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Welcome to Patricia Bonney's Professional Portfolio
Transcript of Welcome to Patricia Bonney's Professional Portfolio
On 07/28/1997, I married my husband, Terrence, who currently works in the command and control center on Luke AFB. We met in England as fellow airman and we now have 3 gorgeous boys. Currently, we reside in Litchfield Park, AZ.
I earned my bachelors degree in Occupational Education in 2011 and immediately started working on my masters. I proudly graduated with a 4.0 GPA and obtained my Master's of Education with a specialization in Instructional Technology in May of 2012 and am enrolled to begin working on my PHD of Education in Organizational Leadership Welcome to Patricia Bonney's Professional Portfolio In education, instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT). Instructional technology is often referred to as a part of educational technology but the use of these terms has changed over the years. While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability. Contact Me:
12832 W Glenrosa Dr Litchfield Park
Litchfield Park, AZ 85340
email@example.com My Philosophy of Education About Me RESUME As you read my philosophy on education, please keep this diagram in mind. Instructional Technology Any questions? When I finally came to the conclusion that I wanted to teach, it was the day that I realized what an impact I could have on shaping the future of countless individuals and possibly society as a whole. My fifth grade science teacher, Mr. Gaylord Gallup, not only played a role in my education but made certain that I was able continue a productive life in a safe environment. Mr. Gallup was the teacher who I confided in about my abusive life at home. With no questions, judgments, or opinions...
he gave me a big hug, believed me, and immediately sought the help I needed...in essence, he saved me! Why I Love to Teach Patricia A. Bonney
12832 W. Glenrosa Dr. ● Litchfield Park, AZ 85340 ● (623) 986-2260 ● firstname.lastname@example.org
SUMMARY OF QUALIFICATIONS
Organized and multi-faceted information manager and administrative support specialist. Able to establish new or improve existing file management systems to ensure all paperwork and documentation is maintained according to exact specifications. Excellent interpersonal skills and professional written and verbal communication skills build rapport with peers, supervisors and customers. Able to compile and analyze data to identify inaccuracies or opportunities for improvement. Extensive presentation skills providing information in formal or informal settings for groups of up to 50 individuals, including executive level management. Resourceful researcher who is able to access obscure information to present reports and data. Reliable and efficient professional with versatile computer skills, exceptional customer service skills, and the ability to prioritize, multi-task, and meet deadlines.
Sales & Reservation/Callback Agent, Uhaul International, December 2010 to July 2012 Hard-working, enthusiastic team player with excellent customer service skills.
Top sales call back agent and multiple positive customer comments.
Manager, Correctional Custody, USAF, June 2010 to May 2011
• Oversaw up to 12 personnel. Diverse group with various behavioral or performance issues including learning disabilities, seriously mentally ill adults, drug and alcohol abusers, and personnel charged with crimes.
• Documented actions, recorded observed behaviors, and managed attendance on and after duty hours. Compiled and distributed daily attendance reports to executive leadership.
Dental Laboratory Manager, USAF, 56th Dental Squadron, Luke Air Force Base, AZ 85309
• Supervised team of 4 laboratory technicians who supported 4,800 patients and their beneficiaries
• Oversaw electronic records management program and prepared bi-monthly production reports
• Developed administrative management program that automated categorization/classification of all patient files.
• Evaluated all in/outgoing communications and classified data into varying levels of secrecy to ensure HIPPA, Privacy Act and classified information regulation compliance.
• Coordinated and managed 80 to 100 concurrent ongoing patient cases, communicated with doctors, and conducted requirement analysis to ensure timely case close-out.
• Compiled data and prepared reports for Health Safety Inspections, prepared and audited all bioenvironmental, OSHA and personal protective equipment compliance reports, and tracked and monitored all training and certification records for entire dental clinic personnel.
• Conducted, documented, and designed training curriculum for 18-person manpower team.
• Presented reports and briefings to executive leadership on bi-monthly production reports, inventory levels, and expenditures.
Master of Education, Instructional Technology, Wayland Baptist University, Phoenix, AZ, due 2012
Bachelor of Education, Wayland Baptist University, Phoenix, AZ, 2010
Associate of Applied Science Degree, Dental Assisting, Community College of the Air Force, 2004
Associate of Applied Science Degree, Dental Laboratory, Community College of the Air Force, 2004
31. I developed a budget for my department. 3
32. I can respond to an employee who is upset with me or someone else in the organization. 4
33. I have counseled employees who have personal problems (family, health, financial). 4
34. I react to situations in which the quality of an employee's work goes into a decline. 4
35. I deal with employees who have performance issues, such as suspected of substance abuse or chronically late. 4
36. I reward employees for good performances. 4
37. I conduct formal employee performance appraisals. 4
38. I can make a presentation to a group of peers and/or seniors. 4
39. I write reports to be distributed to a group of peers and/or seniors. 4
40. I have a deep-rooted understanding of the functions of my organization. 4 Use this assessment to help you to determine what skills and abilities you can continue to improve (Strengths) and what skills and abilities you need to develop (Opportunities for growth).
What are your strengths? Loyalty to my people, integrity, work ethics, the ability to sacrifice to put needs of my team first, ability to put personal beliefs aside when listening.
What are your opportunities for growth? Taking criticism, selling, budgeting, interviewing, and consistency. When I entered into my graduate degree in February 2011, my focus was on adult education.
I particularly enjoyed and benefited from the leadership tools gained through various lessons.
As time continued, the realization presented itself that I not only have a passion to teach regardless of age, but I have a strong desire to do so while inspiring leadership aspects in my students as it is evident that significant elements of leadership only enhances future outcomes. It is my belief that authentic, genuine leaders have superior integrity and the ability to formulate resolutions that are most advantageous for the organization. In this philosophy assertion, I distinguish the ingredients that I regard as essential in portraying leadership significance in educational situations. Emotional intelligence presents itself as one of the primary traits in linking education with leadership described by Daniel Goleman (1998) as self-awareness, self-management, motivation, empathy, and social skills. Leadership Self Assessment My Leadership Philosophy Scoring of leadership assessment References
Bennis, W. G. (1997). “The secrets of great groups.” Leader to Leader, No.3. The Peter F. Drucker Foundation for Nonprofit Management.
DePree, M. Places of realized potential. In M. De Pree, Leadership Without Power. p. 9-20. San Francisco: Jossey-Bass, Inc.
Fullan, M. 2001). Leading in a Culture of Change. San Franciso: Jossy-Bass.
George, B. (2004). "The journey to authenticity." Leader to Leader, No. 21. The Peter F. Drucker Foundation for Nonprofit Management.
Goleman, D, (1998). What Makes a Leader? Harvard Business Review. November-December, pp. 93-102.
Handy, C. (2002). “Elephants and fleas: Is your organization prepared for change?” Leader to Leader , No. 24. The Peter F. Drucker Foundation for Nonprofit Management.
Hargreaves, A. & Fink, D. (2004). The seven principles of sustainable leadership. Educational Leadership 61(7), 8-13.
Hock, D. (2000). “The art of chaordic leadership.” Leader to Leader, No. 15. The Peter F. Drucker Foundation for Nonprofit Management.
Hollander, E. P. (1997). “How and why active followers matter in leadership.” The Balance of Leadership & Followership Working Papers. Academy of Leadership Press.
Kanter, R. M. (1999). “Enduring skills of change leaders.” Leader to Leader, No. 13. The Peter F. Drucker Foundation for Nonprofit Management.
I have also learned:
•How to create a robust vision of the future that promotes enthusiasm while allowing for me to earn respect and belief in my abilities from others.
•Better ways to communicate my vision and see the advantages we work as a team to the best of our abilities to complete the task at hand.
•The need to make good decisions under pressure while doing so with confidence.
•To build the empathic, mutually trusting relationships needed for maximum team performance.
•To enjoy mutually rewarding relationships with the team.
•The need to keep people on target and performing well together.
•To respect the rights and needs of the team
•That members have to have inspiration and motivation so to be willing to give 110%.
•That inspirational leadership is vital. July 18, 2012
To Whom It May Concern;
I am writing in reference to Patricia Bonney. Patricia volunteered (during her vacation!) this summer at Troy Elementary for our summer school program. As the lead technology teacher at the school, Patricia and I worked closely together during this time. The students that promoted from this program are not only well prepared academically, but also socially. It was clear that children held her in high esteem. The organized and structured environment she created within the classroom provided these students with a feeling of stability that is definitely not present in the majority of their daily lives. Not only was Patricia a wonderful mentor to the children, but she was quick to lend an ear when the children needed and trusted her as a confidante.
Patricia sought out the opportunity to volunteer her time through peer observation and interaction. She seeks advice when appropriate, and enjoyed sharing and interacting with other professionals at our school. The lesson plans that she helped design and implemented were very structured but extremely exciting, fun and effective for the children that were lucky enough to experience them.
I admire Patricia as a retired military member and a professional with high integrity. I believe Patricia will be a wonderful asset in any organization. Patricia was a significant member of the summer school technology classes which she served. Her determination and dedicated efforts played an important part in the accomplishments of the 15 children.
Troy Elementary Recommendations June 15, 2012
To Whom It May Concern;
This is a letter of recommendation for Patricia Bonney. I have had the pleasure of being a co-worker of Patricia’s from August 2006 to August 2011. As I have come to know her, I have gained great respect for her work ethic, ability to put her troops first and help them as much as possible, and her internal motivation to get the job done while giving 110%.
As a dental lab manager and technician, Patricia demonstrated an ability to relate to her troops and other airman, patients, and dentists in a positive, professional manner. Patricia’s quiet but determined demeanor in the dental clinic fostered an interactive, engaging environment conducive of learning as she continually made it very evident that this was her passion. She routinely seeks fresh information and strategies that benefit patient needs and satisfaction.
As the manager of a lab fabricating appliances for 5000+ patients, she worked consistently on strengthening the skills of her troops, setting production quality and quantity goals, and motivating continuous increase of production rates with outstanding quality. Staff members feel comfortable approaching Patricia for suggestions, advice, and technical expertise in a vast amount of areas. As the CPR and Self Aid and Buddy Care (SABC) base wide instructor, a manpower team leader, experience with augmenting for the first response team at various bases in the past, and a plethora of other experiences…Patricia exemplified the ‘go to girl’ that is more than happy to share her knowledge.
Patricia also serves her community in multiple organizations, to include but not limited to; Big Brother Big Sister, various schools for health assessments, administering flu shots to retired military members and educating children every year during children’s dental health month on days she specifically schedules during her days off.
From June 2011 to August 2011, Patricia took a huge leap of faith when given the opportunity to manage the base commanders’ correctional custody program. When she shared her feelings on needing a change and a challenge as well as self-identifying her lack of authoritative skills, it was immediately obvious to executive leadership that not only was it deserving, but could be just the right option for her to gain what she desired. As she excelled and grew so much in that last year, it was nice to hear from others on base recognizing her efforts. It has been my privilege to work with Patricia Bonney at Luke AFB.
Dental Assistant Frequently the expression, “real life lessons” is referred to within the framework of learning tasks presented by teachers. Unfortunately, imitation scenarios will only mimic reality to an extent. Why can’t the learning process be more authentic? Initiating significant bonds with the community, whether defined as the local environmental association, the technology industry, the medical field, or even the local news media, it is imperative to make necessary products available for the foundation. When genuine audiences are available to students with appreciation and respect for educational inventions they create, they generally will capture greater ownership, produce a much more superior quality in their work, and gain essential competence for future success. The structure identifying those “real life lessons” that are necessary for present learners, can be designated as twenty-first-century skills. These skills include (but are certainly not limited to): imagination and creativeness, originality and innovation, critical thinking, problem solving, work ethic, teamwork, communication, and leadership development. Directly correlated with twenty-first-century frameworks is information and instructional technology (IT). The above skills and fundamental instruction is linked by IT which is made obvious because it is transpiring to be essential in life and living in today’s world. The idea of these twenty-first-century skills is not new; they make clear sense and have been commended by the education community. However, they supply mentors with indispensable support to make certain to provide beneficial learning options. To even consider implementing the above skills to coincide with core lessons, instructional approaches may need to be reorganized. Highly recognized that constructivist-based learning happens in a situated learning format, it is also gained thru social interaction which shows that the information flow can occur in different directions. Consequently, learners can no longer simply be consumers of information. This method would require learners to develop as creators and the ability to think outside of the box. Applying fresh experience and facts in different directions will certainly cause for changes to the methods and principles of teaching. Many educators may need particular training and guidance to put these changes into practice. A basic part of curriculum has long been problem solving. Various approaches to distinguish problems and the consequences are suggested to students as they develop action plans, gather sources, information, and data in order to prepare the solution. Not only is problem solving part of the twenty-first-century skills, it generally incorporates others like critical thinking, teamwork, and communication. However, sometimes in too many problem solving educational settings, the method of finding the solution is immediately provided...possibly due to curriculum prerequisites, time restraints, the span (or lack thereof) particular lessons, or the teachers lack of ability to utilize question-oriented instructional practices. This leads to the students not being able to obtain the creativity and ability to develop unique plans for study. Although rational and systematic thought processes are required in problem solving, originality and creativity plays a great part in problem finding. When the opportunity is presented in a more holistic instructional approach and it becomes more authentic, the potential learning and achievement possibilities greatly increases. Innovative and creative potential can be cultivated all while advancing critical thinking skills. For many, this has required a serious change in the philosophy of teaching and learning. Quality education of course is important, but is it as vital as a learning experience that has true meaning and is significant to living ones life. If a modification to which past (and some current) teaching is shifted to considered learning, so many could benefit, to include the most important...the students. As educators are teaching and students develop independently, these twenty-first-century skills are significant to the needs of today’s society. In order to successfully achieve this process, communicating and sharing ideas with all involved is necessary. Knowledgeable leadership is important in guiding experts in their field which will collectively aid in improving the process so much so, that students will eventually grow into representatives advocating information to share with those outside of the classroom walls.
In the current state of the military, self-aid and buddy care is of utmost importance. When offered the opportunity to instruct, I referred to previous classes when I was the student...the instructor introduced him/herself, showed the approved video, and made sure we signed in so to receive credit.
Not only was this video excessively boring and outdated, but the majority would walked out making jokes about having absolutely no clue of what to do if faced with a situation where these skills were needed.
Keeping this the first priority of what NOT to do when I became an instructor, I left the video on the shelf and brought my students outside where I could simulating different medical situations. I had actual items used to care for injured personnel and once each individual mastered the use of those, they were taken away and then only allowed to utilize items that realistically what would be available in a ‘real world’ situation (for example: belts, clothing, towels, ID cards, sticks, etc.) Physical participation was required by all. Every survey requested after each class was not only completed, but had comments that ranged from
“most I have ever learned!” to “I never realized that.…” Upon graduating from high school, due to lack of financial resources, I entered the
United States Air Force.
I still wanted to make a difference in society and the Air Force allowed me to do so while having the opportunity to continue my education in order to reach my ultimate goal.
Volunteering as much as possible at local schools and any other educational opportunities I could find wherever my current location was, I repeatedly felt a spark ignite from within while knowing that I may play a part in someone realizing their goals and dreams in life. I quickly realized that this love for teaching and sharing my experiences was not restricted to children.
I jumped at the chance to… become a certified self-aid and buddy care instructor, then a CPR instructor, and then the education and training manager for my field. This compelling desire to teach did not discriminate in any way, shape, or form. My best and worst quality is my creativity.
It is my worst because it is such a driving force from within me that I never take the easy way out and I am never 100% satisfied as I always feeling there is room for improvement in all that I do.
Being my best quality, I strive to bring any lesson to life while thinking outside the box.
My goal is always to point out how each educational opportunity is important in life and make it as memorable as possible.
I want my instructions to be memorable so that when faced with the situation, the hope is that there is no doubt in how to achieve or overcome the objective. These types of successes are my motivational inspirations just as much as being able to get a child to learn how to read their first book. It’s basically a yearning to help others learn, watch them grow, and make a meaningful difference in the world. There are various leadership styles, Fullan (2001) singles out six: coercive, authoritative, facilitative, democratic, pace setting, and coaching. I believe the truly thriving leaders have characteristic of quite a few so to lead in 2012. Teachers skillfully customize their styles to unite their own needs with their students. George (2004) implies that authentic leadership skills rather than style is essential. He continues with his opinion that these authentic leaders comprehend their rationale, exercise firm values, guide with the heart, create united associations and exhibit restraint. My belief is that all aspects, to include authentication and style, are important in their own ways. An educational leader, along with the above, encourages and facilitates community via uniting the team to contribute to the common vision which presents to be another difficult task as it involve leaders to possess the five fundamentals of emotional intelligence; the gift to motivate, listening skills, creativity, technological abilities, and authenticity.
I tend to lead first with a coaching style, situation permitting, filled with creativity which I have determined to be my personal asset. We exist in an educational society that is constantly shifting. Almost all colleges now have online courses and degrees. Sooner or later, K-12 schools will incorporate online courses in their program of study. Educational leaders must to be on familiar terms with the web as it unites learners around the world as they develop diverse learning environments. For that reason, technology has to be priority as it pertains to this and school web pages offer the first step in doing so as they offer parents a user friendly option to supervise their children’s progression. A leader has to accept that all good things come to an end while identifying modifications and updates are a continuous reality to success. Handy (2002) relates organizational existence to the form of a sigmoid curve, establishing that eventual climax will be reached as deterioration follows. Handy indicates that a second curve should be initiated before a breaking point in hopes that alterations begin when function shows to be optimistic. This requires that the leader to be able to know this point in time which deems to be one of the most complicated and most imperative duties of a leader. Nevertheless, transformation will occur and takes such a long time to reach the ultimate goal that at times it may feel like it is never ending. Given the high turnover, it is key for leaders to prepare for progression as soon as they catch a glimpse of desiring this type of position. Leaders should feel responsible and actually perform coaching aspects for successors to make certain that their reforms are sustained (Hargreaves & Fink, 2004). A flourishing educational leader values and exemplifies the repercussions that complacency has on an establishment. Contentment is the devil as it relates to sustainability and should not be forced on all as it has the prospective to diminish drive and inspiration (Hargreaves & Fink, 2004). Imagination, creativity, and the capability to think outside the box are critical and not always the characteristics that come easy. Standardized tests have obligated educators to, for the most part, direct attentions to test scores and instructing to the test as creativity fades into the back ground. Acknowledging that the tests are state mandated, compliance is a must. That being said, leaders need to realize that the ‘how’ does not require standardization across the board. Teachers should have the reigns handed to them and be allowed the independence to show off their talents and teach the lessons in ways that motivate and excite both them and the students. An educational leader can pay attention and listen even more than they verbalize as verified by allotting followers the power of speech to relay their thoughts and ideas. Followers necessitate that their leader is accessible and eager to listen which is easily done by maintaining an open door policy. Members are apt to favor their leaders when they are involved and their voice matters (Hollander). Besides listening, members’ visions need to be included wherever possible which will really illuminate their contributions and significance to the organization as a whole. Social skills embrace the capacity to conduct interactions and assemble bonds, being influential and valuable in fostering and guiding teams through modification. As a leader, it is their job to erect a team capable of being the foundation of the organization which absolutely necessitates emotional intelligence. Bennis (1997) resolves that following a talented leader is a talented team. He emphasizes that leaders can assemble brilliant collaborations by supplying guidance, significance, conviction, and encouraging adventuresome members. An organization is comprised of many, hence the need for leaders to effectively empower and delegate. I believe in the power of diversity and in the course of functioning with the team and paying attention to their ideas and visions while connecting with them to generate a collective vision. Additionally, leaders must encourage their teams by means of instruction and specialized growth, rewarding, distinguishing, and expressing delight in their endeavors (Kanter, 1999). Empathy describes one’s ability to be aware of their teams’ emotional makeup, identifying and relating with needs, point of views, feelings, and worries, and then handling the situations with compassion as it correlates to their emotional response. Exploration concerning empathy reveals that emotional intelligence can be educated, as well as expanded with age (Goldman, 1998). I consider empathy to be a fundamental feature needing attention as it is essentially the universal web, weaving its plan throughout in order to boost emotional intelligence. Emotions make up a vast portion of who we are and it appears to me that a truly prosperous leader must grasp emotions and how to compassionately convey empathy as needed. This is accomplished by demonstrating listening skills when students share and envisioning yourself in their position while trying to understand their viewpoint. Obviously, empathy is not an easy characteristic to attain, as it insists on superseding personal beliefs and making time to discover diverse ways of thinking which allows for innovative ideas to take shape. By accommodating fresh perspectives, collaboration ignites, convictions are shared and measured, and best of all, a functioning team with the potential to excel develops. But again keeping in mind, only when we recognize personal emotions are we able to beneficially worry about others. Motivation encompasses passion, enthusiasm, and vigor as it pertains to the determination one holds in order to seize a goal. As well, an accomplishment drive, dedication, and buoyancy in goal triumph is built-in despite possible or actual obstacles. Self-motivation is a given as the talent to inspire others is generally not far behind. A technique leaders tend to be gifted at is the skill to stimulate others by sharing their sincere appreciation for potential and contributing challenging, intricate, and precarious responsibilities to sustain excitement. Compensation for victories, big or small, need to occur by means of acknowledgment and/or enticements (DePree). This being said, it is not necessary for incentives to be financial as numerous people relish an old fashioned, heartfelt verbal and/or written acknowledgment following their challenge. Stimulating endeavors provoke motivation in me as I envision potential fulfillment and pride in my efforts upon completion. Nevertheless, encouragement inspires more so than recognition alone while true leaders earn respect and endorse value within their followers. Self-management is the capacity to manage distracting emotions and inclinations, uphold values of dependability and honesty, be flexible to modification and be relaxed if ambiguity is in attendance. A large amount of a leader’s duty is to control one’s self (Hock, 2002). Educational establishments are incredibly political and it is vital that a leader verbalize and proceed appropriately while not jumping into decision making. Self-awareness establishes when an individual is able to identify and appreciate their own way of thinking and the impression it may leave behind on others. If self-awareness is present, the individual then posses the ability to rationally execute self-assessments and value their assets and limitations. Being familiar with your assets is valuable as it permits well-organized application. Furthermore, when flaws can be acknowledged, it allows for the only occasion in which they can begin the mending process. Leadership courses have aided me with the ability to go from being a decent manager to obtaining a great amount of useful tools to put into play as I follow the path to becoming a leader. When I think back to where I was, I can comfortably say I was a competent manager and quickly learned that leadership is a completely different entity. I also see now that if I was to rely on competent management that I will never inspire or influence others to do their best. I believe that due to this, those who can only manage will be passed over for promotions repeatedly. I am able to envision now that with application, I am able to obtain and continually seek out skills to make me wiser, more self-confident, inspiring and successful as a leader. I also learned that I must say goodbye to humdrum struggles of daily management existence to enhance my positivity, enthusiasm, motivation and success potential not only for myself, but as well as for my future followers. I learned the essential, tried-and-tested leadership skills and techniques necessary to earn respect as well as the myths like; good leaders are born, not trained. As well, I picked up tips to help me with the ability to persuade, influence, and lead those that I normally wouldn't. Being in the military, it really helped me confirm my instincts as they related to specific situations which helped me to put into practice, lessons with real-world occurrences so to relay the message in a clear and concise manner. I realize that once I start employing these (and the many others) skills, I have faith that I will advance and progress as long as I remember to fully acknowledging that this is not something that is going to happen overnight and be a never ending lesson as there is always room for improvement. No matter what point in my life, I have made it a habit to still practice my new tools so to give me some type of assessment of my strengths and weaknesses as well as contemplating if a leadership role is truly a good fit for me. This survey is designed to provide feedback about the level of preference or comfort with leadership characteristics and skills. 5 = Very Strong
4 = Moderately Strong
3 = Adequate
2 = Moderately Weak
1 = Very Weak 1. I enjoy communicating with others. 4 2. I am honest and fair. 4 3. I make decisions with input from others. 3 4. My actions are consistent. 1 5. I give others the information they need to do their jobs. 4 6. I keep focused through follow-up. 2 7. I listen to feedback and ask questions. 4 8. I show loyalty to the company and to the team members. 4 9. I create an atmosphere of growth. 4 10. I have wide visibility. 2 11. I give praise and recognition. 4 12. I criticize constructively and address problems. 4 13. I develop plans. 3 14. I have a vision on where we are going and set long term goals. 3 15. I set objectives and follow them through to completion. 3 16. I display tolerance and flexibility. 2 17. I can be assertive when needed. 3 18. I am a Champion of change. 2 19. I treat others with respect and dignity. 3 20. I make myself available and accessible. 4 21. I want to take charge. 3 22. I accept ownership for team decisions. 4 23. I set guidelines for how others are to treat one another. 2 24. I manage by "walking around" (the front line is the bottom line). 3 25. I am close to the business and have a broad view of where we are going. 2 26. I coach team members. 4 27. I determine manpower requirements for my department and write job descriptions for them. 4 28. I interview and select the most qualified candidate for an open job position. 1 29. I provide new employees with on-the-job training. 4 30. I determine resources, material, and supply requirements for my department. 4 41. I am curious. 4
42. I know how to sell. 1
43. I am a good learner. 3
44. I know how to influence people and get support. 3
45. I admit my mistakes and take responsibility for my actions. 4
46. I like to talk to people and I am a great listener. 4
47. I am a good delegator. 4
48. I can separate the important issues from inconsequential ones. 2
49. I have integrity and can be trusted. 4
50. I am political only when needed. 4 Scoring Total each of the five columns and then add the five columns together for your final score. The maximum score is 250 while the minimum score is 50. As mentioned earlier, there are no right or wrong answers. This means there are no right or wrong scores. This survey is designed to show you the areas you need to improve in. You lowest scoring answers are the areas you need to improve. See your supervisor or training department for resources to help you to become more proficient in your weak areas. Use the table below for a general guideline of where you stand. 175 and above - You are well on your way to becoming a leader.
125 to 174 - You are getting close.
124 and below - Don't Give up! Many before you have continued with their studies to become some of the finest leaders around.