Compendium of Questionnaires and Inventories Volume 2

Compendium of
Questionnaires
and Inventories
Volume 2
Sarah Cook
HRD Press, Inc. Amherst Massachusetts

COMPENDIUM
OF
QUESTIONNAIRES
AND
INVENTORIES, VOLUME 2
Copyright 2007, Sarah Cook
All rights reserved. It is a violation of the law to reproduce, store in a retrieval

system, or transmit, in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, any part of this publication without the
prior written permission of the publisher.
Published by: HRD Press, Inc.

22 Amherst Road
Amherst, Massachusetts 01002
1-800-822-2801 (U.S. and Canada)
1-413-253-3488
1-413-253-3490 (fax)
http://www.hrdpress.com
ISBN: 978-1-59996-057-9
Production services by Anctil Virtual Office

Cover design by Eileen Klockars
Editorial services by Sally M. Farnham
Contents
Preface ..........................................................................................................
Acknowledgment ..........................................................................................
vii
Matrix Index ..................................................................................................
ix
Assertiveness ......................................................................................
Body Language....................................................................................
Career Management ............................................................................
10
Change Management ..........................................................................
18
Coaching Skills ....................................................................................
27
Coaching Style ....................................................................................
29
Communication Skills ..........................................................................
33
Consultancy Skills ..............................................................................
36
Continuous Improvement ....................................................................
43
10
Customer Service ................................................................................
46
11
Delegation ..........................................................................................
49
12
Difficult Situations................................................................................
51
13
Diversity ..............................................................................................
55
14
E-business ..........................................................................................
60
15
Emotional Intelligence ..........................................................................
63
16
Innovation............................................................................................
67
17
Internal Customer Service ....................................................................
70
18
Inter-team Working ..............................................................................
74
19
Knowledge Management......................................................................
78
20
Leadership Behaviors ..........................................................................
81
21
Leadership Style ..................................................................................
92
22
Left- and Right-Brain Thinking..............................................................
97
23
Management Skills .............................................................................. 102
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Motivation............................................................................................ 105
25
Neurolinguistic Programming: Sensory Specific Preferences ................ 110
26
Organizational Culture Audit ................................................................ 115
27
Organizational Culture Checklist .......................................................... 121
28
Organizational Culture Diagnosis .......................................................... 124
29
Organizational Skills ............................................................................ 127
30
Partnering............................................................................................ 130
31
Performance Management .................................................................. 133
32
Personal Development Plan.................................................................. 142
33
Personal Impact and Influencing Skills ................................................ 147
34
Problem Solving and Decision Making.................................................. 155
35
Project Management ............................................................................ 159
36
Recognition and Reward ...................................................................... 161
37
Self-esteem ........................................................................................ 165
38
Stress Management ............................................................................ 168
39
Team Development .............................................................................. 173
40
Team Leadership ................................................................................ 176
41
Team Process...................................................................................... 181
42
Time Management .............................................................................. 186
43
Training Needs Analysis ...................................................................... 191
44
Transactional Analysis ........................................................................ 194
45
Transferable Skills................................................................................ 199
46
Vision .................................................................................................. 205
47
Values ................................................................................................ 216
48
WorkLife Balance .............................................................................. 221
QUESTIONNAIRES
AND
Preface
This manual came about as a result of my own experiences as a management
development consultant. During the design and development of training programs for a number of organizations, I often needed to include assessment
inventories to provoke self-awareness and discussion during the training
session or as pre- or post-course work. Since these were often not available in
the topic areas I was covering, I ended up developing my own. This manual is
the outcome.
Objectives of the Manual

This manual is intended to provide trainers, HR professionals, line managers,
and team leaders responsible for training and development with an assortment
of assessments, checklists, and questionnaires. It is designed as a source of
reference and covers a number of topic areas.
Design
Inventories are displayed in alphabetical order by topic. For easy reference,
these are listed by the following seven categories in the matrix index on page ix:
Coaching and development

Communication
Customer service
Leadership and management development
Personal effectiveness
Organizational awareness
Teamwork
In each category, there are a wide range of inventories covering the skills, attitudes, and behaviors needed to demonstrate a particular skill set or competency.
The majority of inventories are followed by tips on the key learning points
relating to the topic. The trainer can use these to hold a group discussion once
the individual has completed the inventory. Alternatively, the hints and tips can
be reminders for the learner and form the basis of an action plan.
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Using the Material

Each inventory can be used as a stand-alone item. However, most work best
when they are included as part of a training and development program. They
can also be used as:
Preparatory material before a training session
Part of a group or individual coaching session
Assessment modules to gauge improvement after training has taken place
When using the inventories in a training session, it is useful for the trainer
to describe their purpose before they are issued. Also, unless the inventory is
specifically designed for group discussion, such as those relating to teamwork,
it is helpful to indicate to participants that the results of the inventories will
not be shared.
If the trainer does decide to use the results as the basis for group discussion,
best practice is to give delegates the option whether to share their results. This
helps ensure that the inventories are completed as honestly as possible and that
the results truly indicate the 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 peoples colleagues, customers, and managers to complete
them. This provides the participant with invaluable feedback on how others see
them. Again, people assessing the individual should be encouraged to give their
honest opinion. The trainer also needs to consider the merits of completing the
inventory anonymously or as a named individual.
Completing an inventory provides participants with an opportunity to assess
and reflect on their behavior. The trainer needs to allow sufficient time for this.
Also, to be familiar with the material, trainers should undertake the inventory
themselves before the training takes place.
Many inventories include or lend themselves to the development of an action
plan following their completion.
All inventories can be adapted to meet the needs of the individuals within the
group by changing wording, phrases, or questions to suit the organization for
which they are intended.
VI
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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
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VII
Assertiveness
Body Language
Career Management
Change Management
Coaching Skills
Coaching Style
Communication Skills
Consultancy Skills
Continuous Improvement
Customer Service
Delegation
Difficult Situations
Diversity
E-business
Emotional Intelligence
Innovation
Internal Customer Service
Inter-team Working
Knowledge Management
Leadership Behaviors
Leadership Style
Left- and Right-Brain Thinking
10
Teamwork
Leadership and management

development
Customer service
Communication
Page numbers
Matrix Index
G
G
18
27
29
G
G
G
33
36
G
G
43
46
49
51
G
G
G
55
60
63
67
70
74
78
81
92
G
G
97
(continued)
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Management Skills
Motivation
Neurolinguistic Programming:
Sensory Specific Preferences
Organizational Culture Audit
Organizational Culture Checklist
Organizational Culture Diagnosis
Organizational Skills
Partnering
Performance Management
Personal Development Plan
Personal Impact and Influencing Skills
Problem Solving and Decision Making
Project Management
Recognition and Reward
Self-esteem
Stress Management
Team Development
Team Leadership
Team Process
Time Management
Training Needs Analysis
Transactional Analysis
Transferable Skills
Vision
Values
WorkLife Balance
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102
105
G
G
110
G
G
115
121
G
G
124
127
130
Teamwork
Leadership and management

development
Customer service
Communication
Page numbers
Matrix Index (concluded)
G
G
133
142
G
G
147
155
G
G
G
159
161
165
168
G
G
G
173
176
181
186
191
G
G
194
216
G
G
G
221
199
205
G
G
G
G
G
1
Assertiveness
This questionnaire will help you identify the differences between assertive,
aggressive, passive, and passive-aggressive behavior.
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Assertiveness Questionnaire
Read each situation below and assess whether the response is assertive, passive, aggressive, or passive
aggressive. If a response is not assertive, write in an alternative reply that is assertive.
Assertive? Passive?
Aggressive?
Passive Aggressive?
Situation
Response
1. Your manager has been out

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

but I do need to speak to
you urgently. If now is not
convenient, what time today
would be?
2. A colleague arrives 30 minutes late for an important

9:00 a.m. meeting that you
are also attending. She was
responsible for the first item
on the agenda. You say:
Good afternoon!
3. It is 5:00 p.m. and your

manager gives you a task
that she needs completed
right away. You know that it
will take at least two hours
to complete. You have plans
for this evening and had
already told your boss that
you needed to leave by
5:30 p.m. You say:
Well, I suppose I can do it.
4. You have bought an appliance

that is faulty and you take it
back to the store. You say:
Give me my money back or

Ill report you to the Better
Business Bureau!
5. One of your customers

insists that you deliver his
order right away. You know
that the order will not be
ready until tomorrow.
You say:
I appreciate that you need

the delivery right away. The
complete order will not be
ready until tomorrow, but I
can arrange for two-thirds to
be delivered today. Will that be
acceptable?
Alternative Assertive Response

(if original response is not
assertive)
(continued)
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Assertiveness Questionnaire (concluded)

Assertive? Passive?
Aggressive?
Passive Aggressive?
Situation
Response
6. You are in a review meeting

with your manager. You would
really like to attend French
language classes to help
you deal with French clients.
When you ask your boss, he
says: You dont need to do
that, youre fine as you are.
You say:
Oh, OK, if you think so.
7. A colleague from another

team has volunteered your
services to her manager
without consulting you.
The next time you see
your colleague, you say:
What do you think youre

doing? You have no right to
offer my services without
asking me!
8. You are giving out tickets

to a line of customers, when
suddenly one customer
pushes himself to the front
and says: I need to have my
ticket now. Do you know who
I am?! You reply:
Does anyone know who this

person is? He appears to have
forgotten his name!
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Alternative Assertive Response

(if original response is not
assertive)
Correct Responses
Situation 1 = Assertive
Situation 2 = Passive aggressive
Situation 3 = Passive
Situation 4 = Aggressive
Situation 5 = Assertive
Situation 6 = Passive
Situation 7 = Aggressive
Situation 8 = Passive aggressive
Definitions
Assertive Behavior
People using assertive behavior clearly express that both they and the other
person have rights and needs. Their behavior is open and respectful.
Passive Behavior
People using passive behavior express that others rights and needs have
precedence over their own. People can perceive this behavior as timid,
inhibited, and self-denying.
Aggressive Behavior
People who use aggressive behavior boldly insist that their rights and needs
prevail. Their behavior can be seen as domineering, pushy, and self-centered.
Passive-Aggressive Behavior
People who use passive-aggressive behavior subtly make sure that their rights
and needs prevail. Their behavior can be perceived as sarcastic, underhanded,
and manipulative.
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Body Language
This questionnaire is designed to allow you to receive feedback on your body
language and the impression it might convey.
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Body Language Questionnaire

In order for this questionnaire to be effective, you will need to choose a situation where you would like to
receive feedback on your body language, for example a performance review, a recruitment interview, or
other work situation. You can either:
Conduct a simulation (role play or practice session) and nominate someone to observe you
or
Nominate someone to observe you in a real time situation
The observers role is to watch your body language and make notes on the questionnaire.
Body language may alter between the beginning, the middle, and the end of the situation. Observers should
note these changes on the questionnaire as well.
(continued)
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Body Language Questionnaire (continued)

Name of person being observed: __________________________________________________________
Posture
Position of body in relation to the other person, e.g., facing them, leaning forward or backward
Position of legs and feet, e.g., crossed, uncrossed
Position of arms, hands, fingers, e.g., open, closed
How shoulders are held, e.g., tense, relaxed
Inclination of head, e.g., forward, backward, to one side
Distribution of body weight, e.g., evenly distributed, to one side
(continued)
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Body Language Questionnaire (continued)

Eye Contact
Direction of the look, e.g., on the other persons eyes, to one side
Movement of the gaze, e.g., flickering, constant
Breathing
Rate of breathing, e.g., fast, moderate, slow
Position of breathing, e.g., in the chest, abdomen, lower stomach
Overall Body Movement

Composure, e.g., fast, steady, relaxed, slow, still
Mannerisms, e.g., nervous coughs, twitches
(continued)
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Observers Summary
1. What impression did you gain of the person through observing their body language?
2. Was the persons body language appropriate for the situation?
3. What advice do you have for how the person you were observing could make better use of their body
language?
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Career Management
This section includes three self-assessment exercises intended for use as part of
career management discussions:
The Career Assessment tool provides the individual with the opportunity to
assess both their personal journey and their work journey to date.
The Work Preference Assessment helps individuals assess the positive and
negative aspects of their current job.
The Work Values Exercise helps people understand what is important to
them in a job.
Each self-assessment tool can be used as a stand-alone instrument or combined
with the other tools in this section. The summary checklist Consolidating your
Thoughts can be used at the end of the activities.
10
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Career Assessment
Your career to date has made you what you are. What you want from the future is a reflection of what you
have gained from the past.
This exercise is designed to help you understand where you are now and what you want from the future by
looking back at the journey you have taken in your career so far.
Drawing Your Career Journey

Part 1
In the space below, draw a road that represents your career. This could be any type of roada highway,
a main road, or a side road. It may be straight in some parts and twisty in others. The road may go up or
down hills. The road may be clear or at times it may be blocked, and you may turn off onto a side road
or a dead end.
Indicate with a large X where you are on your journey now. Then write in the major events on your career
journey.
(continued)
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Career Assessment (concluded)

Part 2
When you have completed drawing your career journey, take time to reflect on what this says about your life
so far. You may like to consider the following questions:
1. What does the career journey youve traveled say about you as a person?
2. What elements characterize the high points in your career so far?
3. What elements characterize the low points in your life?
4. What appear to be the things that are crucial to you in your life?
5. Do you have any other thoughts on your career journey so far?
You may wish to talk this through with a partner or someone you trust.
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Work Preference Assessment

This assessment will help you identify what you like or dislike about the tasks you have undertaken at work.
List the jobs you have held (past and present) and the different aspects of the work that you liked or disliked
and the reasons why.
Job
Like
Dislike
(continued)
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, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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Work Preference Assessment (concluded)

Now, look back at the list and ask yourself:
1. What are the common factors about the work I like?
2. What are the common factors about the work I dislike?
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Work Values Exercise

Are you getting as much meaning as possible from your present job? Do the values in your current
workplace match your own?
Part 1
On the next page, you will find a list of words and phrases that describe things that people value about work.
Look at each of the work value words/phrases and ask yourself the question: How important is this value to
me when I am considering work? Underline your top five work values.
If there are some important values not on the list, add them to it.
Part 2
When you have prioritized your top five values, consider what these mean to you. Place a checkmark next to
those values that your current job allows you to satisfy. Next, circle those values that are not in your top five,
but that are present in your current job.
Ask yourself:
What conclusions can you draw from this exercise?
How well do your own values match those of your current job?
Are there opportunities elsewhere to satisfy the values that are important to you? If so, in what type of
role or organization?
(continued)
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Work Values Exercise: Part 1

Work Values List
Security
Independence
Variety
Challenge
Stimulation
Development opportunities
Being seen as an expert
Helping others
Teamwork
Pressure
Flexibility
Change
Integrity
Recognition from peers
Innovation
Autonomy
Financial reward
Benefiting society
Pressure
Status
Happy work environment
Clear systems and procedures
Lack of stress
Ability of influence
Customer contact
Stability
Lack of risk
Well-organized work environment
Family values
Routine
Working for a well-known organization
Creativity
Order
Community spirit
Praise
Others:
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Work Values Exercise: Part 2

Consolidating your Thoughts
Having completed the activities, summarize your thoughts on the following.
1. What you want out of your work and your career: ________________________________________________________________________________________________________
2. How well your present job fits these needs: ____________________________________________________________________________________________________________________
3. What your options are for the future: ________________________________________________________________________________________________________________________________
You may wish to talk this through with someone you trust.
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4
Change Management
The ability to manage change effectively is an important management skill.
Using this questionnaire, you will be able to assess how well others think you
manage change in comparison to your own opinion.
The feedback questionnaire is in three parts:
Part A: To be completed by your manager, your team members (we suggest at
least two), and your peers (again we recommend two)
Part B: To be completed by yourself
Part C: Comparison, where you can compare your own scores and those of
others to identify strengths and areas for development in managing change
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Change Management Questionnaire: Part A

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

Name of person who has nominated you: ____________________________________________________
Thinking about the person who has nominated you to give feedback, rate how characteristic each statement
is of him/her. Rate each statement on the following scale:
4 = Agree strongly, very characteristic of this person
3 = Agree, somewhat characteristic of this person
2 = Disagree, not characteristic of this person
1 = Disagree strongly, not at all characteristic of this person
Circle your score for each statement as appropriate. Where you do not know or the statement is not
applicable, leave blank.
He or she:
1. Expresses company changes and their implications in clear terms
2. Communicates any changes that need to happen with passion and

enthusiasm
3. Involves their team in decision making during times of change
4. Keeps their team up to date on the progress of change
5. Makes sure that all the members of their team know what their responsibilities
are and what they are accountable for during times of change
6. Makes sure that members of their team receive the training and skills they need
to cope with change
7. Creates a climate where the members of their team are happy to express how
they are feeling at any time during change
8. Helps rather than ignores those who resist change
9. Remains calm even when things are changing rapidly
10. Recognizes their teams efforts in seeing change through
11. Supports their manager in times of change
12. Is positive even when faced with setbacks during change
(continued)
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Change Management Feedback Questionnaire (concluded)

Behaviors I particularly appreciate/d in this person in managing change are:
What would make this person even more effective in managing change is:
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Change Management Questionnaire: Part B

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

Name: ______________________________________________________________________________
Thinking about your own behaviors, rate how characteristic each statement is of you. Rate each statement on
the following scale:
4 = Agree strongly, very characteristic of you
3 = Agree, somewhat characteristic of you
2 = Disagree, not characteristic of you
1 = Disagree strongly, not at all characteristic of you
Circle your score for each statement as appropriate. Where you do not know or the statement is not
applicable, leave blank.
You:
1. Express company changes and their implications in clear terms
2. Communicate any changes that need to happen with passion and enthusiasm
3. Involve your team in decision making during times of change
4. Keep your team up to date on the progress of change
5. Make sure that all the members of your team know what their responsibilities are
and what they are accountable for during times of change
6. Make sure that the members of your team receive the training and skills they
need to cope with change
7. Create a climate where the members of your team are happy to express how they
are feeling at any time during change
8. Help rather than ignore those who resist change
9. Remain calm even when things are changing rapidly
10. Recognize your teams efforts in seeing change through
11. Support your manager in times of change
12. Are positive even when faced with setbacks during change
(continued)
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Change Management Questionnaire (concluded)

Behaviors others particularly appreciate/d in me during times of change are:
What would make me even more effective in managing change is:
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Change Management Questionnaire: Part C

Comparison
Look at the questionnaire you have completed as well as those completed by your manager, peers, and team
members. Write in your own scores plus the scores of other people so that you can make comparisons.
You
Manager
Team
Team
Peer
Peer
1. Express company changes and their implications in clear terms

2. Communicate any changes that need to happen with passion and
enthusiasm
3. Involve your team in decision making during times of change
4. Keep your team up to date on the progress of change
5. Make sure all the members of your team know what their
responsibilities are and what they are accountable for during
times of change
6. Make sure that all the members of your team receive the training and
skills they need to cope with change
7. Create a climate where the members of your team are happy to
express how they are feeling at any time during change
8. Help rather than ignore those who resist change
9. Remain calm even when things are changing rapidly
10. Recognize your teams efforts in seeing change through
11. Support your manager in times of change
12. Are positive even when faced with setbacks during change
Look at the scores that you have received in comparison to your own. Highlight consistencies and
inconsistencies in scoring (e.g., where people have given you similar or markedly dissimilar scores).
(continued)
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, V O L U MCook,
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Change Management Questionnaire: Part C (concluded)

What do the results tell you are your strengths in managing change?
What do the results tell you are your areas for development?
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Coaching Skills
This checklist can be used to help you assess your coaching skills. It helps you
evaluate whether you have established the coachees objectives and supported
them in developing options and a plan of action for achieving their goals.
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Coaching Skills Checklist

Check the appropriate box to assess how effective you are as a coach.
Thinking about your last coaching session, did you:
Yes
Ask questions to establish the coachees objectives

Help the coachee identify specifically what they would like to do differently
Help the coachee set realistic expectations of the coaching session
Ask questions to help the coachee establish the current performance shortfall or issue
Help the coachee define when the performance shortfall or situation was happening, why, how, and what the
effect was
Ask questions to help the coachee establish what they need to do to change the situation
Encourage the coachee to explore options for solutions
Ask questions to establish what approaches or actions have worked for them in the past
Follow the coachees agenda

Only offer suggestions and advice if asked
Offer feedback to the coachee where appropriate
Help the coachee establish the next steps for them
Ask questions to ensure that the next steps were specific and time bound
Ask the coachee for a review date
Set a review date
Maintain positive rapport
Show your confidence in the coachee
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No
6
Coaching Style
Use this questionnaire to establish how you prefer to develop others.
29
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29
How do you prefer to develop others?

Look at the pairs of statements below. For each pair, circle the letter next to the one that best represents you.
1. (a) I find it easy to see other peoples points of view.
(b) I have strong opinions on how things should be done.
2. (a) When developing others, I focus on what I think they need to learn.
(b) When developing others, I focus on what they want to achieve.
3. (a) I am inclined to give lots of information when developing others.
(b) I am inclined to ask lots of questions when developing others.
4. (a) When helping others learn, I focus on the content of what they need to learn, rather than the process
or structure.
(b) When helping others learn, I focus on the structure and process of the session, rather than the
content.
5. (a) In developing others, I believe there are clear right and wrong answers.
(b) In developing others, I believe there are many possible solutions.
6. (a) In developing others, I set the agenda for the learner.
(b) In developing others, I follow the learners agenda.
7. (a) When developing others, I tend to adopt a joint problem-solving approach.
(b) When developing others, I tend to solve problems for them.
8. (a) When developing others, I adapt my approach to suit the individual.
(b) When developing others, I stick to ways of doing things that I know work.
9. (a) In developing others, my focus is on helping the learner meet the desired standards.
(b) In developing others, my focus is on helping the learner meet the standard they set themselves.
10. (a) In developing others, I am constantly learning myself.
(b) In developing others, I act as the expert.
11. (a) I see development as a one-time activity.
(b) I see development as an ongoing journey.
12. (a) I help the learner set their own development action plan.
(b) I set out the development actions the learner needs to adopt.
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Scoring
Transfer your scores to the grid below, then total the columns downward.
Total:
1a
1b
2b
2a
3b
3a
4b
4a
5b
5a
6b
6a
7a
7b
8a
8b
9b
9a
10a
10b
11b
11a
12a
12b
Total:
Interpreting Your Score

Look at your highest score. This typifies your approach to developing others.
T = Trainer
People who prefer to develop others in a training style:
Focus on the task objective
Set the learning objectives for individuals
Are clear about the standards of performance that they expect the learner to
achieve
Provide instructions and information
Pay attention to detail
This style is best used:
When people are new to a task, their confidence and competence are low, and
there is a clear right or wrong way of doing something
When people ask to be instructed on what to do
If this style is over-used or used inappropriately:
People may see you as lecturing or domineering
The relationship will be one of pupil/teacher
You will not encourage self-awareness or responsibility for problem solving
People will not be allowed to think for themselves
Wider development needs might be ignored
31

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
31
C = Coach
People who prefer to develop others in a coaching style:
Allow individuals to set their own learning objectives
Follow the lead of the learner and help them focus on what they want to
achieve
Do not see themselves as having all the answers or being the expert
Ask lots of questions to increase the learners self-awareness and generate
responsibility
Focus on long-term behavior changes
This style is best used:
Whenever people need to learn and develop

Where you are seeking an adult-to-adult relationship with the learner
To encourage self-awareness and joint problem solving
To encourage people to think for themselves
This style cannot be over-used.
32
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7
Communication Skills
This questionnaire will help you assess the effectiveness of your chosen
communication methods and communication style. Select a sample of
people with whom you interact and invite their honest feedback.
33
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COMPENDIUM
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33
Communication Effectiveness Assessment

To help me assess the effectiveness of my communications, please rate me against the following criteria.
My Communication Methods
Very
Good
Good
Average
Poor
Dont
Know
Agree
Strongly
Agree
Disagree
Disagree
Strongly
Dont
Know
Amount of face-to-face contact

Amount of e-mails and other written communication sent
Amount of telephone contact made
Amount of video and audio conferencing
Frequency of face-to-face contact
Frequency of e-mails and other written communication sent
Frequency of telephone contact made
Frequency of video and audio conferencing
Quality of face-to-face contact
Quality of e-mails and other written communication sent
Quality of telephone contact made
Quality of video and audio conferencing
My Communication Style
I am approachable
I build and maintain rapport
I ask for your opinions
I listen to what you say
I ask appropriate questions
I express myself clearly and directly
I offer feedback in an appropriate manner
(continued)
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Communication Effectiveness Assessment (concluded)

Summary
Please complete the following statements:
What works well when I communicate with you is . . .
What you would like me to do differently when communicating with you is . . .
Thank you for your time.

35

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
35
8
Consultancy Skills
This self-assessment helps you evaluate your consultancy skills. It can be used
on its own as a self-assessment inventory or it can be combined with feedback
from customers.
36
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Consultancy Skills: Self-assessment

Name: ______________________________________________________________________________
This self-assessment is designed to help you evaluate your consultancy skills. Like any assessment, it only
functions if you are genuinely honest about yourself.
Rate yourself on a scale of 1 to 6, with 1 being never and 6 being always, according to how well you think
you perform in each dimension. When responding to the statements, it will be helpful to think about any work
or project that you have undertaken recently for a customer.
A. Before the Project

1. Undertake background research
2. Have good knowledge of the customer and their requirements
3. Prepare a detailed proposal including project plan
4. Take stock of your own skills and the resources needed
5. Have a sound theoretical base
6. Assure the customer of your ability to carry out the project
7. Confirm the initial contracthow, when, and with whom
8. Agree on the desired outcomes of the work
9. Clarify the roles and expectations of both parties
Total score for A
B. At the Start of the Project
10. Agree on the methodology and timetable

Total score for B
(continued)
37

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
37
Consultancy Skills: Self-assessment (continued)

C. During Development of Working Relationships
11. Establish and maintain rapport
12. Work comfortably with people at all levels
13. Listen actively to what others are saying
14. Are concise
15. Summarize discussions
16. Admit when you dont know
17. Appreciate the impact of your behavior on others
18. Confront difficult issues
19. Are flexible
20. Provide practical support and guidance
21. Dont blame others if things go wrong
22. Ask effective questions to diagnose issues
23. Involve others in the definition of the problem
24. Use appropriate problem-solving tools
25. Involve others in the solution of the problem
26. Keep the customer informed of progress
27. Stick to agreed-upon deadlines
28. Hold regular reviews
Total score for C
D. During the Project
Total score for D

(continued)
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Consultancy Skills: Self-assessment (concluded)

E. At the End of the Project
29. Report back to the customer
30. Deliver what is promised
31. Sell the solution effectively
32. Propose an evaluation mechanism
33. Ask for personal feedback from the customer

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
39
Total score for E
Summary
Which part of the assessment have you ranked highest?
Which statements represent your three greatest strengths (highest scores)?
Which part of the assessment have you ranked lowest?
Which statements represent your three greatest weaknesses (lowest scores)?
39
Consultancy Skills: Customer Questionnaire

Dear ___________________________,
Please complete the attached questionnaire. It is designed to help me assess my consultancy skills.
I would appreciate your honest opinion. Like any questionnaire, it only functions well if people are genuinely
open and honest.
Please rate me on a scale of 1 to 6, with 1 being never and 6 being always, according to how well you think
I perform in each dimension. When responding to the statements, it will be helpful to think about any work or
project that I have undertaken recently for you.
A. Before the Project

1. Undertakes background research
2. Has good knowledge of the customer and their requirements
3. Prepares a detailed proposal including project plan
4. Takes stock of their own skills and the resources needed
5. Has a sound theoretical base
6. Assures the customer of their ability to carry out the project
7. Confirms the initial contracthow, when, and with whom
8. Agrees on the desired outcomes of the work
9. Clarifies the roles and expectations of both parties
Total score for A
B. At the Start of the Project
10. Agrees on the methodology and timetable

Total score for B
(continued)
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Consultancy Skills: Customer Questionnaire (continued)

C. During the Development of Working Relationships
11. Establishes and maintains rapport
12. Works comfortably with people at all levels
13. Listens actively to what others are saying
14. Is concise
15. Summarizes discussions
16. Admits when they dont know
17. Appreciates the impact of their behavior on others
18. Confronts difficult issues
19. Is flexible
20. Provides practical support and guidance
21. Doesnt blame others if things go wrong
22. Asks effective questions to diagnose issues
23. Involves others in the definition of the problem
24. Uses appropriate problem-solving tools
25. Involves others in the solution of the problem
26. Keeps the customer informed of progress
27. Sticks to agreed-upon deadlines
28. Holds regular reviews
Total score for C
D. During the Project
Total score for D

(continued)
41

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
41
Consultancy Skills: Customer Questionnaire (concluded)

E. At the End of the Project
29. Reports back to the customer
30. Delivers what is promised
31. Sells the solution effectively
32. Proposes an evaluation mechanism
33. Asks for personal feedback from the customer
Total score for E
Summary
Which part of the questionnaire have you ranked highest?
Which statements represent the three greatest strengths (highest scores)?
Which part of the questionnaire have you ranked lowest?
Which statements represent the three greatest weaknesses (lowest scores)?
Thank you for your help.

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9
This questionnaire will allow you to assess your organizations commitment to
continuous improvement. It can be completed individually or as a group.
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43
Thinking about your organization, consider each of the following statements. Write a checkmark in the
appropriate column where:
Yes = I agree, generally we do this.
No
= I do not agree, we usually do not do this.
Maybe = I do not agree or disagree, we may or may not do this.
Yes
No
1. We actively ask for feedback from our customers.

2. We continually scan the commercial environment.
3. We know what is best practice in our customers eyes.
4. We share information across the company.
5. We have made at least one major improvement to our business in the past six months.
6. Employees have opportunity to continually develop.
7. We act on new ideas.
8. People throughout the organization are asked for their ideas for improvement.
9. We constantly analyze our business processes to make them more efficient.
10. We invite feedback from our partners and suppliers.
11. We stick to the tried and true.
12. We tend to focus on the past.
13. We limit business thinking to our own area of experience.
14. We accept the status quo.
15. We do not take into account customer requirements.
16. We focus inwardly.
17. We are punitive when people make mistakes.
18. We keep relevant information to ourselves.
19. We spend time on activities that do not add value.
20. We are overly protective of our business processes.
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Maybe
Scoring
For statements 1 to 10, award yourself 5 points for each Yes and 2 points for
each Maybe.
For statements 11 to 20, award yourself 5 points for each No.
Total your scores.

Score 75100
Your organization is committed to continuous improvement.
Your organization shows all the signs of being committed to improvement and
doing this on a consistent basis. This should allow you to create competitive
advantage.
Score 4070
Your organization shows half-hearted commitment to improvement.
Your organization could do much more to improve. Is it really committed to
doing so? Consider the steps you need to take to be a leader in your field, not a
challenger.
Score 35 or less
Your organizations orientation toward improvement is poor.
Your organization does not show evidence of wishing to improve. Beware of the
pitfalls of this approach: You run the risk of complacency and being left behind.
45

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
45
10
Customer Service
This questionnaire is designed to help you gather feedback from external
customers on the quality of service that you provide.
46
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46
Customer Service Survey

Your business is very important to us, and we are constantly looking for ways to improve.
Please take a few moments to rate our service by checking the appropriate column.
Better than expected
As expected
Worse than expected
Understanding your needs

Professionalism of staff
Friendliness of staff
Helpfulness of staff
Staff knowledge
Speed of response
Being proactive
Resolving issues
Product quality
Value of service for the money
Magic Moments
Has any aspect of the service we provide been particularly outstanding for you recently? If so, please
describe it:
(continued)
47

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
47
Customer Service Survey (concluded)

Miserable Moments
Has any aspect of the service we provide been particularly bad for you recently? If so, please describe it:
Any other comments or suggestions:
Thank you very much for your help.
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Delegation
This checklist is designed to help you assess how well you delegate.
49
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49
Delegation Checklist
Thinking about the last time you delegated a task, did you:
Yes
Plan your delegation?

Delegate according to the persons ability and skill level?
Clarify what was required, by when, and why?
Make it clear when you delegated what the person was responsible for and what they were not responsible for?
Explain what the results should look like?
Make it clear to others what had been delegated and the authority the person had?
Delegate responsibility but not accountability?
Allow discretion on time and method?
Agree to progress checks, if any?
Check progress at agreed-upon intervals?
Provide support if required?
Give feedback, both motivational and developmental?
Use delegation as a development tool as well as a way of achieving the task?
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No
12
Difficult Situations
This self-analysis is designed to help you understand how you typically react
in difficult situations. This awareness should help you identify steps to take in
order to handle difficult situations more effectively.
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Handling Difficult Situations: Self-analysis

Think about difficult situations that you have experienced with other people in the past. Consider the following
situations and circle the letter of the response that best describes your reaction.
1. When someone is very demanding, I usually:
(a) tend to give in to their demands
(b) become demanding, too
(c) agree to their demands, but am slow to act on them afterward
(d) listen and acknowledge what they are saying
(e) work to resolve the situation in a constructive manner
2. When I disagree with someone, I usually:
(a) stop listening to them
(b) try to see things from their point of view
(c) reflect back what they have said
(d) become more forceful in my views
(e) avoid them
3. When confronted with a difficult situation, I usually:
(a) stay calm and in control
(b) panic and want to run away
(c) lose my composure
(d) am nervous
(e) try to be flexible and put myself in the other persons shoes
4. If someone ignores my requests, I usually:
(a) make a sarcastic comment
(b) ask questions to establish their point of view
(c) reiterate my requests more forcefully
(d) raise the issue with them in a calm manner
(e) lose my temper
5. When other people get angry, I usually:
(a) am too scared to ask them why
(b) feel guilty
(c) get angry, too
(d) listen and allow them to blow off steam
(e) empathize and ask them to explain further
(continued)
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Handling Difficult Situations: Self-analysis (concluded)

6. When Im angry with other people, I usually:
(a) keep quiet
(b) drop hints about how Im feeling
(c) blow up and let the other person know it
(d) calm down, then tell the other person what Im feeling and why
(e) dont get angry
7. If someone is being emotional, I usually:
(a) clam up
(b) tell them to pull themselves together
(c) walk away
(d) am empathetic
(e) listen
8. When I feel someone is not listening to me, I usually:
(a) ask questions to establish why
(b) give them the silent treatment
(c) talk louder
(d) repeat what I have just said
(e) repeat what they have said to build common ground
9. If I know I have to address a difficult issue, on the day before I usually:
(a) think the situation through calmly
(b) worry unduly
(c) take out my frustrations on someone else
(d) feel out of my depth
(e) think about how an agreement might be reached
10. When I think that someone is taking advantage of me, I usually:
(a) shrug it off
(b) explode with annoyance
(c) tell them how I feel and why
(d) let other people know but do not tell the person directly
(e) ask them for suggestions to improve the situation
53

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
53
Scoring
Listed below are the responses for each situation that describe behaviors that
are constructive when dealing with difficult situations.
Situation
Situation
Situation
Situation
Situation
Situation
Situation
Situation
Situation
Situation
1:
2:
3:
4:
5:
6:
7:
8:
9:
10:
d and e
b and c
a and e
b and d
d and e
d and e
d and e
a and e
a and e
c and e
See how many of these ideal responses you have circled. If you have circled 7 or
fewer of these responses, we recommend that you consider making managing
difficult situations a priority for your personal development.
Steps to Handling Difficult Situations

Here are some tips for handling difficult situations:
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Practice being flexible and putting yourself in the other persons shoes.
Listen carefully to words and feelings.
Stay calm and do not lose your temper.
Reflect back what has been said/felt to build greater respect and shared
understanding.
Be clear on your case, but dont become so fixated by your point of view that
you get tunnel vision on other perspectives.
Be prepared to negotiate where necessary to reach an agreement that is
acceptable to both parties in the long term as well as immediately.
Review the implications of major decisions on other people.
Ask for feedback on how you handled the situation and set yourself some
improvement goals.
Communicate regularly and build relationships, especially when damage has
been caused.
COMPENDIUM
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13
Diversity
This questionnaire can be used to assess cultural diversity and its impact
within your organization. We recommend that employees complete this survey
anonymously.
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55
Diversity Assessment Questionnaire

It is our intention to attract, retain, and develop a diverse workforce to meet the needs of our changing work
environment and marketplace. This questionnaire is designed to help us assess the barriers to achieving this
aim that might exist within the organization. Your responses will be completely confidential. We will collect
responses and no one will be identified.
Please rate on a scale of 05 where:
5 = Very satisfied
4 = Somewhat satisfied
3 = Neither satisfied nor dissatisfied
2 = Somewhat dissatisfied
1 = Very dissatisfied
0 = Dont know/Not applicable
1. How satisfied are you with the organization as a place to work:
For someone of your age

For someone of your gender
For someone of your physical ability
For someone of your ethnic background
For someone of your sexual orientation
For someone with your dependents (e.g., children, elderly parents)
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
Comments:
2. How satisfied are you with your career advancement to date:
As someone of your age

As someone of your gender
As someone of your physical ability
As someone of your ethnic background
As someone of your sexual orientation
As someone with your dependents (e.g., children, elderly parents)
Comments:
(continued)
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Diversity Assessment Questionnaire (continued)

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

5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
Comments:
4. How satisfied are you with the personal development you have received to date:
As someone of your age

As someone of your gender
As someone of your physical ability
As someone of your ethnic background
As someone of your sexual orientation
As someone with your dependents (e.g., children, elderly parents)
5
5
5
5
5
5
4
4
4
4
4
4
Comments:
5. How satisfied are you with the potential personal development opportunities the organization can provide
you for the future:

5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
Comments:
(continued)
57

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
57
Diversity Assessment Questionnaire (continued)

6. In what specific ways, if any, have the following caused you to be treated differently in the organization:
(a) Your age:
__________________________________________________________________________________________________________________________________________________________________________
(b) Your gender:
____________________________________________________________________________________________________________________________________________________________________
(c) Your physical ability: ______________________________________________________________________________________________________________________________________________________
(d) Your ethnic background: ________________________________________________________________________________________________________________________________________________
(e) Your sexual orientation: __________________________________________________________________________________________________________________________________________________
(f) Your dependents (e.g., children, elderly parents):
__________________________________________________________________________________________________
(continued)
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Diversity Assessment Questionnaire (concluded)

Personal Information
The following information will be treated in strictest confidence. It will help us analyze the responses by
groups. No individuals will be identified in the results.
Please complete the following:
1. Your Age
1620
2130
3140
4150
5160
60 +
2. Your Gender
Male
Female
3. Are you a person with a disability?

Yes
No
4. What is your ethnic background?

Hispanic
African American
Native American
Other
Middle Eastern
White
Asian
Not known
5. Do you have dependents (e.g., children, elderly parents)?

Yes
No
6. If you answered Yes to #5, do you have sole responsibility for your dependents?
Yes
No
7. How long have you worked for the organization?

Less than 1 year
78 years
12 years
910 years
34 years
10 years +
56 years
8. Do you currently work:

Part time
Full time
9. What is your job grade? ______________________________________________________________
Thank you.
59

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
59
14
E-business
You can use this questionnaire to assess the user-friendliness of your Web site.
It can also be used as a comparative document to help you assess competitive
or best practice Web sites.
60
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E-business Questionnaire
Write a checkmark in the appropriate column to rate each statement with regard to your Web site as well as
other Web sites.
Very
Good
Good
Average
Below
Average
How simple is the Web site name to remember and input?

How quickly can you access the site?
How attractive is the layout?
To what extent is the Web site design consistent with corporate branding?
How easy is the site to navigate?
How user-friendly is the site?
How much interactivity does the site offer?
How much fun is the site?
How far does the site offer an experience rather than just a sales vehicle?
How clearly are the products and services displayed?
Are full product/service details, pricing, and options given?
How easy is it to order the product or apply for the service?
How good is the acknowledgment of an order or service request?
To what extent can you track an order or a service request?
To what extent does the site offer information that gives added value or service?
How easy is it to contact the site owners with inquiries?
How clearly are the organizations terms of business indicated on the site?
How welcoming is the invitation for customer feedback?
How effectively does the site identify you as a repeat visitor?
(continued)
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Cook, HRD
Inc. Press, Inc.
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E-business Questionnaire (concluded)

What are the major benefits of your site?
What are the major weaknesses of your site?
What are the major benefits of your competitors or best practice sites?
What can you learn from other sites?
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This questionnaire allows you to assess your emotional intelligence, or your
ability to recognize your feelings and those of others.
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Using the following scale from 15, indicate to what extent each statement applies to you:
5 = Agree strongly
4 = Agree to some extent
3 = Neither agree or disagree
2 = Disagree somewhat
1 = Disagree strongly
Score
Self-awareness
1. I am aware of situations that cause me to think negatively.
2. I am aware of what drives my behavior.
3. I recognize my own emotions.
4. I recognize the impact my behavior has on others.
5. I am confident in who I am.
6. I regularly ask for feedback from others on the impact of my behaviors.
7. I have an accurate assessment of myself.
8. I am confident in what I do.
9. I recognize what influences my way of thinking.
10. I know when I feel motivated and when I do not.
Total score: Self-awareness
Score
Self-management
11. I show initiative and drive.
12. I practice what I preach.
13. I am adaptable.
14. I set myself achievable goals.
15. I stop or change behavior that is not effective.
16. I show commitment to work even when it is not the most interesting.
17. I have a positive outlook.
18. I make the most of my resources.
19. I take setbacks in stride.
20. I use positive self-talk to help me achieve my goals.
Total score: Self-management
(continued)
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Awareness of Others
Score
21. I am sensitive to customer needs.

22. I recognize when others are unhappy.
23. I know my team on a personal basis.
24. I am aware of the emotions of a group.
25. I take into account the needs of people as well as organizational needs.
26. I am aware of my work colleagues values.
27. I know when others say something that is incongruent with what they feel.
28. I am sensitive to team members needs.
29. I know when others need my advice.
30. I am aware of what motivates others.
Total score: Awareness of Others
Relating to Others
Score
31. I build an effective team.

32. I provide support to others.
33. I show concern and empathy for others.
34. I manage conflict effectively.
35. I help others effectively through change.
36. I develop others potential.
37. I influence others effectively.
38. I build trust with others.
39. I communicate both facts and feelings effectively.
40. I demonstrate leadership qualities.
Total score: Relating to Others
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, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
65
Interpreting Your Scores

People with high emotional intelligence are able to recognize their own feelings
and those of others, motivate themselves, and manage their emotions as well
as relate effectively to others and their feelings. Self-awareness, a positive
approach, and empathy toward others have been proven to bring about
greater success, both in work and life in general, than cognitive or academic
intelligence.
One of the first steps to developing your emotional intelligence further is
to increase your own self-awareness. 360 feedback tools, self-assessment,
counseling, personal reflection, self-development, and training workshops
can support this process.
Look at the scores for each of the four sections on the previous pages:
1.
2.
3.
4.
Self-awareness
Self-management
Awareness of others
Relating to others
In which section/s did you score highest?
In which section/s did you score lowest?
What steps can you take to further develop your emotional intelligence?
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Innovation
Use this questionnaire to assess the degree to which your organizational culture
encourages innovation. This assessment can be taken individually or as a group.
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Innovation Questionnaire
To what degree does your organization encourage a climate of innovation?
Read the statements below and check the ones that best represent your organizational climate.
Check if Appropriate
1. People challenge the status quo.
2. People are afraid to challenge.
3. People are given a high degree of freedom in their work.
4. Peoples jobs are tightly controlled.
5. New ideas are encouraged and supported.
6. People are not asked for their ideas.
7. There is a high degree of trust between management and staff.
8. Relationships between management and staff are strained.
9. The working environment is dynamic and fast-paced.
10. The working environment is slow and conservative.
11. It is fun to work for this organization.
12. Having fun at work is frowned upon.
13. People have lively debates about issues affecting the company.
14. People are not involved in discussions about company issues.
15. People share mutual goals; there is little conflict in the organization.
16. People have conflicting agendas; there is a lot of conflict in the organization.
17. People are encouraged to take risks in their work.
18. Mistakes are not tolerated.
19. The organization encourages innovation.
20. Innovation is not a key organizational goal.
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Scoring
In the table below, score 10 points for each statement you have checked that is
represented in the Innovative column and 1 point for each statement you have
checked that is represented in the Stagnant column. Add the points for each
column, then add the totals together to get your final score.
Innovative Organization
Stagnant Organization
10
11
12
13
14
15
16
17
18
19
20
Total:
Total:
Final Score

Score 70+: The Innovative Organization
Your organization creates a climate that supports innovation. Goran Ekvall in
the book Managing Innovation characterizes this by the presence of:
Challenge
Freedom of action
Support for ideas
Trust
Dynamism
Playfulness
Healthy debate
Low levels of conflict
Risk taking
Score 3069: The Follower Organization

Your organization does not actively encourage innovation, nor does it actively
discourage it. Innovation appears not to be a corporate priority. As a consequence, your organization is likely to be a market follower, not a market
challenger. If you want to take the initiative, the work climate will need to
change substantially. Look at your scores and identify what needs to change.
Score 029: The Stagnant Organization

Innovation is not at all valued in your organization. Remember what happened
to the dinosaurs!
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I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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17
Internal Customer Service
Use this questionnaire to gain feedback from those people to whom you provide
a service internally.
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Internal Customer Service Feedback Form

To improve the quality of the service that we provide, we would appreciate your feedback. Please complete
the following questionnaire. We value your honest opinions.
Using the following scale from 04, circle your response to each of the following questions.
4 = Very Good
3 = Good
2 = Average
1 = Not Very Good
0 = Dont Know
Thinking about the service we provide you, how do you rate our ability to:
1. Understand your needs?
Comments:
2. Meet your requirements?

Comments:
3. Respond to your requests?

Comments:
(continued)
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I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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Internal Customer Service Feedback Form (continued)

4. Make it easy for you to work with us?
Comments:
5. Keep to the agreed-upon deadlines?

Comments:
6. Keep you informed?

Comments:
7. Respond when there are problems?

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

Comments:
(continued)
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9. Keep our promises?
Comments:
10. Meet your expectations?

Comments:
What in particular would you like us to:

Continue doing?
Stop doing?
Start doing?
Do you have any other comments that you would like to make?
Thank you very much.

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E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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18
Inter-team Working
This questionnaire can be used to assess the relationships between teams who
have to interact. It is best completed by members of both teams so that the
results can be compared across teams.
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How effective is our inter-team working?

Thinking about your relationship with the other team, score on a scale of 1 to 10, where 1 is very poor and
10 is excellent, your perception of the following aspects of your interaction with them.
Do this on an individual basis first, then discuss your results with the other members of your own team to
arrive at a consensus score.
Your Score
Your teams score
1. Clarity on the roles and responsibilities of the members of the other team
2. Knowledge of the other teams objectives
3. Understanding of what the other team expects of us
4. Sense of collective agenda with the other team
5. Methods and procedures the two teams use to work together
6. Information sharing with the other team
7. Decision-making process between the two teams
8. Regularity of progress reporting
9. Conflict management between the two teams
10. Leadership of the other team
11. Trust between the two teams
12. Inter-team cooperation
13. Consultation between the two teams
14. Listening skills of the other team
15. Approachability of the other teams members
16. How well the other team uses this teams individual strengths
17. Idea generation between the two teams
18. Ability to challenge the other team appropriately
19. Support you feel from the other team
20. Respect you have for the other team
What I particularly like about working with the other team is:
What I particularly dislike about working with the other team is:
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O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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Item
Number
10
Points
Scored
Role
Clarity
1
Knowledge of
Objectives
2
Understanding
Expectations
3
Collective
Agenda
4
Methods and
Procedures
5
Information
Sharing
6
Decision
Making
7
Progress
Reporting
8
Conflict
Management
9
(continued)
10
Leadership
Plot with an X your teams score on the table below, indicating your own teams consensus score for each item. Then connect the Xs to create a line
graph. Next, using a different color pen, plot with an X the scores of the other team and connect the Xs to create a line graph. Identify the similarities
and differences and the action you can take overall to improve inter-team relationships.
Comparison of Scores
20
19
18
Respect
Support
Challenge
Idea
Generation
17
15
Use of
Strengths
16
Approachability
12
11
13
Listening
Skills
14
Consultation
Cooperation
Trust
Item
Number
10
Points
Scored
Comparison of Scores (concluded)

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I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
77
19
Knowledge Management
Use this questionnaire to evaluate to what extent knowledge is shared at your
workplace. It is best completed by a cross-section of people representing the
different functions in your organization.
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Knowledge Management Questionnaire

The objective of this questionnaire is to review the extent to which knowledge is shared within the
organization.
Part 1
Read the following statements and indicate your response by checking the appropriate column for each.
In addition, check if you know where to access the information described in each statement if you need it.
Knowledge
Shared to a
Great Extent
Knowledge
Shared to
Some Extent
Knowledge
Not Shared
Dont Know
I Know
Where to
Access This
Information
Information about key customers

Information about customer satisfaction
Information about competitors
Information about financial performance
Information about future plans
Information about senior management decisions
Information about the use of technology
Information about processes
Information about new initiatives
Information about other parts of the business
Information about training and development opportunities
Information about team and individual successes
Additional comments:
(continued)
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I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
79
Knowledge Management Questionnaire (concluded)

Part 2
Read the following statements and indicate to what extent you agree with them by checking the appropriate
column for each.
Agree Very
Strongly
Agree
Disagree
Disagree
Strongly
Dont Know
Information is passed around the organization without barriers.
We regularly spend time reviewing lessons learned.
The speed of knowledge exchange is good.
My manager openly shares knowledge with me.
I am encouraged to openly share my knowledge.
Additional comments:
Part 3
What is the name of the department where you work? ______________________________________________________________________________________________________
Thank you very much for your help.
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Leadership Behaviors
This questionnaire is designed as a 360 feedback mechanism on leadership
behaviors. It covers three areas: managing the business, managing others,
and managing self.
Part A: To be completed by your manager, members of your team
(we suggest at least two), and your peers (again we recommend two)
Part C: Comparison, where you can compare your own scores and
those of others in order to identify strengths and areas for development
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Leadership Behaviors Questionnaire: Part A

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

is of him/her. Rate each statement on the following scale:
Where you do not know or the statement is not applicable, leave blank.
Managing the Business
Score
1. Demonstrates a passion for the customer

2. Constantly strives for excellent standards of customer service
3. Takes ownership and responsibility for solving customer problems
4. Prioritizes customer-related activity above all others
5. Demonstrates commercial awareness and a focus on results
6. Works collaboratively with colleagues and customers to support mutual goals
7. Plans ahead, taking into account the needs of the organization
8. Encourages teamwork in their own department and cross-functionally
What behaviors do you hope will continue?
What behaviors concern you and why?
(continued)
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O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
83
Leadership Behaviors: Feedback Questionnaire (continued)

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

22. Shows resilience and a positive outlook when faced with setbacks
23. Consistently practices what they preachdoes what they say they will do
24. Encourages and takes calculated risks by trying new approaches
25. Demonstrates sound judgment and balanced decision making
26. Takes responsibility for their own performance and self-development
Conclusions
What additional feedback, not already covered, do you think the individual would benefit from having?
What single change in the individual would be of most benefit to their customers, employees, and
themselves?
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O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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Leadership Behaviors Questionnaire: Part B

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

Name: ______________________________________________________________________________
the following scale:
Where you do not know or the statement is not applicable, leave blank.
Score
1. Demonstrate a passion for the customer

2. Constantly strive for excellent standards of customer service
3. Take ownership and responsibility for solving customer problems
4. Prioritize customer-related activity above all others
5. Demonstrate commercial awareness and a focus on results
6. Work collaboratively with colleagues and customers to support mutual goals
7. Plan ahead, taking into account the needs of the organization
8. Encourage teamwork in your own department and cross-functionally
(continued)
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O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
87
Leadership Behaviors Questionnaire (continued)

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

22. Show resilience and a positive outlook when faced with setbacks
23. Consistently practice what you preachdo what you say you will do
24. Encourage and take calculated risks by trying new approaches
25. Demonstrate sound judgment and balanced decision making
26. Take responsibility for your own performance and self-development
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O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
89
Leadership Behaviors Questionnaire: Part C

Comparison
Look at the questionnaire you have completed as well as those completed by your manager, peers, and team
members. Write in your own scores plus the scores of other people so that you can make comparisons.
You
Manager
Team
Team
Peer
Peer
1. Demonstrates a passion for the customer

2. Constantly strives for excellent standards of customer service
3. Takes ownership and responsibility for solving customer problems
4. Prioritizes customer-related activity above all others
5. Demonstrates commercial awareness and a focus on results
6. Works collaboratively with colleagues and customers to support
mutual goals
7. Plans ahead, taking into account the needs of the organization
8. Encourages teamwork in own department and cross-functionally
Managing Others
9. Is enthusiastic in describing the organizations overall goal, and links
others individual objectives to the bigger picture
10. Encourages others to show initiative and take responsibility
11. Develops others performance through a mixture of supportive and
challenging feedback
12. Shares relevant information and experience, helping others make
informed decisions
13. Involves others in decision making, and encourages alternative opinions
14. Enables freedom of action through providing clarity on direction,
boundaries, and scope
15. Communicates clearly and effectively
16. Is approachable, and takes time for others
17. Actively listens to others ideas and concerns
18. Celebrates and rewards the efforts and achievements of others
19. Expects the best from others, and gives others the opportunity to
demonstrate this
20. Encourages and supports others in embracing change
(continued)
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Leadership Behaviors Questionnaire: Part C (concluded)

Managing Self
You
Manager
Team
Team
Peer
Peer
21. Approaches challenges and tasks with passion and enthusiasm

22. Shows resilience and a positive outlook when faced with setbacks
23. Consistently practices what they preachdoes what they say
they will do
24. Encourages and takes calculated risks by trying new approaches
25. Demonstrates sound judgment and balanced decision making
26. Takes responsibility for own performance and self-development
What do the results tell you are your key leadership strengths?
91

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
91
21
Leadership Style
This self-assessment profile will help you assess your preferred leadership style.
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Leadership Style Self-assessment

Read the following descriptions and rate yourself on the following scale from 15:
5 = I always do this.
4 = I often do this.
3 = I occasionally do this.
2 = I seldom do this.
1 = I never do this.
In interacting with my team members, I:
1. Have responsibility for problem solving and decision making
2. Give instructions and share information
3. Set out work procedures and standards
4. Evaluate performance
5. Identify problems and develop action plans to resolve them
6. Set people objectives
7. Control decision making
8. Allocate resources
9. Provide direction
10. Ask for opinions and information
11. Coordinate what team members are doing, but not how they
are doing it
12. Build trust in the team
13. Facilitate communication with and between others
14. Ask for and am receptive to ideas
15. Encourage participation
16. Reconcile difficulties if reported
17. Monitor performance indirectly
18. Focus on what the team members are feeling
19. Encourage a good team spirit
20. Show confidence in team members ability
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I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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Scoring
Total your scores for questions 1 to 10. These questions relate to task-related
leadership behaviorsthe horizontal axis in the graph below. These behaviors
include telling people what to do, explaining, giving information, and directing.
Score for task-related behaviors (horizontal axis): ______________
Now total your scores for questions 11 to 20. These questions relate to peoplerelated leadership behaviorsthe vertical axis in the graph below. These
behaviors include asking people for ideas, encouraging, and building trust.
Score for task-related behaviors (vertical axis): ______________
Plot your score on the graph below by putting an X where your scores for the
horizontal axis and the vertical axis meet.
High
50
45
40
35
30
PeopleRelated
Behaviors
25
20
15
10
5
5
Low
10
Low
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20
25
30
35
40
Task-Related Behaviors
AND
45
50
High

There are four possible leadership styles. Look at the area on the graph where
your two scores meet. This represents your leadership style.
High
50
45
40
FACILITATING
GUIDING
EMPOWERING
DIRECTING
35
30
PeopleRelated
Behaviors
25
20
15
10
5
Low
0
Low
95
10
15
20
25
30
35
40
45

O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
50
High
95
Leadership Styles: Typical Behaviors

High
Facilitating
Guides, listens, facilitates
Encourages shared decision
making and responsibility
Monitors performance and
is available for feedback
Guiding
Combines instructions (telling)
with asking questions
Encourages feedback and
contribution from team members
Monitors performance and
rewards positive behavior
PeopleRelated
Behaviors
Empowering
Clarifies and agrees on objectives
with full participation of team
members
Directing
Gives clear and extensive
instructions
Gives support if requested
Is clear about expectations

and procedures
Monitors indirectly, reconciles

difficulties if reported
Rigorously monitors
performance
Low
Low
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22
Left- and Right-Brain Thinking
Is your preference for left-brain logical or right-brain intuitive thinking?
Use this questionnaire to find out.
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Left- and Right-Brain Thinking Questionnaire

Read the list of descriptive terms below, and rate how characteristic each term is of you on the following
scale from 14:
4 = very characteristic of me
3 = somewhat characteristic of me
2 = somewhat uncharacteristic of me
1 = not characteristic of me
1
1. Logical
2. Self-disciplined
3. Intuitive
4. Impulsive
5. Rational
6. Planned
7. Spontaneous
8. Humorous
9. Detail conscious
10. Organized
11. Imaginative
12. Artistic
13. Systematic
14. Ordered
15. Flexible
16. Untidy
17. Cautious
18. Analytical
19. Emotional
20. Receptive
21. Goal oriented
22. Precise
23. Inventive
24. Original
25. Businesslike
(continued)
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1
26. Restrained
27. Gifted
28. Artistic
29. Efficient
30. Sensible
31. Stimulating
32. Visionary
33. Coherent
34. Methodical
35. Resourceful
36. Whimsical
37. Controlled
38. Balanced
39. Unrestrained
40. Innovative
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E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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Scoring
Transfer your scores to the boxes below. Then total each column downward:
Right Brain
100
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Left Brain
11
12
10
15
13
16
14
19
17
20
18
23
21
24
22
27
25
28
26
31
29
32
30
35
33
36
34
39
37
40
38
Right brain total:
Left brain total:
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This questionnaire assesses your preference for right-brain or left-brain
thinking.
Your preference is revealed by the higher of the two totals. The degree of your
preference can be ascertained by subtracting the lower score from the higher
one. The higher the difference between the two scores, the greater your
preference in this area.
People with right-brain preferences think in a way that is:
Intuitivedrawing conclusions based on patterns or insights

Not rationalable to suspend judgment
Non-temporalwithout a sense of time
Holisticseeing things as a whole
Non-linearthree dimensional, leading to divergent conclusions
People with left-brain preferences think in a way that is:
Logicaldrawing conclusions based on logic

Rationalbased on reason and facts
Temporalsequential and ordered in time
Analyticalfiguring things out step by step
Lineartwo-dimensional, linked ideas, leading to a convergent conclusion
In business today, it is useful to develop whole-brain thinking. This is the

ability to be creative and intuitive at times and, at other times, to be systematic
and logical. Creative thinking courses can be a useful way to develop wholebrain thinking.
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I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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23
Management Skills
Use this assessment to establish what competencies are important for you to
demonstrate in your organization and to rate yourself against. This assessment
can help you create a personal development plan.
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Management Skills Assessment

Read the following statements about your work environment and what you need to do to be successful in it,
and assess your management competencies.
First indicate the importance of this competency at work on a scale where:
VI = Very important
I = Important
NI = Not important
For those competencies that you have rated Very Important or Important, assess your level of competency on
a scale of:
3 = Very competent
2 = Competent
1 = Needs development
The items that you have rated as Needs Development can form the basis for a development plan.
Competency
Importance
(VI, I, NI)
Competence
(3, 2, 1)
Comments
STRATEGIC SKILLS
Brings organizational vision to life for others
Demonstrates critical thinking
Keeps abreast of changes in the commercial
environment
Is oriented toward the customer
Is innovative, and tries new approaches
Strives for continuous improvement
Manages change effectively
INFLUENCING SKILLS
Is a clear communicator
Influences effectively, directly, and indirectly
Demonstrates flexibility
Negotiates win-win outcomes
Builds effective relationships
(continued)
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I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
103
Management Skills Assessment (concluded)

Importance
(VI, I, NI)
Competency
Competence
(3, 2, 1)
Comments
LEADERSHIP SKILLS
Creates a sense of shared purpose
Leads a high performing team
Delegates appropriately
Empowers others to achieve results
Manages performance
Develops others
FOLLOWERSHIP SKILLS
Presents a unified front
Works cross-functionally to support mutual goals
and encourages others to do the same
IMPLEMENTATION SKILLS
Plans ahead to meet the needs of the organization
Demonstrates effective organizational skills
Manages time effectively
Demonstrates sound decision-making and
problem-solving skills
Sees things through despite setbacks
PERSONAL FACTORS
Shows integrity
Develops self
Shows resilience
Demonstrates drive and desire to succeed
OTHER COMPETENCIES: (write in)
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Motivation
This self-assessment, based on the work of Dean Spitzer, can be used by
you alone or you can give it to others to complete. It helps identify the work
conditions that motivate you and others. This knowledge can support better
working relationships.
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Motivation Self-assessment
Read the list below and rate each statement on the following scale from 14:
4 = Very important to me
3 = Somewhat important to me
2 = Not important to me
1 = Not very important to me at all
1. Having fun at work
2. Feeling you have a stake in the organizations success
3. Feeling in control of your own destiny
4. Having opportunities to socialize
5. Feeling competent at your job
6. Succeeding at your work
7. Receiving encouragement
8. Being shown the significance of your work
9. Being asked for your input
10. Being able to make choices at work
11. Being given responsibility for your work
12. Working in a team with a powerful identity
13. Using your hidden strengths
14. Being allowed to set goals for yourself
15. Being shown appreciation
16. Knowing that what you do makes a difference
17. Having variety at work
18. Owning the work you do
19. Being given leadership opportunities
(continued)
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Motivation Self-assessment (concluded)

20. Being a valued member of a team
21. Being given learning opportunities
22. Being encouraged to improve
23. Being recognized for your effort
24. Being able to relate your objectives to the bigger picture
25. Feeling active and involved
26. Feeling responsible for what you do
27. Feeling empowered to make decisions
28. Feeling you belong
29. Being able to learn through mistakes
30. Being challenged to stretch your limits
31. Feeling rewarded for success
32. Having meaning from your job
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O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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Scoring
Transfer your scores to the table below. Then add the total of each category,
working across the page (for example for Category A, total the sum of your
scores for questions 1, 9, 17, and 25).
Question
Number
Question
Number
Question
Number
Question
Number
Category
Total
17
25
10
18
26
11
19
27
12
20
28
13
21
29
14
22
30
15
23
31
16
24
32
Now write in the two categories in which you scored the highest:
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This self-assessment is designed to identify the work conditions that make
you feel motivated. It works on the principle that motivation comes from within.
Other people cannot motivate us. However, they can contribute to a motivating
environment by satisfying one of the following needs that we may have:
Category
Category
Category
Category
Category
Category
Category
Category
A: Activitybeing active and involved at work

B: Ownershipbeing able to own ones work
C: Empowermentbeing empowered, taking control
D: Belongingfeeling part of a group
E: Competencyfeeling able to use and develop your skills
F: Achievementfeeling that goals are reached
G: Recognitionbeing recognized for effort and success
H: Meaningfeeling that what you do has significance
Look at the two categories in which you scored the highest. Then answer the
following questions:
1. What do the results of this assessment tell you about the needs you have
that, if satisfied, will help you feel self-motivated?
2. How well are these needs currently being met?
3. What does your manager and/or others need to do to create a climate that
better encourages self-motivation?
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, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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25
Neurolinguistic Programming:
Sensory Specific Preferences
Everyone has preferences for how they take in information and communicate
with others. The way we speak is an indication of the way we think. This
questionnaire is designed to help you establish what sensory specific preference
you have.
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Sensory Specific Questionnaire

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

An image of some sort, for example of the places you were
A taste, for example the taste of what you ate
An emotion, for example how you felt
A smell, for example the smell of cooking
B. Your partner
(1)
(2)
(3)
(4)
(5)
A sound, for example the sound of his/her voice

A taste, for example the taste of a meal you ate with him/her
An emotion, for example your feelings toward him/her
A smell, for example the smell of his/her aftershave or perfume
An image, for example what he/she looks like
C. A time when you were ill

(1)
(2)
(3)
(4)
(5)
An image, for example of where you were

A smell, for example the smell of a hospital
An emotion, for example how you felt at the time
A sound, for example the sound of what you or others were saying
A taste, for example the taste of medicine
D. Your best vacation ever

(1)
(2)
(3)
(4)
(5)
A taste, for example the taste of the food

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

A sound, for example the sound of howling wind
A smell or aroma, for example the smell of a fire burning
An emotion, for example happiness
A taste, for example the taste of hot chocolate
(continued)
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O FO M
E R2,
I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
111
Sensory Specific Questionnaire (concluded)

F. Something you dont like
(1)
(2)
(3)
(4)
(5)
A sound, for example the sound of someones voice

An image, for example what this looks like
A taste, for example the taste of awful food
A smell or aroma, for example the smell of awful food
An emotion, for example how you feel: mad, disappointed
G. Your school days

(1)
(2)
(3)
(4)
(5)
A smell or aroma, for example the smell of markers or paste

An emotion, for example what you felt at the time
An image, for example of the school buildings
A sound, for example the sound of the voices of your friends
A taste, for example the taste of school lunches
H. Your home
(1)
(2)
(3)
(4)
(5)
An image, for example of certain rooms

An emotion, for example how you feel
A smell or aroma, for example the smell of the damp basement
A taste, for example the taste of a familiar meal
A sound, for example the sound of a clock ticking
I. Something you like

(1)
(2)
(3)
(4)
(5)

A taste, for example the taste of delicious food
A sound, for example the sound of someones voice
An image, for example what this looks like
A smell or aroma, for example the smell of delicious food
J. Your boss
(1)
(2)
(3)
(4)
(5)
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A smell or aroma, for example the smell of his/her aftershave or perfume

A sound, for example the sound of his/her voice
A taste, for example the taste of candy from his/her office
An image, for example what they look like
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Scoring
Check the numbers that correspond to the Xs you placed in the questionnaire.
Then add up the number of checks in each column.
Statement
Kinesthetic:
Feelings
Kinesthetic:
Taste
Kinesthetic:
Smell
Visual
Auditory
Total Number
of Checkmarks

Look at your highest score(s). This indicates your preferred sensory style(s).
Everyone has preferences for how they take in information and communicate
with others. The way we speak is an indication of the way we think. This
questionnaire is designed to establish your sensory specific preference. There
are three options.
Kinesthetic
People with this preference tend to take in information based on feelings,
taste, or smell. In turn, their speech patterns reflect this. Typical words
used by people with this preference are:
Feel, touch, impact, smell, smooth, rough, warm, taste, for example:
It left a bad taste in my mouth.
It went very smoothly.
It feels OK to me.
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I E SSarah
, V O L U MCook,
E 2, Sarah
HRD Press,
Cook, HRD
Inc. Press, Inc.
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Visual
People with this preference tend to take in information based on visual images.
Typical words used by people with this preference are:
See, look, picture, color, view, for example:
I look forward to it.
I see what you mean.
My view is . . .
Auditory
People with this preference tend to take in information based on sound. Typical
words used by people with this preference are:
Hear, sound, talk, loud, say, for example:
I hear what youre saying.
It sounds doubtful.
Let me explain.
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Organizational Culture Audit
Culture is often described as the glue that holds the organization together. It is
infrequently mentioned, but it plays an important role in the success of a
business.
There are three parts to this audit, designed to allow people to express:
1. How they see the culture in the organization now
2. What they would like the culture of the organization to be in the future
You can use this audit for a large number of different employees across an
organization or a small group within one particular function.
By focusing on what is most valued and what is least valued now, and what
should be most valued and least valued in the future, employees can paint a
clear picture of business life as is and how it should be.
You should photocopy the pages of statements and then cut them up so
that each statement is on a separate slip of paper. This will allow employees
to consider each in turn and place each in the appropriate column, according to
the value they associate with it.
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Organizational Culture Audit: Part 1

Thinking about your organization as you see it today, read the statements below. You will be given a
photocopy of each statement on a separate slip of paper.
Place each photocopied statement in the appropriate column on the table on page 122 to represent:
What is valued most highly in your organization today

What is valued highly
What is valued slightly
What is not valued very much
What is not valued at all
1 Focusing strongly on the needs of the

customer
2 Planning for the long term
3 Sharing knowledge
4 Encouraging teamwork
5 Working collaboratively across teams
6 Being efficient
7 Involving others in decision making
8 Developing new products and services
9 Continually striving for improvement
10 Providing clarity on direction,

11 Rewarding superior performance
12 Minimizing error
13 Using available resources effectively
14 Communicating business success
15 Gaining short-term wins
16 Selling successfully
17 Adapting quickly to change
18 Respecting authority
19 Sticking with the tried and true
20 Encouraging creativity and innovation
21 Allowing people to learn from their

mistakes
22 Expecting the best of others
23 Providing secure employment
24 Limiting risk
25 Encouraging others to show initiative

and take responsibility
26 Communicating regularly and effectively
27 Treating people fairly and consistently
28 Putting customer priorities above all

others
29 Asking for feedback
30 Being loyal to the company
31 Trying new ways of working
32 Working long hours
33 Being competitive
34 Agreeing with management decisions
35 Talking a good talk
36 Maximizing margins
37 Being highly organized
38 Keeping decision making to oneself
39 Limiting business thinking to ones own

area of experience
40 Controlling others work
41 Focusing inwardly on the organization
42 Focusing on the past
43 Having sufficient resources
44 Passing the buck
45 Encouraging alternative opinions
46 Achieving targets
47 Looking to the future
48 Sharing relevant information and

experience
49 Maximizing customer retention
50 Allowing freedom of action
51 Linking individual objectives to the

bigger picture
52 Encouraging self-development
53 Being commercially focused
54 Consulting others
55 Recognizing effort and achievement
56 Accepting the status quo
57 Keeping promises
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I N V E N T O R I E S , V O L U M E 2, S A R A H C O O K , HRD P R E S S , I N C .
Not Valued at All

Not Valued Very Much
Valued Slightly
Valued Highly
Part 1: The Organization Today
Valued Most Highly
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Thinking about the organization as you would like it to be, read the statements below. You will be given a
photocopy of each statement on a separate slip of paper.
Place each photocopied statement in the appropriate column on the table on page 124 to represent:
What should be valued most highly

What should be valued highly
What should be valued slightly
What should not be valued very much
What should not be valued at all
1 Focusing strongly on the needs of the

customer
2 Planning for the long term
3 Sharing knowledge
4 Encouraging teamwork
5 Working collaboratively across teams
6 Being efficient
7 Involving others in decision making
8 Developing new products and services
9 Continually striving for improvement
10 Providing clarity on direction,

11 Rewarding superior performance
12 Minimizing error
13 Using available resources effectively
14 Communicating business success
15 Gaining short-term wins
16 Selling successfully
17 Adapting quickly to change
18 Respecting authority
19 Sticking with the tried and true
20 Encouraging creativity and innovation
21 Allowing people to learn from their

mistakes
22 Expecting the best of others
23 Providing secure employment
24 Limiting risk
25 Encouraging others to show initiative

and take responsibility
26 Communicating regularly and effectively
27 Treating people fairly and consistently
28 Putting customer priorities above all

others
29 Asking for feedback
30 Being loyal to the company
31 Trying new ways of working
32 Working long hours
33 Being competitive
34 Agreeing with management decisions
35 Talking a good talk
36 Maximizing margins
37 Being highly organized
38 Keeping decision making to oneself
39 Limiting business thinking to ones own

area of experience
40 Controlling others work
41 Focusing inwardly on the organization
42 Focusing on the past
43 Having sufficient resources
44 Passing the buck
45 Encouraging alternative opinions
46 Achieving targets
47 Looking to the future
48 Sharing relevant information and

experience
49 Maximizing customer retention
50 Allowing freedom of action
51 Linking individual objectives to the

bigger picture
52 Encouraging self-development
53 Being commercially focused
54 Consulting others
55 Recognizing effort and achievement
56 Accepting the status quo
57 Keeping promises
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Not Valued at All

Not Valued Very Much
Valued Slightly
Valued Highly
Part 2: The Organization as It Should Be
Valued Most Highly
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Now consider the columns in Part 1 and Part 2 that represent:
Today
As it Should Be
What is valued most highly

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

What should not be valued at all
What are the key differences between the organization as it is and should be?
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Organizational Culture
Checklist
This checklist is based on the 5 Ps:
Purpose
Priorities
People
Performance
Planning
It will allow you to diagnose culture within an organization. It consists of a

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

Purpose
What is the mission or vision of the organization?

What are its key objectives?
How do the business objectives relate to what you do?
What are your teams key objectives?
How do you contribute to these?
Priorities
What are the priorities of the organization?

What does the business value?
Where is the focus of peoples time?
To what extent is the customer a priority?
To what extent do priorities change?
People
How much autonomy do you receive in your job?

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

When was your last performance review?
What behaviors are recognized and rewarded by the business?
How often do you personally receive praise and recognition?
What opportunities are there for development?
To what extent do you feel you are rewarded for the effort you put in?
(continued)
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Organizational Culture Checklist (concluded)

Planning
What do you know about the organizations future plans?

What do you think of the way future plans are communicated to you?
What opportunity do you have to give input to the planning process?
How do you think the company manages change?
What resourcing issues do you have for the future?
What plans do you have for your own personal development?
What should the organizations plans for the future be?
What would make you feel more proud to work for the company?
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28
Organizational Culture
Diagnosis
You can use this assessment to help you diagnose employees perception of an
organizations culture. It is best completed by a cross-section of employees in
order to provide a representative view.
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Organizational Culture Diagnosis

Thinking about the culture in this organization, read the pairs of descriptions below. Put an X on the line going
between the two descriptions to represent your perception of where this organization is in terms of its focus.
For example, in the first two descriptions in number 1, if you think the organization is very customer focused
and not product focused, put an X on the line next to the words customer focused.
1. Customer focused
__________________________________________ Product focused
2. People focused ______________________________________________ Task focused
3. Long-term focused __________________________________________ Short-term focused
4. Consultative ________________________________________________ Prescriptive
5. Team focused ______________________________________________ Individual focused
6. Open management style
______________________________________ Closed management style
7. Results oriented ____________________________________________ Process oriented

(What is achieved)
(How it is achieved)
8. Focused on innovation ________________________________________ Focused on stability
9. Supportive toward employees __________________________________ Directive toward employees
10. Focused on career development
________________________________ Focused on career stability
(continued)
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Organizational Culture Diagnosis (concluded)

Now complete the following sentences to reflect your views about the organization. We value your honesty.
11. The organization rewards:
12. Problems are generally solved by:
13. Results are obtained by:
14. Staff are developed by:
15. Decisions are taken by:
16. Rules are:
17. Promotion is:
18. Management are:
19. Communication is:
20. The climate can be summed up as:
Thank you for your help.

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

Look at the ideas below that are simple but powerful ideas that will help you be more organized.
Go through the ideas for the first time and write a checkmark next to those that seem particularly
meaningful or interesting to you and the ones you think you may be able to apply immediately.
Go through the list again and look at the checked items. Select the three most important ones
for you. Prioritize these A-1, A-2, and A-3.
1. Be clear about your goals for each month
2. Be clear about your goals for each week
3. Set clear objectives for each day
4. Allocate time for planningfor meetings with yourself
5. Plan for tomorrow at the end of today
6. Plan for next week at the end of this week
7. Plan for a project, meeting, or presentation as soon as it has been agreed toto avoid last
minute rushes
8. Assign deadlines for achieving activities
9. Assign long periods of continuous time to achieve major tasksbreak these down into stages
10. Block out quiet time for preparation and arrange for your colleagues to cover for you
11. Schedule top priority tasks early in the week
12. Allocate specific times for decisions
13. Do work you dislike firstdont put these things off
14. Group together related work
15. Schedule yesterdays uncompleted tasks into todays programdo them first
16. Schedule most important or difficult tasks at peak energy times
17. Be realistic in your assessment of the time available. Limit your daily To do list to one that is
achievable
(continued)
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Improve Your Organizational Skills (concluded)

18. Have a tidy desk
19. Work on one item at a time
20. Keep your in-tray away from your deskyou wont be interrupted by people nor be tempted to shuffle
its contents
21. Delegate/share the workload
22. Say no to jobs that arent yours
23. Be assertive, for example make suggestions to do things when youre available
24. Stand up or perch on the edge of the desk when someone comes to see you to indicate you have
little time
25. Prepare a list of points to raise with colleagues and deal with them all at once rather than interrupting
people continuously
26. Categorize your work A, B, C: A = do it today, B = plan it, C = delegate it
27. Finish one job before you go on to the next
28. Spend 5 minutes in the morning planning the day with your team
29. Put up a clock where everyone can see it
30. If you are interrupted, write down where you areit makes it easier to come back to
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Partnering
This assessment tool allows you to evaluate your partner suppliercustomer
relationships. It is best taken by both suppliers and customers so that a
comparative discussion can be held.
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Partner Health Check

This questionnaire allows you to check the state of health of your partner relationship.
Complete the sentences below, then hold a discussion with your partner to compare results. When
completing the sentences, remember there are no right or wrong answers and honesty makes for a
healthy relationship. If you cannot think of a response, move on to the next line.
1. The current relationship I have with my partner is:
2. I trust my partner to:
3. I cannot rely on my partner to:
4. The communication with my partner is:
5. The values both our organizations share are:
6. Where there are issues with my partner it is because:
7. The way my partner handles problems is:
(continued)
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Partner Health Check (concluded)

8. In comparison to others, my partner:
9. Where we can help each other further is:
10. The strength of this partnership is:
11. What my partner can do to improve our relationship is:
12. My vision of the future relationship I have with my partner is:
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This questionnaire is designed to help you assess how well your team members
think you manage performance in comparison to your own opinion.
Part A: To be completed by your team members (we suggest at least two)
Part C: Comparison, where you can compare your own scores and those of
your team members in order to identify strengths and areas for development
in managing performance
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Performance Management Questionnaire: Part A

For Team Members
Your manager has nominated you to complete a questionnaire about how well they manage your
performance.
To get maximum value from this exercise, please be honest. The results of the questionnaire will
help your manager identify their strengths in managing performance and areas for improvement.
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Feedback Questionnaire: Part A
is of him/her. Rate each statement on the following scale from 04:
0 = Dont know/not applicable
Check the appropriate column to indicate your score for each statement.
My manager:
1. Works with me to set realistic objectives for improving my skills

2. Shows me the direct link between my work and the organizations objectives
3. Clearly states what is expected of me in order for me to achieve my overall
objectives
4. Asks me for ideas on how to achieve my objectives rather than telling me
what to do
5. Does not force their ideas on me if I have another way of achieving the objective
6. Makes sure I receive the coaching and training I need to do my job
7. Makes the most of my skills
8. Creates a climate of mutual trust
9. Evaluates my performance based on results and behavior
10. Offers regular feedback on what I am doing well as well as what I need to
change in order to improve
11. Holds regular performance appraisals
12. Confronts appropriately behavior that is not consistent with agreed-upon
standards
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Performance Management Feedback Questionnaire: Part A (concluded)

Behaviors I particularly appreciate/d in this person in managing my performance are:
What would make this person even more effective in managing my performance is:
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Performance Management Questionnaire: Part B

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

Name: ______________________________________________________________________________
the following scale from 04:
0 = Dont know/not applicable
Check the appropriate column to indicate your score for each statement.
4
I:
1. Work with team members to set realistic objectives for improving their skills
2. Show team members the direct link between their work and the organizations
objectives
3. Clearly state what is expected of team members in order for them to achieve their
overall objectives
4. Ask team members for ideas on how to achieve their objectives rather than telling
them what to do
5. Do not force my ideas on team members if they have another way of achieving
the objective
6. Make sure team members receive the coaching and training they need to do
their job
7. Make the most of team members different skills
8. Create a climate of mutual trust
9. Evaluate team member performance based on results and behavior
10. Offer regular feedback on what team members are doing well, as well as what
they need to change in order to improve
11. Hold regular performance appraisals
12. Confront appropriately behavior that is not consistent with agreed-upon standards
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Performance Management Questionnaire: Part B (concluded)

Behaviors I think my team members particularly appreciate/d in me when managing their performance are:
What I would need to do to make my performance management more effective is:
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Performance Management Questionnaire: Part C

Comparison
Look at the questionnaire you have completed as well as those completed by your team members. Write in
your own scores plus the scores of other people in order to make a comparison.
My
Score
I:
Team
Member
Team
Team
Member Member
Team
Member
1. Work with team members to set realistic objectives for improving their skills
2. Show team members the direct link between their work and the organizations
objectives
3. Clearly state what is expected of team members in order for them to achieve their
overall objectives
4. Ask team members for ideas on how to achieve their objectives rather than telling
them what to do
5. Do not force my ideas on team members if they have another way of achieving
the objective
6. Make sure team members receive the coaching and training they need to do
their job
7. Make the most of team members different skills
8. Create a climate of mutual trust
9. Evaluate team member performance based on results and behavior
10. Offer regular feedback on what team members are doing well, as well as what
they need to change in order to improve
11. Hold regular performance appraisals
12. Confront appropriately behavior that is not consistent with agreed-upon standards
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Performance Management Questionnaire: Part C (concluded)

What do the results tell you are your strengths in managing performance?
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32
Personal Development Plan
Use this checklist to assess your learning and development needs for
the coming year. You can use this in combination with other assessment
instruments in this manual.
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Personal Learning Plan

Name:
Job title:
Department:
In developing your Personal Learning Plan, give some thought to the following questions:
Where are you now in terms of your career progression?

Realistically, where can you expect to be in two years?
What problems or constraints lie ahead?
How will your skills, knowledge, or personal qualities need to change to meet these challenges?
Then complete the following framework.
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Personal Learning Plan (continued)

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

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

Learning Targets
Set yourself learning targets for the coming year. Consider:
What current skills, knowledge, and personal qualities need to be maintained and what new skills,
knowledge, and personal qualities could be demanded of you in the next 12 to 24 months?
What resources are available to you?
What learning methods suit you best?
Who can help you achieve your goals?
Ensure that each learning target is specific, measurable, achievable, realistic, and time bound. Check your
progress against objectives at regular intervals.
Learning Target
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Learning Methods
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Who can help you achieve

your target?
Timeline for Achieving

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

Your Views
Using the following scale from 14, rate each statement according to your views.
4 = Agree strongly
3 = Agree
2 = Disagree
Relating to Others
4
1. I give my full attention to others when they are speaking.

2. People tell me Im a good listener.
3. I summarize others ideas and views during discussions.
4. I make good use of questions to increase my understanding.
5. I ask for others views and opinions.
6. I ask relevant questions.
7. People feel comfortable about the way I ask questions.
8. I build alliances with people by finding common ground.
9. Even when I have not much in common with the other person, I find
something I can agree with.
10. I engender cooperation in others.
11. I am open about what is important to me.
12. Other people are aware of my motives for doing things.

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Personal Impact and Influencing Skills: Part A (concluded)

Getting Others to Relate to You
4
13. I express concise and coherent ideas, thoughts, and arguments.

14. I am able to think on my feet.
15. I am confident in expressing my views.
16. I state clearly what I expect from others.
17. I make it clear what others need to do.
18. I express my wants and needs in a confident manner.
19. I spell out the consequences of peoples behavior.
20. I give people incentives for supporting my objectives.
21. I offer to help other people in return for their support.
22. I express my feelings honestly and directly in a way that is respectful.
23. When I feel strongly about something, I let others know.
24. I do not hide my feelings.
Total score: Getting Others to Relate to You

Please complete:
I have a positive impact when I:
I have a negative impact when I:
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Personal Impact and Influencing Skills: Part B

Others Views
Thinking about me, _____________________________________, and using the following scale from 14,
rate each statement according to your views of how I relate to others and get others to relate to me.
4 = Agree strongly
3 = Agree
2 = Disagree
Relating to Others
4


(continued)
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Getting Others to Relate to Me
4

Total score: Getting Others to Relate to Me

Please complete:
This person has a positive impact on me when they:
This person has a negative impact on me when they:
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Personal Impact and Influencing Skills: Part C

Score Comparison
Use this table to compare your scores.
Relating to Others
Your Score
Others
Score
Others
Score
Others
Score


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Personal Impact and Influencing Skills: Part C (concluded)

Getting Others to Relate to You
Your Score
Others
Score
Others
Score
Others
Score

Total score: Getting Others to Relate to You

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

46 refer to questioning skills
79 refer to building common ground
1012 refer to being open
Within getting others to relate to you:

Statements
Statements
Statements
Statements
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1618
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refer
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to
to
to
to
stating your views and opinions

stating what you expect
stating incentives and consequences
expressing feelings
34
Problem Solving and
Decision Making
This self-assessment inventory is designed to allow you to assess your approach
to problem solving and decision making.
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Problem Solving and Decision Making

Thinking about how you tackle problems and make decisions, rate yourself against each statement using the
following scale:
AS = Agree strongly
A = Agree
D = Disagree
DS = Disagree strongly
AS
1. I involve team members in exploring the causes of problems.

2. In implementing the solution to a problem, I set clear priorities for myself
and others.
3. I look back to learn from decisions I have made.
4. I grasp and understand facts and information quickly in order to define
the problem.
5. I set a timeline for the implementation of solutions to problems.
6. Before finding a solution for a problem, I make sure that I fully
understand the issues.
7. I share the bigger picture before making a decision.
8. I consider how decisions will affect other individuals and teams before
making a decision.
9. When I make a decision, I take responsibility for it.
10. I encourage a climate where others feel happy to generate solutions to
problems.
11. Having evaluated possible solutions to the problem, I do not
procrastinate in making a decision.
12. When I decide on a solution to a problem, I communicate this to all
those concerned.
13. I take a logical approach to decision making.
14. When dealing with a problem, I look at all angles before evaluating
what to do.
15. I discuss all the options before making a decision.
16. When implementing decisions, I make it clear who is responsible.
17. I review the outcome of decisions I have taken.
18. I canvas peoples opinion on the effectiveness of the solution to the
problem.
19. Before deciding how to solve a problem, I brainstorm different
approaches.
20. I use a disciplined approach to problem solving.
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Scoring
There are six stages to effective problem solving and decision making:
1. Define the problem
2. Generate options
3. Evaluate options
4. Make a decision/select an option
5. Implement the option
6. Review the option
The statements in the self-assessment relate to each stage. Score as follows:
AS =
A =
D =
DS =
Agree stronglyScore 5
AgreeScore 3
DisagreeScore 0
Disagree stronglyScore 0
To help you identify your strengths and where your problem-solving and
decision-making skills can improve, the scoring relates to the six steps in
the problem-solving process as follows:
1. Define the Problem

Total your score for questions 1, 4, and 6.
Define the problem score = _____
15
2. Generate Options
Generate options score = _____
15
3. Evaluate Options
Evaluate options score = _____
15
4. Make a Decision/Select an Option

Make a decision/select an option score = _____
15
5. Implement the Option

Implement the option score = _____
15
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6. Review the Option

Review the option score = _____
15
General Approach
Total your score for questions 10 and 20.
General approach score = _____
15
Now total all your scores: ______

100
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Project Management
Use this self-assessment to help you assess the effectiveness of your project
team. It is best completed individually and then discussed with all of the team.
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Project Team Self-assessment

Using the following scale from 14, rate each statement in regards to the project team:
4 = Very good
3 = Good
2 = Average
1 = Poor
1. Having a shared vision
2. Setting and agreeing on project objectives
3. Establishing project team roles
4. Agreeing on clear responsibilities and accountabilities
5. Scheduling activity
6. Estimating resources
7. Budgeting
8. Analyzing risks and making contingencies
9. Managing effective meetings
10. Creating an open team climate
11. Communicating effectively
12. Confronting and resolving issues
13. Progressing work to plan
14. Negotiating
15. Working across boundaries
16. Holding regular reviews
17. Asking for and providing individual and team feedback
18. Recognizing effective individual contribution
19. Developing team members skills
20. Learning from mistakes
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Recognition and Reward
When recognizing or rewarding an individual, best practice involves making
the reward or recognition specific and meaningful to the individual. This
checklist will allow you to discover from your team members how they
would best like to be recognized and rewarded. People need to complete the
questionnaire individually. This can then form the basis for a one-to-one or
team discussion.
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Recognition and Reward Checklist

Thinking about how you best like to be recognized or rewarded, check off the options that indicate your
preferences. You can check more than one response for each question. Add comments where appropriate.
1. I prefer to be recognized:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
when I achieve my goals
when the team achieves its goals
for achieving both team and individual goals
for effort
for improvement
I prefer not to be recognized
other (please explain): ________________________________________________________________________

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

__________________________________________________________________________________________________________________
(a)
(b)
(c)
(d)
(e)
as I deserve it
on an infrequent basis
on a regular basis
I do not prefer to be recognized

__________________________________________________________________________________________________________________
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Recognition and Reward Checklist (continued)

4. I prefer recognition to be in the form of:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
verbal thanks
written thanks (e-mail)
written thanks (personal letter or card)
a certificate
my name on the notice board
my name in the company newsletter
a tangible rewardsee item 6 below
I prefer not to be recognized

__________________________________________________________________________________________________________________
5. I prefer recognition to be given:

(a)
(b)
(c)
(d)
(e)
(f)
in private
in front of my peers
at team meetings
at an award ceremony
in front of the company

__________________________________________________________________________________________________________________
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Recognition and Reward Checklist (concluded)

6. Imagine you have done something that is worthy of recognition. Look at the list of options below that
suggest tangible ways in which you can be rewarded. There are 20 options (plus you may add more of
your own). Rank the options in order of how meaningful they would be to you on a scale of 1 to 20,
where 1 = most meaningful and 20 = least meaningful.
______________
I prefer not to receive a tangible reward
______________
Cakes
______________
Certificate
______________
Come in to work later
______________
Donation to charity
______________
New equipment
______________
Extra vacation time
______________
Leave work earlier
______________
Longer lunch breaks
______________
Gift certificate to restaurant
______________
Bonus
______________
Pay increase
______________
Write-up and photo in company newsletter
______________
Write-up and photo in local or national press
______________
Something for your family (state what): ______________________________________________
______________
Team award (state what kind): ______________________________________________________________
______________
Team social event
______________
Chocolates and flowers
______________
Trip (state where to): ________________________________________________________________________________
______________
Vouchers (state what kind): ____________________________________________________________________
Others (please state):
______________________________________________________________________________________________
7. What other comments do you have about recognition and reward?
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Self-esteem
This self-assessment is designed to help you determine the level of your
self-esteem.
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Self-esteem Self-assessment
Read the following statements. If you agree with a statement more than you disagree, put a checkmark.
If you disagree more with the statement than you agree, put an X. Please be honest; there are no right
or wrong answers.
= Agree
1. I often find myself thinking that Ill never make it.
2. I find it difficult to say sorry.
3. What others think of me is very important.
4. Even when things are going well, I know they will not last.
5. I feel uncomfortable giving others compliments about their strong points.
6. I find it difficult to express what I really mean.
7. I am fearful of change.
8. I avoid people who do not like me.
9. When others are nice to me, I wonder whether they have an ulterior motive.
10. I think I have gotten where I am today more by luck than merit.
11. I do not believe I am as successful as I could be.
12. I feel someone will eventually recognize my potential.
13. I find it hard to face up to my mistakes.
14. It is not easy for me to accept praise.
15. I tend to blame my parents for the way my life has turned out.
16. I do not feel confident when meeting new people.
17. I do not think that other people want to see me advance.
18. If others are promoted above me, I feel I am more deserving.
19. I do not believe I have the right to ask for what I want.
20. I feel life has dealt me a bad card.
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X = Disagree
What is self-esteem?
Self-esteem is the way you see yourself as a person. This translates itself into
self-worthhow much you value yourself as a person.
You have high self-esteem if you see yourself as confident, competent, and
in control of your life. People who have high self-esteem feel comfortable
and secure in themselves. They are able to face life with a positive outlook.
You have low self-esteem if you view yourself as less able or confident than
others and blame other people for where you are today. People who have
low self-esteem do not respect their own skills and abilities and do not have
confidence in what they can accomplish. They can view life as a series of
challenges and setbacks over which they have no control.
Scoring
Count up the number of s you have and the number of Xs.
Number of s
Number of Xs

Mostly s
You have low self-esteem. This might be holding you back from getting the most
out of life. You may want to think about why you have these feelings and how
the beliefs you have about yourself are affecting your life. We suggest that you
talk this through with a trusted friend or counselor. Self-help courses such as
assertiveness training might help you, too.
Mostly Xs
You have good self-esteem. This will help you be successful and satisfied with
your life.
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Stress Management
This assessment is in two parts: The first part helps individuals assess how
susceptible they are to stress; the second part helps individuals analyze what
coping strategies they can adopt now and in the future to manage pressure
and stress.
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Part 1: How susceptible are you to stress?

Rate yourself against each of the following statements, where:
5 = Agree strongly, this is very characteristic of me, I almost always do this.
4 = Agree, this is usually characteristic of me, I usually do this.
3 = Agree slightly, this is somewhat characteristic of me, I do this sometimes.
2 = Disagree, this is not very characteristic of me, I usually do not do this.
1 = Disagree strongly, this is not at all characteristic of me, I almost never do this.
1. I need others approval of the work I do.
2. I play to win.
3. I feel busy and rushed.
4. I strive to achieve the goals and targets I have set for myself for the future.
5. My body language is quick and energetic.
6. Work is the main focus of my life.
7. I speak quickly and with emphasis.
8. If I am annoyed, I internalize it and cannot express myself appropriately.
9. I have a tendency to fidget.
10. I juggle lots of tasks.
11. I hurry from one task to another.
12. I am never late for appointments.
13. I need to make things happen.
14. I tend to talk over other people.
15. Quantity is more important to me than quality.
Now total your score:
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Part 1: How susceptible are you to stress? (concluded)

Now rate yourself against the following statements, this time using a different scoring system where:
1 = Agree strongly, this is very characteristic of me, I almost always do this.
2 = Agree, this is usually characteristic of me, I usually do this.
3 = Agree slightly, this is somewhat characteristic of me, I do this sometimes.
4 = Disagree, this is not very characteristic of me, I usually do not do this.
5 = Disagree strongly, this is not at all characteristic of me, I almost never do this.
16. I take things one at a time.
17. I am a listener rather than a talker.
18. If Im late for an appointment, its not the end of the world.
19. I feel relaxed and in control.
20. I have a laid back approach to getting things done.
21. I can wait without getting impatient.
22. I have a wide variety of interests outside work.
23. I speak slowly and moderately.
24. I judge my work by my own standards, not those of others.
25. I am not competitive.
26. My body language is considered and relaxed.
27. I live in the here and now.
28. My friends see me as easygoing.
29. When I am angry, I express my feelings appropriately.
30. Quality is more important to me than quantity.
Now total your score:
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Scoring
Add up both the scores.
Total score:

The scores relate to three types:
Type B:
3060
Type AB: 61119
Type A: 120150
Those most susceptible to stress are Type As. Type A people are always on the
go, set themselves high targets, and drive themselves hard.
Type B people have a relaxed, happy-go-lucky approach, and they live in the
here and now. They are least likely to be affected by stress.
Type AB people are a combination of both types. They can drive themselves
hard at times, but they can also relax and take things easy. They are susceptible
to stress when their A tendencies overcome the Bs!
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Part 2: Strategies to Combat Stress

Which of the strategies do you adopt on a regular basis to help combat stress? Check those that you
currently use.
Dealing with Problems
Do you:
confront the people involved?

think it through?
change the way you work?
Expressing your Feelings
Do you:
talk about stressful situations?

write about them?
express openly how you are feeling?
Activities
Do you:
have interests and hobbies?

enjoy physical exercise?
help other people?
Looking after Yourself
Do you:
have proper rest and diet?

give yourself treats?
recognize your own achievements?
Now consider those strategies that you could start to use or do more of in the future. Ideally you should have
at least one checkmark in each box.
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Team Development
This instrument will help groups assess the stage of their team development.
It is best completed individually by all members of the group. After this, we
recommend a group discussion to compare results.
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Team Development Assessment

Thinking about your project or work group, check the behaviors that you believe are typical of your group.
There are no right or wrong answers, so please be honest.
Behavior Set A
Behavior Set B
There is a closeness among members of
People are guarded in the group.

There is little shared understanding in the group.
People appear to have low commitment to
the group.
There is an enjoyable atmosphere in the group.

People are able to challenge appropriately within
the group.
There is a shared understanding among

the group.
The group is achieving its objectives.

Group members understand each other well.
Group members help and support each other.
People are growing and developing in the group.
the group.
People talk over each other in the group.

There is little active listening in the group.
The group is dominated by one or two people.
There is little exchange of ideas in the group.
People do not socialize within the group.
Total number of checkmarks:
Behavior Set C
Behavior Set D
Relationships are established within the group.

There is increased sensitivity to others in
People are beginning to open up within the group.

Feelings are expressed where they have not been
The group sets out methods for working together.

Roles and responsibilities are clear within
Issues are confronted when they have not been
the group.
the group.
A work pattern is established within the group.

There is balanced contribution to the group.
There is a sense of team within the group.
before within the group.

before within the group.
Disagreements are aired within the group.

The group is inwardly focused.
Group members start to take risks.
Group members listen more to each other.
People are starting to feel part of a team, not just
a group.
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Scoring
Total the number of checkmarks that you have in each of the four boxes. Look at
your highest score. This represents your perception of the stage of your group
formation.
Behavior set A refers to forming behaviors, at the beginning of a group
life cycle.
Behavior set B refers to storming behaviors. Although this can be an
uncomfortable stage of group formation, it is a healthy one as it allows
people to get to know one another.
Behavior set C refers to norming behaviors. This stage is when norms
are set in the group and working methods, roles, and responsibilities
are established.
Behavior set D refers to performing behaviors. This is when a team
maximizes its performance.
What to Do if You Are Not a High Performing Team

Compare your results with other people in your group. If the consensus is
that you are not in the performing stage of group formation, we recommend
you discuss what you need to do to move the group forward.
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40
Team Leadership
This questionnaire has two parts. Part 1 assesses the effectiveness of your team
leadership. Part 2 allows you to gather the viewpoints of your team members
about your leadership role in order to make comparisons and establish a
personal development plan.
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Part 1: Team Leadership Self-assessment

Using the following scale from 04, assess the behaviors that you demonstrate as a team leader:
4 = I almost always show evidence of this behavior
3 = I sometimes show evidence of this behavior
2 = I seldom show evidence of this behavior
1 = I do not show any evidence of this behavior
0 = Unknown/not applicable
For each statement, check the appropriate box to indicate your score.
Behavior: I . . .
1. Establish clear goals that all team members buy into

2. Ensure clear and regular communication within the team
3. Ensure that effective and regular communication occurs between my team and
different teams
4. Help the team establish a set of core values and abide by these
5. Establish working practices and standards that all team members buy into
6. Make sure that work is equally distributed within the team
7. Ensure that roles and responsibilities are understood across the team
8. Acknowledge conflict within the team
9. Confront openly issues that prevent the team from functioning effectively
10. Demonstrate trust and confidence in all team members
11. Show appreciation that different skills and qualities are needed to make an
effective team
12. Work collaboratively rather than competitively with other teams and encourage
my team members to do the same
13. Am aware of what is happening on the team
14. Anticipate and remove barriers to efficient workflow
15. Champion the team with other groups
16. Recognize and celebrate team members efforts
17. Show personal commitment to the success of the team
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Part 1: Team Leadership Self-assessment (concluded)

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

100
What do you perceive as your key strengths in leading the team?
What do you see as your key areas for development?
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Part 2: Team Members Assessment

This assessment is designed to help your team leader become even more effective. Using the following scale
from 04, assess the behaviors that he/she demonstrates as a team leader:
4 = Almost always shows evidence of this behavior
3 = Sometimes shows evidence of this behavior
2 = Seldom shows evidence of this behavior
1 = Does not show any evidence of this behavior
0 = Unknown/not applicable
For each statement, check the appropriate box to indicate your score. Please be honest.
4
Behavior: My team leader . . .
1. Establishes clear goals that all the team members buy into
2. Ensures clear and regular communication within the team
3. Ensures that effective and regular communication occurs between his/her own
team and different teams
4. Helps the team establish a set of core values and abide by these
5. Establishes working practices and standards that all team members buy into
6. Makes sure that work is equally distributed within the team
7. Ensures that roles and responsibilities are understood across the team
8. Acknowledges conflict within the team
9. Confronts openly issues that prevent the team from functioning effectively
10. Demonstrates trust and confidence in all team members
11. Shows appreciation that different skills and qualities are needed to make an
effective team
12. Works collaboratively rather than competitively with other teams and encourages
his/her own team members to do the same
13. Is aware of what is happening on the team
14. Anticipates and removes barriers to efficient workflow
15. Champions the team with other groups
16. Recognizes and celebrates team members efforts
(continued)
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Part 2: Team Members Assessment (concluded)

4
Behavior: My team leader . . .
17. Shows personal commitment to the success of the team

18. Encourages a climate where team members support each other when under
pressure
19. Creates opportunities for team members to grow and develop
20. Creates a motivating work climate
21. Is able to stand back from the day to day and see the big picture
22. Encourages shared decision making
23. Will alter an approach to match the circumstances
24. Encourages and acts on new ideas
25. Is clear about priorities and communicates these clearly to team members
Now total your score: ______

100
What do you perceive as your team leaders key strengths?
What do you see as your team leaders key areas for development?
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Team Process
This assessment is designed to be used by teams. It allows issues of how
the team works together to be raised openly. The assessment is best taken
individually by all team members, followed by a team discussion comparing
scores and highlighting strengths and weaknesses.
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Team Process Assessment

The processes by which team members work together determine the success of the team. Yet often issues of
respect, trust, and feeling listened to are not discussed by team members. This assessment allows these and
other issues to surface. To make the most of this opportunity, please complete the assessment as honestly
as possible.
Thinking about your team, assess each of the following aspects of how you work together. Circle the number
on the continuum scale for each pair of statements to indicate the behaviors demonstrated in your team. For
example, for the first pair of statements, if you feel that:
Everyone always contributes to team discussions, circle 4

Everyone sometimes contributes to team discussions, circle 3
People rarely contribute to team discussions, circle 2
Team discussions are dominated by one or two people, circle 1
1. Everyone contributes to
team discussions.
2. Team members openly

discuss issues.
3. Team members listen to

each other.
4. I feel we are a true team.
5. Team members respect

one another.
6. We have a collective agenda.
7. Everyone in the team

is approachable.
Team discussions are dominated

by one or two people.
A lot is left unsaid.
Team members talk over

each other.
I feel we are individuals, not a team.
There is a lack of respect

among team members.
There are hidden agendas.
Some members of the

team are unapproachable.
(continued)
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Team Process Assessment (continued)

8. This team uses individuals
strengths to good effect.
9. Good ideas are encouraged

and acted on in this team.
10. I feel this team is

performing well.
11. Team members have a

set of shared values.
12. Team members work

collaboratively to achieve
mutual goals.
13. The team leader is

respected by the team.
14. The team presents a

unified front.
15. Team members are

clear about everyones
responsibility in the team.
16. Conflict is handled well

in this team.
17. Decisions are made by

consensus in this team.
This team ignores

individuals strengths.
The team ignores good ideas.
I feel this team could

perform much better.
Individuals values are

at odds with one another.
Team members are disruptive.

There are no mutual goals.
Team members do not

respect the leader.
There are factions within

the team.
Responsibilities in the
team are not clear.
Conflict is avoided
in this team.
Decisions are made by

one or two team members.
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Team Process Assessment (concluded)

18. I am happy with
my role in this team.
19. Team members

share information.
20. Team members are sensitive

to others feelings.
21. I trust all the members

of the team.
22. Humor is used a sufficient

amount on this team.
23. The team is working

efficiently.
24. I feel able to challenge

appropriately what the
team is thinking.
25. I feel proud to belong

to this team.
I am not happy with

my role in this team.
Team members keep

information to themselves.
Team members ignore

others feelings.
I do not trust certain

members of the team.
Humor is used too much/

too little on this team.
The team is working

inefficiently.
I prefer to go
along with what
the team is thinking.
I am indifferent to
belonging to this team.
Now total all the numbers that you have circled.

Total score: ______
100
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The higher the score, the more effectively you are likely to work within
the team.
Look Back at Your Scores

Comment on the key strengths of the team (where you have scored 4):
Comment on the key weaknesses of the team (where you have scored 1):
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42
Time Management
This instructional tool has two parts. Part 1 allows you to record how you spend
your time over a two-week period. Part 2 helps you identify where you could be
making more use of your time and enables you to develop a plan of action to
achieve this.
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Time Management: How do you spend your time?

There are 168 hours in each week. Are you satisfied with how you spend your time? What is the balance
between your work, travel, maintenance (shopping, cooking, cleaning, etc.), home, and leisure time?
Recording your Time

The following page gives you an opportunity to accurately record your activities over a typical week. The log
is divided into intervals of two hours. Either record your activities at two-hourly intervals or at the end of each
day. We suggest that you log your activities over a two-week period.
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Week 2
Sunday
Week 1
Week 2
Saturday
Week 1
Week 2
Friday
Week 1
Week 2
Thursday
Week 1
Week 2
Wednesday
Week 1
Week 2
Tuesday
Week 1
Week 2
Monday
Week 1
Hour/day
122:00
a.m.
24:00
a.m.
46:00
a.m.
68:00
a.m.
810:00
a.m.
Part 1: Time Management Log

1012:00
p.m.
122:00
p.m.
24:00
p.m.
46:00
p.m.
68:00
p.m.
810:00
p.m.
1012:00
p.m.
Part 2: Assessment
When you have completed your log, assess the percentage of time you are spending on the following
activities, and record these figures.
Activity
Percentage of Time Spent
Work
Travel
Maintenance (cleaning, bathing, shopping, etc.)
Leisure
Other:
Other:
Other:
Then ask yourself:
1. Are these weeks typical? If not, why not?
2. What does the log say about you and how you are currently spending your time?
3. What thoughts do you have about the amount of time you spend between work, travel, maintenance, and
leisure?
4. In what ways do you currently waste your time?
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Part 2: Assessment (concluded)

5. What things could you do to make better use of your time?
6. Who can help you make better use of your time?
7. What are you going to do from now on to make better use of your time?
8. How can you make sure that this happens?
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Training Needs Analysis
Use this checklist to help you assess training needs.
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Training Needs Analysis Checklist

Use this checklist of questions to ask in order to establish why there is a training and development need and
how best to address it. This checklist is written for a discussion about one individuals training needs, but the
questions can be adapted to apply to a group of people.
What is the shortfall in the individuals performance?

How does this shortfall hinder the achievement of organizational goals?
What specifically is the gap between the desired standard and their performance?
How often does this occur?
When does this occur?
Where does it occur?
What evidence do you have of this shortfall?
How reliable is this?
How important is it to overcome the performance discrepancy?
What would happen if it were not addressed?
What would be the benefit if the performance shortfall were addressed?
Why do you think that this shortfall is occurring?
What changes have there been in the work environment that might have brought about this shortfall?
Is the individual aware of the performance standards expected of them?
How does the individual get feedback on their performance?
What skills does the individual currently have?
Are the persons skills adequate for the standards expected of them?
Does the person already have the desired skills but is not using them?
If so, why is this?
(continued)
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Training Needs Analysis Checklist (concluded)

How often does the person use the skill?
How long does the person use the skill for?
What prevents the individual from performing?
What is the consequence of the individual currently not performing?
What personal reward or satisfaction might the individual currently be gaining from non-performance?
What might motivate the individual to want to overcome the shortfall?
What are the specific learning objectives that an intervention needs to address?
What solutions have already been tried?
What are the solutions that address the problem?
Is there a simpler solution than training and development?
What is the persons learning style?
Which solutions are the most practical?
Which solutions are the most cost-effective?
Which solutions are the most feasible?
Which solution will be most likely to succeed?
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44
Transactional Analysis
This questionnaire will help you identify your personal style. It is based on the
work of Eric Berne.
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Assess your Personal Style

Read the pairs of statements below and for each statement, circle the letter of the one that most typifies you.
If neither of the statements typifies you, move on to the next pair.
1. (a) I speak my mind.
(b) I tend to do as I am told.
2. (a) I often get coffee or tea for my colleagues.
(b) I am very firm with others.
3. (a) I am very logical.
(b) I do not hide my feelings.
4. (a) I do not like to step out of line.
(b) People sometimes think I smother them with kindness.
5. (a) People sometimes see me as bossy.
(b) I am looking for win/win situations.
6. (a) I am not embarrassed to show my affections.
(b) I am very polite.
7. (a) I am very sympathetic to other peoples problems.
(b) I like to be in control of a situation.
8. (a) I usually think before I act.
(b) I ask lots of questions.
9. (a) I like to get along well with people.
(b) I help out others a lot.
10. (a) I have strong opinions that I let others know.
(b) I include others in the decision-making process.
11. (a) I am creative and inventive.
(b) People sometimes see me as lacking confidence.
12. (a) I like to care for others.
(b) I like to make the rules.
13. (a) People see me as reasonable.
(b) I have a wicked sense of humor.
14. (a) I have difficulty in resisting unreasonable demands.
(b) A lot of my time is spent doing things for others.
(continued)
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Assess your Personal Style (concluded)

15. (a) I often know the answer.
(b) I remain calm under pressure.
16. (a) I am very curious.
(b) I tend to sit quietly at meetings.
17. (a) If someone is unsure, I make an effort to reassure them.
(b) I find it easier to talk than to listen.
18. (a) I listen to all points of view.
(b) I tend to do what I want.
19. (a) I find it difficult to say no.
(b) I often look after new recruits.
20. (a) I like to take the lead.
(b) I respect other peoples opinions.
21. (a) I often take people by surprise.
(b) I dress to fit in with my work colleagues.
22. (a) I can fuss over people too much.
(b) I tell people what to do.
23. (a) I treat other people as equal.
(b) I prefer to have fun rather than take work seriously.
24. (a) I like people with good manners.
(b) I am very supportive of others.
25. (a) I prefer people to stick to the rules.
(b) I take a logical approach.
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Scoring
Look back at the responses you have circled. For each statement, check the
appropriate response below then total the number of checks you have made
in each column.
Item
NC
AC
NP
CP
A
A
B
A
5
B
A
A
B
B
10
B
11
12
13
A
A
14
B
B
15
B
16
17
18
A
A
19
B
A
20
A
21
B
A
22
23
24
25
B
A
Total
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In the scoring table on the previous page, each column head is an abbreviation
for the name of a personal style. Listed below are the descriptions of the five
personal styles:
NC = Natural Child. People with this preference tend to express their
genuine feelings, wants, and needs in an open although not always appropriate manner. They are friendly and like to have fun. They can be creative
and curious. People with this personal style can be seen by others as childish,
overemotional, naive, and immature.
AC = Adapted Child. People with this preference feel the need to conform.
They abide by rules and regulations, are especially polite, and find it difficult
to say no to unreasonable demands. They behave in such a way that people
find them adaptable and amenable. People with this personal style can also
be seen as too yielding, not standing up for themselves, and lacking in selfconfidence.
NP = Nurturing Parent. People with this preference are drawn to
others whom they perceive as in need of help. They like to care and nurture
others and be supportive. However, they can be seen as over-protective and
smothering. They are in danger of not letting people develop for themselves
or stand on their own two feet.
CP = Critical Parent. People with this preference like to take control. They
set and impose the rules. They are firm and have strong opinions. However,
other people may see this style as dominant, over-bearing, and bossy.
A = Adult. People with this preference are logical and rational. They are
effective problem solvers and decision makers. They respect both themselves
and other people and look for win/win outcomes. However, in extreme cases,
they can be seen as boring, lacking in creativity, robotic, and pedantic.
Look at your highest score. This is your preferred personal style.
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Transferable Skills
This inventory will help you evaluate your key competencies and in doing so
assess your transferable skills.
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Transferable Skills Inventory

Read the list below and consider how competent you are in each area. Rate yourself using the
following scale from 04:
4 = Very competent in this area
3 = Competent in this area
2 = Still developing competency in this area
1 = Not competent in this area
0 = Do not know/not sure of competency in this area
Score
1. Listening to others
2. Using your intuition
3. Using equipment
4. Dealing with figures
5. Developing other people
6. Coming up with new ideas
7. Being good with your hands
8. Observing detail
9. Leading others
10. Improvising solutions
11. Making things work
12. Making logical decisions
13. Asking for others ideas
14. Seeing patterns and connections
15. Assembling things
16. Evaluating options
17. Supporting others through change
18. Looking at alternative ways of doing things
19. Being precise
20. Analyzing information
(continued)
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Transferable Skills Inventory (concluded)

Score
21. Managing a team
22. Living with ambiguity
23. Using machines
24. Scheduling
25. Influencing others
26. Writing
27. Repairing things
28. Following instructions
29. Communicating with others
30. Performing
31. Constructing things
32. Managing money
33. Showing empathy to others
34. Seeing the big picture
35. Using computers
36. Being orderly
37. Involving others in decision making
38. Designing things
39. Using mechanical things
40. Planning detailed activity
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Scoring
Transfer your scores into the tables below.
Managing People Area
Score
Item 1
Item 5
Item 9
Item 13
Item 17
Item 21
Item 25
Item 29
Item 33
Item 37
Total
Being Creative Area
Score
Item 2
Item 6
Item 10
Item 14
Item 18
Item 22
Item 26
Item 30
Item 34
Item 38
Total
(continued)
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Scoring (concluded)
Working with Technology Area
Score
Item 3
Item 7
Item 11
Item 15
Item 19
Item 23
Item 27
Item 31
Item 35
Item 39
Total
Working with Facts Area
Score
Item 4
Item 8
Item 12
Item 16
Item 20
Item 24
Item 28
Item 32
Item 36
Item 40
Total
Look at your scores for each area. The areas where you have the highest scores
indicate your most readily transferable skills. The areas where you have scored
lowest show the skills that you may need to develop.
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There are ten areas in which you could potentially transfer your skills. Check
the ones that relate to your current transferable skills.
Transferable Skills
1. Managing people
2. Managing people and being creative
3. Managing people and working with technology
4. Managing people and working with facts
5. Being creative
6. Being creative and working with technology
7. Being creative and working with facts
8. Working with technology
9. Working with technology and facts
10. Working with facts
Now answer the following questions.

Are you currently working in an area that is appropriate to your transferable
skills? ____________
If yes, how could you develop or use your skills further?
If yes, how could you develop new skills?
If no, what jobs lend themselves to your transferable skills?
What action will you take to find out more?
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Vision
This checklist can be used as a prompt to produce:
(a) An organizational or work team vision
(b) A personal vision
We suggest that an organizational or work team vision be developed by and
shared with as many people as possible.
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Organizational or Work Team Vision

Think forward a year from now (or two or threeset your own timeline). Imagine that you have created
the work environment that you desire. Forget the constraints of today and focus on the future. Write down,
picture, or verbalize your answers to the following questions:
Who are our external customers?
What do our external customers say to us?
What do our external customers think about us?
What do our external customers feel about us?
How do we add value to our external customers?
(continued)
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Organizational or Work Team Vision (continued)

Who are our internal customers?
What do our internal customers say to us?
What do our internal customers think about us?
What do our internal customers feel about us?
How do we add value to our internal customers?
(continued)
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Who are our competitors?
What do our competitors say to us?
What do our competitors think about us?
What do our competitors feel about us?
How do we create competitive advantage?
(continued)
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What type of people are our employees/team members?
What do our employees/team members say to us?
What do our employees/team members think about us?
What do our employees/team members feel about us?
How do we make this a great place to work?
(continued)
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Who are our partners?
What do our partners say to us?
What do our partners think about us?
What do our partners feel about us?
How do we develop long-term partnerships?
(continued)
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Who are our shareholders?
What do our shareholders say to us?
What do our shareholders think about us?
What do our shareholders feel about us?
How do we enhance shareholder value?
(continued)
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Organizational or Work Team Vision (concluded)

Who is our community?
What does our community say to us?
What does our community think about us?
What does our community feel about us?
How do we add value to the community?
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Review
Now look at the key words you have used in answering these questions. List the
values that drive your visionthe behaviors that are most meaningful to you in
creating the organization/work team of the future. Pull these behaviors into a
sentence or paragraph that describes your vision. For example:
We are a world class, customer-focused company that respects and
values its customers and employees alike . . .
Once you have defined your visionwhat you want to be and to seethe next
step is to define the key actions and timelines that will help you achieve your
vision.
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Personal Vision
Think forward a year from now (or two or threeset your own timeline). Imagine that you have become the
person that you desire to be. Forget the constraints of today and focus on the future. Write down, picture, or
verbalize your answers to the following questions:
What are you doing?
Who are you doing this to/with?
What are you feeling?
What are you thinking?
In what ways does your behavior differ from now?
How are you benefiting personally?
(continued)
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Personal Vision (concluded)

What are other people doing around you?
What are other people thinking about you?
What are other people feeling about you?
What differences are you observing in others as a result of your actions and behaviors?
What defining moment/s make you realize you are getting there?
What is the most rewarding aspect of the changes you have made?
How does your success leave you feeling?
Once you have created your personal visionwhat you want to be and to seethe next step is to define the
key actions and timelines that will help you achieve your vision.
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47
Values
This inventory is designed to help you reach a better understanding of your
significant personal values. It should be completed individually. It can then
form the basis of a team discussion.
216
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Values
Values are principles that we find worthwhile and meaningful that can guide what we do and how we act.
Look at the list of work and personal values below. Select the ten values that are most important to you. Then
rank the ten values that you have selected in order of priority using the ranking sheet provided.
Select Your Top Ten Values

Write checkmarks next to the ten values that are most meaningful to you. You may add others to the list and
include them in your selection if you wish.
Accountability
Excellence
Achievement
Fame
Advancement
Family
Adventure
Fast pace
Authority
Financial reward
Caring
Fitness
Caring for the environment
Freedom
Challenge
Friendship
Change
Fun
Collaboration
Health
Community
Helping others
Competence
Helping society
Competition
Honesty
Creativity
Independence
Customer orientation
Inner harmony
Decisiveness
Integrity
Efficiency
Intelligence
Equality
Involvement
Ethics
Knowledge
(continued)
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Values (concluded)
Leadership
Religion
Love
Reputation
Loyalty
Responsibility
Meaning
Security
Money
Self-confidence
Openness
Service
Peace of mind
Slow pace
Personal development
Stability
Power
Status
Pressure
Stimulation
Privacy
Time
Promotion
Trust
Quality
Variety
Recognition
Working alone
Relationships
Working with others
Other (please write in):
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Ranking
Write the ten values that you have checked in the first column of the values
chart below. Ignore the other columns at this stage.
Values Chart
Column A
Total number of
times chosen
Value (write in)
Column B
Ranking (1 to 10)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Now, work your way through the ranking chart below. You need to compare
each value against the other nine in your list in turn. Decide which of the two
values you rank higher in priority and, in every box, circle the number of that
value. For instance, the top box gives you a choice between values 1 and 2.
Ranking Chart
1
10
10
10
10
10
10
10
10
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When you have finished choosing, count the number of times you have circled
each value, that is the number of times you ranked it higher in priority to the
alternative. Write the totals for each value in column A of the values chart.
Then in column B of the values chart, identify your priorities for ranking the
values1 for the value you voted for most (the highest number in column A)
through to 10 for the value you chose least (the lowest number in column A).
Discuss your findings with other members of your team.
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WorkLife Balance
This questionnaire will help you evaluate the balance you achieve between the
demands of professional life and personal life.
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WorkLife Balance Questionnaire

Use this questionnaire to assess whether you are getting the right balance between your commitment to work
and your private life. Using the following scale, rate yourself against the statements below by checking the
appropriate column.
Yes = This is generally like me.
No = This is not generally like me.
Yes
1. I find I often take work home with me.
2. I check my e-mails on the weekend.
3. I have dreams about work problems.
4. I have met most of my friends at work.
5. I call in to the office while on vacation.
6. I have more in common with people at work than I do with my partner or friends.
7. I have missed or canceled important personal commitments because of work in the past six months.
8. I never take a lunch break.
9. It is the exception for me to work late.
10. I dedicate uninterrupted time each week to be with my partner, family, and/or friends.
11. When I am ill, I do not worry about work.
12. I have at least two leisure interests that have nothing to do with work.
13. I always make time in the week to relax.
14. When I watch television, read a book, or listen to music, I do not focus on work problems.
15. I take all my vacation time.
16. I rarely work on the weekends.
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No
Scoring
For statements 18, score 5 points for No and 0 points for Yes.
For statements 916, score 5 points for Yes and 0 points for No.
Then total your score.
Total score:

Score 6180
Well done. You appear to have achieved a satisfactory balance between
commitments to your work and home life. This should make you a healthier,
more fulfilled, and well-rounded individual.
Score 4160
You have some way to go to balancing your work and outside interests. When
work and private commitments clash, work is likely to win. Consider the impact
this has on you personally and on the people who matter to you outside work.
Look for ways to work more effectively via better time planning, organization,
and delegation. Learn to say no more often.
Score 040
You are a workaholic. Either through enthusiasm for your work or obsession,
you are sacrificing your home life to work. Consider why you are doing this
and what you are gaining. Do the advantages of this approach outweigh the
disadvantages in the long run? What is the impact on your health, your mental
well-being, and your relationships? Are the sacrifices really worth it?
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Compendium of Questionnaires and Inventories Volume 2

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Compendium of Questionnaires and Inventories Volume 2

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Compendium of

HRD Press, Inc. Amherst Massachusetts

Copyright 2007, Sarah Cook

All rights reserved. It is a violation of the law to reproduce, store in a retrieval

Published by: HRD Press, Inc.

Production services by Anctil Virtual Office

Matrix Index ..................................................................................................

Career Management ............................................................................

Change Management ..........................................................................

Coaching Skills ....................................................................................

Coaching Style ....................................................................................

Communication Skills ..........................................................................

Consultancy Skills ..............................................................................

Continuous Improvement ....................................................................

Customer Service ................................................................................

Emotional Intelligence ..........................................................................

Internal Customer Service ....................................................................

Inter-team Working ..............................................................................

Leadership Behaviors ..........................................................................

Leadership Style ..................................................................................

Left- and Right-Brain Thinking..............................................................

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Vision .................................................................................................. 205

Values ................................................................................................ 216

WorkLife Balance .............................................................................. 221

Objectives of the Manual

Coaching and development

Using the Material

Leadership and management

Coaching and development

Leadership and management

Coaching and development

Matrix Index (concluded)

1. Your manager has been out

I know that you are busy,

2. A colleague arrives 30 minutes late for an important

3. It is 5:00 p.m. and your

Well, I suppose I can do it.

4. You have bought an appliance

Give me my money back or

5. One of your customers

I appreciate that you need

Alternative Assertive Response