Compendium of Questionnaires and Inventories Volume I Sarah Cook
HRD Press, Inc. • Amherst • Massachusetts
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Compendium of Questionnaires and Inventories Volume I Sarah Cook
HRD Press, Inc. • Amherst • Massachusetts
Copyright © 2007 by Sarah Cook
The materials that appear in this book, other than those quoted from prior sources, may be reproduced for educational/training activities. There is no requirement to obtain special permission for such uses. This permission statement is limited to reproduction of materials for educational or training events. Systematic or large-scale reproduction or distribution—or inclusion of items in publications for sale—may be carried out only with prior written permission from the publisher.
Published by:
HRD Press, Inc. 22 Amherst Road Amherst, Massachusetts 01002 1-800-822-2801 (U.S. and Canada) 413-253-3488 413-253-3490 (fax) www.hrdpress.com
ISBN 978-1-59996-055-5
Production services by Jean Miller Editorial services by Sally M. Farnham Cover design by Eileen Klockars
Contents Preface.....................................................................................................................
v
Acknowledgment ......................................................................................................
vii
Matrix Index..............................................................................................................
ix
1
Action Planning ...........................................................................................
1
2
Assertiveness ..............................................................................................
5
3
Change Management—Individuals .............................................................
11
4
Change Management—Organizations ........................................................
17
5
Coaching Skills............................................................................................
23
6
Communication Style ..................................................................................
31
7
Conflict Management ..................................................................................
39
8
Counseling Style .........................................................................................
47
9
Creativity .....................................................................................................
53
10
Customer Focus—Individuals......................................................................
59
11
Customer Focus—Organizations ................................................................
67
12
Customer Satisfaction .................................................................................
73
13
Delegation ...................................................................................................
83
14
Employee Attitudes .....................................................................................
89
15
Empowerment .............................................................................................
93
16
Evaluation of Training..................................................................................
97
17
Facilitation ................................................................................................... 101
18
Feedback Skills ........................................................................................... 107
19
Influencing Skills.......................................................................................... 111
20
Interview Skills............................................................................................. 115
21
The Learning Organization .......................................................................... 121
22
Learning Style ............................................................................................. 127
23
Listening Skills............................................................................................. 133
24
Management Competencies........................................................................ 139
25
Management Style ...................................................................................... 147
26
Meeting Skills .............................................................................................. 155
27
Mentoring .................................................................................................... 161
Compendium of Questionnaires and Inventories, Vol. 1
iii
iv
28
Motivation .................................................................................................... 165
29
Negotiation Skills......................................................................................... 173
30
Organizational Culture................................................................................. 183
31
Performance Appraisal Skills....................................................................... 193
32
Performance Appraisal Style ....................................................................... 197
33
Presentation Style ....................................................................................... 203
34
Project Management ................................................................................... 213
35
Questioning ................................................................................................. 217
36
Recruitment and Selection .......................................................................... 223
37
Report Writing ............................................................................................. 227
38
Selling Skills ................................................................................................ 233
39
Setting Objectives ....................................................................................... 237
40
Stress Management .................................................................................... 243
41
Team Behavior ............................................................................................ 249
42
Team Effectiveness..................................................................................... 255
43
Team Review .............................................................................................. 261
44
Team Self-Appraisal .................................................................................... 265
45
Telephone Skills .......................................................................................... 269
46
Time Management ...................................................................................... 275
47
Trainer Feedback ........................................................................................ 281
48
Written Communication ............................................................................... 285
Compendium of Questionnaires and Inventories, Vol. 1
Preface This compendium came about as a result of my own experiences as a management development consultant. During the design and development of training programs for a number of organizations, I often needed to include assessment inventories to provoke self-awareness and discussion during the training session or as pre- or post-course work. Since these were often not available in the topic areas I was covering, I ended up developing my own. This manual is the outcome.
Objectives This manual is intended to provide trainers, HR professionals, line managers, and team leaders responsible for training and development with an assortment of assessments, checklists, and surveys. It is designed as a source of reference and covers a number of topic areas.
Design Inventories are arranged in alphabetical order by topic. For easy reference, they are listed by the following ten categories in the matrix index on page ix. • • • • • • • • • •
Coaching/counseling Communication Customer service Leadership skills Organizational awareness Performance management Personal effectiveness Recruitment and selection Teamwork Training and development
In each category, there are a wide range of inventories covering the skills, attitudes, and behaviors needed to demonstrate a particular skill set or competency. The majority of the inventories are followed by tips on the key learning points relating to the topic. The trainer can use these to hold a group discussion once the individual has completed the inventory. Alternatively, the tips can be reminders for the learner and help form the basis of an action plan.
Compendium of Questionnaires and Inventories, Vol. 1
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 of sharing their results. This helps ensure that the inventories are completed as honestly as possible and that the results truly indicate the participants’ behavior, not how they think they should behave. Likewise, it is important to stress that there are no right or wrong answers when completing the inventories. The more honest a person is, the better a picture they will receive. Many of the questionnaires are intended for self-assessment. There is also benefit in inviting 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 take the inventory themselves before the training takes place. Many inventories include or lend themselves to the development of an action plan following their completion. All inventories can be adapted to meet the needs of the individuals within the group by changing wording, phrases, or questions to suit the organization for which they are intended.
vi
Compendium of Questionnaires and Inventories, Vol. 1
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, Vol. 1
vii
Training and Development
Teamwork
Recruitment and Selection
Personal Effectiveness
Performance Management
Organizational Awareness
Leadership Skills
Customer Service
Communication
Coaching/Counseling
Page Numbers
Matrix Index
•
Action Planning
1
Assertiveness
5
Change Management—Individuals
11
•
Change Management—Organizations
17
•
Coaching Skills
23
Communication Style
31
Conflict Management
39
•
Counseling Style
47
•
Creativity
53
Customer Focus—Individuals
59
•
Customer Focus—Organizations
67
•
Customer Satisfaction
73
•
Delegation
83
Employee Attitudes
89
•
Empowerment
93
•
Evaluation of Training
97
Facilitation
101
•
Feedback Skills
107
•
•
Influencing Skills
111
•
•
Interview Skills
115
The Learning Organization
121
Learning Style
127
•
Listening Skills
133
•
•
•
• • •
• •
•
•
•
•
• •
• •
•
•
• •
• • •
• •
•
•
•
•
•
•
Compendium of Questionnaires and Inventories, Vol. 1
•
• •
•
•
•
• ix
139
•
Management Style
147
•
Meeting Skills
155
Mentoring
161
Motivation
165
Negotiation Skills
173
Organizational Culture
183
Performance Appraisal Skills
193
•
Performance Appraisal Style
197
•
Presentation Style
203
Project Management
213
Questioning
217
Recruitment and Selection
223
Report Writing
227
•
•
Selling Skills
233
•
•
Setting Objectives
237
Stress Management
243
Team Behavior
249
•
Team Effectiveness
255
•
Team Review
261
•
Team Self-Appraisal
265
•
Telephone Skills
269
Time Management
275
Trainer Feedback
281
Written Communication
285
Training and Development
Teamwork
Recruitment and Selection
Personal Effectiveness
Performance Management
Organizational Awareness
Leadership Skills
Customer Service
Communication
Coaching/Counseling
Page Numbers
x
Management Competencies
•
•
•
•
•
• •
•
•
•
• •
•
•
•
• •
•
•
•
• • •
• •
•
•
•
•
• •
•
•
•
Compendium of Questionnaires and Inventories, Vol. 1
1 Action Planning Action plans are a well-used instrument in the manager’s and training professional’s toolkit. However, many plans look good on paper, but are never implemented. Use this action planning checklist to ensure that your future actions are planned effectively.
Compendium of Questionnaires and Inventories, Vol. 1
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Action Planning Checklist Answer each of the following questions by indicating Yes or No. Yes
No
1. Have you specified your goal? 2. Have you set target dates for the commencement and achievement of your goal? 3. Have you determined how you will know when your target has been achieved (qualitative and quantitative measures of success)? 4. Are you sure that your goal is achievable? (If not, break it down into smaller tasks.) 5. Have you outlined the action needed to achieve your goal? 6. Have you specified how and when the actions will take place? 7. Have you determined who and what can help you achieve the goal? 8. Have you determined how and when you will use this help? 9. Have you thought through who and what can hinder you in achieving your goal? 10. Have you developed a plan for how and when you will minimize these hindrances? 11. Have you considered who needs to be informed or consulted about your plan and when? 12. Are you confident that your goal is realistic?
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
3
2 Assertiveness This survey is designed to help you discover how assertively you communicate at work.
Compendium of Questionnaires and Inventories, Vol. 1
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Assertiveness Survey Using the following scale from 1 to 4, rate each statement by circling the score that best typifies your behavior at work. Be honest! There are no right or wrong answers. 4 = Always 3 = Often 2 = Seldom 1 = Never 1. When I am not happy about a situation, I drop hints to other people about my feelings.
4
3
2
1
2. If I realize the person to whom I am speaking is not listening, I stop talking.
4
3
2
1
3. When I am not sure how to do a task, I feel comfortable asking for assistance.
4
3
2
1
4. When someone does not agree with what I am saying, I raise my voice to make my point.
4
3
2
1
5. I feel embarrassed when someone compliments me.
4
3
2
1
6. I let my boss know when I disagree with him/her.
4
3
2
1
7. I like to be in control of a situation.
4
3
2
1
8. When someone takes advantage of me, I find a way to even the score.
4
3
2
1
9. When I disagree with someone, I give them the silent treatment.
4
3
2
1
10. I feel guilty when I have to ask others for help.
4
3
2
1
11. I express my opinion to others in an honest and direct way when it is appropriate to do so.
4
3
2
1
12. I tell other people when they have done something wrong.
4
3
2
1
13. If I don’t agree with a task that I have been given, I procrastinate in doing it.
4
3
2
1
14. I prefer to comply with the majority decision, even if it is not convenient for me.
4
3
2
1
15. If one of my colleagues is more knowledgeable than I am, I call on them for advice or information.
4
3
2
1
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
7
Assertiveness Survey (continued) Now, using the scale of 1 to 4 below, score how strongly you agree or disagree with the following statements. 4 = Agree strongly 3 = Agree somewhat 2 = Disagree somewhat 1 = Disagree strongly 16. I can be sarcastic to my colleagues.
4
3
2
1
17. I don’t like telling people my honest opinion if I think it will hurt their feelings.
4
3
2
1
18. I believe I have the right to say “no” to other people’s requests and to negotiate a compromise.
4
3
2
1
19. I am not afraid to be rude to other people.
4
3
2
1
20. My anger tends to be explosive.
4
3
2
1
Scoring Transfer the score that you have given to each statement on the appropriate line below. Then total each column. 1.
2.
3.
4.
8.
5.
6.
7.
9.
10.
11.
12.
13.
14.
15.
19.
16.
17.
18.
20.
Total:
Total:
Total:
Total:
Passive Aggressive
Passive
Assertive
Aggressive
Look at the column where your score is the highest. This is the behavior that is typical of you most of the time. Then look at your second highest score. This is your back-up style—the behavior you adopt when you are under pressure or are stressed. If your first and second highest scores are similar, this indicates that you can adopt either style, depending on the situation.
8
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Assertiveness Survey (concluded)
Definitions of Behavior Assertive •
Expressing your thoughts, feelings, opinions, and beliefs in a direct and honest way
•
Standing up for your own rights in such a way that you do not violate another person’s rights
Passive •
Expressing your needs, wants, opinions, feelings, and beliefs in an apologetic way
•
Failing to stand up for your own rights or doing so in such a way that others can easily disregard them
Aggressive •
Expressing your feelings, wants, and needs in an inappropriate tone, through inappropriate language or setting
•
Standing up for your own rights, but doing so in a way that is demeaning, hurtful, or offensive to other people
Passive Aggressive •
Expressing your feelings, opinions, and needs in an indirect way that on the surface looks passive (not hostile) but in reality damages the other person
•
Standing up for your own rights, but in such a way that indirectly expresses anger or frustration, such as through sarcasm that sounds humorous but underneath belittles another individual
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
9
3 Change Management— Individuals Change has become an integral part of organizational life. People react to it in different ways. Use this survey to diagnose your reaction to changes that are happening in your workplace.
Compendium of Questionnaires and Inventories, Vol. 1
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Change Management Survey Read each statement about change that is affecting you at work and check the response that is typical of your reaction. Yes
No
1. I think the changes that are happening are for the best. 2. I need to make the best of change. 3. I obstruct the changes that are taking place. 4. I feel angry about the changes. 5. I’d prefer to stay as we were before the change. 6. I am prepared to help others accept change. 7. There might be benefits to be gained from change. 8. I withhold my support for change. 9. I am anxious about change. 10. I don’t want to know about change. 11. My workplace will be better as a result of change. 12. I am willing to find out more about change and how it will affect me. 13. I blame management. 14. I feel frustrated that I have no control over change. 15. If I ignore change, it might not affect me. 16. I feel committed to change. 17. Change is not as bad as I originally thought. 18. I openly resist change. 19. I am upset at the need to change.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
13
Change Management Survey (continued) Yes
No
20. I can’t believe that change is for the good. 21. I can see the benefits of change. 22. I accept the need to change. 23. I make my complaints known about change. 24. I feel sad at the loss of the status quo. 25. I’d rather get on with what I am doing than be involved in change. 26. We will benefit positively from the change that is happening. 27. I have started to explore what change means for me. 28. I am looking for other work possibilities that are not affected by change. 29. I feel emotional about losing our old ways of working. 30. Change won’t affect me.
Scoring Put a checkmark by each statement number where you scored “yes.” Then total the number of checkmarks in each column. 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
C Total
A Total
R Total
E Total
D Total
14
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Change Management Survey (continued)
Denial
Productivity
+ve
Commitment
Emotion
-ve
Acceptance
Resistance
Time
Interpreting Your Score The change management survey is based on the transition curve, developed by Rosabeth Moss Kanter. It helps people understand the following typical reactions to change: C – Commitment A – Acceptance R – Resistance E – Emotion D – Denial Look at your highest score(s) (you may have similar scores for several categories). This indicates where you are on the change curve.
Denial A typical reaction in the early stages of change is to deny that it will take place or that it will affect you. Your reaction can manifest itself in disbelief, burying your head in the sand, or behaving as if nothing had happened or will happen.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
15
Change Management Survey (concluded) Emotion At this stage, pent-up emotions are evident. There is grieving for the loss of status quo. Your emotion can vary from expressions of anger and frustration to sadness.
Resistance Here people outwardly show their resistance to change. Your resistance can manifest itself through outspoken dissent, unhelpful behaviors, and blame. It is at this stage that people who see the change in a negative light may begin looking for alternative employment.
Acceptance Here people begin to see that change is going ahead. Perhaps it is not all bad and there might be ways of making the most of it.
Commitment By this stage, people support and are committed to change. They see its benefits and make positive steps to implement it. It is possible for people to experience emotions in several of the categories. For example, they may be beginning to accept change, yet be critical of certain aspects.
How to Help People Through the Transition Behaviors displayed on the left side of the transition curve should not be ignored:
16
•
Identify early on who will be the winners in change and who will be the losers, what will help the change, and what will hinder.
•
Let people know as much as possible about the changes taking place and when and how the changes will affect them.
•
Give people opportunities to express their concern.
•
Consult and involve people in the changes.
•
Hold regular feedback and communication sessions. Allow negative views to be aired in a supportive way.
•
Allow adequate time for change to take place—don’t expect it to happen overnight.
•
Celebrate success.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
4 Change Management— Organizations As organizations adapt to changing market environments, managing change has become a core competency for many managers. If you are about to undertake change, use this survey to determine what will make change successful within your organization. If you are implementing, or have implemented, changes, use the survey to assess your successes to date.
Compendium of Questionnaires and Inventories, Vol. 1
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Managing Change Survey First, score the following criteria by thinking about what is important to you in managing change. Then, estimate how successful you have been in preparing, planning, and implementing change. Importance, where 1 = low and 5 = high
Satisfactory action, where 1 = low and 5 = high
Comments
Preparing for Change Agreeing on the goal of the change
1
2
3
4
5
1
2
3
4
5
Ensuring that there is a business case for change
1
2
3
4
5
1
2
3
4
5
Keeping employees informed about changes before they happen
1
2
3
4
5
1
2
3
4
5
Considering who will be affected by the change—the winners and the losers—who will help and who will hinder
1
2
3
4
5
1
2
3
4
5
Identifying who will be most affected and approaching them first
1
2
3
4
5
1
2
3
4
5
Consulting as many people as possible about the change process
1
2
3
4
5
1
2
3
4
5
Researching what happened during the last change
1
2
3
4
5
1
2
3
4
5
Ensuring that the lessons from the last change are acted upon
1
2
3
4
5
1
2
3
4
5
Assessing the organization’s readiness for change
1
2
3
4
5
1
2
3
4
5
Not making changes that are noncritical
1
2
3
4
5
1
2
3
4
5
Selecting a project team to plan for change
1
2
3
4
5
1
2
3
4
5
Appointing a champion for the change process
1
2
3
4
5
1
2
3
4
5
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
19
Managing Change Survey (continued) Importance, where 1 = low and 5 = high
Satisfactory action, where 1 = low and 5 = high
Comments
Planning for Change Considering and evaluating the options for change
1
2
3
4
5
1
2
3
4
5
Planning the activities involved in the change
1
2
3
4
5
1
2
3
4
5
Undertaking a risk analysis of what could go wrong
1
2
3
4
5
1
2
3
4
5
Making contingency plans in case of setbacks
1
2
3
4
5
1
2
3
4
5
Looking at the resources needed to manage the change
1
2
3
4
5
1
2
3
4
5
Setting a timetable for change with specific, measurable targets for each stage
1
2
3
4
5
1
2
3
4
5
Asking for suggestions from employees on how the change should be implemented
1
2
3
4
5
1
2
3
4
5
Determining the skills, attitude, and knowledge that will be needed as a result of the change
1
2
3
4
5
1
2
3
4
5
Providing training in new skills, attitudes, and knowledge
1
2
3
4
5
1
2
3
4
5
Publicly marking the beginning of change
1
2
3
4
5
1
2
3
4
5
Setting up employee groups to gauge reaction to change
1
2
3
4
5
1
2
3
4
5
Identifying blockages as the change is implemented
1
2
3
4
5
1
2
3
4
5
Providing regular, clear, and accurate information to avoid rumors
1
2
3
4
5
1
2
3
4
5
Seeking and providing feedback on progress on a regular basis
1
2
3
4
5
1
2
3
4
5
Arranging frequent meetings
1
2
3
4
5
1
2
3
4
5
Conducting surveys to monitor how people are reacting to change
1
2
3
4
5
1
2
3
4
5
Implementing Change
20
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Managing Change Survey (concluded) Importance, where 1 = low and 5 = high
Satisfactory action, where 1 = low and 5 = high
Allowing for people to resist change
1
2
3
4
5
1
2
3
4
5
Publicizing the benefits of the change
1
2
3
4
5
1
2
3
4
5
Evaluating whether change is working in the way it is intended
1
2
3
4
5
1
2
3
4
5
Rewarding those who champion change
1
2
3
4
5
1
2
3
4
5
Publicly celebrating the success of change
1
2
3
4
5
1
2
3
4
5
Comments
Change is managed best when it has been well planned and when people are consulted and involved in its implementation. Effective managers do not brush concerns about change to one side; they listen and reassure their staff and welcome their comments. Look at the areas that are important and where your satisfaction ratings are low. Agree to a plan of action to overcome these discrepancies.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
21
5 Coaching Skills Coaching team members to help them reach their potential is a key management skill. Use this survey to discover how well you perform the role of the coach. The survey is in two parts: •
Part 1 – To be completed by the coach/manager
•
Part 2 – To be completed by the coachee (person being coached)/member of staff (You can issue this survey to more than one person.)
By using both parts of the survey, you will be able to compare your perceptions of your coaching style with those of your coachees.
Compendium of Questionnaires and Inventories, Vol. 1
23
Coaching Skills Survey Part 1 – To be Completed by the Coach Read each statement and rate how characteristic it is of you. Circle the score that best typifies you, where: 4 = Very characteristic 3 = Somewhat characteristic 2 = Somewhat uncharacteristic 1 = Very uncharacteristic 1. I actively seek out opportunities for staff to discuss their work problems.
4
3
2
1
2. I make it easy for staff to be open with me.
4
3
2
1
3. I provide a structure for the coaching conversation I hold with my staff.
4
3
2
1
4. I encourage my staff members to talk by asking them questions.
4
3
2
1
5. I help my staff set their own improvement goals.
4
3
2
1
6. I question my staff to check that the goals they set are specific, realistic, achievable, time-bound, and measurable.
4
3
2
1
7. I help them develop a full understanding of the problem before they consider how to solve it.
4
3
2
1
8. I help my staff explore what they can do to change the situation.
4
3
2
1
9. I encourage them to explore alternative solutions to the problem.
4
3
2
1
10. I offer new ideas when asked to do so by my staff.
4
3
2
1
11. I help my staff take responsibility for solving problems themselves.
4
3
2
1
12. I encourage my staff to plan how they will implement improvements.
4
3
2
1
13. I ask my staff what support they will need to make the improvements.
4
3
2
1
14. I allow my staff to try out new skills, even if there is a risk that these might not be right the first time.
4
3
2
1
15. I agree on a plan with my staff for reviewing the outcomes of the improvements.
4
3
2
1
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Coaching Skills Survey Part 2 – To be Completed by the Coachee/Member of Staff Name of person you are rating: ___________________________________________ Thinking about this person, read each statement and rate how characteristic it is of them. Please be honest; your opinions will help the person develop an improvement plan. Circle the score that best typifies the person, where: 4 = Very characteristic 3 = Somewhat characteristic 2 = Somewhat uncharacteristic 1 = Very uncharacteristic 1. They actively seek out opportunities for me to discuss my work problems.
4
3
2
1
2. They make it easy for me to be open with them.
4
3
2
1
3. They provide a structure for the coaching conversation they hold with me.
4
3
2
1
4. They encourage me to talk by asking me questions.
4
3
2
1
5. They help me set my own improvement goals.
4
3
2
1
6. They question me to check that the goals I set are specific, realistic, achievable, time-bound, and measurable.
4
3
2
1
7. They help me develop a full understanding of the problem before I consider how to solve it.
4
3
2
1
8. They help me explore what I can do to change the situation.
4
3
2
1
9. They encourage me to explore alternative solutions to the problem.
4
3
2
1
10. They offer new ideas when I ask them to do so.
4
3
2
1
11. They help me take responsibility for solving problems myself.
4
3
2
1
12. They encourage me to plan how I will implement improvements.
4
3
2
1
13. They ask me what support I will need to make the improvements.
4
3
2
1
14. They allow me to try out new skills, even if there is a risk that these might not be right the first time.
4
3
2
1
15. They agree on a plan with me for reviewing the outcomes of the improvements.
4
3
2
1
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Coaching Skills Survey (continued) Scoring Enter your scores for each statement in the table below. Then add those of your coachee(s)/member(s) of staff. Where you have asked more than one person for their feedback, divide each score by the number of people asked to arrive at an average. Now compare your score for each statement with the average score of the coachees. A difference of more than one indicates that an improvement is needed.
Coach’s Score
Coachee’s Score
Coachee’s Score
Coachee’s Score
Average of Coachees’ Scores
Difference between Coach’s and Coachee’s Score
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
28
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Coaching Skills Survey (concluded)
Further Action List below those areas in need of improvement and the action you will take to implement the improvement. Area for Improvement
Action
Timing
Coaching Model This survey is based on the GROW model of coaching. By asking questions, the coach helps the coachee establish: Goals—what they would like to achieve from the discussion Reality—what is happening at the moment Options—what the coachee can do to change the situation Will—what are the next steps for the coachee to take In this way, the coach encourages ownership and responsibility in the individual for their self-development.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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6 Communication Style The following survey requires you to think about your communication style at work.
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Communication Style Survey Using the following scale from 0 to 2, rate each statement by circling the score that best typifies your communication style. 2 = Strongly agree 1 = Tend to agree 0 = Disagree 1. I do not hesitate to point out others’ mistakes.
2
1
0
2. I delegate important tasks to others despite the risk of my being personally criticized if the tasks are not done.
2
1
0
3. I put forward well thought through ideas and plans.
2
1
0
4. I am not afraid to praise or criticize another’s performance.
2
1
0
5. I am willing to be influenced by others in my thinking.
2
1
0
6. I put together a good logical argument to persuade others.
2
1
0
7. I define standards that I think others should meet.
2
1
0
8. I encourage people to generate their own solutions to problems.
2
1
0
9. When opposed, I am able to construct a good counter argument.
2
1
0
10. I pass on praise and criticism that others have made about another’s work to motivate them to achieve.
2
1
0
11. I value, and am receptive to, the ideas and suggestions of others.
2
1
0
12. I provide detailed plans as to how the job should be done.
2
1
0
13. I tend to make snap judgments about what others say or do.
2
1
0
14. I am willing to admit my own mistakes and errors.
2
1
0
15. I suggest sound alternatives to the proposals that others have made.
2
1
0
16. People know when I approve or disapprove of what they have said or done.
2
1
0
17. I listen and try to use the ideas of others.
2
1
0
18. It is usual for me to persist with proven ideas, suggestions, and proposals.
2
1
0
19. I foster a competitive spirit to get what I want from people.
2
1
0
20. I put as much effort into developing the ideas of others as I do my own.
2
1
0
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Communication Style Survey (continued) 21. I anticipate objections to my viewpoint and am ready with a reasoned counter argument.
2
1
0
22. I make it clear what I am willing to give in return for what others do.
2
1
0
23. I am very open about my hopes and fears, my aspirations, and my difficulties in achieving them.
2
1
0
24. I draw attention to inconsistencies and flaws in the logic of others’ ideas.
2
1
0
25. I use rewards and recognition to make other people do what I want.
2
1
0
26. I go out of my way to show understanding of the needs and wants of others.
2
1
0
27. I present my ideas in a clear, logical way.
2
1
0
28. I judge people by what they do rather than what they say.
2
1
0
29. I help others express themselves.
2
1
0
30. When others disagree with my ideas, I find another way to persuade them that I am correct.
2
1
0
34
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Communication Style Survey (continued)
Scoring Transfer the score that you have given to each statement on the appropriate line below. Then total each column. 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
B Total
H Total
T Total
B = Battler H = Helper T = Thinker Look at your highest score. This is your preferred style of communication. If you are unsure of your score, give the survey to people with whom you work. Invite them to complete the survey based on their perception of you. Then compare your score with theirs.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Communication Style Survey (continued)
Interpreting Your Score Helper Strengths
Possible Negative Characteristics
Trusting Optimistic Loyal Idealistic Helpful Modest Devoted Caring Supportive Accepting Polite Adaptable
Gullible Impractical Slavish Wishful Self-denying Self-effacing Self-sacrificing Smothering Submissive Passive Deferential Without principles
Avoid your tendency to:
36
•
Want to maintain harmony so much that you don’t push for what you want
•
Be so quick to believe in others that you don’t use good judgment
•
Be so loyal to others that you let them take advantage of you
•
Expect that everyone is going to be as concerned about how other people feel as you are
•
Want to help others so much that you push your help on them and get in their way
•
Be quick to blame yourself for anything that goes wrong
•
Share your thoughts and feelings with people you shouldn’t trust with them
•
Fear that if you said what you really thought about others, they would be hurt, not helped
•
Struggle to maintain harmony at the expense of facing issues or facing the facts
•
Act to please others just to be liked
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Communication Style Survey (continued) Thinker Strengths
Possible Negative Characteristics
Cautious Practical Economical Reserved Methodical Analytical Orderly Fair Persevering Conserving Thorough
Suspicious Unimaginative Stingy Cold Rigid Nit-picking Compulsive Unfeeling Stubborn Possessive Obsessive
Avoid your tendency to: •
Want so much to be certain that you delay in reaching decisions
•
Be so concerned with right/wrong that you pay little attention to people’s feelings
•
Be so cautious that you find it hard to place trust in others
•
Expect that everyone is going to be as concerned as you are with details and logic
•
Want so much to be self-dependent that you cut yourself off from people who really like you
•
Be quick to blame anything that goes wrong on your not having been cautious enough
•
Keep your thoughts and feelings about yourself to yourself, keeping others from getting to know you
•
Fear that if you said what you really feel, others would see you as illogical and emotional
•
Struggle with the facts with such determination that others’ feelings are disregarded
•
Act to turn others away just to assert your independence
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Communication Style Survey (concluded) Battler Strengths
Possible Negative Characteristics
Self-confident Enterprising Ambitious Organized Persuasive Forceful Quick to act Imaginative Competitive Proud Bold Risk-taking
Arrogant Opportunistic Ruthless Controlling Pressuring Dictatorial Rash Dreamer Combative Conceited Brash Gambler
Avoid your tendency to:
38
•
Want so much to win that you domineer over others to get your own way
•
Be in such a hurry to get things done that you disregard how others feel
•
Be so sure that you are right that you don’t listen to others
•
Expect that everyone is going to enjoy competing with you and fighting for what they want
•
Want others to do things your way so much that you become dictatorial
•
Be quick to blame anything that goes wrong on the failure of others to cooperate
•
Share only those thoughts and feelings that help you get your own way
•
Fear that if you said what you really feel, others would know how to take advantage of you
•
Struggle to win an issue regardless of the facts or what other people might feel
•
Act to direct others just to exert your authority
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
7 Conflict Management At some point at work, people will encounter disagreement and conflict. This survey helps you understand how to handle conflict. Self-understanding is the first stage of personal development.
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How do you handle disagreement and conflict? Read the following ten situations where conflict might arise. For each situation, choose the response that best typifies your behavior, and give this a score of 4. Then choose the response that next typifies your behavior and give this a score of 3. Choose the next typical behavior, and give this a score of 2. Score the behavior that is least typical of you as 1. 1. If someone strongly disagrees with me: _____ a) I walk away rather than express my views. _____ b) I express my opinions in an equally strong manner. _____ c) I soothe their feelings rather than start an argument. _____ d) I listen to what they have to say and state my opinions in a rational manner. 2. When I am negotiating with someone over a price: _____ a) I tell them what I am willing to pay and that I am not prepared to move on it. _____ b) I accept the price offered. _____ c) I would prefer someone else to do the talking. _____ d) I would question the price or seek a more favorable exchange if the price offered did not seem reasonable. 3. If I have something unpleasant to say to someone: _____ a) I tell them directly what I have to say. _____ b) I discuss with them the effect of their behavior on me and how I would like it to change. _____ c) I mention it in a roundabout way so as not to hurt the other person’s feelings. _____ d) I put off telling the person.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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How do you handle disagreement and conflict? (continued) 4. When conflict occurs in a team meeting: _____ a) I help the group find a compromise solution. _____ b) I do not say anything in the meeting. _____ c) I tend to concur with the majority view. _____ d) I put my point of view across forcefully. 5. If someone gives me negative feedback, my first thoughts are: _____ a) I do not want to hear this feedback. _____ b) What can I do to make up for it? _____ c) I disagree! _____ d) Let’s talk this through. 6. When someone fails to keep their commitment to me: _____ a) I can be very rude to them. _____ b) I am reluctant to tell them I am upset. _____ c) I am boiling mad inside, but keep my feelings to myself. _____ d) I ask them why this has happened. 7. If someone is talking at length and I do not understand what they are saying: _____ a) I ask them to explain. _____ b) I interrupt and express my point of view. _____ c) I do not like to interrupt them because I don’t want to hurt their feelings. _____ d) I “tune out” mentally. 8. If I played on my company’s softball team, my main interest would be: _____ a) Winning. _____ b) Ensuring that everyone had a good time. _____ c) Finding an excuse not to go if softball did not interest me. _____ d) Doing the best I can. 9. When disputes occur at home, I tend to: _____ a) Scream and shout. _____ b) Leave the room. _____ c) Give in to keep the peace. _____ d) Attempt to encourage all sides to listen to each other. 42
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
How do you handle disagreement and conflict? (continued) 10. My attitude toward conflict is that: _____ a) It is healthy because it makes me examine my ideas carefully. _____ b) It is a way to test my point of view. _____ c) It is to be avoided at all costs. _____ d) It can be painful to the people concerned.
Scoring Transfer the score that you have given to each response on the appropriate line. Then total each column. Situation 1
a)
b)
c)
d)
2
c)
a)
b)
d)
3
d)
a)
c)
b)
4
b)
d)
c)
a)
5
a)
c)
b)
d)
6
c)
a)
b)
d)
7
d)
b)
c)
a)
8
c)
a)
b)
d)
9
b)
a)
c)
d)
10
c)
b)
d)
a)
A Total
C Total
CL Total
N Total
Which is your highest score? This is your typical response in a conflict situation: A = Avoidance C = Competition CL = Compliance N = Negotiation
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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How do you handle disagreement and conflict? (continued)
Interpreting Your Score Each of the four totals represents one of four ways in which people respond to conflict. These behaviors reflect the degree to which we satisfy our own and other people’s needs in a conflict.
Avoidance You dislike disagreement and will go out of your way to avoid it. Your lack of confrontation of issues can lead to frustration among people around you. Decisions on important issues may be made by default. Nevertheless, this style is useful when other people can solve the conflict more effectively than you, when issues are beyond your control, or when people will benefit from a cooling-off period.
Competition You are not afraid to make unpopular decisions or to make your views known. This can lead other people to agree with you (yes men) or to avoid expressing their true opinions (anything for a quiet life). This style is appropriate when quick decisions need to be made or unpopular action taken.
Compliance When you are in a disagreement, you let your concern for the needs of other people take precedence over your own needs. In conflicts, you are likely to back down. This can mean that your opinions and concerns are not heard. Other people may lose respect for you and see you as a “doormat” to be walked all over. However, this style is useful in situations where the issue is insignificant to you but important to others, or when continued disagreement would potentially harm you or your team.
Negotiation This style adopts a consensus approach to conflict. You are clear about your opinions and are willing to listen to other people in order to broker agreement. This style promotes harmony and commitment when people have different needs. However, it can take time and effort and is difficult to achieve when other people do not adopt a similar style.
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Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
How do you handle disagreement and conflict? (concluded)
SATISFYING OWN NEEDS
High
COMPETITION
NEGOTIATION
I boldly insist that my needs and rights prevail
I clearly express that we both have equal rights and needs
AVOIDANCE
COMPLIANCE
I do not express my own needs and I ignore the needs of other people
Others' rights and needs take precedence over mine
Low Low
SATISFYING THE NEEDS OF OTHERS
High
Look at your highest score and consider: 1. When is it appropriate to adopt this style?
2. What are the consequences for other people of adopting this style?
3. When may other styles be more appropriate—and which?
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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8 Counseling Style Counseling is a skill that a manager can use to help other people resolve their own problems. Use this exercise to identify how you respond when people come to you with problems or issues.
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Assess Your Counseling Style Below are five different situations that you might face as a manager. Imagine that a member of your team has come to you with an issue. For each situation, choose the response you are most likely to make, and check this statement. There are no right or wrong answers.
Situation A “When I took this job, I was told that people could be flexible with their hours. It’s not easy having to work overtime because I have to pick up my kids. I can’t always rely on my daycare provider to work overtime too.” Choose the response you are most likely to make: 1. Tell me what arrangements you have with your daycare provider. Does she work only certain hours? 2. Because you have children, you are responsible for picking them up at certain times, so it’s not easy to stay late, is that what you’re saying? 3. You must feel pulled in two directions. Perhaps you have not made it clear that you have to leave on time because of your commitments? 4. It sounds really difficult to manage. There must be other ways around this. Why not change your daycare provider or have a friend or family member help you out with pickup? 5. Well, I’ll see what I can do to help. Perhaps there is someone from the other section who could take some of your work. Do you want me to ask?
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Assess Your Counseling Style (continued) Situation B “I have now had a chance during my training to see all of the departments in the company. I’ve decided that I’m not happy in the work I’m doing. I don’t think I’m suited for a job in this business. I would prefer to start again in an area that will give me more job satisfaction.” Choose the response you are most likely to make: 1. So you feel you’d be a lot happier if you could start out fresh in a new area, is that it? 2. Whether this is the right job for you, who can say, but it’s good you’ve come to a decision. 3. Are you sure you are making the right decision? I hate to see you waste the time you’ve already spent in the business. 4. So you’ve decided you’d be better off leaving the company? 5. How much have you looked into other possible areas of work?
Situation C “Well, I really thought that I had this job promotion in the bag. It’s just not fair. I’m far better qualified than him and I’ve been with the company a longer time. If he thinks he can come in here and tell me what to do, he’s got another thing coming.” Choose the response you are most likely to make: 1. So you feel you’re much better than him and you wouldn’t like it if he were your boss? 2. Well, you may be better qualified, but do you think the head of the department would have chosen him if he didn’t seem right? 3. Yes, working for him will be very difficult. When is he supposed to take the job? 4. So you really don’t want to work for him? 5. Hold on, don’t jump the gun. Why do you think he will tell you what to do?
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Reproduced from Compendium
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Assess Your Counseling Style (continued) Situation D “I don’t know if I can take any more. I’ve had angry customers on the phone ranting and raving that they haven’t received their orders. The people in the shipping department don’t help. They don’t even answer their phones. It’s alright for them; they don’t have to deal with the public.” Choose the response you are most likely to make: 1. It’s no use blaming another department. It’s part of your job to deal with customer concerns. It’s something you just have to get used to. 2. I know it’s not easy, but you will get used to dealing with angry people after a while. It will seem much better tomorrow. 3. So what exactly is the problem customers are experiencing? 4. Maybe shipping is so busy with work that they can’t answer their phones. 5. So it seems as though everyone has been giving you a hard time today and it’s difficult to take.
Situation E “I know it’s no use. Whatever I say, he’s not going to believe me because I’m not his favorite employee. He’s already told the others that my productivity is down. Just because I’m less experienced than them doesn’t mean I can’t do as good a job.” Choose the response you are most likely to make: 1. You’re blowing this all out of proportion. Could it be because you feel you were passed over for promotion? 2. I know, he can be a pain sometimes. If I were you, I wouldn’t pay any attention to it. 3. What else has happened in the past to suggest he doesn’t like you? 4. If I understand you correctly, you feel he won’t take your word about it and that he’s trying to undermine your confidence. 5. It isn’t fair. You should let his manager know about this. I’ll come with you if you like.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Assess Your Counseling Style (concluded)
Interpreting Your Counseling Style This assessment is based on the work of Carl Rogers. He identified five categories of response, listed in order from most commonly used to least commonly used: E
Evaluative responses: making judgments
I
Interpretive responses: making hunches, reading between the lines
S
Supportive responses: offering help, backing, and solutions
P
Probing responses: questioning, asking for more information
U
Understanding responses: non-evaluative, reflecting back to the speaker what he/she has said
Managers who use a counseling style most often adopt understanding responses (U). This is because counseling involves listening to people in a nonjudgmental way and helping them resolve their own problems.
Scoring Look at the response selected for each situation and note which category it falls under. Response No. Situation
1
2
3
4
5
A
P
U
I
E
S
B
I
S
E
U
P
C
U
E
S
I
P
D
E
S
P
I
U
E
I
E
P
U
S
We tend to have fixed ways of responding, therefore we over-use some categories and under-use others. • • •
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Which categories do you use most? Which categories do you use least? What do you have to do more of/less of to become a better counselor?
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
9 Creativity This self-assessment is designed to help you learn more about your creative environment and how you operate within it. It will highlight barriers to being creative.
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Creativity Self-Assessment Read each of the statements and check the response that best reflects you and your work environment.
Section A: Your Approach to Problem Solving Yes
No
1. When I encounter a problem, I am open-minded about the best way to solve it. 2. I am not afraid of being seen as different from other people. 3. I am stimulated by free-thinking people. 4. I find it easy to look to the future. 5. I readily generate new ideas to solve a problem. 6. I like a sense of order in my life. 7. I enjoy working with detail. 8. I prefer to have all the facts before I make a decision. 9. I dislike having to meet new people or going to unfamiliar places. 10. I like to read instructions before starting something new.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Creativity Self-Assessment (continued) Section B: Your Work Environment Yes
No
1. I am encouraged to generate new ideas at work. 2. I can express my feelings to my boss. 3. When people have a problem, they ask others for their help and this is given freely. 4. Problems are solved as and when they occur. 5. My organization has a good track record of innovation. 6. Suggestions must be justified with paperwork. 7. The same problems crop up time after time at work. 8. My authority levels are strictly defined. 9. The organization likes to stick to well-defined procedures. 10. Whether an idea is accepted depends on who you are within the organization.
Scoring For both section A and section B, score as follows: Statements 1 to 5
Statements 6 to 10
Yes = 4 points No = 2 points
Yes = 2 points No = 4 points
Total your scores for section A: Your approach to problem solving Total your scores for section B: Your work environment
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Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Creativity Self-Assessment (continued)
Interpreting Your Score Section A: Your Approach to Problem Solving High score: 30 to 40
You are predisposed to be a highly creative person. You will be a valuable source of ideas in the creative problem-solving process.
Medium score: 20 to 29 You have creative potential, but your tendency to be analytical and systematic in your approach inhibits your ability to “freewheel.” Low score: 2 to 19
Your creative potential is being stifled by your need for order and familiarity. You will be surprised how much creativity will be released if you give yourself permission to let go!
Section B: Your Work Environment High score: 30 to 40
You work in an environment that encourages creativity and innovation. You will have opportunities to fully develop your creative potential.
Medium score: 20 to 29 It may sometimes be difficult to be creative in your work environment. This might hinder your problem-solving activity. Low score: 2 to 19
Your work environment does not encourage creativity. It might be procedure bound and risk averse. This might lead to frustration and the stifling of ideas.
Comparing Your Scores for Sections A and B •
If your score for Section A is high or medium and your score for Section B is low, you will most likely experience frustration. Your work environment stifles your creative problem solving.
•
If your score for Section B is high or medium and your score for Section A is medium or low, take a more creative approach. Work with people who are more creative than yourself to encourage greater problem solving.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Creativity Self-Assessment (concluded)
Creative Problem-Solving Model •
It is generally acknowledged that a combination of creative and logical thinking is required to solve problems effectively.
•
If you prefer to use creative thinking or you are logical in your approach, you need to work with other people who will bring contrasting patterns of thought when problem solving.
•
An effective problem-solving team uses a four-stage approach: 1. Define the problem. What is the real issue—the heart of the problem? Be clear about what you are trying to achieve. 2. Generate ideas. Let your imagination go wild. This phase involves generating lots of ideas on how to solve the problem, no matter how crazy. It is important not to reject ideas during brainstorming. 3. Evaluate the ideas. Keeping the criteria for decision making in mind, the team evaluates each of the options to arrive at the best solution to the problem. 4. Gaining acceptance. This can be the hardest part. Considering the audience, the team decides how to present their solution in a way that will ensure acceptance and participation.
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10 Customer Focus—Individuals This self-assessment will define your orientation toward customers—both internal and external to your organization. The results will tell you how you may be perceived by your customers.
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Individual Customer Focus Self-Assessment Using the following scale from 1 to 5, rate each statement by circling a score according to how strongly you agree or disagree. The more honest you are, the more accurate the picture you will obtain. There are no right or wrong answers. 5 = Agree strongly 4 = Agree somewhat 3 = Neither agree nor disagree 2 = Disagree somewhat 1 = Disagree strongly 1. I go out of my way to satisfy my customers.
5
4
3
2
1
2. If I answer a colleague’s phone, I ask the caller to call back rather than deal with the question myself.
5
4
3
2
1
3. I often make promises I can’t keep.
5
4
3
2
1
4. When dealing with an angry customer, I often fight back.
5
4
3
2
1
5. When talking to customers, I project a professional manner.
5
4
3
2
1
6. My job would be alright if it wasn’t for interruptions by customers.
5
4
3
2
1
7. I tend to put things off until the last minute.
5
4
3
2
1
8. I love gossiping about other departments.
5
4
3
2
1
9. I always return customers’ calls when I say I will.
5
4
3
2
1
10. I often can’t be bothered to reply to internal memos.
5
4
3
2
1
11. I agree that customer service is a good thing, but I find it hard to deliver.
5
4
3
2
1
12. I tend to blame other people when things go wrong.
5
4
3
2
1
13. I remain calm and friendly when tacking difficult situations.
5
4
3
2
1
14. I see working in my organization purely as a means to an ends—a way of paying the bills.
5
4
3
2
1
15. I find it difficult to say no to other people’s requests.
5
4
3
2
1
16. I blame management.
5
4
3
2
1
17. I always help my team members when I see them overburdened with work.
5
4
3
2
1
Reproduced from Compendium
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Individual Customer Focus Self-Assessment (continued) 18. I do the minimum I need to satisfy the customer.
5
4
3
2
1
19. I have a tendency to miss deadlines.
5
4
3
2
1
20. I often criticize the company at work.
5
4
3
2
1
21. I refer to my customers by name.
5
4
3
2
1
22. I do the minimum I need to see me through the day.
5
4
3
2
1
23. If I have a problem with somebody, I’ll talk to other people in the hope that they’ll tell them.
5
4
3
2
1
24. Nobody acknowledges my effort.
5
4
3
2
1
25. I let people in other departments know if my work will affect them.
5
4
3
2
1
26. I expect to take my lunch break at the time I want.
5
4
3
2
1
27. I involve myself in a number of things and then pull out.
5
4
3
2
1
28. I feel life was better a year ago.
5
4
3
2
1
29. I see problems through to the end.
5
4
3
2
1
30. I believe I have no influence to change anything.
5
4
3
2
1
31. Even if I believe strongly in something, I don’t take the risk.
5
4
3
2
1
32. I do what I think is right even if my manager says something else.
5
4
3
2
1
33. I let people know in good time if I can’t keep deadlines.
5
4
3
2
1
34. I am not interested in how the business I’m working in is doing.
5
4
3
2
1
35. I tend to tell my manager what he or she wants to hear.
5
4
3
2
1
36. I only pass on information if it benefits me or my department.
5
4
3
2
1
37. I recognize my colleagues’ efforts over and above their jobs with appropriate thanks or praise.
5
4
3
2
1
38. I count the hours until quitting time each day.
5
4
3
2
1
39. I have some good ideas, but I rarely offer them.
5
4
3
2
1
40. I don’t think it’s worth exceeding customers’ expectations because they’ll only want more next time.
5
4
3
2
1
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Individual Customer Focus Self-Assessment (continued)
Scoring Transfer the score that you have given to each statement on the appropriate line below. Then total each column. 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
S Total
C Total
W Total
WD Total
Transfer the total score for each column into the following table by making an X in the appropriate box corresponding to your scores. Join up the Xs to create a graph. W
WD
S
C
46–60 41–45 36–40 31–35 26–30 21–25 16–20 11–15 6–10 0–5 Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Individual Customer Focus Self-Assessment (continued)
Interpreting Your Score The self-assessment that you have taken allows you to determine two dimensions that reflect the way customers perceive you: •
Your underlying attitude toward the customer—positive or negative
•
The level of energy you bring to the tasks you do for customers—high or low
Research shows that the behaviors that customers see you demonstrate reflect your attitude and energy. Customers form impressions of you based on your behavior toward them. Typically you can categorize how customers may perceive your behavior toward them in one of four quadrants. Called the Energy and Attitude Model, this matrix (shown on the following page) has attitude and energy at its axes. Each quadrant is given a label that typifies the behaviors people demonstrate toward the customer. In the table at the bottom of the previous page, look at the letter over the column with your highest score—W, WD, S, or C. This letter denotes the most common way that customers, internal or external, perceive you. Look at your second highest score. This is your backup style. If you have two or three equally high scores, this means: •
You have scored the questions incorrectly, or your adding is suspect. Go back and check your addition. or
•
You might be perceived in different ways by different customers. Think of occasions when this might be and the reasons why.
Which quadrant do you fall into?
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Individual Customer Focus Self-Assessment (continued) ENERGY AND ATTITUDE MODEL
Positive Attitude
Negative Attitude
SPECTATOR (S)
WINNER (W)
Positive attitude
Positive attitude
Low energy
High energy
WALKING DEAD (WD)
CYNIC and TERRORIST (C)
Negative attitude
Negative attitude
Low energy
High energy
Low Energy
High Energy
Winner (W) Research shows that customers want to deal with “Winners,” people with a positive attitude and high energy. They are typified by their attitude of wanting to do the best for their customers and by having the energy to see things through to the end. The resulting behaviors are those that ensure customer retention and loyalty.
Walking Dead (WD) People who are perceived as “Walking Dead” have a poor attitude toward the customer and a low level of energy. For them, customers are a nuisance and they reluctantly do the tasks they have to do for customers. In truth, they would rather be doing another job in another place.
Spectator (S) A spectator is someone with good intentions; they have a positive attitude toward the customer, but their energy level is low. Typically people who fall into this category say the right things, but they find it hard to follow through. This can manifest itself to the customer in broken promises and missed deadlines.
Reproduced from Compendium
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65
Individual Customer Focus Self-Assessment (concluded) Cynic (C) Cynics, or terrorists as some people call them, have a high level of energy that is not focused on satisfying customer needs, and their attitude toward the customer is negative. Typically cynics have their own agenda, which is not customer driven. Cynics’ high level of energy means that they can be outspoken in their opinions, and their attitude can be summed up as “that will never work.”
Further Action When you have discovered which style is typical of you, ask yourself: •
What does this tell you about how customers may perceive you?
•
Do you agree with your highest score? If not, do you wish to revise the way you have scored each statement? Go back to the statements. Look for statements for which you gave scores of 3. These are statements that you were “sitting on the fence” about. Score the relevant statement again, avoiding a 3, then total your scores once more.
•
What does your highest score tell you about yourself?
•
What reasons could there be for you to act in this way?
•
What is the effect on the customer?
Then look at your second highest score. Often this is a sign of how you may be perceived on an off-day or when you are under pressure or stress. •
What does your second highest score tell you about yourself?
•
What reasons might there be for you to act in this way?
•
Think of an occasion when you demonstrated this style. What was the effect on the customer?
If your second highest score is similar for two or more categories, this means: •
•
66
You have scored the questions incorrectly, or your adding is suspect. Go back and check your addition. or You might be perceived in different ways by different customers. Think of occasions when this might be and the reasons why.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
11 Customer Focus— Organizations This self-assessment is designed to help you discover the degree to which your organization is customer oriented. It is best for people from different parts of an organization to take in order to compare perceptions.
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Organizational Customer Focus Self-Assessment Using the following scale from 1 to 4, rate each statement by circling a score according to how strongly you agree or disagree with regard to your organization and your position within it. 1 = Agree strongly 2 = Agree 3 = Disagree 4 = Disagree strongly 1. The most important aspect of our organization is satisfying customers.
1
2
3
4
2. Everybody has a customer—be it inside the organization or outside.
1
2
3
4
3. We have “heroes” who support the customer.
1
2
3
4
4. Our organization is not bureaucratic.
1
2
3
4
5. Customers say our organization is special.
1
2
3
4
6. Most of our people provide a high quality of service.
1
2
3
4
7. Customer service is a key corporate objective.
1
2
3
4
8. You have to talk the language of the customer to fit in to this organization.
1
2
3
4
9. We recruit people whose attitude is oriented toward the customer.
1
2
3
4
10. People work together as a team to serve the customer.
1
2
3
4
11. Most of the stories that circulate seem to feature customers.
1
2
3
4
12. Customer service is evident at corporate headquarters as well as at the front line.
1
2
3
4
13. Our leaders demonstrate their enthusiasm for the customer.
1
2
3
4
14. We are constantly finding new ways to satisfy our customers.
1
2
3
4
15. We recognize people for going out of their way for the customer.
1
2
3
4
Reproduced from Compendium
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Organizational Customer Focus Self-Assessment (continued) 16. We encourage our customers to tell us if things are not right.
1
2
3
4
17. We’re always taking steps to implement new ideas to help the customer.
1
2
3
4
18. Our systems and processes work smoothly.
1
2
3
4
19. My manager sets a positive example in serving the customer.
1
2
3
4
20. We talk about the customer in largely positive terms.
1
2
3
4
21. I have been given training in knowledge, attitudes, and skills that helps satisfy the customer.
1
2
3
4
22. My personal objectives revolve around customer satisfaction.
1
2
3
4
23. We have a clear understanding of the needs of our customers.
1
2
3
4
24. Everyone is encouraged to ask for and act on feedback from customers.
1
2
3
4
25. I refer to my customers by name.
1
2
3
4
26. The focus of our business is on retaining existing customers as well as attracting new ones.
1
2
3
4
27. Staff induction includes the importance of customer service.
1
2
3
4
28. Senior managers spend time with customers.
1
2
3
4
29. I am empowered to make decisions to help the customer.
1
2
3
4
30. When a customer comes to me with a problem, I take ownership of it through to resolution.
1
2
3
4
Total your score
70
Reproduced from Compendium
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of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Organizational Customer Focus Self-Assessment (concluded)
Interpreting Your Score 60 or under
Your organization is customer-focused. Compare your scores with others. Study the areas in the survey where you score high agreement. Discuss those areas where you have indicated that there are barriers to providing excellent customer service.
61 or over
Your organization can do much more to provide excellent customer service. Note the areas where you have scored poorly. Compare your scores with other people in your organization. Agree to a plan of action to address barriers to becoming a customer-focused organization.
Characteristics of Customer-Focused Organizations The statements included in the self-assessment have been developed from research about what makes excellent customer-focused organizations. Customer-focused organizations: •
Demonstrate commitment to the customer from senior management down.
•
Employ managers whose behaviors set a positive example of customer service.
•
Actively listen to their customers and act on their feedback.
•
Recruit customer-oriented individuals and provide training to them in customer service.
•
Train and develop their people in customer-oriented attitudes, skills, and knowledge.
•
Empower their employees.
•
Encourage ownership of problems.
•
Constantly measure customer satisfaction.
•
Recognize and reward excellent service.
•
Encourage continuous improvement.
•
Focus on customer retention as well as attracting new customers.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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12 Customer Satisfaction These two questionnaires can be used to gain feedback from customers on the service that you provide. Questionnaire A involves service received over the telephone. Questionnaire B involves service received face-to-face. If the questions are not all relevant to your organization, use them as the basis to develop your own survey. There are tips on how to do this on page 81.
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Questionnaire A: Service Received Over the Telephone We value your opinion. In order to give you better service, please tell us how you rate the way our organization deals with you on the telephone. 1. How often have you contacted us in the past two months? ____________________ 2. What was the reason for your last call? ___________________________________ 3. How do you rate the service you received on your last contact? Excellent Very good Fairly good Neither good nor poor
R R R R
Fairly poor Very poor Unacceptable Don’t know/can’t remember
R R R R
Why do you say this? ______________________________________________ 4. How important are each of the following aspects of our service to you and how satisfied are you with that service? Please rate on a scale of 1 to 10 where: Importance
Satisfaction
10 = Absolutely essential 1 = Completely unimportant
10 = Completely satisfied 1 = Completely dissatisfied Importance
a)
Ease of contact
b)
Speed of response to phone call
c)
Friendly and polite staff
d)
Helpful staff
e)
Knowledgeable staff
f)
Issue resolved during the call
g)
Staff who call you back at agreed-to time
h)
Documents provided when asked for
i)
Positive reaction to complaints
Satisfaction
Were you dissatisfied (scored 6 or below) on any of these aspects? Please state the reason(s):______________________________________________________________ Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Questionnaire A: Service Received Over the Telephone (continued) 5. Thinking about your last inquiry, how many times did you have to contact us before it was resolved?
R R R R R R
Once Twice Three times Four times Five plus times Still not resolved
6. How do you rate the length of time it took (or is taking) to resolve your issue? Excellent Very good Fairly good Neither good nor poor Fairly poor Very poor Unacceptable Don’t know/can’t remember
R R R R R R R R
7. To what extent was the service you received better or worse than you expected? Much better than I expected A little better than I expected Just as I expected A little worse than I expected Much worse than I expected
R R R R R
8. How does the service provided compare with our competitors? Much better A little better Neither better nor worse A little worse Much worse No inquiries made to other organizations
R R R R R R
9. Thinking of your overall experience, what aspect have you been most impressed with? ______________________________________________________________ 10. What aspect have you been least impressed with? __________________________
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Questionnaire A: Service Received Over the Telephone (concluded) 11. How likely are you to recommend us to other people? Very likely Likely Not likely Very unlikely
R R R R
Thank you very much for your help.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Questionnaire B: Face-to-Face Service We value your opinion. In order to give you better service, please tell us how you rate the way we deal with you when you visit our organization. 1. How often have you visited us in the past two months? _______________________ 2. On the last occasion, what was the reason for your visit? _____________________ 3. How do you rate the service you received on your last visit? Excellent Very good Fairly good Neither good nor poor
R R R R
Fairly poor Very poor Unacceptable Don’t know/can’t remember
R R R R
Why do you say this? ______________________________________________ 4. How important are each of the following aspects of our service to you and how satisfied are you with that service? Please rate on a scale of 1 to 10 where: Importance
Satisfaction
10 = Absolutely essential 1 = Completely unimportant
10 = Completely satisfied 1 = Completely dissatisfied Importance
a)
Not having to wait in line
b)
Availability of staff if needed
c)
Friendly and polite staff
d)
Helpful staff
e)
Knowledgeable staff
f)
Staff who have time to spend with me
g)
Good layout
h)
Clear signage
i)
Project availability
j)
Positive reaction to complaints
Satisfaction
Were you dissatisfied (scored 6 or below) on any of these aspects? Please state the reason(s):______________________________________________________________
Reproduced from Compendium
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79
Questionnaire B: Face-to-Face Service (concluded) 5. To what extent was the service you received better or worse than you expected? Much better than I expected A little better than I expected Just as I expected A little worse than I expected Much worse than I expected
R R R R R
6. How does the service provided compare with that of our competitors? Much better A little better Neither better nor worse A little worse Much worse No inquiries made to other organizations
R R R R R R
7. Thinking of your overall experience, what aspect have you been most impressed with? ______________________________________________________________ 8. What aspect have you been least impressed with? __________________________ 9. How likely are you to recommend us to other people?
R R R R
Very likely Likely Not likely Very unlikely
Thank you very much for your help.
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of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Customer Satisfaction (concluded)
Tips on Constructing a Satisfaction Survey •
Make the questionnaire easy to complete. Start with simple questions.
•
Make completion easy by using a scoring system: It saves time.
•
Include some open questions to gather information and allow the customers to give their opinions.
•
Avoid emotive or ambiguous words or terms (e.g., frequently, often, regular, okay) because their meaning can be confusing.
•
Ask the customer how important they consider different aspects of service as well as how satisfied they are. This helps you determine your customers’ priorities. Look at the gap between importance and satisfaction to see where most improvement is needed.
•
Include questions that allow the customer to tell you what you do particularly well and where you could improve.
•
Consider including questions on the likelihood of customers recommending you to others and how you compare to the competition. This helps you understand your position in the marketplace.
•
If you need personal details about the customer, ask for them at the end of the survey, not the beginning.
•
Thank the customer for completing the survey.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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13 Delegation Delegating helps managers make the best use of their time. It also gives individuals opportunities to develop.
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Delegation Self-Assessment This questionnaire will help you assess how well you delegate tasks to your team. Reading each pair of statements in turn, circle the number that is most representative of your attitude and behavior. 1 and 5 are closest to the opposite statements, 2 and 4 less close but still reflect your behavior. 3 is the middle between the two statements. Be honest! Do you… Delegate tasks to ease the workload
1
2
3
4
5
Prefer to do the work yourself
Show confidence in staff to complete tasks
1
2
3
4
5
Lack confidence in staff to complete tasks
Allow staff to undertake delegated work in their own way
1
2
3
4
5
Prefer to check on staff to see how they complete the task
Know everyone on your team well in terms of their strengths and weaknesses
1
2
3
4
5
Not know people on your team well
Give clear instructions when delegating
1
2
3
4
5
Find that people refer back to you with questions when you have delegated a task
View delegation as an opportunity to develop individuals
1
2
3
4
5
View delegation as a means of getting the task done
Provide training to inexperienced staff in new skills to undertake a task
1
2
3
4
5
Prefer not to delegate tasks to inexperienced staff
Agree to a completion time for the task and review as appropriate
1
2
3
4
5
Expect staff to complete the task as soon as possible
Tell your staff and other people what authority they have when delegating a task
1
2
3
4
5
Neglect to tell staff and other people their level of authority
Set standards appropriate to the task
1
2
3
4
5
Set high standards irrespective of the task
Tolerate mistakes, recognizing that people learn through them
1
2
3
4
5
Expect delegated work to be free of errors
Balance the workload of your staff
1
2
3
4
5
Delegate work to certain individuals on the team more than others
Identify the tasks you should not delegate
1
2
3
4
5
Prefer to delegate as much work as possible
Reproduced from Compendium
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Delegation Self-Assessment (continued) Consider the effects on the team of delegating unpleasant or tedious tasks
1
2
3
4
5
Think that unpleasant tasks are best delegated
Ask for information on your staff’s workload and schedules before delegating
1
2
3
4
5
Consider that work you delegate should take priority
Think about the amount you should delegate to your staff in terms of their workload and yours
1
2
3
4
5
Think more about your workload than your staff’s
Give feedback to staff, both positive and negative, when they have completed a task
1
2
3
4
5
Prefer not to give immediate feedback
+
+
+
+
Total your score:
86
=
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Delegation Self-Assessment (concluded)
Interpreting Your Score 34 or under
You delegate tasks well. The balance of your delegated tasks is good. You recognize that delegation provides a learning opportunity for your staff.
35 or over
Your delegation could be improved. Your staff may see you as “dumping” tasks rather than delegating. You need to recognize that delegation provides an opportunity for you to be more effective as well as to develop your staff.
Look back over those statements where you have given high scores. Decide what actions you can take to better manage your time and your team’s time.
Tips on How to Delegate • • • • • • • • • • •
Plan it. Clarify what is required. Explain what is to be done and why. Explain what the results should be. Say what authority they have. Tell others what authority has been given. Allow discretion as to time and method. Check progress at agreed-upon intervals. Be prepared for mistakes. Give feedback, both positive and negative. Provide support—you are still responsible.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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14 Employee Attitudes Use this survey to evaluate how much people enjoy working for your organization. You may wish to add further statements or questions that are relevant to your organization. Individuals should complete the survey anonymously. If you wish to make a comparison across departments, ask for the name of the department (not the employee) at the end of the survey. To make sure that the survey is completed in an honest fashion, let employees know that it is confidential. Once analyzed, give everyone a copy of the results and a plan of action for overcoming any areas of weakness.
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Employee Attitudes Survey Help us improve our organization’s work culture. Using the following scale from 1 to 4, rate each statement by circling the score that indicates your agreement or disagreement with regard to your organization. 1 = Agree strongly 2 = Agree 3 = Disagree 4 = Disagree strongly 1. I understand the goals and objectives of the organization.
1
2
3
4
2. My work environment (e.g., lighting, heating, layout) is good.
1
2
3
4
3. I have access to the tools I need to do my job well (e.g., printer, fax, computer).
1
2
3
4
4. I feel proud to be working for the company.
1
2
3
4
5. My salary adequately reflects the market rate for the quality and quantity of my work.
1
2
3
4
6. I am given appropriate recognition for my work.
1
2
3
4
7. I receive good quality training to help me perform my job well.
1
2
3
4
8. I receive sufficient training to help me perform my job well.
1
2
3
4
9. I receive good quality training to aid my future development.
1
2
3
4
10. I have a clearly defined career development path.
1
2
3
4
11. I have a high degree of confidence in senior management.
1
2
3
4
12. The management team keeps me well informed of company performance.
1
2
3
4
13. I am satisfied with the frequency of communication on company performance.
1
2
3
4
14. I am satisfied with the methods used for communicating company performance.
1
2
3
4
15. There is ample opportunity to feed back my opinions to senior management.
1
2
3
4
16. I feel that I am part of a team.
1
2
3
4
Reproduced from Compendium
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Employee Attitudes Survey (concluded) 17. The objectives of my team are clear.
1
2
3
4
18. My role and responsibilities and those of my team are clear.
1
2
3
4
19. The workload in my team is evenly distributed.
1
2
3
4
20. There are good working relationships between my immediate team members
1
2
3
4
21. I have good working relationships with other teams.
1
2
3
4
22. I understand the role and responsibilities of other teams.
1
2
3
4
23. My immediate manager gives me help and support to do my job well.
1
2
3
4
24. My manager includes me in the decision-making process.
1
2
3
4
25. I am able to express my ideas and honest opinions to my manager.
1
2
3
4
26. My manager sets meaningful objectives for me.
1
2
3
4
27. I often have an opportunity to use my initiative.
1
2
3
4
28. I have regular meetings with my manager.
1
2
3
4
29. My manager listens to and acts on my ideas.
1
2
3
4
30. My manager trusts and supports my decisions.
1
2
3
4
31. I enjoy working for the organization.
1
2
3
4
32. The organization has changed positively in the past 12 months.
1
2
3
4
33. What do you see as the positive elements of working in the organization? ____________________________________________________________________ ____________________________________________________________________ 34. What main areas would you like to see changed? ____________________________________________________________________ ____________________________________________________________________
Please indicate the department in which you work:____________________________ Thank you very much for your help. Please return this form to: _____________________ by: ______________________ The results of the survey will be published by: _______________________________ 92
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15 Empowerment Empowerment—passing on responsibility to your team for decisions affecting their work—increases team members’ involvement and commitment. Use this selfassessment to determine how well you empower your staff.
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Empowerment Self-Assessment This assessment includes 20 statements that describe what you may or may not be doing to empower your staff. Using the following scale from 0 to 3, rate each description by circling the score that best fits how frequently you do it. 0 = Never 1 = Rarely 2 = Sometimes 3 = Often 1. I demonstrate enthusiasm for the organization.
0
1
2
3
2. My actions are focused on the customer.
0
1
2
3
3. I trust my team to take initiatives.
0
1
2
3
4. I am tolerant of mistakes.
0
1
2
3
5. I share information with my team on a regular basis.
0
1
2
3
6. I allow my team to make decisions on their own.
0
1
2
3
7. I encourage my team to be proactive in solving customer problems.
0
1
2
3
8. I seek out, and act on, the opinions of my team.
0
1
2
3
9. I recognize and reward good performance.
0
1
2
3
10. I help develop my team’s skills and knowledge.
0
1
2
3
11. I jointly set objectives with my team.
0
1
2
3
12. I give constructive feedback on performance.
0
1
2
3
13. I encourage teamwork and cooperation.
0
1
2
3
14. I support decisions made by my team.
0
1
2
3
15. I am approachable.
0
1
2
3
16. I make clear the expectations I have of my team.
0
1
2
3
17. I make individuals feel valued.
0
1
2
3
18. I allow my team to by-pass me and go to my manager.
0
1
2
3
19. I take an active role in helping my team set and meet their development plans.
0
1
2
3
20. I encourage members of my team to develop new working methods, even if they are very different from what we do at the moment.
0
1
2
3
Total your score:
Reproduced from Compendium
=
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+
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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95
16 Evaluation of Training Here is a training evaluation form. Ask participants to complete the form after training has taken place. This will allow them time for reflection.
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Evaluation of Training Questionnaire Participant’s Name (optional): ______________________________________________ Course Title: ___________________________________________________________ Date: _________________________________________________________________ Please respond to the following questions. The information you provide will help us improve the quality of future courses.
Course Content What was the most useful part of the course?__________________________________
What was the least useful part of the course? _________________________________
Which sessions could have been expanded/shortened/included/improved? __________
Please circle the number that reflects your opinion of the content of the course. Too simple
1
2
3
4
5
Too complex
Learned little that I did not know already
1
2
3
4
5
Learned a great deal that I did not know already
Not relevant to my job
1
2
3
4
5
Very relevant to my job
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Evaluation of Training Questionnaire (concluded) Learning Methods and Pace Please circle the number that reflects your opinion of the learning method and pace of the course. Not enough work in groups
1
2
3
4
5
Too much work in groups
Not enough practical work
1
2
3
4
5
Too much practical work
Not enough individual work
1
2
3
4
5
Too much individual work
Not enough presentations
1
2
3
4
5
Too many presentations
Not enough handouts
1
2
3
4
5
Too many handouts
Pace too slow
1
2
3
4
5
Pace too fast
Overall Impressions To what extent have you benefited from the course? ____________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Would you recommend the course instructor?
R Yes
R No
Would you recommend this course?
R Yes
R No
Any other comments? ____________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
100
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
17 Facilitation Managers and training professionals are increasingly being asked to facilitate groups. Use this self-assessment to evaluate your effectiveness in this role.
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Facilitation Skills Assessment Check the appropriate box to rate how effective you are as a facilitator. When I am facilitating a group…
Always
Often
Sometimes
Seldom
Never
1. I join in and help the group achieve its task.
R
R
R
R
R
2. I ask for feedback on my performance and give people feedback on their behavior.
R
R
R
R
R
3. I answer the questions I ask.
R R R
R R R
R R R
R R R
R R R
6. I actively listen to what is being said by people in the group.
R
R
R
R
R
7. I find myself becoming the chairperson.
R
R
R
R
R
8. I am not afraid of conflict.
R R
R R
R R
R R
R R
10. I draw on a variety of methods to give the group structure.
R
R
R
R
R
11. I find I agree with some people and not others in the group.
R
R
R
R
R
12. I summarize different people’s viewpoints.
R
R
R
R
R
13. I find it difficult to observe what people are doing.
R
R
R
R
R
14. I suggest a method of working if the group is unable to proceed.
R
R
R
R
R
15. I prefer not to intervene when the situation becomes difficult.
R
R
R
R
R
16. I let people have their say.
R R R
R R R
R R R
R R R
R R R
19. I am afraid to probe for underlying feelings that are not being expressed in the group.
R
R
R
R
R
20. I interpret body language correctly.
R
R
R
R
R
4. I maintain a neutral stance. 5. I tell the group how to achieve the task.
9. I show my feelings when I hear something I dislike.
17. I am not aware of power plays. 18. I establish ground rules with the group.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Facilitation Skills Assessment (continued)
Scoring Complete the following scoring grid. Then total your scores. Statement
Always
Often
Sometimes
Seldom
Never
1.
1
2
3
4
5
2.
5
4
3
2
1
3.
1
2
3
4
5
4.
5
4
3
2
1
5.
1
2
3
4
5
6.
5
4
3
2
1
7.
1
2
3
4
5
8.
5
4
3
2
1
9.
1
2
3
4
5
10.
5
4
3
2
1
11.
1
2
3
4
5
12.
5
4
3
2
1
13.
1
2
3
4
5
14.
5
4
3
2
1
15.
1
2
3
4
5
16.
5
4
3
2
1
17.
1
2
3
4
5
18.
5
4
3
2
1
19.
1
2
3
4
5
20.
5
4
3
2
1
Subtotals
+
+
+
+
=
Total your score:
104
Reproduced from Compendium
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Facilitation Skills Assessment (concluded)
Interpreting Your Score 80 and over
You are a good facilitator. You recognize that your role is to help the group achieve its task in selecting the best method and by observing the ways in which the group works together.
79 and under
You might be focusing too much on the task that the group has to achieve rather than the method it selects to achieve it and the way the group works together. Facilitation is not the same as chairing a meeting. Look at the areas where you had low scores and consider how you can improve your skills.
Characteristics of an Effective Facilitator •
The role of the facilitator is to help the group achieve its task.
•
A facilitator is a neutral servant of the group. They do not participate in the activities of the group; rather, they help the group select the most appropriate method for achieving the task. They observe group processes (i.e., the way the group works together), for example, sub-groupings, power plays, openness, and trust. These processes are often not spoken about by the team. By bringing group processes to the surface, an effective facilitator helps the group overcome obstacles in the way they are working together.
•
Effective facilitators empathize with the group, and team members trust them.
•
They are good listeners, able to pick out underlying feelings as well as facts. They can summarize what is happening in the group well.
•
Effective facilitators make good use of open questions to elicit feedback from the group on its progress.
•
They are also effective observers who can identify behaviors that help or hinder the group.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
105
18 Feedback Skills This checklist is designed to help you determine your skills as a manager/team leader in giving feedback on performance.
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Feedback Skills Checklist Assess, as honestly as possible, what you do rather than what you intend to do! Check the appropriate box to indicate how effective you are at providing feedback to members of your team. Always
Often
Sometimes
Seldom
Never
1. I pay close attention to what my team says it does at work.
R
R
R
R
R
2. I obtain additional information as appropriate before giving feedback.
R
R
R
R
R
3. I give performance feedback as close to the event as possible.
R
R
R
R
R
4. I establish a natural and friendly rapport with the person to whom I am giving feedback.
R
R
R
R
R
5. I ask staff members for their views about their performance first.
R
R
R
R
R
6. I use examples to substantiate my feedback.
R
R
R
R
R
7. I recognize and praise good performance.
R
R
R
R
R
8. I explain the effect of less-thansatisfactory behaviors.
R
R
R
R
R
9. I discuss any constraints or frustrations that might affect performance.
R
R
R
R
R
10. I help individuals suggest their own action plan for improvement.
R
R
R
R
R
11. I check my staff’s commitment to improvements.
R
R
R
R
R
12. I provide encouragement and support to the individual to bring about improvements.
R
R
R
R
R
Now list below the actions you can take to improve how you give feedback on performance: 1.
__________________________________________________________________
2.
__________________________________________________________________
3.
__________________________________________________________________
4.
__________________________________________________________________
5.
__________________________________________________________________
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Feedback Skills Checklist (concluded)
Tips on Giving Feedback on Performance Feedback gives people information about how they are performing. To be effective, the feedback process must be conducted in a positive and constructive way. There are two types of feedback: • •
Motivational—what the individual has done well Developmental—what the individual needs to do to improve
To be of value to the receiver:
110
•
Time your feedback so that it is delivered when it is most appropriate.
•
When giving both motivational and developmental feedback, begin with the motivational.
•
Do not mix the two types. Separate motivational from developmental feedback.
•
Be specific—give feedback on what you see or hear.
•
Use examples.
•
Explain the consequences of the behavior.
•
Own the feedback—use “I,” not “people think.”
•
Do not overload the individual with too much developmental feedback.
•
Jointly agree to a plan of action for improving performance.
•
Agree on when you will review future performance.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
19 Influencing Skills This checklist has been devised to give individuals feedback on their influencing style. Giving feedback on influencing skills requires the observer to see the individual in a situation where they are trying to influence someone to do something. This can be in the work environment or a role play.
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Influencing Techniques To influence effectively, managers need to use a balance of “push” and “pull” techniques. Push techniques are those where you act directly by: •
Stating what you want—clarifying your requirements (e.g., “I need…, I want…”)
•
Expressing views and opinions—by giving information, making suggestions, using facts to build a case, making judgments (e.g., “I suggest…, I recommend…”)
•
Expressing feelings—telling others the effect of their behavior on the situation (e.g., “When people shout, I don’t respond well.”)
•
Using pressures and incentives—offering inducements, cajoling, pressuring, counter arguing (e.g., “If you do…, I will…”)
Pull techniques are those where you consider the other person’s point of view by: •
Actively listening (e.g., using “uh-huhs,” paraphrasing what the other person has said, checking understanding)
•
Encouraging and questioning—asking for the other person’s opinion, using open questions to gather information (e.g., “Tell me what you think”)
•
Being open to another’s suggestions—seeing things from the other person’s viewpoint (e.g., “So you would like that?”)
•
Building and supporting the common ground—building on suggestions, finding common group, reaching consensus agreement (e.g., “I agree with what Peter says”)
Use the following checklist to observe the behaviors of a colleague during an influencing skills situation at work or during a training exercise. Ask someone to observe the other person who is taking part in the discussion.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Influencing Skills: Observer’s Checklist Note the frequency of specific behaviors by checking off each time one is observed. Then total the number of times you saw either push or pull behaviors. Person you are observing: ________________________________________________ Push Behaviors
Number of Times Observed
Expressing views and opinions Expressing feelings Saying what they want Using incentives and pressures Total push behaviors Pull Behaviors
Number of Times Observed
Actively listening Encouraging and questioning Being open to the other person’s point of view Building and supporting the common ground Total pull behaviors
Giving Feedback Give the person you observed feedback on: • • •
114
Which influencing style they used the most The appropriateness of this style What they can do to become a more effective influencer
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
20 Interview Skills Here is a checklist to help you evaluate your interview skills. Ask someone to observe you as you conduct a selection interview. Discuss the feedback with them to identify areas for improvement.
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Interview Skills: Observer’s Checklist Use this form to record your comments on the interviewer. Check whether or not you observed each behavior and make comments or provide examples as necessary. Name of person being observed: ___________________________________________ Behaviors Observed
Yes
No
Comments and Examples
Creating an appropriate climate by establishing and maintaining rapport Opening by explaining the structure and introducing other interviewers (where relevant) Using effective questioning to gather evidence Probing for further information/ clarification Listening actively to what is said Observing neutrality/using open body language Summarizing key points Controlling the interview Taking notes Managing transitions to other interviewers (where relevant) Closing in a friendly way Clarifying next steps in the interview process
What did the interviewer do well? ___________________________________________ ______________________________________________________________________ What areas need improvement? ____________________________________________ ______________________________________________________________________ Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Interview Skills (continued)
Tips on Effective Interviewing
118
•
Select a quiet room that is well lit. Where possible, put a “Do Not Disturb” notice on the door. Take the phone off the hook.
•
Do not put tables or barriers between you and the candidate. Choose comfortable chairs with no wheels.
•
Put a clock on the wall behind the candidate to save you looking at your watch.
•
Make sure that the candidate is not distracted by anything inside or outside the room. Avoid placing him or her opposite a window.
•
Be on time to greet the candidate and show them to the room. Use this time to chat and relax him or her.
•
Ask the candidate how he or she would like to be addressed.
•
Explain the role of the interview in the selection process and when the candidate will hear the outcome of the interview.
•
Outline the structure of the interview—who will be asking questions, who will be taking notes, when the candidate can ask questions, etc.
•
Start with an easy question to relax the candidate.
•
Use open questions (see next page) to allow the candidate to give you information.
•
Use probing questions (see next page) to clarify what has been said and to gather further evidence.
•
Structure your questions to obtain evidence that the candidate meets your selection criteria.
•
Do not use personal or leading questions (see next page).
•
Actively listen to what the candidate is saying and summarize where appropriate.
•
Use positive, neutral body language. Avoid commenting on responses—this could demonstrate bias.
•
If interviewing in a pair, explain when you will transition to your partner and introduce them again to the candidate.
•
Close the interview by thanking the candidate for their time and reiterate the next steps in the selection process.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Interview Skills (continued)
Tips on Effective Questioning There are four main types of questions: • • • •
Open Closed Leading Limiting
Open Questions Open questions help you obtain information. Open questions start with what, where, when, why, how, tell, describe, explain: “What areas were you responsible for?” “Tell me more about your last job.” Open questions also allow you to probe for more information. Probing questions are a type of open question: “Why was that?” “What would you do if that were the case?” Advantages of open questions: • • • •
Are useful to establish all the facts Allow people to express their views Build rapport and show you are interested Help you clarify your understanding
Closed Questions Closed questions are those that generate one response (yes/no). They are used to confirm agreement/close the conversation: “So you felt unhappy in that role?” “Are you sure?” Advantages of closed questions: • • • •
Put you in control of the situation Help obtain specific facts quickly Are useful for testing understanding and summarizing Allow you to reach agreement
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
119
Interview Skills (concluded) Leading Questions Leading questions are those in which the answer is implied: “You are going to cope with that, aren’t you?” Advantage of leading questions: •
Are useful for obtaining clarity and understanding
Limiting Questions Limiting questions are those that give the person answering a choice: “Is it a brown door or a red one?” Advantage of limiting questions: •
Are useful to gain agreement and when time is short
The most effective way to obtain information from candidates during an interview is to begin a conversation using open (and probing) questions, rather than leading or limiting questions. Funnel the information by using closed questions to confirm what has been said. Avoid using leading questions.
120
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21 The Learning Organization How receptive is your organization to learning? This survey is designed to help you find out. Distribute it to a wide variety of people in different job functions and positions throughout the organization to obtain a wide range of opinions.
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The Learning Organization Survey Think about your organization and rate the following statements relating to characteristics of a learning organization. First indicate with a checkmark whether the situation is essential or desirable in your organization, and second whether it is or should be characteristic of your organization.
Is essential
Is desirable
Is characteristic of my organization
Should be characteristic of my organization
People in my organization believe you’re never too old or too experienced to learn. There are ample opportunities for people to learn at work. My manager conducts regular reviews of my progress. I have learned something new this week at work. Even when things are going well, we find new ways of improving them. People want to learn new things. Training and development at my organization help people expand their job role. Managers encourage their staff to learn. People are receptive to new ideas. We regularly review our successes and failures to learn for the future. Managers recognize that their staff have a life outside of work. We are aware of what people in our own industry and related industries are doing. We look for new ways to solve problems. When people are experiencing difficulties at work, they ask others for help. People generally view change as positive. Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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The Learning Organization Survey (continued)
Is essential
Is desirable
Is characteristic of my organization
Should be characteristic of my organization
There are career development opportunities across the organization. Opportunities for learning are available to everyone, regardless of their status. People are provided with ample training to do their jobs well. There is a wide variety of learning methods available to people at work. Mistakes are tolerated within the organization.
Look at the items you have checked that are essential but not characteristic of your organization. These are the barriers that you need to overcome first in order to develop a learning organization.
124
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
The Learning Organization Survey (concluded) Fill in the chart below to determine the barriers to learning and create an action plan that includes who’s responsible and a timetable for completion. Barrier to Learning
Action to Overcome
Reproduced from Compendium
Responsibility
Timing
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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22 Learning Style This self-assessment is designed to help trainees develop their preferred learning style based on their past experiences.
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Learning Style Self-Assessment Everyone has preferences for the way that they learn. This self-assessment invites you to reflect on your preferences in order to match your learning style to the learning methods available. First, complete the following sentences. Fill in whatever comes to mind. There are no right or wrong answers. If you cannot think of anything to complete one sentence, move on to the next. 1. The times I have found it easiest to learn new things have been when:___________ ___________________________________________________________________ 2. When I am presented with new theories and abstract concepts, I:_______________ ___________________________________________________________________ 3. If I am asked to undertake a practical activity involving a new task, I: ____________ ___________________________________________________________________ 4. I tend to reflect on what I have learned when: ______________________________ ___________________________________________________________________ 5. What I feel about trying something new that I have just learned is: ______________ ___________________________________________________________________ 6. I feel least comfortable when: ___________________________________________ ___________________________________________________________________ 7. What I think about classroom-based learning is: ____________________________ ___________________________________________________________________ 8. My biggest fear in learning a new task is: __________________________________ ___________________________________________________________________ 9. My learning retention is the most when: ___________________________________ ___________________________________________________________________ 10. What would make learning enjoyable for me would be if: ______________________ ___________________________________________________________________
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Learning Style Self-Assessment (continued) Conclusion Look back at the sentences you have completed and try to draw some conclusions about the way you learn best. Write a summary of what helps and hinders your learning. •
Helps:__________________________________________________________ _______________________________________________________________ _______________________________________________________________
•
Hinders: ________________________________________________________ _______________________________________________________________ _______________________________________________________________
Learning Style Preferences David Kolb, a management psychologist, has identified four different preferences in the way we learn: 1. Concrete experience: Learn a new task by being actively involved in doing that task, willing to try anything new. 2. Reflective observation: Learn a new task by observing other people do that task and then thinking about it in a thoughtful, considered way. 3. Abstract conceptualization: Learn by using models, theories, and concepts to create meaning and structure from seemingly disassociated ideas—logical and analytical in approach. 4. Active experimentation: Learn by enthusiastically trying out new ideas and techniques, anxious to put what we have learned into practice. In designing training and development, people’s preferences for a learning style will influence their reaction to learning methods. For example, those with preferences for:
130
•
Concrete experience may like practical activities, role plays, and simulations
•
Reflective observation may need time during a training session to reflect on what they have learned
•
Abstract conceptualization may prefer a structured approach based on theory and models
•
Active experimentation may prefer training where they see a clear, practical application in the workplace of what they have learned Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Learning Style Self-Assessment (concluded) What does the exercise tell you about your preferred learning style? ________________ ______________________________________________________________________ ______________________________________________________________________ Which methods of training best suit your style? ________________________________ ______________________________________________________________________ ______________________________________________________________________
Reproduced from Compendium
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23 Listening Skills We spend up to half of our waking hours listening to other people. But how much do we really take in? This assessment is in two parts. It is designed to help you become a better listener.
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Listening Skills Assessment Part 1: Determine How Effectively You Listen Using the following scale from 1 to 4, rate each statement with regard to how effectively you listen when you are engaged in a dialogue with someone face to face by circling the score that best typifies you. 4 = Always 3 = Often 2 = Seldom 1 = Never 1. I position myself so that I can hear clearly.
4
3
2
1
2. I paraphrase what the speaker has said to check understanding.
4
3
2
1
3. I observe the body language of the speaker.
4
3
2
1
4. I let the speaker finish what he or she is saying before replying.
4
3
2
1
5. I encourage the speaker to talk by nodding my head and giving other nonverbal cues.
4
3
2
1
6. I disregard the speaker’s dress and appearance.
4
3
2
1
7. I make eye contact with the speaker.
4
3
2
1
8. I am alert to the speaker’s underlying feelings as well as the facts.
4
3
2
1
9. I make encouraging listening noises: “I see,” “Uh-huh,” “Yes,” etc.
4
3
2
1
10. I keep my mind on what the speaker is saying.
4
3
2
1
11. I take notes of key points.
4
3
2
1
12. I summarize my understanding of the conversation.
4
3
2
1
13. I mirror the speaker’s body language, when appropriate, to help him or her feel at ease.
4
3
2
1
14. I consider the speaker’s point of view.
4
3
2
1
Reproduced from Compendium
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Listening Skills Assessment (continued)
Interpreting Your Score To be an effective listener, you need to use your body and your mind to encourage open dialogue. Total the points you have scored for statements 1, 3, 5, 7, 9, 11, and 13. These statements relate to the nonverbal signals that we give to someone when they are speaking. If your total score for these statements is 21 or more, your body language aids you in being a good listener. You encourage the speaker to talk by good use of nonverbal cues. If you score 20 or less, your body language does not convey to the speaker that you are interested in what they are saying. This aspect of your listening skills could be improved. Total the points you have scored for statements 2, 4, 6, 8, 10, 12, and 14. These statements relate to your understanding of what the speaker is saying. If your total score for these statements is 21 or more, you are an active listener. You understand what the speaker is saying by concentrating on him or her, and distinguishing his or her underlying feelings and themes. If you score 20 or less, you are not an active listener. You may be distracted easily and you fail to concentrate. Your lack of empathy with the speaker may mean that they find it difficult to disclose their thoughts to you. This aspect of your listening skills could be improved. To be a truly effective listener, you need to score 21 or more in both sets of statements.
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Listening Skills Assessment (continued) Part 2: How to Become a Better Listener Look at the areas where you scored poorly on the assessment. Then try to relate how you listen to real-life situations by completing the following sentences. Write whatever comes into your head. There are no right or wrong answers. I like listening to speakers who: _____________________________________________ ______________________________________________________________________ I switch off when someone is talking and they: _________________________________ ______________________________________________________________________ I concentrate on what someone is saying when: ________________________________ ______________________________________________________________________ If I can’t have my say in a conversation, I feel: _________________________________ ______________________________________________________________________ If I can’t understand what someone is saying, I: ________________________________ ______________________________________________________________________ I feel nervous listening to someone when:_____________________________________ ______________________________________________________________________ Habits I find irritating in a speaker include: ____________________________________ ______________________________________________________________________ When someone is speaking, I spend most of my time: ___________________________ ______________________________________________________________________ Things that distract me when someone is speaking include:_______________________ ______________________________________________________________________ When someone is speaking very slowly, I: ____________________________________ ______________________________________________________________________
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Listening Skills Assessment (concluded) Review your answers to these statements as well as your responses to the assessment. Then write down: What you need to be an effective listener:_____________________________________ ______________________________________________________________________ What you need to start doing to become a more effective listener:__________________ ______________________________________________________________________ What you need to stop doing to become a more effective listener: __________________ ______________________________________________________________________
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24 Management Competencies The purpose of this survey is to help you evaluate your management competencies. In addition to completing your own assessment, ask the people you work with who know you well (for example, your manager, direct reports, colleagues, and customers) to complete the survey. This gives you an opportunity to compare perceptions.
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Management Competencies Survey Survey completed about: _____________________
By (optional): _______________
Read each statement carefully and decide how competent the person is at undertaking this activity. Use the following key to make your decision, then put a checkmark in the appropriate column to indicate your response. D = Definitely competent M = Mostly competent O = Occasionally competent S = Seldom competent N = Not competent ? = Don’t know/Not applicable Selecting the Team
D
M
O
S
N
?
D
M
O
S
N
?
Defines future personnel requirements Contributes to the assessment and selection of candidates against team and organizational requirements Defines, with consultation, salary and benefits Establishes orientation procedures Building the Team Leads the team effectively Supports and trusts team members Motivates the team Establishes roles and responsibilities for the team Allocates work effectively within the team
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Management Competencies Survey (continued) Performance Management
D
M
O
S
N
?
D
M
O
S
N
?
D
M
O
S
N
?
Sets and updates work objectives for individual team members and the team Provides regular performance feedback to the team and individual team members Recognizes team members for their work Identifies and minimizes interpersonal conflict Implements disciplinary and grievance procedures Developing the Team Identifies individual training needs Provides training and development opportunities for the team Coaches individual team members Develops him-/herself within his/her job role Working Relationships Establishes and maintains the trust and support of team members Establishes and maintains the trust and support of their immediate manager Establishes and maintains good relationships with colleagues Establishes and maintains good relationships with customers
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Management Competencies Survey (continued) Planning, Problem Solving, and Presenting Material
D
M
O
S
N
?
D
M
O
S
N
?
Plans activities and determines work methods to achieve objectives Obtains and evaluates information to make effective decisions Leads discussions and meetings Contributes to discussions to solve problems and make decisions Regularly consults, advises, and informs others Manages change Presents information effectively Self-Discipline Manages time effectively Collects and organizes information Manages pressure effectively Others
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Management Competencies Survey (continued) Comments: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ When you and others have completed the survey, compare the results. Ask questions to establish the reasons for others’ ratings. Often what we know about ourselves can be different from how others see us. The Johari Window developed by Joseph Luft and Harry Ingham illustrates this point.
Known to Others
Unknown to Others
Open Self (Public Arena)
Unknown Self (Area of Potential)
Concealed Self (Private Individual)
Blind Self (Blind Spot)
Known to You
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Management Competencies Survey (concluded) Feedback from other people helps identify areas of potential. Use other people’s observations to help put together a personal development plan. Discuss this with your colleagues or manager. Area for Improvement
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Action
Timing
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25 Management Style This survey helps individuals become more aware of their management style and its effect on other people.
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Identifying Your Management Style To help you identify the management style that best characterizes you, consider the statements below. In each section, circle the letter of the statement that best describes you. 1. (a) (b) (c) (d) (e)
I put in enough effort to survive. I rarely lead, but I extend help. I drive myself and others. I seek to maintain a good steady pace. I exert vigorous effort and others join in.
2. (a) My humor is seen by others as rather pointless. (b) I use my humor to maintain friendly relations, or when tensions arise, to shift attention away from the serious side. (c) My humor is hard hitting. (d) My humor sells myself or my position. (e) My humor fits the situation; I retain a sense of humor even under pressure. 3. (a) By remaining neutral, I rarely become agitated. (b) Because of the disturbance that tensions can produce, I react in a warm and friendly way. (c) When things are not going right, I defend or resist with counter-arguments. (d) Under tension, I feel unsure which way to turn or shift to avoid pressure. (e) When aroused, I contain myself, though my impatience is visible. 4. (a) When conflict occurs, I remain neutral or stay out of it. (b) I try to avoid generating conflict, but when it appears, I try to soothe feelings and keep people together. (c) When conflict arises, I try to cut it off or to win my position. (d) When conflict arises, I try to be fair but firm and find an equitable solution. (e) When conflict arises, I try to identify reasons for it and resolve underlying causes. 5. (a) I agree with opinions, attitudes, and ideas of others to avoid taking sides. (b) I prefer to accept opinions, attitudes, and ideas of others rather than push my own. (c) I defend my ideas, opinions, and attitudes, even though it sometimes results in offending others. (d) When ideas, opinions, or attitudes different from my own arise, I initiate middleground positions. (e) I listen for and seek out ideas, opinions, and attitudes different from my own. I have clear convictions, but respond to sound ideas by changing my mind. Reproduced from Compendium
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Identifying Your Management Style (continued) 6. (a) (b) (c) (d) (e)
I accept others’ decisions. I place a high value on maintaining good relations. I place a high value on making decisions that last. I search for workable, even though not perfect, decisions. I place high value on obtaining sound creative decisions that result in understanding and agreement.
7. (a) (b) (c) (d) (e)
My main concern at work is to keep my head down. I place high value at work on maintaining good relations. It is important to me to achieve the task, whatever it takes. I like to work at a steady, even pace. I encourage my team to set personal goals.
8. (a) (b) (c) (d) (e)
I do not have much contact with others. I believe that if people are happy, they will somehow do the work. I like to make the rules. I have standardized procedures so that people know what is expected of them. I involve others responsible for the work in planning, execution, and improvement.
9. (a) (b) (c) (d) (e)
I do the minimum I need in order to get the job done. I have a comfortable work tempo. I judge people mainly on results. I place emphasis on effective communication at work. I demonstrate trust and confidence in others.
10. (a) (b) (c) (d) (e)
150
I pass on messages and requests. I place high value on harmony at work. I have only a few in-depth relationships with people at work. I like to be seen as a reasonable person. I help others develop through a combination of supportive and challenging feedback.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Identifying Your Management Style (continued)
Scoring Now write the number of times you circled each letter in the table below: (a)
(b)
(c)
(d)
(e)
Each letter represents a management style. The highest score indicates your preferred management style. Two equal highest scores indicate that you may adopt either of these styles depending on the circumstance.
Interpreting Your Scores This survey is based on the work of Robert Blake and Jane Moulton who developed The Management Grid. Management is the process of achieving organizational objectives through people. There are two apparently opposing interests in managing effectively: •
Concern for people
•
Concern for achieving tasks
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Identifying Your Management Style (continued) Managers adopt a variety of management styles. The survey considers five positions on the people/task grid: High
(b)
Concern for People
(e)
(d)
(a)
(c)
Low Low
Concern for Task
High
Style (a) Concern for both task and people is low. The (a) style managers are abdicators. They have effectively dropped out. They accept the decisions of others and avoid taking sides. They remain neutral or stay out of conflict and therefore rarely become involved in confrontations. Their humor is seen as rather pointless and they exert just enough effort to stay in the job. They are motivated mainly by self-preservation. The (a) style managers have minimum contact and involvement with those around them. They perform a message-carrying function. The buck is passed as far as possible. People do not like working for this type of manager. There is no challenge and little support.
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Identifying Your Management Style (continued) Style (b) Concern for task achievement is low and concern for people is high. The (b) style managers believe that if people are happy, they will somehow do the work. They place high value on maintaining good relations and prefer to accept the convictions of others rather than push their own views. They try to avoid conflict, but when it does occur, they try to soothe feelings. They react to people in a warm and friendly way. Their humor is used to shift attention away from serious matters. They rarely lead, but extend help. The work tempo is comfortable if you work for the (b) style manager. People are encouraged rather than driven. They are expected to work to avoid unpleasantness and out of loyalty to the company and their boss. The group is the key unit, and harmony is the goal. This style of manager is sometimes referred to as the “country club”—there is a high degree of support, but little challenge.
Style (c) Concern for task achievement is high and concern for people is low. The (c) style managers are autocrats and task masters. They place high value on making decisions that stick. They stand up strongly for their own convictions, often offending others in the process. They try to cut off conflict and win their position. When losing, they defend, resist, and counter argue. Their humor is hard hitting and drives themselves and others. To (c) style managers, people are regarded as instruments of production. The philosophy is “Achieve results or you’re out.” Human relationships and interactions are minimized, and relationships are based on exercise of authority and obedience. Conflict is suppressed, and the goal is to win your point. The long-term effect of the (c) style of management is a reaction against authority, fear of management, and lack of empowerment. There are many challenges to, and little support of, the individual.
Style (d) Here, concern for both task and people is reasonable. The two concerns are carefully balanced. Most managers and management environments are best described by the (d) style of management. These managers search for a workable, even though not perfect, decision. They initiate middle-ground positions and try to obtain an equitable solution. Under pressure, they are not sure where to turn. They use their humor to sell themselves or a position, and they seek to maintain a good, steady pace. Communication is good in this environment. There is a basic assumption that people will work if you tell them why it is necessary. The environment is one of compromise and systems. Informal systems are readily formalized and standard procedures are introduced to ensure that people know what is expected of them.
Reproduced from Compendium
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Identifying Your Management Style (concluded) Style (e) Concern for both task and people is high. The (e) style manager places value on obtaining sound, creative decisions, resulting in understanding and agreement. They are good listeners. They seek out ideas, attitudes, and opinions different from their own. They have clear convictions, but respond to sound ideas by changing their mind. They expect conflict, and when it arrives, they try to identify and resolve the underlying causes. They maintain their emotion and use emotion to give the situation perspective. They exert vigorous effect, and others join in. The basic assumption in this environment is that people need to be involved and committed to productive work and that they want to think creatively. Individuals set personal goals in this environment. Those responsible for the work are involved in its planning, execution, and improvement. Individual goals are in line with organizational goals. Human relationships are based on involvement in work and on trust. Style (e) managers express greater support and exert greater challenge than style (d) managers. They are leaders, not just managers.
Conclusion 1.
Which is your preferred management style? _______________________________ __________________________________________________________________
2.
Is this how others see you? ____________________________________________ __________________________________________________________________
3.
What is the effect of this style on other people? ____________________________ __________________________________________________________________
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26 Meeting Skills This checklist is designed to be used after a meeting has taken place so that participants can rate its effectiveness.
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Meeting Skills Checklist Check Yes or No for each statement to determine the effectiveness of your meeting. Preparation
Yes
No
The agenda was distributed before the meeting. Participants knew what they had to prepare. The appropriate people were invited. The organizer had considered whether everyone needed to be there for the entire meeting. The appropriate number of people were invited. A suitable venue was chosen. Equipment and refreshments had been organized as appropriate.
Opening the Meeting There was a chairperson. The meeting started on time. There was a clear objective. There was a structure. There was a timeline. The chairperson appointed a note taker and a time keeper as appropriate.
During the Meeting The chairperson encouraged everyone to contribute. The chairperson listened actively to all contributions. The chairperson used effective questions. The chairperson summarized on a regular basis. The chairperson intervened as appropriate to smooth conflict. Participants stated their honest opinions. Participants made suggestions. Participants listened to other people’s opinions. Participants built on other people’s opinions. Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Meeting Skills Checklist (continued) Yes
No
Differences of opinion were resolved. Consensus agreement was reached. Participants timed their contributions well. Participants avoided interruptions. Participants and the chairperson displayed attentive nonverbal behavior.
At the end of the meeting… The chairperson ensured that action points and responsibilities were agreed to at the end. The meeting ran to the designated time. The objectives for the meeting were met. Participants felt that the meeting had been worthwhile.
Summary What was positive about the meeting? _______________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What could have made the meeting more effective?_____________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
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Meeting Skills Checklist (continued)
Preparing for the Meeting •
Always clarify the objectives of the meeting—what is being discussed and why, and what is the desired outcome.
•
Prepare an agenda outlining the topic headings in logical sequence.
•
Group urgent items and deal with these first. Put longer items for discussion later.
•
Always tell participants beforehand about timing, venue, agenda, duration, and what they need to bring.
•
Distribute useful information in advance of the meeting.
•
Keep meeting size to no more than eight people and decide whether they all need to be there the entire time.
•
Plan time limits for agenda items and the meeting as a whole.
•
Choose a comfortable venue that is convenient, of an appropriate size, and where you will be uninterrupted.
Running the Meeting •
Introduce the agenda at the start and state the purpose of the meeting.
•
Appoint a note taker and a time keeper so that you can concentrate on running the meeting.
•
Lead the discussion on each agenda item.
•
Guide and control the discussion.
•
Be clear and specific.
•
Involve everyone.
•
Listen actively to all contributions.
•
Ask effective questions.
•
Read nonverbal behavior.
•
Intervene when the meeting is straying from the agenda.
•
Elicit contributions from everyone.
•
Summarize and agree on key actions.
•
Make sure that outcomes are agreed to and recorded and that responsibilities and time lines for action are allocated.
•
Follow through on the agreed-upon actions to completion.
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Meeting Skills Checklist (concluded)
Contributing at a Meeting Stating Your Point •
Make your contributions short and clear.
•
Don’t let others interrupt you and avoid interrupting others.
•
Use assertive nonverbal behavior.
Making Suggestions •
Put your suggestions forward with energy.
•
Ask for reactions.
•
If people disagree with your suggestions, find out why.
Obtaining Acceptance for Your Ideas
160
•
Find out from other people what would be possible.
•
Express doubts in a constructive way.
•
Develop and build on other people’s ideas.
Reproduced from Compendium
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27 Mentoring Mentoring is the process whereby an individual passes on their experience and advice to another person on how to progress in the organizational world. This survey is best completed by both the mentor and the mentee. In this way, they can compare perceptions and work jointly on any improvements.
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Mentoring Survey Using the following scale from 1 to 5, rate yourself against the following characteristics of an effective mentor by circling the score that best typifies your characteristics. Ask the person you are mentoring (the mentee) to complete the same survey about you. 5 = Agree strongly 4 = Agree somewhat 3 = Neither agree nor disagree 2 = Disagree somewhat 1 = Disagree strongly 1. I can identify with the person who is my mentee.
5
4
3
2
1
2. My mentee sees me as a friend.
5
4
3
2
1
3. I act as a role model.
5
4
3
2
1
4. I clearly defined my role at the outset of the relationship.
5
4
3
2
1
5. I regularly give feedback to my mentee on his/her progress.
5
4
3
2
1
6. I give my mentee confidence.
5
4
3
2
1
7. I support my mentee’s decisions.
5
4
3
2
1
8. I have faith in my mentee.
5
4
3
2
1
9. I respect my mentee as an individual.
5
4
3
2
1
10. I help my mentee clarify his/her career aspirations.
5
4
3
2
1
11. I give my mentee confidence and a feeling of competence.
5
4
3
2
1
12. I have the respect of my mentee.
5
4
3
2
1
13. I provide my mentee with opportunities for personal development.
5
4
3
2
1
14. I help my mentee learn from his/her mistakes.
5
4
3
2
1
15. I coach my mentee through difficult situations.
5
4
3
2
1
16. I encourage my mentee to solve his/her own problems.
5
4
3
2
1
17. I observe my mentee in action to assess his/her strengths and weaknesses.
5
4
3
2
1
18. I recognize the benefits that mentoring offers me as an individual.
5
4
3
2
1
19. I help my mentee make critical career decisions.
5
4
3
2
1
20. I enjoy working with my mentee.
5
4
3
2
1
Total your score: Reproduced from Compendium
=
+
+
+
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Mentoring Survey (continued)
Interpreting Your Score 80 or over
You have a good relationship with your mentee. Both parties should benefit from your role.
61 to 79
There may be aspects of your relationship with your mentee that need work. Look at the items where you scored 3 or under. Ask your mentee to complete the survey. Then compare scores and develop a plan of action to overcome issues.
60 or under You are not making the most of the relationship with your mentee. Consider what has made the relationship go sour and whether you wish to salvage it and how.
Conclusions How does your score compare to that of your mentee? __________________________ ______________________________________________________________________ ______________________________________________________________________ What are the areas of differences? __________________________________________ ______________________________________________________________________ ______________________________________________________________________ What action can you take to resolve the differences? ____________________________ ______________________________________________________________________ ______________________________________________________________________
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28 Motivation This survey is designed to help you better understand what motivates you and your team. It is in two parts: Part 1 is to be completed by you as the manager, and Part 2 by each of your team members. When everyone has completed their surveys, hold individual discussions to compare results.
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Motivation Survey Part 1 – To be Completed by the Manager Here is a list of factors that can influence people’s degree of motivation at work. Thinking first about yourself at work, rank the factors in order of priority according to their importance to you. Factor
Order of Priority
1. Job security 2. Recognition/appreciation 3. Effective communication 4. Status 5. Decision-making power 6. Financial reward 7. Job satisfaction/achievement 8. Training and development 9. Regular feedback 10. Working conditions 11. Career development opportunities 12. Stable job role 13. Helpful work colleagues 14. Clearly defined goals 15. Feeling of being involved 16. Interesting work 17. Supportive manager 18. Other:
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Motivation Survey, Part 1 (concluded) Now considering each member of your team in turn, rank the factors that you believe motivate them to perform well. Name: _______ Order of Priority
Factor
Name:_______ Order of Priority
Name:_______ Order of Priority
1. Job security 2. Recognition/appreciation 3. Effective communication 4. Status 5. Decision-making power 6. Financial reward 7. Job satisfaction/achievement 8. Training and development 9. Regular feedback 10. Working conditions 11. Career development opportunities 12. Stable job role 13. Helpful work colleagues 14. Clearly defined goals 15. Feeling of being involved 16. Interesting work 17. Supportive manager 18. Other:
168
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Motivation Survey Part 2 – To be Completed by Each Team Member Here is a list of factors that can influence people’s degree of motivation at work. Thinking first about yourself at work, rank the factors in order of priority according to their importance to you. Be honest! Factor
Order of Priority
1. Job security 2. Recognition/appreciation 3. Effective communication 4. Status 5. Decision-making power 6. Financial reward 7. Job satisfaction/achievement 8. Training and development 9. Regular feedback 10. Working conditions 11. Career development opportunities 12. Stable job role 13. Helpful work colleagues 14. Clearly defined goals 15. Feeling of being involved 16. Interesting work 17. Supportive manager 18. Other:
Reproduced from Compendium
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Motivation Survey, Part 2 (concluded) Now do the same for your manager. Rank the factors that you believe motivate him/her to perform well. Your Manager: ______________________________________ Factor
Order of Priority
1. Job security 2. Recognition/appreciation 3. Effective communication 4. Status 5. Decision-making power 6. Financial reward 7. Job satisfaction/achievement 8. Training and development 9. Regular feedback 10. Working conditions 11. Career development opportunities 12. Stable job role 13. Helpful work colleagues 14. Clearly defined goals 15. Feeling of being involved 16. Interesting work 17. Supportive manager 18. Other:
170
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Motivation (concluded) Motivators fall into two categories: •
Extrinsic—financial reward, working conditions, vacations, etc.
•
Intrinsic—being appreciated, feeling involved, enjoying the job, etc.
When people leave a company, it is often the extrinsic, more tangible factors that they cite as reasons for leaving. It is the intrinsic, more intangible factors that people say make them enjoy their jobs. However, job satisfaction is not a mirror image of dissatisfaction. Different people are motivated by different factors. This survey is designed to allow you to discuss these motivating factors.
Reproduced from Compendium
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29 Negotiation Skills This questionnaire will help you evaluate your performance as a negotiator. It will indicate what you need to do to become a better negotiator.
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Negotiation Skills Questionnaire You are given two statements for answers to each question. Circle the letter that is most representative of your feelings, where: A and E are closest to the different statements. B and D are less close, but still reflect your feelings. C is the middle between the two statements. Answer each question as quickly and honestly as you can. 1. To what extent do you prepare before a negotiation? To a great extent
A
B
C
D
E
To a little extent
2. To what extent do you consider the position and issues of the other party prior to the negotiation? To a great extent
A
B
C
D
E
To a little extent
3. To what do you pay most attention when preparing for a negotiation? The other party’s strengths
A
B
C
D
E
The other party’s weaknesses
E
Both parties win
E
A good result for both parties
E
Rarely
4. How do you regard the process of negotiating? One party wins, the other loses
A
B
C
D
5. What should be the outcome of a negotiation? A good result for your organization
A
B
C
D
6. Do you set clear objectives for a negotiation? Always
A
B
C
D
7. When negotiating, do you hold fast to your objectives? Always
Reproduced from Compendium
A
B
C
D
E
Rarely
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Negotiation Skills Questionnaire (continued) 8. How often do you become impatient or lose your temper in a negotiation? Always
A
B
C
D
E
Rarely
D
E
Listen
9. Which do you do more of in a negotiation? Talk
A
B
C
10. How do you feel about making concessions in a negotiation? Don’t make concessions
A
B
C
D
E
Recognize the principles of giving and getting
E
Use open questions to test assumptions
11. How do you test assumptions in a negotiation? Wait to hear what the other party has to say
A
B
C
D
12. If you have spent some time negotiating, but are not happy with the suggested outcome, how likely are you to reach agreement during the meeting? Very unlikely
A
B
C
D
E
Very likely
13. As you work to reach agreement, who usually sums up what has been agreed to along the way? You
A
B
C
D
E
The other party
14. What do you do when you are in a negotiation and you don’t understand something? Ask questions to clarify the matter
A
B
C
D
E
Let the matter pass without saying anything
15. What do you do when you are in a negotiation and the other party will not give up anything? Feel that you’ve reached stalemate and give up
176
A
Reproduced from Compendium
B
C
D
E
Ask questions and explore possibilities
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Negotiation Skills Questionnaire (continued) 16. What are your feelings toward conflict in a negotiation? Prefer to avoid conflict
A
B
C
D
E
Conflict is healthy and should be aired
17. How do you make concessions during a negotiation? Make the concession early on in the negotiation
A
B
C
D
E
Make the concession slowly and make it look more significant than it is
18. When do you raise important issues during a negotiation? Early on in the negotiation
A
B
C
D
E
D
E
Toward the end of the negotiation
19. With whom do you feel happier negotiating? Someone on the same level as you
A
B
C
Anyone, regardless of title or position
20. How often do you invent options/new ideas in negotiations? Frequently
Reproduced from Compendium
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B
C
D
E
Rarely
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Negotiation Skills Questionnaire (continued)
Scoring Now transfer your answers to the grid below. Each letter for each question has been given a score value. Circle the appropriate score for the letter you have chosen for each question. Then total each column and add the totals to arrive at a final score. Question
A
B
C
D
E
1
5
4
3
2
1
2
5
4
3
2
1
3
5
4
3
2
1
4
1
2
3
4
5
5
1
2
3
4
5
6
5
4
3
2
1
7
3
4
5
2
1
8
1
2
3
4
5
9
1
2
3
4
5
10
1
2
3
4
5
11
1
2
3
4
5
12
5
4
3
2
1
13
5
4
3
2
1
14
5
4
3
2
1
15
1
2
3
4
5
16
1
2
3
4
5
17
1
2
3
4
5
18
5
4
3
2
1
19
1
2
3
4
5
20
5
4
3
2
1
Subtotals
+
+
+
+
=
Total your score: 178
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Negotiation Skills Questionnaire (continued)
Interpreting Your Score 70 to 100
You are a good negotiator. You have a thorough understanding of the skills and process of negotiation.
40 to 69
Your negotiation skills could be improved. Look at the questions where you have a low score to identify the areas you need to work on.
1 to 39
You need to develop a better understanding of the process and skills of negotiating effectively. To help you, look at the Ideal Responses given below.
Ideal Responses 1. To what extent do you prepare before a negotiation? 2. To what extent do you consider the position and issues of the other party prior to the negotiation? To a great extent—the best negotiators thoroughly assess the position of both parties before they begin negotiating. 3. To what do you pay most attention when preparing for a negotiation? Effective negotiators pay particular attention to the other party’s strengths and to their own weaknesses. 4. How do you regard the process of negotiating? 5. What should be the outcome of a negotiation? A negotiation is not a competition, neither is it total cooperation. A negotiation has to be fair. If you try to make it competitive, you will damage your relationship with the other party. A successful outcome will mean a win/win situation for both sides. 6. Do you set clear objectives for a negotiation? 7. When negotiating, do you hold fast to your objectives? Effective negotiators always set objectives prior to the negotiation. They never lose sight of them during a negotiation. However, they are flexible in their approach and are prepared to produce new ideas. 8. How often do you become impatient or lose your temper in a negotiation? Never lose your temper or become impatient in a negotiation. It gives advantage to the other side.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
179
Negotiation Skills Questionnaire (continued) 9. Which do you do more of in a negotiation? You should listen more than talk in negotiations. 10. How do you feel about making concessions in a negotiation? Making concessions helps both parties move toward agreement. Remember the principles of give and get. 11. How do you test assumptions in a negotiation? Use open questions to test assumptions. 12. If you have spent some time negotiating but are not happy with the suggested outcome, how likely are you to reach agreement during the meeting? Do not reach agreement unless you are happy with the terms. You can reconvene at a later date if you are not happy. 13. As you work to reach agreement, who usually sums up what has been agreed to along the way? Make certain that you sum up what has been agreed to as you work through the negotiation. This helps keep track of progress. 14. What do you do when you are in a negotiation and you don’t understand something? Always ask if you are uncertain about what has been said. 15. What do you do when you are in a negotiation and the other party will not give up anything? Do not give up if the other party will not give in. Summarize the issues/areas where you have reached agreement. Ask questions and invent options. 16. What are your feelings toward conflict in a negotiation? Expect to encounter conflict in negotiations. It is healthy and it should be aired. 17. How do you make concessions during a negotiation? Do not make concessions too early in a negotiation. Make them slowly and make them seem as though you are giving away more than you are. 18. When do you raise important issues during a negotiation? Raise important issues early on in a negotiation while you are still fresh.
180
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Negotiation Skills Questionnaire (concluded) 19. With whom do you feel happier negotiating? If you have done your preparation, you should feel happy to negotiate with anyone at any level. 20. How often do you invent options/new ideas in negotiations? By inventing options and putting forward new ideas, you move the negotiation forward.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
181
30 Organizational Culture Organizational culture is not a common topic of conversation. However, it can have a significant effect on an organization’s direction and success. Research suggests that many acquisitions have failed because of incompatible cultures. Many organizations have sought to become more customer-driven, only to find that their cultures are resistant. This questionnaire is designed to help you identify your culture—the way you do things in your organization—and the mindsets that exist. It is based on the “culture web”: six ingredients that bind organizations together.
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Organizational Culture Questionnaire Complete all six parts of the questionnaire individually and then compare your answers with those of other people in your organization. Put a checkmark next to the elements of your culture that help your organization achieve its goals. Put an X next to the elements that prevent your organization from achieving its goals. Discuss with your colleagues ways of overcoming these barriers in order to change your organization’s culture.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
185
Organizational Culture Questionnaire (continued)
Part 1—Rituals Rituals are activities and behaviors that are repeated to the point that they become common practice. For example, Friday may be dress-down day; new employees may all be greeted by the CEO; vacation time may increase with length of service; employees may be given a day off on their birthday. What are the rituals within your organization? List examples. Rituals
Reproduced from Compendium
Helps () or Hinders (X)
Action to Change
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Organizational Culture Questionnaire (continued)
Part 2—Myths What stories are legendary within your organization? For example, what is told about the past? Which people are spoken about? Who are heroes or heroines in your organization? What examples are there of stories of success or failure? Myths
188
Reproduced from Compendium
Helps () or Hinders (X)
Action to Change
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Organizational Culture Questionnaire (continued)
Part 3—Ceremonies What ceremonies take place publicly? What is celebrated? What awards are given throughout the organization? Ceremonies
Reproduced from Compendium
Helps () or Hinders (X)
Action to Change
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
189
Organizational Culture Questionnaire (continued)
Part 4—Symbols Look at symbols within your organization, for example, eating arrangements, office furnishings, work layout, parking spots, titles, perks. List examples. Symbols
190
Reproduced from Compendium
Helps () or Hinders (X)
Action to Change
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Organizational Culture Questionnaire (continued)
Part 5—Power Who holds power in your organization, officially or unofficially? How do you qualify for a power position? How is power visible within the organization? Who benefits from power? Power
Reproduced from Compendium
Helps () or Hinders (X)
Action to Change
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
191
Organizational Culture Questionnaire (concluded)
Part 6—Systems Describe your organization’s systems. For example, what are the communications systems in your organization, both formal and informal? What systems are in place to deal with customer requests? How automated are your work systems? What career development systems are in place? Systems
192
Reproduced from Compendium
Helps () or Hinders (X)
Action to Change
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
31 Performance Appraisal Skills This assessment is designed to help you evaluate your behavior as a manager/team leader in appraising the performance of your staff.
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193
Performance Appraisal Assessment Indicate how frequently you perform the following actions when conducting a performance appraisal for members of your team. Be honest. Assess what you do, rather than what you intend to do! Always
Often
Sometimes
Seldom
Never
Prepare thoroughly for the appraisal.
R
R
R
R
R
Brief appraisees on the process and what to expect, and have them prepare before the appraisal.
R
R
R
R
R
Choose an appropriate time and place for the appraisal.
R
R
R
R
R
Ensure that you will not be interrupted during the appraisal.
R
R
R
R
R
Appear natural and friendly to the appraisee.
R
R
R
R
R
Prepare an agenda, give a copy to the appraisee, and invite the appraisee to add anything to the agenda.
R
R
R
R
R
Outline the purpose of the review.
R R
R R
R R
R R
R R
Ask questions to check the appraisee’s understanding.
R
R
R
R
R
Ask for the appraisee’s views.
R R
R R
R R
R R
R R
Discuss any constraints or frustrations that might lead to poor performance.
R
R
R
R
R
Help the appraisee suggest his or her own action plan for improvement.
R
R
R
R
R
Ask for the appraisee’s ideas about the action plan.
R
R
R
R
R
Ask the appraisee to summarize the agreed-upon actions.
R
R
R
R
R
Check that the appraisee is committed to these actions.
R
R
R
R
R
Use examples to review objectives and capabilities.
Express what went well and what needs improving.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
195
Performance Appraisal Assessment (concluded)
How to Improve Your Performance Appraisal Planning List the actions that you can take to improve your performance appraisal planning: 1.
__________________________________________________________________ __________________________________________________________________
2.
__________________________________________________________________ __________________________________________________________________
3.
__________________________________________________________________ __________________________________________________________________
4.
__________________________________________________________________ __________________________________________________________________
5.
__________________________________________________________________ __________________________________________________________________
Performance Appraisal Best Practice Good managers conduct regular performance appraisals of their staff. Three stages of review are advisable: a regular review, a mid-year review, and an end-of-year review. The regular review allows managers to consider any changes that might affect the objectives set for the individual. It is an opportunity to review progress. The mid-year review allows objectives to be formally reviewed. The manager can reiterate to the appraisee what has yet to be achieved or how close to target he or she is. The end-of-year review allows the appraisee and his or her manager to look back over what has been achieved during the year and to plan future development. Whatever the type of review, the manager needs to prepare for it thoroughly. The appraisee also needs time to prepare. The most effective appraisals are those where the appraisee does most of the talking. If you are following the guidelines set out in the assessment, your appraisals should be a genuine two-way discussion of past and future performance.
196
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of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
32 Performance Appraisal Style Use this questionnaire to help you evaluate your appraisal style. It is in two parts: •
Part 1 is to be completed by the manager/team leader.
•
Part 2 is to be completed by the appraisee.
Both parts should be completed after the appraisal has taken place. In order for the answers to the questionnaire to have any value, both parties need to be honest.
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Performance Appraisal Style Questionnaire Part 1 – To be Completed by the Manager/Team Leader Thinking about the appraisal you have just conducted: 1. Did you know the outcome of the appraisal before you conducted the review? Yes R No R 2. Did you feel that the appraisal was a genuine exchange of views? No R Yes R 3. Who did more of the talking? You R The appraisee R
Equal share R
For questions 4 through 8, use a scale from 1 to 5, where 1 = low and 5 = high, to respond to the questions. 4. How open and receptive were you to the appraisee’s views and opinions? Score ________ 5. How well did you listen to the appraisee? Score ________ 6. How well did you give feedback to the appraisee? Score ________ 7. How well did you confront difficult issues if appropriate during the appraisal? Score ________ 8. How much support and encouragement did you give the appraisee during the appraisal? Score ________ 9. How often did you ask the appraisee open questions? Not at all R Frequently R Sometimes R Seldom R 10. How often did you ask for the appraisee’s ideas during the appraisal? Frequently R Sometimes R Seldom R Not at all R
Reproduced from Compendium
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Performance (concluded)
Appraisal
Style
Questionnaire
Part
1
11. What was your overall approach and style in conducting the appraisal? __________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 12. How do you think the appraisee felt at the end of the appraisal? _______________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
200
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Performance Appraisal Style Questionnaire Part 2 – To be Completed by the Appraisee Thinking about the appraisal you have just taken part in: 1. Did you know the outcome of the appraisal before the review? Yes R No R 2. Did you feel that the appraisal was a genuine exchange of views? Yes R No R 3. Who did more of the talking? You R The appraiser R
Equal share R
For questions 4 through 8, use a scale from 1 to 5, where 1 = low and 5 = high, to respond to the questions. 4. How open and receptive was the appraiser to your views and opinions? Score ________ 5. How well did the appraiser listen to you? Score ________ 6. How well did the appraiser give feedback to you? Score ________ 7. How well did the appraiser confront difficult issues if appropriate during the appraisal? Score ________ 8. How much support and encouragement did the appraiser give to you during the appraisal? Score ________ 9. How often did the appraiser ask you open questions? Not at all R Frequently R Sometimes R Seldom R 10. How often did the appraiser ask you for your ideas during the appraisal? Frequently R Sometimes R Seldom R Not at all R
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Performance (concluded)
Appraisal
Style
Questionnaire
Part
2
11. What was the appraiser’s overall approach and style in conducting the appraisal? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 12. How did you feel at the end of the appraisal? ______________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
202
Reproduced from Compendium
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33 Presentation Style This survey is in two parts: •
Part 1 is a self-assessment for a presenter to complete before giving a presentation.
•
Part 2 is for the audience or people who are familiar with how the presenter presents to complete.
You may decide to use Part 1 only. However, feedback from your audience will give you a better impression of how effective you are as a presenter. By using both parts of the survey, you can compare your own and others’ perceptions of your presentation style.
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Presentation Style Survey Part 1—Presenter’s Self-Assessment Using the following scale from 1 to 4, rate your presentation style by circling the score that best typifies you. 4 = Always 3 = Often 2 = Seldom 1 = Never
A Managing Yourself Voice 1. My voice is loud (but not too loud) and clear.
4
3
2
1
2. I deliver in an enthusiastic manner.
4
3
2
1
3. I use inflection so that my voice is not monotonous.
4
3
2
1
4. I vary the speed of my speaking to add interest.
4
3
2
1
5. I avoid verbal mannerisms that detract from what I am saying.
4
3
2
1
6. I talk more slowly at the beginning to make more impact.
4
3
2
1
7. I make use of pauses to signal the end of a section and to allow time for my points to sink in.
4
3
2
1
8. I avoid speaking too quickly for my audience to understand.
4
3
2
1
4
3
2
1
10. I avoid swaying from side to side.
4
3
2
1
11. I make good eye contact will all of my audience all of the time.
4
3
2
1
12. I smile when appropriate.
4
3
2
1
13. I hold my arms up and in front of me.
4
3
2
1
14. I use my hands for emphasis.
4
3
2
1
15. I look relaxed.
4
3
2
1
16. My gestures appear natural.
4
3
2
1
17. I display no distracting mannerisms.
4
3
2
1
Body Language 9. I stand upright and face my audience.
Total your score for A: Reproduced from Compendium
=
+
+
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
+ 205
Presentation Style Survey, Part 1 (continued) B Managing Your Audience 18. I consider who will be in my audience when preparing my presentation.
4
3
2
1
19. I identify a goal for my presentation that is related to the needs of my audience.
4
3
2
1
20. I anticipate and prepare for possible questions that my audience may ask.
4
3
2
1
21. I arrange seating for my audience in advance of my presentation.
4
3
2
1
22. Before my presentation, I check that the audio and video equipment is working.
4
3
2
1
23. I check that the screen is visible to my audience.
4
3
2
1
24. I state the benefits to my audience of listening to my presentation.
4
3
2
1
25. I tell my audience how long the presentation is likely to be.
4
3
2
1
26. I tell my audience whether and when they can ask questions.
4
3
2
1
27. I tailor my language to the understanding of my audience.
4
3
2
1
Total your score for B:
206
Reproduced from Compendium
=
+
+
+
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Presentation Style Survey, Part 1 (concluded) C Managing Your Material 28. I brainstorm what I need to present and put my material into sections.
4
3
2
1
29. I present my material in a logical sequence.
4
3
2
1
30. My notes contain key words only in order to avoid difficulty in reading.
4
3
2
1
31. I rehearse my material, paying particular attention to the opening.
4
3
2
1
32. I have an introduction to my presentation.
4
3
2
1
33. I tell my audience the items I am going to cover and in what order.
4
3
2
1
34. I announce each section of my material.
4
3
2
1
35. I have an appropriate conclusion to my presentation.
4
3
2
1
36. I keep my visual aids simple and easy to read.
4
3
2
1
37. My use of visual aids enhances rather than detracts from my presentation.
4
3
2
1
Total your score for C:
=
+
+
+
Total your scores for A, B, and C:
Interpreting Your Score If you do not wish to compare your total score with that of your audience, look back over how you have scored the statements in each of the three sections. Compared to the other sections, in which did you score the highest? This is your area of strength in presentations. Compared to the other sections, in which did you score the lowest? This is your main area of improvement in presentations. Identify the statements where you scored mostly 1 or 2. Set goals for yourself for improving these areas in order to make your presentations more effective.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
207
Presentation Style Survey Part 2—Audience Assessment Using the following scale from 1 to 4, rate each statement with regard to your presenter’s style. 4 = Always 3 = Often 2 = Seldom 1 = Never
A Self-Management Voice 1. Voice was loud (but not too loud) and clear.
4
3
2
1
2. Delivered in an enthusiastic manner.
4
3
2
1
3. Used inflection so that voice was not monotonous.
4
3
2
1
4. Varied the speed of speaking to add interest.
4
3
2
1
5. Avoided verbal mannerisms that detracted from what was said.
4
3
2
1
6. Talked more slowly at the beginning to make more impact.
4
3
2
1
7. Made use of pauses to signal the end of a section and to allow time for points to sink in.
4
3
2
1
8. Did not speak too quickly for the audience to understand.
4
3
2
1
4
3
2
1
10. Did not sway from side to side.
4
3
2
1
11. Made good eye contact will all of the audience all of the time.
4
3
2
1
12. Smiled when appropriate.
4
3
2
1
13. Held arms up and in front.
4
3
2
1
14. Used hands for emphasis.
4
3
2
1
15. Looked relaxed.
4
3
2
1
16. Gestures appeared natural.
4
3
2
1
17. Had no distracting mannerisms.
4
3
2
1
Body Language 9. Stood upright and faced the audience.
Total your score for A:
Reproduced from Compendium
=
+
+
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
+
209
Presentation Style Survey, Part 2 (continued) B Managing the Audience 18. Showed they had considered who would be in their audience when preparing the presentation.
4
3
2
1
19. Identified a goal for the presentation that was related to the needs of the audience.
4
3
2
1
20. Answered questions well.
4
3
2
1
21. Arranged seating for audience in advance of the presentation.
4
3
2
1
22. Made sure that the audio and video equipment was working.
4
3
2
1
23. Checked that the screen was visible to the audience.
4
3
2
1
24. Stated the benefits to the audience of listening to the presentation.
4
3
2
1
25. Told the audience how long the presentation was likely to be.
4
3
2
1
26. Told the audience whether and when they can ask questions.
4
3
2
1
27. Tailored their language to the understanding of the audience.
4
3
2
1
Total your score for B:
210
Reproduced from Compendium
=
+
+
+
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Presentation Style Survey, Part 2 (concluded) C Managing the Material 28. Showed when presenting the material that they had considered all options.
4
3
2
1
29. Presented the material in a logical sequence.
4
3
2
1
30. Made good use of notes.
4
3
2
1
31. Seemed to have rehearsed the material and opened the presentation with confidence.
4
3
2
1
32. Had an introduction to the presentation.
4
3
2
1
33. Told the audience the items they were going to cover and in what order.
4
3
2
1
34. Announced each section of the material.
4
3
2
1
35. Had an appropriate conclusion to the presentation.
4
3
2
1
36. Kept visual aids simple and easy to read.
4
3
2
1
37. Use of visual aids enhanced rather than detracted from the presentation.
4
3
2
1
Total your score for C:
=
+
+
+
Total your scores for A, B, and C:
Name (optional): ________________________________________________________
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
211
Presentation Style Survey (concluded)
Comparison of Scores Your Score
Audience Member 1 Score
Audience Member 2 Score
Audience Member 3 Score
Average of Audience’s Score
Difference Between Your Score and the Audience’s
A Managing yourself B Managing your audience C Managing your material
Where can you make improvements in your presentation style? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
212
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
34 Project Management Research shows that the more thoroughly you plan a project, the better the results will be and the shorter the amount of time needed for implementation. The most common problems in project management are caused by lack of: • • • • • • •
Involvement of the customer or end user Support from senior management A clear statement of requirements (including objectives, deliverables, and outputs) Proper, considered planning Realistic expectations and timelines Competent, focused project members Effective, two-way communication
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Project Management Checklist Use this questionnaire as a checklist to ensure that you have planned your project thoroughly.
R What is the goal of the project? Write down the project goals to be achieved.
R What is the business case? Consider which key business issue the project addresses/resolved; how the project fits with your strategic goals; how the business will benefit as a result; and what specific outcomes the project will achieve.
R Who will be involved in or affected by the project? Draw a stakeholders’ map. Establish who will be the winners and the losers in the project—who will help and who will hinder. Decide how best to deal with these people—who needs to be involved in the project and when.
R What can you learn from previous projects? Revisit in particular those of a similar nature.
R What are the options? Consider how to achieve the goal of the project. Brainstorm the options. Do not always choose the conventional route.
R Have you selected the option that generates the greatest returns in terms of cost, quality, and resources?
R What are the tasks involved in the project and have you broken these down into key activities?
R Have you defined dependencies—what tasks are dependent on which? R What are the risks involved in doing the tasks? What actions can you take to minimize the risks?
R What objectives have you set for the project? Have you made them SMART— Specific, Measurable, Achievable, Realistic, and Time bound?
R What are the key measures of success? Have you stated measures now and in the future—short-, medium-, and long-term?
R What assumptions have you made about the project? List them. R Have you scheduled the activities using milestone charts, GANTT charts, and Critical Path Analysis? Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Project Management Checklist (concluded) R Have you investigated the budgets and resources needed to complete the project? R Have you considered who will be responsible, who will be accountable, whom to consult, and whom to inform about each task? Have you considered resource availability?
R Is there a project sponsor? Are they sufficiently influential to engender senior management support?
R Have you appointed a project leader and a project team? Do they represent a good balance of all areas involved or affected by the project?
R Have you gone back to your objectives and schedules to check that they are realistic in the light of the resources available?
R Have you built in regular reviews to your project plan? If you can answer all these questions successfully, you are in a strong position to proceed to implementing the project. If not, take time now to plan further. It will help you be effective in the longer term.
216
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
35 Questioning This exercise can provide you with insight about your questioning style. To be most effective, you need an observer to record the types of questions that you use during an exercise or simulation.
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Effective Questioning Exercise After reviewing the information below about the four types of questions, have an observer complete the Observer’s Checklist on page 221. There are four main types of questions: open, closed, leading, and limiting.
Open Questions Open questions help you obtain information. Open questions start with what, where, when, why, how, tell, describe, explain: “What did the person say?” “Tell me more about what happened.” Open questions also allow you to probe for more information. Probing questions are a type of open question: “Why do you say that?” “What would happen if that were the case?” Advantages of open questions: • • • •
Are useful to establish all the facts Allow people to express their views Build rapport and show you are interested Help you clarify your understanding
Closed Questions Closed questions are those that generate one response (yes or no). They are used to confirm agreement or close the conversation: “So you need the information today?” “Are you happy with that?” Advantages of closed questions: • • • •
Put you in control of the situation Help obtain specific facts quickly Are useful for testing understanding and summarizing Allow you to reach agreement
Reproduced from Compendium
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Effective Questioning Exercise (continued) Leading Questions Leading questions are those in which the answer is implied: “You are going to speak to him today, aren’t you?” Advantage of leading questions: •
Useful for obtaining clarity and understanding
Limiting Questions Limiting questions are those that give the person answering a choice: “Is it a brown door or a red one?” Advantage of limiting questions: •
Useful to gain agreement and when time is short
The most effective way to obtain information from candidates during an interview is to begin a conversation using open (and probing) questions, rather than leading or limiting questions. Funnel the information by using closed questions to confirm what has been said. Avoid using leading questions. The most effective way to obtain information from other people is to begin a conversation using open (and probing) questions, rather than leading or limiting questions. Funnel the information by using closed questions to confirm what has been said.
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Reproduced from Compendium
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Effective Questioning Exercise (concluded)
Observer’s Checklist Name of person being observed:____________________________________________ Record the types of questions used during an exercise or simulation. Put a checkmark for each type of question asked. Then total the scores for each type of question and tell the questioner his or her scores. Question Type
Checkmark for each time used
Open questions starting with what, where, when, why, how, tell, describe, explain Closed questions (one response—yes/no) Leading questions: “You are going to do this, aren’t you?” Limiting questions: “Do you want tea or coffee?” Scores for the four main question types: Open Closed Leading Limited Provide feedback to the person you observed: What was effective about the types of questions asked? _________________________ ______________________________________________________________________ How could the person’s questioning be improved? ______________________________ ______________________________________________________________________
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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36 Recruitment and Selection Use this schedule to help you plan the steps in the recruitment and selection process.
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Recruitment and Selection Planner Activity
Responsibility
When
Where
Write/review job description Write/review employee specifications Decide on selection methods Decide where you will advertise/publicize the job and how it will appear Create/select application form Agree on application deadline Advertise Send out job details and application form Screen résumés to make short list of candidates Send out rejections and call possible candidates for first stage of selection Interview and/or use other selection methods Make decision Make offer to successful candidate Inform unsuccessful candidates Offer feedback to all candidates Check references of successful candidate Agree on a start date Put together orientation package
Reproduced from Compendium
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37 Report Writing Use this checklist to ensure that your report is well written and meets the needs of your target audience.
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Report Writing Checklist Assess the report you have written against the following criteria: Yes
No
Comments
Preparation Before writing the report, did you consider the needs of your audience? Did you ensure that the language you used would be most appropriate to your audience? Layout Did you structure your report in the following order: title page, contents page, summary, introduction/ background, findings, conclusion, recommendations, appendices, acknowledgments, references, bibliography? Is each section numbered clearly? Does each new section start on a new page? Is there a generous amount of space for comments? Language Is the language clear and to the point? Checking Did you re-read the report to check its accuracy? Title Page Does the title page indicate the key scope of your report? Did you include the name(s) of the recipient(s)? Did you include the name(s) of the author(s)? Did you date the report? Do you have a contents page?
Reproduced from Compendium
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Report Writing Checklist (continued) Yes
No
Comments
Contents Page Does it correctly list all the sections of the report with the corresponding page references? Does it include the appendices listed in order? Does it include a list of illustrations? Summary Is this a brief and accurate statement of the contents of the report? Is it able to stand on its own? (Remember that some people may only read this part of the report.) Introduction/Background Does the introduction outline the terms of reference for the report? Is the background of the report clear and to the point? Findings Are these presented in a logical sequence? Is the flow of the discussion clear? Is the right amount of space given to all the points you wish to make? Is there any information in the findings that would be better in the appendix? Are the facts and figures in the findings correct? Illustrations Are they correct? Are they labeled clearly? Are they next to the supporting text?
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Report Writing Checklist (concluded) Yes
No
Comments
Conclusions Do the conclusions support the details of your findings? Did you draw any conclusions that are not supported by evidence in the findings? Recommendations Are the actions you are recommending clear? Do they relate to the requirements of the terms of reference? Are the recommendations practical? Does each conclusion have a corresponding recommendation? Appendices Are they in the same order in which they are referred to in the text? Are they all there? Are they all necessary? Acknowledgments Are they there if required? References and Bibliography Did you state the author, title, publisher, place, and date of publication?
Reproduced from Compendium
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38 Selling Skills This checklist will help a role-play observer give feedback to someone who is practicing selling skills through role play. One individual plays the role of the salesperson, another the customer, and a third is the observer. As the role-play sale progresses, the observer takes notes about the salesperson’s behavior. After the role play, the observer uses the checklist to summarize what the salesperson did well and how he or she could improve.
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Selling Skills: Role-Play Observer’s Checklist Read the “Explanation of Terms” on the following page and then observe the role play. Take notes on the salesperson’s behavior. After the role play, complete the checklist by putting a checkmark in the relevant box. Did the salesperson…
Yes
No
Acknowledge the customer? Use an effective opening statement? Use open questions to establish needs? Listen actively to what the customer said? Speak the customer’s language? Summarize what the customer said to check understanding? Match the benefits of the product to the needs of the customer? Effectively deal with the customer’s objections? Ask a direct question to close the sale? Generate an add-on sale? End on a positive note?
Now give feedback to the person playing the role of salesperson on whether they did or did not do the steps outlined in the checklist.
Comment on… What the salesperson did well during the role play: _____________________________ ______________________________________________________________________ ______________________________________________________________________ In what areas the salesperson could improve: _________________________________ ______________________________________________________________________ ______________________________________________________________________
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Selling Skills: Role-Play Observer’s Checklist (concluded)
Explanation of Terms •
Acknowledges the customer: Makes eye contact with the customer, smiles, and uses a friendly greeting
•
Uses an effective opening statement: Starts a conversation with the customer that shows they are there to help; does this at an appropriate time
•
Uses open questions to establish needs: Begins questions with what, where, when, how, why, tell, explain, describe
•
Listens actively to what the customer said: Demonstrates that they are listening by using nonverbal cues such as eye contact and leaning forward, and makes listening noises (e.g., “ah ha,” “uh-hum,” “right”)
•
Speaks the customer’s language: Uses language that the customer will understand; does not speak in jargon
•
Summarizes what the customer said to check understanding: Repeats key points that the customer makes
•
Matches the benefits of the product to the needs of the customer: Having listened to the customer, describes what the product will do for them (i.e., how the features [characteristics] of the product will benefit them, and relates this to what the customer has said)
•
Effectively deals with the customer’s objections: Asks questions to establish the customer’s concerns or doubts, and reassures the customer by mentioning the benefits of the product that overcomes the concern
•
Asks a direct question to close the sale: For example, “How would you like to pay?” or “When would you like it delivered?”
•
Generates an add-on sale: Identifies an opportunity to sell a product that complements the sale, and sells the benefits of this to the customer
•
Ends on a positive note: Endorses the customer’s choice, and thanks the customer for his or her business
236
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39 Setting Objectives This survey is designed to help you determine your behavior as a manager/team leader in setting performance objectives.
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Setting Objectives Survey Complete the survey by indicating how frequently you do each of the following criteria when working with members of your team setting objectives. Be honest. Check what you do, rather than what you intend to do! Always
Often
Sometimes
Seldom
Never
Ensure that team members are aware of organizational goals
R
R
R
R
R
Ensure that team members are aware of departmental/team goals
R
R
R
R
R
Establish clearly defined goals for every team member
R
R
R
R
R
Involve team members in setting their own goals
R
R
R
R
R
Ensure that team members’ goals are specific, measurable, achievable, realistic, and time bound
R
R
R
R
R
Involve team members in deciding which goals are most important
R
R
R
R
R
Check that team members have a clear understanding of their goals and responsibilities
R
R
R
R
R
Agree with team members on the measures to be used to evaluate their performance
R
R
R
R
R
Give team members the chance to influence the standards set on their work
R
R
R
R
R
Agree with team members on when their performance will be reviewed
R
R
R
R
R
Reproduced from Compendium
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Setting Objectives Survey (continued) Now list the actions you can take to improve how you set objectives with your team: 1.
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
2.
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
3.
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
4.
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
5.
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
240
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Setting Objectives Survey (concluded)
Tips on How to Set Objectives Objectives are goals that are set in conjunction with each team member. They aim to improve the way in which team members are currently performing in order to make them more effective in their job. Setting objectives is the first stage of the performance management cycle:
Jointly set objectives
Provide feedback on performance Observe behavior
In defining objectives, the effective manager/team leader: •
Agrees to objectives on a joint basis, making clear the link between individual team member objectives, team/departmental objectives, and organizational goals.
•
Makes the objective specific by defining the result or situation the team member expects to achieve.
•
Agrees on how the result will be measured, ensuring that both the manager and the team member are clear on how they will know if the objective has been achieved.
•
Makes the objectives challenging but achievable.
•
Helps the team member construct a realistic plan of action for achieving objectives.
•
Sets a timeline for achievement of the objectives.
•
Agrees on how and when objectives will be reviewed.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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40 Stress Management Use this self-assessment to determine your propensity to experience stress at work.
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Stress Management Self-Assessment This self-assessment lists a number of statements about you when you are at work. Using a scale from 1 to 10, where 1 = never and 10 = always, rate each statement by circling the number that is nearest to your view. 1. I like to control how a job is done. 1
2
3
4
5
6
7
8
9
10
6
7
8
9
10
2. I rush to fit as many things in as possible. 1
2
3
4
5
3. My focus on life is on work rather than outside interests. 1
2
3
4
5
6
7
8
9
10
3
4
5
6
7
8
9
10
4. I feel tense at work. 1
2
5. I need to be aggressive to succeed in my job. 1
2
3
4
5
6
7
8
9
10
4
5
6
7
8
9
10
4
5
6
7
8
9
10
6. I feel uneasy just relaxing. 1
2
3
7. I can be quick-tempered. 1
2
3
8. I have deadlines and goals to meet within limited time. 1
2
3
4
5
6
7
8
9
10
6
7
8
9
10
9. I like to have many things to do in my day. 1
2
3
4
5
10. If I make an error or mistake in my job, the consequences will be very serious. 1
2
3
4
5
6
7
8
9
10
Total your score:
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
245
Stress Management Self-Assessment (continued)
Interpreting Your Score This self-assessment is based on the work of Dr. Ray Rosenman and Dr. Meyer Friedman. Their work suggests that there are three types of people:
Type A Type A people feel a sense of urgency. They are competitive, seek new goals, desire action, work to meet deadlines, and crowd many activities into the day.
Type B Type B people are more easy-going, work steadily, and generally take their time. They take difficulties in stride without getting unduly flustered or upset.
Type AB Type AB people are a combination of Types A and B. In clinical studies, people with Type A tendencies were more prone to stress. The mean scores for similar questions in the self-assessment based on a study of managers in a wide variety of jobs were: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Job control Speed Work orientation Tension Aggression Relaxing Quick temper Deadlines Activities Mistakes
6.1 5.6 6.6 4.3 3.3 6.1 4.7 5.9 6.3 5.7
The higher your score, the more of a Type A person you are. The range of total mean scores was as follows: Top one-third: Middle one-third: Bottom one-third:
246
60.5 to 73.8, Type A 51.0 to 60.4, Type AB 34.8 to 50.9, Type B
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Stress Management Self-Assessment (concluded)
Conclusions What causes you stress at work? ___________________________________________ ______________________________________________________________________ ______________________________________________________________________ How do you react under stress? ____________________________________________ ______________________________________________________________________ ______________________________________________________________________ What can you do to manage stress effectively? ________________________________ ______________________________________________________________________ ______________________________________________________________________
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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41 Team Behavior Use this checklist to identify the behaviors of individuals as they work together on a team. Ideally there should be a number of observers watching the team, one allocated to each team member. Where this is not possible, use the form to give feedback to all the team members.
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Team Behavior: Observer’s Checklist Sit away from the team in a position where you can see what is happening without distracting the group. Use this checklist to record the behaviors you observe. If you are observing a team, place a checkmark next to each behavior being exhibited. If you are observing the whole group, write the name of the person next to the behavior he/she exhibits. If observing team, check each time you observe behavior; if observing whole group, write name of individual exhibiting this behavior
Comments
Category A Clarifying objectives Planning tasks Stating opinions Making suggestions Listening to other people’s opinions Building on other people’s opinions Resolving differences of opinion Reaching consensus agreement Category B Making contributions at the appropriate time Compromising Smoothing conflict Letting everyone contribute
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Team Behavior: Observer’s Checklist (continued) If observing team, check each time you observe behavior; if observing whole group, write name of individual exhibiting this behavior
Comments
Category C Defending own position to excess Interrupting other people as they are speaking Blocking suggestions Talking at the same time as others Excessive joking/causing distractions Withdrawing from the group Attacking or ridiculing others
When the activity is completed, look at the checklist: Identify the behaviors that you observed most frequently: _____________________ ___________________________________________________________________ ___________________________________________________________________ Identify the behaviors you observed least frequently: _________________________ ___________________________________________________________________ ___________________________________________________________________ Give feedback to the group about: Which behaviors helped the team: _______________________________________ ___________________________________________________________________ ___________________________________________________________________ Which actions the individual(s) could have taken to help the team achieve its objective: ___________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 252
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Team Behavior: Observer’s Checklist (concluded)
Conclusions The behavior of individuals in teams can be divided into three categories:
Category A Category A behavior helps the team achieve its task. It includes setting objectives, planning how the task will be structured, seeking and giving opinions, building on others’ opinions, and reaching consensus.
Category B Category B behavior is people-centered and promotes team spirit by ensuring that everyone can contribute. It includes behaviors such as avoiding interruptions and making contributions at an appropriate time, defusing conflict, compromising and facilitating others’ contributions.
Category C Category C behavior satisfies the need of the individual rather than the team. It includes defending one’s own position to excess, talking at the same time as other people, causing distractions, withdrawing from the group, blocking suggestions, and being aggressive toward others. To work effectively as a team, attention should be paid to both Category A and Category B—task and team behavior. Too much activity in Category C—individual behavior—means that the team is not functioning well.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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42 Team Effectiveness Use this survey to promote a discussion on the strengths of your team and possible barriers to effective teamwork. Complete the survey yourself. Then ask other members of your team to complete it so that you can compare results.
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Team Effectiveness Survey Using the following scale from 1 to 4, rate each statement by circling the score that best indicates your agreement. 1 = Always 2 = Often 3 = Seldom 4 = Never 1. Decisions are made by consensus on the team.
1
2
3
4
2. Team members have sufficient information to do their jobs well.
1
2
3
4
3. When one member on the team is under pressure, other members help out.
1
2
3
4
4. Team members say what they think.
1
2
3
4
5. The team leader values individual contributions.
1
2
3
4
6. There are opportunities for personal development within the team.
1
2
3
4
7. Relationships with other groups are good.
1
2
3
4
8. Team members receive feedback on their performance as a team.
1
2
3
4
9. The objectives of the team are well defined.
1
2
3
4
10. Delicate issues are discussed by the team.
1
2
3
4
11. Commitment to decisions is high on the team.
1
2
3
4
12. The team meets regularly.
1
2
3
4
13. There is a great deal of loyalty to the team.
1
2
3
4
14. There are not many taboos on the team.
1
2
3
4
15. The team leader has a strong view of what is expected of everyone on the team.
1
2
3
4
16. Team members are encouraged to learn new skills.
1
2
3
4
17. Opinions from people outside the team are welcomed.
1
2
3
4
18. Team members give each other feedback in an open and honest fashion.
1
2
3
4
19. Team members are clear where they are going as a team.
1
2
3
4
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Team Effectiveness Survey (continued) 20. When there is conflict on the team, it is not ignored.
1
2
3
4
21. Team decisions are made at the right level.
1
2
3
4
22. Information is shared sufficiently on the team.
1
2
3
4
23. Team members work well together.
1
2
3
4
24. Team members are encouraged to speak out.
1
2
3
4
25. The team leader sets a positive example.
1
2
3
4
26. The output of the team is constantly improving.
1
2
3
4
27. The team works effectively with other teams.
1
2
3
4
28. Effort is recognized on the team.
1
2
3
4
29. Individual roles and responsibilities are clear on the team.
1
2
3
4
30. Disagreements are not allowed to fester within the team.
1
2
3
4
31. Team members are consulted about issues that affect their work.
1
2
3
4
32. When team members disagree, they feel free to speak their minds.
1
2
3
4
33. There is mutual trust among team members.
1
2
3
4
34. There are not many secrets on the team.
1
2
3
4
35. The team leader has a strong belief in what the team is doing.
1
2
3
4
36. Team members are encouraged to learn from their mistakes.
1
2
3
4
37. The rest of the organization understands what the team is trying to achieve.
1
2
3
4
38. Team members receive sufficient feedback on their performance.
1
2
3
4
39. Team members know what the organization is trying to achieve.
1
2
3
4
40. Team members are not afraid to tackle conflict on the team.
1
2
3
4
258
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Team Effectiveness Survey (continued)
Scoring Transfer your scores to the tables below, then total each column. Statement No.
Score A Decision Making
Statement No.
Score B Communication
Statement No.
Score C Support
Statement No.
Score D Honesty
Statement No.
1
2
3
4
5
11
12
13
14
15
21
22
23
24
25
31
32
33
34
35
A Total
B Total
C Total
D Total
E Total
Statement No.
Score F Development
Statement No.
Score G InterTeam
Statement No.
Score H Feedback
Statement No.
Score I Goals
Statement No.
6
7
8
9
10
16
17
18
19
20
26
27
28
29
30
36
37
38
39
40
F Total
G Total
H Total
I Total
J Total
Score E Leadership
Score J Conflict
Total your letter scores:
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
259
Team Effectiveness Survey (concluded)
Interpreting Your Score Under 80
Your team displays the characteristics of an effective team.
80 to 120
Your team effectiveness could be improved. The statements with a high score show where improvements can be made.
Over 120
Your team performance is poor. You and your fellow team members will need to work hard to create a more effective team.
Identify Barriers to Effective Team Performance In order to identify those areas where you can make improvements in your team, look at the scores that you gave to each of the characteristics of effective team work: A B C D E F G H I J
Effective decision making Open communication Support and trust Honesty Effective leadership Opportunities for development Effective inter-team relationships Feedback Clear understanding of goals and objectives Conflict management
A score of 12 or more indicates that improvement is needed in that category. What actions would you take to improve team performance in these areas? __________ ______________________________________________________________________ ______________________________________________________________________
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Reproduced from Compendium
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43 Team Review Use this questionnaire to obtain feedback on how your team is performing a task and the role you play in this. The questionnaire is best completed by team members individually before a discussion is held to compare views.
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Team Review Questionnaire Part A: The Performance of Your Team Working individually, rate the performance of your team by circling the response that best describes your team’s completion of a task. 1. How organized was our approach to the task? (a) (b) (c) (d)
Completely unorganized Somewhat unorganized Fairly organized Completely organized
2. How well did we use the strengths and resources of individual team members to achieve the task? (a) (b) (c) (d)
Not used well at all Used to a small degree Used to an average degree Used to a high degree
3. To what extent did we assign roles and responsibilities for the task? (a) (b) (c) (d)
Roles not assigned Roles assigned, but not adopted Roles assigned and adopted occasionally Roles assigned and adopted throughout
4. To what degree did team members feel included and able to contribute to achieving the task? (a) (b) (c) (d)
Almost no one felt included and able to contribute Only a few people contributed Most members contributed Everyone felt included and contributed to a high degree
5. How constructively did we use disagreements and conflicts within the team? (a) (b) (c) (d)
Conflict avoided Seldom examined conflict Conflict smoothed over without exploring it Conflict welcomed and explored
Reproduced from Compendium
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Team Review Questionnaire (concluded) 6. How well did the chairperson lead meetings? (a) (b) (c) (d)
Not very effectively Somewhat effectively Effectively Very effectively
7. How did the team make decisions? (a) (b) (c) (d)
By default under time pressure By one or two people By the majority By true consensus
8. What was the level of commitment to the decisions made? (a) (b) (c) (d)
None Some members committed to decisions Most members committed to decisions All members committed to decisions
9. To what extent was cooperation and support encouraged within the team? (a) (b) (c) (d)
Not at all To a small degree To an average degree To a high degree
Part B: Your Own Performance Complete the analysis on your own role within the team. Write down what you feel you personally contributed to the team as well as the areas where your performance could have been improved. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Part C: Group Discussion Working as a group, discuss your answers to each question and arrive at a consensus for each one. 264
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44 Team Self-Appraisal Use this questionnaire to obtain feedback from your team about their performance. Distribute the questionnaire and ask every member of the team to complete it individually. Then facilitate a team discussion on how the individuals have scored.
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Team Self-Appraisal Questionnaire Using the following scale from 1 to 10, answer each question by circling the number that indicates your team’s performance. 1 = Very poor/Not at all 10 = Excellent/Completely 1. How well did we operate as a team? 1
2
3
4
5
6
7
8
9
10
6
7
8
9
10
7
8
9
10
2. How clear were the objectives of the team? 1
2
3
4
5
3. How well did everyone understand their role? 1
2
3
4
5
6
4. How well did we plan and organize the activity? 1
2
3
4
5
6
7
8
9
10
5
6
7
8
9
10
5
6
7
8
9
10
5
6
7
8
9
10
6
7
8
9
10
5
6
7
8
9
10
5
6
7
8
9
10
5. How involved was everybody? 1
2
3
4
6. How well were decisions made? 1
2
3
4
7. How well was time managed? 1
2
3
4
8. How well did we listen to what was being said? 1
2
3
4
5
9. How enjoyable was it working in the team? 1
2
3
4
10. How well was the task achieved? 1
2
3
4
11. What suggestions do you have to improve team performance? __________________________________________________________________ __________________________________________________________________ Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Team Self-Appraisal (concluded)
Characteristics of an Effective Team Here is a checklist of the characteristics of an effective team. Does your team display all these?
R R R R R R R R
268
Clearly defined and commonly shared objectives An understanding of individual roles and responsibilities Mutual support and trust A cooperative rather than a competitive climate An ability to value differences and appreciate conflict Open communication lines Willingness to subordinate individual goals to group goals Leadership that balances direction and control with support and openness
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
45 Telephone Skills Use this self-assessment to determine your behavior on the telephone.
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Telephone Skills Self-Assessment For each situation, circle the letter of the statement that is most characteristic of how you act on the telephone. The more honest your reply, the more your score will represent your true behavior. 1. When you are listening to someone who is talking at length on the telephone, do you: (a) Listen actively and make notes to record what they are saying? (b) Look through papers on your desk as you are listening? (c) Doodle or mentally “switch off”? 2. You receive a call from someone complaining about an area in which you have no involvement. Do you: (a) Say it has nothing to do with you and tell the caller they will have to contact the appropriate person to complain? (b) Empathize with the caller about the problem, collect the facts, and offer to call them back with an answer? (c) Transfer the caller to the extension of a person who can help them? 3. You need to pass on an urgent and lengthy message to someone in another department. When you call their extension, you reach their voice mail. Do you: (a) Hang up the phone and say you’ll try again later? (b) Leave the entire lengthy message? (c) Leave a short message asking the person to call you, briefly explaining the reason why? 4. You have an important task that needs to be completed without interruptions. Do you: (a) Make arrangements for someone else to take your calls? (b) Put your answering machine on or forward your calls to voice mail? (c) Let the phone ring for a while and then answer it? 5. You receive a call from an irate customer who is very upset because he has not yet received an important letter you sent to him. The customer is very aggressive toward you on the phone. Do you: (a) Ask for the customer’s name, then try to establish the facts? (b) Become aggressive back to the customer? (c) Apologize, then find out the facts?
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Telephone Skills Self-Assessment (continued) 6. You are passing an absent colleague’s desk and the phone rings. Do you: (a) Answer the call and take a message? (b) Pick up the phone, explain that no one is there, and ask the caller to call back later? (c) Let the phone ring because you know eventually the call will go to the person’s voice mail? 7. You are deep in discussion with a customer on the telephone when a colleague comes into the room and interrupts you. Do you: (a) Ignore the interruption and continue listening to the customer? (b) Put your hand over the mouthpiece and say you will not be long? (c) Interrupt the customer and say you need to speak briefly to your colleague? 8. When you answer the phone, do you: (a) Give the name of your department? (b) Give a greeting and then say your name and department? (c) Give your name? 9. When someone calls you to try to sell you something, do you: (a) Tell them to go away because you’re not interested? (b) Say you’ll think about it? (c) Simply say that you don’t want it, thank you? 10. A caller is giving you their company address at the end of a conversation. Do you: (a) Repeat each part of the address? (b) Make listening noises—“uh-huh,” etc.? (c) Let the caller tell you their address without interrupting and write it down as they speak?
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Reproduced from Compendium
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Telephone Skills Self-Assessment (concluded)
Scoring Award yourself the following points for each response: Question
(a)
(b)
(c)
1
3
2
1
2
1
3
2
3
1
2
3
4
3
2
1
5
2
1
3
6
3
2
1
7
3
2
1
8
1
3
2
9
1
2
3
10
3
2
1
Total your score:
Interpreting Your Score The maximum score possible is 30 points. The higher your score, the greater your professionalism on the telephone. 23 to 30
You have a customer-friendly manner on the telephone. You deal with people on the telephone in an open, honest, and direct manner.
15 to 22
Your telephone manner could be improved. You have a tendency to appear unhelpful or uninterested on the telephone.
1 to 14
You do not present a professional approach on the telephone. You have a tendency not to appear to be customer friendly on the telephone.
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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46 Time Management This inventory determines how well you manage your time. It helps you identify the steps you can take to organize yourself better.
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Time Management Self-Assessment How organized are you? Using the following scale from A through D, rate each statement by circling the letter that best indicates your agreement. A = Yes, I agree. This is completely characteristic of me. I always do this. B = Yes, I agree. This is somewhat characteristic of me. I sometimes do this. C = No, I disagree. This is somewhat uncharacteristic of me. I seldom do this. D = No, I disagree. This is completely uncharacteristic of me. I never do this. The more honest you are, the more accurate your score will be. There are no right or wrong answers. 1. I assess my work continuously and allocate priorities.
A
B
C
D
2. I arrange my work into A, B, C, and D categories.
A
B
C
D
3. I do the important and urgent category A tasks first.
A
B
C
D
4. I know my best time for getting things done and do my category A tasks then.
A
B
C
D
5. I prepare a list each day, itemizing what I have to do.
A
B
C
D
6. I set limits for starting and completing tasks and stick to them.
A
B
C
D
7. I have a weekly and monthly to-do list as well as a daily one.
A
B
C
D
8. I group together similar types of work (e.g., phone calls, photocopying).
A
B
C
D
9. I forward my calls during important discussions/meetings.
A
B
C
D
10. I avoid taking work home with me.
A
B
C
D
11. I rarely complete all the tasks on my list.
A
B
C
D
12. I do my routine work, such as replying to correspondence or making phone calls, whenever I feel like it.
A
B
C
D
13. My desk is disorganized.
A
B
C
D
14. I jump from one task to another.
A
B
C
D
15. I am reluctant to delegate tasks.
A
B
C
D
16. I am plagued by interruptions.
A
B
C
D
17. I give priority to tasks I like doing and put off doing work I dislike.
A
B
C
D
18. I find it difficult to say “no” to tasks, even when I’m really busy.
A
B
C
D
19. I work right through without a break.
A
B
C
D
20. When I leave my desk, I do not need to tell someone where I am going.
A
B
C
D
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Time Management Self-Assessment (continued)
Scoring For questions 1 through 10, award: 4 points for A 3 points for B 2 points for C 1 point for D For questions 11 through 20, award: 4 points for D 3 points for C 2 points for B 1 point for A Total your score:
Interpreting Your Score 60 to 80
You are a good time manager. You are an extremely well-organized professional who knows that good working habits save time and reduce stress.
40 to 59
Your time management could be improved. The way you organize your work may sometimes create problems for yourself and others, though these are more irritating than catastrophic. Greater self-discipline would improve your effectiveness. Look back at your scores and identify areas where you can improve.
39 or less
You are a poor time manager. You are probably wasting a great deal of time by failing to organize yourself and your work. This can jeopardize your efficiency and your effectiveness.
278
Reproduced from Compendium
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Time Management Self-Assessment (concluded)
Tips on Time Management Here is a simple checklist on how to help you improve your organizational skills:
R Establish your objectives. What are you here for? What are you trying to achieve? R Clarify your priorities. Recognize the difference between urgent and important activities. Urgent tasks are time-bound; important tasks are linked to business objectives. Beware of sacrificing important tasks to those that are urgent. When ordering your activities, prioritize in the following way: A = Important and urgent tasks—top priority B = Important but not urgent tasks—second priority C = Urgent but not important tasks—third priority D = Unimportant and not urgent tasks—to be tackled last (if at all) Where there are several activities that fall into the same category, prioritize the activities in each category (e.g., A1, A2, A3, A4).
R Plan and schedule your activities into the time you have available—both on a weekly and a monthly basis. Use the OATS principle: O = Objectives—be clear about what you have to achieve A = Activities—prioritize your activities T = Time—recognize the time you have available S = Schedule—schedule your activities in order of priority
R Delegate tasks and share your workload as far out as possible. R Eliminate time wasters. Be conscious of who and what are wasting your time and whose time you are wasting.
R Allow time for unexpected events!
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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47 Trainer Feedback This exercise is designed to give recently appointed trainers, or managers who take on the role of trainers, feedback on their performance. Give the form to course participants after the training has taken place.
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Trainer Feedback Exercise Please give your honest opinions in order to help the trainer improve his/her performance. Using a scale from 1 to 5, where 1 = low and 5 = high, rate each statement about how the manager/trainer conducted the training session. How effective was the trainer at… 1. Clarifying the objective for the session
1
2
3
4
5
2. Explaining the structure and timing of the training
1
2
3
4
5
3. Creating rapport with participants to put them at ease
1
2
3
4
5
4. Communicating the learning points in an organized fashion
1
2
3
4
5
5. Explaining difficult concepts
1
2
3
4
5
6. Providing practical examples
1
2
3
4
5
7. Encouraging participation/interactivity
1
2
3
4
5
8. Using appropriate training methods
1
2
3
4
5
9. Delivering learning points at an appropriate pace
1
2
3
4
5
10. Giving constructive feedback to participants
1
2
3
4
5
11. Encouraging questions/comments
1
2
3
4
5
12. Responding well to questions/comments
1
2
3
4
5
13. Allowing sufficient time for the training
1
2
3
4
5
14. Keeping the training to the scheduled time
1
2
3
4
5
15. Dealing with conflict/disagreement
1
2
3
4
5
16. Finally, please give a score for the overall effectiveness of the trainer
1
2
3
4
5
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Trainer Feedback Exercise (concluded) What are the three key areas where, in your opinion, the trainer needs to improve? 1.
_______________________________________________________________ _______________________________________________________________
2.
_______________________________________________________________ _______________________________________________________________
3.
_______________________________________________________________ _______________________________________________________________
Name (optional): ________________________________________________________ Course: _______________________________________________________________ Date:
_______________________________________________________________
Thank you for your help.
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Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
48 Written Communication Use this checklist to ensure that what you have written is clear, informative, and easy to read.
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Written Communication Checklist The reader forms an impression of you as a writer based on the facts (content), how these are displayed (layout), and the manner in which you write (style). Use the checklist below to ensure that you have addressed these factors in your writing.
Content R Have you written in a logical order? R Have you introduced simpler ideas before difficult ones? R Have you checked the facts? R Have you checked your spelling, punctuation, and grammar? Layout R Have you left enough white space on the page? Layout is important. Do not cram too much text on the page. The greater the amount of white space on a page, the easier the text is to read.
R Have you used a legible type face? A minimum 12-point type size will ensure legibility.
R Have you used capitals and bold type for emphasis? R Have you used bullet points and lists to help break up the text? R Have you used color, images, illustrations, and diagrams to create maximum effect?
Style R Have you chosen short, familiar words, e.g., send not dispatch? R Have you used short phrases, e.g., please contact me, not please do not hesitate to contact me?
R Have you kept to the point, avoiding rambling thoughts? R Are your sentences short? The longer the sentence, the more difficult it is to understand at first reading. Fifteen to 20 words or shorter is best. If in doubt, look for the link words such as and or but. Replace them with a period.
R Are your paragraphs short? Lengthy paragraphs are difficult to read. Start each new idea with a new paragraph. It breaks up the text and is easy to read.
R Have you used active language? It makes your meaning clearer. For example, do not write “The cake was eaten by the boy,” but rather “The boy ate the cake.” (continued)
Reproduced from Compendium
of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
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Written Communication Checklist (concluded) R Have you avoided jargon or abbreviations that might not mean anything to your reader? Avoid vogue or industry-related words. They might mean something to you, but nothing to the reader. Use everyday expressions.
R Have you used a conversational, friendly style? For example, do not say, “It is the author’s opinion that…,” but rather “I think that….” Wherever possible, use I, not we. It is more personal.
Checking R Have you re-read what you have written? R Have you asked someone else to proofread what you have written?
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