Assessments

Leadership Assessment 1-1 Readiness for the Leadership Position 

Total: 91

     This self assessment measures the level of readiness an individual has for a leadership position. During each statement, a student is asked to rate each on a scale of 1 to 5. 1 meaning disagree strongly, and 5 meaning agree strongly. My score represents a moderate readiness for the leadership role. I expected this answer because although I know I can successfully manage as a leader, I am hesitant because of my nervousness. Some weaknesses I have include social networking sites. I do not like sites like Facebook because any little thing may be interpreted by others incorrectly. I also do not enjoy resolving conflicts. I can if I must, but i do not look for conflicts to meddle in. Some strengths that I have are my abilities to listen to all members in a group. Whether someone is complaining or being active in participation, I always listen thoroughly to understand his or her perspective. In accompany with listening skills, I enjoy teaching and entertaining others. When in a small intimate group, I am comfortable with teaching a new subject, or showing groups around schools and expressing what I know.

Leadership Assessment 2-1 How Self-Confident Are You?

Total: 50

     This self assessment determines the level of self confidence a student may have. Each statement alternated on the scale used. The extremes are disagree strongly, and agree strongly. My score represents a moderate or average self-confidence. I was not very surprised in this assessment outcome. I do not give myself very much credit for accomplishments and I always believe I could of done better. Some of my weak points are how tense I become when called on or anticipating my turn for public speaking. I do fear public speaking, but I attempt to work on it as much as possible. I understand that I will not get better unless I try. Some of my strengths are my performance overall in tasks. I perform very well. If asked I will take a leadership position if it is necessary. I am always willing to offer help or advice if I have practical knowledge or experience in an event. I am also comfortable attending social events by myself. I do not need to be accompanied to complete a task or meet new people.

Leadership Assessment 2-2 Behaviors and Attitudes of a Trustworthy Leader


     This assessment was analyzing the behaviors and traits a student may possess in relation to being a trustworthy leader. There was no scoring rubric for this particular assessment. Each statement or trait was answered with either its "fits" or it "does not fit."Some character traits that did not fit me include; looking people in the eye while talking, and remaining calm while explaining my side of the story. Both are attributes to my nervousness while talking to others. Some traits that I do possess include; listening actively and acting on suggestions, tells the truth constantly, is a reliable person, delivers consistent messages to others, and readily accepts feedback from others. I am a great listener when it comes to all people. I will repeat sentences to ensure I fully understand what is trying to be said. If I ask for an opinion or feedback, I accept all that is said even if it is negative. I do not get angry towards one person's opinion. I am extremely reliable. If I am asked to complete a task or to help out, I will always find a way to do so. According to this assessment I possess 14 of the behaviors of a trustworthy leader, and only 6 behaviors that I do not have. This is very consistent with all assessments I have taken so far. I am almost there, but not quite ready.

Leadership Assessment 2-3 Personal Resiliency

Total: 8

     In this assessment, students were asked to state whether they mostly agree or mostly disagree with 15 statements. After doing so, an answer key is given. If the students answers match the answer key, they receive a point. If the students answer does not match, they receive 0. At the end of the 15 questions the points are added up and ranked. I scored an 8, which falls in between the rank of "Moderately Resilient."  This assessment gives an index of how a students overall tendencies are at being able to bounce back from setbacks and disappointments. Some adversities I do not bounce back from easily include; getting over a bad day quickly, it takes me longer than others to kick a cold or flu, and I overly examine possible outcomes to risks, if the negatives out weigh the positives I will not take the risk. On the contrary, there are many things I am very resilient to. For example, I continue to try knowing I cannot fail every time, I am not a sore loser, I enjoy being the under dog once in a while to push myself harder, and I remember that every opportunity that does not work out is pointing me towards the better one in the end. I am about 50% there to being as strong and resilient as I can be. Most of the negatives come from past experiences, and immaturity towards a situation. I can say though that as the years come and go I am learning the faults of some peoples ways and steering away. I will only become more resilient as I grow up.

Leadership Assessment 3-1 Emotional Expressiveness Scale

Total: 64
    
     This assessment measures the level of emotional expressiveness. In regards to becoming or being a charismatic leader, emotion and warmth are key characteristics. In this assessment, a student is told various situations. The student must rate each statement with "very inaccurate" to "very accurate." Some of the statements depict reactions to movies, or facial expressions that others can see and interpret. When I took the assessment, my anticipation was that I was going to score in the middle where the level of emotion is just right for charismatic people. I scored 60 points on this assessment. The scoring and interpretation of my result says., "Your level of emotionality is probably too low to enhance your charisma. To become more charismatic and dynamic, you must work hard at expressing your feelings." My reaction was surprised. I feel as though I have a very dynamic emotional level, but not too dramatic for any one situation. Although I am on the high end of the scale which is 20-69, It still means I would be on the low end of just right. After self reflecting on the outcome, I have come to the conclusion that I am very happy all the time, and if I am not happy, I am merely quiet. I do not become emotional. I do express myself when I am happy, and i refrain from expressiveness when I am not. I greatly enjoyed this assessment because it was the first one I did not expect. It will help me with my self awareness.

Leadership Assessment 3-2 The Dual-Level Transformational Leadership Scale

     This assessment did not have a scoring system, nor was it about me. In this assessment, a student was asked to think of a current or past manager or boss, and reflect his or her actions. The assessment is looking for if the boss is a transformational leader. This is assessed by the Individual-Focused, and the Group-Focused sub-scale. The more statements that are checked to be true or relatively true, the more of a transformational leader he or she is. I analyzed my boss from this past summer. The results of the Individual-Focused Sub-scale resulted in a true statement for all 18 questions. My reaction to that was it was expected. He was an amazing boss, and I can clearly see how he is a transformational leader. In the Group-Focused Sub-scale, he again scored true or relatively true to all 14 statements. My past boss is a transformational leader in all aspects. I can understand why so many look up to him and respect him for the person he is. Knowing this now, I can observe his actions and the way he manages people.

Leadership Assessment 4-1 Task Oriented Attitudes and Behaviors

Mostly Agree: 7 Mostly Disagree: 3

     This assessment is measuring the amount of task oriented behaviors a person may have. Task orientation is important because it can lead directly to goal attainment and productivity. Task orientation, like every characteristic, must be balanced with people orientation and interpersonal skills for maximum effectiveness. The attitudes and behaviors the assessment is measuring are, adaptability to a situation, direction setting, high performance standards, concentrating on strengths of group members, risk taking and execution of plans, hands on guidance and feedback, ability to ask tough questions, and organizing for collaboration. The student is asked 10 situations, and must answer "mostly agree" or "mostly disagree." Once the answer are determined and written, it is compared to the interpretation. If a student answers "mostly agree" to 8 or more, he or she has a strong task orientation. If he or she answered "mostly disagree" to 4 or more situations, he or she has below average task orientation. I scored "mostly agree" 7 times, and "mostly disagree" to 3. Although my particular score does not fall on the interpretation scale, I personally can understand where I stand. I have moderate task orientation. I am not low, but I am not where the attitude and behavior is most beneficial. When reviewing my answered to see which ones I did not answer with "mostly agree" I find that my downfall could be in my planning. I do not take a ton of time each day or week to plan. I complete tasks as I need to. This is a downfall to task orientation because I am not always thinking about a goal or completing a task.

Leadership Assessment 4-2 What Style of Leader Are You or Would You Be

Score: 12

     In this assessment, students are analyzing what type of leader he or she may be. Leadership style is the relatively consistent pattern of behaviors that characterizes a leader. The two styles of leadership the assessment is measuring are participative leader and authoritarian leader. A participative leader share decision making with group members. The authoritarian leader retains most of the authority. He or she makes decisions confidently, assume that group members will comply, and are not overly concerned with group members' attitudes towards a decision. In the assessment, the student is asked 20 situations and answer "mostly true" or "mostly false." After answering each situations, the answers are compared to the answers in the book. The amount of answers that are the same in the book are counted and that is the score a student receives. When I compared my answers to the ones given in the book, I attained a score of 12. My personal score does not fall directly on the interpretation. The book states that if a student scores 15 or higher, he or she is most likely to be a participative leader. If he or she scored less than a 5, he or she is most likely an authoritarian leader. My score is more towards a participative leader, which I feel I am most like. I have some attributes that conflict with that result. I feel that I want to be more like a participative leader because I naturally ask for input from friends and co-workers for many situations in life. This will help me self reflect and see what qualities I need to work on to become a better participative leader.

Leadership Assessment 4-3 What is Your Propensity for Taking Risks?

Score: 36

     In this assessment, students are asked to analyzed risk taking. Risk taking is important for leadership because both charismatic and entrepreneurial leaders are noted for their risk taking. In addition, it is difficult to bring about change. The assessment asks students to determine each statement as it reflects to his or her attitudes or behaviors. The scale used is "very inaccurate" to "very accurate." The 10 situations ask students about different risks he or she is willing to take such as helicopter rides, business risks, personal information risks, blind dates, and being alone. Afterwards, the total score is added up and interpreted on a scale of heavy risk taker, sensible risk taker, and one who avoids risks. Before taking this assessment, I felt as if I should be a sensible risk taker because I greatly enjoy adventures, traveling to different places, and the entrepreneurial risks of starting my own business appeal to me. According to this assessment, my score of a 36 says, "You have a propensity to avoid risks. Your conservatism in this regard could detract from an entrepreneurial leadership style." I was very displeased with the results of this assessment. I know I would take an entrepreneurial risk, and I know that no matter where I am or who I am with I will be fine in life. I do not agree that personal life risks like blind dates and posting personal information on social networking sites has anything to do with how much of an entrepreneurial leader I can be. I will not disregard this assessment, because there is some amount of self reflection I can gather from the results. But, at this point in time I do not agree.

Leadership Assessment 5-1  Measuring Your Situational Perspective

Score: 54

     In this assessment, students were asked a series of situations regarding leadership, supervision and the different types of employees that a leader may encounter. Based on the situation, a student was asked to rate it on his or her own feelings on a scale of Disagree strongly to Agree Strongly. The answers provided for the student are then compared to the answers the student gave, and each are represented by a number. The total of all the numbers equals the score of the individual. My score was a 54, which falls in the category of having a lot of situational perspective. This states that in a leadership position, I can adjust my leadership style and supervision of team members and employees based on his or her specific situation.

Leadership Assessment 5-2 Quality of Leader-member Relations

Students were given 12 statements related to previous experiences with supervisors or current relations with team members. We were asked to either agree or disagree with the statement. At the end of the assessment, the answers the student chose are counted and depending on the number of "Agree" is interpreted as how high a relationship level is between leaders and members. my interpretation states that I have a high quality of leader-member relations. I am a very personable individual who strives to get along with many. I agree with the outcome of this assessment. I believe that there are still some areas that I may work on to become even better and more mature when it comes to the relationships between me and my leaders or team members.

Leadership Assessment 6-1 The Leadership Ethics Quiz

This assessment studies and measures the level of principals and ethics an individual would have. Ethics is the study of moral obligations, or the separation of right and wrong. The assessment has 20 situations that are then rated on a scale of 1-4, 1 meaning disagree strongly to 4 meaning agree strongly. The lower the score, the better ethics an individual has. My score was a 21, which in the interpretation means my self image is that of a Highly Ethical and trustworthy leader or potential leader. Assuming that my answers are accurate, my ethics would be a great asset to me as a leader.

Leadership Assessment 6-2 The Airforce Character Attributes Checklist

This test lists off a bunch of attributes that are good for individuals to have. The characteristics are listed and then explained in a brief sentence. The student must then rate each attribute based on how well they believe they possess said attribute. High is what I answered most which included honesty, loyalty, fairness, decisiveness, and spiritual appreciation. I believe these attributes are extremely important for an individual to have especially living in the world today. great and respected leaders all possess these characteristics. I want to continue to practice showing the other attributes so that others see me as a great leader.

Leadership Assessment 9-1 Teamwork Checklist

This assessment has 15 sentences that describe rules or situations that arrive in a team scenario. The student is asked to answer the sentence with mostly yes or mostly no. The more statements are answered with Mostly yes, the more likely it is that good teamwork is present. I feel after answering this assessment that most of the time while in a teamwork situation, there is good communication, even disbursement of work, and a common kindness to all team members. 

Leadership Assessment 9-2 Team Player Attitudes

In this assessment students were asked to describe how well he or she agrees with the statements provided. The statements are different emotions or attitudes towards working with others or on a particular task. Each answer coincides with a score. In the end the score is added up and interpreted. My score was 41. Based on the scoring in the book, my score means I have moderately favorable attitudes towards being a team member and working cooperatively with other members. I feel that this is an accurate scoring for my attitudes towards working in a group. It is not that I do not enjoy working in a group towards a common goal, but in school which is where most students work in a team, there are almost always team members that do not want to work towards a common goal. It does make the situation intolerable for some. I keep a positive outlook because I understand that when I am working, everyone if not most people are working towards the same goal and do not have too different of lives that would make the situation dis likeable.

Leadership Assessment 10-1 My Approach to Motivating Others

This assessment measures how an individual motivates others in a group or team. There are 20 statements that describe how one would motivate others whether it be means of positively or negatively motivating others. The student is asked to answer each statement on a scale of how frequent one uses the motivational tactics. The score i received was an 87. This is interpreted as, "You have average knowledge and skill with respect to motivating others. With additional study and experience, you will probably develop advanced motivational skills." I agree with this assessment and where it places me. I feel that I know enough from previous experience how to motivate others, but there is still much for me to learn as I grow and develop my own style and techniques. There are also more types of people I have no encountered in this work so I have not been able to develop skills when attempting to motivate them.

Leadership Assessment 10-2 How Much Do I Crave Recognition?

Recognition is a strong motivator because it is a normal human need. It is effective because most workers feel they do not get enough recognition. In this assessment, students are asked 11 situations and how he or she agrees or disagrees on the subject. Depending on the answer given, a score is given. None of the interpretations are bad and does not say that a student craves recognition too much. My score was 23, which states that I have a below-average need for recognition and like to have my good deeds speak for themselves. "When you do receive recognition, you would prefer that it be quite specific to what you have done, and not too lavish. You would feel comfortable ina work setting with mostly technical people."