360 degree evaluation of Tara Brabazon

leadership surveysurvey: Tara Brabazonstart: 28-Jan-2014 close: 10-Feb-2014

contents survey details1.2 introduction responses 95.00 % (19 Completed, 1 Incomplete)

2.1 performance overview organiser Louise Parkes

3.1 scale scores phone 0412822340

3.2 top 10 email [email protected]

3.3 bottom 10 industry Education - University

3.4 item scores size 1,000-10,000 employees

4.1 open-ended responses sector Public Sector / Government

5.1 guidelines country AustraliaSurvey powered by Voice Project, Page 1.1

survey purpose & methodologyy p p gy• This report shows the aggregated perceptions of work colleagues regarding a wide range of leadership

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High ≥80% ≥+10%Med 50<80% SD D M A SA <±10%Low <50% ≤-10%

%N/A Average Self Mgr Peers Rprts Others Distribution BenchExcl Self Excl Self % Diff

PERCEIVED EFFECTIVENESS 11% 99% 100% 98% 100% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +12%- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

VOICE Vision & Inspiration 5% 97% 92% 94% 100% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 3 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 - - +15%High Expectations 9% 100% 100% 100% 100% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +12%Advocacy 5% 99% 100% 98% 100% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +13%Verbal Influence 5% 100% 100% 100% 99% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +15%

ORGANISE Time Management 25% 89% 50% 94% 90% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2 3 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 - - - - - - - - +9%Quality 12% 98% 100% 98% 97% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 - +14%Speed 9% 95% 83% 96% 95% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 3 3 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 - - - +13%Problem Solving 9% 93% 75% 93% 95% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 - +12%

INNOVATE Continuous Improvement 9% 96% 75% 97% 97% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +15%Intellectual Stimulation 5% 98% 83% 96% 100% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +19%Risk Taking 5% 96% 58% 99% 98% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 3 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 - - +16%Optimism 9% 98% 83% 97% 99% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +14%

CONNECT Receiving Feedback 37% 80% 50% 72% 88% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 - - - - - - - - - - - - +7%Empathy 7% 93% 83% 89% 96% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 3 3 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 - - - - +10%Developing Others 12% 97% 83% 94% 100% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +14%Recognition 5% 97% 67% 99% 99% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 - +13%Performance Correction 44% 89% 75% 92% 90% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +18%Cooperation 14% 94% 83% 96% 95% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +13%

ENJOY Stress Management 14% 98% 100% 99% 98% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +17%Happiness 11% 99% 100% 100% 98% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 +13%Work-Life Balance 70% 78% 50% 75% 81% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 - - - - - - - - - - - - - - - - - - -4%Health & Safety 37% 95% 67% 100% 96% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 3 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 - - +12%



Top 10 Items %N/A Average Self Mgr Peers Rprts Others Distribution BenchExcl Self Excl Self % Diff

VerbalInfluence

10 Is a confident presenter 5% 100% 100% 100% 100% +15%

Optimism 35 Shows enthusiasm 5% 100% 100% 100% 100% +14%

VerbalInfluence

12 Speaks clearly 5% 100% 100% 100% 100% +14%

HighExpectations

4 Has high performance expectations 11% 100% 100% 100% 100% +14%

Advocacy 7 Speaks positively about the organisation toothers

5% 100% 100% 100% 100% +13%

Happiness 58 Keeps a good sense of humour 11% 100% 100% 100% 100% +13%

HighExpectations

6 Has a strong focus on results 11% 100% 100% 100% 100% +13%

PerceivedEffectiveness

69 I am willing to put in extra effort for him/her 5% 100% 100% 100% 100% +12%


70 I would be happy to keep working with him/her 5% 100% 100% 100% 100% +11%

HighExpectations

5 Wants to achieve 5% 100% 100% 100% 100% +9%



Bottom 10 Items %N/A Average Self Mgr Peers Rprts Others Distribution BenchExcl Self Excl Self % Diff

Work-LifeBalance

61 Maintains a good balance between work andother aspects of his/her life

74% 70% 50% 75% 75% -9%

ReceivingFeedback

38 Responds well when others give feedback 42% 77% 50% 67% 86% +2%

Work-LifeBalance

63 Has a social life outside of work 68% 79% 50% 81% -5%

ReceivingFeedback

39 Acts upon feedback given by others 42% 80% 50% 67% 89% +4%

TimeManagement

15 Is good at delegating work to others 21% 82% 50% 81% 85% +2%

Work-LifeBalance

62 Stays involved in non-work interests andactivities

68% 83% 50% 88% +1%

ReceivingFeedback

37 Seeks feedback about how he/she isperforming

26% 84% 50% 81% 89% +15%

PerformanceCorrection

51 Resolves disputes well 37% 88% 75% 94% 86% +14%

Empathy 42 Is sensitive to the different needs of differentpeople

5% 89% 75% 82% 95% +7%


50 Is good at correcting undesirable behaviour inothers

47% 90% 75% 92% 92% +20%



Full List of Items %N/A Average Self Mgr Peers Rprts Others Distribution BenchExcl Self Excl Self % Diff

Vision &Inspiration

1 Makes the purpose of the organisation feelimportant

5% 97% 100% 93% 100% +14%

2 Talks enthusiastically about the goals of theorganisation

5% 97% 75% 96% 100% +13%

3 Inspires people with ideas for the future 5% 97% 100% 93% 100% +19%

HighExpectations

4 Has high performance expectations 11% 100% 100% 100% 100% +14%

5 Wants to achieve 5% 100% 100% 100% 100% +9%

6 Has a strong focus on results 11% 100% 100% 100% 100% +13%

Advocacy 7 Speaks positively about the organisation toothers

5% 100% 100% 100% 100% +13%

8 Promotes the organisation's products and/orservices well

5% 99% 100% 96% 100% +13%

9 Tells others about the value of what theorganisation does

5% 99% 100% 96% 100% +13%

VerbalInfluence

10 Is a confident presenter 5% 100% 100% 100% 100% +15%

11 Explains his/her ideas well face-to-face 5% 99% 100% 100% 98% +15%

12 Speaks clearly 5% 100% 100% 100% 100% +14%




TimeManagement

13 Manages his/her workload well 26% 91% 50% 100% 91% +12%

14 Is good at managing the demands on his/hertime

26% 93% 50% 100% 94% +13%

15 Is good at delegating work to others 21% 82% 50% 81% 85% +2%

Quality 16 Shows attention to detail 11% 96% 100% 93% 97% +13%

17 Quality checks his/her work well 16% 98% 100% 100% 97% +16%

18 Ensures work meets required quality standards 11% 99% 100% 100% 97% +13%

Speed 19 Completes work quickly 11% 96% 100% 93% 97% +16%

20 Ensures tasks are completed on time 11% 91% 50% 96% 92% +9%

21 Gets a lot of work done 5% 99% 100% 100% 98% +15%

ProblemSolving

22 Is good at solving problems 11% 93% 75% 96% 93% +11%

23 Takes action to prevent problems fromoccurring

11% 93% 75% 88% 98% +13%

24 Responds to problems quickly 5% 94% 75% 96% 95% +13%




ContinuousImprovement

25 Looks for ways to improve products and/orservices

5% 99% 75% 100% 100% +17%

26 Finds more efficient ways to complete tasks 11% 93% 75% 96% 93% +13%

27 Considers creative solutions to problems 11% 96% 75% 96% 98% +16%

IntellectualStimulation

28 Has ideas that make others rethink some oftheir own ideas

5% 97% 75% 96% 100% +19%

29 Stimulates others to think about old problemsin new ways

5% 97% 75% 96% 100% +20%

30 Has interesting ideas 5% 99% 100% 96% 100% +18%

Risk Taking 31 Is comfortable with change 5% 97% 50% 100% 100% +17%

32 Is willing to try new things 5% 97% 50% 100% 100% +15%

33 Takes calculated risks 5% 93% 75% 96% 93% +16%

Optimism 34 Sees the positive side of things 5% 96% 75% 96% 98% +13%

35 Shows enthusiasm 5% 100% 100% 100% 100% +14%

36 Sees the future as being better than today 16% 97% 75% 95% 100% +14%




ReceivingFeedback

37 Seeks feedback about how he/she isperforming

26% 84% 50% 81% 89% +15%

38 Responds well when others give feedback 42% 77% 50% 67% 86% +2%

39 Acts upon feedback given by others 42% 80% 50% 67% 89% +4%

Empathy 40 Show's he/she understands the values, needsand interests of others

5% 93% 75% 93% 95% +11%

41 Treats people fairly 11% 96% 100% 92% 98% +11%

42 Is sensitive to the different needs of differentpeople

5% 89% 75% 82% 95% +7%

DevelopingOthers

43 Gives others chances to perform well on theirown

11% 97% 100% 92% 100% +13%

44 Creates opportunities for others to learn newskills

11% 97% 75% 96% 100% +15%

45 Helps others achieve their development goals 16% 97% 75% 95% 100% +16%




Recognition 46 Recognises people’s achievements 5% 96% 75% 96% 98% +12%

47 Tells others that he/she believes in theirabilities

5% 99% 75% 100% 100% +17%

48 Thanks others for their help 5% 97% 50% 100% 100% +10%


49 Is good at managing people who areunderperforming

47% 90% 75% 92% 92% +21%

50 Is good at correcting undesirable behaviour inothers

47% 90% 75% 92% 92% +20%

51 Resolves disputes well 37% 88% 75% 94% 86% +14%

Cooperation 52 Keeps people informed about what’s going on 11% 94% 100% 96% 93% +15%

53 Works well in a team 11% 94% 75% 96% 95% +10%

54 Is good at coordinating his/her work with others 21% 95% 75% 96% 97% +13%




StressManagement

55 Is able to stay productive when facing stressfulevents

16% 98% 100% 100% 98% +17%

56 Keeps a positive attitude when something goeswrong

11% 97% 100% 96% 98% +17%

57 Copes well under pressure 16% 98% 100% 100% 98% +18%

Happiness 58 Keeps a good sense of humour 11% 100% 100% 100% 100% +13%

59 Has fun at work 11% 99% 100% 100% 98% +15%

60 Likes the kind of work he/she does 11% 99% 100% 100% 98% +11%

Work-LifeBalance

61 Maintains a good balance between work andother aspects of his/her life

74% 70% 50% 75% 75% -9%

62 Stays involved in non-work interests andactivities

68% 83% 50% 88% +1%

63 Has a social life outside of work 68% 79% 50% 81% -5%

Health & Safety 64 Maintains a physically healthy lifestyle 58% 97% 75% 100% 100% +18%

65 Engages in safe workplace behaviour 32% 94% 50% 100% 97% +8%

66 Encourages others to be safe and healthy 21% 93% 75% 100% 93% +10%





67 Achieves his/her goals and objectives at work 26% 98% 100% 95% 100% +13%

68 Overall, is successful in this organisation 5% 99% 100% 96% 100% +11%

69 I am willing to put in extra effort for him/her 5% 100% 100% 100% 100% +12%

70 I would be happy to keep working with him/her 5% 100% 100% 100% 100% +11%


open-ended responsesList up to three strengths this person brings to the workplace (please note your responses will beincluded in full in the final report)

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Tara is an inspiring leader, enthusiastic, highly positive a real motivator of others and makes people feel valued and acknowledged for their work. She has agreat sense of humour and brings valuable outside perspectives in how things canbe improved or changed. Tara has a positive belief in her own strengths andwhat she can contribute which inspires confidence that things will be done well.

A positive, enthusiastic approach to achieving organsational goals and to assisting others to achieve personal professional goals while respecting personalities;approachability; capacity to perceive the nub of an issue and to suggest creative solutions.

Leadership Experience outside this institutionCommunication skillsWillingness to think outside received frames

Tara radiates enthusiasm in a way that I find refreshing - and which I could see as being contagious.Tara is optimistic and speaks freely about the future and her plans for the future.Tara has the confidence to openly support colleagues in public environments.

she is a scholar that walks the talk.she is engaging and personable.she is passionate and committed.

EnergyCapacityLeading by example

Tara has the ability to make individual staff feel valued. She values the opinions of others, regardless of their position within the organisation and encouragesthe staff to make a contribution to the operation of the School.

Tara is extremely giving of her time in the support that she provides to all staff. No matter what the situation, Tara will make herself available to providementoring, guidance and support where required, often working well beyond normal office hours.

Tara’s exceptional communication skills, which extend to her media experience, has been of great benefit to the School. Her willingness and ability to directlyengage with the media has been extremely positive and has made a direct contribution to our student enrollment for 2014 (due to her willingness to directlyengage with potential students)

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1. Enthusiasm2. An outstanding research and teaching career (this provides an excellent role model)3. The ability to read people and work to their strengths


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Communication skills: makes us look forward to hearing from her (excited rather than worried about what is wrong when we get an email);Encouraging productivity: gives us great opporutunities to produce and makes hard work a pleasure;Always positive and makes you feel good. Trusts you; gives you some autonomy and believes in you.Can I add more?

1. Passion - Tara drips with passion for her work and her staff.2. Ability to build relationships and motivate others - Tara is excellent at making people excited about their work and want to try their best.3. Excellent communication skills - Tara is a very good listener and has worked very hard to develop consistent and regular communication with staff at allthree campuses. She promotes intellectual discourse through her weekly communications that provide insights into a variety of academic research.4. Builds leadership capacity in all staff - Tara completed performance management evaluations for every staff member, something that has not been donesince I started at CSU. She pushes you, in a supportive way, to strive harder to be your best.5. Tenacity - Tara works incredibly hard and seems to be very diligent about ensuring processes are followed.

Tara`s ability to provide consisitent and timely feedback is a refreshing and provides a sense of accomplishment personally in the workplace.Tara`s enthusiasm and knowledge of education, social justice and communication is bringing CSU into the 21st century.In conjunction with the former strength is her knowledge of Computer technology,especially the use of Vodcast and Podcasts to connect with current andpotential students.

IntelligentDynamicApproachable

The care and concern you show for all people in their individual circumstances is really appreciated

The positive `vibe` created in the building since you arrived has been great. Your approach to people and the example you show by your own work ethic makespeople want to go the bit extra, as that is seen happening `from the top`.

Your support and encouragement for each individual to strive to reach their potential



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1. Enthusiasm2. An outstanding research and teaching career (this provides an excellent role model)3. The ability to read people and work to their strengths

enormous energy, creativity and the capacity to inspirea sense of optimism and a very ethical outlook on lifeintellectual firepower

clear effective communicatorgenerates a `can do` attitude amongst staffappreciates the efforts and productivity of staff

Vision,Enthusiasm and energy,Deep sense of what it is to be an academic in a university and able to lead colleagues to become better academics


open-ended responsesList up to three ways this person could improve their effectiveness in the workplace (please noteyour responses will be included in full in the final report)

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I think Tara is very effective in the workplace. A couple of small things that would help me support her in the workplace* Less auto-agreement and more productive exploration of differing views in meetings;* Willingness to talk over issues before taking actions in difficult cases

Try to publish more in Education 1300 Field of Research Codes to give the Faculty the boost it`s going to need in the next ERA;While it`s lovely for staff to receive consistently extremely positive responses from Tara, I do wonder from time to time whether in her heart of hearts, shealways really feels as positive as her responses suggest. That in turn makes me wonder, whether I would actually be able to tell if she was disappointed,displeased, or otherwise less than impressed. Sometimes I find that can be a bit disconcerting. disconcerting

1. Relax a little as you are doing a marvellous job.I really can`t think of anything else Tara could improve upon. Tara appears to give 120% to her role as HOS. Perhaps a consideration would be for Tara toensure that she looks after her own wellbeing as well as those of the staff and the overall leadership and management of the SOTE. However, Tara mayalready have this matter in hand - I`m just not sure.

Sometimes, we worry about you, because you take on a lot of work that could be done by others

Sometimes meetings could be longer to open up the space for strategic and collaborative problem solving.

If Tara could delegate work more I believe this would provide her with more time to complete the necessary tasks in the busy and demanding position she has.I believe she is extremely effective in the workplace.

1. Responsiveness - I believe Tara`s workload is very high and as a result she can`t be as responsive to staff requests for consultation as she would like to be.Having regularly scheduled meetings with each campus would assist with this.

I have not noted any ways in which Tara could improve. I just hope that she looks after herself because we want her forever.

I have struggled to suggest ways that Tara could improve her effectiveness in the workplace as overall I believe that she is doing an outstanding job.


open-ended responsesList up to three ways this person could improve their effectiveness in the workplace (please noteyour responses will be included in full in the final report)

72

N/A

Distributing leadershipBuilding school culture as a collective

Sometimes I wonder if Tara`s powerful enthusiasm might be perceived as a type of pressure for others to "get on board" when they may like to take a slowerapproach to something new?

As I don`t work in Tara`s school I am not in a position to answer this one in detail


interpretation & action planning

guidelines


SD D M A SA

Distribution

• This report presents information about how you scored on

the items and scales (ie, groups of items aggregated together)

within the survey. Please note that because of some unique

characteristics of leadership surveys, the way we present

results in this report is slightly different to how we present

results for most of our other surveys, so please pay close

attention to the explanations that follow.

• At the most basic level of reporting for items and scales,

“traffic lights” (ie, green, yellow and red colours) are used to

indicate whether the percentage is “High”, “Medium” or

“Low” based on commonly used, but nevertheless arbitrary,

cut-offs of “>=80%”, “50-<80%” and “<50%”.

• Showing the results in a bit more detail, the distribution of

responses for each item and scale is presented. The

distribution bars show what proportion of respondents

answered “Strongly Disagree”, “Tend to Disagree”,

“Mixed/Neutral”, “Tend to Agree” or “Strongly Agree”.

interpretation guidelines

Medium

>=80%>=80%

50<80%50<80%

<50%<50%

High

Low

Legend

Medium

>=80%>=80%

50<80%50<80%

<50%<50%

High

Low

Legend


• For each item and scale, the percentage of respondents who

answered “Not Applicable/Don’t Know” is shown in the

column labeled “% N/A”. Analyses on all items and scales do

not include these responses.

• The “Average” score shows the average for all the

participant’s raters on the 5-point rating scale converted into

a 0-to-100 score where 0% = “Strongly Disagree”, 25% =

“Tend to Disagree”, 50% = “Mixed/Neutral”, 75% = “Tend to

Agree” and 100 = “Strongly Agree”. Please note that the

‘Average’ is the score for all respondents excluding self-

ratings.

• The Average statistics are colour-coded using the same

“traffic lights” described on the previous page.

• Where external benchmark data are available, the

“benchmark percent difference” (represented by “Bench %

Diff”) for your results is shown. The percentage difference

scores show the difference between your “Average” score

and the average in our benchmarking database. A positive

score shows that your score is above the benchmark average,

and a negative score shows that your score is below the

benchmark average. A slightly different colour-coding is used

for the % Diff scores, with green showing results where you

are 10% or more higher than the benchmark average, and red

indicates a score of 10% or more less than the benchmark

average.


High ≥80% ≥+10%

Med 50<80% <±10%

Low <50% ≤-10%

%N/A % Mean Bench

Excl Self % Diff

8% 90% +13%

0% 80% -2%

0% 50% -28%

0% 85% 0%


Average

• A unique characteristic of leadership surveys is that you are

also shown the breakdown of results across the different

rater groups. The columns show self-ratings (“Self”), ratings

from your manager (“Mgr”), ratings from your peers

(“Peers”), ratings from your direct reports or other employees

lower in the organisational hierarchy than you (“Rprts”), and

ratings from people with other reporting relationships

(“Others”). It is not common to include other reporting

relationships in leadership surveys, so the “Others” column is

often empty.

• The scores for these rating groups use the same “% Mean”

calculation and “traffic lights” colour-coding described on the

previous page.

• Scores from self-ratings and ratings from a manager are

always shown if a response was given. However, to protect

anonymity, scores from peers, reports and others are only

shown when there were two or more responses.


Self Mgr Peers Rprts Others

75% 75% 88% 50% 88%

75% 100% 88% 63% 75%

75% 50% 25% 50%

100% 75% 88% 50%


reviewing your feedbackBefore considering what actions you might take as a result of this report, it is important to review the feedback

thoroughly. Below are some reflection activities to help you consider the feedback in a holistic manner. The next two

pages help you identify your strengths, and identify between 1 and 3 practices or behaviours to develop.

reflection activities

1. Looking at the columns in the “performance overview”, tick the column with the greatest amount of green and

yellow (suggesting a broad area of strength), and circle the column with the least green and most red (suggesting a

broad area for development).

2. Is the feedback from others consistent with your own ratings or expectations? Reading through all the results for

the scales and items, tick the areas where you are pleased with the score or the feedback is higher than you

expected (suggesting possible strengths). Circle the results where you are disappointed with the results or the

feedback is lower than you expected (suggesting possible areas for development).

3. Reading through the open-ended questions, tick the strengths that you are most pleased with, and circle the

suggested areas for development that you think are most important to address.

4. To what extent is this feedback consistent with, or in contrast to, other performance-related data? Feedback from

surveys like these must always be interpreted in a broader context of a wide range of performance indicators.

5. Talk through these results with people involved in the survey, and others that know you well. Strive hard to not be

defensive in these conversations, and focus more on asking questions and lots of listening rather than debating.


strengthsIt is essential that you celebrate your strengths. Following surveys, too often sole focus is given to the lower scoring

areas. An important first step, however, is recognising strengths. In the boxes below, list what you believe are three

important strengths reflected in these survey results.

1

2

3


development areasA critical principle in action planning is focus. Don’t try to improve too many areas at once. In the boxes below, list

between 1 and 3 areas for development based on those issues you circled earlier. The shorter this list the better – often

devoting laser focus to one area can result in greater overall improvement than trying to spread your energy and

resources too thinly across multiple issues.

1

2

3


action planning & monitoringNow that you have identified some strengths and areas for development, it is time to develop your plans for how you

will capitalise on your strengths and improve in your development areas. Developing plans for action, and monitoring

progress against those plans, is the most critical component of any survey. The time and effort that you and others have

put into implementing the survey will achieve little unless a structured approach is taken for acting upon the results. We

have listed below several questions that you should consider in developing your action plan, and on the next page we

provide a template for documenting your plans.

action planning questions

1. Your strengths reflect ways that you can differentiate yourself and add substantial value to the world around you.

Can you enhance your strengths through further development? Can you find new ways to apply your strengths?

2. For your development areas, sometimes the solution is not to change the underlying practice or behaviour. Are

there ways that perhaps you need to better manage expectations of yourself or others? Are there ways that you

can compensate for the lower scoring areas by drawing upon the strengths of other individuals or organisations?

3. If you choose to improve a particular practice or behaviour, how will you learn how to improve? What can you read?

What workshops can you attend? How can you obtain coaching? What experts can you speak to? Who can you

observe that does this practice or behaviour well?

4. The environment around you shapes your practices and behaviours. Changing practices and behaviours is often not

possible without changing the elements of the environment that influence the behaviours. What practices and

behaviours of other people, units and organisations in your broader environment may need to be changed in order

for you to achieve your own goals? Whose help do you need to enlist to ensure successful change?


action planThe table below presents a simple framework for developing an action plan. You may want more space than is available

below, or you may want to use another one of the many action planning systems available. That’s fine. What’s important

is that you document a plan and monitor your progress against the plan. Good luck! And if you’ve found this survey

useful, please consider running another survey in 6 or 12 months time to track your progress.

goal(what do you want to achieve?)

tasks(how will you get there?)

deadline(by when?)

monitoring(how will you track progress?)

1

2

3


360 degree evaluation of Tara Brabazon

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