ORGANIZATIONSL BEHAVIOR ACTIVITIES MBA. Collected by Prof. Dr. Panayotis Zamaros ACTIVITY: LEADERSHIP QUESTIONNAIRES

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1 ORGANIZATIONSL BEHAVIOR ACTIVITIES MBA Collected by Prof. Dr. Panayotis Zamaros Week 3 Leadership Trait questionnaire 1 ACTIVITY: LEADERSHIP QUESTIONNAIRES Purpose: Discover personality traits along McGregor X and Y types. Instructions: The questionnaire should be completed for yourself and one other individual (i.e. classmate, teammember, or staff-member). For each adjective listed below, indicate the degree to which you think the adjective describes yourself and the other person. Please select one of the following responses to indicate the strength of your opinion. Key: 5 = Strongly Agree, 4 = Agree, 3 = Neutral, 2 = Disagree. 1 = Strongly Disagree 1. Articulate - Communicates effectively with others Perceptive - Discerning and insightful Self-confident - Believes in oneself and one's ability Self-assured - Secure with self, free of doubts Persistent - Stays fixed on the goal(s), despite interference Determined - Takes a firm stand, acts with certainty Trustworthy - Acts believable, inspires confidence Dependable - Is consistent and reliable Friendly - Shows kindness and warmth Outgoing - Talks freely, gets along well with others Scoring interpretation: Add scores from items 3, 4, 5, 6, 7; these give you your Y score; add the remainder; these give you your X score. Your values: The values of the other person: Leadership Style questionnaire 2 Purpose: Identify the tasks/person orientation mix Instructions: Read each item carefully and think about how often you and the person you are evaluating engage in the described behavior. Indicate your response to each item by circling one of the five numbers to the right of each item. Key: 1 = Never; 2 = Seldom; 3 = Occasionally; 4 = Often; 5 = Always 1. Tells group members what they are supposed to do Adapted Northouse, 1997: Northouse, 1997: Page 1 of 25

2 2. Acts friendly with members of the group Sets standards of performance for group members Helps others feel comfortable in the group Makes suggestions about how to solve problems Responds favorably to suggestions made by others Makes his/her perspective clear to others Treats others fairly Develops a plan of action for the group Behaves in a predictable manner toward group members Defines role responsibilities for each group member Communicates actively with group members Clarifies his/her own role within the group Shows concern for the personal well being of others Provides a plan for how the work is to be done Shows flexibility in making decisions Provides criteria for what is expected of the group Discloses thoughts and feelings to group members Encourages group members to do quality work Helps group members get along Scoring: The style questionnaire is designed to measure two major types of leadership behaviors: task and relationship. Score the questionnaire by doing the following. First, sum the responses on the odd-numbered items. This is your task score. Second, sum the responses on the even-numbered items. This is your relationship score. Now plot the two scores as coordinated in the following grid to establish your style.q1 country-club management; q2: team management; q3: impoverished management; q4: produce or perish; q5: middle-of-the-road management. people q1 q2 25 q q3 q tasks Scoring interpretation: Very High Range 41-50; High Range 31-40; Moderate Range 21-30; Low Range 11-20; Very Low Range 0-10 Page 2 of 25

3 Path-goal Leadership questionnaire 3 Purpose: Discover leader styles Instructions: This questionnaire contains questions about different styles of path-goal leadership. Indicate how often each statement is true of your own behavior. Answer these for yourself and another person (i.e. classmate, teammember) Key: 1 = never; 2 = hardly ever; 3 = seldom; 4 = occasionally; 5 = often; 6 = usually; 7 = always 1. I let employees know what is expected of them I maintain a friendly working relationship with employees I consult with employees when facing a problem I listen receptively to employees' ideas and suggestions I inform employees about what and how it needs to be done I let employees know that I expect them to do at their highest level I act without consulting my employees I do little things to make it pleasant to be a member of the group I ask employees to follow standard rules and regulations I set goals for employees' performance that are quite challenging I say things that hurt employees' personal feelings I ask for suggestions from employees I encourage continual improvement in employees' performance I explain the level of performance that is expected of employees I help employees overcome problems I show that I have doubts about meeting most objectives I ask employees for suggestions on assignments I give vague explanations of what is expected of employees I consistently set challenging goals for employees to attain I behave in a manner that is thoughtful of employees' needs Scoring: Reverse the scores for items 7, 11, 16, and 18 and then tally the scores as follows: Directive Style: Sum of scores on items 1, 5, 9, 14, and 18. Supportive Style: Sum of scores on items 2, 8, 11, 15, and 20. Participative Style: Sum of scores on items 3, 4, 7, 12, and 17. Achievement-oriented: Sum of scores on items 6, 10, 13, 16, and 19. Your score: The score for the other person: Scoring interpretation: The scores you received on the path-goal questionnaire provide information about which style of leadership you use most often and which you use less frequently: Directive style, a common score is 23; high scores above 28; low scores below 18. Supportive style, a common score is 28; high scores above 33; low scores below 23. Participative style, a common score is 21; high scores above 26; low scores below 16. Achievement-oriented style, a common score is 19; high scores above 24; low scores below Northouse, 1997: Page 3 of 25

4 Multifactor Leadership questionnaire 4 Purpose: Discover leadership styles Instructions: Twenty-one descriptive statements are listed below. Judge how frequently each statement fits you and another person (i.e. classmate, team-member). The word others may mean your classmates, friends, followers, clients, or group members. Key: 1 = once in a while; 2 = sometimes; 3 = fairly often; 4 = frequently 1. I make others feel good to be around me I express with a few simple words what we could and should do I enable others to think about old problems in new ways I help others develop themselves I tell others what to do if they want to be rewarded for their work I am satisfied when others meet agreed-upon standards I am content to let others continue working as always Others have complete faith in me I provide appealing images about what we can do I provide others with new ways of looking at puzzling things I let others know how I think they are doing I provide recognition/rewards when others reach their goals As long as things are working, I do not try to change anything Whatever others want to do is O.K. with me Others are proud to be associated with me I help others find meaning in their work I get others to rethink ideas that they had never questioned before I give personal attention to others who seem rejected I call attention to what others can get for what they accomplish I tell others the standards they have to know to carry out their work I ask no more of others than what is absolutely essential Scoring: The MI-Q-6S measures your leadership on seven factors related to transformational leadership. Your score for each factor is determined by summing three specified items on the questionnaire. For example, to determine your score for Factor 1, Idealized Influence, sum your responses for items l, 8, and 15. Complete this procedure for all seven factors. Factor 1. Idealized influence (items 1, 8, & 15) Factor 2. Inspirational Motivation (items 2, 9, & 16) Factor 3. Intellectual Stimulation (items 3, 10, & 17) Factor 4. Individualized Consideration (items 4, 11, & 18) Factor 5. Contingent Reward (items 5, 12, & 19) Factor 6. Management-by-exception (items 6,13, & 20) Factor 7. Laissez-faire Leadership (items 7, 14, & 21) Your score: The score for the other person: Score Range: High = 10-12, Moderate = 7-9, Low = 4-6 Score interpretation Factor 1. Idealized influence indicates whether you hold subordinates' trust, maintain their faith and respect, show dedication to them, appeal to their hopes and dreams, and act as their role model. 4 Northouse, 1997: Page 4 of 25

5 Factor 2. Inspirational motivation measures the degree to which you provide a vision, use appropriate symbols and images to help others focus on their work, and try to make others feel their work is significant. Factor 3. Intellectual stimulation shows the degree to which you encourage others to be creative in looking at old problems in new ways, create an environment that is tolerant of seemingly extreme positions, and nurture people to question their own values and beliefs and those of the organization. Factor 4. Individualized consideration indicates the degree to which you show interest in others' wellbeing, assign projects individually, and pay attention to those who seem less involved in the group. Factor 5. Contingent reward shows the degree to which you tell others what to do in order to be rewarded, emphasize what you expect from them, and recognize their accomplishments. Factor 6. Management-by-exception assesses whether you tell others the job requirements, are content with standard performance, and are a believer in if it ain t broke, don't fix it. Factor 7. Laissez-faire measures whether you require little of others, are content to let things ride, and let others do their own thing. Page 5 of 25

6 Week 4 ACTIVITY: MANAGEMENT QUESTIONNAIRE Purpose: To identify the management style your organization prefers to operate in 5. Instructions: This questionnaire contains statements about the organization you work for. Next to each question indicate how rarely or often your organization displays each behavior. Key: Almost never 1 ; Seldom 2 ; Occasionally 3 ; Frequently 4; Almost always Things get done because staff fear for their jobs. 2. Most staff do not leave this organization because it provides a lot of security. 3. The managers are respected by the employees. 4. There is a real feeling of teamwork. 5. Only managers make decisions. 6. Although staff are happy and contented, they seem passive when it comes to cooperate. 7. Both managers and staff seek improved job performance. 8. Managers and employees work hand in hand. 9. Although staff obey their managers, they do not respect them. 10. Management's main concern is too make money. 11. The staff feel they are part of the organization. 12. The staff feel a real responsibility to make things work. 13. Most of the jobs are minimum wage jobs. 14. The staff' main concern is for the financial security of their families. 15. When things go wrong, managers concern is to fix it, not to lay blame. 16. There is enthusiasm among the staff to better job performance. 17. The staff main concern is to make as much money as possible. 18. Although the staff have good benefits, they tend to give only minimal performance. 19. The staff feel they are recognized for their work. 20. The staff feel their work is important for the organization. 21. Managers does not expect the staff to give more than minimal performance. 22. Most of the staff seem content to stay in their position. 23. Staff are part of the decision making process. 24. Things happen around here because of the self-discipline of every member of staff. Score calculation: In the fill-in lines below, mark the score of each item on the questionnaire. For example, if you scored item one with a 3 (Occasionally), then enter a 3 next to Item One. When you have entered all the scores for each question, total each of the four columns. Item Score Item Score Item Score Item Score TOTAL TOTAL TOTAL TOTAL Autocratic Custodial Supportive Collegial Score interpretation: The highest of the four scores indicates what model you perceive your organization to normally operate in. If your highest score is 24 or more, it is a strong indicator of the model it operates in. 5 Adapted from Online 1. Page 6 of 25

7 Reference: Online 1: accessed on ACTIVITY: DISCOVERING MANAGEMENT CONCERNS 6 Purpose: To discover the concerns that managers have. Instructions: Read the following suggestions about management beliefs and choose the one that is closest to your belief as to how management should be practiced. Select one of the following responses to indicate the strength of your opinion. Key: 5 = totally agree, 4 = agree, 3 = partially (dis)agreel, 2 = disagree. 1 = totally disagree The way I practice management is guided by the belief that 1 Processes of thought are independent of action and therefore controllable. 2 Work is to be organized and studied scientifically and objectively. 3 Power is to be concentrated at the top and applied by virtue of the position held. 4 The business environment is contingent and turbulent. 5 Organizations need to adapt to needs and pressures so as to effect a fit with contextual contingencies. 6 Power is diffuse and stems from different and changing sources. 7 Organizations are embedded in the social fabric of their environment. 6 Zamaros, 2003: appendix. Page 7 of 25

8 8 The cultural rules of a society provide the norms to guide organizational action. 9 Power stems from the use of symbols and technologies for regulating behavior. 10 Organizational processes are influenced by the emotions of organizational members. 11 There must be separate relationships with each individual member of staff. 12 Power is located within the hands of individual members of the organization. 13 Organizational processes are disorderly as different interests influence them. 14 Conflict can be a means to arrive at individual or organization goals. 15 Power arises from groups vying for their own interests. 16 There is a unique way of thinking to organize organizational processes for competitive advantage. 17 The formulation of a vision gives a sense of direction by engaging the thoughts and feelings of others. Page 8 of 25

9 18 Power arises from particular ways to organise and use language. Rational Turbulent Emotional Cultural Power Discursive Scoring interpretation: a high score under any one concern indicates that this concern dominates over the others; in case the scores close or indicates additional concerns. Your dominant concern: The dominant concern for : Reference: ZAMAROS, PANAYOTIS (2003), Demythifying Management amongst Others beyond Dislocation: Is There a Difference between Experience and its Description? Doctoral Dissertation submitted to Fairfax University Page 9 of 25

10 Week 7 ACTIVITY: ORGANIZATIONAL DESIGN PREFERENCE 7 Purpose: To identify preferred organizational structure. Instructions: For yourself or another team-mate, peer or co-worker, rate the following statements. Key: 1 = strongly disagree; 2 = disagree; 3 = neither agree nor disagree, 4 = agree; 5 = strongly agree I prefer to work in an organization where: 1. Goals are defined by those in higher levels Work methods and procedures are specified To management makes important decisions One s loyalty counts as much as one s ability to do the job Clear lines of authority and responsibility are established Top management is decisive and firm One s career is well-planned out One can specialize Job security is almost as important as performance Management is able to provide necessary information A chain of command is well established Rules and procedures are adhered to equally by everyone Employees accept authority of a leader s position Employees are loyal to their boss Employees do as they have been instructed Employees clear things before going about their way Scoring interpretation: the higher the score the more comfortable you are with the mechanistic view on organizations. Your score: The score for : Reference: SHERMERHORN, JOHN et al. (2008), Organizational Behavior, 10 th ed. Hoboken: John Wiley & Sons. 7 Shermerhorn et al. (2008) : w Page 10 of 25

11 Purpose: To determine learning styles 8 ACTIVITY: LEARNING QUESTIONNAIRE Instructions: For each statement choose the answer that describes you or another person the best. 1. When meeting others I prefer A) thinking and guessing what they are like B) interacting directly by asking them questions 2. When presented with a problem, I usually A) jump right in to solve it B) think it through to find possible ways to solve it 3. I enjoy sports more when A) I am watching a good game B) I am actively participating 4. Before taking holidays, I A) give little thought as to what I will be doing B) tend to plan everything and early enough 5. When enrolled to take a course, I A) plan how to do my homework before doing the assignment B) immediately become involved in doing the assignment 6. When I receive information that requires action, I A) take action right away B) organize information to determine what action to take 7. When presented with a number of alternatives for action, I A) determine how the alternatives relate to one another and establish their consequences B) select the one that looks best and put it to action 8. When I awake every morning, I A) expect to accomplish some work without considering what the individual tasks entail B) plan a schedule for the tasks I expect to do today 9. After a day s work, I A) reflect back on what I did and plan ahead B) relax with some form of recreation 10. After having chosen the above responses, I A) would like to continue with the questionnaire B) would like to stop here 11. When I am learning, I am usually A) thinking about it B) right in the middle of doing it 12. I learn best when A) I am dealing with real-world issues B) concepts are clear and well organized 13. To retain what I have learned, I A) often review it in mind B) seek to practice it or use it 14. When teaching others how to do a task, I start by A) demonstrating the task B) explaining the task 15. My favorite way to learn is to A) read a book B) try and do it so as to learn from my mistakes 16. When I become emotionally involved with a task, I A) let my feelings tell me what to do B) control my feelings and try to analyze the situation 17. If I were to meet with other experts on a topic, I A) would ask from each one of them their opinion B) would interact with them to share ideas 18. When I am asked to relate information to a group of people, I A) engage in a conversation with them directly B) prepare notes to know exactly what I am going to say 19. Experience is A) a guide for building theories B) the best teacher 8 Adapted from Gordon, 2002: Page 11 of 25

12 20. I learn easier when A) doing work on the job B) in a class and being taught by an expert Scoring: Now write chosen letters A in the following columns 1 and 4, and letters B in the following columns 2 and 3. Then add the totals for letters A and B for columns 1 and 2; the number is to be plotted on the vertical axis of the grid. Do the same for columns 3 and 4 and plot the total on the horizontal axis of the grid. Column 1 Column 2 Column 3 Column TOTAL 1+2 TOTAL 3+4 Abstract 10 Thinking Planner Feeling Planner Cognitive 0 10 Affective Task Implementer Participative Implementer 0 Concrete Purpose: To calculate a work-motivation score 9. ACTIVITY: EXPECTANCY QUESTIONNAIRE Instructions: For each statement choose the answer that describes you or another person the best. Key: not likely (1)... somewhat likely (4)... extremely likely (7) Question 1: how likely is it that each of the following happens if you performed your job especially well? 1. I will get a bonus I will feel better about myself I will have an opportunity to develop my skills I will have better job security I will have learnt new things Adapted from Gordon, 2002: Page 12 of 25

13 6. I will get promoted I will have a feeling of accomplishment I will have more freedom on my job I will be respected by my colleagues My manager will praise me My colleagues will be friendly with me Question 2: How important are the following? 1. The salary you get That you feel good about yourself That you have opportunities to develop your skills That your job is secure That you have opportunities to learn something new That you get promoted That you have opportunities to accomplish something That you are given sufficient freedom on your job That you are respected by your colleagues That you receive praise from your manager That your colleagues are friendly with you Question 3: How often do you think the following causes lead to the designated effects? Causes Effects Working hard high productivity Working hard doing the job well Working hard good job performance Scoring: Take the scores from Q2 and multiply them to those from Q1 (e.g. if your score at Q2-7 is 6, and your score at Q1-7 is 5, you obtain 6 x 5 = 30); then add all the scores together; divide the total by 11 to get an average differential-expectancy score (DE). Add scores from Q3 together and divide by 3 to get an average causalexpectancy score (CE). Multiply your DE and CE scores to obtain the work motivation score. The higher the score the more motivation can be causally induced by taking a number of steps i.e. aligning CE and DE scores. Your score: Page 13 of 25

14 Week 8 ACTIVITY: ORGANIZATIONAL CULTURE QUESTIONNAIRE Purpose: Understand corporate culture in the difference between how this culture is lived and how it is described 10 Instructions: For each statement, choose the answer that describes the organization you are affiliated with the best. Indicate with an E the actual position on the scale and with a D its ideal position. Conformity: to what extent you and your colleagues feel that there many company rules, procedures and policies that you must confirm with rather than being left to do your work as you see fit? No conformity Strong conformity Responsibility: to what extent you and your colleagues feel that you can make decisions and solve problems without checking with your managers? No responsibility Expected responsibility Standards: to what extent you and your colleagues feel that the company sets challenging goals for itself and expects quality performance and outstanding production? Low standards High standards Rewards: to what extent you and your colleagues feel that you are being recognized and rewarded for outstanding and high performing work rather than being ignored and continually criticized? Ignored Rewarded Clarity: to what extent you and your colleagues feel that things are well organized and that goals are clearly defined rather than being confused and purposeless? Purposeless Organized Support: to what extent you and your colleagues feel that friendliness, trust and mutual support are valued norms? No support Support Leadership: to what extent you and your colleagues feel that leadership and direction is based on expertise and that leadership initiatives are rewarded? No reward Rewarded and expert Scoring: Sum up all your E and D scores and subtract one from the other; this score indicated the difference between how the culture is lived (E scores) and how it is described and therefore idealized (D scores); a strong cultural alignment between what is lived and described is indicated by a small difference. Your score: ACTIVITY: COMMUNICATION QUESTIONNAIRE Purpose: Understand communication effectiveness 11. Instructions: For each statement, choose the answer that describes your communication skills the best. I think my communication with colleagues / manager / personnel 10 Adapted from Gordon, 2002: Adapted from Gordon, 2002: Page 14 of 25

15 Increases my credibility Decreases my credibility Is precise Is imprecise Answers more questions than it raises Poses more questions than it answers Is effective Is ineffective Is competent Is incompetent Is productive Is unproductive Is impressive Is unimpressive Creates appositive image of myself Creates a negative image of myself Is skillful Is unskillful Is relaxed Is strained Is formal Is informal Is self-rewarding Is not self-rewarding Does not embarrass me Does embarrass me Scoring: Add up all the obtained scores; high scores usually indicate effective communication. Yours score: ACTIVITY: BELBIN QUESTIONNAIRE Instructions : Pour chacune des questions 1 à 7, choisissez parmi les neuf propositions (de A à I) les phrases qui vous semblent le mieux décrire votre comportement. Vous devez sélectionner au moins deux phrases et au plus trois phrases par question. Une fois cette sélection effectuée, vous devez répartir un total de 10 points parmi les 2 ou 3 phrases sélectionnées, et ce pour chaque question. Inscrivez les points dans les cases prévues à cet effet sur la feuille de réponses ci-jointe. / For each of the following questions 1 to 7 choose from the nine propositions (A to I) the senetnces which describe your behavior the best. You need to select at least 2 sentences and at the most 3 sentences for each question. Once you have made your choice, you need to allocate a total of 10 points for the selected sentences and for each question. Transfer the points onto the provided grid. Très important : répondez de manière spontanée / Important : be spontaneous 1. Ce que je pense pouvoir apporter à une équipe / What I think I can bring to a team : A. Je pense pouvoir rapidement percevoir les nouvelles opportunités et en tirer parti / I think that I can quickly figure out the opportunities that I can profit from B. Je suis capable de travailler avec beaucoup de personnes très différentes / I am able to work with many different people C. Produire des idées est l un de mes talents naturels / Generating ideas is one of my natural talents D. Je suis capable d aider les autres à s exprimer quand je vois qu ils peuvent apporter une contribution significative aux objectifs du groupe / I am able to help others express themselves when I see that they can significantly contribute to the achievement of objectives of the team. Page 15 of 25

16 E. On peut me faire confiance pour achever toutes les tâches que j entreprends / I can be entrusted to complete all the tasks I have been assigned to F. Mes connaissances techniques et mon expérience sont habituellement considérées comme mes meilleurs atouts / My technical expertise and my experience are often considered as my main assets G. Je suis toujours prêt(e) à être franc et direct dans mes propos pour faire avancer les choses dans le bon sens / I am ready to be franc and direct in how I say things so as to make things progress in the right direction H. Je suis capable de dire si une idée ou un projet s adapte bien à une situation donnée / I am capable of saying whether an idea or a project is well-suited to a given situation I. Je sais faire des propositions alternatives et les défendre en toute impartialité / I can propose alternate ideas and defend them impartally 2. Mes éventuelles faiblesses dans le travail d équipe / My weaknesses with teamwork: A. Je ne suis pas à l aise si les réunions ne sont pas bien organisées, c est à dire cadrées et structurées / I am not comfortable when meetings are not well organized, that is, well structured and framed B. J ai tendance à accorder trop d importance à ceux qui ont un point de vue valable et à qui l équipe n a pas laissé assez d espace pour s exprimer / I tend to give importance to those who have a valid viewpoint and to whom the team does not give much room to express themselves C. J hésite à m impliquer si je ne maîtrise pas bien le domaine abordé / I hesitate to commit myself if I do not know the area well D. J ai tendance à parler beaucoup quand le groupe aborde un nouveau sujet / I tend to talk a lot when the team teackles an new issue E. Mon souci d objectivité fait que j ai parfois du mal à rejoindre le point de vue de mes collègues de manière spontanée et enthousiaste / My concern for objectivity makes that I have trouble meeting my colleagues opinions in a spontaneous and enthousiastic manner F. Je suis parfois perçu comme autoritaire et contraignant dès que je traite des problèmes importants / I am at times perceived to be authoritarian and bossy as soon as I deal ith important poblems G. J éprouve des difficultés à mener des débats, peut-être parce que je suis trop sensible au climat du groupe / I have difficulty in leading debates, maybe because I am too sensitive to the group s mood Page 16 of 25

17 H. Il m arrive d être tellement absorbé(e) par une idée, que je perds le fil de ce qui se passe dans l équipe / It happens that I am so much absorbed by an idea, that I lose sight of what is happening in the team I. J hésite à donner mon avis sur des propositions ou des plans qui me semblent incomplets ou insuffisamment détaillés / I hesitate to give my opinion on propositions or plans which appear to be imcomplete or insufficiently detailed 3. Quand je participe à un projet avec d autres / When I participate in a project with others : A. J ai un don pour influencer les autres sans exercer de pression sur eux / I have the talent to influence others without being pushy B. Je suis généralement capable d éviter les erreurs ou les omissions qui pourraient empêcher la réussite de notre projet / I am generally speaking capable of avoiding errors or omissions which could undermine the success of our project C. J ai tendance à mettre la pression pour être sûr(e) que l on ne gaspille pas notre temps et pour que l on ne perde pas de vue notre objectif principal / I have the tendency to put pressure so that we do not waste time and that we do not lose sight of the main objective D. On peut compter sur moi pour apporter une contribution originale / One can count on me to make an original contribution E. Dans l intérêt commun, je suis toujours prêt à encourager une bonne proposition / For everyone s sake, I am always ready to encourage a sound proposition F. On peut être certain que j aurais un comportement naturel / One can be certain that I will behave naturally G. Je vois tout de suite les possibilités offertes par de nouvelles idées et leurs développements / I immediately see the opportunities that are offered by new ideas and their development H. J ai confiance dans ma capacité de jugement et je contribue à prendre les bonnes décisions / I have confidence in my ability to make judgements and contribution to taking the good decisions I. On peut me faire confiance pour organiser le travail à réaliser / One can entrust me to organize the work that must be done 4. Mon approche dans un travail de groupe / My approach in teamwork : A. J ai un réel intérêt pour mieux connaître mes collègues / I have a keen interest in better knowing my colleagues Page 17 of 25

18 B. J apporte ma contribution dans les domaines où je sais de quoi je parle / I bring my contribution in those domains that I know of C. Je n hésite pas à confronter le point de vue des autres ou à défendre ma position, même minoritaire / I do not hesitate to confront the opnions of others or to defend my position, even if it is minoritary D. Je trouve assez facilement les arguments pour réfuter des propositions qui ne me semblent pas fondées / I easily find arguments to refute propositions which do not seem to be well-founded E. Je sais faire avancer les choses pour permettre la mise en œuvre d un projet qui a été décidé / I make things go forward so as to facilitate the implementation of a project that was decided F. Je préfère éviter les évidences et ouvrir des voies inexplorées / I avoid trodden paths and like exploring new ways G. J apporte une touche perfectionniste à tout ce que j entreprends / I bring a perfectionist s touch to all that I undertake H. J apprécie d être celui (celle) qui établit les contacts à l extérieur de mon groupe de travail ou de l entreprise / I like being the one who has to establish contacts with people outside the group or the organization I. Bien que je sois à l écoute du point de vue des uns et des autres, je n ai aucune difficulté à trancher lorsqu il faut décider / Even if I listen to the opinion of others, I have no problem taking sides when it comes to deciding 5. J éprouve de la satisfaction dans mon travail parce que / I have pleasure in my job because : A. J aime analyser des situations pour envisager et apprécier tous les choix possibles / I love analyzing situations so as to envisage different possibilities B. Je m intéresse vivement à trouver des solutions pratiques aux problèmes qui se présentent / I am interested in finding practical solutions to problems C. J aime développer de bonnes relations dans le travail / I like developing good relationships at work D. Je peux avoir une forte influence sur les décisions / I can have a strong influence on decisions E. J ai l occasion de rencontrer de nouvelles personnes avec des points de vue différents / I have the opportunity to meet new people with different opinions F. Je suis capable de faire adhérer les autres aux priorités et aux objectifs de l équipe / I am capable of bringing others to appreciate the priorities and objectives of the team Page 18 of 25

19 G. J aime quand je peux concentrer toute mon attention sur ce que je fais / I like it when I can concentrate my attention on what I do H. Je découvre des domaines dans lesquels je peux déployer mon imagination / I discover domains where I can use my imagination I. Je sais tirer parti de mon expérience professionnelle et de ma formation / I can use my professional experience and training 6. Si l on me donne à l improviste une tâche difficile à accomplir, dans un temps limité, avec des personnes inconnues / If I am given out of the blue a difficult task to carry out within a limited time and unknown perseons: A. J aime me documenter le plus possible sur le sujet à traiter / I like gathering as much information as possible on the given task B. J ai tendance à élaborer la solution par moi-même pour la proposer ensuite à l équipe / I tend to generate a solution by msyself and propose it to the team C. Je suis prêt(e) à travailler avec la personne qui manifeste l approche la plus positive / I am ready to work with whoever displays a positive approach D. Je trouve facilement le moyen de répartir les tâches en fonction des compétences et des contributions de chacun / I easily find the way to divide the tasks according to the competencies and contributions of each in the team E. Mon sens naturel de l urgence me permet d aller droit au but et de garantir le respect du planning / My natural sense of urgency helps me go right to the task and guarantee that the plan will be respected F. Je crois que je garderais mon calme et conserverais intacte ma capacité de jugement / I think that I would keep my calm and my capacity of judgement G. En dépit des pressions conflictuelles, je poursuivrais mes efforts pour faire avancer ce qui doit être réalisé / Despite conflictual pressure, I would continue my efforts to bring forward what has to be fulfilled H. J aurais tendance à prendre la direction des événements si je sens que le groupe ne progresse pas assez vite / I would tend to take the lead of the tasks if I felt that the group does not make progress quickly enough I. J ouvrirais le débat afin de stimuler l émergence de nouvelles idées et de faire avancer les choses / I would start a debate so as to bring forth new ideas and make progress Page 19 of 25

20 7. Les problèmes que je rencontre dans le travail de groupe / The problems I encounter in teamwork. A. Je réagis vivement quand mes collègues freinent la progression du projet / I react when my colleagues curb the progress of a project B. Certaines personnes critiquent mon coté trop analytique / Some people criticize my analytic approach C. Mon souci du détail et mon désir d exactitude ne sont pas toujours appréciés des autres / My concern for detail and my desire for exactitude are not always appreciated by others D. J ai tendance à m ennuyer si je ne me trouve pas avec des personnes suffisamment impliquées et dynamiques / I tend to get bored if I am not with people who are sufficiently involved and dynamic E. J ai du mal à m investir si les objectifs ne sont pas clairs / I find it difficult to commit myself if the objectives are not very clear F. Je n arrive pas toujours à expliquer certains aspects complexes d un sujet / I do not always manage to explain some complex aspects of a project G. J ai conscience de demander aux autres des choses que je n arriverais pas à faire moi-même / I tend to ask from others to do things that I would not manage to do by myself H. Je trouve que les autres ne me donnent pas assez souvent l occasion d exprimer mes idées / I think that others do not often leave me the opportunity to express my ideas I. J hésite à exprimer mon point de vue face à des personnes difficiles ou influentes / I hesitate to express my opinion in font of people who are difficult or influential Roles : Plant (PL): Advancing new ideas and strategies with special attention to major issues and looking for possible gaps when approaching problems. Resource Investigator (RI): Exploring and reporting on ideas, developments and resources outside the group, creating useful external contacts, and conducting negotiations. Coordinator (CO): Controlling the way in which the team moves forward towards the group objectives by making the best use of team resources; recognizing where the team's strengths and weaknesses lie and ensuring the best use is made of each member s potential. Shaper (SH): Shaping the way in which the team effort is applied, directing attention generally to the setting of objectives and priorities and seeking to order group discussion and group activities. Monitor Evaluator (ME): Analyzing problems, evaluating ideas and suggestions so that the team is better placed to take balanced decisions. Team Worker (TW): Supporting members in their strengths by building on suggestions, underpinning members in their shortcomings, improving communications between members and fostering team spirit generally. Page 20 of 25

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