Marquee Product License
MAP
Excel
Strategic Leadership
PS Leader
Psychological Type Indicator
DISC
What is the Marquee Product License?
• Six World Class Training Tools
• Bundled Together For the First Time
• Unbeatable Pricing
• Unlimited Marketplace
• Built In Training/Consulting Days
• Easy Residual Income
Differences in the Licenses
• Self Development
• Ultimate Trainer’s Resource
• Marquee Product License
The Unlimited Use Landscape at
HRD Press and Beyond.
Individual Report Prepared for Marc Case
HRD Press/Training House, Inc.
Amherst, Massachusetts
What is MAP?
• Video Based Management Assessment
• 4 hour CD “Short” Version, 8 hour “Long”
• Normative: Over 100,000 Managers
• Full Validity/Reliability Studies
• Excel Workshops Provide Skills
Managerial Assessment of
Proficiency
Managerial Assessment of
Proficiency
Managerial Assessment of
Proficiency
Managerial Assessment of
Proficiency
Managerial Assessment of
Proficiency
Managerial Assessment of
Proficiency
Section I: Proficiency Profile
0%
25
50
75
100%
Administrative Competencies (Managing Your Job)
Time Management and Prioritizing
23.0%
Setting Goals and Standards
14.0%
0.0%
Planning and Scheduling Work
Administrative Proficiency Score:
12.3%
Communication Competencies (Relating to Others)
Listening and Organizing
10.0%
Giving Clear Information
18.0%
2.0%
Getting Unbiased Information
Communication Proficiency Score:
10.0%
Supervisory Competencies (Building the Team)
Training, Coaching, and Delegating
7.0%
Appraising People and Performance
2.0%
10.0%
Disciplining and Counseling
Supervisory Proficiency Score:
6.3%
Cognitive Competencies (Thinking Clearly)
Identifying and Solving Problems
8.0%
Making Decisions, Weighing Risk
8.0%
Thinking Clearly and Analytically
77.0%
Cognitive Proficiency Score:
31.0%
Average Proficiency Score
14.9%
Management Style
Theory X - Parent Child
3.0%
Theory Y - Adult Adult
0.0%
Communication Response Style
Empathic
9
10.0%
Critical
18
99.0%
Searching
21
81.0%
Advising
12
18.0%
Thinker
23
29.0%
Intuitor
23
65.0%
Sensor
27
48.0%
Feeler
27
79.0%
Personal Style
Created for : Marc Case
Page: 4
Date: 9/23/2002
Competency Scores with Narrative Explanation
Time Management and Prioritizing
Your Score:
23.0%
Given your current position, external demands on your time may be out of your control. You have
difficulty managing your time and prioritizing activities. Some things take much longer than you expect.
Also, you may find it hard to control the many kinds of interruptions that keep you from getting the
important things done. You may be trying to get everything done instead of getting the important things
done. You are probably not aware of where your time actually goes.
Setting Goals and Standards
Your Score:
14.0%
You have difficulty distinguishing between wishes, activities, goals, and standards. Those with whom you
work need to know what goals and standards you expect of them. You are probably driven by activities
more than by goals, and are likely to give assignments without getting others to work with you in spelling
out the goals and standards to be met.
Planning and Scheduling Work
Your Score:
0.0
%
You find it difficult to exert much influence over the planning and scheduling of activities at work. A
variety of interruptions (crash projects, unscheduled delays, non-productive activities) make it very
difficult to plan ahead. You are often forced to manage reactively (""putting out fires"") rather than
proactively, which can be very frustrating.
Your Composite Score is
Created for : Marc Case
12.3 %
Page: 6
Date: 9/23/2002
Section II - (continued)
Theory X and Theory Y Management Style:
Parent-Child and Adult-Adult
Your Score in Theory X: 3%
Your Score in Theory Y: 0%
Most of the questions you responded to in MAP pertain to a competency. Some statements, however, were
included as a way of assessing your values ... . the views you hold about work and workers.
Two sets of values have influenced the way in which people have managed the work of others. Douglas McGregor
labeled them Theory X and Theory Y and described them in his classic book, The Human Side of Enterprise. More
recently the field of transactional analysis (TA) brings a new pair of terms to our understanding of these sets of
values: Parent-Child (Theory X) and Adult-Adult (Theory Y). The table below makes the distinction clear:
I'm OK
PARENT
(Theory X)
ADULT
Nurturing (Soft X)
Judgmental (Hard X)
(Theory Y)
View
of
Self
SICK
CHILD
(Theory X)
(Theory X)
I'm not
OK
You're
not OK
You're
OK
View of Others
When we approach situations and people with the attitude that we are right and others are not (I’m OK, you’re not
OK), we are operating from the PARENT state. As shown at the right, there are two kinds of parent behavior. The
“nurturing” parent tends to protect subordinates, to gather them under one’s wings. This manager (the soft X) wants
to be recognized as a friend.
10
Section III - Communication Response Style Scores
with Narrative Explanation
Communication Response Style
THE NEED FOR AWARENESS
A vital ingredient of effective communication is being aware of the power you have to affect how the other
person(s) will respond to you. The more effectively you listen and respond to others, the more they become
aware—even subconsciously—of your responsiveness. As a result, they are more likely to respond positively when
your turn comes to talk. In short, your response style serves as a model for those you communicate with, and is
likely to influence their response style when it’s their turn to listen.
The pages that follow contain a description of the four response styles. All four were present in each of the items
in the assessment. Your scores, reflecting your strength in each style, can be found on your profile in Section I.
Here is a description of each style:
Empathic Response (Your Score: 10% )
The empathic response is a non-judgmental reply that captures the essential theme and/or feeling expressed. This
communication mode reflects a positive attitude, sorts out elements of personal value, and goes all the way in
making the communication a two-way exchange. A person in this mode will listen between the lines for underlying
meanings, will keep an open mind by staying out of a judgmental framework, and will focus on what would be
useful to do rather than on what is wrong. This person concentrates on fostering respect, rapport, trust, and
understanding.
A major element of this communication style is that the empathic responder avoids the temptation to give advice.
When people are given the opportunity to talk about and think through their problems, they have a better
understanding of the implications of their problem and will be able to work out their own action plan. Although
empathic responders avoid suggesting a solution, they can still remain a resource person who can share
information when appropriate. It is important to remember that you don’t have to agree with what a person is
saying to be an empathic listener. Your empathy extends to their feelings and what they might be experiencing ...
. it need not extend to their actions.
Critical Response (Your Score: 99% )
The critical response expresses judgment or evaluation that the other person often perceives as a put-down. This
response often results from our natural tendency to judge others, either approvingly or disapprovingly. This
responding style often challenges what people say and why they feel the way they do. Even though people may tell
you that they want feedback and evaluation, most people do not take kindly to criticism, regardless of the spirit in
which it was given.
There are three unfortunate outcomes of the critical response: The other person (1) feels rejected or put down; (2)
will usually retreat or “clam up;” and (3) will not have a chance to release the feelings and emotions that they need
to express. We all give way to critical responses from time to time. What is important is that we know when it’s
happening, and work to overcome the problems that our critical responses may create.
Created for : Marc Case
Page: 14
Date: 9/23/2002
Section IV - Personal Style Scores with Narrative Explanation
Personal Style Assessment
YOUR FOUR COMMUNICATION STYLES
Four personality patterns were first recognized and researched by the Swiss psychoanalyst, Carl Jung. According
to Jung, what really accounts for our personality differences is the mixture of four patterns of behavior that each
of us possesses. We are all a combination of Intuitor, Thinker, Feeler, and Sensor. This mixture is genetically
determined, Jung believed, and can be seen in infants at an early age. Teachers in the elementary grades have no
difficulty identifying the mixture in their students. Here is what each of the four children typically looks like:
Intuitor (Your Score: 65% )
The intuitor sits alone, seemingly daydreaming. In reality, he/she is forming global concepts, integrating
experience in different ways, looking for meaning in each, and constantly searching to know the why behind
each what. Being told that something is true is not enough; the intuitor must discover it from personal
experience.
Thinker (Your Score: 29% )
The thinker has a strong need to be correct. He/she demonstrates a structured and systematic approach to
learning, gathering facts rather than ideas. The thinker is logical, organized, and systematic, and enjoys collecting
and processing information and giving much attention to detail and precision.
Feeler (Your Score: 79% )
The feeler enjoys dealing with the moods, feelings, and emotions of self and others. Learning is visceral as
much as verbal. He/she is empathetic, sentimental, and in tune with the feelings of others. Feelers are more
concerned with the reactions of others than with objective reality.
Sensor (Your Score: 48% )
The sensor is action-oriented. He/she learns-by-doing; they who must grab the rock and hold it to know it’s
real. This individual dissipates anxiety through action rather than by imagining, analyzing, or feeling. Restless, the
senor is tapping feet or fingers while the mind races ahead.
Although your mixture of these four behavior patterns might change slightly over time, they are inborn and
relatively stable. Thus, the same characteristics that we just observed in children will be equally apparent as they
grow into adults. The following chart shows some of the typical adult behavior displayed by each of the four styles.
Bear in mind that there is always a risk of stereotyping, and that not all of the characteristics associated with your
predominant style will apply.
Created for : Marc Case
Page: 17
Date: 9/23/2002
Section V - Development Priorities
This report displays the 12 competencies in order of development priority from highest to lowest.
Your most important development priorities are ranked from a combination
of: 1. Your competency proficiency score
2. Your rating of how important the competency is in your job
The lower your proficiency score and the higher your rating of importance, the higher the priority for development.
This report is one method of identifying development priorities. Use this ranking as one input in creating
your development plan.
The length of the black bar across the two scales displays how the proficiency score and the job importance
rating combine to rank the development priorities. The longer the bar, the greater the development priority.
Proficiency Score
Rank
Competency
0
25
50
Rating of Job Importance
75
100
0
1
2
3
4
5
1
Getting Unbiased Information
2
5
2
Training, Coaching, and Delegating
7
5
3
Listening and Organizing
10
5
4
Giving Clear Information
18
5
5
Appraising People and Performance
2
4
6
Time Management and Prioritizing
23
5
7
Identifying and Solving Problems
8
4
8
Disciplining and Counseling
10
4
9
Planning and Scheduling Work
0
3
10
Making Decisions, Weighing Risk
8
3
11
Setting Goals and Standards
14
3
12
Thinking Clearly and Analytically
77
4
Created for : Marc Case
Page: 22
Date: 9/23/2002
Section VI - Development Suggestions
Proficiency: Getting Unbiased Information
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
As soon as the interview is over, make notes that capture the facts and feelings you’ve just uncovered.
Ask open-ended questions that require more than a “yes” or “no” answer.
Ask others to evaluate your listening skills and then suggest ways to improve them.
Avoid thinking about your next question while your respondent is speaking. Pay full attention to what
is being said.
Be pleasant, positive, and non-judgmental (adult-to-adult, not parent-to-child).
Before conducting an interview, write out the question and plan the sequence. Then throw your notes
away.
Consider proxemics (an individual’s use of space). Most manager-subordinate relationships begin in
the social zone (from 4 to 12 feet) and progress to the personal zone (from 18 inches to 4 feet) after
mutual trust has developed. Smaller or larger distances can make people uncomfortable.
Do not show impatience while others are speaking and do not interrupt them.
Eliminate barriers to listening, such as an uncomfortable environment, noise, or interruptions.
Employ the “funnel technique” (i.e., start with non-directive questions, then use self-appraisal
questions, then use directive questions to complete the picture).
Look for gaps—what isn’t being said—and probe where necessary (e.g., “You haven’t mentioned the
team’s reaction.” “They have been pretty angry.”).
Maintain a slow, relaxed style when you are trying to elicit feelings or information that might be
touchy (confidential, embarrassing, etc.).
Since people are likely to say what they think you want to hear, try not to interject your feelings and
opinions. Avoid giving them clues.
Take an interpersonal communication course to develop skills for communicating one-on-one.
Try to imagine yourself in the other person’s role, and anticipate how your communication is likely to
be received and accepted.
Use open-ended questions that keep your respondent doing most of the talking.
Use probes that keep your respondent talking (e.g., “I see,” “Hmmm, that’s interesting,” “Tell me
more,” “Can you elaborate,” “Really.”).
Use questions like these: “What do you think?” “How did you react?” “How would you handle the
situation?” “Why should we turn down their proposal?”
When appropriate, conduct a group interview with 3 to 6 people. You can then cross-check to see how
widespread the responses are. Also, the comments of each respondent will trigger other responses,
giving you a more complete picture.
When interviewing more than one person, follow a guideline and ask the same questions, so that you
can compare and verify responses.
When interviewing or eliciting opinions, remember that the more you get your respondent to do the
talking, the more successful you’ll be.
When the other person has answered your question, summarize to confirm your understanding.
When you feel the other person has stopped short of giving you a complete answer, probe to get the
additional information (e.g., “That’s interesting . . . Tell me more . . . What happened next? . . . How
did he react?”).
When your respondent has stopped answering a question, smile, nod, and pause five seconds before
continuing. This gives the respondent time to add something else.
Created for : Marc Case
Page: 24
Date: 9/23/2002
Section VII
Creating an Individual Development Plan for Styles/Values
1. What one or two actions can I take based on information about my personal style
that could improve my managerial effectiveness?
2.
What one or two actions can I take based on information about my communication
style that could improve my managerial effectiveness?
3.
What one or two actions can I take based on my Theory X and Theory Y scores that
could improve my managerial effectiveness?
4.
What two or three areas related to my communication style, personal style, or
managerial style could I use some coaching on?
Created for : Marc Case
Page: 48
Date: 9/23/2002
Map/Excel Case Study
Key Outcomes / Company Performance
• The organization targeted to raise the “Proficiency
Composite” on MAP from the 55th percentile to the 66th
percentile (an increase of 20%).
QUANTITATIVE SUMMARY
INCREASES
55 scores increased = 74% of group
The average increase was 40.36 percentile points
the greatest increase was 56 percentile points
5
Case Study
Pre & Post MAP Scoring Differentials
Pre-Training and Post-Training MAP
Scores
Pre
Administration
Communication
Supervisory
Cognitive
Total
Styles
Interactions
Time Management & Prioritizing
Setting Goals & Standards
Planning & Scheduling Work
Administrative Composite
Listening & Organizing
Giving Clear Information
Getting Unbiased Information
Communication Composite
Training, Coaching, Delegating
Appraising People & Performance
Disciplining & Counseling
Supervisory Composite
Identifying & Solving Problems
Making Decisions, Weighing Risk
Thinking Clearly & Analytically
Cognitive Composite
PROFICIENCY COMPOSITE
Theory X (Parent-Child)
Theory Y(Adult-Adult)
Empathic
Critical
Searching
Advising
Post
52
51
60
54
50
54
60
55
53
58
58
56
53
59
50
54
55
52
61
14
8
17
20
72
72
69
71
68
77
76
73
57
70
78
68
76
69
65
70
71
43
70
15
8
20
17
% Change
38%
41%
15%
34%
36%
43%
27%
33%
8%
21%
34%
21%
43%
17%
30%
30%
29%
-17%
15%
6
Managerial Assessment of
Proficiency Discussion
Points
• General Questions on MAP?
• What Are MAP’s Direct Competitors?
• Who Would Take MAP?
• How Does Unlimited Use Effect This?
• MAP’s Pricing Options…
• MAP Possibilities for You?
Managing to Excel
Follow Up Workshops For MAP
Work Effectively as a Stand
Alone
World Class Instructional Design
Customize for Maximum Impact
Strategic
Leadership
• Adjusting your approach to reflect
employee capabilities and desires
What is Strategic
Leadership?
• 16 “Case” Style Assessment
• 30 Minute to 3 Day Possibilities
• Video, Participant, Leader, Game
A Strategic Role for
Leaders
• Employees have varied needs based on the work
they are doing and what skills and attitudes they
bring to it.
• Strategic leadership responds to these varying
needs with appropriate strategies to guide the
leader’s efforts.
• The leader chooses from a handful of general
strategies, then uses judgment, experience, and
creativity to find (many) good ways to implement
the strategy depending on circumstances.
What is Strategic
Leader Behavior?
a)
b)
Employee
is not
performing
well
Employee
is not
performing
well
Leader is concerned, takes
action based on leadership
habits or assumptions
Leader
evaluates the
context
Leader adapts
actions based
on needs in
this context
Non-strategic
Outcome:
Employee may
not improve
(Whose fault is it?)
Strategic
Outcome:
Employee is
more likely
to improve.
Each case response is a
behavior
Example: What should
you do…
…if employee is
improving but not
completely meeting
quality goals yet?
• Encourage him?
• Remind him of
objectives he hasn’t
yet met?
• Give him more
information about
quality goals?
• Put him in charge of
improving the results?
4 Combinations of
2 Dimensions
P+
P-
Relate
Coach
People-oriented
behaviors
More leadership
involvement (like
Relate + Instruct)
Delegate
Instruct
Less leadership
involvement on
both dimensions
Task-oriented
behaviors
T-
T+
Interpreting Scores
If Highest
If Highest
Good with employees
who need support
Good with employees
who can take on more
responsibility
Relate
(R)
Coach
(C)
Good with employees
who need supervision
and support to improve
Delegate
(D)
Instruct
(I)
Good with employees
who need information
and structure to learn
If Lowest:
Instruct
Coach
Relate
Delegate
(I)
(C)
(R)
(D)
May
May
May
May
need
need
need
need
to
to
to
to
give employees more information and structure
focus on helping employees improve
give more support
give employees more responsibility
The Instruct Strategy
• Who, what, when, where, why,
and how questions answered.
• Directive is OK if it is
instructional, not controlling.
(But are there alternatives?)
• Remember task capability can
be limited not only by person’s
skill but also by access to
resources, such as…?
Examples of Instruct
Strategy in Action
• Have a seasoned employee who
knows the job well provide step-bystep instructions and watch over
him for a few days.
• Walk him through the software step
by step, then watch and give any
needed advice as he tries to do it
himself.
• Continue the morning meetings,
just to make sure everyone gets
their instructions and does the right
thing every day.
The Relate Strategy
• Cope with attitude issues first!
• Empathy alone is a powerful thing. It
acknowledges others’ feelings.
• Listening well is a leadership skill.
• Most people respond well to helpful
and considerate behavior. Do you?
Examples of Relate
Strategy in Action
• Explain the need for the
higher quality level and give
them incentives to make sure
they take the goals seriously.
• Use the morning meetings for
employee recognition and
informal conversation instead
of giving out assignments.
• Offer him some friendly
encouragement to help him
feel better about the report
forms, and let him know why
the new form is important.
Coaching for Tough Tasks
• Coaching is high on both taskstructure and relational/motivational
dimensions.
• Most simply, this can mean a
combination of Instruct and Relate
actions.
• You can also use planned practice
activities, gradual development, and
stretching, just like a good coach
does.
• You often need to modify the task
assignments to be an effective
coach.
Examples of the Coach
Strategy in Action
• Supervise her work more closely,
but also apologize and try to be
encouraging.
• Spend time with him going over the
form and helping him fill it in, and
also take advantage of the time
together to learn more about how he
is feeling toward his work.
• Give them a break and encourage
everyone to relax and get ready
for another try, then stand by and
have them ask you questions
whenever they get confused.
Delegating: The win-win
strategy
• Benefits leader when employee
self-manages, needs less attention
• Benefits employee when leader
trusts him/her, encourages
development
• Delegation uses less attention on
task and person, but not no
attention!
Examples of the Delegate
Strategy in Action
•
Reduce the meetings to twice a week
and have employees prepare multi-day
plans that they present for discussion
during those meetings (instead of your
telling them what to do).
•
Welcome him into the group, and then
let him work at a high level of
responsibility with only occasional
check-ins.
•
Give him a copy of the manual and let
him have an opportunity to try learning
the new program on his own.
•
Post the new quality goals at all
workstations with instructions to
achieve them by the end of the
transition period.
What Leadership Do They
Need?
Does she
know how
to do well?
• The strategic leader
selects a strategy
Does she want
before acting
to do well?
• The strategy is based
on employee needs
• The leader looks at
two key areas of need:
capabilities and
attitudes
Case in Point: Assessing
Task and People Issues
In the middle of an important project one of your team members
quits. The new replacement is eager to help out, but lacks
experience. Will she perform well if you..
A)
Cover for him as needed & focus on helping him feel better about the situation,
performance will improve on attitude does
B)
Show her how to do the work, and also give her extra attention & encouragement to
increase motivation
C)
Give her more sympathy, attention, and ecouragement at first to help her with the
trasition
D)
Show her exactly what to do, then correct her work whe3never she gets confused and
approve it when she is correct.
• Does the employee have the full
capability to perform this task? Y/N
• Does the employee have a strong
desire to perform this task? Y/N
How to Select the Best
Strategy
The Competency Model
82 Items in 24 Competencies Grouped in Five Clusters
What is PS
Leader?
• 82 Item Competency Assessment
• Measures Proficiency & Importance
• Normed against 12,000+
• Online & Paper Versions
Performance Skills
Leader Assessment
Strategic Focus
Workforce Focus
Change Management Coaching
Technology
Management
Vision
Personal Focus
Action Orientation
Workforce Diversity
Flexibility
HR Management
Results Focused
Team Leadership
Role Modeling
Time Management
Self Development
Business Focus
Interpersonal Focus
Budgeting
Conflict Resolution
Business Knowledge
Interpersonal Skills
Creativity
Influencing
Quality Centered
Oral Communication
Planning & Execution
Writing
Problem Solving
About PS Leader
The PS Leader measures leadership skills based on a wellresearched competency model.
24 competencies that are important for effective
performance at all leadership levels.
The competencies describe both what successful leaders
do and the characteristics that enable them to do it-how
they do it
5 Key Areas of Leadership
•The PS Leader competencies were determined based on an
extensive research effort with more than 12,000 supervisors,
managers, and executives in both public and private sector
organizations.
■ Strategic Focus: The competencies in this area relate to a
leader's ability to plan for and act on changes in the business and
market environment that impact current business plans and processes.
■ Business Focus: The ability to effectively plan and direct current
business activities, balancing customer interests with financial
requirements
■ Workforce Focus: The ability to effectively manage and direct the
work of individuals or teams with whom the leader works.
■ Interpersonal Focus: The ability to effectively relate to others, either
individually or in groups, and either face-to-face or in writing.
■ Personal Focus: The ability to direct him/herself, effectively manage
his/her time, set a positive example, and focus on action and getting
results.
ONLINE REPORT OVERVIEW
1. EXECUTIVE SUMMARY
Overview of Results Including:
Summary Competency Averages
Job Requirements Comparison
2. GAP ANALYSIS
Measure of Job Strength and Training Opportunities
Scored Based on Proficiency and Job Importance
Determines:
Top 5 Strengths
Top 5 Development Needs
3. INDIVIDUAL TASK SCORES
Detailed Results of Assessment Including Rater Scores
4. DEVELOPMENT SUGGESTIONS
12 Sets of Development Suggestions Per Report
Competency Ranking
SUMMARY COMPETENCY AVERAGES
0
1
2
3
4
5
0
1
2
3
4
5
1. Change Management
2. Visioning
3. Problem Solving and Decision Making
4. Creativity and Innovation
5. Results Focus
6. Commitment to Workforce Diversity
7. Technology Management and Application
8. Time Management
9. Influencing
10. Human Resource Management
11. Planning and Executing
12. Team Leadership
Ranking
Self
Supervisor
Direct Report
Peer
Scale:
5. Very High Proficiency
4. High Proficiency 3.
Moderate Proficiency 2.
Low Proficiency 1. No
Proficiency 0. Don't
Know
Job Requirement Comparison
JOB REQUIREMENTS COMPARISON - SELF AND SUPERVISOR
0
1
2
3
4
5
0
1
2
3
4
5
1. Change Management
2. Visioning
3. Problem Solving and Decision Making
4. Creativity and Innovation
5. Results Focus
6. Commitment to Workforce Diversity 7.
Technology Management and Application 8.
Time Management
9. Influencing
10. Planning and Executing 11.
Human Resource Management 12.
Team Leadership
13. Interpersonal Skills
14. Coaching
15. Self-Development
16. Conflict Resolution and Negotiation
17. Quality Centered
18. Flexibilty
19. Oral Communication
20. Writing
21. Role Modeling 22.
Action Orientation 23.
Budgeting
24. Business Knowledge
Ranking
Self
Supervisor
Scale:
5. Very High Proficiency
4. High Proficiency 3.
Moderate Proficiency 2.
Low Proficiency 1. No
Proficiency 0. Don't
Know
Top 5 Strengths
STRENGTHS
SELF PERCEPTION
You view the following areas as job strengths:
33. Uses human resources practices that promote good labor-management and employee
relations (Human Resource Management)
79. Reviews and critiques others' writing in a constructive and substantive manner (Writing)
72. Fosters cooperation and teamwork among team members (Team Leadership) 3. Initiates
appropriate action without being directed to do so (Action Orientation) 1. Acts decisively on
own authority when timely action is needed, even in uncertain, difficult, or unpopular
situations (Action Orientation)
SUPERVISOR PERCEPTION
Your supervisor views the following areas as job strengths:
70. Invests time and energy in self-development and growth (Self-Development) 47.
Establishes policies or guidelines for the organization or program area (Planning and
Executing)
62. Works persistently an agreed-upon goals despite opposition, distractions, and setbacks
(Results Focus)
3. Initiates appropriate action without being directed to do so (Action Orientation)
37. Represents/promotes the organization or program to others (Influencing)
DIRECT REPORT PERCEPTION
Your direct report raters view the following areas as job strengths:
15. Provides constructive feedback in a timely manner (Coaching)
36. Informs management, employees, and others of program objectives and developments
(Influencing)
35. Networks with key individuals or groups to accomplish goals (Influencing) 21.
Identifies and understands the interests of others in the negotiation process (Conflict
Resolution and Negotiation)
64. Puts priority on getting results and displays accountability for those results (Results
Focus)
PEER PERCEPTION
Your peer raters view the following areas as job strengths: 69. Seeks and makes use of
feedback on others (Self-Development) 31. Recognizes and rewards performance
based on standards and organizational goals (Human Resource Management)
3. Initiates appropriate action without being directed to do so (Action Orientation) 45. Listens
to others and shows understanding of what they are saying (Oral Communication) 33. Uses
human resources practices that promote good labor-management and employee relations
(Human Resource Management)
Top 5 Development Needs
DEVELOPMENT NEEDS
SELF PERCEPTION
You view the following areas as development needs:
18. Provides employment and development opportunities for a diverse workforce
(Commitment to Workforce Diversity)
32. Takes appropriate corrective/disciplinary actions with employees (Human Resource
Management)
39. Uses power, authority, and influence appropriately to achieve goals (Influencing) 48.
Develops and adjusts strategic and other long-term plans (Planning and Executing) 42.
Champions organizational change based upon a strategic view of the future (Change
Management)
SUPERVISOR PERCEPTION
Your supervisor views the following areas as development needs:
41. Creates a work environment where individuals are treated equitably (Interpersonal Skills)
56. Recognizes and defines a problem or issue, gathers the data, and distinguishes between
relevant and irrelevant information (Problem Solving and Decision Making) 36. Informs
management, employees, and others of program objectives and developments (Influencing)
76. Ensures staff are trained and capable in new technology (Technology Management and
Application)
10. Adjusts leadership style to fit a variety of situations and people (Coaching)
DIRECT REPORT PERCEPTION
Your direct report raters view the following areas as development needs: 52.
Identifies how organizational or program results will be measured (Planning and
Executing)
80. Creates a vision of the organization's future (Visioning)
65. Demonstrates a commitment to excellence in own performance, and serves as a role
model to organization and employees (Role Modeling)
16. Determines employees' needs and provides opportunities for career development
(Coaching)
26. Copes effectively with personal and job pressures that cause stress (Flexibilty)
PEER PERCEPTION
Your peer raters view the following areas as development needs:
73. Creates an environment that encourages open communication and collective problem
solving (Team Leadership)
32. Takes appropriate corrective/disciplinary actions with employees (Human Resource
Management)
71. Maintains technical proficiency in area of responsibility (Self-Development) 21.
Identifies and understands the interests of others in the negotiation process (Conflict
Resolution and Negotiation)
37. Represents/promotes the organization or program to others (Influencing)
Individual Task Scores
1. Acts decisively on own authority when timely action is needed, even in uncertain, difficult, or unpopular
situations
Competency: Action Orientation
5
Gap: 0
Gap: 0
Gap: 0
Gap: -1.0
Current
Required
4
Scale:
3
5. Very High Proficiency
4. High Proficiency
2
3. Moderate Proficiency
2. Low Proficiency
1
1. No Proficiency
0. Don't Know
0
Self
Supervisor
Direct Report
Peer
2. Takes calculated risks to move initiatives forward
Competency: Action Orientation
5
Gap: 0
Gap: -2.0
Gap: -0.5
Gap: 0.5
Current
Required
4
Scale:
3
5. Very High Proficiency
4. High Proficiency
2
3. Moderate Proficiency
2. Low Proficiency
1
1. No Proficiency
0. Don't Know
0
Self
Supervisor
Direct Report
Peer
3. Initiates appropriate action without being directed to do so
Competency: Action Orientation
5
Gap: 0
Gap: 2.0
Gap: 0
Gap: 1.0
Current
Required
4
Scale:
3
5. Very High Proficiency
4. High Proficiency
2
3. Moderate Proficiency
2. Low Proficiency
1
1. No Proficiency
0. Don't Know
0
Self
Supervisor
Direct Report
Peer
4. Prepares and justifies budgets for own organization, projects, and activities
Competency: Budgeting
5
Gap: 0
Gap: 0
Gap: -1.0
Gap: 0
Current
Required
4
Scale:
3
5. Very High Proficiency
4. High Proficiency
2
3. Moderate Proficiency
2. Low Proficiency
1
1. No Proficiency
0. Don't Know
0
Self
Supervisor
Direct Report
Peer
Development Suggestions
DEVELOPMENT NEED
Provides employment and development opportunities for a diverse workforce
This activity is linked to the following competency:
Commitment to Workforce Diversity
DEVELOPMENT ACTIVITIES:
Consider the following activities to help you build your effectiveness in this area:
1.
Hold diversity workshops for employees.
2.
3.
Talk to an EEO counselor about how best to manage a diverse workforce.
Have a discussion with your subordinates about the effects of discrimination. Ask them if
it exists within the organization or department. If so, ask for ideas on how to eliminate it.
4. Examine the demographic, ethnic, and cultural profile of your work unit to see whether it
reflects diversity. If it does not, examine causes and strategies for correcting the
situation.
5. Familiarize yourself with the organization's Affirmative Action and EEO rules and policies.
6. In establishing hiring criteria, include enhancement of the work unit's diversity as a hiring
goal.
7. Spend focused time supporting the career development of all members of your work
unit.
8. Be consistent in the application of human resource management practices; any adverse
management actions must be accompanied by documentation justifying the actions.
9. Consider developmental assignments for members of protected groups.
10. Participate in organizationwide activities and organizations that support the attraction,
retention, and development of a diverse workforce.
SUGGESTED TOPICS FOR TRAINING:
Look for training programs or workshops that cover the following topics:
1. Changing demographics
2.
3.
4.
5.
6.
Diversity competence skills
Discrimination complaint
process
Diversity training
Sexual harassment
Career development
Development Suggestions
DEVELOPMENT NEED
Creates a work environment where individuals are treated equitably
This activity is linked to the following competency:
Interpersonal Skills
DEVELOPMENT ACTIVITIES:
Consider the following activities to help you build your effectiveness in this area:
1. Seek feedback from peers and subordinates about their perceptions of your fairness.
2. Consider each of your employees. Decide if you have been favoring or neglecting certain
ones. Extend yourself to any whom you have been taking for granted or neglecting.
3.
Ask the human resource department to hold a workshop on accepting others and looking for
the good in them.
4. Analyze whether you evaluate people according to their behavior or on a personal basis.
5.
6.
Allow for and accept differences in the individuals who work for you.
Encourage employees to come to you if they feel they are being treated unfairly. Have
a suggestion box for those who hesitate to come to you in person.
7. Review the pay and rewards given to your subordinates and make sure that they
are equitable.
8. Ask your employees if they feel that the input that they are giving to the organization
matches the output that they are receiving.
9. Analyze whether employees are being treated inequitably if you are encountering attitude
or performance problems.
10. To the extent the organization routinely conducts employee assessments of managers,
examine the data for your work unit to gauge whether employees see you as a fair manager.
11. Ask another peer who is familiar with your work unit to rank order the employees in your
work unit; if there are differences between the peer's rank ordering and yours, examine
whether the source of these differences reflects any unfairness in your judgments.
12. Develop a pattern of managerial consistency: the same instances of poor performance
should elicit the same formal reactions from you, regardless of the employee's personal
circumstances. Informal discussions with each employee about the source of the
performance problem are legitimate, but the performance shortfall should elicit the same
formal reaction for all employees.
13. Learn the management policies of the organization. They will serve as the best
framework for the equitable treatment of employees in your work unit.
14. Each action creates a precedent that must be followed in the future; if you are not willing
to follow the precedent, then don't do it in the first place.
15. Whenever in doubt about choosing between two managerial reactions, think of how you
would react if your manager chose one or the other of the two options.
16. Let difficult management problems sit for a little while, while you mull over the pros and
cons of each action; possibly consult with peers and managers whose judgment you
respect.
17. To the extent possible, establish expectations in writing, with specific measurable results
that are known to all employees. When performance shortfalls occur, the defect is then
clear to everyone and it is not a matter of interpretation.
18. Publicly explain your expectations of the work unit, including your vision for the unit, how
you plan to operate, and your goals and timelines.
19. To sensitize yourself to management actions eliciting perceptions of unfairness, volunteer
to serve on the organization's internal grievance panel.
Leadership Program
Discussion Points
• General Questions on Leadership
Programs?
• What Are The Direct Competitors?
• Who Would Take These Assessments?
• How Does Unlimited Use Effect This?
• Leadership Program Pricing Options…
• Leadership Possibilities for You?
Psychological Type
Indicator
Jungian Type
Assessment
Well Established
Sales History
In combination or
as a stand-alone
Psychological Type
Indicator
Output is Work-Focused:
•Problem Solving
•Conflict Handling
•Job-Type Preferences
•Stress Management
•Team Interaction
•Communication
PTICERTIFICATIONWORKSHOP
Team Workshop Data
Functions Lens
Quadrants Lens
One of the Type Lenses, the Functions Lens,
groups your preferences by using only the
Functions, those preferences for information
gathering (S and N) and for decision-making (T
and F). Four combinations of Functions result:
ST, SF, NF, and NT. They correspond to the
columns of the type table. If your team is
working on communication issues, the
Functions Lens can provide important insights.
For example:
Your type also falls into one of the four
Quadrants of the type table: IS, ES, IN, or EN.
The Quadrants Lens is a useful tool when the
team is dealing with change or culture issues.
For example, when involved in a change:
•
•
•
•
STs prefer to use proven methods of
communication.
SFs like to share their experience to help
others.
NFs prefer to communicate in creative
ways.
NTs like
to
debate
challenging
questions.
•
•
•
•
ISs want to be careful and mindful of
details.
ESs want to see and discuss the practical
results.
INs want to work with ideas and
concepts.
ENs want to maximise variety.
ISTJ
ISFJ
INFJ
INTJ
ISTJ
ISFJ
INFJ
INTJ
ISTP
ISFP
INFP
INTP
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP ENTP
ESTP
ESFP
ENFP ENTP
ESTJ
ESFJ
ENFJ
ESTJ
ESFJ
ENFJ
ENTJ
© Worldwide Centre for Organisational Development, 2003
ENTJ
PTICERTIFICATIONWORKSHOP
Jungian Types: Problem Solving
© Worldwide Centre for Organisational Development, 2003
97
Psychological Type
Indicator
• Keirsey Temperment Theory
• Leadership Workshops
• Career Orientation Workshops
• Designing Workshop by “Type”
• Learning Style and Type
DISCstyles
Most Popular Behavioral Style
Assessment
Versatile, Fits into Nearly Any Training
Program
Highly Validated Tool Gives Your Comfort
Perfect Tool to Get Your Foot In The Door
DISCstyles
Dominant
Interactive
Steady
Cautious
DISCstyles
Dominant
Interactive
Steady
Cautious
DISCstyles
Personality Profile
Discussion Points
• General Questions on Personality
Programs?
• What Are The Direct Competitors?
• Who Would Take These
Assessments?
• How Does Unlimited Use Effect This?
• Personality Program Pricing
Options…
• Possibilities for You?
Selling Points & Discussion
• Succession Planning
• Products They Already Use
• Customization Options
• Removing Limits on Training
• Severe Pricing Discounts