1.

Introduction
1.1Self- Awareness
Morin (2011) Self-awareness represents the capacity of becoming the object of ones own
attention. In this state one actively identifies, processes, and stores information about the
self. This paper surveys the self-awareness literature by emphasizing definition issues,
measurement techniques, effects and functions of self-attention, and antecedents of selfawareness.
Ferrari & Sternberg (1998) identified that self-awareness is done to know about themselves.
For example their strengths weaknesses opportunities and threats. Self-awareness is helpful to
to their limitations before doing any work, they need to know whether they are capable of
taking and finishing the jobs.
Zahavi (1999) identified that different people have different self-awareness and the activities
of people differs. Self-awareness helps people work in groups and work with unity. People
knowing about themselves are able to coexist with the structural unity.
Brook & devidi (2001) found that self-identification is a big part since it helps people know
about them. He says that one should be able to know his/her limits and control them
according to that specific coexist.
Pereira (2008) concluded that by self-awareness people would find it easy to make decisions
and actions according to current position. They will know how to face and control work
related problems. Decision making process will be easier.

1.2 Self-Development
Barbara & Lawrence (2010) assessing yourself is the key development because if you dont
know where you have a problem, you wont know what to develop. Assess where you are now
and where you will like to be then build the bridge to close the gap (page 3).
1 | Page

Pedler, Burgoyne, and boydell (2013) self-development is personal development, by taking

responsibilities and handling own alone would increase their learning and the thinking
powers. By achieving the targets it will motive and will be focused to take more
responsibilities for organize events. By working on events it would develop qualities and
skills and also the performing quality outputs.
Rogers (2009) identified that self-development is focused to be achieving goals in the future.
Self-development leads to happiness after they have achieved the specific targets, since
achieving self-develop has a lot to suffering and sacrificing.
Johns (2012) identified that by training people produce better results in their performances,
quality of the work and they have the ability to compete with the others. They are motivated
to be focused, build up the weaknesses to compete effectively and with much more selfconfidence. There is a definite growth by training people.
Kyle & Chick (2004) Identified that Self-development helps them to socialize in the society
and to move along different cultures. Thus it would increase personality and know their
limitations with people. They will know how to interact with people and share their values
and norms.

1. Self-Assessment tools
2.1 Johari window model
Cipriani (2004) said that Johari window is a model that finds out information about a
person or a group of people. It contains four criterias, they are free area, blind area,

2 | Page

hidden area and unknown area. This is done in order to know about a person. They will
know what type of person they are, such as their feelings, experience, views.
Sullivan & Wyatt (2005) found that johari window is a model where people may not be
aware of certain stuff, by doing johari window people can identify their hidden characters
too. Johari window is proved as a very effective model. Therefore, Managers can identify
the hidden talent or weakness in an employee and will know the limits and capabilities of
the employee.
Thomas & Gottfried (2012) found that johari window is done in order to know about
him/her (employee). When working in groups its always advisable to know about
themselves since it will be easier to split work and achieve the goals. It is compulsory for
the managers to know about their staff while working as a group especially. Managers
knowing about the staff will make it easier for the mangers to lead towards the targeted
goals and achieve it, if the manager fails to know the attitudes of the staff then they are
failing.
According to johari window responses by 10 of my colleagues, they described as to how I
am in their opinion. 7 of them have agreed that I am very trust worthy, which is a very
good strength for a manager as argued by Holton (2001). Which is also told that trust is
an important part as being a manager of an organization.
Furthermore, most of them agreed that I am confident, sociable, helpful, calm, kind,
understanding. According to Pedler, Burgoyne and Boydell (2001) a successful manager
should have Social skills and Emotional resilience. In an organization there will be a lot
of employees with different cultures and attitudes, as a manager I will have to be social
and friendly to handle all the employees with equal attention.
Furthermore, as a manager I am accountable and responsible for all the work accepted in
the organization. I as manager should develop and implement strategies for efficient and
effective outcome from the organization.
However, my colleagues have mentioned that I am religious efficient and flexible. As a
manager I hold a big responsibility to achieve the set targets of the organization, deliver
the products of time and also the products with high quality. Productivity is an important
factor in an organization, as told by my colleagues that I am efficient and flexible will be
an added advantage for the employees to work and corporate with me in order to achieve
the organizations set targets.

3 | Page

The hidden area of me is that I get tensed and nervous. These two is that I always try to
control since I never want to show people that I am like this since its a weakness for a
manager and also its sometimes hard to achieve the specific set targets and the specific
outcomes wouldnt be effective. As a manager getting tensed is a bad emotion since it
will be shown to the employees and they may get demotivated to work, thus the quality to
the products will reduce and also wastage increases, as a result I will have to be
accountable and responsible for those wastages. As a manager been nervous is not a good
quality since I will have to attend meetings and talk to a lot of people in the future.

2.2 learning style questionnaires model

Reid (1987) identified that the learning style questionnaires was very effective in the past
few decades. People have different learning styles from small days (school periods). This
research has found out that the learning style questionnaires will differ from culture,
different languages, sex etc. Therefore, Managers can specifically know the abilities and
interest of the employee, thus would find a way to motivate the employee and get work
done effectively and efficiently.
4 | Page

Riding & Smith (1997) Found that different people have different learning styles, thus it
doesnt involve with the knowledge of the learners. By doing a learning style
questionnaires people will get to know their effective learning style, which would make
them easier to learn. Furthermore, Managers will not be able to use the same strategies to
motive all employees since different employees will have different learning styles and
different interests.
Furnham, Jackson, & miller (1999) examined that learning style questionnaires have an
impact in the work place since the employees know what their capabilities. It would help
employees to overcome their weaknesses and make that as a strength and adjust to that
work. Furthermore, there are high chances for some employees to get demotivated and
leave the job (if they cant adjust to their work environment).
Pashler, McDaniel, Rohrer & Bjork (2008) proved that learning style questionnaires has
been developed in the education field. Students find their own ways of learning and its
very effective. Learning style has been recommended to lecturers to allocate some time
for learning styles questionnaires in colleges and universities since it helps the students.
After doing the learning style questionnaires students must be guided properly in order
for the student to produce best outcomes (results). Students should be carefully examined
for making learning style questionnaires effective. Therefore, by doing so the employees
will know their learning style so that the managers will not have to waste time by
analysing their learning style.
According to my learning style questionnaires (Appendix 3), I am a strong activist scored
11. Therefore an activist always work and experience new stuff. They tend to tackle and
solve problems by brainstorming. They always like to move on happily. They have a
flexible and open mind attitude. They always try something new and their life is filled up
with activities. They motive the others too. (Zwanenberg, Wilkinson & Anderson, 2000).
Therefore, their main strength as an activist is the being flexible and open minded and
always wants new experiences. This is a result of self-development. They are very
confident in in taking new challenges but they are unlikely to resist to changes (Caple &
Martin, 1994). In a competitive environment managers need to be flexible internally and
externally for the organization to face competition and flight against the other
organization.
However, as a activist the organization may be effected negatively since this type of
learner will not think about the effects while making a decision. Planning is an important
5 | Page

thing managers should do since this will guide the way to achieve targets and also show
the employees the route to success. It will also help the manager to make effective
decisions, by doing so they can avoid the future problems and work towards the objective
effectively and efficiently (Pedler, Burgoyne & Boydell, 2001; Hill & Jones, 2007). For
example being an open minded would help the organization to have clear ideas and would
come out with better improvements, thus helps the organization achieve the targeted goals
faster and easier. Employees would feel comfortable to work too since they have clear
guide lines.

2.3 Management Charter Initiative model (MCI)

MCI questionnaires were designed for managers to analyze themselves in the areas of
communication, building teams, acting assertively and other managerial competences.
This tool shows how they have performed and the areas they fall behind to act as
successful managers.
Frank (1991) Managers can judge the employee by doing the MCI model. By doing an
MCI model managers can find out the weaknesses of the employee and give some sort of
an training and development for the employee to overcome the specific weaknesses,
therefore training and development would benefit the organization since the manager
6 | Page

trains the employees to overcome their weaknesses and thereby the organizations output
increases. Through this managers are aware of the organizations development, further
more studies have proven that this model has been very successful for managers to
develop the organization.
Thompson & Harrison (2000) MCI model questionnaires is a very frequent used model to
develop competence with the managers. Managers can rate the employees standards for a
work, they can give work to the employees only if they like to do a specific job. For
example to taking failure as a experience to develop and to learn mistakes such quality
employees can be given new tasks. MCI questionnaires is a widely used questionnaires
unlike any other models. There is no manager who can be effective and efficient if they
havent analysed this model properly. This tool shows the qualities that the manager
should have to be successful. Therefore, managers will be aware of the management
development since managers will have to face so many competence.
Cockerill (1989) managers holds the job for the competences they bring into the
organization and not only for their experience. However assessing the competences has
been criticised how effective the model can be because of a common set of competences
have been used to analyse each and every person.

3.0 Personal Development Plan (PDP)

Name

MOHAMED RAMEEZ MOHAMED SUHAIL

Date 27/JEBRUARY/2015
Aim of the PDP TO IMPROVE THROUGH MY LEARNING
SMART
developme
nt
objectives

Learning and
Development
Activities

Practical
and
academic
resources

Methods of
review and
criteria

Deadlines

Planning Skills

Before implanting a
strategy, take ideas and
discuss with people
and the senior
managers. Take

Read articles,
book on effective
planning. Talking
to the senior
managers on how

Analysing myself
when a problem
arises, as to how I
react and conclude
on a solution for it.

End of June
2015.

7 | Page

Act responsible

Communication
Skills

8 | Page

precautions before
implementing, like
sharing the idea with
the employees since
they will tell the
possible problems that
would occur. Always
have some back up
plans. Try to have a
basic plan as to how to
achieve the objectives.
Managers are
accountable and
responsible for all that
happens in an
organization. Knowing
this I should keep
continuous focus with
the set targets and
have a good relation
with the employees.
Handle employees
calmly, advise and
give proper
instructions to the
employees to achieve
goals effectively.

important
effective
planning. Watch
videos relating to
effective
planning. Asking
for experienced
managers about
planning.

Read some
articles and books
on leadership and
the leaders, Such
as Steve jobs.
Find out the
managers
responsibility and
duties. Watch
videos on how
famous leaders
sort problems.
Find out the
managers
contributions and
roles of a
manager.
Better communication Listening to some
skills improves by
presentations.
listening and talking to Reading books
people. Must make the and journal
employees and the
articles on
people feel
communication
comfortable talking
and the
and sharing their
importance.
opinions with me.
Talking to senior
Make sure there way
managers and
of transporting
questioning them
messages to the
about how
subordinates. Socialize communication
with people and move works.
friendly.

Keeping
continuous watch
of the productions.
Finally analysing
as to how
effectively I
achieve the set
targets.

Get feedbacks from End of

employees and
September
senior managers as 2015.
to how I have
performed and how
I achieved my
targets.

Distributing
questionnaires and
getting feedbacks
from employees
and senior
managers and
friends.

End of August
2015.

4.0 Conclusion
Managers plays a major role in the organization, since they hold responsibility and
accountable for all that happens in an organizations. Managers performances and critical
planning is an important factor in an organization, for example if the productivity has to
increase its the way managers deal with the employees and the way they guide them on how
to achieve the organizations set targets and objectives. Self-awareness and self-development
is very important for the managers since managers can identify their strengths and weakness
by this. Three tools were used to access myself, they are Johari window, Learning style
questionnaires and Management Charter Initiative model. I am a trust worthy person as
reviewed in Johari window, this is one of main strength of me since all the employees would
believe me and be honest with me and they will follow my guides in order to achieve
organizational goals since I have a good relationship with them. Furthermore, they would be
open with me where as they would have a higher job satisfaction, thus would increase
productivity by reducing wastage. Whereas, being nervous and tensed can reduce my
9 | Page

effective level and efficiency level, therefore, I will have to develop on that emotions in order
to produce effective level of output. Learning style questionnaires proved me as an activist,
this type of learner has both benefits and drawbacks. The main strength being an activist is
that I am flexible and open minded. The advantage of an activist is that we are flexible, being
flexible is a vital part in todays organization since the demand changes quickly, therefore,
being flexible allows you to gain more ideas and thus would lead to innovation. Innovations
are the key success for competitive advantage. However activist lack in planning, poor
planning would lead to inefficiency and poor performances. I will have to develop on my
planning process since this would produce effective results.

5.0 References
Ferrari, M. D., & Sternberg, R. J. (1998). Self-awareness: Its nature and development.
Guilford press (Ed.). Retrieved from https://books.google.lk/books?id=JANokqwOcsC&printsec=frontcover&dq=self+awareness&hl=en&sa=X&ei=HmvpVK2GO43luQS
TpICIDQ&redir_esc=y#v=onepage&q=self%20awareness%20definition&f=false
Forster, G., & Brown, G. (2008). Developing self. Glasgow: McGraw Hill.
Zahavi, D. (1999). Self-awareness and alterity: A phenomenological investigation.
Northwestern University Press. Retrieved from https://books.google.lk/books?id=K9wUTnREi0C&printsec=frontcover&dq=self+awareness&hl=en&sa=X&ei=HmvpVK2GO4
3luQSTpICIDQ&redir_esc=y#v=onepage&q=self%20awareness&f=false
Brook, A., & DeVidi, R. C. (2001). Self-reference and Self-awareness(Vol. 30).
Benjamins

Publishing

(Ed.).

Retrieved

from

John

https://books.google.lk/books?

id=h6XG5Dg7dUUC&printsec=frontcover&dq=self+awareness&hl=en&sa=X&ei=HmvpV
K2GO43luQSTpICIDQ&redir_esc=y#v=onepage&q=self%20awareness&f=false
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antecedents. Social and personality psychology compass, 5(10), 807-823. Retrieved
from doi 10.1111/j.1751-9004.2011.00387.x
Pereira, A. P. A. (2008). Self-awareness and Prospective Memory in Persons with Traumatic
Brain Injury: Contributions to Career Decision Making. ProQuest. Retrieved from
https://books.google.lk/books?
id=BexzscHNU4AC&printsec=frontcover&dq=self+awareness&hl=en&sa=X&ei=2JfpVOy
DN8mIuATWsYLQCA&redir_esc=y#v=onepage&q=self%20awareness%20&f=false
Barbara,

O.,

Lawrence

(2010).

Nuggets

of

self

development.

Retrieved

from

https://books.google.lk/books?
id=wxcGBVCxVDQC&printsec=frontcover&dq=self+development&hl=en&sa=X&ei=pvpVK7iPNO9uATPrIHgDQ&sqi=2&redir_esc=y#v=onepage&q=self%20development
%20&f=false
Pedler, M., Burgoyne, J., & Boydell, T. (2013). A Manager's Guide to Self-development. (4th
ed.).

McGraw-Hill International. Retrieved from https://books.google.lk/books?

id=byoAJbApcMC&pg=PP4&dq=Pedler+Burgoyne+and+boydell&hl=en&sa=X&ei=hKTpVIBFs-iugTV34Io&redir_esc=y#v=onepage&q=Pedler%20Burgoyne%20and
%20boydell&f=false
Pedler, M., Burgoyne, J., & Boydell, T. (2013). A Manager's Guide to Self-development.
(4thed.).

McGraw-Hill

International.

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from

https://books.google.lk/books?id=zddDBgAAQBAJ&pg=PP5&dq=a+manager
%27s+guide+to+self+development&hl=en&sa=X&ei=1sXqVOnYKZOeugSX4GoAg&sqi=2&redir_esc=y#v=onepage&q=self%20development&f=false
Rogers, L. W. (2009). Self development and the way to power. Retrieved from
https://books.google.lk/books?
id=vTqg8CKOqPoC&printsec=frontcover&dq=self+development&hl=en&sa=X&ei=BcfqV
NOAM86xuATZ_oCwBg&redir_esc=y#v=onepage&q=self%20development&f=false
Hazel Johns. (2012). Personal development in counsellor training. Sage Publications.
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from

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id=Id2SUF24JWkC&printsec=frontcover&dq=self+development+importance&hl=en&sa=X
&ei=T87qVO31GI2yuATJ6IH4Bg&redir_esc=y#v=onepage&q=self
%20development&f=false
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Kyle, G., & Chick, G. (2004). Enduring leisure involvement: The importance of personal
relationships. Leisure

Studies, 23(3),

243-266.

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from

file:///C:/Users/Dell/Downloads/00b495154e5c14e32a000000.pdf
Luft, J., & Ingham, H. (1961). The johari window. Human Relations Training News, 5(1), 6-7.
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from

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Window.pdf
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL quarterly, 21(1),
87-111.

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from

http://203.72.145.166/tesol/TQD_2008/VOL_21_1.PDF#page=84
Riding, R. J., & SadlerSmith, E. (1997). Cognitive style and learning strategies: Some
implications

for

training

Development, 1(3),

design. International
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Journal

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Training

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and
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http://www.ncu.edu.tw/~ncume_ee/nsc88cre.ee/nscdsg/nscdsg96-riding-sadler_smithtraining_design.pdf
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles concepts and
evidence. Psychological science in the public interest, 9(3), 105-119. Retrieved from
http://steinhardtapps.es.its.nyu.edu/create/courses/2174/reading/Pashler_et_al_PSPI_9_3.pdf
Furnham, A., Jackson, C. J., & Miller, T. (1999). Personality, learning style and work
performance. Personality and Individual Differences, 27(6), 1113-1122. Retrieved
from http://www.cymeon.com/publications/PAID_1999_27_1113-1122.pdf
Frank, E. (1991). The UK's management charter initiative: the first three years.Journal of
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Thompson, J, E., & Harrison, J. (2000). Competent managers? The development and
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Sullivan, F., & Wyatt, J. C. (2005). How decision support tools help define clinical
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http://books.google.lk/books?
id=0588ekqiqQAC&dq=planning+is+important+for+managers&source=gbs_navlinks_s
Thomas, G., & Gottfried, J. (2012). Elementary SuperVision and the Supervisor: Teacher
Attitudes and Inclusive Education. International Electronic Journal of Elementary
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Zwanenberg, N, V., Wilkinson, L, J., & Anderson, A. (2000). Felder and Silverman's Index of
Learning Styles and Honey and Mumford's Learning Styles Questionnaire: How do
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13 | P a g e

Appendix 1 Johari Window

Arena

Blind

Assertive

Realistic

Trustworthy

Authoritative

Questioning

Ambitious

Protected

Understanding

Carefree

Reliable

Calm

Progressive

Wise

Clever

Satisfied

Caring

Pleasant

Kind

Dependable

Tenacious

Confident

Organized

Sociable

Dogged

Trusting

Efficient

Reasonable

Extroverted

Energetic

Religious

Lively

Flexible

Respectful

Mature

Giving

Responsible

Noisy

Happy

Serious

Patient

Helpful

Skilful

Intelligent

Strong

Logical

Tactful

Modest

Thoughtful

Observant

Tough
Hidden

Unknown

Nervous

Oblivious

Tense

Dreamy
Jealous
Rejecting
Pretending
Guilty

Appendix 3 Learning Style Questionnaires Model

14 | P a g e

1. I have strong beliefs about what is right and wrong, good and bad.
2. I often act without considering the possible consequences

3. I tend to solve problems using a step-by-step approach

4. I believe that formal procedures and policies restrict people
5. I have a reputation for saying what I think, simply and directly
6. I often find that actions based on feelings are as sound as those based on

careful thought and analysis

7. I like the sort of work where I have time for thorough preparation and

implementation
8. I regularly question people about their basic assumptions
9. What matters most is whether something works in practice
10. I actively seek new experiences

11. When I hear about a new idea or approach I immediately start working out
how to apply it in practice
12. I am keen on self-discipline such as watching my diet, taking regular

exercise, sticking to a fixed routine, etc.

13. I take pride in doing a thorough job
14. I get on best with logical, analytical people and less well with spontaneous,

irrational people.
15. I take care over the interpretation of data available to me and avoid
jumping to conclusions.
15 | P a g e

16. I like to reach a decision carefully after weighing up many alternatives.

17. Im attracted more to novel, unusual ideas than to practical ones.

18. I dont like disorganised things and prefer to fit things into a coherent

pattern.
19. I accept and stick to laid down procedures and policies so long as I regard

them as an efficient way of getting the job done.

20. I like to relate my actions to a general principle.
21. In discussions I like to get straight to the point.
22. I tend to have distant, rather formal relationships with people at work.
23. I thrive on the challenge of tackling something new and different.

24. I enjoy fun-loving, spontaneous people.

25. I pay meticulous attention to detail before coming to a conclusion.
26. I find it difficult to produce ideas on impulse
27. I believe in coming to the point immediately

28. I am careful not to jump to conclusions too quickly

29. I prefer to have as many sources of information as possible the more data

to think over the better.

30. Flippant people who dont take things seriously enough usually irritate me.
31. I listen to other peoples points of view before putting my own forward
32. I tend to be open about how Im feeling.

16 | P a g e

33. In discussions I enjoy watching the manoeuvrings of the other participants.

34. I prefer to respond to events on a spontaneous, flexible basis rather than

plan things out in advance.

35. I tend to be attracted to techniques such as network analysis, flow charts,

branching programmes, contingency planning etc.

36. It worries me if I have to rush out a piece of work to meet a tight deadline.
37. I tend to judge peoples ideas on their practical merits.

38. Quiet, thoughtful people tend to make me feel uneasy.

39. I often get irritated by people who want to rush things.
40. It is more important to enjoy the present moment than to think about he

past or future.
41. I think that decisions based on a thorough analysis of all the information

are sounder than those based on intuition.

42. I tend to be a perfectionist.
43. In discussions I usually produce lots of spontaneous ideas.
44. In meetings I put forward practical, realistic ideas.
45. More often than not, rules are there to be broken.
46. I prefer to stand back from a situation and consider all the perspectives.
47. I can often see inconsistencies and weaknesses in other peoples

arguments.
48. On balance, I talk more than I listen.
17 | P a g e

49. I can often see better, more practical ways to get things done.
50. I think written reports should be short and to the point.
51. I believe that rational, logical thinking should win the day.
52. I tend to discuss specific things with people rather than engaging in social

discussion.
53. I like people who approach things realistically rather than theoretically.
54. In discussions I get impatient with irrelevancies and digressions.
55. If I have a report to write I tend to produce lots of drafts before settling on

the final version.

56. I am keen to try things out to see if they work in practice.
57. I am keen to reach answers via logical approach.

58. I enjoy being the one that talks a lot.

59. In discussions I often find I am the realist, keeping people to the point, and

avoiding wild speculations.

60. In discussions with people I often find I am the most dispassionate and

objective.
61. I like to ponder many alternatives before making up my mind.
62. In discussions Im more likely to adopt a low profile than to take the lead

and do most of the talking.

63. I like to be able to relate current actions to a longer term bigger picture.

18 | P a g e

64. When things go wrong I am happy to shrug it off and put it down to

experience.
65. I tend to reject wild, spontaneous ideas as being impractical.
66. Its best to think carefully before taking action.
67. On balance I do the listening rather than the talking.
68. I tend to be tough on people who find it difficult to adopt a logical

approach.
69. Most times I believe the end justifies the means.
70. I dont mind hurting peoples feelings so long as the job gets done.

71. I find the formality of having specific objectives and plans stifling.
72. Im usually one of the people who puts life into a party.
73. I do whatever is expedient to get the job done.

74. I quickly get bored with methodical, detailed work.

75. I am keen on exploring the basic assumptions, principles and theories

underpinning things and events.

76. Im always interested to find out what people think.

77. I like meetings to be run on methodical lines, sticking to laid down agenda,
etc.
78. I steer clear of subjective or ambiguous topics.
79. I enjoy the drama and excitement of a crisis situation.
80. People often find me insensitive to their feelings.
19 | P a g e

Learning style questionnaire scoring

Totals

20 | P a g e

2
4
6
10
17
23
24
32
34
38
40
43
45
48
58
64
71
72
74
79
11
Activist

7
13
15
16
25
28
29
31
33
36
39
41
46
52
55
60
62
66
67
76
09
Reflector

1
3
8
12
14
18
20
22
26
30
42
47
51
57
61
63
68
75
77
78
05
Theorist

5
9
11
19
21
27
35
37
44
49
50
53
54
56
59
65
69
70
73
80
08
Pragmatist

Ring scoring
Activist
20
19
18
17
16
15
14
13

Reflector
20

Theorist
20

Pragmatist
20

19
18

19

19

18

17
16

17

12

17
16
15

15

16

14

15

10
9
8
7

14
13

13
12

14
13

12

11

12

6
5
4
3

11
10
9
8
7
6
5
4
3
2
1
0

10
9
8

11
10
9
8
7
6
5
4
3
2
1
0

11

2
1
0

Very strong preference

18

Strong preference

7
6
5
4
3
2
1
0

Appendix 4 Management Charter Initiative Model

21 | P a g e

Moderate preference

Low preference

Very low preference

At the moment, not competent or confident at this

Often quite good, but inconsistent

Good performance, usually achieves the required results

Very strong and consistent performance, even in difficult

activity

situations
= My view
= Managers view

Acting Assertively

Takes a leading role in initiating action and making

decisions

1
4

Takes personal responsibility for making things

happen

1
4

Takes control of situations and events

1
4

1
4

1
4

1
4

1
4

Acts in an assured and unhesitating manner when

faced with a challenge

Says no to unreasonable requests

States own position and views clearly in conflict

situations

Maintains beliefs, commitment and effort in spite of

set-backs or opposition

22 | P a g e

Acting strategically

10

Displays an understanding of how the different parts

of the organization and its environment fit together

1
4

1
4

1
4

1
4

1
4

1
4

1
4

1
4

Works towards a clearly defined vision of the future

Clearly relates goals and actions to the strategic

aims of the organisation

Takes opportunities when they arise to achieve the

11 longer-term aims or needs of the organisation

Behaving ethically

12

13

14

15

Complies with legislation, industry regulation,

professional and organisational codes

Shows integrity and fairness in decision -making

Sets objectives and creates cultures which are

ethical

Clearly identifies and raises ethical concerns relevant

to the organisation

16 Works towards the resolution of ethical dilemmas,

based on reasoned approaches
23 | P a g e

1
4

1
4

1
4

1
4

1
4

1
4

1
4

1
4

1
4

Building teams

Managing Others

17 Actively builds relationships with others

18 Makes time available to support others

19 Encourages and stimulates others to make

best use of their abilities
20
Evaluates and enhances peoples capability to
do their jobs
21
Provides feedback designed to improve people
22 future performance

23 Shows respect for the views and actions of

others
Shows sensitivity to the needs and feelings of
24
others

Uses power and authority in a fair and

equitable manner

Relating to Others

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25 Keeps others informed about plans and

progress

1
4

1
4

1
4

1
4

1
4

1
4

1
4

1
4

1
4

1
4

26
Clearly identifies what is required of others
27
Invites others to contribute to planning and
organizing work
28
Sets objectives which are both achievable and
29 challenging

30 Checks individuals commitment to a specific

course of action
31
Uses a variety of techniques to promote
morale and productivity

Identifies and resolves causes of conflict or

resistance

Communicating

32 Identifies the information needs of listeners

33 Listens actively, asks questions, clarifies points

and re-phrases others statements to check
mutual understanding
34

Adopts communication styles appropriate to

listeners and situations, including selecting an
appropriate time and place

35
Uses a variety of media and communication
25 | P a g e

aids to reinforce points and maintain interest

1

1
4

36
Presents difficult ideas and problems in ways
that promote understanding
37
Confirms listeners understanding through
questioning and interpretation of non-verbal
signals
38

1
Encourages listeners to ask questions or rephrase statements to clarify their
understanding

39
1

4
Modifies communications in response to
feedback from listeners
1

1
4

1
4

1
4

Focusing on results

Planning and Prioritising

40 Maintains a focus on objectives

41 Tackles problems and takes advantages of

opportunities as they arise

42

Prioritises objectives and schedules to make

best use of time and resources

Focuses personal attention on specific details

26 | P a g e

43 that are critical to the success of a key event

Striving for excellence

1
4

1
4

Establishes and communicates high

expectations of performance, including setting
47 an example to others

1
4

48 Sets goals that are demanding of self and

others

1
4

Monitors quality of work and progress against

plans

1
4

Continually strives to identify and minimise

barriers to excellence

1
4

1
4

1
4

1
4

44 Actively seeks to do things better

45 Uses change as an opportunity for

improvement
46

49

Influencing others

50 Develops and uses contacts to trade

information, and obtain support and resources

51

Presents oneself positively to others

Creates and prepares strategies for influencing

27 | P a g e

52 others

53 Uses a variety of means to influence others

1
4

1
4

1
4

1
4

1
4

1
4

54 Understands the culture of the organization

and acts to work within it or influence it

Managing Self

Controlling emotions and stress

55 Accepts personal comments or criticism

without becoming defensive

56

57

Remains calm in difficult or uncertain

situations

Handles others emotions without becoming

personally involved in them

58 Managing personal learning and development

1
59 Takes responsibility for meeting own learning
and development needs

60

61

Seeks feedback on performance to identify

strengths and weaknesses

Learns from own mistakes and those of others

28 | P a g e

1
4

1
4

62 Changes behaviour where needed as a result

of feedback
63

Reflects systematically on own performance

and modifies behaviour accordingly

Develops self to meet the demands of

64 changing situations

Transfers learning from one situation to

another

1
4

1
4

1
4

Actively encourages the free exchange of

information

1
4

Makes best use of existing sources of

information

1
4

Seeks information from multiple sources

1
4

1
4

1
4

Searching for information

65 Establishes information networks to search for

and gather relevant information

66

67

68

69

70

Challenges the validity and reliability of

sources of information

Pushes for concrete information in ambiguous

situation

29 | P a g e

Thinking and decision making

Analysing

71 Breaks processes down into tasks and

activities

1
4

Identifies a range of elements in, and

perspectives on, a situation

1
4

Identifies implications, consequences or causal

relationships in a situation

1
4

1
4

1
4

1
4

72

73

74
Uses a range of ideas to explain the actions,
needs and motives of others

Conceptualizing

75 Uses own experience and evidence from others

to identify problems and understand situations

76

Identifies patterns or meaning from events and

data which are not obviously related

Builds a total and valid picture from restricted

77 or incomplete data

30 | P a g e

Taking decisions

78 Produces a variety of solutions before taking a

decision

1
4

1
4

Produces own ideas from experience and

81 practice

1
4

82 Takes decisions which are realistic for the

situation

1
4

1
4

79
Reconciles and makes use of a variety of
perspectives when making sense of a situation
80

Focuses on facts, problems and solutions when

handling an emotional situation

31 | P a g e