compendium of questionnaires, 3 volume set

Compendium of Questionnaires,

3 Volume Set

Samples for Review:

CreativityCutomer Focus Delegation

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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.


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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.


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


Matrix Index

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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 • • • • •


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Team

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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 • • •


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) Interpreting Your Score 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.


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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.


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 = Disagree strongly

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


Individual Customer Focus Self-Assessment (continued) Scoring Transfer the score that you have given to each statement on the appropriate line below. Then total 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. 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


Individual Customer Focus Self-Assessment (continued) Interpreting Your Score 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?


Individual Customer Focus Self-Assessment (continued)

ENERGY AND ATTITUDE MODEL

PositiveAttitude

NegativeAttitude

LowEnergy

HighEnergy

SPECTATOR (S) WINNER (W)

Positive attitude

Low energy

Positive attitude

High energy

WALKINGDEAD (WD)

CYNIC andTERRORIST (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.


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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.


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 4 = Disagree strongly

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 = + + +


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Organizational Customer Focus Self-Assessment (concluded) Interpreting Your Score 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.


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: = + + + +


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Delegation Self-Assessment (concluded) Interpreting Your Score 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


compendium of questionnaires, 3 volume set

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