Compendium of Questionnaires and Inventories Volume 2

Compendium of Questionnaires and Inventories Volume 2 Sarah Cook

HRD Press, Inc. • Amherst • Massachusetts COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

I

Copyright © 2007, Sarah Cook

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

Published by: HRD Press, Inc. 22 Amherst Road Amherst, Massachusetts 01002 1-800-822-2801 (U.S. and Canada) 1-413-253-3488 1-413-253-3490 (fax) http://www.hrdpress.com

ISBN: 978-1-59996-057-9

Production services by Anctil Virtual Office Cover design by Eileen Klockars Editorial services by Sally M. Farnham

Contents 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

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

III

IV

COMPENDIUM

OF

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

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

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

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

Design Inventories are displayed in alphabetical order by topic. For easy reference, these are listed by the following seven categories in the matrix index on page ix: • • • • • • •

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, attitudes, and behaviors needed to demonstrate a particular skill set or competency. The majority of inventories are followed by tips on the key learning points relating to the topic. The trainer can use these to hold a group discussion once the individual has completed the inventory. Alternatively, the hints and tips can be reminders for the learner and form the basis of an action plan.

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

V

Using the Material Each inventory can be used as a stand-alone item. However, most work best when they are included as part of a training and development program. They can 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 is specifically designed for group discussion, such as those relating to teamwork, it is helpful to indicate to participants that the results of the inventories will not be shared. If the trainer does decide to use the results as the basis for group discussion, best practice is to give delegates the option whether to share their results. This helps ensure that the inventories are completed as honestly as possible and that the results truly indicate the participant’s behavior, not how they think they should behave. Likewise, it is important to stress that there are no right or wrong answers when completing the inventories. The more honest a person is, the better a picture they will receive. Many of the questionnaires are intended for self-assessment. There is also benefit in inviting people’s colleagues, customers, and managers to complete them. This provides the participant with invaluable feedback on how others see them. Again, people assessing the individual should be encouraged to give their honest opinion. The trainer also needs to consider the merits of completing the inventory anonymously or as a named individual. Completing an inventory provides participants with an opportunity to assess and reflect on their behavior. The trainer needs to allow sufficient time for this. Also, to be familiar with the material, trainers should undertake the inventory themselves before the training takes place. Many inventories include or lend themselves to the development of an action plan following their completion. All inventories can be adapted to meet the needs of the individuals within the group by changing wording, phrases, or questions to suit the organization for which they are intended.

VI

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

Acknowledgment I have developed many of the inventories over a number of years. I am indebted to the many management development trainers and management thinkers who have inspired me to develop this collection. I hope that readers find this a useful, informative, and valuable training aid. Sarah Cook

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

VII

Assertiveness Body Language Career Management Change Management Coaching Skills Coaching Style Communication Skills Consultancy Skills Continuous Improvement Customer Service Delegation Difficult Situations Diversity E-business Emotional Intelligence Innovation Internal Customer Service Inter-team Working Knowledge Management Leadership Behaviors Leadership Style Left- and Right-Brain Thinking

1

G

G

5

G

G

10

Teamwork

Organizational awareness

Personal effectiveness

Leadership and management development

Customer service

Communication

Coaching and development

Page numbers

Matrix Index

G G

18 27

G

29

G G G

33 36

G

G G

43

G

46

G

49

G

G

51

G G G

55

G

60

G

63

G

67

G

70

G

74

G

78 81

G

92

G G

97

(continued) COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

IX

Management Skills Motivation Neurolinguistic Programming: Sensory Specific Preferences Organizational Culture Audit Organizational Culture Checklist Organizational Culture Diagnosis Organizational Skills Partnering Performance Management Personal Development Plan Personal Impact and Influencing Skills Problem Solving and Decision Making Project Management Recognition and Reward Self-esteem Stress Management Team Development Team Leadership Team Process Time Management Training Needs Analysis Transactional Analysis Transferable Skills Vision Values Work–Life Balance

X

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

102

G

105

G G

110

G G

115

G

121

G G

124

G

127

G

G

130

Teamwork

Organizational awareness

Personal effectiveness

Leadership and management development

Customer service

Communication

Coaching and development

Page numbers

Matrix Index (concluded)

G G

133

G

142

G G

147 155

G

G G G

159

G

161 165

G

168

G G G

173 176 181

G

186 191

G

G G

194

216

G G G

221

G

199 205

G

G G G

G G

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

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

1

Assertiveness Questionnaire Read each situation below and assess whether the response is assertive, passive, aggressive, or passive aggressive. If a response is not assertive, write in an alternative reply that is assertive. Assertive? Passive? Aggressive? Passive Aggressive?

Situation

Response

1. Your manager has been out of the office for the past three days. You have a number of issues that you need to raise with him urgently when he returns. When he gets back, he goes straight to his desk and says that he does not want to be disturbed. You say:

“I know that you are busy, but I do need to speak to you urgently. If now is not convenient, what time today would be?”

2. A colleague arrives 30 minutes late for an important 9:00 a.m. meeting that you are also attending. She was responsible for the first item on the agenda. You say:

“Good afternoon!”

3. It is 5:00 p.m. and your manager gives you a task that she needs completed right away. You know that it will take at least two hours to complete. You have plans for this evening and had already told your boss that you needed to leave by 5:30 p.m. You say:

“Well, I suppose I can do it.”

4. You have bought an appliance that is faulty and you take it back to the store. You say:

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

5. One of your customers insists that you deliver his order right away. You know that the order will not be ready until tomorrow. You say:

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

Alternative Assertive Response (if original response is not assertive)

(continued)

2

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Assertiveness Questionnaire (concluded) Assertive? Passive? Aggressive? Passive Aggressive?

Situation

Response

6. You are in a review meeting with your manager. You would really like to attend French language classes to help you deal with French clients. When you ask your boss, he says: “You don’t need to do that, you’re fine as you are.” You say:

“Oh, OK, if you think so.”

7. A colleague from another team has volunteered your services to her manager without consulting you. The next time you see your colleague, you say:

“What do you think you’re doing? You have no right to offer my services without asking me!”

8. You are giving out tickets to a line of customers, when suddenly one customer pushes himself to the front and says: “I need to have my ticket now. Do you know who I am?!” You reply:

“Does anyone know who this person is? He appears to have forgotten his name!”

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

Alternative Assertive Response (if original response is not assertive)

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

3

Correct Responses Situation 1 = Assertive Situation 2 = Passive aggressive Situation 3 = Passive Situation 4 = Aggressive Situation 5 = Assertive Situation 6 = Passive Situation 7 = Aggressive Situation 8 = Passive aggressive

Definitions Assertive Behavior People using assertive behavior clearly express that both they and the other person have rights and needs. Their behavior is open and respectful.

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

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

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

4

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

2 Body Language This questionnaire is designed to allow you to receive feedback on your body language and the impression it might convey.

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

5

Body Language Questionnaire In order for this questionnaire to be effective, you will need to choose a situation where you would like to receive 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 should note these changes on the questionnaire as well.

(continued)

6

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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) REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

7

Body Language Questionnaire (continued) Eye Contact Direction 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) 8

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Body Language Questionnaire (concluded) Observer’s Summary 1. 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 body language?

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

9

3 Career Management This section includes three self-assessment exercises intended for use as part of career management discussions: • The Career Assessment tool provides the individual with the opportunity to assess both their personal journey and their work journey to date. • The Work Preference Assessment helps individuals assess the positive and negative aspects of their current job. • The Work Values Exercise helps people understand what is important to them in a job. Each self-assessment tool can be used as a stand-alone instrument or combined with the other tools in this section. The summary checklist Consolidating your Thoughts can be used at the end of the activities.

10

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

Career Assessment Your career to date has made you what you are. What you want from the future is a reflection of what you have gained from the past. This exercise is designed to help you understand where you are now and what you want from the future by looking back at the journey you have taken in your career so far.

Drawing Your Career Journey Part 1 In 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 or down 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 career journey.

(continued)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

11

Career Assessment (concluded) Part 2 When you have completed drawing your career journey, take time to reflect on what this says about your life so 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.

12

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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 disliked and the reasons why. Job

Like

Dislike

(continued) 13

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

13

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

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U 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 current workplace match your own?

Part 1 On the next page, you will find a list of words and phrases that describe things that people value about work. Look at each of the work value words/phrases and ask yourself the question: How important is this value to me when I am considering work? Underline your top five work values. If there are some important values not on the list, add them to it.

Part 2 When you have prioritized your top five values, consider what these mean to you. Place a checkmark next to those values that your current job allows you to satisfy. Next, circle those values that are not in your top five, but that are present in your current job. Ask yourself: • What conclusions can you draw from this exercise? • How well do your own values match those of your current job? • Are there opportunities elsewhere to satisfy the values that are important to you? If so, in what type of role or organization?

(continued)

15

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

15

Work Values Exercise: Part 1 Work Values List Security

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:

16

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Work Values Exercise: Part 2 Consolidating your Thoughts Having 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.

17

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

17

4 Change Management The ability to manage change effectively is an important management skill. Using this questionnaire, you will be able to assess how well others think you manage change in comparison to your own opinion. The feedback questionnaire is in three parts: • Part A: To be completed by your manager, your team members (we suggest at least two), and your peers (again we recommend two) • Part B: To be completed by yourself • Part C: Comparison, where you can compare your own scores and those of others to identify strengths and areas for development in managing change

18

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

18

Change Management Questionnaire: Part A For Manager, Team Members, and Peers _________________________________________ (name) has nominated you to complete a questionnaire about him/her. To get maximum value from this exercise, please be honest. The results of the questionnaire will help the person identify their strengths in managing change and areas for improvement.

19

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

19

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 statement is 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 not applicable, 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)

20

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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:

21

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

21

Change Management Questionnaire: Part B For the Individual Please complete the following questionnaire on how you manage change. To get maximum value from this exercise, please be honest.

22

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Change Management Questionnaire Name: ______________________________________________________________________________ Thinking about your own behaviors, rate how characteristic each statement is of you. Rate each statement on the 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 not applicable, 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)

23

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

23

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:

24

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Change Management Questionnaire: Part C Comparison Look at the questionnaire you have completed as well as those completed by your manager, peers, and team members. Write in your own scores plus the scores of other people so that you can make comparisons. 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 and enthusiasm 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 their responsibilities are and what they are accountable for during times of change 6. Make sure that all the members of your team receive the training and skills they need to cope with change 7. Create a climate where the members of your team are happy to express how they are feeling at any time during change 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

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

25

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

25

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?

26

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

27

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

27

Coaching Skills Checklist Check the appropriate box to assess how effective you are as a coach. Thinking about your last coaching session, did you:

Yes

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 the effect 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

28

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

No

6 Coaching Style Use this questionnaire to establish how you prefer to develop others.

29

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

29

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

30

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

Total:

C

T

1a

1b

2b

2a

3b

3a

4b

4a

5b

5a

6b

6a

7a

7b

8a

8b

9b

9a

10a

10b

11b

11a

12a

12b Total:

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

31

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

31

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.

32

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

33

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

33

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

My Communication Methods Very Good

Good

Average

Poor

Don’t Know

Agree Strongly

Agree

Disagree

Disagree Strongly

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

My Communication Style

I am approachable I build and maintain rapport I ask for your opinions I listen to what you say I ask appropriate questions I express myself clearly and directly I offer feedback in an appropriate manner

(continued) 34

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Communication Effectiveness Assessment (concluded) Summary Please 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. 35

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

35

8 Consultancy Skills This self-assessment helps you evaluate your consultancy skills. It can be used on its own as a self-assessment inventory or it can be combined with feedback from customers.

36

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

36

Consultancy Skills: Self-assessment Name: ______________________________________________________________________________ This self-assessment is designed to help you evaluate your consultancy skills. Like any assessment, it only functions 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 think you perform in each dimension. When responding to the statements, it will be helpful to think about any work or project that you have undertaken recently for a customer.

A. Before the Project 1. 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

7. 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

1

2

3

4

5

6

Total score for A

B. At the Start of the Project

10. Agree on the methodology and timetable Total score for B

(continued)

37

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

37

Consultancy Skills: Self-assessment (continued) C. During Development of Working Relationships 11. 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

22. 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 C

D. During the Project

Total score for D (continued)

38

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Consultancy Skills: Self-assessment (concluded) E. At the End of the Project 29. 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

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

39

Total score for E

Summary Which 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)?

39

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 genuinely open 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 or project that I have undertaken recently for you.

A. Before the Project 1. 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

7. 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

1

2

3

4

5

6

Total score for A

B. At the Start of the Project

10. Agrees on the methodology and timetable Total score for B

(continued)

40

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Consultancy Skills: Customer Questionnaire (continued) C. During the Development of Working Relationships 11. 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

22. 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 C

D. During the Project

Total score for D (continued)

41

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

41

Consultancy Skills: Customer Questionnaire (concluded) E. At the End of the Project 29. 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

Summary Which 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. 42

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

43

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

43

Continuous Improvement Thinking about your organization, consider each of the following statements. Write a checkmark in the appropriate column where: Yes = I agree, generally we do this. No = I do not agree, we usually do not do this. Maybe = I do not agree or disagree, we may or may not do this. Yes

No

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.

44

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Maybe

Scoring For statements 1 to 10, award yourself 5 points for each “Yes” and 2 points for each “Maybe.” For statements 11 to 20, award yourself 5 points for each “No.” Total your scores.

Interpreting Your Score Score 75–100 Your organization is committed to continuous improvement. Your organization shows all the signs of being committed to improvement and doing this on a consistent basis. This should allow you to create competitive advantage.

Score 40–70 Your organization shows half-hearted commitment to improvement. Your organization could do much more to improve. Is it really committed to doing so? Consider the steps you need to take to be a leader in your field, not a challenger.

Score 35 or less Your organization’s orientation toward improvement is poor. Your organization does not show evidence of wishing to improve. Beware of the pitfalls of this approach: You run the risk of complacency and being left behind.

45

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

45

10 Customer Service This questionnaire is designed to help you gather feedback from external customers on the quality of service that you provide.

46

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

46

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. 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

Magic Moments Has any aspect of the service we provide been particularly outstanding for you recently? If so, please describe it:

(continued)

47

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

47

Customer Service Survey (concluded) Miserable Moments Has 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.

48

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

49

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

49

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

Yes

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?

50

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

No

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

51

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

51

Handling Difficult Situations: Self-analysis Think about difficult situations that you have experienced with other people in the past. Consider the following situations 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)

52

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

53

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

53

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

1: 2: 3: 4: 5: 6: 7: 8: 9: 10:

d and e b and c a and e b and d d and e d and e d and e a and e a and e c and e

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

Steps to Handling Difficult Situations Here are some tips for handling difficult situations: • • • • • • • • •

54

REPRODUCED

FROM

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.

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

55

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

55

Diversity Assessment Questionnaire It is our intention to attract, retain, and develop a diverse workforce to meet the needs of our changing work environment and marketplace. This questionnaire is designed to help us assess the barriers to achieving this aim that might exist within the organization. Your responses will be completely confidential. We will collect responses and no one will be identified. Please rate on a scale of 0–5 where: 5 = Very satisfied 4 = Somewhat satisfied 3 = Neither satisfied nor dissatisfied 2 = Somewhat dissatisfied 1 = Very dissatisfied 0 = Don’t know/Not applicable 1. How satisfied are you with the organization as a place to work: • • • • • •

For someone of your age For someone of your gender For someone of your physical ability For someone of your ethnic background For someone of your sexual orientation For someone with your dependents (e.g., children, elderly parents)

5 5 5 5 5 5

4 4 4 4 4 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

0 0 0 0 0 0

5 5 5 5 5 5

4 4 4 4 4 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

0 0 0 0 0 0

Comments:

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

As someone of your age As someone of your gender As someone of your physical ability As someone of your ethnic background As someone of your sexual orientation As someone with your dependents (e.g., children, elderly parents)

Comments:

(continued)

56

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Diversity Assessment Questionnaire (continued) 3. How satisfied are you with the potential career opportunities the organization can provide for the future: • • • • • •

For someone of your age For someone of your gender For someone of your physical ability For someone of your ethnic background For someone of your sexual orientation For someone with your dependents (e.g., children, elderly parents)

5 5 5 5 5 5

4 4 4 4 4 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

0 0 0 0 0 0

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

0 0 0 0 0 0

Comments:

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

As someone of your age As someone of your gender As someone of your physical ability As someone of your ethnic background As someone of your sexual orientation As someone with your dependents (e.g., children, elderly parents)

5 5 5 5 5 5

4 4 4 4 4 4

Comments:

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

For someone of your age For someone of your gender For someone of your physical ability For someone of your ethnic background For someone of your sexual orientation For someone with your dependents (e.g., children, elderly parents)

5 5 5 5 5 5

4 4 4 4 4 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

0 0 0 0 0 0

Comments:

(continued)

57

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

57

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)

58

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Diversity Assessment Questionnaire (concluded) Personal Information The following information will be treated in strictest confidence. It will help us analyze the responses by groups. No individuals will be identified in the results. Please complete the following: 1. Your Age 16–20 21–30 31–40

❑ ❑ ❑

41–50 51–60 60 +

❑ ❑ ❑

2. Your Gender Male

❑

Female

❑

3. Are you a person with a disability? Yes ❑

No

❑

4. What is your ethnic background? Hispanic ❑ African American ❑ Native American ❑ Other ❑

Middle Eastern White Asian 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.

59

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

59

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

60

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

60

E-business Questionnaire Write a checkmark in the appropriate column to rate each statement with regard to your Web site as well as other Web sites. Very Good

Good

Average

Below Average

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?

(continued)

61

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

61

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?

62

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

15 Emotional Intelligence This questionnaire allows you to assess your emotional intelligence, or your ability to recognize your feelings and those of others.

63

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

63

Emotional Intelligence Using the following scale from 1–5, indicate to what extent each statement applies to you: 5 = Agree strongly 4 = Agree to some extent 3 = Neither agree or disagree 2 = Disagree somewhat 1 = Disagree strongly Score

Self-awareness 1. I am aware of situations that cause me to think negatively. 2. I am aware of what drives my behavior. 3. I recognize my own emotions. 4. I recognize the impact my behavior has on others. 5. I am confident in who I am. 6. I regularly ask for feedback from others on the impact of my behaviors. 7. I have an accurate assessment of myself. 8. I am confident in what I do. 9. I recognize what influences my way of thinking. 10. I know when I feel motivated and when I do not. Total score: Self-awareness

Score

Self-management 11. I show initiative and drive. 12. I practice what I preach. 13. I am adaptable. 14. I set myself achievable goals. 15. I stop or change behavior that is not effective. 16. I show commitment to work even when it is not the most interesting. 17. I have a positive outlook. 18. I make the most of my resources. 19. I take setbacks in stride. 20. I use positive “self-talk” to help me achieve my goals. Total score: Self-management

(continued)

64

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Emotional Intelligence (concluded) Awareness of Others

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

Relating to 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

65

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

65

Interpreting Your Scores People with high emotional intelligence are able to recognize their own feelings and those of others, motivate themselves, and manage their emotions as well as relate effectively to others and their feelings. Self-awareness, a positive approach, and empathy toward others have been proven to bring about greater success, both in work and life in general, than cognitive or academic intelligence. 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. 2. 3. 4.

Self-awareness Self-management Awareness of others 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?

66

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

67

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

67

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.

68

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

Stagnant Organization

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Total:

Total:

Final Score

Interpreting Your Scores Score 70+: The Innovative Organization Your organization creates a climate that supports innovation. Goran Ekvall in the 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 actively discourage it. Innovation appears not to be a corporate priority. As a consequence, your organization is likely to be a market follower, not a market challenger. If you want to take the initiative, the work climate will need to change 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 happened to the dinosaurs!

69

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

69

17 Internal Customer Service Use this questionnaire to gain feedback from those people to whom you provide a service internally.

70

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

70

Internal Customer Service Feedback Form To improve the quality of the service that we provide, we would appreciate your feedback. Please complete the 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 Good 3 = Good 2 = Average 1 = Not Very Good 0 = 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

4

3

2

1

0

4

3

2

1

0

Comments:

2. Meet your requirements? Comments:

3. Respond to your requests? Comments:

(continued)

71

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

71

Internal Customer Service Feedback Form (continued) 4. Make it easy for you to work with us?

4

3

2

1

0

4

3

2

1

0

4

3

2

1

0

4

3

2

1

0

4

3

2

1

0

Comments:

5. Keep to the agreed-upon deadlines? Comments:

6. Keep you informed? Comments:

7. Respond when there are problems? Comments:

8. Show you that we want to help? Comments:

(continued)

72

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Internal Customer Service Feedback Form (concluded) 9. Keep our promises?

4

3

2

1

0

4

3

2

1

0

Comments:

10. Meet your expectations? 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. 73

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

73

18 Inter-team Working This questionnaire can be used to assess the relationships between teams who have to interact. It is best completed by members of both teams so that the results can be compared across teams.

74

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

74

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 and 10 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 to arrive at a consensus score. Your Score

Your team’s score

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

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

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

75

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

75

76

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Item Number

1

2

3

4

5

6

7

8

9

10

Points Scored

Role Clarity 1

Knowledge of Objectives 2

Understanding Expectations 3

Collective Agenda 4

Methods and Procedures 5

Information Sharing 6

Decision Making 7

Progress Reporting 8

Conflict Management 9

(continued)

10

Leadership

Plot with an X your team’s score on the table below, indicating your own team’s consensus score for each item. Then connect the Xs to create a line graph. Next, using a different color pen, plot with an X the scores of the other team and connect the Xs to create a line graph. Identify the similarities and differences and the action you can take overall to improve inter-team relationships.

Comparison of Scores

20 19 18

Respect Support Challenge

Idea Generation 17 15

Use of Strengths 16 Approachability

12 11

13

Listening Skills 14 Consultation Cooperation Trust

Item Number

1

2

3

4

5

6

7

8

9

10

Points Scored

Comparison of Scores (concluded) 77

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

77

19 Knowledge Management Use this questionnaire to evaluate to what extent knowledge is shared at your workplace. It is best completed by a cross-section of people representing the different functions in your organization.

78

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

78

Knowledge Management Questionnaire The objective of this questionnaire is to review the extent to which knowledge is shared within the organization.

Part 1 Read the following statements and indicate your response by checking the appropriate column for each. In addition, check if you know where to access the information described in each statement if you need it.

Knowledge Shared to a Great Extent

Knowledge Shared to Some Extent

Knowledge Not Shared

Don’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

Additional comments:

(continued)

79

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

79

Knowledge Management Questionnaire (concluded) Part 2 Read the following statements and indicate to what extent you agree with them by checking the appropriate column for each. Agree Very Strongly

Agree

Disagree

Disagree Strongly

Don’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.

Additional comments:

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

Thank you very much for your help.

80

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

20 Leadership Behaviors This questionnaire is designed as a 360° feedback mechanism on leadership behaviors. It covers three areas: managing the business, managing others, and managing self. The feedback questionnaire is in three parts: • Part A: To be completed by your manager, members of your team (we suggest at least two), and your peers (again we recommend two) • Part B: To be completed by yourself • Part C: Comparison, where you can compare your own scores and those of others in order to identify strengths and areas for development

81

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

81

Leadership Behaviors Questionnaire: Part A For Manager, Team Members, and Peers __________________________________________________ (name) has nominated you to complete a questionnaire about him/her. To get maximum value from this exercise, please be honest. The results of the questionnaire will help the person identify their leadership behaviors and areas for improvement.

82

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Leadership Behaviors: Feedback Questionnaire Name of person who has nominated you: ____________________________________________________ Thinking about the person who has nominated you to give feedback, rate how characteristic each statement is of him/her. Rate each statement on the following scale: 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. Managing the Business

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

What behaviors do you hope will continue?

What behaviors concern you and why?

(continued) 83

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

83

Leadership Behaviors: Feedback Questionnaire (continued) Managing Others

Score

9. Is enthusiastic in describing the organization’s overall goal, and links others’ individual objectives to the bigger picture 10. Encourages others to show initiative and take responsibility 11. Develops others’ performance through a mixture of supportive and challenging feedback 12. Shares relevant information and experience, helping others make informed decisions 13. Involves others in decision making, and encourages alternative opinions 14. Enables freedom of action through providing clarity on direction, boundaries, and scope 15. Communicates clearly and effectively 16. Is approachable, and takes time for others 17. Actively listens to others’ ideas and concerns 18. Celebrates and rewards the efforts and achievements of others 19. Expects the best from others, and gives others the opportunity to demonstrate this 20. Encourages and supports others in embracing change

What behaviors do you hope will continue?

What behaviors concern you and why?

(continued)

84

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Leadership Behaviors: Feedback Questionnaire (concluded) Managing Self

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

What behaviors do you hope will continue?

What behaviors concern you and why?

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

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

85

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

85

Leadership Behaviors Questionnaire: Part B For the Individual Please complete the following questionnaire on your leadership behaviors. To get maximum value from this exercise, please be honest.

86

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Leadership Behaviors Questionnaire Name: ______________________________________________________________________________ Thinking about your own behaviors, rate how characteristic each statement is of you. Rate each statement on the following scale: 1 = Disagree strongly, not at all characteristic of you 2 = Disagree, not characteristic of you 3 = Agree, somewhat characteristic of you 4 = Agree strongly, very characteristic of you Where you do not know or the statement is not applicable, leave blank. Managing the Business

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

What behaviors do you hope will continue?

What behaviors concern you and why?

(continued) 87

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

87

Leadership Behaviors Questionnaire (continued) Managing Others

Score

9. Are enthusiastic in describing the organization’s overall goal, and link others’ individual objectives to the bigger picture 10. Encourage others to show initiative and take responsibility 11. Develop others’ performance through a mixture of supportive and challenging feedback 12. Share relevant information and experience, helping others make informed decisions 13. Involve others in decision making, and encourage alternative opinions 14. Enable freedom of action through providing clarity on direction, boundaries, and scope 15. Communicate clearly and effectively 16. Are approachable, and take time for others 17. Actively listen to others’ ideas and concerns 18. Celebrate and reward the efforts and achievements of others 19. Expect the best from others, and give others the opportunity to demonstrate this 20. Encourage and support others in embracing change

What behaviors do you hope will continue?

What behaviors concern you and why?

(continued)

88

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Leadership Behaviors Questionnaire (concluded) Managing Self

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

What behaviors do you hope will continue?

What behaviors concern you and why?

89

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

89

Leadership Behaviors Questionnaire: Part C Comparison Look at the questionnaire you have completed as well as those completed by your manager, peers, and team members. Write in your own scores plus the scores of other people so that you can make comparisons. Managing the Business

You

Manager

Team

Team

Peer

Peer

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 links others’ individual objectives to the bigger picture 10. Encourages others to show initiative and take responsibility 11. Develops others’ performance through a mixture of supportive and challenging feedback 12. Shares relevant information and experience, helping others make informed decisions 13. Involves others in decision making, and encourages alternative opinions 14. Enables freedom of action through providing clarity on direction, boundaries, and scope 15. Communicates clearly and effectively 16. Is approachable, and takes time for others 17. Actively listens to others’ ideas and concerns 18. Celebrates and rewards the efforts and achievements of others 19. Expects the best from others, and gives others the opportunity to demonstrate this 20. Encourages and supports others in embracing change

(continued)

90

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Leadership Behaviors Questionnaire: Part C (concluded) Managing Self

You

Manager

Team

Team

Peer

Peer

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

Look at the scores that you have received in comparison to your own. Highlight consistencies and inconsistencies in scoring (e.g., where people have given you similar or markedly dissimilar scores). What do the results tell you are your key leadership strengths?

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

91

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

91

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

92

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

92

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

93

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

93

Scoring Total your scores for questions 1 to 10. These questions relate to task-related leadership behaviors—the horizontal axis in the graph below. These behaviors include telling people what to do, explaining, giving information, and directing. Score for task-related behaviors (horizontal axis): ______________ Now total your scores for questions 11 to 20. These questions relate to peoplerelated leadership behaviors—the vertical axis in the graph below. These behaviors include asking people for ideas, encouraging, and building trust. Score for task-related behaviors (vertical axis): ______________ Plot your score on the graph below by putting an X where your scores for the horizontal axis and the vertical axis meet.

High

50 45 40 35 30

PeopleRelated Behaviors

25 20 15 10 5 5

0

Low

10

Low

94

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

15

20

25

30

35

40

Task-Related Behaviors

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

45

50 High

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

High

50 45 40

FACILITATING

GUIDING

EMPOWERING

DIRECTING

35 30 PeopleRelated Behaviors

25 20 15 10 5

Low

0 Low

95

5

10

15

20

25

30

35

40

45

Task-Related Behaviors

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

50 High

95

Leadership Styles: Typical Behaviors High

Facilitating Guides, listens, facilitates Encourages shared decision making and responsibility Monitors performance and is available for feedback

Guiding Combines instructions (telling) with asking questions Encourages feedback and contribution from team members Monitors performance and rewards positive behavior

PeopleRelated Behaviors

Empowering Clarifies and agrees on objectives with full participation of team members

Directing Gives clear and extensive instructions

Gives support if requested

Is clear about expectations and procedures

Monitors indirectly, reconciles difficulties if reported

Rigorously monitors performance

Low Low

96

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

Task-Related Behaviors

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

High

22 Left- and Right-Brain Thinking Is your preference for left-brain logical or right-brain intuitive thinking? Use this questionnaire to find out.

97

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

97

Left- and Right-Brain Thinking Questionnaire Read the list of descriptive terms below, and rate how characteristic each term is of you on the following scale from 1–4: 4 = very characteristic of me 3 = somewhat characteristic of me 2 = somewhat uncharacteristic of me 1 = not characteristic of me 1

2

3

4

1. Logical 2. Self-disciplined 3. Intuitive 4. Impulsive 5. Rational 6. Planned 7. Spontaneous 8. Humorous 9. Detail conscious 10. Organized 11. Imaginative 12. Artistic 13. Systematic 14. Ordered 15. Flexible 16. Untidy 17. Cautious 18. Analytical 19. Emotional 20. Receptive 21. Goal oriented 22. Precise 23. Inventive 24. Original 25. Businesslike

(continued) 98

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Left- and Right-Brain Thinking Questionnaire (concluded) 1

2

3

4

26. Restrained 27. Gifted 28. Artistic 29. Efficient 30. Sensible 31. Stimulating 32. Visionary 33. Coherent 34. Methodical 35. Resourceful 36. Whimsical 37. Controlled 38. Balanced 39. Unrestrained 40. Innovative

99

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

99

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

100

REPRODUCED

Left Brain

3

1

4

2

7

5

8

6

11

9

12

10

15

13

16

14

19

17

20

18

23

21

24

22

27

25

28

26

31

29

32

30

35

33

36

34

39

37

40

38

Right brain total:

Left brain total:

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Interpreting Your Scores This questionnaire assesses your preference for right-brain or left-brain thinking. Your preference is revealed by the higher of the two totals. The degree of your preference can be ascertained by subtracting the lower score from the higher one. The higher the difference between the two scores, the greater your preference 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 the ability to be creative and intuitive at times and, at other times, to be systematic and logical. Creative thinking courses can be a useful way to develop wholebrain thinking.

101

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

101

23 Management Skills Use this assessment to establish what competencies are important for you to demonstrate in your organization and to rate yourself against. This assessment can help you create a personal development plan.

102

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

102

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 = Important NI = Not important For those competencies that you have rated Very Important or Important, assess your level of competency on a scale of: 3 = Very competent 2 = Competent 1 = Needs development The items that you have rated as Needs Development can form the basis for a development plan. Competency

Importance (VI, I, NI)

Competence (3, 2, 1)

Comments

STRATEGIC SKILLS Brings organizational vision to life for others Demonstrates critical thinking Keeps abreast of changes in the commercial environment Is oriented toward the customer Is innovative, and tries new approaches Strives for continuous improvement Manages change effectively INFLUENCING SKILLS Is a clear communicator Influences effectively, directly, and indirectly Demonstrates flexibility Negotiates win-win outcomes Builds effective relationships

(continued)

103

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

103

Management Skills Assessment (concluded) Importance (VI, I, NI)

Competency

Competence (3, 2, 1)

Comments

LEADERSHIP SKILLS Creates a sense of shared purpose Leads a high performing team Delegates appropriately Empowers others to achieve results Manages performance Develops others FOLLOWERSHIP SKILLS Presents a unified front Works cross-functionally to support mutual goals and encourages others to do the same IMPLEMENTATION SKILLS Plans ahead to meet the needs of the organization Demonstrates effective organizational skills Manages time effectively Demonstrates sound decision-making and problem-solving skills Sees things through despite setbacks PERSONAL FACTORS Shows integrity Develops self Shows resilience Demonstrates drive and desire to succeed OTHER COMPETENCIES: (write in)

104

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

105

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

105

Motivation Self-assessment Read the list below and rate each statement on the following scale from 1–4: 4 = Very important to me 3 = Somewhat important to me 2 = Not important to me 1 = Not very important to me at all 1. Having fun at work

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)

106

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

107

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

107

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

Question Number

Question Number

Question Number

Category Total

1

9

17

25

A

2

10

18

26

B

3

11

19

27

C

4

12

20

28

D

5

13

21

29

E

6

14

22

30

F

7

15

23

31

G

8

16

24

32

H

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

108

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

Interpreting Your Scores 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 motivating environment by satisfying one of the following needs that we may have: Category Category Category Category Category Category Category Category

A: Activity—being active and involved at work B: Ownership—being able to own one’s work C: Empowerment—being empowered, taking control D: Belonging—feeling part of a group E: Competency—feeling able to use and develop your skills F: Achievement—feeling that goals are reached G: Recognition—being recognized for effort and success H: Meaning—feeling that what you do has significance

Look at the two categories in which you scored the highest. Then answer the following questions: 1. What do the results of this assessment tell you about the needs you have that, if satisfied, will help you feel self-motivated?

2. How well are these needs currently being met?

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

109

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

109

25 Neurolinguistic Programming: Sensory Specific Preferences Everyone has preferences for how they take in information and communicate with others. The way we speak is an indication of the way we think. This questionnaire is designed to help you establish what sensory specific preference you have.

110

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

110

Sensory Specific Questionnaire Read each of the following lettered statements. As you read each, put an X next to the numbered element that comes to mind. A. What you did over the weekend (1) (2) (3) (4) (5)

A sound, for example the sound of conversation An image of some sort, for example of the places you were A taste, for example the taste of what you ate An emotion, for example how you felt A smell, for example the smell of cooking

B. Your partner (1) (2) (3) (4) (5)

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

C. A time when you were ill (1) (2) (3) (4) (5)

An image, for example of where you were A smell, for example the smell of a hospital An emotion, for example how you felt at the time A sound, for example the sound of what you or others were saying A taste, for example the taste of medicine

D. Your best vacation ever (1) (2) (3) (4) (5)

A taste, for example the taste of the food A smell or aroma, for example the smell of the beach An emotion, for example how you felt being there A sound, for example the sound of music or conversation An image, for example of the people you were with or the location

E. Winter (1) (2) (3) (4) (5)

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

111

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

111

Sensory Specific Questionnaire (concluded) F. Something you don’t like (1) (2) (3) (4) (5)

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

G. Your school days (1) (2) (3) (4) (5)

A smell or aroma, for example the smell of markers or paste An emotion, for example what you felt at the time An image, for example of the school buildings A sound, for example the sound of the voices of your friends A taste, for example the taste of school lunches

H. Your home (1) (2) (3) (4) (5)

An image, for example of certain rooms An emotion, for example how you feel A smell or aroma, for example the smell of the damp basement A taste, for example the taste of a familiar meal A sound, for example the sound of a clock ticking

I. Something you like (1) (2) (3) (4) (5)

An emotion, for example how you feel A taste, for example the taste of delicious food A sound, for example the sound of someone’s voice An image, for example what this looks like A smell or aroma, for example the smell of delicious food

J. Your boss (1) (2) (3) (4) (5)

112

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

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

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

Kinesthetic: Feelings

Kinesthetic: Taste

Kinesthetic: Smell

Visual

Auditory

A

4

3

5

2

1

B

3

2

4

5

1

C

3

5

2

1

4

D

3

1

2

5

4

E

4

5

3

1

2

F

5

3

4

2

1

G

2

5

1

3

4

H

2

4

3

1

5

I

1

2

5

4

3

J

3

4

1

5

2

Total Number of Checkmarks

Interpreting Your Score Look at your highest score(s). This indicates your preferred sensory style(s). Everyone has preferences for how they take in information and communicate with others. The way we speak is an indication of the way we think. This questionnaire is designed to establish your sensory specific preference. There are 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.” 113

R E P R O D U C E D FRREOPMR OCDOU MC EPDE NFDRI OU M C O FO M QPUEENSDT I UOMN NOA FI R Q E SU EASNTDI OINNNVAEINRTEOSR AI ENSD, IVNOVLEUNMT O E R2, I E SSarah , V O L U MCook, E 2, Sarah HRD Press, Cook, HRD Inc. Press, Inc.

113

Visual People with this preference tend to take in information based on visual images. Typical words used by people with this preference are: See, look, picture, color, view, for example: • “I look forward to it.” • “I see what you mean.” • “My view is . . .”

Auditory People with this preference tend to take in information based on sound. Typical words used by people with this preference are: Hear, sound, talk, loud, say, for example: • “I hear what you’re saying.” • “It sounds doubtful.” • “Let me explain.”

114

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, Sarah Cook, HRD Press, Inc.

26 Organizational Culture Audit Culture is often described as the glue that holds the organization together. It is infrequently mentioned, but it plays an important role in the success of a business. There are three parts to this audit, designed to allow people to express: 1. How they see the culture in the organization now 2. What they would like the culture of the organization to be in the future You can use this audit for a large number of different employees across an organization or a small group within one particular function. By focusing on what is most valued and what is least valued now, and what should be most valued and least valued in the future, employees can paint a clear picture of business life as is and how it should be. You should photocopy the pages of statements and then cut them up so that each statement is on a separate slip of paper. This will allow employees to consider each in turn and place each in the appropriate column, according to the value they associate with it.

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

115

Organizational Culture Audit: Part 1 Thinking about your organization as you see it today, read the statements below. You will be given a photocopy 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

1 Focusing strongly on the needs of the customer

2 Planning for the long term

3 Sharing knowledge

4 Encouraging teamwork

5 Working collaboratively across teams

6 Being efficient

7 Involving others in decision making

8 Developing new products and services

9 Continually striving for improvement

10 Providing clarity on direction, boundaries, and scope

11 Rewarding superior performance

12 Minimizing error

13 Using available resources effectively

14 Communicating business success

15 Gaining short-term wins

16 Selling successfully

17 Adapting quickly to change

18 Respecting authority

19 Sticking with the tried and true

20 Encouraging creativity and innovation

21 Allowing people to learn from their mistakes

22 Expecting the best of others

23 Providing secure employment

24 Limiting risk

25 Encouraging others to show initiative and take responsibility

26 Communicating regularly and effectively

27 Treating people fairly and consistently

28 Putting customer priorities above all others

29 Asking for feedback

30 Being loyal to the company

31 Trying new ways of working

32 Working long hours

33 Being competitive

34 Agreeing with management decisions

35 Talking a good talk

36 Maximizing margins

37 Being highly organized

38 Keeping decision making to oneself

39 Limiting business thinking to one’s own area of experience

40 Controlling others’ work

41 Focusing inwardly on the organization

42 Focusing on the past

43 Having sufficient resources

44 Passing the buck

45 Encouraging alternative opinions

46 Achieving targets

47 Looking to the future

48 Sharing relevant information and experience

49 Maximizing customer retention

50 Allowing freedom of action

51 Linking individual objectives to the bigger picture

52 Encouraging self-development

53 Being commercially focused

54 Consulting others

55 Recognizing effort and achievement

56 Accepting the status quo

57 Keeping promises

116

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Not Valued at All Not Valued Very Much Valued Slightly Valued Highly

Part 1: The Organization Today

Valued Most Highly

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

117

Organizational Culture Audit: Part 2 Thinking about the organization as you would like it to be, read the statements below. You will be given a photocopy 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 the customer

2 Planning for the long term

3 Sharing knowledge

4 Encouraging teamwork

5 Working collaboratively across teams

6 Being efficient

7 Involving others in decision making

8 Developing new products and services

9 Continually striving for improvement

10 Providing clarity on direction, boundaries, and scope

11 Rewarding superior performance

12 Minimizing error

13 Using available resources effectively

14 Communicating business success

15 Gaining short-term wins

16 Selling successfully

17 Adapting quickly to change

18 Respecting authority

19 Sticking with the tried and true

20 Encouraging creativity and innovation

21 Allowing people to learn from their mistakes

22 Expecting the best of others

23 Providing secure employment

24 Limiting risk

25 Encouraging others to show initiative and take responsibility

26 Communicating regularly and effectively

27 Treating people fairly and consistently

28 Putting customer priorities above all others

29 Asking for feedback

30 Being loyal to the company

31 Trying new ways of working

32 Working long hours

33 Being competitive

34 Agreeing with management decisions

35 Talking a good talk

36 Maximizing margins

37 Being highly organized

38 Keeping decision making to oneself

39 Limiting business thinking to one’s own area of experience

40 Controlling others’ work

41 Focusing inwardly on the organization

42 Focusing on the past

43 Having sufficient resources

44 Passing the buck

45 Encouraging alternative opinions

46 Achieving targets

47 Looking to the future

48 Sharing relevant information and experience

49 Maximizing customer retention

50 Allowing freedom of action

51 Linking individual objectives to the bigger picture

52 Encouraging self-development

53 Being commercially focused

54 Consulting others

55 Recognizing effort and achievement

56 Accepting the status quo

57 Keeping promises

118

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Not Valued at All Not Valued Very Much Valued Slightly Valued Highly

Part 2: The Organization as It Should Be

Valued Most Highly

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

119

Organizational Culture Audit: Part 3 Now consider the columns in Part 1 and Part 2 that represent: Today

As it Should Be

What is valued most highly What is not valued at all

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

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

120

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

27 Organizational Culture Checklist 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 a series of questions that can be used as part of face-to-face interviews or focus groups with a cross-section of employees.

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

121

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)

122

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

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?

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

123

28 Organizational Culture Diagnosis You can use this assessment to help you diagnose employees’ perception of an organization’s culture. It is best completed by a cross-section of employees in order to provide a representative view.

124

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

Organizational Culture Diagnosis Thinking about the culture in this organization, read the pairs of descriptions below. Put an X on the line going between 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 focused and 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)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

125

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. 126

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

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

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

127

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 particularly meaningful 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 is achievable (continued)

128

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

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 shuffle its 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 interrupting people 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

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

129

30 Partnering This assessment tool allows you to evaluate your partner supplier–customer relationships. It is best taken by both suppliers and customers so that a comparative discussion can be held.

130

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

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. When completing 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)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

131

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:

132

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

31 Performance Management This questionnaire is designed to help you assess how well your team members think you manage performance in comparison to your own opinion. The feedback questionnaire is in three parts: • Part A: To be completed by your team members (we suggest at least two) • Part B: To be completed by yourself • Part C: Comparison, where you can compare your own scores and those of your team members in order to identify strengths and areas for development in managing performance

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

133

Performance Management Questionnaire: Part A For Team Members Your manager has nominated you to complete a questionnaire about how well they manage your performance. 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.

134

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Performance Management Feedback Questionnaire: Part A Name of person who has nominated you: ____________________________________________________ Thinking about the person who has nominated you to give feedback, rate how characteristic each statement is of him/her. Rate each statement on the following scale from 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. My manager:

4

3

2

1

0

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 overall objectives 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-upon standards

(continued)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

135

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:

136

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Performance Management Questionnaire: Part B For the Manager Please complete the following questionnaire on how you manage performance. To get maximum value from this exercise, please be honest.

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

137

Performance Management Questionnaire: Part B Name: ______________________________________________________________________________ Thinking about your own behaviors, rate how characteristic each statement is of you. Rate each statement on the 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. 4

I:

3

2

1

0

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’s objectives 3. Clearly state what is expected of team members in order for them to achieve their overall objectives 4. Ask team members for ideas on how to achieve their objectives rather than telling them what to do 5. Do not force my ideas on team members if they have another way of achieving the objective 6. Make sure team members receive the coaching and training they need to do their job 7. Make the most of team members’ different skills 8. Create a climate of mutual trust 9. Evaluate team member performance based on results and behavior 10. Offer regular feedback on what team members are doing well, as well as what they need to change in order to improve 11. Hold regular performance appraisals 12. Confront appropriately behavior that is not consistent with agreed-upon standards

(continued)

138

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

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:

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

139

Performance Management Questionnaire: Part C Comparison Look at the questionnaire you have completed as well as those completed by your team members. Write in your own scores plus the scores of other people in order to make a comparison. My Score

I:

Team Member

Team Team Member Member

Team Member

1. Work with team members to set realistic objectives for improving their skills 2. Show team members the direct link between their work and the organization’s objectives 3. Clearly state what is expected of team members in order for them to achieve their overall objectives 4. Ask team members for ideas on how to achieve their objectives rather than telling them what to do 5. Do not force my ideas on team members if they have another way of achieving the objective 6. Make sure team members receive the coaching and training they need to do their job 7. Make the most of team members’ different skills 8. Create a climate of mutual trust 9. Evaluate team member performance based on results and behavior 10. Offer regular feedback on what team members are doing well, as well as what they need to change in order to improve 11. Hold regular performance appraisals 12. Confront appropriately behavior that is not consistent with agreed-upon standards

(continued)

140

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Performance Management Questionnaire: Part C (concluded) Look at the scores that you have received in comparison to your own. Highlight consistencies and inconsistencies in scoring (e.g., where people have given you similar or markedly dissimilar scores). What do the results tell you are your strengths in managing performance?

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

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

141

32 Personal Development Plan Use this checklist to assess your learning and development needs for the coming year. You can use this in combination with other assessment instruments in this manual.

142

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

Personal Learning Plan Name: Job title: Department: 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)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

143

Personal Learning Plan (continued) Key Strengths What are the areas in which you do well? Consider your skills, knowledge, and personal qualities. What evidence do you have of this? Strengths

Evidence

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________ (continued)

144

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Personal Learning Plan (continued) Key Areas for Development What do you need to improve on? Consider your disappointments and hopes. What skills, knowledge, and personal qualities can you develop? What evidence do you have of this need? Areas for Development

Evidence of Need

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________ (continued)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

145

Personal Learning Plan (concluded) Learning Targets Set 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 your progress against objectives at regular intervals. Learning Target

146

REPRODUCED

FROM

Resources Available/Preferred Learning Methods

COMPENDIUM

OF

QUESTIONNAIRES

AND

Who can help you achieve your target?

Timeline for Achieving Learning Target

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

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

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

147

Personal Impact and Influencing Skills: Part A Your Views Using the following scale from 1–4, rate each statement according to your views. 4 = Agree strongly 3 = Agree 2 = Disagree 1 = Disagree strongly

Relating to Others 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 find something 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.

Total score: Relating to Others (continued)

148

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Personal Impact and Influencing Skills: Part A (concluded) Getting Others to Relate to You 4

3

2

1

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.

Total score: Getting Others to Relate to You Please complete: I have a positive impact when I:

I have a negative impact when I:

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

149

Personal Impact and Influencing Skills: Part B Others’ Views Thinking 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 strongly 3 = Agree 2 = Disagree 1 = Disagree strongly

Relating to Others 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 find something 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.

Total score: Relating to Others (continued)

150

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Personal Impact and Influencing Skills: Part B (concluded) Getting Others to Relate to Me 4

3

2

1

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.

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:

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

151

Personal Impact and Influencing Skills: Part C Score Comparison Use this table to compare your scores.

Relating to Others Your Score

Other’s Score

Other’s Score

Other’s Score

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 find something 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.

Total score: Relating to Others (continued)

152

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Personal Impact and Influencing Skills: Part C (concluded) Getting Others to Relate to You Your Score

Others’ Score

Others’ Score

Others’ Score

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.

Total score: Getting Others to Relate to You Comments: Positive impact:

Negative impact:

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

153

Drawing Conclusions The personal impact and influence we have depends on how well we: • Relate to others • Get them to relate to us On the majority of occasions, our personal impact is greatest when we demonstrate both behavior sets. However, there are occasions when we need to use a majority of relating behaviors in order to influence and vice-versa. The danger is that we over-use one behavior set more than the other, for example only using “getting people to relate to us” behaviors rather than “relating to them” behaviors. This questionnaire allows you to assess your range of influencing behaviors. Look at your total scores for: • Relating to others • Getting others to relate to you Compare those with the scores of people who also completed the questionnaire. If there is a large discrepancy in scores, you are probably over or under using a behavior set. Alternatively, your intentions may be different from the impact you are having on others. Look specifically at areas in which you can develop your skills in order to have a greater positive impact. Within relating to others: Statements Statements Statements Statements

1–3 refer to listening skills 4–6 refer to questioning skills 7–9 refer to building common ground 10–12 refer to being open

Within getting others to relate to you: Statements Statements Statements Statements

154

REPRODUCED

FROM

COMPENDIUM

OF

13–15 16–18 19–21 22–24

refer refer refer refer

QUESTIONNAIRES

AND

to to to to

stating your views and opinions stating what you expect stating incentives and consequences expressing feelings

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

34 Problem Solving and Decision Making This self-assessment inventory is designed to allow you to assess your approach to problem solving and decision making.

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

155

Problem Solving and Decision Making Thinking about how you tackle problems and make decisions, rate yourself against each statement using the following scale: AS = Agree strongly A = Agree D = Disagree DS = Disagree strongly AS

A

D

1. I involve team members in exploring the causes of problems. 2. In implementing the solution to a problem, I set clear priorities for myself and others. 3. I look back to learn from decisions I have made. 4. I grasp and understand facts and information quickly in order to define the 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 fully understand the issues. 7. I share the bigger picture before making a decision. 8. I consider how decisions will affect other individuals and teams before making 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 to problems. 11. Having evaluated possible solutions to the problem, I do not procrastinate in making a decision. 12. When I decide on a solution to a problem, I communicate this to all those 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 the problem. 19. Before deciding how to solve a problem, I brainstorm different approaches. 20. I use a disciplined approach to problem solving.

156

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

DS

Scoring There are six stages to effective problem solving and decision making: 1. Define the problem 2. Generate options 3. Evaluate options 4. Make a decision/select an option 5. Implement the option 6. Review the option The statements in the self-assessment relate to each stage. Score as follows: AS = A = D = DS =

Agree strongly—Score 5 Agree—Score 3 Disagree—Score 0 Disagree strongly—Score 0

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

1. Define the Problem Total your score for questions 1, 4, and 6. Define the problem score = _____ 15

2. Generate Options Total your score for questions 14, 15, and 19. Generate options score = _____ 15

3. Evaluate Options Total your score for questions 7, 8, and 13. Evaluate options score = _____ 15

4. Make a Decision/Select an Option Total your score for questions 9, 11, and 12. Make a decision/select an option score = _____ 15

5. Implement the Option Total your score for questions 2, 5, and 16. Implement the option score = _____ 15 REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

157

6. Review the Option Total your score for questions 3, 17, and 18. 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

158

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

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

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

159

Project Team Self-assessment Using the following scale from 1–4, rate each statement in regards to the project team: 4 = Very good 3 = Good 2 = Average 1 = 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

160

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

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

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

161

Recognition and Reward Checklist Thinking about how you best like to be recognized or rewarded, check off the options that indicate your preferences. You can check more than one response for each question. Add comments where appropriate. 1. I prefer to be recognized: (a) (b) (c) (d) (e) (f) (g)

when I achieve my goals ❑ when the team achieves its goals ❑ for achieving both team and individual goals ❑ for effort ❑ for improvement ❑ I prefer not to be recognized ❑ other (please explain): ________________________________________________________________________ __________________________________________________________________________________________________________________

2. I prefer to be recognized: (a) (b) (c) (d) (e) (f) (g) (h) (i)

by my manager ❑ by my colleagues ❑ by my direct reports ❑ by people in other departments ❑ by my customers ❑ by senior management ❑ by a mixture of these people ❑ I prefer not to be recognized by anybody ❑ other (please explain): ________________________________________________________________________ __________________________________________________________________________________________________________________

3. I prefer to be recognized: (a) (b) (c) (d) (e)

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

(continued)

162

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Recognition and Reward Checklist (continued) 4. I prefer recognition to be in the form of: (a) (b) (c) (d) (e) (f) (g) (h) (i)

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

5. I prefer recognition to be given: (a) (b) (c) (d) (e) (f)

in private ❑ in front of my peers ❑ at team meetings ❑ at an award ceremony ❑ in front of the company ❑ other (please explain): ________________________________________________________________________ __________________________________________________________________________________________________________________

(continued)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

163

Recognition and Reward Checklist (concluded) 6. Imagine you have done something that is worthy of recognition. Look at the list of options below that suggest tangible ways in which you can be rewarded. There are 20 options (plus you may add more of your 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?

164

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

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

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

165

Self-esteem Self-assessment Read the following statements. If you agree with a statement more than you disagree, put a checkmark. If you disagree more with the statement than you agree, put an X. Please be honest; there are no right or wrong answers.  = Agree 1. I often find myself thinking that 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.

166

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

X = Disagree

What is self-esteem? Self-esteem is the way you see yourself as a person. This translates itself into self-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 than others and blame other people for where you are today. People who have low self-esteem do not respect their own skills and abilities and do not have confidence in what they can accomplish. They can view life as a series of challenges and setbacks over which they have no control.

Scoring Count up the number of s you have and the number of Xs. Number of s Number of Xs

Interpreting Your Score Mostly s You have low self-esteem. This might be holding you back from getting the most out of life. You may want to think about why you have these feelings and how the beliefs you have about yourself are affecting your life. We suggest that you talk this through with a trusted friend or counselor. Self-help courses such as assertiveness training might help you, too.

Mostly Xs You have good self-esteem. This will help you be successful and satisfied with your life.

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

167

38 Stress Management This assessment is in two parts: The first part helps individuals assess how susceptible they are to stress; the second part helps individuals analyze what coping strategies they can adopt now and in the future to manage pressure and stress.

168

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

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)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

169

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:

170

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Scoring Add up both the scores. Total score:

Interpreting Your Scores The scores relate to three types: Type B: 30–60 Type AB: 61–119 Type A: 120–150 Those most susceptible to stress are Type As. Type A people are always on the go, set themselves high targets, and drive themselves hard. Type B people have a relaxed, happy-go-lucky approach, and they live in the here and now. They are least likely to be affected by stress. Type AB people are a combination of both types. They can drive themselves hard at times, but they can also relax and take things easy. They are susceptible to stress when their A tendencies overcome the Bs!

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

171

Part 2: Strategies to Combat Stress Which of the strategies do you adopt on a regular basis to help combat stress? Check those that you currently use. 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? Now consider those strategies that you could start to use or do more of in the future. Ideally you should have at least one checkmark in each box.

172

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

39 Team Development This instrument will help groups assess the stage of their team development. It is best completed individually by all members of the group. After this, we recommend a group discussion to compare results.

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

173

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. Behavior Set A

Behavior Set B

❑ There is a closeness among members of

❑ People are guarded in the group. ❑ There is little shared understanding in the group. ❑ People appear to have low commitment to

the group.

❑ There is an enjoyable atmosphere in the group. ❑ People are able to challenge appropriately within the 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.

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.

Total number of checkmarks:

Total number of checkmarks:

Behavior Set C

Behavior Set D

❑ Relationships are established within the group. ❑ There is increased sensitivity to others in

❑ People are beginning to open up within the group. ❑ Feelings are expressed where they have not been

❑ The group sets out methods for working together. ❑ Roles and responsibilities are clear within

❑ Issues are confronted when they have not been

the group.

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.

before within the group. before 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 just a group.

Total number of checkmarks:

174

REPRODUCED

FROM

COMPENDIUM

Total number of checkmarks:

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Scoring Total the number of checkmarks that you have in each of the four boxes. Look at your highest score. This represents your perception of the stage of your group formation. Behavior set A refers to forming behaviors, at the beginning of a group life cycle. Behavior set B refers to storming behaviors. Although this can be an uncomfortable stage of group formation, it is a healthy one as it allows people to get to know one another. Behavior set C refers to norming behaviors. This stage is when norms are set in the group and working methods, roles, and responsibilities are established. Behavior set D refers to performing behaviors. This is when a team maximizes its performance.

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.

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

175

40 Team Leadership This questionnaire has two parts. Part 1 assesses the effectiveness of your team leadership. Part 2 allows you to gather the viewpoints of your team members about your leadership role in order to make comparisons and establish a personal development plan.

176

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

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 behavior 3 = I sometimes show evidence of this behavior 2 = I seldom show evidence of this behavior 1 = I do not show any evidence of this behavior 0 = Unknown/not applicable For each statement, check the appropriate box to indicate your score. Behavior: I . . .

4

3

2

1

0

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 and different 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 an effective team 12. Work collaboratively rather than competitively with other teams and encourage my 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

(continued)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

177

Part 1: Team Leadership Self-assessment (concluded) Behavior: I . . .

4

3

2

18. Encourage a climate where team members support each other when under pressure 19. Create opportunities for team members to grow and develop 20. Create a motivating work climate 21. Am able to stand back from the day to day and see the “big picture” 22. Encourage shared decision making 23. Will alter an approach to match the circumstances 24. Encourage and act on new ideas 25. Am clear about priorities and communicate these clearly to team members

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?

178

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

1

0

Part 2: Team Members’ Assessment This assessment is designed to help your team leader become even more effective. Using the following scale from 0–4, assess the behaviors that he/she demonstrates as a team leader: 4 = Almost always shows evidence of this behavior 3 = Sometimes shows evidence of this behavior 2 = Seldom shows evidence of this behavior 1 = Does not show any evidence of this behavior 0 = Unknown/not applicable For each statement, check the appropriate box to indicate your score. Please be honest. 4

Behavior: My team leader . . .

3

2

1

0

1. Establishes clear goals that all the team members buy into 2. Ensures clear and regular communication within the team 3. Ensures that effective and regular communication occurs between his/her own team and different teams 4. Helps the team establish a set of core values and abide by these 5. Establishes working practices and standards that all team members buy into 6. Makes sure that work is equally distributed within the team 7. Ensures that roles and responsibilities are understood across the team 8. Acknowledges conflict within the team 9. Confronts openly issues that prevent the team from functioning effectively 10. Demonstrates trust and confidence in all team members 11. Shows appreciation that different skills and qualities are needed to make an effective team 12. Works collaboratively rather than competitively with other teams and encourages his/her own team members to do the same 13. Is aware of what is happening on the team 14. Anticipates and removes barriers to efficient workflow 15. Champions the team with other groups 16. Recognizes and celebrates team members’ efforts

(continued)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

179

Part 2: Team Members’ Assessment (concluded) 4

Behavior: My team leader . . .

3

2

17. Shows personal commitment to the success of the team 18. Encourages a climate where team members support each other when under pressure 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

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?

180

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

1

0

41 Team Process This assessment is designed to be used by teams. It allows issues of how the team works together to be raised openly. The assessment is best taken individually by all team members, followed by a team discussion comparing scores and highlighting strengths and weaknesses.

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

181

Team Process Assessment The processes by which team members work together determine the success of the team. Yet often issues of respect, trust, and feeling listened to are not discussed by team members. This assessment allows these and other issues to surface. To make the most of this opportunity, please complete the assessment as honestly as possible. Thinking about your team, assess each of the following aspects of how you work together. Circle the number on the continuum scale for each pair of statements to indicate the behaviors demonstrated in your team. For example, 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

1. 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.

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 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. (continued)

182

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Team Process Assessment (continued) 8. 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 work collaboratively 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’s responsibility in the team.

16. Conflict is handled well in this team.

17. Decisions are made by consensus in 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

4

3

2

1

4

3

2

1

4

3

2

1

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. (continued)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

183

Team Process Assessment (concluded) 18. 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 challenge appropriately what the team is thinking.

25. I feel proud to belong 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

4

3

2

1

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.

Now total all the numbers that you have circled. Total score: ______ 100

184

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Interpreting Your Score 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):

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

185

42 Time Management This instructional tool has two parts. Part 1 allows you to record how you spend your time over a two-week period. Part 2 helps you identify where you could be making more use of your time and enables you to develop a plan of action to achieve this.

186

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

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 balance between your work, travel, maintenance (shopping, cooking, cleaning, etc.), home, and leisure time?

Recording your Time The following page gives you an opportunity to accurately record your activities over a typical week. The log is divided into intervals of two hours. Either record your activities at two-hourly intervals or at the end of each day. We suggest that you log your activities over a two-week period.

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

187

188

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Week 2

Sunday Week 1

Week 2

Saturday Week 1

Week 2

Friday Week 1

Week 2

Thursday Week 1

Week 2

Wednesday Week 1

Week 2

Tuesday Week 1

Week 2

Monday Week 1

Hour/day

12–2:00 a.m.

2–4:00 a.m.

4–6:00 a.m.

6–8:00 a.m.

8–10:00 a.m.

Part 1: Time Management Log 10–12:00 p.m.

12–2:00 p.m.

2–4:00 p.m.

4–6:00 p.m.

6–8:00 p.m.

8–10:00 p.m.

10–12:00 p.m.

Part 2: Assessment When you have completed your log, assess the percentage of time you are spending on the following activities, and record these figures. Activity

Percentage of Time Spent

Work Travel Maintenance (cleaning, bathing, shopping, etc.) Leisure Other: Other: Other: Then ask yourself: 1. Are these weeks typical? If not, why not?

2. What does the log say about you and how you are currently spending your time?

3. What thoughts do you have about the amount of time you spend between work, travel, maintenance, and leisure?

4. In what ways do you currently waste your time?

(continued) REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

189

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?

190

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

43 Training Needs Analysis Use this checklist to help you assess training needs.

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

191

Training Needs Analysis Checklist Use this checklist of questions to ask in order to establish why there is a training and development need and how best to address it. This checklist is written for a discussion about one individual’s training needs, but the questions 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)

192

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

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?

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

193

44 Transactional Analysis This questionnaire will help you identify your personal style. It is based on the work of Eric Berne.

194

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

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)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

195

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.

196

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Scoring Look back at the responses you have circled. For each statement, check the appropriate response below then total the number of checks you have made in each column. Item

NC

AC

1

A

B

2

NP

CP

A

B

A

B

3

A A

4

B A

5 B

A

6

B

A

7

B

B

8

A A

9

B B

A

10 B

A

11

A

12

B

B

13

A A

14

B B

A

15 B

A

16

A

17

B

B

18

A A

19

B A

20 A

21

B

B A

22

B

B

23

A

24

A

25

B A

B

Total

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

197

Interpreting Your Scores In the scoring table on the previous page, each column head is an abbreviation for the name of a personal style. Listed below are the descriptions of the five personal styles: • NC = Natural Child. People with this preference tend to express their genuine feelings, wants, and needs in an open although not always appropriate manner. They are friendly and like to have fun. They can be creative and 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 difficult to say no to unreasonable demands. They behave in such a way that people find them adaptable and amenable. People with this personal style can also be seen as too yielding, not standing up for themselves, and lacking in selfconfidence. • NP = Nurturing Parent. People with this preference are drawn to others whom they perceive as in need of help. They like to care and nurture others and be supportive. However, they can be seen as over-protective and smothering. They are in danger of not letting people develop for themselves or stand on their own two feet. • CP = Critical Parent. People with this preference like to take control. They set 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 are effective problem solvers and decision makers. They respect both themselves and 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.

198

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

45 Transferable Skills This inventory will help you evaluate your key competencies and in doing so assess your transferable skills.

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

199

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 area 3 = Competent in this area 2 = Still developing competency in this area 1 = Not competent in this area 0 = Do not know/not sure of competency in this area 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

(continued) 200

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Transferable Skills Inventory (concluded) Score 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

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

201

Scoring Transfer your scores into the tables below. Managing People Area

Score

Item 1 Item 5 Item 9 Item 13 Item 17 Item 21 Item 25 Item 29 Item 33 Item 37 Total

Being Creative Area

Score

Item 2 Item 6 Item 10 Item 14 Item 18 Item 22 Item 26 Item 30 Item 34 Item 38 Total

(continued)

202

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Scoring (concluded) Working with Technology Area

Score

Item 3 Item 7 Item 11 Item 15 Item 19 Item 23 Item 27 Item 31 Item 35 Item 39 Total

Working with Facts Area

Score

Item 4 Item 8 Item 12 Item 16 Item 20 Item 24 Item 28 Item 32 Item 36 Item 40 Total

Look at your scores for each area. The areas where you have the highest scores indicate your most readily transferable skills. The areas where you have scored lowest show the skills that you may need to develop.

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

203

There are ten areas in which you could potentially transfer your skills. Check the ones that relate to your current transferable skills. Transferable Skills 1. Managing people 2. Managing people and being creative 3. Managing people and working with technology 4. Managing people and working with facts 5. Being creative 6. Being creative and working with technology 7. Being creative and working with facts 8. Working with technology 9. Working with technology and facts 10. Working with facts

Now answer the following questions. Are you currently working in an area that is appropriate to your transferable skills? ____________ 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?

204

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

46 Vision This checklist can be used as a prompt to produce: (a) An organizational or work team vision (b) A personal vision We suggest that an organizational or work team vision be developed by and shared with as many people as possible.

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

205

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)

206

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

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)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

207

Organizational or Work Team Vision (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)

208

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Organizational or Work Team Vision (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)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

209

Organizational or Work Team Vision (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)

210

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Organizational or Work Team Vision (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)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

211

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?

212

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Review Now look at the key words you have used in answering these questions. List the values that drive your vision—the behaviors that are most meaningful to you in creating the organization/work team of the future. Pull these behaviors into a sentence or paragraph that describes your vision. For example: “We are a world class, customer-focused company that respects and values its customers and employees alike . . .”

Once you have defined your vision—what you want to be and to see—the next step is to define the key actions and timelines that will help you achieve your vision.

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

213

Personal Vision Think forward a year from now (or two or three—set your own timeline). Imagine that you have become the person that you desire to be. Forget the constraints of today and focus on the future. Write down, picture, or verbalize your answers to the following questions: What are you doing?

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)

214

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

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 the key actions and timelines that will help you achieve your vision.

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

215

47 Values This inventory is designed to help you reach a better understanding of your significant personal values. It should be completed individually. It can then form the basis of a team discussion.

216

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

Values Values are principles that we find worthwhile and meaningful that can guide what we do and how we act. Look at the list of work and personal values below. Select the ten values that are most important to you. Then rank the ten values that you have selected in order of priority using the ranking sheet provided.

Select Your Top Ten Values Write checkmarks next to the ten values that are most meaningful to you. You may add others to the list and include 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)

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

217

Values (concluded) ❑ Leadership

❑ Religion

❑ Love

❑ Reputation

❑ Loyalty

❑ Responsibility

❑ Meaning

❑ Security

❑ Money

❑ Self-confidence

❑ Openness

❑ Service

❑ Peace of mind

❑ Slow pace

❑ Personal development

❑ Stability

❑ Power

❑ Status

❑ Pressure

❑ Stimulation

❑ Privacy

❑ Time

❑ Promotion

❑ Trust

❑ Quality

❑ Variety

❑ Recognition

❑ Working alone

❑ Relationships

❑ Working with others

Other (please write in):

218

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

Ranking Write the ten values that you have checked in the first column of the values chart below. Ignore the other columns at this stage.

Values Chart Column A Total number of times chosen

Value (write in)

Column B Ranking (1 to 10)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Now, work your way through the ranking chart below. You need to compare each value against the other nine in your list in turn. Decide which of the two values you rank higher in priority and, in every box, circle the number of that value. For instance, the top box gives you a choice between values 1 and 2.

Ranking Chart 1

2

1

3

2

3

1

4

2

4

3

4

1

5

2

5

3

5

4

5

1

6

2

6

3

6

4

6

5

6

1

7

2

7

3

7

4

7

5

7

6

7

1

8

2

8

3

8

4

8

5

8

6

8

7

8

1

9

2

9

3

9

4

9

5

9

6

9

7

9

8

9

1

10

2

10

3

10

4

10

5

10

6

10

7

10

8

10

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

9

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

10

219

When you have finished choosing, count the number of times you have circled each value, that is the number of times you ranked it higher in priority to the alternative. Write the totals for each value in column A of the values chart. Then in column B of the values chart, identify your priorities for ranking the values—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.

220

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

48 Work–Life Balance This questionnaire will help you evaluate the balance you achieve between the demands of professional life and personal life.

COMPENDIUM

OF

QUESTIONNAIRES

AND

INVENTORIES, VOLUME 2

221

Work–Life Balance Questionnaire Use this questionnaire to assess whether you are getting the right balance between your commitment to work and your private life. Using the following scale, rate yourself against the statements below by checking the appropriate column. Yes = This is generally like me. No = This is not generally like me. Yes 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.

222

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

No

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:

Interpreting Your Score Score 61–80 Well done. You appear to have achieved a satisfactory balance between commitments 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. When work and private commitments clash, work is likely to win. Consider the impact this has on you personally and on the people who matter to you outside work. Look for ways to work more effectively via better time planning, organization, and delegation. Learn to say no more often.

Score 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 the disadvantages in the long run? What is the impact on your health, your mental well-being, and your relationships? Are the sacrifices really worth it?

REPRODUCED

FROM

COMPENDIUM

OF

QUESTIONNAIRES

AND

I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .

223