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Seeks information
about his/her strengths and weaknesses from others as a basis
for self-improvement.
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S/he is self-disclosing to others
(that is, to share his/her beliefs and feelings), in order to
understand and be understood. |
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S/he is very much aware of his/her preferred
cognitive style in gathering information and making decisions. |
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Has a good sense of how s/he copes
with situations that are ambiguous and uncertain. |
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Has a well-developed set of personal
standards and principles that guide his/her behaviour. |
When faced with stressful or time-pressured
situations, s/he:
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Uses effective time-management methods such
as keeping track of his/her time, making to-do lists and prioritizing
tasks. |
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7. |
Frequently affirms his/her priorities so that
less important things don't drive out more important things. |
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Maintains a program of regular exercise for
fitness. |
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Maintains an open, trusting relationship with
someone with whom s/he can share his/her frustration. |
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Knows and practices several temporary relaxation
techniques such as deep breathing and muscle relaxation. |
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11. |
Maintains balance in his/her life by pursuing
a variety of interests outside of work. |
When
approaching a typical, routine problem s/he:
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States clearly and explicitly what the problem
is; avoids trying to solve it until having defined it. |
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Always generates more than one
alternative solution to the problem, instead of identifying only
one obvious solution. |
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Keeps steps in the problem-solving process
distinct; that is, defines the problem before proposing alternative
solutions and then, generating alternatives before selecting
a single solution. |
When
faced with a complex or difficult problem that does not have
a straightforward solution, s/he:
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15. |
Tries to be flexible in the way s/he approaches
the problem; s/he doesn’t limit him/herself by conventional
wisdom or past practice. |
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Tries to unfreeze his/her thinking by asking
lots of questions about the nature of the problem before considering
how to solve it. |
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Frequently uses metaphors or analogies to help
analyze the problem and discover what else it is like. |
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18. |
Strives to look at problems from different
perspectives so as to generate multiple definitions. |
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Does not evaluate the merits of each alternative
solution to the problem until s/he has generated many alternatives. |
When trying to foster more creativity and
innovation among group or team members, s/he:
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20. |
Makes sure that there are divergent points
of view represented in every complex problem-solving situation. |
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21. |
Tries to acquire information from individuals
outside the problem-solving group who will be affected by the
decision, regarding their preferences and expectations. |
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22. |
Provides recognition not only to those who
come up with creative ideas (the idea champions) but also to
those who support others' ideas (supporters) and who provide
resources to implement them (orchestrators). |
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Encourages informed ‘rule breaking’ in
pursuit of creative solutions. |
In situations where
it is necessary to provide negative feedback or offer corrective
advice to someone, s/he: |
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24. |
Helps others recognize and define their own
problems when s/he counsels them. |
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Understands clearly when it is appropriate
to coach someone and when s/he should provide counseling instead. |
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26. |
When giving feedback to others, s/he avoids
referring to personal characteristics and focuses on problems
or solutions instead. |
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When trying to correct someone’s behaviour,
his/her relationship with the other person is almost always strengthened. |
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28. |
Is descriptive when giving negative feedback
to others. That is, s/he objectively describes events, their
consequences and his/her feelings about them. |
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29. |
Takes responsibility for his/her statements
and point of view by using, for example, "I have decided" instead
of "They have decided." |
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30. |
Strives to identify some area of agreement
in a discussion with someone who has a different point of view. |
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31. |
Doesn't talk down to those who have less power
or less information than s/he does. |
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32. |
When discussing someone’s problem, s/he
usually responds with a reply that indicates understanding rather
than advice. |
In a situation where it is important
to obtain more personal power, s/he: |
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33. |
Always puts forth more effort and takes more
initiative than expected in his/her work. |
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34. |
Is continually upgrading his/her skills and
knowledge. |
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35. |
Strongly supports organizational ceremonial
events and activities. |
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36. |
Has formed a broad network of relationships
with people throughout the organization at all levels. |
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37. |
Consistently strives to generate new ideas,
initiate new activities and minimize routine tasks. |
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38.
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Consistently sends personal notes to others
when they accomplish something significant or when s/he passes
along important information to them. |
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39.
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Refuses to bargain with individuals who use
high-pressure negotiation tactics. |
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40.
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Always avoids using threats or demands to impose
her/his will on others. |
When another person
appears to lack motivation, s/he: |
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41.
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Always determines if the person has the necessary
resources and support to succeed in a task. |
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42.
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Uses a variety of rewards to reinforce exceptional
performances.
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43.
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Designs task assignments to make them interesting
and challenging. |
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44.
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Makes sure the person gets timely feedback
from those affected by task performance. |
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45.
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Always helps the person establish performance
goals that are challenging, specific and time-bound. |
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46.
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Attempts to reassign or release a poorly performing
individual, only as a last resort. |
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47.
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Consistently disciplines when effort is below
expectations and capabilities. |
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48.
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Makes sure that people feels fairly and equitably
treated. |
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49.
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Provides immediate compliments and other forms
of recognition for meaningful accomplishments. |
When someone is doing
something that needs correcting, s/he: |
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50.
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Avoids making personal accusations and attributing
self-serving motives to the other person. |
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51.
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When stating his/her concerns, s/he presents
them as his/her problem. |
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52.
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Succinctly describes problems in terms of the
behaviour that occurred, its consequences and his/her feelings
about it. |
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53.
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Specifies the expectations and standards that
have been violated. |
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54.
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Encourages two-way interaction by inviting
the respondent to express his or her perspective and to ask questions |
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55.
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Makes a specific request, detailing a more
acceptable option. |
When
someone complains about something s/he’s done, s/he: |
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56.
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Shows genuine concern and interest, even when
s/he disagrees. |
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57.
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Avoids justifying her/his actions and becoming
defensive. |
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58.
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Seeks additional information by asking questions
that provide specific and descriptive information. |
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59.
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Looks for common areas of agreement. |
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60.
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Asks the other person to suggest more acceptable
behaviours. |
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61.
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Strives to reach agreement on a remedial plan
of action. |
When it is necessary
to mediate a conflict between two people, s/he: |
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62.
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Acknowledges that conflict exists and treats
it as serious and important. |
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63.
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Helps create an agenda for a problem-solving
meeting by identifying the issues to be discussed, one at a time. |
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64.
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Does not take sides but remains neutral. |
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65.
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Focuses the discussion on the impact of the
conflict on work performance.
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66.
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Keeps the interaction focused on problems rather
than on personalities. |
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67.
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Helps the parties generate multiple alternatives. |
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68.
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Helps the parties find areas on which they
agree. |
In situations where
s/he has an opportunity to empower others, s/he: |
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69.
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Helps people feel competent in their work by
recognizing and celebrating their small successes. |
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70.
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Provides regular feedback and needed support. |
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71.
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Tries to provide all the information that people
need to accomplish their tasks.
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72.
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Highlights the important impact that a person’s
work will have. |
When delegating work
to others, s/he: |
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73.
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Specifies clearly the results s/he desires. |
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74.
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Specifies clearly the level of initiative s/he
wants others to take (for example, wait for directions, do part
of the task and then report; do the whole task and then report,
and so forth). |
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75.
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Allows participation by those accepting assignments
regarding when and how work will be done. |
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76.
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Avoids upward delegation by asking people to
recommend solutions, rather than merely asking for advice or
answers, when a problem is encountered. |
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77.
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Follows up and maintains accountability for
delegated tasks on a regular basis. |
When attempting to
build and lead an effective team, s/he: |
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78.
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Knows how to establish credibility and influence
among team members and acts accordingly. |
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79.
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Is clear and consistent about what s/he wants
to achieve. |
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80.
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Builds a common base of agreement and engagement
in the team before moving forward with task accomplishment. |
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81.
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Articulates a clear, motivating vision of what
the team can achieve along with specific short-term goals. |
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82.
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Knows a variety of ways to help build strong
relationships and cohesion among team members. |
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83.
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Displays an understanding of the different
stages of team development experienced by most teams. |
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84.
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Helps the team avoid groupthink by making sure
that sufficient diversity of opinions is expressed in the team. |
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85.
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Manages difficult team members effectively,
through supportive communication, collaborative conflict management
and empowerment. |
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86.
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Encourages a win/win philosophy in the team---that
is, when one member wins, every member wins. |
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87.
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Diagnoses and capitalizes on his/her team’s
unique strengths. |
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88.
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Encourages the team to achieve dramatic breakthrough
innovations as well as small continuous improvements. |
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Comments:
What does s/he do that contributes strongly to her managerial
effectiveness?
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What does s/he do that detracts from her effectiveness in
a managerial capacity?
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Please add any other comments that you would like to make
directly to this individual:
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Your
name |
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Your
role |
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Person whose behaviour
you are rating: |
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Your
relationship to the person above: (Examples: staff, colleague,
manager, customer, client) |
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Contact Details |
Phone |
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Email |
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Preferred
Method of Contact
Phone
Email
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