ing you t2e Li5e 'eman score. 3our
res"onses to items # R % are totalle an i(ie ,y 2B resulting in your =or: 'eman score. -es"onses to items
& R / are summe an i(ie ,y 3B gi(ing your =or:-Li5e con5lict score.
Interpretation
Com"are yoursel5 to t2ese scores 5rom a sam"le o5 C2inese an American )or:ers.
?S C#inese 5our Scores
Li5e 'eman 3.#3 2.#*
=or: 'eman 2.*3 2./*
=or:-li5e Con5lict 2.#3 2.31
Are t2ere any sur"rises in t2is com"arison?
=or:-li5e con5lict is e5ine as 7a 5orm o5 inter-role con5lict in )2ic2 t2e role "ressures 5rom t2e )or:
an 5amily non-)or: omains are mutually non-com"ati,le in some res"ect.8 'emans o5 one role ma:e it
i55icult to satis5y emans o5 t2e ot2ers.
1 ?o) muc2 time o you s"en on non-
)or: relate acti(ities suc2 as ta:ing
care o5 5amilyB s"ening time )it2
5riensB "artici"ating in s"ortsB
enCoying leisure time?
1 2 3 ! #
Almost None<Ne(er $ery Muc2<Al)ays
2 ?o) o5ten o 5amily uties an non-
)or: res"onsi,ilities ma:e you 5eel
tire out?
1 2 3 ! #
3 ?o) o5ten o you 5eel s2ort o5 time
5or 5amily-relate an non-)or:
acti(ities?
1 2 3 ! #
! ?o) i55icult is it 5or you to o
e(eryt2ing you s2oul as a 5amily
mem,er an 5rien to ot2ers?
1 2 3 ! #
# I o5ten 5eel t2at I am ,eing run raggeB
)it2 not enoug2 time in a ay to o
e(eryt2ing an o it )ell
1 2 3 ! #
Com"letely isagree Com"letely agree
% I am gi(en entirely too muc2 )or: to
o.
1 2 3 ! #
Strongly isagree Strongly agree
& ?o) muc2 con5lict o you 5eel t2ere
is ,et)een t2e emans o5 your Co,B
an your 5amily li5e an non-)or:
acti(ities?
1 2 3 ! #
Not at all<ne(er A lot<(ery o5ten
* ?o) muc2 oes your Co, situation
inter5ere )it2 your 5amily li5e an
non-)or: acti(ities?
1 2 3 ! #
/ ?o) muc2 oes your 5amily li5e an
non-)or: acti(ities inter5ere )it2 your
Co,?
1 2 3 ! #

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