Compendium-of-Questionaire-and-Inventories-1.pdf

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

Copyright © 2007 by Sarah Cook
The materials that appear in this book, other than those quoted from prior sources, may be
reproduced for educational/training activities. There is no requirement to obtain special
permission for such uses.
This permission statement is limited to reproduction of materials for educational or training
events. Systematic or large-scale reproduction or distribution—or inclusion of items in
publications for sale—may be carried out only with prior written permission from the publisher.
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Cover design by Eileen Klockars

Compendium of Questionnaires and Inventories, Vol. 1 iii
Contents
Preface..................................................................................................................... v
Acknowledgment...................................................................................................... vii
Matrix Index.............................................................................................................. ix
1 Action Planning ........................................................................................... 1
2 Assertiveness.............................................................................................. 5
3 Change Management—Individuals ............................................................. 11
4 Change Management—Organizations ........................................................ 17
5 Coaching Skills............................................................................................ 23
6 Communication Style .................................................................................. 31
7 Conflict Management .................................................................................. 39
8 Counseling Style ......................................................................................... 47
9 Creativity ..................................................................................................... 53
10 Customer Focus—Individuals...................................................................... 59
11 Customer Focus—Organizations ................................................................ 67
12 Customer Satisfaction ................................................................................. 73
13 Delegation ................................................................................................... 83
14 Employee Attitudes ..................................................................................... 89
15 Empowerment ............................................................................................. 93
16 Evaluation of Training.................................................................................. 97
17 Facilitation ................................................................................................... 101
18 Feedback Skills ........................................................................................... 107
19 Influencing Skills.......................................................................................... 111
20 Interview Skills............................................................................................. 115
21 The Learning Organization.......................................................................... 121
22 Learning Style ............................................................................................. 127
23 Listening Skills............................................................................................. 133
24 Management Competencies........................................................................ 139
25 Management Style ...................................................................................... 147
26 Meeting Skills .............................................................................................. 155
27 Mentoring .................................................................................................... 161

iv Compendium of Questionnaires and Inventories, Vol. 1
28 Motivation.................................................................................................... 165
29 Negotiation Skills......................................................................................... 173
30 Organizational Culture................................................................................. 183
31 Performance Appraisal Skills....................................................................... 193
32 Performance Appraisal Style....................................................................... 197
33 Presentation Style ....................................................................................... 203
34 Project Management ................................................................................... 213
35 Questioning ................................................................................................. 217
36 Recruitment and Selection .......................................................................... 223
37 Report Writing ............................................................................................. 227
38 Selling Skills ................................................................................................ 233
39 Setting Objectives ....................................................................................... 237
40 Stress Management .................................................................................... 243
41 Team Behavior............................................................................................ 249
42 Team Effectiveness..................................................................................... 255
43 Team Review .............................................................................................. 261
44 Team Self-Appraisal.................................................................................... 265
45 Telephone Skills.......................................................................................... 269
46 Time Management ...................................................................................... 275
47 Trainer Feedback ........................................................................................ 281
48 Written Communication ............................................................................... 285

Compendium of Questionnaires and Inventories, Vol. 1 v
Preface
This compendium 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
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 surveys. It is designed as a source of reference and covers a number of
topic areas.
Design
Inventories are arranged in alphabetical order by topic. For easy reference, they are
listed by the following ten categories in the matrix index on page ix.
• Coaching/counseling
• Communication
• Customer service
• Leadership skills
• Organizational awareness
• Performance management
• Personal effectiveness
• Recruitment and selection
• Teamwork
• Training and development
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 the 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 tips can be reminders for the learner and
help form the basis of an action plan.

vi Compendium of Questionnaires and Inventories, Vol. 1
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 prac-
tice is to give delegates the option of sharing 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 com-
pleting 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 people’s 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 take 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.

Compendium of Questionnaires and Inventories, Vol. 1 vii
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

Compendium of Questionnaires and Inventories, Vol. 1 ix
Matrix Index
Page
Numbers
Coaching/Counseling
Communication
Customer
Service
Leadership
Skills
Organizational
Awareness
Performance
Management
Personal
Effectiveness
Recruitment
and
Selection
Teamwork
Training
and
Development
Action Planning 1 •
Assertiveness 5 • •
Change Management—Individuals 11 •
Change Management—Organizations 17 •
Coaching Skills 23 •
Communication Style 31 • •
Conflict Management 39 • • • • •
Counseling Style 47 •
Creativity 53 • •
Customer Focus—Individuals 59 •
Customer Focus—Organizations 67 • •
Customer Satisfaction 73 •
Delegation 83 • •
Employee Attitudes 89 • •
Empowerment 93 • • • •
Evaluation of Training 97 •
Facilitation 101 • • • •
Feedback Skills 107 • • • • •
Influencing Skills 111 • • • •
Interview Skills 115 • • •
The Learning Organization 121 • •
Learning Style 127 • •
Listening Skills 133 • • • • •

x Compendium of Questionnaires and Inventories, Vol. 1
Page
Numbers
Coaching/Counseling
Communication
Customer
Service
Leadership
Skills
Organizational
Awareness
Performance
Management
Personal
Effectiveness
Recruitment
and
Selection
Teamwork
Training
and
Development
Management Competencies 139 •
Management Style 147 • •
Meeting Skills 155 • • •
Mentoring 161 • •
Motivation 165 • • •
Negotiation Skills 173 • •
Organizational Culture 183 •
Performance Appraisal Skills 193 •
Performance Appraisal Style 197 •
Presentation Style 203 • • •
Project Management 213 • •
Questioning 217 • • • • •
Recruitment and Selection 223 •
Report Writing 227 • •
Selling Skills 233 • •
Setting Objectives 237 •
Stress Management 243 •
Team Behavior 249 •
Team Effectiveness 255 •
Team Review 261 •
Team Self-Appraisal 265 •
Telephone Skills 269 • • •
Time Management 275 • •
Trainer Feedback 281 •
Written Communication 285 • • •

Compendium of Questionnaires and Inventories, Vol. 1 1
1
Action Planning
Action plans are a well-used instrument in the manager’s and training professional’s
toolkit. However, many plans look good on paper, but are never implemented.
Use this action planning checklist to ensure that your future actions are planned effec-
tively.

Reproduced from Compendium of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc. 3
Action Planning Checklist
Answer each of the following questions by indicating Yes or No.
Yes No
1. Have you specified your goal?
2. Have you set target dates for the commencement and achievement of
your goal?
3. Have you determined how you will know when your target has been
achieved (qualitative and quantitative measures of success)?
4. Are you sure that your goal is achievable? (If not, break it down into
smaller tasks.)
5. Have you outlined the action needed to achieve your goal?
6. Have you specified how and when the actions will take place?
7. Have you determined who and what can help you achieve the goal?
8. Have you determined how and when you will use this help?
9. Have you thought through who and what can hinder you in achieving
your goal?
10. Have you developed a plan for how and when you will minimize these
hindrances?
11. Have you considered who needs to be informed or consulted about
your plan and when?
12. Are you confident that your goal is realistic?

2
Assertiveness
This survey is designed to help you discover how assertively you communicate at work.

Assertiveness Survey
Using the following scale from 1 to 4, rate each statement by circling the score that best
typifies your behavior at work. Be honest! There are no right or wrong answers.
4 = Always
3 = Often
2 = Seldom
1 = Never
1. When I am not happy about a situation, I drop hints to
other people about my feelings.
4 3 2 1
2. If I realize the person to whom I am speaking is not
listening, I stop talking.
4 3 2 1
3. When I am not sure how to do a task, I feel comfortable
asking for assistance.
4 3 2 1
4. When someone does not agree with what I am saying, I
raise my voice to make my point.
4 3 2 1
5. I feel embarrassed when someone compliments me. 4 3 2 1
6. I let my boss know when I disagree with him/her. 4 3 2 1
7. I like to be in control of a situation. 4 3 2 1
8. When someone takes advantage of me, I find a way to
even the score.
4 3 2 1
9. When I disagree with someone, I give them the silent
treatment.
4 3 2 1
10. I feel guilty when I have to ask others for help. 4 3 2 1
11. I express my opinion to others in an honest and direct way
when it is appropriate to do so.
4 3 2 1
12. I tell other people when they have done something wrong. 4 3 2 1
13. If I don’t agree with a task that I have been given, I
procrastinate in doing it.
4 3 2 1
14. I prefer to comply with the majority decision, even if it is
not convenient for me.
4 3 2 1
15. If one of my colleagues is more knowledgeable than I am,
I call on them for advice or information.
4 3 2 1

8 Reproduced from Compendium of Questionnaires and Inventories, Vol. 1, Sarah Cook, HRD Press, Inc.
Assertiveness Survey (continued)
Now, using the scale of 1 to 4 below, score how strongly you agree or disagree with the
following statements.
4 = Agree strongly
3 = Agree somewhat
2 = Disagree somewhat
1 = Disagree strongly
16. I can be sarcastic to my colleagues. 4 3 2 1
17. I don’t like telling people my honest opinion if I think it will
hurt their feelings.
4 3 2 1
18. I believe I have the right to say “no” to other people’s
requests and to negotiate a compromise.
4 3 2 1
19. I am not afraid to be rude to other people. 4 3 2 1
20. My anger tends to be explosive. 4 3 2 1
Scoring
Transfer the score that you have given to each statement on the appropriate line below.
Then total each column.
1. 2. 3. 4.
8. 5. 6. 7.
9. 10. 11. 12.
13. 14. 15. 19.
16. 17. 18. 20.
Total: Total: Total: Total:
Passive
Aggressive
Passive Assertive Aggressive
Look at the column where your score is the highest. This is the behavior that is typical of
you most of the time.
Then look at your second highest score. This is your back-up style—the behavior you
adopt when you are under pressure or are stressed.
If your first and second highest scores are similar, this indicates that you can adopt
either style, depending on the situation.

Assertiveness Survey (concluded)
Definitions of Behavior
Assertive
• Expressing your thoughts, feelings, opinions, and beliefs in a direct and honest
way
• Standing up for your own rights in such a way that you do not violate another
person’s rights
Passive
• Expressing your needs, wants, opinions, feelings, and beliefs in an apologetic
way
• Failing to stand up for your own rights or doing so in such a way that others can
easily disregard them
Aggressive
• Expressing your feelings, wants, and needs in an inappropriate tone, through
inappropriate language or setting
• Standing up for your own rights, but doing so in a way that is demeaning, hurt-
ful, or offensive to other people
Passive Aggressive
• Expressing your feelings, opinions, and needs in an indirect way that on the
surface looks passive (not hostile) but in reality damages the other person
• Standing up for your own rights, but in such a way that indirectly expresses
anger or frustration, such as through sarcasm that sounds humorous but
underneath belittles another individual

3
Change Management—
Individuals
Change has become an integral part of organizational life. People react to it in different
ways.
Use this survey to diagnose your reaction to changes that are happening in your work-
place.

Change Management Survey
Read each statement about change that is affecting you at work and check the
response that is typical of your reaction.
Yes No
1. I think the changes that are happening are for the best.
2. I need to make the best of change.
3. I obstruct the changes that are taking place.
4. I feel angry about the changes.
5. I’d prefer to stay as we were before the change.
6. I am prepared to help others accept change.
7. There might be benefits to be gained from change.
8. I withhold my support for change.
9. I am anxious about change.
10. I don’t want to know about change.
11. My workplace will be better as a result of change.
12. I am willing to find out more about change and how it will affect me.
13. I blame management.
14. I feel frustrated that I have no control over change.
15. If I ignore change, it might not affect me.
16. I feel committed to change.
17. Change is not as bad as I originally thought.
18. I openly resist change.
19. I am upset at the need to change.

Change Management Survey (continued)
Yes No
20. I can’t believe that change is for the good.
21. I can see the benefits of change.
22. I accept the need to change.
23. I make my complaints known about change.
24. I feel sad at the loss of the status quo.
25. I’d rather get on with what I am doing than be involved in change.
26. We will benefit positively from the change that is happening.
27. I have started to explore what change means for me.
28. I am looking for other work possibilities that are not affected by
change.
29. I feel emotional about losing our old ways of working.
30. Change won’t affect me.
Scoring
Put a checkmark by each statement number where you scored “yes.” Then total the
number of checkmarks in each column.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13. 14. 15.
16. 17. 18. 19. 20.
21. 22. 23. 24. 25.
26. 27. 28. 29. 30.
C Total A Total R Total E Total D Total

Change Management Survey (continued)
Productivity
Time
+ve
-ve
Denial Commitment
Emotion Acceptance
Resistance
Interpreting Your Score
The change management survey is based on the transition curve, developed by
Rosabeth Moss Kanter.
It helps people understand the following typical reactions to change:
C – Commitment
A – Acceptance
R – Resistance
E – Emotion
D – Denial
Look at your highest score(s) (you may have similar scores for several categories). This
indicates where you are on the change curve.
Denial
A typical reaction in the early stages of change is to deny that it will take place or that it
will affect you. Your reaction can manifest itself in disbelief, burying your head in the
sand, or behaving as if nothing had happened or will happen.

Change Management Survey (concluded)
Emotion
At this stage, pent-up emotions are evident. There is grieving for the loss of status quo.
Your emotion can vary from expressions of anger and frustration to sadness.
Resistance
Here people outwardly show their resistance to change. Your resistance can manifest
itself through outspoken dissent, unhelpful behaviors, and blame. It is at this stage that
people who see the change in a negative light may begin looking for alternative
employment.
Acceptance
Here people begin to see that change is going ahead. Perhaps it is not all bad and there
might be ways of making the most of it.
Commitment
By this stage, people support and are committed to change. They see its benefits and
make positive steps to implement it.
It is possible for people to experience emotions in several of the categories. For exam-
ple, they may be beginning to accept change, yet be critical of certain aspects.
How to Help People Through the Transition
Behaviors displayed on the left side of the transition curve should not be ignored:
• Identify early on who will be the winners in change and who will be the losers,
what will help the change, and what will hinder.
• Let people know as much as possible about the changes taking place and when
and how the changes will affect them.
• Give people opportunities to express their concern.
• Consult and involve people in the changes.
• Hold regular feedback and communication sessions. Allow negative views to be
aired in a supportive way.
• Allow adequate time for change to take place—don’t expect it to happen over-
night.
• Celebrate success.

4
Change Management—
Organizations
As organizations adapt to changing market environments, managing change has
become a core competency for many managers.
If you are about to undertake change, use this survey to determine what will make
change successful within your organization.
If you are implementing, or have implemented, changes, use the survey to assess your
successes to date.

Managing Change Survey
First, score the following criteria by thinking about what is important to you in managing
change.
Then, estimate how successful you have been in preparing, planning, and imple-
menting change.
Importance,
where 1 = low and
5 = high
Satisfactory action,
where 1 = low and
5 = high
Comments
Preparing for Change
Agreeing on the goal of the
change
1 2 3 4 5 1 2 3 4 5
Ensuring that there is a
business case for change
1 2 3 4 5 1 2 3 4 5
Keeping employees informed
about changes before they
happen
1 2 3 4 5 1 2 3 4 5
Considering who will be
affected by the change—the
winners and the losers—who
will help and who will hinder
1 2 3 4 5 1 2 3 4 5
Identifying who will be most
affected and approaching them
first
1 2 3 4 5 1 2 3 4 5
Consulting as many people as
possible about the change
process
1 2 3 4 5 1 2 3 4 5
Researching what happened
during the last change
1 2 3 4 5 1 2 3 4 5
Ensuring that the lessons from
the last change are acted upon
1 2 3 4 5 1 2 3 4 5
Assessing the organization’s
readiness for change
1 2 3 4 5 1 2 3 4 5
Not making changes that are
noncritical
1 2 3 4 5 1 2 3 4 5
Selecting a project team to plan
for change
1 2 3 4 5 1 2 3 4 5
Appointing a champion for the
change process
1 2 3 4 5 1 2 3 4 5

Managing Change Survey (continued)
Importance,
where 1 = low and
5 = high
where 1 = low and
5 = high
Comments
Planning for Change
Considering and evaluating the
options for change
1 2 3 4 5 1 2 3 4 5
Planning the activities involved
in the change
1 2 3 4 5 1 2 3 4 5
Undertaking a risk analysis of
what could go wrong
1 2 3 4 5 1 2 3 4 5
Making contingency plans in
case of setbacks
1 2 3 4 5 1 2 3 4 5
Looking at the resources
needed to manage the change
1 2 3 4 5 1 2 3 4 5
Setting a timetable for change
with specific, measurable
targets for each stage
1 2 3 4 5 1 2 3 4 5
Asking for suggestions from
employees on how the change
should be implemented
1 2 3 4 5 1 2 3 4 5
Determining the skills, attitude,
and knowledge that will be
needed as a result of the
change
1 2 3 4 5 1 2 3 4 5
Providing training in new skills,
attitudes, and knowledge
1 2 3 4 5 1 2 3 4 5
Implementing Change
Publicly marking the beginning
of change
1 2 3 4 5 1 2 3 4 5
Setting up employee groups to
gauge reaction to change
1 2 3 4 5 1 2 3 4 5
Identifying blockages as the
change is implemented
1 2 3 4 5 1 2 3 4 5
Providing regular, clear, and
accurate information to avoid
rumors
1 2 3 4 5 1 2 3 4 5
Seeking and providing feedback
on progress on a regular basis
1 2 3 4 5 1 2 3 4 5
Arranging frequent meetings 1 2 3 4 5 1 2 3 4 5
Conducting surveys to monitor
how people are reacting to
change
1 2 3 4 5 1 2 3 4 5

Managing Change Survey (concluded)
Importance,
where 1 = low and
5 = high
where 1 = low and
5 = high
Comments
Allowing for people to resist
change
1 2 3 4 5 1 2 3 4 5
Publicizing the benefits of the
change
1 2 3 4 5 1 2 3 4 5
Evaluating whether change is
working in the way it is intended
1 2 3 4 5 1 2 3 4 5
Rewarding those who champion
change
1 2 3 4 5 1 2 3 4 5
Publicly celebrating the success
of change
1 2 3 4 5 1 2 3 4 5
Change is managed best when it has been well planned and when people are consulted
and involved in its implementation. Effective managers do not brush concerns about
change to one side; they listen and reassure their staff and welcome their comments.
Look at the areas that are important and where your satisfaction ratings are low. Agree
to a plan of action to overcome these discrepancies.

5
Coaching Skills
Coaching team members to help them reach their potential is a key management skill.
Use this survey to discover how well you perform the role of the coach.
The survey is in two parts:
• Part 1 – To be completed by the coach/manager
• Part 2 – To be completed by the coachee (person being coached)/member of
staff (You can issue this survey to more than one person.)
By using both parts of the survey, you will be able to compare your perceptions of your
coaching style with those of your coachees.

Coaching Skills Survey
Part 1 – To be Completed by the Coach
Read each statement and rate how characteristic it is of you. Circle the score that best
typifies you, where:
4 = Very characteristic
3 = Somewhat characteristic
2 = Somewhat uncharacteristic
1 = Very uncharacteristic
1. I actively seek out opportunities for staff to discuss their work
problems.
4 3 2 1
2. I make it easy for staff to be open with me. 4 3 2 1
3. I provide a structure for the coaching conversation I hold with
my staff.
4 3 2 1
4. I encourage my staff members to talk by asking them questions. 4 3 2 1
5. I help my staff set their own improvement goals. 4 3 2 1
6. I question my staff to check that the goals they set are specific,
realistic, achievable, time-bound, and measurable.
4 3 2 1
7. I help them develop a full understanding of the problem before
they consider how to solve it.
4 3 2 1
8. I help my staff explore what they can do to change the situation. 4 3 2 1
9. I encourage them to explore alternative solutions to the
problem.
4 3 2 1
10. I offer new ideas when asked to do so by my staff. 4 3 2 1
11. I help my staff take responsibility for solving problems them-
selves.
4 3 2 1
12. I encourage my staff to plan how they will implement improve-
ments.
4 3 2 1
13. I ask my staff what support they will need to make the improve-
ments.
4 3 2 1
14. I allow my staff to try out new skills, even if there is a risk that
these might not be right the first time.
4 3 2 1
15. I agree on a plan with my staff for reviewing the outcomes of the
improvements.
4 3 2 1

Coaching Skills Survey
Part 2 – To be Completed by the Coachee/Member of Staff
Name of person you are rating: ___________________________________________
Thinking about this person, read each statement and rate how characteristic it is of
them. Please be honest; your opinions will help the person develop an improvement
plan. Circle the score that best typifies the person, where:
4 = Very characteristic
3 = Somewhat characteristic
2 = Somewhat uncharacteristic
1 = Very uncharacteristic
1. They actively seek out opportunities for me to discuss my work
problems.
4 3 2 1
2. They make it easy for me to be open with them. 4 3 2 1
3. They provide a structure for the coaching conversation they hold
with me.
4 3 2 1
4. They encourage me to talk by asking me questions. 4 3 2 1
5. They help me set my own improvement goals. 4 3 2 1
6. They question me to check that the goals I set are specific,
realistic, achievable, time-bound, and measurable.
4 3 2 1
7. They help me develop a full understanding of the problem
before I consider how to solve it.
4 3 2 1
8. They help me explore what I can do to change the situation. 4 3 2 1
9. They encourage me to explore alternative solutions to the
problem.
4 3 2 1
10. They offer new ideas when I ask them to do so. 4 3 2 1
11. They help me take responsibility for solving problems myself. 4 3 2 1
12. They encourage me to plan how I will implement improvements. 4 3 2 1
13. They ask me what support I will need to make the improve-
ments.
4 3 2 1
14. They allow me to try out new skills, even if there is a risk that
these might not be right the first time.
4 3 2 1
15. They agree on a plan with me for reviewing the outcomes of the
improvements.
4 3 2 1

Coaching Skills Survey (continued)
Scoring
Enter your scores for each statement in the table below. Then add those of your
coachee(s)/member(s) of staff. Where you have asked more than one person for their
feedback, divide each score by the number of people asked to arrive at an average.
Now compare your score for each statement with the average score of the coachees. A
difference of more than one indicates that an improvement is needed.
Coach’s
Score
Coachee’s
Score
Coachee’s
Score
Coachee’s
Score
Average of
Coachees’
Scores
Difference
between
Coach’s and
Coachee’s
Score
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

Coaching Skills Survey (concluded)
Further Action
List below those areas in need of improvement and the action you will take to implement
the improvement.
Area for Improvement Action Timing
Coaching Model
This survey is based on the GROW model of coaching. By asking questions, the coach
helps the coachee establish:
Goals—what they would like to achieve from the discussion
Reality—what is happening at the moment
Options—what the coachee can do to change the situation
Will—what are the next steps for the coachee to take
In this way, the coach encourages ownership and responsibility in the individual for their
self-development.

6
Communication Style
The following survey requires you to think about your communication style at work.

Communication Style Survey
Using the following scale from 0 to 2, rate each statement by circling the score that best
typifies your communication style.
2 = Strongly agree
1 = Tend to agree
0 = Disagree
1. I do not hesitate to point out others’ mistakes. 2 1 0
2. I delegate important tasks to others despite the risk of my being
personally criticized if the tasks are not done.
2 1 0
3. I put forward well thought through ideas and plans. 2 1 0
4. I am not afraid to praise or criticize another’s performance. 2 1 0
5. I am willing to be influenced by others in my thinking. 2 1 0
6. I put together a good logical argument to persuade others. 2 1 0
7. I define standards that I think others should meet. 2 1 0
8. I encourage people to generate their own solutions to problems. 2 1 0
9. When opposed, I am able to construct a good counter argument. 2 1 0
10. I pass on praise and criticism that others have made about another’s
work to motivate them to achieve.
2 1 0
11. I value, and am receptive to, the ideas and suggestions of others. 2 1 0
12. I provide detailed plans as to how the job should be done. 2 1 0
13. I tend to make snap judgments about what others say or do. 2 1 0
14. I am willing to admit my own mistakes and errors. 2 1 0
15. I suggest sound alternatives to the proposals that others have made. 2 1 0
16. People know when I approve or disapprove of what they have said or
done.
2 1 0
17. I listen and try to use the ideas of others. 2 1 0
18. It is usual for me to persist with proven ideas, suggestions, and
proposals.
2 1 0
19. I foster a competitive spirit to get what I want from people. 2 1 0
20. I put as much effort into developing the ideas of others as I do my
own.
2 1 0

Communication Style Survey (continued)
21. I anticipate objections to my viewpoint and am ready with a reasoned
counter argument.
2 1 0
22. I make it clear what I am willing to give in return for what others do. 2 1 0
23. I am very open about my hopes and fears, my aspirations, and my
difficulties in achieving them.
2 1 0
24. I draw attention to inconsistencies and flaws in the logic of others’
ideas.
2 1 0
25. I use rewards and recognition to make other people do what I want. 2 1 0
26. I go out of my way to show understanding of the needs and wants of
others.
2 1 0
27. I present my ideas in a clear, logical way. 2 1 0
28. I judge people by what they do rather than what they say. 2 1 0
29. I help others express themselves. 2 1 0
30. When others disagree with my ideas, I find another way to persuade
them that I am correct.
2 1 0

Scoring
1. 2. 3.
4. 5. 6.
7. 8. 9.
10. 11. 12.
13. 14. 15.
16. 17. 18.
19. 20. 21.
22. 23. 24.
25. 26. 27.
28. 29. 30.
B Total H Total T Total
B = Battler
H = Helper
T = Thinker
Look at your highest score. This is your preferred style of communication.
If you are unsure of your score, give the survey to people with whom you work. Invite
them to complete the survey based on their perception of you. Then compare your
score with theirs.

Helper
Strengths
Possible Negative
Characteristics
Trusting Gullible
Optimistic Impractical
Loyal Slavish
Idealistic Wishful
Helpful Self-denying
Modest Self-effacing
Devoted Self-sacrificing
Caring Smothering
Supportive Submissive
Accepting Passive
Polite Deferential
Adaptable Without principles
Avoid your tendency to:
• Want to maintain harmony so much that you don’t push for what you want
• Be so quick to believe in others that you don’t use good judgment
• Be so loyal to others that you let them take advantage of you
• Expect that everyone is going to be as concerned about how other people feel
as you are
• Want to help others so much that you push your help on them and get in their
way
• Be quick to blame yourself for anything that goes wrong
• Share your thoughts and feelings with people you shouldn’t trust with them
• Fear that if you said what you really thought about others, they would be hurt,
not helped
• Struggle to maintain harmony at the expense of facing issues or facing the facts
• Act to please others just to be liked

Thinker
Strengths
Possible Negative
Characteristics
Cautious Suspicious
Practical Unimaginative
Economical Stingy
Reserved Cold
Methodical Rigid
Analytical Nit-picking
Orderly Compulsive
Fair Unfeeling
Persevering Stubborn
Conserving Possessive
Thorough Obsessive
• Want so much to be certain that you delay in reaching decisions
• Be so concerned with right/wrong that you pay little attention to people’s
feelings
• Be so cautious that you find it hard to place trust in others
• Expect that everyone is going to be as concerned as you are with details and
logic
• Want so much to be self-dependent that you cut yourself off from people who
really like you
• Be quick to blame anything that goes wrong on your not having been cautious
enough
• Keep your thoughts and feelings about yourself to yourself, keeping others from
getting to know you
• Fear that if you said what you really feel, others would see you as illogical and
emotional
• Struggle with the facts with such determination that others’ feelings are disre-
garded
• Act to turn others away just to assert your independence

Communication Style Survey (concluded)
Battler
Strengths
Possible Negative
Characteristics
Self-confident Arrogant
Enterprising Opportunistic
Ambitious Ruthless
Organized Controlling
Persuasive Pressuring
Forceful Dictatorial
Quick to act Rash
Imaginative Dreamer
Competitive Combative
Proud Conceited
Bold Brash
Risk-taking Gambler
• Want so much to win that you domineer over others to get your own way
• Be in such a hurry to get things done that you disregard how others feel
• Be so sure that you are right that you don’t listen to others
• Expect that everyone is going to enjoy competing with you and fighting for what
they want
• Want others to do things your way so much that you become dictatorial
• Be quick to blame anything that goes wrong on the failure of others to cooper-
ate
• Share only those thoughts and feelings that help you get your own way
• Fear that if you said what you really feel, others would know how to take advan-
tage of you
• Struggle to win an issue regardless of the facts or what other people might feel
• Act to direct others just to exert your authority

7
Conflict Management
At some point at work, people will encounter disagreement and conflict. This survey
helps you understand how to handle conflict. Self-understanding is the first stage of
personal development.

How do you handle disagreement
and conflict?
Read the following ten situations where conflict might arise. For each situation, choose
the response that best typifies your behavior, and give this a score of 4.
Then choose the response that next typifies your behavior and give this a score of 3.
Choose the next typical behavior, and give this a score of 2.
Score the behavior that is least typical of you as 1.
1. If someone strongly disagrees with me:
_____ a) I walk away rather than express my views.
_____ b) I express my opinions in an equally strong manner.
_____ c) I soothe their feelings rather than start an argument.
_____ d) I listen to what they have to say and state my opinions in a rational
manner.
2. When I am negotiating with someone over a price:
_____ a) I tell them what I am willing to pay and that I am not prepared to
move on it.
_____ b) I accept the price offered.
_____ c) I would prefer someone else to do the talking.
_____ d) I would question the price or seek a more favorable exchange if the
price offered did not seem reasonable.
3. If I have something unpleasant to say to someone:
_____ a) I tell them directly what I have to say.
_____ b) I discuss with them the effect of their behavior on me and how I would
like it to change.
_____ c) I mention it in a roundabout way so as not to hurt the other person’s
feelings.
_____ d) I put off telling the person.

How do you handle disagreement and conflict? (continued)
4. When conflict occurs in a team meeting:
_____ a) I help the group find a compromise solution.
_____ b) I do not say anything in the meeting.
_____ c) I tend to concur with the majority view.
_____ d) I put my point of view across forcefully.
5. If someone gives me negative feedback, my first thoughts are:
_____ a) I do not want to hear this feedback.
_____ b) What can I do to make up for it?
_____ c) I disagree!
_____ d) Let’s talk this through.
6. When someone fails to keep their commitment to me:
_____ a) I can be very rude to them.
_____ b) I am reluctant to tell them I am upset.
_____ c) I am boiling mad inside, but keep my feelings to myself.
_____ d) I ask them why this has happened.
7. If someone is talking at length and I do not understand what they are saying:
_____ a) I ask them to explain.
_____ b) I interrupt and express my point of view.
_____ c) I do not like to interrupt them because I don’t want to hurt their feelings.
_____ d) I “tune out” mentally.
8. If I played on my company’s softball team, my main interest would be:
_____ a) Winning.
_____ b) Ensuring that everyone had a good time.
_____ c) Finding an excuse not to go if softball did not interest me.
_____ d) Doing the best I can.
9. When disputes occur at home, I tend to:
_____ a) Scream and shout.
_____ b) Leave the room.
_____ c) Give in to keep the peace.
_____ d) Attempt to encourage all sides to listen to each other.

10. My attitude toward conflict is that:
_____ a) It is healthy because it makes me examine my ideas carefully.
_____ b) It is a way to test my point of view.
_____ c) It is to be avoided at all costs.
_____ d) It can be painful to the people concerned.
Scoring
Transfer the score that you have given to each response on the appropriate line. Then
total each column.
Situation
1 a) b) c) d)
2 c) a) b) d)
3 d) a) c) b)
4 b) d) c) a)
5 a) c) b) d)
6 c) a) b) d)
7 d) b) c) a)
8 c) a) b) d)
9 b) a) c) d)
10 c) b) d) a)
A Total C Total CL Total N Total
Which is your highest score? This is your typical response in a conflict situation:
A = Avoidance
C = Competition
CL = Compliance
N = Negotiation

Each of the four totals represents one of four ways in which people respond to conflict.
These behaviors reflect the degree to which we satisfy our own and other people’s
needs in a conflict.
Avoidance
You dislike disagreement and will go out of your way to avoid it. Your lack of confronta-
tion of issues can lead to frustration among people around you. Decisions on important
issues may be made by default. Nevertheless, this style is useful when other people can
solve the conflict more effectively than you, when issues are beyond your control, or
when people will benefit from a cooling-off period.
Competition
You are not afraid to make unpopular decisions or to make your views known. This can
lead other people to agree with you (yes men) or to avoid expressing their true opinions
(anything for a quiet life). This style is appropriate when quick decisions need to be
made or unpopular action taken.
Compliance
When you are in a disagreement, you let your concern for the needs of other people
take precedence over your own needs. In conflicts, you are likely to back down. This
can mean that your opinions and concerns are not heard. Other people may lose
respect for you and see you as a “doormat” to be walked all over. However, this style is
useful in situations where the issue is insignificant to you but important to others, or
when continued disagreement would potentially harm you or your team.
Negotiation
This style adopts a consensus approach to conflict. You are clear about your opinions
and are willing to listen to other people in order to broker agreement. This style pro-
motes harmony and commitment when people have different needs. However, it can
take time and effort and is difficult to achieve when other people do not adopt a similar
style.

How do you handle disagreement and conflict? (concluded)
SATISFYING
OWN
NEEDS
SATISFYING THE NEEDS OF OTHERS
I boldly insist that my
needs and rights
prevail
I clearly express that
we both have equal
rights and needs
COMPETITION NEGOTIATION
I do not express my
own needs and I
ignore the needs of
other people
Others' rights and
needs take precedence
over mine
AVOIDANCE COMPLIANCE
High
Low
Low High
Look at your highest score and consider:
1. When is it appropriate to adopt this style?
2. What are the consequences for other people of adopting this style?
3. When may other styles be more appropriate—and which?

8
Counseling Style
Counseling is a skill that a manager can use to help other people resolve their own
problems. Use this exercise to identify how you respond when people come to you with
problems or issues.

Assess Your Counseling Style
Below are five different situations that you might face as a manager. Imagine that a
member of your team has come to you with an issue. For each situation, choose the
response you are most likely to make, and check this statement.
There are no right or wrong answers.
Situation A
“When I took this job, I was told that people could be flexible with their hours.
It’s not easy having to work overtime because I have to pick up my kids. I can’t
always rely on my daycare provider to work overtime too.”
Choose the response you are most likely to make:
1. Tell me what arrangements you have with your daycare provider. Does
she work only certain hours?
2. Because you have children, you are responsible for picking them up at
certain times, so it’s not easy to stay late, is that what you’re saying?
3. You must feel pulled in two directions. Perhaps you have not made it
clear that you have to leave on time because of your commitments?
4. It sounds really difficult to manage. There must be other ways around
this. Why not change your daycare provider or have a friend or family
member help you out with pickup?
5. Well, I’ll see what I can do to help. Perhaps there is someone from the
other section who could take some of your work. Do you want me to
ask?

Assess Your Counseling Style (continued)
Situation B
“I have now had a chance during my training to see all of the departments in the
company. I’ve decided that I’m not happy in the work I’m doing. I don’t think I’m
suited for a job in this business. I would prefer to start again in an area that will
give me more job satisfaction.”
1. So you feel you’d be a lot happier if you could start out fresh in a new
area, is that it?
2. Whether this is the right job for you, who can say, but it’s good you’ve
come to a decision.
3. Are you sure you are making the right decision? I hate to see you waste
the time you’ve already spent in the business.
4. So you’ve decided you’d be better off leaving the company?
5. How much have you looked into other possible areas of work?
Situation C
“Well, I really thought that I had this job promotion in the bag. It’s just not fair.
I’m far better qualified than him and I’ve been with the company a longer time. If
he thinks he can come in here and tell me what to do, he’s got another thing
coming.”
1. So you feel you’re much better than him and you wouldn’t like it if he
were your boss?
2. Well, you may be better qualified, but do you think the head of the
department would have chosen him if he didn’t seem right?
3. Yes, working for him will be very difficult. When is he supposed to take
the job?
4. So you really don’t want to work for him?
5. Hold on, don’t jump the gun. Why do you think he will tell you what to
do?

Assess Your Counseling Style (continued)
Situation D
“I don’t know if I can take any more. I’ve had angry customers on the phone
ranting and raving that they haven’t received their orders. The people in the
shipping department don’t help. They don’t even answer their phones. It’s
alright for them; they don’t have to deal with the public.”
1. It’s no use blaming another department. It’s part of your job to deal with
customer concerns. It’s something you just have to get used to.
2. I know it’s not easy, but you will get used to dealing with angry people
after a while. It will seem much better tomorrow.
3. So what exactly is the problem customers are experiencing?
4. Maybe shipping is so busy with work that they can’t answer their
phones.
5. So it seems as though everyone has been giving you a hard time today
and it’s difficult to take.
Situation E
“I know it’s no use. Whatever I say, he’s not going to believe me because I’m
not his favorite employee. He’s already told the others that my productivity is
down. Just because I’m less experienced than them doesn’t mean I can’t do as
good a job.”
1. You’re blowing this all out of proportion. Could it be because you feel
you were passed over for promotion?
2. I know, he can be a pain sometimes. If I were you, I wouldn’t pay any
attention to it.
3. What else has happened in the past to suggest he doesn’t like you?
4. If I understand you correctly, you feel he won’t take your word about it
and that he’s trying to undermine your confidence.
5. It isn’t fair. You should let his manager know about this. I’ll come with
you if you like.

Assess Your Counseling Style (concluded)
Interpreting Your Counseling Style
This assessment is based on the work of Carl Rogers. He identified five categories of
response, listed in order from most commonly used to least commonly used:
E Evaluative responses: making judgments
I Interpretive responses: making hunches, reading between the lines
S Supportive responses: offering help, backing, and solutions
P Probing responses: questioning, asking for more information
U Understanding responses: non-evaluative, reflecting back to the speaker
what he/she has said
Managers who use a counseling style most often adopt understanding responses (U).
This is because counseling involves listening to people in a nonjudgmental way and
helping them resolve their own problems.
Scoring
Look at the response selected for each situation and note which category it falls under.
Response No.
Situation 1 2 3 4 5
A P U I E S
B I S E U P
C U E S I P
D E S P I U
E I E P U S
We tend to have fixed ways of responding, therefore we over-use some categories and
under-use others.
• Which categories do you use most?
• Which categories do you use least?
• What do you have to do more of/less of to become a better counselor?

9
Creativity
This self-assessment is designed to help you learn more about your creative environ-
ment and how you operate within it. It will highlight barriers to being creative.

Creativity Self-Assessment
Read each of the statements and check the response that best reflects you and your
work environment.
Section A: Your Approach to Problem Solving
Yes No
1. When I encounter a problem, I am open-minded about the best way to
solve it.
2. I am not afraid of being seen as different from other people.
3. I am stimulated by free-thinking people.
4. I find it easy to look to the future.
5. I readily generate new ideas to solve a problem.
6. I like a sense of order in my life.
7. I enjoy working with detail.
8. I prefer to have all the facts before I make a decision.
9. I dislike having to meet new people or going to unfamiliar places.
10. I like to read instructions before starting something new.

Creativity Self-Assessment (continued)
Section B: Your Work Environment
Yes No
1. I am encouraged to generate new ideas at work.
2. I can express my feelings to my boss.
3. When people have a problem, they ask others for their help and this is
given freely.
4. Problems are solved as and when they occur.
5. My organization has a good track record of innovation.
6. Suggestions must be justified with paperwork.
7. The same problems crop up time after time at work.
8. My authority levels are strictly defined.
9. The organization likes to stick to well-defined procedures.
10. Whether an idea is accepted depends on who you are within the
organization.
Scoring
For both section A and section B, score as follows:
Statements 1 to 5 Statements 6 to 10
Yes = 4 points Yes = 2 points
No = 2 points No = 4 points
Total your scores for section A: Your approach to problem solving
Total your scores for section B: Your work environment

Creativity Self-Assessment (continued)
Section A: Your Approach to Problem Solving
High score: 30 to 40 You are predisposed to be a highly creative person. You will be
a valuable source of ideas in the creative problem-solving
process.
Medium score: 20 to 29 You have creative potential, but your tendency to be analytical
and systematic in your approach inhibits your ability to “free-
wheel.”
Low score: 2 to 19 Your creative potential is being stifled by your need for order
and familiarity. You will be surprised how much creativity will be
released if you give yourself permission to let go!
Section B: Your Work Environment
High score: 30 to 40 You work in an environment that encourages creativity and
innovation. You will have opportunities to fully develop your
creative potential.
Medium score: 20 to 29 It may sometimes be difficult to be creative in your work envi-
ronment. This might hinder your problem-solving activity.
Low score: 2 to 19 Your work environment does not encourage creativity. It might
be procedure bound and risk averse. This might lead to frustra-
tion and the stifling of ideas.
Comparing Your Scores for Sections A and B
• If your score for Section A is high or medium and your score for Section B is
low, you will most likely experience frustration. Your work environment stifles
your creative problem solving.
• If your score for Section B is high or medium and your score for Section A is
medium or low, take a more creative approach. Work with people who are more
creative than yourself to encourage greater problem solving.

Creativity Self-Assessment (concluded)
Creative Problem-Solving Model
• It is generally acknowledged that a combination of creative and logical thinking is
required to solve problems effectively.
• If you prefer to use creative thinking or you are logical in your approach, you need
to work with other people who will bring contrasting patterns of thought when prob-
lem solving.
• An effective problem-solving team uses a four-stage approach:
1. Define the problem. What is the real issue—the heart of the problem? Be clear
about what you are trying to achieve.
2. Generate ideas. Let your imagination go wild. This phase involves generating
lots of ideas on how to solve the problem, no matter how crazy. It is important
not to reject ideas during brainstorming.
3. Evaluate the ideas. Keeping the criteria for decision making in mind, the team
evaluates each of the options to arrive at the best solution to the problem.
4. Gaining acceptance. This can be the hardest part. Considering the audience,
the team decides how to present their solution in a way that will ensure accep-
tance and participation.

10
Customer Focus—Individuals
This self-assessment will define your orientation toward customers—both internal and
external to your organization. The results will tell you how you may be perceived by your
customers.

Individual Customer Focus
Self-Assessment
Using the following scale from 1 to 5, rate each statement by circling a score according
to how strongly you agree or disagree. The more honest you are, the more accurate the
picture you will obtain. There are no right or wrong answers.
5 = Agree strongly
4 = Agree somewhat
3 = Neither agree nor disagree
2 = Disagree somewhat
1. I go out of my way to satisfy my customers. 5 4 3 2 1
2. If I answer a colleague’s phone, I ask the caller to call
back rather than deal with the question myself.
5 4 3 2 1
3. I often make promises I can’t keep. 5 4 3 2 1
4. When dealing with an angry customer, I often fight back. 5 4 3 2 1
5. When talking to customers, I project a professional
manner.
5 4 3 2 1
6. My job would be alright if it wasn’t for interruptions by
customers.
5 4 3 2 1
7. I tend to put things off until the last minute. 5 4 3 2 1
8. I love gossiping about other departments. 5 4 3 2 1
9. I always return customers’ calls when I say I will. 5 4 3 2 1
10. I often can’t be bothered to reply to internal memos. 5 4 3 2 1
11. I agree that customer service is a good thing, but I find it
hard to deliver.
5 4 3 2 1
12. I tend to blame other people when things go wrong. 5 4 3 2 1
13. I remain calm and friendly when tacking difficult situations. 5 4 3 2 1
14. I see working in my organization purely as a means to an
ends—a way of paying the bills.
5 4 3 2 1
15. I find it difficult to say no to other people’s requests. 5 4 3 2 1
16. I blame management. 5 4 3 2 1
17. I always help my team members when I see them over-
burdened with work.
5 4 3 2 1

Individual Customer Focus Self-Assessment (continued)
18. I do the minimum I need to satisfy the customer. 5 4 3 2 1
19. I have a tendency to miss deadlines. 5 4 3 2 1
20. I often criticize the company at work. 5 4 3 2 1
21. I refer to my customers by name. 5 4 3 2 1
22. I do the minimum I need to see me through the day. 5 4 3 2 1
23. If I have a problem with somebody, I’ll talk to other people
in the hope that they’ll tell them.
5 4 3 2 1
24. Nobody acknowledges my effort. 5 4 3 2 1
25. I let people in other departments know if my work will
affect them.
5 4 3 2 1
26. I expect to take my lunch break at the time I want. 5 4 3 2 1
27. I involve myself in a number of things and then pull out. 5 4 3 2 1
28. I feel life was better a year ago. 5 4 3 2 1
29. I see problems through to the end. 5 4 3 2 1
30. I believe I have no influence to change anything. 5 4 3 2 1
31. Even if I believe strongly in something, I don’t take the
risk.
5 4 3 2 1
32. I do what I think is right even if my manager says some-
thing else.
5 4 3 2 1
33. I let people know in good time if I can’t keep deadlines. 5 4 3 2 1
34. I am not interested in how the business I’m working in is
doing.
5 4 3 2 1
35. I tend to tell my manager what he or she wants to hear. 5 4 3 2 1
36. I only pass on information if it benefits me or my depart-
ment.
5 4 3 2 1
37. I recognize my colleagues’ efforts over and above their
jobs with appropriate thanks or praise.
5 4 3 2 1
38. I count the hours until quitting time each day. 5 4 3 2 1
39. I have some good ideas, but I rarely offer them. 5 4 3 2 1
40. I don’t think it’s worth exceeding customers’ expectations
because they’ll only want more next time.
5 4 3 2 1

Scoring
1. 2. 3. 4.
5. 6. 7. 8.
9. 10. 11. 12.
13. 14. 15. 16.
17. 18. 19. 20.
21. 22. 23. 24.
25. 26. 27. 28.
29. 30. 31. 32.
33. 34. 35. 36.
37. 38. 39. 40.
W Total WD Total S Total C Total
Transfer the total score for each column into the following table by making an X in the
appropriate box corresponding to your scores. Join up the Xs to create a graph.
W WD S C
46–60
41–45
36–40
31–35
26–30
21–25
16–20
11–15
6–10
0–5

The self-assessment that you have taken allows you to determine two dimensions that
reflect the way customers perceive you:
• Your underlying attitude toward the customer—positive or negative
• The level of energy you bring to the tasks you do for customers—high or low
Research shows that the behaviors that customers see you demonstrate reflect your
attitude and energy. Customers form impressions of you based on your behavior toward
them.
Typically you can categorize how customers may perceive your behavior toward them in
one of four quadrants. Called the Energy and Attitude Model, this matrix (shown on the
following page) has attitude and energy at its axes. Each quadrant is given a label that
typifies the behaviors people demonstrate toward the customer.
In the table at the bottom of the previous page, look at the letter over the column with
your highest score—W, WD, S, or C. This letter denotes the most common way that
customers, internal or external, perceive you.
Look at your second highest score. This is your backup style.
If you have two or three equally high scores, this means:
• You have scored the questions incorrectly, or your adding is suspect. Go back
and check your addition.
or
• You might be perceived in different ways by different customers. Think of occa-
sions when this might be and the reasons why.
Which quadrant do you fall into?

ENERGY AND ATTITUDE MODEL
Positive
Attitude
Negative
Attitude
Low
Energy
High
Energy
SPECTATOR (S) WINNER (W)
Positive attitude
Low energy
Positive attitude
High energy
WALKING
DEAD (WD)
CYNIC and
TERRORIST (C)
Negative attitude
Low energy
Negative attitude
High energy
Winner (W)
Research shows that customers want to deal with “Winners,” people with a positive
attitude and high energy. They are typified by their attitude of wanting to do the best for
their customers and by having the energy to see things through to the end. The result-
ing behaviors are those that ensure customer retention and loyalty.
Walking Dead (WD)
People who are perceived as “Walking Dead” have a poor attitude toward the customer
and a low level of energy. For them, customers are a nuisance and they reluctantly do
the tasks they have to do for customers. In truth, they would rather be doing another job
in another place.
Spectator (S)
A spectator is someone with good intentions; they have a positive attitude toward the
customer, but their energy level is low. Typically people who fall into this category say
the right things, but they find it hard to follow through. This can manifest itself to the
customer in broken promises and missed deadlines.

Individual Customer Focus Self-Assessment (concluded)
Cynic (C)
Cynics, or terrorists as some people call them, have a high level of energy that is not
focused on satisfying customer needs, and their attitude toward the customer is nega-
tive. Typically cynics have their own agenda, which is not customer driven. Cynics’ high
level of energy means that they can be outspoken in their opinions, and their attitude
can be summed up as “that will never work.”
Further Action
When you have discovered which style is typical of you, ask yourself:
• What does this tell you about how customers may perceive you?
• Do you agree with your highest score? If not, do you wish to revise the way you
have scored each statement? Go back to the statements. Look for statements
for which you gave scores of 3. These are statements that you were “sitting on
the fence” about. Score the relevant statement again, avoiding a 3, then total
your scores once more.
• What does your highest score tell you about yourself?
• What reasons could there be for you to act in this way?
• What is the effect on the customer?
Then look at your second highest score. Often this is a sign of how you may be per-
ceived on an off-day or when you are under pressure or stress.
• What does your second highest score tell you about yourself?
• What reasons might there be for you to act in this way?
• Think of an occasion when you demonstrated this style. What was the effect on
the customer?
If your second highest score is similar for two or more categories, this means:
• You have scored the questions incorrectly, or your adding is suspect. Go back
and check your addition.
or
• You might be perceived in different ways by different customers. Think of occa-
sions when this might be and the reasons why.

11
Customer Focus—
Organizations
This self-assessment is designed to help you discover the degree to which your organi-
zation is customer oriented.
It is best for people from different parts of an organization to take in order to compare
perceptions.

Organizational Customer Focus
Self-Assessment
Using the following scale from 1 to 4, rate each statement by circling a score according
to how strongly you agree or disagree with regard to your organization and your position
within it.
1 = Agree strongly
2 = Agree
3 = Disagree
1. The most important aspect of our organization is satisfying
customers.
1 2 3 4
2. Everybody has a customer—be it inside the organization
or outside.
1 2 3 4
3. We have “heroes” who support the customer. 1 2 3 4
4. Our organization is not bureaucratic. 1 2 3 4
5. Customers say our organization is special. 1 2 3 4
6. Most of our people provide a high quality of service. 1 2 3 4
7. Customer service is a key corporate objective. 1 2 3 4
8. You have to talk the language of the customer to fit in to
this organization.
1 2 3 4
9. We recruit people whose attitude is oriented toward the
customer.
1 2 3 4
10. People work together as a team to serve the customer. 1 2 3 4
11. Most of the stories that circulate seem to feature
customers.
1 2 3 4
12. Customer service is evident at corporate headquarters as
well as at the front line.
1 2 3 4
13. Our leaders demonstrate their enthusiasm for the
customer.
1 2 3 4
14. We are constantly finding new ways to satisfy our
customers.
1 2 3 4
15. We recognize people for going out of their way for the
customer.
1 2 3 4

Organizational Customer Focus Self-Assessment (continued)
16. We encourage our customers to tell us if things are not
right.
1 2 3 4
17. We’re always taking steps to implement new ideas to help
the customer.
1 2 3 4
18. Our systems and processes work smoothly. 1 2 3 4
19. My manager sets a positive example in serving the
customer.
1 2 3 4
20. We talk about the customer in largely positive terms. 1 2 3 4
21. I have been given training in knowledge, attitudes, and
skills that helps satisfy the customer.
1 2 3 4
22. My personal objectives revolve around customer
satisfaction.
1 2 3 4
23. We have a clear understanding of the needs of our
customers.
1 2 3 4
24. Everyone is encouraged to ask for and act on feedback
from customers.
1 2 3 4
25. I refer to my customers by name. 1 2 3 4
26. The focus of our business is on retaining existing
customers as well as attracting new ones.
1 2 3 4
27. Staff induction includes the importance of customer
service.
1 2 3 4
28. Senior managers spend time with customers. 1 2 3 4
29. I am empowered to make decisions to help the customer. 1 2 3 4
30. When a customer comes to me with a problem, I take
ownership of it through to resolution.
1 2 3 4
Total your score = + + +

Organizational Customer Focus Self-Assessment (concluded)
60 or under Your organization is customer-focused. Compare your scores with
others. Study the areas in the survey where you score high agreement.
Discuss those areas where you have indicated that there are barriers to
providing excellent customer service.
61 or over Your organization can do much more to provide excellent customer ser-
vice. Note the areas where you have scored poorly. Compare your
scores with other people in your organization. Agree to a plan of action
to address barriers to becoming a customer-focused organization.
Characteristics of Customer-Focused Organizations
The statements included in the self-assessment have been developed from research
about what makes excellent customer-focused organizations.
Customer-focused organizations:
• Demonstrate commitment to the customer from senior management down.
• Employ managers whose behaviors set a positive example of customer service.
• Actively listen to their customers and act on their feedback.
• Recruit customer-oriented individuals and provide training to them in customer
service.
• Train and develop their people in customer-oriented attitudes, skills, and knowl-
edge.
• Empower their employees.
• Encourage ownership of problems.
• Constantly measure customer satisfaction.
• Recognize and reward excellent service.
• Encourage continuous improvement.
• Focus on customer retention as well as attracting new customers.

12
Customer Satisfaction
These two questionnaires can be used to gain feedback from customers on the service
that you provide.
Questionnaire A involves service received over the telephone.
Questionnaire B involves service received face-to-face.
If the questions are not all relevant to your organization, use them as the basis to
develop your own survey. There are tips on how to do this on page 81.

Questionnaire A: Service Received
Over the Telephone
We value your opinion. In order to give you better service, please tell us how you rate
the way our organization deals with you on the telephone.
1. How often have you contacted us in the past two months? ____________________
2. What was the reason for your last call? ___________________________________
3. How do you rate the service you received on your last contact?
Excellent R Fairly poor R
Very good R Very poor R
Fairly good R Unacceptable R
Neither good nor poor R Don’t know/can’t remember R
Why do you say this? ______________________________________________
4. How important are each of the following aspects of our service to you and how
satisfied are you with that service? Please rate on a scale of 1 to 10 where:
Importance Satisfaction
10 = Absolutely essential 10 = Completely satisfied
1 = Completely unimportant 1 = Completely dissatisfied
a) Ease of contact
b) Speed of response to phone call
c) Friendly and polite staff
d) Helpful staff
e) Knowledgeable staff
f) Issue resolved during the call
g) Staff who call you back at agreed-to time
h) Documents provided when asked for
i) Positive reaction to complaints
Were you dissatisfied (scored 6 or below) on any of these aspects? Please state the
reason(s):______________________________________________________________

Questionnaire A: Service Received Over the Telephone
(continued)
5. Thinking about your last inquiry, how many times did you have to contact us before
it was resolved?
Once R
Twice R
Three times R
Four times R
Five plus times R
Still not resolved R
6. How do you rate the length of time it took (or is taking) to resolve your issue?
Excellent R
Very good R
Fairly good R
Neither good nor poor R
Fairly poor R
Very poor R
Unacceptable R
Don’t know/can’t remember R
7. To what extent was the service you received better or worse than you expected?
Much better than I expected R
A little better than I expected R
Just as I expected R
A little worse than I expected R
Much worse than I expected R
8. How does the service provided compare with our competitors?
Much better R
A little better R
Neither better nor worse R
A little worse R
Much worse R
No inquiries made to other R
organizations
9. Thinking of your overall experience, what aspect have you been most impressed
with? ______________________________________________________________
10. What aspect have you been least impressed with? __________________________

Questionnaire A: Service Received Over the Telephone
(concluded)
11. How likely are you to recommend us to other people?
Very likely R
Likely R
Not likely R
Very unlikely R
Thank you very much for your help.

Questionnaire B: Face-to-Face Service
We value your opinion. In order to give you better service, please tell us how you rate
the way we deal with you when you visit our organization.
1. How often have you visited us in the past two months? _______________________
2. On the last occasion, what was the reason for your visit? _____________________
3. How do you rate the service you received on your last visit?
Excellent R Fairly poor R
Very good R Very poor R
Fairly good R Unacceptable R
Neither good nor poor R Don’t know/can’t remember R
Why do you say this? ______________________________________________
4. How important are each of the following aspects of our service to you and how
satisfied are you with that service? Please rate on a scale of 1 to 10 where:
10 = Absolutely essential 10 = Completely satisfied
1 = Completely unimportant 1 = Completely dissatisfied
a) Not having to wait in line
b) Availability of staff if needed
c) Friendly and polite staff
d) Helpful staff
e) Knowledgeable staff
f) Staff who have time to spend with me
g) Good layout
h) Clear signage
i) Project availability
j) Positive reaction to complaints
Were you dissatisfied (scored 6 or below) on any of these aspects? Please state the
reason(s):______________________________________________________________

Questionnaire B: Face-to-Face Service (concluded)
5. To what extent was the service you received better or worse than you expected?
Much better than I expected R
A little better than I expected R
Just as I expected R
A little worse than I expected R
Much worse than I expected R
6. How does the service provided compare with that of our competitors?
Much better R
A little better R
Neither better nor worse R
A little worse R
Much worse R
No inquiries made to other R
organizations
7. Thinking of your overall experience, what aspect have you been most impressed
with? ______________________________________________________________
8. What aspect have you been least impressed with? __________________________
9. How likely are you to recommend us to other people?
Very likely R
Likely R
Not likely R
Very unlikely R

Customer Satisfaction (concluded)
Tips on Constructing a Satisfaction Survey
• Make the questionnaire easy to complete. Start with simple questions.
• Make completion easy by using a scoring system: It saves time.
• Include some open questions to gather information and allow the customers to
give their opinions.
• Avoid emotive or ambiguous words or terms (e.g., frequently, often, regular,
okay) because their meaning can be confusing.
• Ask the customer how important they consider different aspects of service as
well as how satisfied they are. This helps you determine your customers’
priorities. Look at the gap between importance and satisfaction to see where
most improvement is needed.
• Include questions that allow the customer to tell you what you do particularly
well and where you could improve.
• Consider including questions on the likelihood of customers recommending you
to others and how you compare to the competition. This helps you understand
your position in the marketplace.
• If you need personal details about the customer, ask for them at the end of the
survey, not the beginning.
• Thank the customer for completing the survey.

13
Delegation
Delegating helps managers make the best use of their time. It also gives individuals
opportunities to develop.

Delegation Self-Assessment
This questionnaire will help you assess how well you delegate tasks to your team.
Reading each pair of statements in turn, circle the number that is most representative of
your attitude and behavior. 1 and 5 are closest to the opposite statements, 2 and 4 less
close but still reflect your behavior. 3 is the middle between the two statements. Be
honest!
Do you…
Delegate tasks to ease the workload 1 2 3 4 5 Prefer to do the work yourself
Show confidence in staff to complete
tasks
1 2 3 4 5 Lack confidence in staff to complete
tasks
Allow staff to undertake delegated
work in their own way
1 2 3 4 5 Prefer to check on staff to see how
they complete the task
Know everyone on your team well in
terms of their strengths and weak-
nesses
1 2 3 4 5 Not know people on your team well
Give clear instructions when dele-
gating
1 2 3 4 5 Find that people refer back to you
with questions when you have
delegated a task
View delegation as an opportunity to
develop individuals
1 2 3 4 5 View delegation as a means of
getting the task done
Provide training to inexperienced
staff in new skills to undertake a task
1 2 3 4 5 Prefer not to delegate tasks to
inexperienced staff
Agree to a completion time for the
task and review as appropriate
1 2 3 4 5 Expect staff to complete the task as
soon as possible
Tell your staff and other people what
authority they have when delegating
a task
1 2 3 4 5 Neglect to tell staff and other people
their level of authority
Set standards appropriate to the task 1 2 3 4 5 Set high standards irrespective of the
task
Tolerate mistakes, recognizing that
people learn through them
1 2 3 4 5 Expect delegated work to be free of
errors
Balance the workload of your staff 1 2 3 4 5 Delegate work to certain individuals
on the team more than others
Identify the tasks you should not
delegate
1 2 3 4 5 Prefer to delegate as much work as
possible

Delegation Self-Assessment (continued)
Consider the effects on the team of
delegating unpleasant or tedious
tasks
1 2 3 4 5 Think that unpleasant tasks are best
delegated
Ask for information on your staff’s
workload and schedules before
delegating
1 2 3 4 5 Consider that work you delegate
should take priority
Think about the amount you should
delegate to your staff in terms of their
workload and yours
1 2 3 4 5 Think more about your workload than
your staff’s
Give feedback to staff, both positive
and negative, when they have com-
pleted a task
1 2 3 4 5 Prefer not to give immediate
feedback
Total your score: = + + + +

Delegation Self-Assessment (concluded)
34 or under You delegate tasks well. The balance of your delegated tasks is good.
You recognize that delegation provides a learning opportunity for your
staff.
35 or over Your delegation could be improved. Your staff may see you as “dump-
ing” tasks rather than delegating. You need to recognize that delegation
provides an opportunity for you to be more effective as well as to
develop your staff.
Look back over those statements where you have given high scores. Decide what
actions you can take to better manage your time and your team’s time.
Tips on How to Delegate
• Plan it.
• Clarify what is required.
• Explain what is to be done and why.
• Explain what the results should be.
• Say what authority they have.
• Tell others what authority has been given.
• Allow discretion as to time and method.
• Check progress at agreed-upon intervals.
• Be prepared for mistakes.
• Give feedback, both positive and negative.
• Provide support—you are still responsible.

14
Employee Attitudes
Use this survey to evaluate how much people enjoy working for your organization. You
may wish to add further statements or questions that are relevant to your organization.
Individuals should complete the survey anonymously. If you wish to make a comparison
across departments, ask for the name of the department (not the employee) at the end
of the survey.
To make sure that the survey is completed in an honest fashion, let employees know
that it is confidential.
Once analyzed, give everyone a copy of the results and a plan of action for overcoming
any areas of weakness.

Employee Attitudes Survey
Help us improve our organization’s work culture.
Using the following scale from 1 to 4, rate each statement by circling the score that indi-
cates your agreement or disagreement with regard to your organization.
1 = Agree strongly
2 = Agree
3 = Disagree
1. I understand the goals and objectives of the organization. 1 2 3 4
2. My work environment (e.g., lighting, heating, layout) is
good.
1 2 3 4
3. I have access to the tools I need to do my job well (e.g.,
printer, fax, computer).
1 2 3 4
4. I feel proud to be working for the company. 1 2 3 4
5. My salary adequately reflects the market rate for the
quality and quantity of my work.
1 2 3 4
6. I am given appropriate recognition for my work. 1 2 3 4
7. I receive good quality training to help me perform my job
well.
1 2 3 4
8. I receive sufficient training to help me perform my job well. 1 2 3 4
9. I receive good quality training to aid my future
development.
1 2 3 4
10. I have a clearly defined career development path. 1 2 3 4
11. I have a high degree of confidence in senior management. 1 2 3 4
12. The management team keeps me well informed of
company performance.
1 2 3 4
13. I am satisfied with the frequency of communication on
1 2 3 4
14. I am satisfied with the methods used for communicating
1 2 3 4
15. There is ample opportunity to feed back my opinions to
senior management.
1 2 3 4
16. I feel that I am part of a team. 1 2 3 4

Employee Attitudes Survey (concluded)
17. The objectives of my team are clear. 1 2 3 4
18. My role and responsibilities and those of my team are
clear.
1 2 3 4
19. The workload in my team is evenly distributed. 1 2 3 4
20. There are good working relationships between my
immediate team members
1 2 3 4
21. I have good working relationships with other teams. 1 2 3 4
22. I understand the role and responsibilities of other teams. 1 2 3 4
23. My immediate manager gives me help and support to do
my job well.
1 2 3 4
24. My manager includes me in the decision-making process. 1 2 3 4
25. I am able to express my ideas and honest opinions to my
manager.
1 2 3 4
26. My manager sets meaningful objectives for me. 1 2 3 4
27. I often have an opportunity to use my initiative. 1 2 3 4
28. I have regular meetings with my manager. 1 2 3 4
29. My manager listens to and acts on my ideas. 1 2 3 4
30. My manager trusts and supports my decisions. 1 2 3 4
31. I enjoy working for the organization. 1 2 3 4
32. The organization has changed positively in the past 12
months.
1 2 3 4
33. What do you see as the positive elements of working in the organization?
____________________________________________________________________
____________________________________________________________________
34. What main areas would you like to see changed?
____________________________________________________________________
____________________________________________________________________
Please indicate the department in which you work:____________________________
Please return this form to: _____________________ by: ______________________
The results of the survey will be published by: _______________________________

15
Empowerment
Empowerment—passing on responsibility to your team for decisions affecting their
work—increases team members’ involvement and commitment. Use this self-
assessment to determine how well you empower your staff.

Empowerment Self-Assessment
This assessment includes 20 statements that describe what you may or may not be
doing to empower your staff. Using the following scale from 0 to 3, rate each description
by circling the score that best fits how frequently you do it.
0 = Never
1 = Rarely
2 = Sometimes
3 = Often
1. I demonstrate enthusiasm for the organization. 0 1 2 3
2. My actions are focused on the customer. 0 1 2 3
3. I trust my team to take initiatives. 0 1 2 3
4. I am tolerant of mistakes. 0 1 2 3
5. I share information with my team on a regular basis. 0 1 2 3
6. I allow my team to make decisions on their own. 0 1 2 3
7. I encourage my team to be proactive in solving customer
problems.
0 1 2 3
8. I seek out, and act on, the opinions of my team. 0 1 2 3
9. I recognize and reward good performance. 0 1 2 3
10. I help develop my team’s skills and knowledge. 0 1 2 3
11. I jointly set objectives with my team. 0 1 2 3
12. I give constructive feedback on performance. 0 1 2 3
13. I encourage teamwork and cooperation. 0 1 2 3
14. I support decisions made by my team. 0 1 2 3
15. I am approachable. 0 1 2 3
16. I make clear the expectations I have of my team. 0 1 2 3
17. I make individuals feel valued. 0 1 2 3
18. I allow my team to by-pass me and go to my manager. 0 1 2 3
19. I take an active role in helping my team set and meet their
development plans.
0 1 2 3
20. I encourage members of my team to develop new working
methods, even if they are very different from what we do
at the moment.
0 1 2 3
Total your score: = + + +

16
Evaluation of Training
Here is a training evaluation form.
Ask participants to complete the form after training has taken place. This will allow them
time for reflection.

Evaluation of Training Questionnaire
Participant’s Name (optional): ______________________________________________
Course Title: ___________________________________________________________
Date: _________________________________________________________________
Please respond to the following questions. The information you provide will help us
improve the quality of future courses.
Course Content
What was the most useful part of the course?__________________________________
What was the least useful part of the course? _________________________________
Which sessions could have been expanded/shortened/included/improved? __________
Please circle the number that reflects your opinion of the content of the course.
Too simple 1 2 3 4 5 Too complex
Learned little that I did not 1 2 3 4 5 Learned a great deal that
know already I did not know already
Not relevant to my job 1 2 3 4 5 Very relevant to my job

Evaluation of Training Questionnaire (concluded)
Learning Methods and Pace
Please circle the number that reflects your opinion of the learning method and pace of
the course.
Not enough work in groups 1 2 3 4 5 Too much work in groups
Not enough practical work 1 2 3 4 5 Too much practical work
Not enough individual work 1 2 3 4 5 Too much individual work
Not enough presentations 1 2 3 4 5 Too many presentations
Not enough handouts 1 2 3 4 5 Too many handouts
Pace too slow 1 2 3 4 5 Pace too fast
Overall Impressions
To what extent have you benefited from the course? ____________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Would you recommend the course instructor? R Yes R No
Would you recommend this course? R Yes R No
Any other comments? ____________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

17
Facilitation
Managers and training professionals are increasingly being asked to facilitate groups.
Use this self-assessment to evaluate your effectiveness in this role.

Facilitation Skills Assessment
Check the appropriate box to rate how effective you are as a facilitator.
When I am facilitating a group… Always Often Sometimes Seldom Never
1. I join in and help the group
achieve its task.
R R R R R
2. I ask for feedback on my
performance and give people
feedback on their behavior.
R R R R R
3. I answer the questions I ask. R R R R R
4. I maintain a neutral stance. R R R R R
5. I tell the group how to achieve the
task.
R R R R R
6. I actively listen to what is being
said by people in the group.
R R R R R
7. I find myself becoming the
chairperson.
R R R R R
8. I am not afraid of conflict. R R R R R
9. I show my feelings when I hear
something I dislike.
R R R R R
10. I draw on a variety of methods to
give the group structure.
R R R R R
11. I find I agree with some people
and not others in the group.
R R R R R
12. I summarize different people’s
viewpoints.
R R R R R
13. I find it difficult to observe what
people are doing.
R R R R R
14. I suggest a method of working if
the group is unable to proceed.
R R R R R
15. I prefer not to intervene when the
situation becomes difficult.
R R R R R
16. I let people have their say. R R R R R
17. I am not aware of power plays. R R R R R
18. I establish ground rules with the
group.
R R R R R
19. I am afraid to probe for underlying
feelings that are not being
expressed in the group.
R R R R R
20. I interpret body language
correctly.
R R R R R

Facilitation Skills Assessment (continued)
Scoring
Complete the following scoring grid. Then total your scores.
Statement Always Often Sometimes Seldom Never
1. 1 2 3 4 5
2. 5 4 3 2 1
3. 1 2 3 4 5
4. 5 4 3 2 1
5. 1 2 3 4 5
6. 5 4 3 2 1
7. 1 2 3 4 5
8. 5 4 3 2 1
9. 1 2 3 4 5
10. 5 4 3 2 1
11. 1 2 3 4 5
12. 5 4 3 2 1
13. 1 2 3 4 5
14. 5 4 3 2 1
15. 1 2 3 4 5
16. 5 4 3 2 1
17. 1 2 3 4 5
18. 5 4 3 2 1
19. 1 2 3 4 5
20. 5 4 3 2 1
Subtotals + + + + =
Total your score:

Facilitation Skills Assessment (concluded)
80 and over You are a good facilitator. You recognize that your role is to help the
group achieve its task in selecting the best method and by observing
the ways in which the group works together.
79 and under You might be focusing too much on the task that the group has to
achieve rather than the method it selects to achieve it and the way the
group works together. Facilitation is not the same as chairing a meet-
ing. Look at the areas where you had low scores and consider how you
can improve your skills.
Characteristics of an Effective Facilitator
• The role of the facilitator is to help the group achieve its task.
• A facilitator is a neutral servant of the group. They do not participate in the
activities of the group; rather, they help the group select the most appropriate
method for achieving the task. They observe group processes (i.e., the way the
group works together), for example, sub-groupings, power plays, openness,
and trust. These processes are often not spoken about by the team. By bringing
group processes to the surface, an effective facilitator helps the group over-
come obstacles in the way they are working together.
• Effective facilitators empathize with the group, and team members trust them.
• They are good listeners, able to pick out underlying feelings as well as facts.
They can summarize what is happening in the group well.
• Effective facilitators make good use of open questions to elicit feedback from
the group on its progress.
• They are also effective observers who can identify behaviors that help or hinder
the group.

18
Feedback Skills
This checklist is designed to help you determine your skills as a manager/team leader in
giving feedback on performance.

Feedback Skills Checklist
Assess, as honestly as possible, what you do rather than what you intend to do! Check
the appropriate box to indicate how effective you are at providing feedback to members
of your team.
Always Often Sometimes Seldom Never
1. I pay close attention to what my
team says it does at work.
R R R R R
2. I obtain additional information as
appropriate before giving feed-
back.
R R R R R
3. I give performance feedback as
close to the event as possible.
R R R R R
4. I establish a natural and friendly
rapport with the person to whom I
am giving feedback.
R R R R R
5. I ask staff members for their views
about their performance first.
R R R R R
6. I use examples to substantiate my
feedback.
R R R R R
7. I recognize and praise good per-
formance.
R R R R R
8. I explain the effect of less-than-
satisfactory behaviors.
R R R R R
9. I discuss any constraints or frus-
trations that might affect perform-
ance.
R R R R R
10. I help individuals suggest their
own action plan for improvement.
R R R R R
11. I check my staff’s commitment to
improvements.
R R R R R
12. I provide encouragement and
support to the individual to bring
about improvements.
R R R R R
Now list below the actions you can take to improve how you give feedback on perform-
ance:
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________

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