Description
- Compare your score with the information in the Score Interpretation Section. Do you agree with the overall results?
- Then look at the Personal Characteristics areas for your scores on the sub-categories. Which characteristic (or characteristics if tied) is/are your strongest? Do you agree with the score? Why or why not. Which characteristic (or characteristics if tied) is/are your weakest? Do you agree with the score? Why or why not?
- How might the knowledge/information gained from this assessment be helpful to you in your current job or future job or entrepreneurial venture?
Write your responses in three thoughtful, insightful and meaningful paragraphs for a total of about 500 words.
MY TOTAL SCORE IS 70.
18 Statements to Answer |
Not at All | Rarely | Some- times | Often | Very Often |
|---|---|---|---|---|---|
| 1When assigning tasks, I consider people’s skills and interests. | x | ||||
| 2I doubt myself and my ability to succeed. | X | ||||
| 3I expect nothing less than top-notch results from people. | X | ||||
| 4I expect my people to work harder than I do. | X | ||||
| 5When someone is upset, I try to understand how he or she is feeling. | X | ||||
| 6When circumstances change, I can struggle to know what to do. | X | ||||
| 7I think that personal feelings shouldn’t be allowed to get in the way of performance and productivity. | X | ||||
| 8I am highly motivated because I know I have what it takes to be successful. | X | ||||
| 9Time spent worrying about team morale is time that’s wasted. | X | ||||
| 10I get upset and worried quite often in the workplace. | X | ||||
| 11My actions show people what I want from them. | X | ||||
| 12When working with a team, I encourage everyone to work toward the same overall objectives. | X | ||||
| 13I make exceptions to my rules and expectations. It’s easier than being the enforcer all the time! | X | ||||
| 14I enjoy planning for the future. | X | ||||
| 15I feel threatened when someone criticizes me. | X | ||||
| 16I make time to learn what people need from me, so that they can be successful. | X | ||||
| 17I’m optimistic about life, and I can see beyond temporary setbacks and problems. | X | ||||
| 18I think that teams perform best when individuals keep doing the same tasks and perfecting them, instead of learning new skills and challenging themselves. |
Total = 70
Score Interpretation
| Score | Comment |
|---|---|
| 18-34 |
You need to work hard on your leadership skills. The good news is that if you use more of these skills at work, at home, and in the community, you’ll be a real asset to the people around you. You can do it – and now is a great time to start! (Read below to start.) |
| 35-52 |
You’re doing OK as a leader, but you have the potential to do much better. While you’ve built the foundation of effective leadership, this is your opportunity to improve your skills, and become the best you can be. Examine the areas where you lost points, and determine what you can do to develop skills in these areas. (Read below to start.) |
| 53-90 |
Excellent! You’re well on your way to becoming a good leader. However, you can never be too good at leadership or too experienced – so look at the areas where you didn’t score maximum points, and figure out what you can do to improve your performance. (Read below to start.) |
Sullivan University The Cultural of Leadership Discussion
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Sullivan University The Cultural of Leadership Discussion
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- Start with a clear thesis statement that states your main argument.
- Use evidence and examples to support your thesis statement.
- Create an outline to organize your thoughts and ensure a logical flow of ideas.
- Use clear and concise language, avoiding unnecessary jargon or complex sentence structures.
- Edit and proofread your essay carefully for grammar, spelling, and punctuation errors.
- Take breaks and come back to your essay with fresh eyes to ensure you haven’t overlooked anything.
By following these tips, you can write a well-structured, well-researched, and compelling essay.
Sullivan University The Cultural of Leadership Discussion
