Introduction

Self- Awareness

Morin(2011) Self-awareness represents the capacity of becoming the object of ones own attention. In this state one actively identifies, processes, and stores information about the self. This paper surveys the self-awareness literature by emphasizing definition issues, measurement techniques, effects and functions of self-attention, and antecedents of self-awareness.Ferrari & Sternberg (1998) identified that self-awareness is done to know about themselves. For example their strengths weaknesses opportunities and threats. Self-awareness is helpful to to their limitations before doing any work, they need to know whether they are capable of taking and finishing the jobs.Zahavi (1999) identified that different people have different self-awareness and the activities of people differs. Self-awareness helps people work in groups and work with unity. People knowing about themselves are able to coexist with the structural unity. Brook & devidi (2001) found that self-identification is a big part since it helps people know about them. He says that one should be able to know his/her limits and control them according to that specific coexist.Pereira (2008) concluded that by self-awareness people would find it easy to make decisions and actions according to current position. They will know how to face and control work related problems. Decision making process will be easier.

Self-Development

Barbara & Lawrence (2010) assessing yourself is the key development because if you dont know where you have a problem, you wont know what to develop. Assess where you are now and where you will like to be then build the bridge to close the gap (page 3).Pedler, Burgoyne, and boydell (2013) self-development is personal development, by taking responsibilities and handling own alone would increase their learning and the thinking powers. By achieving the targets it will motive and will be focused to take more responsibilities for organize events. By working on events it would develop qualities and skills and also the performing quality outputs. Rogers (2009) identified that self-development is focused to be achieving goals in the future. Self-development leads to happiness after they have achieved the specific targets, since achieving self-develop has a lot to suffering and sacrificing.Johns (2012) identified that by training people produce better results in their performances, quality of the work and they have the ability to compete with the others. They are motivated to be focused, build up the weaknesses to compete effectively and with much more self-confidence. There is a definite growth by training people.Kyle &Chick(2004) Identified that Self-development helps them to socialize in the society and to move along different cultures. Thus it would increase personality and know their limitations with people. They will know how to interact with people and share their values and norms.

Self-Assessment tools

2.1 Johari window modelCipriani(2004) said that Johari window is a model that finds out information about a person or a group of people. It contains four criterias, they are free area, blind area, hidden area and unknown area. This is done in order to know about a person. They will know what type of person they are, such as their feelings, experience, views.Sullivan & Wyatt (2005)found that johari window is a model where people may not be aware of certain stuff, by doing johari window people can identify their hidden characters too. Johari window is proved as a very effective model. Therefore, Managers can identify the hidden talent or weakness in an employee and will know the limits and capabilities of the employee. Thomas & Gottfried (2012) foundthat johari window is done in order to know about him/her (employee). When working in groups its always advisable to know about themselves since it will be easier to split work and achieve the goals. It is compulsory for the managers to know about their staff while working as a group especially. Managers knowing about the staff will make it easier for the mangers to lead towards the targeted goals and achieve it, if the manager fails to know the attitudes of the staff then they are failing.According to johari window responses by 10 of my colleagues, they described as to how I am in their opinion. 7 of them have agreed that I am very trust worthy, which is a very good strength for a manager as argued byHolton (2001). Which is also told that trust is an important part as being a manager of an organization.Furthermore, most of them agreed that I am confident, sociable, helpful, calm, kind, understanding. According to Pedler, Burgoyne and Boydell (2001) a successful manager should have Social skills and Emotional resilience. In an organization there will be a lot of employees with different cultures and attitudes, as a manager I will have to be social and friendly to handle all the employees with equal attention.Furthermore, as a manager I am accountable and responsible for all the work accepted in the organization. I as manager should develop and implement strategies for efficient and effective outcome from the organization.However, my colleagues have mentioned that I am religious efficient and flexible. As a manager I hold a big responsibility to achieve the set targets of the organization, deliver the products of time and also the products with high quality. Productivity is an important factor in an organization, as told by my colleagues that I am efficient and flexible will be an added advantage for the employees to work and corporate with me in order to achieve the organizations set targets.The hidden area of me is that I get tensed and nervous. These two is that I always try to control since I never want to show people that I am like this since its a weakness for a manager and also its sometimes hard to achieve the specific set targets and the specific outcomes wouldnt be effective. As a manager getting tensed is a bad emotion since it will be shown to the employees and they may get demotivated to work, thus the quality to the products will reduce and also wastage increases, as a result I will have to be accountable and responsible for those wastages. As a manager been nervous is not a good quality since I will have to attend meetings and talk to a lot of people in the future.

2.2 learning style questionnaires modelReid(1987) identified that the learning style questionnaires was very effective in the past few decades. People have different learning styles from small days (school periods). This research has found out that the learning style questionnaires will differ from culture, different languages, sex etc. Therefore, Managers can specifically know the abilities and interest of the employee, thus would find a way to motivate the employee and get work done effectively and efficiently. Riding &Smith (1997)Found that different people have different learning styles, thus it doesnt involve with the knowledge of the learners. By doing a learning style questionnaires people will get to know their effective learning style, which would make them easier to learn. Furthermore, Managers will not be able to use the same strategies to motive all employees since different employees will have different learning styles and different interests.Furnham, Jackson, & miller (1999) examined that learning style questionnaires have an impact in the work place since the employees know what their capabilities. It would help employees to overcome their weaknesses and make that as a strength and adjust to that work. Furthermore, there are high chances for some employees to get demotivated and leave the job (if they cant adjust to their work environment).Pashler, McDaniel, Rohrer & Bjork (2008)proved that learning style questionnaires has been developed in the education field. Students find their own ways of learning and its very effective. Learning style has been recommended to lecturers to allocate some time for learning styles questionnaires in colleges and universities since it helps the students. After doing the learning style questionnaires students must be guided properly in order for the student to produce best outcomes (results). Students should be carefully examined for making learning style questionnaires effective. Therefore, by doing so the employees will know their learning style so that the managers will not have to waste time by analysing their learning style.According to my learning style questionnaires (Appendix 3), I am a strong activist scored 11. Therefore an activist always work and experience new stuff. They tend to tackle and solve problems by brainstorming. They always like to move on happily. They have a flexible and open mind attitude. They always try something new and their life is filled up with activities. They motive the others too. (Zwanenberg, Wilkinson & Anderson, 2000).Therefore, their main strength as an activist is the being flexible and open minded and always wants new experiences. This is a result of self-development. They are very confident in in taking new challenges but they are unlikely to resist to changes(Caple & Martin, 1994).In a competitive environment managers need to be flexible internally and externally for the organization to face competition and flight against the other organization.However, as a activist the organization may be effected negatively since this type of learner will not think about the effects while making a decision. Planning is an important thing managers should do since this will guide the way to achieve targets and also show the employees the route to success. It will also help the manager to make effective decisions, by doing so they can avoid the future problems and work towards the objective effectively and efficiently(Pedler, Burgoyne & Boydell, 2001; Hill & Jones, 2007). For example being an open minded would help the organization to have clear ideas and would come out with better improvements, thus helps the organization achieve the targeted goals faster and easier. Employees would feel comfortable to work too since they have clear guide lines.

2.3Management Charter Initiative model (MCI)MCI questionnaires were designed for managers to analyze themselves in the areas of communication, building teams, acting assertively and other managerial competences. This tool shows how they have performed and the areas they fall behind to act as successful managers.Frank(1991) Managers can judge the employee by doing the MCI model. By doing an MCI model managers can find out the weaknesses of the employee and give some sort of an training and development for the employee to overcome the specific weaknesses, therefore training and development would benefit the organization since the manager trains the employees to overcome their weaknesses and thereby the organizations output increases. Through this managers are aware of the organizations development, further more studies have proven that this model has been very successful for managers to develop the organization.Thompson & Harrison (2000) MCI model questionnaires is a very frequent used model to develop competence with the managers. Managers can rate the employees standards for a work, they can give work to the employees only if they like to do a specific job. For example to taking failure as a experience to develop and to learn mistakes such quality employees can be given new tasks. MCI questionnaires is a widely used questionnaires unlike any other models. There is no manager who can be effective and efficient if they havent analysed this model properly. This tool shows the qualities that the manager should have to be successful. Therefore, managers will be aware of the management development since managers will have to face so many competence.Cockerill (1989)managers holds the job for the competences they bring into the organization and not only for their experience. However assessing the competences has been criticised how effective the model can be because of a common set of competences have been used to analyse each and every person.

3.0Personal Development Plan (PDP)Name MOHAMED RAMEEZ MOHAMED SUHAILDate27/JEBRUARY/2015Aim of the PDPTO IMPROVE THROUGH MY LEARNINGSMART development objectives

Learning and Development Activities

Practical and academic resources

Methods of review and criteria

Deadlines

Planning SkillsBefore implanting a strategy, take ideas and discuss with people and the senior managers. Take precautions before implementing, like sharing the idea with the employees since they will tell the possible problems that would occur. Always have some back up plans. Try to have a basic plan as to how to achieve the objectives.Read articles, book on effective planning. Talking to the senior managers on how important effective planning. Watch videos relating to effective planning. Asking for experienced managers about planning.Analysing myself when a problem arises, as to how I react and conclude on a solution for it. Keeping continuous watch of the productions. Finally analysing as to how effectively I achieve the set targets.End of June 2015.

Act responsibleManagers are accountable and responsible for all that happens in an organization. Knowing this I should keep continuous focus with the set targets and have a good relation with the employees. Handle employees calmly, advise and give proper instructions to the employees to achieve goals effectively. Read some articles and books on leadership and the leaders, Such as Steve jobs. Find out the managers responsibility and duties. Watch videos on how famous leaders sort problems. Find out the managers contributions and roles of a manager.Get feedbacks from employees and senior managers as to how I have performed and how I achieved my targets.End of September 2015.

Communication SkillsBetter communication skills improves by listening and talking to people. Must make the employees and the people feelcomfortable talking and sharing their opinions with me. Make sure there way of transporting messages to the subordinates. Socialize with people and move friendly.Listening to some presentations. Reading books and journal articles on communicationand the importance. Talking to senior managers and questioning them about how communication works.Distributing questionnaires and getting feedbacks from employees and senior managers andfriends.End of August 2015.

4.0 ConclusionManagers plays a major role in the organization, since they hold responsibility and accountable for all that happens in an organizations. Managers performances and critical planning is an important factor in an organization, for example if the productivity has to increase its the way managers deal with the employees and the way they guide them on how to achieve the organizations set targets and objectives. Self-awareness and self-development is very important for the managers since managers can identify their strengths and weakness by this. Three tools were used to access myself, they are Johari window, Learning style questionnaires andManagement Charter Initiative model. I am a trust worthy person as reviewed in Johari window, this is one of main strength of me since all the employees would believe me and be honest with me and they will follow my guides in order to achieve organizational goals since I have a good relationship with them. Furthermore, they would be open with me where as they would have a higher job satisfaction, thus would increase productivity by reducing wastage. Whereas, being nervous and tensed can reduce my effective level and efficiency level, therefore, I will have to develop on that emotions in order to produce effective level of output. Learning style questionnaires proved me as an activist, this type of learner has both benefits and drawbacks. The main strength being an activist is that I am flexible and open minded. The advantage of an activist is that we are flexible, being flexible is a vital part in todays organization since the demand changes quickly, therefore, being flexible allows you to gain more ideas and thus would lead to innovation. Innovations are the key success for competitive advantage. However activist lack in planning, poor planning would lead to inefficiency and poor performances. I will have to develop on my planning process since this would produce effective results.

5.0 References

Ferrari, M. D., & Sternberg, R. J. (1998).Self-awareness: Its nature and development.Guilford press (Ed.). Retrieved fromhttps://books.google.lk/books?id=JANokq-wOcsC&printsec=frontcover&dq=self+awareness&hl=en&sa=X&ei=HmvpVK2GO43luQSTpICIDQ&redir_esc=y#v=onepage&q=self%20awareness%20definition&f=falseForster, G., & Brown, G. (2008). Developing self. Glasgow: McGraw Hill.Zahavi, D. (1999).Self-awareness and alterity: A phenomenological investigation.Northwestern University Press. Retrieved fromhttps://books.google.lk/books?id=K-9wUTnREi0C&printsec=frontcover&dq=self+awareness&hl=en&sa=X&ei=HmvpVK2GO43luQSTpICIDQ&redir_esc=y#v=onepage&q=self%20awareness&f=falseBrook, A., & DeVidi, R. C. (2001).Self-reference and Self-awareness(Vol. 30).JohnBenjamins Publishing (Ed.). Retrieved fromhttps://books.google.lk/books?id=h6XG5Dg7dUUC&printsec=frontcover&dq=self+awareness&hl=en&sa=X&ei=HmvpVK2GO43luQSTpICIDQ&redir_esc=y#v=onepage&q=self%20awareness&f=falseMorin, A. (2011). Selfawareness part 1: Definition, measures, effects, functions, andantecedents.Social and personality psychology compass,5(10), 807-823. Retrievedfrom doi 10.1111/j.1751-9004.2011.00387.xPereira, A. P. A. (2008).Self-awareness and Prospective Memory in Persons withTraumaticBrain Injury: Contributions to Career Decision Making. ProQuest. Retrieved fromhttps://books.google.lk/books?id=BexzscHNU4AC&printsec=frontcover&dq=self+awareness&hl=en&sa=X&ei=2JfpVOyDN8mIuATWsYLQCA&redir_esc=y#v=onepage&q=self%20awareness%20&f=falseBarbara, O., Lawrence (2010).Nuggets of self development.Retrieved fromhttps://books.google.lk/books?id=wxcGBVCxVDQC&printsec=frontcover&dq=self+development&hl=en&sa=X&ei=-pvpVK7iPNO9uATPrIHgDQ&sqi=2&redir_esc=y#v=onepage&q=self%20development%20&f=falsePedler, M., Burgoyne, J., & Boydell, T. (2013).A Manager's Guide to Self-development.(4thed.).McGraw-Hill International. Retrieved fromhttps://books.google.lk/books?id=by-oAJbApcMC&pg=PP4&dq=Pedler+Burgoyne+and+boydell&hl=en&sa=X&ei=hKTpVI-BFs-iugTV34Io&redir_esc=y#v=onepage&q=Pedler%20Burgoyne%20and%20boydell&f=falsePedler, M., Burgoyne, J., & Boydell, T. (2013).A Manager's Guide to Self-development.(4thed.).McGraw-Hill International. Retrieved fromhttps://books.google.lk/books?id=zddDBgAAQBAJ&pg=PP5&dq=a+manager%27s+guide+to+self+development&hl=en&sa=X&ei=1sXqVOnYKZOeugSX-4GoAg&sqi=2&redir_esc=y#v=onepage&q=self%20development&f=falseRogers, L. W. (2009). Self development and the way to power. Retrieved fromhttps://books.google.lk/books?id=vTqg8CKOqPoC&printsec=frontcover&dq=self+development&hl=en&sa=X&ei=BcfqVNOAM86xuATZ_oCwBg&redir_esc=y#v=onepage&q=self%20development&f=falseHazel Johns. (2012).Personal development in counsellor training. Sage Publications.Retrieved fromhttps://books.google.lk/books?id=Id2SUF24JWkC&printsec=frontcover&dq=self+development+importance&hl=en&sa=X&ei=T87qVO31GI2yuATJ6IH4Bg&redir_esc=y#v=onepage&q=self%20development&f=falseKyle, G., & Chick, G. (2004). Enduring leisure involvement: The importance of personalrelationships.Leisure Studies,23(3), 243-266. Retrieved fromfile:///C:/Users/Dell/Downloads/00b495154e5c14e32a000000.pdfLuft, J., & Ingham, H. (1961). The johari window.Human Relations Training News,5(1),6-7.Retrieved fromhttp://richerexperiences.com/wp-content/uploads/2014/02/Johari-Window.pdfReid, J. M. (1987). The learning style preferences of ESL students.TESOL quarterly,21(1),87-111. Retrieved fromhttp://203.72.145.166/tesol/TQD_2008/VOL_21_1.PDF#page=84Riding, R. J., & SadlerSmith, E. (1997). Cognitive style and learning strategies: Someimplications for training design.International Journal of Training andDevelopment,1(3), 199-208. Retrieved fromhttp://www.ncu.edu.tw/~ncume_ee/nsc88cre.ee/nscdsg/nscdsg96-riding-sadler_smith-training_design.pdfPashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles concepts andevidence.Psychological science in the public interest,9(3), 105-119. Retrieved fromhttp://steinhardtapps.es.its.nyu.edu/create/courses/2174/reading/Pashler_et_al_PSPI_9_3.pdfFurnham, A., Jackson, C. J., & Miller, T. (1999). Personality, learning style and workperformance.Personality and Individual Differences,27(6), 1113-1122. Retrievedfromhttp://www.cymeon.com/publications/PAID_1999_27_1113-1122.pdfFrank, E. (1991). The UK's management charter initiative: the first three years.Journal ofEuropean Industrial Training,15(6). Retrieved fromhttp://www.emeraldinsight.com/doi/abs/10.1108/02621719610120101Thompson, J, E., & Harrison, J. (2000). Competent managers? The development andvalidation of a normative model using the MCI standards.Journal of ManagementDevelopment, 19(10), 836-852. Retrieved from
http://www.emeraldinsight.com/doi/pdfplus/10.1108/02621710010357951Sullivan, F., & Wyatt, J. C. (2005). How decision support tools help define clinicalproblems.BMJ,331(7520), 831-833. Retrieved fromfile:///C:/Users/Dell/Downloads/00b7d52138125c99eb000000.pdfHill, C., & Jones, G. (2007).Strategic management: an integrated approach.Retrievedfrom
http://books.google.lk/books?id=0588ekqiqQAC&dq=planning+is+important+for+managers&source=gbs_navlinks_sThomas, G., & Gottfried, J. (2012). Elementary SuperVision and the Supervisor: TeacherAttitudes and Inclusive Education.International Electronic Journal of ElementaryEducation, 4(3), 563-571. Retrieved fromhttp://www.pegem.net/dosyalar/dokuman/138570-2014010895047-10.pdfCaple, J., & Martin, P. (1994). Reflections on two pragmatists.Industrial andCommercial Training, 26(1), 16-20. Retrieved from
http://www.emeraldinsight.com/doi/pdfplus/10.1108/00197859410051235Zwanenberg, N, V., Wilkinson, L, J., & Anderson, A. (2000). Felder and Silverman's Index ofLearning Styles and Honey and Mumford's Learning Styles Questionnaire: How dothey compare and do they predict academic performance.Educational Psychology,20(3), 365-380. Retrieved from
http://search.proquest.com/docview/208801797/fulltextPDF?accountid=12860Holton, J, A. (2001). Building trust and collaboration in a virtual team. TeamPerformance Management: An International Journal, 7(3/4), 36-47. Retrieved from
http://www.emeraldinsight.com/doi/pdfplus/10.1108/13527590110395621

Appendix1Johari WindowArenaAssertiveRealisticTrustworthyAmbitiousProtected UnderstandingCalmProgressive WiseCaringPleasant KindConfidentOrganized SociableEfficient ReasonableEnergetic Religious Flexible RespectfulGiving ResponsibleHappy SeriousHelpful SkilfulIntelligent StrongLogical TactfulModest ThoughtfulObservant ToughBlindAuthoritative QuestioningCarefree ReliableClever SatisfiedDependable TenaciousDogged TrustingExtroverted LivelyMatureNoisyPatient

HiddenNervousTense

UnknownObliviousDreamyJealousRejectingPretendingGuilty

Appendix 3 Learning Style Questionnaires Model

I have strong beliefs about what is right and wrong, good and bad.

I often act without considering the possible consequences

I tend to solve problems using a step-by-step approach

I believe that formal procedures and policies restrict people

I have a reputation for saying what I think, simply and directly

I often find that actions based on feelings are as sound as those based on careful thought and analysis

I like the sort of work where I have time for thorough preparation and implementation

I regularly question people about their basic assumptions

What matters most is whether something works in practice

I actively seek new experiences

When I hear about a new idea or approach I immediately start working out how to apply it in practice

I am keen on self-discipline such as watching my diet, taking regular exercise, sticking to a fixed routine, etc.

I take pride in doing a thorough job

I get on best with logical, analytical people and less well with spontaneous, irrational people.

I take care over the interpretation of data available to me and avoid jumping to conclusions.

I like to reach a decision carefully after weighing up many alternatives.

Im attracted more to novel, unusual ideas than to practical ones.

I dont like disorganised things and prefer to fit things into a coherent pattern.

I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done.

I like to relate my actions to a general principle.

In discussions I like to get straight to the point.

I tend to have distant, rather formal relationships with people at work.

I thrive on the challenge of tackling something new and different.

I enjoy fun-loving, spontaneous people.

I pay meticulous attention to detail before coming to a conclusion.

I find it difficult to produce ideas on impulse

I believe in coming to the point immediately

I am careful not to jump to conclusions too quickly

I prefer to have as many sources of information as possible the more data to think over the better.

Flippant people who dont take things seriously enough usually irritate me.

I listen to other peoples points of view before putting my own forward

I tend to be open about how Im feeling.

In discussions I enjoy watching the manoeuvrings of the other participants.

I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance.

I tend to be attracted to techniques such as network analysis, flow charts, branching programmes, contingency planning etc.

It worries me if I have to rush out a piece of work to meet a tight deadline.

I tend to judge peoples ideas on their practical merits.

Quiet, thoughtful people tend to make me feel uneasy.

I often get irritated by people who want to rush things.

It is more important to enjoy the present moment than to think about he past or future.

I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition.

I tend to be a perfectionist.

In discussions I usually produce lots of spontaneous ideas.

In meetings I put forward practical, realistic ideas.

More often than not, rules are there to be broken.

I prefer to stand back from a situation and consider all the perspectives.

I can often see inconsistencies and weaknesses in other peoples arguments.

On balance, I talk more than I listen.

I can often see better, more practical ways to get things done.

I think written reports should be short and to the point.

I believe that rational, logical thinking should win the day.

I tend to discuss specific things with people rather than engaging in social discussion.

I like people who approach things realistically rather than theoretically.

In discussions I get impatient with irrelevancies and digressions.

If I have a report to write I tend to produce lots of drafts before settling on the final version.

I am keen to try things out to see if they work in practice.

I am keen to reach answers via logical approach.

I enjoy being the one that talks a lot.

In discussions I often find I am the realist, keeping people to the point, and avoiding wild speculations.

In discussions with people I often find I am the most dispassionate and objective.

I like to ponder many alternatives before making up my mind.

In discussions Im more likely to adopt a low profile than to take the lead and do most of the talking.

I like to be able to relate current actions to a longer term bigger picture.

When things go wrong I am happy to shrug it off and put it down to experience.

I tend to reject wild, spontaneous ideas as being impractical.

Its best to think carefully before taking action.

On balance I do the listening rather than the talking.

I tend to be tough on people who find it difficult to adopt a logical approach.

Most times I believe the end justifies the means.

I dont mind hurting peoples feelings so long as the job gets done.

I find the formality of having specific objectives and plans stifling.

Im usually one of the people who puts life into a party.

I do whatever is expedient to get the job done.

I quickly get bored with methodical, detailed work.

I am keen on exploring the basic assumptions, principles and theories underpinning things and events.

Im always interested to find out what people think.

I like meetings to be run on methodical lines, sticking to laid down agenda, etc.

I steer clear of subjective or ambiguous topics.

I enjoy the drama and excitement of a crisis situation.

People often find me insensitive to their feelings.

Learning style questionnaire scoring2715

41339

615811

10161219

17251421

23281827

24292035

32312237

34332644

38363049

40394250

43414753

45465154

48525756

58556159

64606365

71626869

72667570

74677773

79767880

Totals11090508

ActivistReflectorTheoristPragmatist

Ring scoringActivistReflectorTheoristPragmatist

201918171615141320

19

1820

1918

171620

19

18

17

Very strong preference

12

1117161515

1416

15Strong preference

109871413

121312

111413

12Moderate preference

65411109109811109Low preference

3

2

1

087654321076543210876543210

Very low preference

Appendix 4Management Charter Initiative Model1=At the moment, not competent or confident at this activity2=Often quite good, but inconsistent3=Good performance, usually achieves the required results4=Very strong and consistent performance, even in difficult situations= My view= Managers view

1

2

3

4

5

6

7Acting Assertively

Takes a leading role in initiating action and making decisions

Takes personal responsibility for making things happen

Takes control of situations and events

Acts in an assured and unhesitating manner when faced with a challenge

Says no to unreasonable requests

States own position and views clearly in conflict situations

Maintains beliefs, commitment and effort in spite of set-backs or opposition

1 2 34

1 2 34

1 23 4

1 23 4

1 2 3 4

1 23 4

12 3 4

8

9

10

11

Acting strategically

Displays an understanding of how the different parts of the organization and its environment fit together

Works towards a clearly defined vision of the future

Clearly relates goals and actions to the strategic aims of the organisation

Takes opportunities when they arise to achieve the longer-term aims or needs of the organisation

1 23 4

1 2 3 4

1 2 34

1 2 34

12

13

14

15

16Behaving ethicallyComplies with legislation, industry regulation, professional and organisational codes

Shows integrity and fairness in decision -making

Sets objectives and creates cultures which are ethical

Clearly identifies and raises ethical concerns relevant to the organisation

Works towards the resolution of ethical dilemmas, based on reasoned approaches

12 3 4

1 23 4

1 23 4

1 23 4

12 3 4

17

18

19

20

21

22

23

24Building teams

Managing Others

Actively builds relationships with others

Makes time available to support others

Encourages and stimulates others to make best use of their abilities

Evaluates and enhances peoples capability to do their jobs

Provides feedback designed to improve people future performance

Shows respect for the views and actions of othersShows sensitivity to the needs and feelings of others

Uses power and authority in a fair and equitable manner

1 2 3 4

1 2 34

1 2 34

1 2 34

1 2 34

1 23 4

1 23 4

1 2 34

25

26

27

28

29

30

31Relating to Others

Keeps others informed about plans and progress

Clearly identifies what is required of others

Invites others to contribute to planning and organizing work

Sets objectives which are both achievable and challenging

Checks individuals commitment to a specific course of action

Uses a variety of techniques to promote morale and productivity

Identifies and resolves causes of conflict or resistance

1 2 3 4

1 2 34

1 2 34

1 2 3 4

1 2 34

1 2 3 4

1 2 34

32

33

34

35

36

37

38

39

Communicating

Identifies the information needs of listeners

Listens actively, asks questions, clarifies points and re-phrases others statements to check mutual understanding

Adopts communication styles appropriate to listeners and situations, including selecting an appropriate time and place

Uses a variety of media and communication aids to reinforce points and maintain interest

Presents difficult ideas and problems in ways that promote understanding

Confirms listeners understanding through questioning and interpretation of non-verbal signals

Encourages listeners to ask questions or re-phrase statements to clarify their understanding

Modifies communications in response to feedback from listeners

1 2 34

1 2 34

1 2 34

1 2 34

1 2 34

1 23 4

1 2 34

1 2 34

40

41

42

43

44

45

46

47

48

49

Focusing on results

Planning and Prioritising

Maintains a focus on objectives

Tackles problems and takes advantages of opportunities as they arise

Prioritises objectives and schedules to make best use of time and resources

Focuses personal attention on specific details that are critical to the success of a key event

Striving for excellence

Actively seeks to do things better

Uses change as an opportunity for improvement

Establishes and communicates high expectations ofperformance, including setting an example to others

Sets goals that are demanding of self and others

Monitors quality of work and progress against plans

Continually strives to identify and minimise barriers to excellence

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50

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54Influencing others

Develops and uses contacts to trade information, and obtain support and resources

Presents oneself positively to others

Creates and prepares strategies for influencing others

Uses a variety of means to influence others

Understands the culture of the organization and acts to work within it or influence it

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64Managing Self

Controlling emotions and stress

Accepts personal comments or criticism without becoming defensive

Remains calm in difficult or uncertain situations

Handles others emotions without becoming personally involved in them

Managing personal learning and development

Takes responsibility for meeting own learning and development needs

Seeks feedback on performance to identify strengths and weaknesses

Learns from own mistakes and those of others

Changes behaviour where needed as a result of feedbackReflects systematically on own performance and modifies behaviour accordingly

Develops self to meet the demands of changing situations

Transfers learning from one situation to another

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65

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70Searching for information

Establishes information networks to search for and gather relevant information

Actively encourages the free exchange of information

Makes best use of existing sources of information

Seeks information from multiple sources

Challenges the validity and reliability of sources of information

Pushes for concrete information in ambiguous situation

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71

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74Thinking and decision making

Analysing

Breaks processes down into tasks and activities

Identifies a range of elements in, and perspectives on, a situation

Identifies implications, consequences or causal relationships in a situation

Uses a range of ideas to explain the actions, needs and motives of others

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77Conceptualizing

Uses own experience and evidence from others to identify problems and understand situations

Identifies patterns or meaning from events and data which are not obviously related

Builds a total and valid picture from restricted or incomplete data

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Taking decisions

Produces a variety of solutions before taking a decision

Reconciles and makes use of a variety of perspectives when making sense of a situation

Produces own ideas from experience and practice

Takes decisions which are realistic for the situation

Focuses on facts, problems and solutions when handling an emotional situation

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