Self evaluation
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The employee self-evaluation document consists of 10 questions for the employee to assess their own understanding of their job responsibilities, supervisor, workload, ability to discuss problems, benefits, role on their work team, goals, company's goals, organizational structure, and training received. The employee indicates their level of agreement with each statement by checking one of four boxes ranging from below average to superior. Their responses in each column are totaled and multiplied by a severity factor, with the higher score indicating a better understanding of their role and the company.
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SummaryWe began this chapter by discussing the importance of.docx
Summary
We began this chapter by discussing the importance of a comprehensive evaluation. We end it by
suggesting that a comprehensive evaluation is not always necessary. Understanding what to
consider before evaluating makes such decisions more logical and useful.
Evaluation can be complex and, in many cases, costly. For this reason, we suggested
throughout this chapter that evaluation is useful and important, but not necessary at all levels all
the time. Furthermore, good detective work can, in some cases, replace complex designs in
assessing the validity of evaluation.
Deciding what training should be evaluated, and at what levels, will be easier if the
organization is proactive. By examining the strategic plan, it is possible to identify those areas of
training that require evaluation and the extent to which evaluating is necessary. Without such
direction, the training department will need to identify its mission and goals as best it can and
work from there to determine the training that needs to be evaluated. Even for a large
organization, it is simply not practical to evaluate everything. All organizations need to
determine what training they want to evaluate and how they will do so.
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i133#ch09sidebar05)
The Training Program (Fabrics, Inc.)
We are now ready to examine the evaluation phase of the Fabrics, Inc., training. We
presented the training, and it is time to do the evaluation. In the design phase of the
training process, one of the outcomes was development of evaluation objectives.
Although we developed and implemented the training, it is critical to remember that
developing the tools for evaluation needs to be done concurrently with developing the
training, not after it.
Examination of the output of the evaluation phase of training indicated two types of
evaluation: process and outcome. The process evaluation will consist of the trainer,
during training, documenting what she covered in each module and the time spent on it.
These results will then be compared with what was expected to be covered in each
module and the time spent.
For the outcome evaluation, four types are identified. The reaction questionnaire for
trainers will model the one that was presented in Table 9-4
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i131#ch09table04)
of the text. For the training itself, the reaction questionnaire is shown next in “Fabrics
Reaction 1”.
For learning, we need to revisit the learning objectives to determine what is required.
We need a paper-and-pencil test for measuring knowledge (objectives 1 and 2) and two
behavioral tests to measure active listening and conflict resolution skills (objectives 3 and
4). More specifically, the first two learning objectives (and the others related to the
Summary
1/29/20, 6:52 AM
Page 1 of 13
training but not developed here) are accommodated using the paper-and-pencil test. The
content of this test is partially .
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Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docx
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
...
My interpersonal communication plan
1. The document outlines Ana Sofia Cerda Kipper's interpersonal communication plan to improve her communication skills.
2. The plan involves observing her current communication behaviors, evaluating them, choosing one to improve, and identifying 3 actions to improve that behavior.
3. Ana conducted a self-diagnosis and found that she communicates well but could improve her empathy, such as listening more closely to understand others' perspectives.
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1. True-false, matching, and multiple choice items are commonly used selection item types. Suggestions are provided for writing each type to ensure items are unambiguous and test the intended objectives.
2. Supply item types like fill-in-the-blank require students to provide short answers. Guidelines emphasize writing clear, unambiguous items that test recall of important content.
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Self Assessment
Assessment as learning involves students reflecting on their own progress, setting learning goals, and developing strategies to achieve those goals. It builds metacognition and helps students take responsibility for their past and future learning. Effective assessment as learning empowers students by having them ask reflective questions, consider different learning strategies, and determine next steps when they don't understand something. Teachers play a role in helping students develop specific and worthwhile learning goals and providing structures to support reflective thinking, while students are responsible for monitoring their goals over time through self-assessment.
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The student self-evaluates their group's pre-production, production, and post-production work on a music video project. In pre-production, the group chose a song, developed a storyboard, and planned logistics. Production went smoothly thanks to the schedule and the student's acting and directing experience. However, some scenes had to be cut due to continuity errors. In post-production, editing was simple but some desired sound effects and scenes could not be included. Overall the group worked well together but could have improved planning and avoiding continuity issues.
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The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
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BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
Click on ‘Week 2’ Under Course content to get all information abou
This document provides guidance for students on completing discussion assignments for their course. It outlines the requirements for two discussion assignments:
1) A case analysis of James Houghton and Signature Theatre using a five question strategy framework and developing a strategy map. Students are asked to analyze the theater's success, create a strategy map, and recommend future actions.
2) An evaluation of the mission, vision, and values of an organization they have chosen for their capstone project. Students are asked to analyze the strength and alignment of these statements and recommend improvements. They will add this analysis to the appendix of their strategy playbook.
The document provides questions for students to consider in their analysis and guidelines for posting their responses. It
A worksheet for measuring competencies vinh
The document provides a checklist to rate the competencies of a workplace learner. It lists various foundational, intermediate, and advanced competencies and provides a scale to rate the learner's level of effectiveness for each competency. It also includes a scale to rate the importance of improving each competency. The checklist can be used by someone familiar with the learner to assess their competencies and prioritize areas for improvement.
SummaryWe began this chapter by discussing the importance of.docx
Summary
We began this chapter by discussing the importance of a comprehensive evaluation. We end it by
suggesting that a comprehensive evaluation is not always necessary. Understanding what to
consider before evaluating makes such decisions more logical and useful.
Evaluation can be complex and, in many cases, costly. For this reason, we suggested
throughout this chapter that evaluation is useful and important, but not necessary at all levels all
the time. Furthermore, good detective work can, in some cases, replace complex designs in
assessing the validity of evaluation.
Deciding what training should be evaluated, and at what levels, will be easier if the
organization is proactive. By examining the strategic plan, it is possible to identify those areas of
training that require evaluation and the extent to which evaluating is necessary. Without such
direction, the training department will need to identify its mission and goals as best it can and
work from there to determine the training that needs to be evaluated. Even for a large
organization, it is simply not practical to evaluate everything. All organizations need to
determine what training they want to evaluate and how they will do so.
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i133#ch09sidebar05)
The Training Program (Fabrics, Inc.)
We are now ready to examine the evaluation phase of the Fabrics, Inc., training. We
presented the training, and it is time to do the evaluation. In the design phase of the
training process, one of the outcomes was development of evaluation objectives.
Although we developed and implemented the training, it is critical to remember that
developing the tools for evaluation needs to be done concurrently with developing the
training, not after it.
Examination of the output of the evaluation phase of training indicated two types of
evaluation: process and outcome. The process evaluation will consist of the trainer,
during training, documenting what she covered in each module and the time spent on it.
These results will then be compared with what was expected to be covered in each
module and the time spent.
For the outcome evaluation, four types are identified. The reaction questionnaire for
trainers will model the one that was presented in Table 9-4
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i131#ch09table04)
of the text. For the training itself, the reaction questionnaire is shown next in “Fabrics
Reaction 1”.
For learning, we need to revisit the learning objectives to determine what is required.
We need a paper-and-pencil test for measuring knowledge (objectives 1 and 2) and two
behavioral tests to measure active listening and conflict resolution skills (objectives 3 and
4). More specifically, the first two learning objectives (and the others related to the
Summary
1/29/20, 6:52 AM
Page 1 of 13
training but not developed here) are accommodated using the paper-and-pencil test. The
content of this test is partially .
amcat22
Pragatiranjan Sahoo received an AMCAT Employability Report that provides an analysis of his skills, personality, and career fitment for different industries and jobs. The report includes summaries of his AMCAT test scores in different modules, an analysis of his personality traits, and suggestions for how to improve areas of weakness and pursue career paths that match his strengths. It recommends that Pragatiranjan focus on profiles where his skills are strongest, explore profiles where he may have unconsidered potential, and work to improve skills needed for profiles that interest him but were identified as medium or low fit. The report aims to guide Pragatiranjan in developing an action plan to succeed at interviews and position himself
Agile metrics sequel presentation
Learn more about what actions to take after you collect a metric assessment for your team.
Utilize Kaizen and introspection in ways that promote continuous improvement
Soc 110 soc110 soc 110 discussions uopstudy.com
This document provides an overview and discussion prompts for 5 weeks of an online course on teams and teamwork called SOC 110. It outlines the key topics to be covered each week, including:
- Week 1: Defining groups vs teams and the role of communication
- Week 2: Roles within teams and strategies for strengthening team cohesion
- Week 3: Leadership, conflict management, and navigating conflict within teams
- Week 4: Understanding team dynamics and their impact on effectiveness
- Week 5: Problem solving and decision making as a team by applying lessons from previous weeks
Students are asked to respond to weekly discussion prompts drawing on their own experiences and applying strategies covered in the course materials.
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docx
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
...
My interpersonal communication plan
1. The document outlines Ana Sofia Cerda Kipper's interpersonal communication plan to improve her communication skills.
2. The plan involves observing her current communication behaviors, evaluating them, choosing one to improve, and identifying 3 actions to improve that behavior.
3. Ana conducted a self-diagnosis and found that she communicates well but could improve her empathy, such as listening more closely to understand others' perspectives.
30011164222187_report2
This document provides an overview and instructions for reading an AMCAT employability report. It discusses the following key points:
1. The report summarizes AMCAT test scores, provides personality insights and analyzes fit for different industries and jobs. It also offers guidance on improving skills.
2. The most important chapter is the score summary, which highlights test results, personality snapshot, and employability. Additional detail is in other chapters.
3. The profile and industry fitment chapter indicates which jobs the reader is well-suited for and which may be interesting to explore, as well as jobs where skills need improvement. It provides an action plan.
4. The report identifies strengths and weaknesses to guide
10018797476127_report
This document provides a summary of an individual's AMCAT employability report.
[1] The report analyzes the individual's AMCAT test scores, personality assessment results, and fit for different industries and job profiles. It provides detailed feedback on their performance in each AMCAT module and areas for improvement.
[2] The personality assessment chapter describes the individual's scores on key personality traits like extraversion, conscientiousness, etc. It identifies their personality type as a "Protector" based on these traits.
[3] The industry and job fitment chapter explains the individual's suitability for various profiles in different industry sectors based on their AMCAT scores and the competency requirements of those
Performance appraisal sample
In this file, you can ref useful information about performance appraisal sample such as performance appraisal sample methods, performance appraisal sample tips, performance appraisal sample forms, performance appraisal sample phrases … If you need more assistant for performance appraisal sample, please leave your comment at the end of file.
30013126570367_report
This document provides an overview and instructions for reading an AMCAT employability report. It discusses the following key points:
- The report summarizes AMCAT test scores, provides a personality assessment, analyzes industry and job fitments, and recommends ways to improve employability.
- The most important chapter is the score summary, which highlights test scores, personality snapshot, and employability for different job profiles and sectors.
- The job profile and industry fitment chapter indicates which profiles the reader is highly employable for and should prepare interviews for, as well as profiles they may want to explore further.
- For medium/low employability profiles of interest, the reader should work to improve skills in relevant
report
Ramya Prakash Rout took the AMCAT test and received a report analyzing their test scores, personality traits, industry and job fitments, and ways to improve employability. The report includes a summary of AMCAT scores, detailed feedback on performance in each test module, an analysis of personality based on traits like extraversion and conscientiousness, and a chapter on potential job profiles and industries that would be a good fit based on their skills and personality. The report provides tips on areas to focus on improving and guidance on next steps for Ramya to enhance their career prospects based on the assessment results.
Building trust and a sense of safety
The higher you go up in any organization, the more people you serve, not the other way around.George Couros.
A workshop topic within KRS Agile coaching circles for our Leadership team. We focus hard on creating a safe space for staff and on building a culture of trust and inclusivity. We create an environment where staff can bring their whole self to work.
Amcat Certificate
Himanshu Saxena received an AMCAT Employability Report that summarizes his test scores and provides feedback on his skills, personality, and career fit. The report includes chapters on reading the report, AMCAT scores, module feedback, personality assessment, industry and job fit, and next steps for improving employability. The module feedback chapter analyzes his performance on each test module and identifies areas of strength and weakness. It provides personalized tips for improving weak skills. The personality chapter describes his scores on traits like extraversion, conscientiousness, and openness to experience based on a personality inventory. The report aims to help Himanshu create an action plan to target profiles of high interest and improve his career opportunities.
Advance Manager Training
The document provides an agenda for a management training session. It includes icebreakers, ground rules, management fundamentals like 1-on-1 meetings and delegation, a case study, tools for understanding employee behaviors and team dynamics, and guidance for managing both people and their jobs. The session aims to help managers maximize their effectiveness, align their teams, and identify strengths.
Manager Training
This document provides an agenda and materials for a workshop on managing people. The agenda includes discussions of management fundamentals, a case study, assessing jobs and teams' behavioral patterns, setting job targets, and a software demonstration. The document seeks to help managers maximize their effectiveness with individuals and teams by aligning strengths and job requirements.
BMAL 500Textbook Project Personality Applied to the Organizatio
This document provides instructions for a graduate-level textbook project assignment requiring students to complete an assessment through McGraw-Hill Connect and use the results to write a 6-page paper in APA format. The paper must discuss insights about personality, working with others, and life in organizations based on assessment results. It also requires applying these insights to workplace behavior, answering questions about how the assessment results will help the student be a better employee, and discussing how the Holy Spirit has transformed weaknesses into strengths.
Dealing conflict
The document discusses managing conflict within teams. It provides symptoms of team conflict including missed deadlines, gossip, and hostility. It also discusses causes of conflict such as poor communication, unclear goals, and lack of leadership. The document recommends addressing conflict by defining the problem, gathering data, analyzing the situation, choosing a solution, and implementing it. Managers are advised to understand team roles and dynamics, provide clear expectations, and act as a supportive leader to help teams resolve conflicts productively.
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BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
Click on ‘Week 2’ Under Course content to get all information abou
Click on ‘Week 2’ Under Course content to get all information abou
SummaryWe began this chapter by discussing the importance of.docx
SummaryWe began this chapter by discussing the importance of.docx
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docx
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Satta Matka Dpboss Matka Guessing Kalyan Chart Indian Matka Kalyan panel Chart
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Self evaluation
- 1. Employee Self-Evaluation Answer the following questions by checking the appropriate box to the right. After you have finished answering each question, total the number of checked boxes in each column. Multiply the total of each column by the severity factor for that category. Add together the total of each column. This is your evaluation score. The higher the score, the better your understanding is of your company, its structure and your role in it. Below Satisfactory Above Superior Average Average (1) (2) (3) (4) 1. I know what the responsibilities of my job are. 2. . I know who my supervisor is and what he or she is responsible for. 3. I feel my workload is too heavy. 4. I feel I can discuss my problems with my superior. 5. I know what my benefits are. 6. I feel that I am a part of a productive work team. 7. I always know what my daily and weekly goals are. 8. I know what the long-term goals of the company are. 9. I know what the organizational structure of the company is. 10. I feel I have had enough training to perform my job. Total the number of responses in each column Multiply the responses by each column’s severity factor Add the results for your total audit score