Individual Report Prepared for Marc Case HRD Press/Training House, Inc.Amherst, Massachusetts.

Individual Report Prepared for Marc Case

HRD Press/Training House, Inc. Amherst, Massachusetts

What is MAP?

• Video Based Management Assessment

• 4 hour CD “Short” version, 8 hour “Long”

• Normative: Over 100,000 Managers

• Full Validity/Reliability Studies

• Excel Workshops Provide Skills

Managerial Assessment of Proficiency



Section I: Proficiency Profile

0% 25 50 75 100%

Administrative Competencies (Managing Your Job) Time Management and Prioritizing 23.0%

Setting Goals and Standards 14.0%

Planning and Scheduling Work 0.0%

12.3 % Administrative Proficiency Score:

Communication Competencies (Relating to Others) Listening and Organizing 10.0%

Giving Clear Information 18.0%

Getting Unbiased Information 2.0%

10.0 % Communication Proficiency Score:

Supervisory Competencies (Building the Team) Training, Coaching, and Delegating 7.0%

Appraising People and Performance 2.0%

Disciplining and Counseling 10.0%

6.3 % Supervisory Proficiency Score:

Cognitive Competencies (Thinking Clearly) Identifying and Solving Problems 8.0%

Making Decisions, Weighing Risk 8.0%

Thinking Clearly and Analytically 77.0%

31.0 % Cognitive Proficiency Score:

14.9% Average Proficiency Score

Management Style Theory X - Parent Child 3.0%

Theory Y - Adult Adult 0.0%

Communication Response Style Empathic 9 10.0%

Critical 18 99.0%

Searching 21 81.0%

Advising 12 18.0%

Personal Style Thinker 23 29.0%

Intuitor 23 65.0%

Sensor 27 48.0%

Feeler 27 79.0%

Created for : Marc Case Page: 4 Date: 9/23/2002

Competency Scores with Narrative Explanation

Time Management and Prioritizing

Your Score: 23.0%

Given your current position, external demands on your time may be out of your control. You have difficulty managing your time and prioritizing activities. Some things take much longer than you expect. Also, you may find it hard to control the many kinds of interruptions that keep you from getting the important things done. You may be trying to get everything done instead of getting the important things done. You are probably not aware of where your time actually goes.

Setting Goals and Standards

Your Score: 14.0%

You have difficulty distinguishing between wishes, activities, goals, and standards. Those with whom you work need to know what goals and standards you expect of them. You are probably driven by activities more than by goals, and are likely to give assignments without getting others to work with you in spelling out the goals and standards to be met.

Planning and Scheduling Work

Your Score: 0.0 %

You find it difficult to exert much influence over the planning and scheduling of activities at work. A variety of interruptions (crash projects, unscheduled delays, non-productive activities) make it very difficult to plan ahead. You are often forced to manage reactively (""putting out fires"") rather than proactively, which can be very frustrating.

Your Composite Score is 12.3 %


Section II - (continued)

Theory X and Theory Y Management

Style: Parent-Child and Adult-Adult

Your Score in Theory X: 3%

Your Score in Theory Y: 0%

Most of the questions you responded to in MAP pertain to a competency. Some statements, however, were included as a way of assessing your values ... . the views you hold about work and workers.

Two sets of values have influenced the way in which people have managed the work of others. Douglas McGregor labeled them Theory X and Theory Y and described them in his classic book, The Human Side of Enterprise. More recently the field of transactional analysis (TA) brings a new pair of terms to our understanding of these sets of values: Parent-Child (Theory X) and Adult-Adult (Theory Y). The table below makes the distinction clear:

I'm OK PARENT (Theory X) ADULT

Nurturing (Soft X) (Theory Y)

Judgmental (Hard X)

View of

Self SICK CHILD

(Theory X) (Theory X)

I'm not OK

You're You're not OK OK

View of Others

When we approach situations and people with the attitude that we are right and others are not (I’m OK, you’re not OK), we are operating from the PARENT state. As shown at the right, there are two kinds of parent behavior. The “nurturing” parent tends to protect subordinates, to gather them under one’s wings. This manager (the soft X) wants to be recognized as a friend.

10

Section III - Communication Response Style Scores with Narrative Explanation

Communication Response Style

THE NEED FOR AWARENESS

A vital ingredient of effective communication is being aware of the power you have to affect how the other person(s) will respond to you. The more effectively you listen and respond to others, the more they become aware—even subconsciously—of your responsiveness. As a result, they are more likely to respond positively when your turn comes to talk. In short, your response style serves as a model for those you communicate with, and is likely to influence their response style when it’s their turn to listen.

The pages that follow contain a description of the four response styles. All four were present in each of the items in the assessment. Your scores, reflecting your strength in each style, can be found on your profile in Section I. Here is a description of each style:

Empathic Response (Your Score: 10% )

The empathic response is a non-judgmental reply that captures the essential theme and/or feeling expressed. This communication mode reflects a positive attitude, sorts out elements of personal value, and goes all the way in making the communication a two-way exchange. A person in this mode will listen between the lines for underlying meanings, will keep an open mind by staying out of a judgmental framework, and will focus on what would be useful to do rather than on what is wrong. This person concentrates on fostering respect, rapport, trust, and understanding.

A major element of this communication style is that the empathic responder avoids the temptation to give advice. When people are given the opportunity to talk about and think through their problems, they have a better understanding of the implications of their problem and will be able to work out their own action plan. Although empathic responders avoid suggesting a solution, they can still remain a resource person who can share information when appropriate. It is important to remember that you don’t have to agree with what a person is saying to be an empathic listener. Your empathy extends to their feelings and what they might be experiencing ... . it need not extend to their actions.

Critical Response (Your Score: 99% )

The critical response expresses judgment or evaluation that the other person often perceives as a put-down. This response often results from our natural tendency to judge others, either approvingly or disapprovingly. This responding style often challenges what people say and why they feel the way they do. Even though people may tell you that they want feedback and evaluation, most people do not take kindly to criticism, regardless of the spirit in which it was given.

There are three unfortunate outcomes of the critical response: The other person (1) feels rejected or put down; (2) will usually retreat or “clam up;” and (3) will not have a chance to release the feelings and emotions that they need to express. We all give way to critical responses from time to time. What is important is that we know when it’s happening, and work to overcome the problems that our critical responses may create.


Section IV - Personal Style Scores with Narrative Explanation

Personal Style Assessment

YOUR FOUR COMMUNICATION STYLES

Four personality patterns were first recognized and researched by the Swiss psychoanalyst, Carl Jung. According to Jung, what really accounts for our personality differences is the mixture of four patterns of behavior that each of us possesses. We are all a combination of Intuitor, Thinker, Feeler, and Sensor. This mixture is genetically determined, Jung believed, and can be seen in infants at an early age. Teachers in the elementary grades have no difficulty identifying the mixture in their students. Here is what each of the four children typically looks like:

Intuitor (Your Score: 65% )

The intuitor sits alone, seemingly daydreaming. In reality, he/she is forming global concepts, integrating experience in different ways, looking for meaning in each, and constantly searching to know the why behind each what. Being told that something is true is not enough; the intuitor must discover it from personal experience.

Thinker (Your Score: 29% )

The thinker has a strong need to be correct. He/she demonstrates a structured and systematic approach to learning, gathering facts rather than ideas. The thinker is logical, organized, and systematic, and enjoys collecting and processing information and giving much attention to detail and precision.

Feeler (Your Score: 79% )

The feeler enjoys dealing with the moods, feelings, and emotions of self and others. Learning is visceral as much as verbal. He/she is empathetic, sentimental, and in tune with the feelings of others. Feelers are more concerned with the reactions of others than with objective reality.

Sensor (Your Score: 48% )

The sensor is action-oriented. He/she learns-by-doing; they who must grab the rock and hold it to know it’s real. This individual dissipates anxiety through action rather than by imagining, analyzing, or feeling. Restless, the senor is tapping feet or fingers while the mind races ahead.

Although your mixture of these four behavior patterns might change slightly over time, they are inborn and relatively stable. Thus, the same characteristics that we just observed in children will be equally apparent as they grow into adults. The following chart shows some of the typical adult behavior displayed by each of the four styles. Bear in mind that there is always a risk of stereotyping, and that not all of the characteristics associated with your predominant style will apply.


Section V - Development Priorities

This report displays the 12 competencies in order of development priority from highest to lowest.

Your most important development priorities are ranked from a combination of: 1. Your competency proficiency score 2. Your rating of how important the competency is in your job

The lower your proficiency score and the higher your rating of importance, the higher the priority for development.

This report is one method of identifying development priorities. Use this ranking as one input in creating your development plan.

The length of the black bar across the two scales displays how the proficiency score and the job importance rating combine to rank the development priorities. The longer the bar, the greater the development priority.

Proficiency Score Rating of Job Importance

Rank Competency 0 25 50 75 100 0 1 2 3 4 5

1 Getting Unbiased Information 2 5

2 Training, Coaching, and Delegating 7 5

3 Listening and Organizing 10 5

4 Giving Clear Information 18 5

5 Appraising People and Performance 2 4

6 Time Management and Prioritizing 23 5

7 Identifying and Solving Problems 8 4

8 Disciplining and Counseling 10 4

9 Planning and Scheduling Work 0 3

10 Making Decisions, Weighing Risk 8 3

11 Setting Goals and Standards 14 3

12 Thinking Clearly and Analytically 77 4


Section VI - Development Suggestions

Proficiency: Getting Unbiased Information

1. As soon as the interview is over, make notes that capture the facts and feelings you’ve just uncovered.

2. Ask open-ended questions that require more than a “yes” or “no” answer.

3. Ask others to evaluate your listening skills and then suggest ways to improve them.

4. Avoid thinking about your next question while your respondent is speaking. Pay full attention to what is being said.

5. Be pleasant, positive, and non-judgmental (adult-to-adult, not parent-to-child). 6. Before conducting an interview, write out the question and plan the sequence. Then throw your notes

away.

7. Consider proxemics (an individual’s use of space). Most manager-subordinate relationships begin in the social zone (from 4 to 12 feet) and progress to the personal zone (from 18 inches to 4 feet) after mutual trust has developed. Smaller or larger distances can make people uncomfortable.

8. Do not show impatience while others are speaking and do not interrupt them. 9. Eliminate barriers to listening, such as an uncomfortable environment, noise, or interruptions.

10. Employ the “funnel technique” (i.e., start with non-directive questions, then use self-appraisal questions, then use directive questions to complete the picture).

11. Look for gaps—what isn’t being said—and probe where necessary (e.g., “You haven’t mentioned the team’s reaction.” “They have been pretty angry.”).

12. Maintain a slow, relaxed style when you are trying to elicit feelings or information that might be touchy (confidential, embarrassing, etc.).

13. Since people are likely to say what they think you want to hear, try not to interject your feelings and opinions. Avoid giving them clues.

14. Take an interpersonal communication course to develop skills for communicating one-on-one.

15. Try to imagine yourself in the other person’s role, and anticipate how your communication is likely to be received and accepted.

16. Use open-ended questions that keep your respondent doing most of the talking.

17. Use probes that keep your respondent talking (e.g., “I see,” “Hmmm, that’s interesting,” “Tell me more,” “Can you elaborate,” “Really.”).

18. Use questions like these: “What do you think?” “How did you react?” “How would you handle the situation?” “Why should we turn down their proposal?”

19. When appropriate, conduct a group interview with 3 to 6 people. You can then cross-check to see how widespread the responses are. Also, the comments of each respondent will trigger other responses, giving you a more complete picture.

20. When interviewing more than one person, follow a guideline and ask the same questions, so that you can compare and verify responses.

21. When interviewing or eliciting opinions, remember that the more you get your respondent to do the talking, the more successful you’ll be.

22. When the other person has answered your question, summarize to confirm your understanding.

23. When you feel the other person has stopped short of giving you a complete answer, probe to get the additional information (e.g., “That’s interesting . . . Tell me more . . . What happened next? . . . How did he react?”).

24. When your respondent has stopped answering a question, smile, nod, and pause five seconds before continuing. This gives the respondent time to add something else.


Section VII

Creating an Individual Development Plan for Styles/Values

1. What one or two actions can I take based on information about my personal style that could improve my managerial effectiveness?

2. What one or two actions can I take based on information about my communication style that could improve my managerial effectiveness?

3. What one or two actions can I take based on my Theory X and Theory Y scores that could improve my managerial effectiveness?

4. What two or three areas related to my communication style, personal style, or managerial style could I use some coaching on?


Map/Excel Case Study

Key Outcomes / Company Performance

QUANTITATIVE SUMMARY

INCREASES

55 scores increased = 74% of group

The average increase was 40.36 percentile points

the greatest increase was 56 percentile points

5

• The organization targeted to raise the “Proficiency Composite” on MAP from the 55th percentile to the 66th percentile (an increase of 20%).

Case Study

Pre-Training and Post-Training MAP Scores

Pre Post % Change

Administration Time Management & Prioritizing 52 72 38% Setting Goals & Standards 51 72 41% Planning & Scheduling Work 60 69 15% Administrative Composite 54 71 34%

Communication Listening & Organizing 50 68 36% Giving Clear Information 54 77 43% Getting Unbiased Information 60 76 27% Communication Composite 55 73 33%

Supervisory Training, Coaching, Delegating 53 57 8% Appraising People & Performance 58 70 21% Disciplining & Counseling 58 78 34% Supervisory Composite 56 68 21%

Cognitive Identifying & Solving Problems 53 76 43% Making Decisions, Weighing Risk 59 69 17% Thinking Clearly & Analytically 50 65 30% Cognitive Composite 54 70 30%

Total PROFICIENCY COMPOSITE 55 71 29%

Styles Theory X (Parent-Child) 52 43 -17% Theory Y(Adult-Adult) 61 70 15%

Interactions Empathic 14 15 Critical 8 8 Searching 17 20 Advising 20 17

6

Pre & Post MAP Scoring Differentials

Managing to Excel

Follow Up Workshops For MAP

Work Effectively as a Stand Alone

World Class Instructional Design

Customize for Maximum Impact

Managerial Assessment of Proficiency Discussion

Points

• General Questions on MAP?

• What Are MAP’s Direct Competitors?

• Who Would Take MAP?

• How Does Unlimited Use Effect This?

• MAP’s Pricing Options…

• MAP Possibilities for You?

MAP License PricingUnlimited Use Means

• No limit to the amount of Managers you client has

• No limit to the amount of Excel Materials you reproduce

• No limit to your customization of the training materials

What is the Marquee Product License?

• Six World Class Training Tools

• Bundled Together For the First Time

• Unbeatable Pricing

• Unlimited Marketplace

• Built In Training/Consulting Days

• Easy Residual Income

What is Strategic Leadership?

• 16 “Case” Style Assessment

• 30 Minute to 3 Day Possibilities

• Video, Participant, Leader, Game

A Strategic Role for Leaders

• Employees have varied needs based on the work they are doing and what skills and attitudes they bring to it.

• Strategic leadership responds to these varying needs with appropriate strategies to guide the leader’s efforts.

• The leader chooses from a handful of general strategies, then uses judgment, experience, and creativity to find (many) good ways to implement the strategy depending on circumstances.

4 Combinations of 2 Dimensions

Delegate Instruct

involvement onboth dimensions

Less leadership Task-orientedbehaviors

Relate Coach

involvement (likeRelate + Instruct)

More leadershipbehaviors

People-oriented

P+

P-

T- T+

The Instruct Strategy

• Who, what, when, where, why, and how questions answered.

• Directive is OK if it is instructional, not controlling.

• Remember task capability can be limited not only by person’s skill but also by access to resources.

The Coach Strategy

• Coaching is high on both task-structure and relational/motivational dimensions.

• Most simply, this can mean a combination of Instruct and Relate actions.

• You can also use planned practice activities & gradual development, just like a good coach does.

• You often need to modify the task assignments to be an effective coach.

The Relate Strategy

• Cope with attitude issues first!

• Empathy alone is a powerful thing. It acknowledges others’ feelings.

• Listening well is a leadership skill.

• Most people respond well to helpful and considerate behavior. Do you?

The Delegate Strategy

• Benefits leader when employee self-manages, needs less attention

• Benefits employee when leader trusts him/her, encourages development

• Delegation uses less attention on task and person, but not no attention!

The Competency Model

82 Items in 24 Competencies Grouped in Five Clusters

What is PS Leader?

• 82 Item Competency Assessment

• Measures Proficiency & Importance

• Normed against 12,000+

• Online & Paper Versions

Performance Skills Leader Assessment

Strategic Focus

Change Management

Technology Management

Vision

Business Focus

Budgeting

Business Knowledge

Creativity

Quality Centered

Planning & Execution

Problem Solving

Workforce Focus

Coaching

Workforce Diversity

HR Management

Team Leadership

Interpersonal Focus

Conflict Resolution

Interpersonal Skills

Influencing

Oral Communication

Writing

Personal Focus

Action Orientation

Flexibility

Results Focused

Role Modeling

Time Management

Self Development

Competency Ranking

SUMMARY COMPETENCY AVERAGES 0 1 2 3 4 5

1. Change Management

2. Visioning

3. Problem Solving and Decision

Making

4. Creativity and Innovation

5. Results Focus

6. Commitment to Workforce Diversity

7. Technology Management and

Application 8. Time Management

9. Influencing

10. Human Resource

Management 11. Planning and

Executing

12. Team Leadership

0 1 2 3 4 5

Ranking Self Supervisor Direct Report Peer

Scale:

5. Very High Proficiency 4. High Proficiency 3. Moderate Proficiency 2. Low Proficiency 1. No Proficiency 0. Don't Know

Job Requirement Comparison

JOB REQUIREMENTS COMPARISON - SELF AND SUPERVISOR 0 1 2 3 4 5

1. Change Management

2. Visioning

3. Problem Solving and Decision

Making 4. Creativity and Innovation

5. Results Focus

6. Commitment to Workforce Diversity 7.

Technology Management and Application

8. Time Management

9. Influencing

10. Planning and Executing 11.

Human Resource Management

12. Team Leadership

13. Interpersonal

Skills 14. Coaching

15. Self-Development

16. Conflict Resolution and

Negotiation 17. Quality Centered

18. Flexibilty

19. Oral

Communication 20.

Writing 21. Role Modeling

22. Action

Orientation 23.

Budgeting 24. Business Knowledge

0 1 2 3 4 5

Ranking Self Supervisor

Scale:

5. Very High Proficiency 4. High Proficiency 3. Moderate Proficiency 2. Low Proficiency 1. No Proficiency 0. Don't Know

Top 5 Strengths

STRENGTHS

SELF PERCEPTION

You view the following areas as job strengths:

33. Uses human resources practices that promote good labor-management and employee relations (Human Resource Management) 79. Reviews and critiques others' writing in a constructive and substantive manner (Writing) 72. Fosters cooperation and teamwork among team members (Team Leadership) 3. Initiates appropriate action without being directed to do so (Action Orientation) 1. Acts decisively on own authority when timely action is needed, even in uncertain, difficult, or unpopular situations (Action Orientation)

SUPERVISOR PERCEPTION

Your supervisor views the following areas as job strengths:

70. Invests time and energy in self-development and growth (Self-Development) 47. Establishes policies or guidelines for the organization or program area (Planning and Executing) 62. Works persistently an agreed-upon goals despite opposition, distractions, and setbacks (Results Focus) 3. Initiates appropriate action without being directed to do so (Action Orientation) 37. Represents/promotes the organization or program to others (Influencing)

DIRECT REPORT PERCEPTION

Your direct report raters view the following areas as job strengths:

15. Provides constructive feedback in a timely manner (Coaching) 36. Informs management, employees, and others of program objectives and developments (Influencing) 35. Networks with key individuals or groups to accomplish goals (Influencing) 21. Identifies and understands the interests of others in the negotiation process (Conflict Resolution and Negotiation) 64. Puts priority on getting results and displays accountability for those results (Results Focus)

PEER PERCEPTION

Your peer raters view the following areas as job strengths: 69. Seeks and makes use of feedback on others (Self-Development) 31. Recognizes and rewards performance based on standards and organizational goals (Human Resource Management)

3. Initiates appropriate action without being directed to do so (Action Orientation) 45. Listens to others and shows understanding of what they are saying (Oral Communication) 33. Uses human resources practices that promote good labor-management and employee relations (Human Resource Management)

Top 5 Development Needs

DEVELOPMENT NEEDS

SELF PERCEPTION

You view the following areas as development needs:

18. Provides employment and development opportunities for a diverse workforce (Commitment to Workforce Diversity) 32. Takes appropriate corrective/disciplinary actions with employees (Human Resource Management) 39. Uses power, authority, and influence appropriately to achieve goals (Influencing) 48. Develops and adjusts strategic and other long-term plans (Planning and Executing) 42. Champions organizational change based upon a strategic view of the future (Change Management)

SUPERVISOR PERCEPTION

Your supervisor views the following areas as development needs:

41. Creates a work environment where individuals are treated equitably (Interpersonal Skills) 56. Recognizes and defines a problem or issue, gathers the data, and distinguishes between relevant and irrelevant information (Problem Solving and Decision Making) 36. Informs management, employees, and others of program objectives and developments (Influencing)

76. Ensures staff are trained and capable in new technology (Technology Management and Application) 10. Adjusts leadership style to fit a variety of situations and people (Coaching)

DIRECT REPORT PERCEPTION

Your direct report raters view the following areas as development needs: 52. Identifies how organizational or program results will be measured (Planning and Executing) 80. Creates a vision of the organization's future (Visioning) 65. Demonstrates a commitment to excellence in own performance, and serves as a role model to organization and employees (Role Modeling) 16. Determines employees' needs and provides opportunities for career development (Coaching) 26. Copes effectively with personal and job pressures that cause stress (Flexibilty)

PEER PERCEPTION

Your peer raters view the following areas as development needs:

73. Creates an environment that encourages open communication and collective problem solving (Team Leadership) 32. Takes appropriate corrective/disciplinary actions with employees (Human Resource Management) 71. Maintains technical proficiency in area of responsibility (Self-Development) 21. Identifies and understands the interests of others in the negotiation process (Conflict Resolution and Negotiation) 37. Represents/promotes the organization or program to others (Influencing)

Individual Task Scores

1. Acts decisively on own authority when timely action is needed, even in uncertain, difficult, or unpopular situations

Competency: Action Orientation

Gap: 0 Gap: 0 Gap: 0 Gap: -1.0 5 Current

Required

4 Scale:

3 5. Very High Proficiency

4. High Proficiency

2 3. Moderate Proficiency

2. Low Proficiency

1 1. No Proficiency

0. Don't Know

0 Self Supervisor Direct Report Peer

2. Takes calculated risks to move initiatives forward


Gap: 0 Gap: -2.0 Gap: -0.5 Gap: 0.5 5 Current

Required

4 Scale:


4. High Proficiency


2. Low Proficiency

1 1. No Proficiency

0. Don't Know


3. Initiates appropriate action without being directed to do so


Gap: 0 Gap: 2.0 Gap: 0 Gap: 1.0 5 Current

Required

4 Scale:


4. High Proficiency


2. Low Proficiency

1 1. No Proficiency

0. Don't Know


4. Prepares and justifies budgets for own organization, projects, and activities

Competency: Budgeting

Gap: 0 Gap: 0 Gap: -1.0 Gap: 0 5 Current

Required

4 Scale:


4. High Proficiency


2. Low Proficiency

1 1. No Proficiency

0. Don't Know


Development Suggestions

DEVELOPMENT NEED

Creates a work environment where individuals are treated equitably

This activity is linked to the following competency: Interpersonal Skills

DEVELOPMENT ACTIVITIES:

Consider the following activities to help you build your effectiveness in this area: 1. Seek feedback from peers and subordinates about their perceptions of your fairness. 2. Consider each of your employees. Decide if you have been favoring or neglecting certain

ones. Extend yourself to any whom you have been taking for granted or neglecting. 3. Ask the human resource department to hold a workshop on accepting others and looking for

the good in them. 4. Analyze whether you evaluate people according to their behavior or on a personal basis.

5. Allow for and accept differences in the individuals who work for you. 6. Encourage employees to come to you if they feel they are being treated unfairly. Have

a suggestion box for those who hesitate to come to you in person.

7. Review the pay and rewards given to your subordinates and make sure that they are equitable. 8. Ask your employees if they feel that the input that they are giving to the organization matches the output that they are receiving. 9. Analyze whether employees are being treated inequitably if you are encountering attitude or performance problems. 10. To the extent the organization routinely conducts employee assessments of managers, examine the data for your work unit to gauge whether employees see you as a fair manager. 11. Ask another peer who is familiar with your work unit to rank order the employees in your work unit; if there are differences between the peer's rank ordering and yours, examine whether the source of these differences reflects any unfairness in your judgments. 12. Develop a pattern of managerial consistency: the same instances of poor performance should elicit the same formal reactions from you, regardless of the employee's personal circumstances. Informal discussions with each employee about the source of the performance problem are legitimate, but the performance shortfall should elicit the same formal reaction for all employees. 13. Learn the management policies of the organization. They will serve as the best framework for the equitable treatment of employees in your work unit. 14. Each action creates a precedent that must be followed in the future; if you are not willing to follow the precedent, then don't do it in the first place. 15. Whenever in doubt about choosing between two managerial reactions, think of how you

would react if your manager chose one or the other of the two options. 16. Let difficult management problems sit for a little while, while you mull over the pros and

cons of each action; possibly consult with peers and managers whose judgment you respect.

17. To the extent possible, establish expectations in writing, with specific measurable results that are known to all employees. When performance shortfalls occur, the defect is then clear to everyone and it is not a matter of interpretation.

18. Publicly explain your expectations of the work unit, including your vision for the unit, how you plan to operate, and your goals and timelines.

19. To sensitize yourself to management actions eliciting perceptions of unfairness, volunteer to serve on the organization's internal grievance panel.

Psychological Type Indicator

Jungian Type Assessment

Well Established Sales History

In combination or as a stand-alone


Output is Work-Focused:

•Problem Solving

•Conflict Handling

•Job-Type Preferences

•Stress Management

•Team Interaction

•Communication

P T I C E R T I F I C A T I O N W O R K S H O P

Team Workshop Data

Functions Lens Quadrants Lens One of the Type Lenses, the Functions Lens, Your type also falls into one of the four groups your preferences by using only the Quadrants of the type table: IS, ES, IN, or EN. Functions, those preferences for information The Quadrants Lens is a useful tool when the gathering (S and N) and for decision-making (T team is dealing with change or culture issues. and F). Four combinations of Functions result: For example, when involved in a change: ST, SF, NF, and NT. They correspond to the • ISs want to be careful and mindful of columns of the type table. If your team is

details. working on communication issues, the Functions Lens can provide important insights. • ESs want to see and discuss the practical For example: results.

• INs want to work with ideas and • STs prefer to use proven methods of concepts. communication. • ENs want to maximise variety. • SFs like to share their experience to help others.

• NFs prefer to communicate in creative ways.

• NTs like to debate challenging questions.

ISTJ ISFJ INFJ INTJ ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ ESTJ ESFJ ENFJ ENTJ

© Worldwide Centre for Organisational Development, 2003

• Keirsey Temperment Theory

• Leadership Workshops

• Career Orientation Workshops

• Designing Workshop by “Type”

• Learning Style and Type


DISCstyles

Most Popular Behavioral Style Assessment

Versatile, Fits into Nearly Any Training Program

Highly Validated Tool Gives Your Comfort

Perfect Tool to Get Your Foot In The Door

DISCstyles

Dominant

Interactive

Cautious

Steady

DISCstyles

Dominant

Interactive

Cautious

Steady

DISCstyles

• Succession Planning

• Products They Already Use

• Customization Options

• Removing Limits on Training

• Severe Pricing Discounts

Selling Points & Discussion

Pricing Review and Discussion

Individual Report Prepared for Marc Case HRD Press/Training House, Inc.Amherst, Massachusetts.

Documents

supervisory proficiency

cognitive proficiency

composite score

theory y management

theory y adult adult

scheduling of activities

prioritizing activities

setting goals