The document provides instructions for students to complete a pre-course assessment of their analytical, creative, and practical thinking skills. It includes 20 statements for each skill area and asks students to rate how well each statement applies to them. The results will help students understand their strengths in different types of thinking.
This is a presentation to the Women for Economic Leadership and Development Conference. If you are interested in learning more about innovative leadership, this will give additional details on our thinking as well as a self assessment tool.
A sheet that helps students frame a reflection on their learning skills. The activity is based on the 5Rs (resilience, resourcefulness, responsibility, reasoning and reflectiveness).
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docxsmile790243
Leader's Self-Insight 3.1. T–P Leadership Questionnaire: An
Assessment of Style
Instructions: The following items describe aspects of leadership
behavior. Assume you are the appointed leader of a student group and
feel the pressure for performance improvements to succeed. Respond to
each item according to the way you would most likely act in this pressure
situation. Indicate whether each item below is Mostly False or Mostly
True for you as a work-group leader.
Mos
tly
Fals
e
Mos
tly
Tru
e
1 I would hold members personally
accountable for their performance.
2 I would assign members to specific roles
and tasks.
3 I would ask the members to work harder.
4 I would check on people to know how they
are doing.
5 I would focus more on execution than on
being pleasant with members.
6 I would try to make members' work more
pleasant.
Scoring and Interpretation
The T–P Leadership Questionnaire is scored as follows: Your T score
represents task orientation and is the number of Mostly True answers for
questions 1–5. Your P score represents your people or relationship
orientation and is the number of Mostly True answers for questions 6–
10. A score of 4 or 5 would be considered high for either T or P. A score
of 0 or 1 would be considered low. T = _ _ _. P = _ _ _.
Some leaders focus on people needs, leaving task concerns to followers.
Other leaders focus on task details with the expectation that followers
will carry out instructions. Depending on the situation, both approaches
may be effective. The important issue is the ability to identify relevant
dimensions of the situation and behave accordingly. Through this
questionnaire, you can identify your relative emphasis on the two
dimensions of task orientation (T) and people orientation (P). These are
not opposite approaches, and an individual can rate high or low on either
or both.
What is your leadership orientation? Compare your results from this
assignment to your result from the quiz in Leader's Self-Insight 2.2 in
Chapter 2. What would you consider an ideal leader situation for your
style?
7 I would focus on maintaining a pleasant
atmosphere on the team.
8 I would let members do their work the way
they think best.
9 I would be concerned with people's
personal feelings and welfare.
10 I would go out of my way to be helpful to
members.
Source: Based on the T–P Leadership Questionnaire as published in “Toward a
Particularistic Approach to Leadership Style: Some Findings,” by T. J.
Sergiovanni, R. Metzcus, and L. Burden, American Educational Research Journal
6, no. 1 (1969), pp. 62–79.
Leader's Self-Insight 3.2. Are You Ready?
Instructions: A leader's style can be contingent upon the readiness level
of followers. Think of yourself working in your current or former job.
Answer the following questions based on how you are on that job.
Please answer whether each item is Mostly False or Mostly True for you
in that job.
Mos
tly
Fals
e
Mos
tly
Tru
e
...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. SLS1001-Winter 20122
Instructor: Leith Mazzochi
YOUR NAME: Denise Hawkes
Before using an assessment, you should know:
• Assessment results represent preferences, not absolutes.
• There are no “right” or “wrong” answers, one style is not better than another.
• Most people have strength in more than one dimension or preference.
• Results should be used to inspire understanding rather than to lock you into
a particular “label.”
• The environment or circumstances under which you take an assessment
may influence the results.
2. PRE-COURSE: ASSESS YOUR
ANALYTICAL THINKING SKILLS
For each statement, put brackets ( ) around the number that feels right to you, from 1 for “not at all true for me” to 5
for “very true for me.”
Example: 1 2 3 (4) 5. (I selected 4 and put brackets around it).
1 I recognize and define problems effectively. 1 2 3 (4) 5
2 I see myself as a “thinker,” “analytical,” “studious.” 1 2 3 (4 ) 5
When working on a problem in a group setting, I like to break down the
3 1 2 3 4 (5)
problem into its components and evaluate them.
4 I need to see convincing evidence before accepting information as fact. 1 2 3 4 (5)
5 I weigh the pros and cons of plans and ideas before taking action. 1 2 3 4 (5)
6 I tend to make connections among bits of information by categorizing them. 1 2 3 (4) 5
7 Impulsive, spontaneous decision-making worries me. (1) 2 3 4 5
8 I like to analyze causes and effects when making a decision. 1 2 3 4 (5)
9 I monitor my progress toward goals. 1 2 3 4 ( 5)
10 Once I reach a goal, I evaluate the process to see how effective it was. 1 2 3 (4) 5
Type the Total of your answers in the brackets in the BOX: ()
3. PRE-COURSE: ASSESS YOUR
CREATIVE THINKING SKILLS
For each statement, put brackets ( ) around the number that feels right to you, from 1 for “not at all true for me” to 5
for “very true for me.”
1 I tend to question rules and regulations. 1 2 3 4 (5)
2 I see myself as “unique,” “full of ideas,” “innovative.” 1 2 3 4 (5)
3 When working on a problem in a group setting, I generate a lot of ideas. 1 2 3 4 (5)
4 I am energized when I have a brand-new experience. 1 2 3 (4) 5
5 If you say something is too risky, I’m ready to give it a shot. 1 2 3 4 ( 5)
6 I often wonder if there is a different way to do or see something. 1 2 3 4 (5)
7 Too much routine in my work or schedule drains my energy. 1 2 3 (4) 5
8 I tend to see connections among ideas that others do not. 1 2 3 4 (5)
9 I feel comfortable allowing myself to make mistakes as I test out ideas. 1 2 3 4 (5)
10 I’m willing to champion an idea even when others disagree with me. 1 2 3 4 ( 5)
Type the Total of your answers in the brackets in the BOX: ()
4. PRE-COURSE: ASSESS YOUR
PRACTICAL THINKING SKILLS
For each statement, put brackets ( ) around the number that feels right to you, from 1 for “not at all true for me” to 5
for “very true for me.”
1 I can find a way around any obstacle. 1 2 3 4 (5)
2 I see myself as a “doer,” the “go-to” person, I “make things happen.” 1 2 3 4 (5)
When working on a problem in a group setting, I like to figure out who will do
3 1 2 (3) 4 5
what and when it should be done.
4 I apply what I learn from experience to improve my response to similar situations. 1 2 3 4 (5)
5 I finish what I start and don’t leave loose ends hanging. 1 2 3 (4) 5
I note my emotions in academic and social situations and use what they tell me to
6 1 2 3 (4) 5
move toward a goal.
I can sense how people feel and can use that knowledge to interact with others
7 1 2 3 4 (5)
effectively.
8 I manage my time effectively. 1 2 3 4 (5)
I adjust to the teaching styles of my instructors and the communication styles of
9 1 2 3 (4) 5
my peers.
10 When involved in a problem solving process, I can shift gears as needed. 1 2 3 4 (5)
Type the Total of your answers in the brackets in the BOX: ()
5. ACTIVATE YOURSELF
Use this self-assessment to think about how well you can get and stay motivated right now.
1 2 3 4 5
Definitely Like Me Somewhat Like Me Not Sure Somewhat Unlike Me Not At All Like Me
For each statement put brackets around the number which best represent your answer:
1 I motivate myself well. 1 2 3 4 (5)
2 I can control my impulses. 1 2 3 4 (5)
3 I know when to persevere and when to change gears. 1 2 3 4 (5)
4 I make the most of what I do well. 1 2 3 4 (5)
5 I can successfully translate my ideas into action. 1 2 3 4 (5)
6 I can focus effectively on my goal. 1 2 3 4 (5)
7 I complete tasks and have good follow-through. 1 2 3 4 (5)
8 I initiate action—I move people and projects ahead. 1 2 3 4 (5)
9 I have the courage to risk failure. 1 2 3 (4) 5
10 I avoid procrastination. 1 2 3 (4) 5
11 I accept responsibility when I make a mistake. 1 2 3 4 (5)
12 I don’t waste time feeling sorry for myself. 1 2 3 (4) 5
13 I independently take responsibility for tasks. 1 2 3 (4) 5
14 I work hard to overcome personal difficulties. 1 2 3 4 ( 5)
15 I create an environment that helps me concentrate on my goals. 1 2 3 (4) 5
16 I don’t take on too much work or too little. 1 2 3 (4) 5
17 I can delay gratification to receive the benefits. 1 2 3 (4 ) 5
18 I can see both the big picture and the details in a situation. 1 2 3 4 (5)
19 I am able to maintain confidence in myself. 1 2 3 4 (5)
20 I can balance my analytical, creative, and practical thinking skills. 1 2 3 4 (5)