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HomeMy WebLinkAboutRESPONSE - RFP - 7219 LEADERSHIP DEVELOPMENT SERVICES (2)i Peak Leadership Consulting LLC 4548 Seaway Circle Fort Collins, CO 80525 Phone: (970) 223-7738 EIN: 80-0075051 Contact name: Gretchen Tobin Email: gretchen(ci Mak-leadership.com Leadership Development Program for City of Fort Collins, Larimer County and Poudre R-1 About Peak Leadership Consulting: Peak Leadership Consulting is a locally owned company run by Gretchen Tobin offering leadership coaching and development to companies and government groups focused on delivering better bottom line results through focused, clear accountable leadership practices. Its coaches are long-term experienced business coaches with a strong background in running businesses themselves and making their coaching clients successful through crisp, measureable coaching objectives and results. As a local company and proud residents of Fort Collins, we are excited about the possibility of working with our local government. It's a way to give back to our community by making its government more effective and efficient. We offer highl sy easoned executive coaches who are also local residents with an understanding of our locale, its government and the challenges it faces. These expert locals are available for face-to-face coaching and the quick trust building it offers. They have the maturity to challenge the executive team and stretch the emerging leaders to the next level. Experience with leadership development in municipal government: The Peak Leadership Consulting Team brings a strong background in public sector work. Gretchen Tobin has coached Kelly DiMartino, City of Fort Collins on measurable performance metrics for her department. She offered a Leadership Link Class to City of Fort Collins in 2009. The training included a two- hour training session on performance management focused on managing poor performance and a handout for the Communication Toolkit distributed by HR. She is currently facilitating an intervention for City of Fort Collins Utilities between an employee and a manager. Tim Athey, Ph.D., an Associate Partner of Peak Leadership, is an Affiliate Professor of Psychology at Colorado State University and has significant public sector experience in Larimer County. He began his career in Fort Collins in Social Work/Program Management for the Larimer County Department of Social Services (1978 — 1982). Subsequently, as part of his graduate studies at CSU, he was part of a team that designed and delivered a job analysis and leadership assessment center effort for the City of Fort Collins Power and Water Departments (1984/1985), coordinated a joint public/private sector Futures Study for the Fort Collins Chamber of Commerce (1987), and designed/implemented an employee survey -feedback process for the Loveland Light and Power Department (1987). More recently, Tim has provided executive coaching services to the Poudre Valley School District Administrative Leadership Team (2007) and the CSU Department of Chemical Engineering (2008). Classroom Based training: The Leadership Series: for emerging leaders: The Leadership Series is a balance between a business book group and a mentoring group. We will read top Harvard Business Review articles on leadership and fueling business growth and share best practices on how to apply their leadership and growth principles on the job. Participants will set goals about demonstrating leadership best practices in their work. It meets six times for 1.5 hours each session, with two weeks between sessions so participants have a chance to practice what we've learned between sessions. Topics will include management vs. leadership, situational leadership, managing change, and better decision making. Participants will leave the Series with at least 12-15 new leadership tools (for 6 sessions) which they will have practiced between sessions, and three new ideas on how to build efficiency into their departments. This seminar has been delivered successfully to HP five times, to Agilent and to Emulex. Classroom based training: We assume from the Addendum questions and answers that the classroom .learning for the emerging leaders is already defined. The classroom based training for executives will be defined by the key skills and areas identified in the 360s and meeting with the learning development staff of each group. We will use the succession model proposed by the City. Classes could include: inspirational leadership, classes on managing change, effective management communication, surviving and thriving in a high change environment and other key skills cited by the 360 assessments. We have not included additional classroom training in.this proposal. Scaling this Pilot: We will scale up for the Intermediate and Advanced program by adding additional coaches to cover all entities and levels. There are many talented coaches in Northern Colorado. As. along -term -experienced -manager, Gretchen.has the skills to hire additional. coaches and -train them to add more bandwidth as needed: We will also scale up administrative services for the following programs as needed using Front Range Business Centers in Fort Collins. Schedule for program: We will meet the City's schedule for launching the program April 29, 2011. We are concerned that there may not be much lead time between finalizing the choice of vendor, finalizing all the program components and launching the emerging leader program. `We Will need agreement on the leadership assessment to be used, AssessmentPlus or another one quickly to launch the assessments at the beginning of the program. We would like to take a phased approach to workshops and coaching so that leaders are getting 2 hours of coaching, adding one workshop a month and other critical training as needed, so they can gradually integrate new skills and still are able to focus most of their time on their key responsibilities. Here is the overall schedule for each program. Month one of program -- finalize the program components with leadership development experts from three entities, launch the program. It will be critical to get agreement on the leadership assessment to be used, AssessmentPlus or another one, plus all names and email addresses of participants at least one week before launching the assessments. We will use that week to finalize all email addresses of the respondents doing 360 on each emerging leader. Empowers Others Symbol Key Item is one of the highest/lowest p Norm. Avg. C=> Positive Gap <=:o Negative Gap Allows others to take acfior 36 Fa �� 10 So°a SF Jcaoa �aaa5 Oaa\o 0 required to achieve objectives: ' Avg. j N Norm. %ile Self 4.00 Q 1 4.487-7 48 _ ` " Direct Reports 3.00 Q 3 4.64 5 3 Peers 4.00 Q 3 4.23 39 _i .. I 1 Direct Manager - 6.00 1 4.30 100 Shares power 39 X Avg. j \ 1 N Norm. %ile Self 4.00 J) 1 3 4.38 4.33 56 g 1 r i Direct Reports 2.V K Q O Peers 4.00 3 4.08 47 ` Direct Manager - 5.00 Q 1 4.18 i 92 ' Holds other's accountable for 40 Self Direct Reports Peers Direct Manager - Avg. 4.0 4.67 4.00 4.00 Q �sv� .,; 1 Q Q N 1 3 3 1 Norm. 4.29 4.60 4.31 4.37 %ile t 58 5 IS 51 . > r* j ? + a, :R r- _x y - 1 yR'` Takes risks 41 make decisions:. Avg. N Norm. %ile f� Self 3.00 �� t. 'r Q 1 4.29 16 Direct Reports p 3.33 2 1 r yn54 _. O ._ 3 4.38 12 Peers 5.67 ( 1 2 3 4.03 Y 99 h+' ^''.*m�v.+. L ... x'LY9 `A�?x ..sl]2-RSX.6S'PtRSSa �n'�w,.�::. } �. e a� �;:,..,a:.. _.:��,.-=w.t<- Direct Manager - 6100 1 4.06 100 I �) Section E Sample, Joe f�SSESSMENT Page 38 PLUS Copyright 1997-2007 Assessment Plus, Inc. Empowers Others Symbol Key Item is one of the highest/lowest tia�\ Qc° cA Q Norm. Avg. `°eQ C=> Positive Gap Jca �aa �e� God (a�a Qo\a -<=:O Negative Gap O O O ® O Involves the people who will be impacted by a decision before ifls.made. 42 Self Direct Reports Peers Direct Manager - 6.00 4.00 5.33 5.00 Q _ 1 1 1 1 Q Q� N Norm. %ile 1 4.33 100 3 4.19 41`; 3 4.14 96,- 1 4.13 96; Section E Sample, Joe ASSESSMpENT Page 39 Copyright 1997-2007 Assessment Plus, Inc. Develops Others Symbol Key Item is one of the highest/lowest 0 Norm. Avg. z \Oq 0==> Positive Gap Z9 -4==3 Negative Gap @ Works to develop people so that they can assume greater responsibility. 43 Avg. ' N Norm. %ile Self 600 1 4.24 Direct Reports 4.33 4 3 4.30 (471 Peers 4.00 3 4.02 50 Direct Manager- 4.00 1 4.12 641 02 r Treats 44 46 as opportunities for I earning. Avg. N Norm. %ile Self 2.00 Q 1 4.32 Direct Rep orts 3.67 0 3 4.43 i /N Peers 0 3 4.10 3.00 Direct Manager- 3.00 1 4.21 17 Direct Reports Peers Direct Manager - 500 0 Q 3 3 1 4.27 4.19 4.27 z82,-) ( D511 1z I 300 4.00 2 C 1 -;7 a hq.and qu Avg. j N Norm. %ile Self 4.00 0 1 4.35 2 Direct Reports 4.33 3 4.36 45 Peers 4.00 0 3 4.16 47 Direct Manager - 7 2.00 0 1 4.19 0 Section E Sample, Joe ASSESSMENT Page 40 PLUS Copyright 1997-2007 Assessment Plus, Inc. Develops Others Symbol Key Item is one of the highest/lowest Q Norm. Avg. C==D Positive Gap r4=:O Negative Gap 47 c` \�Q` Jcaooa�`a`O �aaa Oaa\oQcA PA-llUllllCu IGC ICtluudl.R ill uIlluly llldlllltll. c a�a ` �aa aa� o Avg. j N Norm. %ile r-� V Self 2.00 ..x,> Q 1 4.03 5 1 2 Direct Reports 4.67 3 4.24 69 1 2 Peers 567 3 4.15 11 1 96 1 Direct Manager - 5.00 b 1 4.23 �I 95 Direct Reports 567z� 3 4.62 .89', . ,.� 2 Peers 4.67 Q 3 4.51 I, 60 Direct Manager - 6f00 N®RIllm1 4.63 100 Section E Sample, Joe AsSESSM ENT Page 41 PLUS Copyright 1997-2007 Assessment Plus, Inc. Possesses Self -Confidence Symbol Key z Item is one of the highest/lowest p Norm. Avg. de 5� \°Q` eye ° a e Q C==> Positive Gap Jca fee �e� God -4=0 Negative Gap O O O rDemonstrates the confidence needed to attack difficult issues and confront toy 4s _ _ 50 ae ea situations. Avg. j N Norm. %ile Self 4.00 ,,a�- _ . � ,:,�r. • ,. u � ,� ,�.�r„�;0 1 4.71 38 2 1 Direct Reports 3.33 3 4.89 3 1 1 1 Peers 4.67 3 4.65 i 48 1 Direct Manager - / 1 4.59 6 0 demonstrates, optimism and s Avg. t \ % N Norm. %ile Self 2.0000 „g;,� _,'"; ,_.��. (5) 1 4.47 4 Direct Reports 3.00 3 Q 3 4.74 O Peers 5.33 3 4.35 95 Direct Manager - 4.00 s� Q 1 4.46 47 OUR 2 Direct Reports 4.33 C - " " Q 3 4.86 8 j 1 1 Peers 3.67 Q 3 4.64 a 8 Direct Manager - j Q 1 4.73 3 2.00 �) Section E Sample, Joe ASSESSMENT Page 42 PLUS Copyright 1997-2007 Assessment Plus, Inc. Is Objective Symbol Key Item is one of the highest/lowest �aoe p Norm. Avg. a°e� C=> Positive Gap Jca -*=O Negative Gap O Demonstrates awareness of his/her own pe 52 F A ' Makes 53 l° t �� e\ °sec 5 �°Q,° �e�a oee 0 @ ® O Self Direct Reports Peers Direct Manager - vg. 6.00 3.67 4.00 6f .�00 1 3cisions and takes actions based on :sand limitations. - i N Norm. %ile 3 4.37 16 3 3 4.18 44` Qyy 1 4.10 ,100 l I /I ti ata. Self Direct Reports Peers Direct Manager- Avg. 4.00 4.00 4.33 3.00 j \ J G p Q N 1 3 3 1 Norm. 4.44 4.46 4.27 4.44 %ile 51. 27- r 56;; 14 -` 1 \ U ' Isifair and 54 Self 4.00 Direct Reports 4.00 Peers 3.67 Direct Manager - 3.00 N Norm. %ile :Za� Q 1 4.51 48: 1 O 2 3 4.38 33; 1 Q 3 4.32 15 1 Q 1 4.40 10 �) Section E Sample, Joe /ASSESSMENT Page 43 PLUS Copyright 1997-2007 Assessment Plus, Inc. Respects Others Symbol Key 2,' Item is one of the highest/lowest 0 Norm. Avg. O=> Positive Gap -*==O Negative Gap T 0 I(sActs as if he/she believes people are fundamentally good. . CP 0 Avg. j N Norm. %Ile Self 2.00 0 1 4.69 Direct Reports 3.00 gr Q 3 4.69 Peers 5.00 3 4.48 Direct Manager - 3.00 1 4.46 I Treats� 56 Self Avg. 6.`00 N 1 Norm. 4.86 %ile 100 Direct Reports 3.00 3 4.58 Peers 4.00 3 4.50 127 Direct Manager- 5.00 1 4.5688 � .- Con"Sistently. 57 Avg N Norm. %Ile Self 2.0( 0 1 4.73 G) Direct Reports 4.00 2 0 3 4.58 p. 30 Peers 4.00 2 3 4.43 Direct Manager - 16,001 1 4.58 QDQ Genuinely 58 people's opinions`andjde'a-s'.' Avg. j N Norm. %Ile �-7 - ----------- 7 ---- --.�-j Self 2.00 nl�, 1 4.40 Direct Reports 3.67 3 4.46 242 1 Peers 3.67 �Wlsf 1 0 7*22 1 3 4.33 1 1 Direct Manager - 4.00 0 I 1 4.38 50. Section E Sample, Joe ASSESSMENT Page 44 PLUS Copyright 1997-2007 Assessment Plus, Inc. Demonstrates Integrity Symbol Key Item is one of the highest/lowest `e Q Norm. Avg. oeQ G 0=='J Positive Gap Jce <=O Negative Gap O Deals with,issues.in_a candid manner (no "l- 59 c` c°,ewe S,F: �eea `�Q Oee\oQ`�A 0 ndas"). ' ` c e` a etie yea `So CP�� Self Direct Reports Peers Direct Manager- Avg. 4.00 5.33 4.00 4.00 Q 2 1 f , _;;' Q Q /' 0 N 1 3 3 1 Norm. 4.71 4.49 4.43 4.62 %Ile 39 85 IS 39+: ".' x. Shows a high 60 of personal inte ri� rn.dealin with others. - P 9 tY� 9 �. Avg. IeN j N Norm. %Ile Self 5.00 1 4.91F Direct Reports 4.67 ,,, ,- � , � �-�j��,.,..._, ,, ,�;..�:, 3 4.70 43' Peers 4.67 1 3 4.62 531 Direct Manager - 5.00 1 4.96 71 2, Direct Reports c-- 2.33 ' 3 4.74 1 1 1 1 Peers 4.67 3 4.65 1 53e 1 Direct Manager - 1 4.79 O 2.00 " Derr 62 and ethical behavior in all situations Avg. j N Norm. %Ile t— Self 2.00 _', Q 1 5.05 0 1 1 1 Direct Reports 4.67 "' "; E� 3 4.79 38; 1 1 1 Peers 5.00 �.t, n , r 3 4.71 72 i 1 Direct Manager- 3.00 _-'-,.,, Q 1 5.04 5 �) Section E Sample, Joe ASSESSM ENT Page 45 PLUS Copyright 1997-2007 Assessment Plus, Inc. rsity Symbol Key Item is one of the highest/lowest 0 Norm. Avg. O=> Positive Gap -*=O Negative Gap c` �z �aaa5 oa,��oQ Go�Qa 0 �aa �oaa �A"z* 4Y k "� ! Respectsahe customs and riorms of people from other countries and cultures r ; 63 Avg. j N Norm. %ile Self 2.00 -- — -- Q 1 4.66 10 � 1 2 Direct Reports 4.67 O 3 4.84 3l3 1 2 Peers 533 3 4.54 (9951 1 Direct Manager 5.00 1 4.42 93 - �) Section E Sample, Joe ASSESSMPENS Page 46 Copyright 1997-2007 Assessment Plus, Inc. Builds Relationships Symbol Key Item is one of the highest/lowest Norm. Avg. c O 9 4eeQ 0==D Positive Gap Jce wee Qe� -*=O Negative Gap O O O Builds strong and effective relationships with individuals. 66 c` e Avg. Avg. t N Norm. %ile Self 4.00 r ax Q 1 4.46 45 1 t 1 Direct Reports p 4.33 , e,-, ,. Y , 3 4.44 34; 2 1 Peers 5;3 3 xw rar dQ 3 4.23 94 1 _. Direct Manager - 2.00 � 0 1 4.26 8r 11 Builds strong and effective rel 67 ps between groups. , Avg. \ j N Norm. %ile Self 2.00 �� ,;_.� ., 1 4.11 3 Direct Reports 4.33 ��1\\0 1 1 �' '` a f' s-- 3 4.23 4' /* \ < 1 Peers 3.33 -\ Q 3 4.02 2I1" Direct Manager - 5.00 1 4.03 Recognizes and avoids 68 _V iations. Self 6L_0a/\ Q_ y �, - si ✓� 1 4.22 100 Direct Reports 0 J' / 1 1 ' w F +Y'F' x '- f , ; Q 3 4.32 L •. 88_ 1 1 - ,.. .. ,::;,. ; .... - .. -. ;- O=ri;.... Peers 4.67 1 I 3 4.10 i '83 Direct Manager - 8 00 11 1 4.17 100 Q Is skilled at networking - 69 Avg. N Norm. %ile Self 3.00 Q 1 3.97 t. 32: hu 2 1 Direct Reports 63 3 4.76 �78. * . ,i , > � - 1 � 1 Peers 3.67�sa y' se t r O 3 4.39 19" 1 Direct Manager - 4.007- O 1 4.23 511 Section E Sample, Joe ASSESSM ENT Page 47 PLUS Copyright 1997-2007 Assessment Plus, Inc. Month two — launch 360 assessments for all emerging leaders, getting reports to them by the end of the month Month three — 360 Assessment Results workshop, initiate coaching with two one hour sessions per month, launch interpersonal assessments, returning reports several days after each completed, Month four -- Interpersonal Assessment Workshop, continued coaching two session per month, mid -course meeting with leadership development experts from each group Month five — eight — continued coaching, launching the executive program on a similar schedule in this period Month twelve — post 360 assessment, graduation Month thirteen — post graduation action plan Month fourteen — knowledge transfer with learning development experts in each entity. Cost of Key Components: j'tE*b I -►.- yi Finalizing the Program: Meet with three learning professionals from the City, Larimer County and Poudre School district to finalize the final components of the program, attendees and the final plan for the program. Estimated hours 10 hours from consultants, three hours each from the key learning professionals. Estimated cost: $1,600. Knowledge Transfer: We recommend that we meet with the learning development experts from each government entity three times during each program. At the first meeting we will cover the vision, key strategies of each organization and key skills needed in the future to make sure our coaching is in alignment with the organizational goals of each entity. In the middle we will give an update on learning to date and areas where the participants might need more classroom training. At the end we will transfer the knowledge we have gained through the coaching process. Estimated hours from coaches 3 hours per coach per entity, orl 8 hours total and three hours from each learning development person. Estimated cost for emerging: $2,880 Estimated cost for executives $2,880 Emerging/Beginning Level Program: assuming 24 people 360 assessment tool for each participant at $265 per person per assessment, assuming that we will be offering this AssessmentPlus tool to 24 emerging leaders plus 20-24 executives. Total for 24 people pre and post test Total $12,720. 360 Assessment Results Workshop: one hour of training Total $500 Interpersonal assessment Tool — Myers Briggs for 24 people at $40 per person, Total $960 - Interpersonal Assessment Workshop: one hour of training Total $500 Career Assessment tool — Campbell Interest and Skills Survey optional tool at $30 per person. We assumed only 10 would take it Total $300 TTK L:�✓6=7f_ 5 nA.)1 ADvvj iJ i- E-1 -�- /A. Z, -A vfi2 L'�7 Is Flexible Symbol Key Item is one of the highest/lowest -\Z So 0 Norm. Avg. C=> Positive Gap Jca sae Oar -0=* Negative Gap r7O Works to fihd ways to deal with unexpected situations and issues., Avg. j N Norm. %ile Self 2.00 777"1 1 4.36 1 2 Direct Reports 4.67 3 4.58 51 st 2 Peers 3.33 Z-� "7PYW701 3 4.33 Direct Manager - 5.00 1 4.39 Responds positively to changes and ambiguity. 71 72 Avg. N Norm. %ile Self c7 2.00 G 1 4.27 Direct Reports 4.33 3 4.47 I Z\ \1 2 Peers 5.00 Z. 3 4.21 Direct Manager- 3.00 1 Q 1 4.21 8 Self Direct Reports Peers Direct Manager- Avg 5 4.33 4.67 5.00 N 1 3 3 1 Norm. 4.11 4.27 4.05 3.80 %ile @2 98 Q Reacts well .io'sif6a-tion's-with'c-o"hflic-ting demands. Avg. N Norm. %ile Self 3.00 1 4.15 Direct Reports 5.00 �5 A 3 4.37 4.00 Peers 2 10 3 4.12 407 Direct Manager - 4.00 1 0 1 4.15 584 0 Section E Sample, Joe ASSESSMENT Page 48 PLUS Copyright 1997-2007 Assessment Plus, Inc. Communicates Effectively Symbol Key Item is one of the highest/lowest p Norm. Avg. °°eQ aye °oQ C==> Positive Gap Jca Sze Qe'' r4=0 Negative Gap O 0 0 rTranslates complex ideas into simple, understandable information. 74 G° Caere° & a �° QO\z Self Direct Reports Peers Direct Manager- Avg. 2.00 3.67 5.00 3.00 j Q i 1 1 x` - Q , 1 Q N 1 3 3 1 Norm. 4.40 4.46 4.25 4.22 %ile 2 15 91` 0 - � Gives 75 information they need to be effective., Self Direct Re orts P Peers Direct Manager- Avg. 6 00 �� - rr, _ k i.-_ , 2 j N 1 3 3 1 Norm. 4.23 4.29 4.25 4.27 %ile 100 52``) r, 42s_ 52 4.33 4.00 4.00 _ - / NNN 1 q Accepts 76' others Avgf N Norm. %ile Self 2 O(% !: 'i 4 Q 1 3.89 O ` Direct Reports 4.00 Q 3 4.28 37a 1 1 1 Peers 4.33 ,�-` 3 4.15 r 6 , 1 Direct Manager - 5.00 1 4.25 90; Presents ideas <in, a clear and effective n 77 Avg. j N Norm. %ile Self 3.00 "' Q 1 4.28 16 1 2 Direct Reports 5.67` 3 4.48 97` .*. t r: _ _ Peers 5.33 __ 3 4.39 a 94'. <<- �, -t.-,.� w.:u,.a.`+./';°+aaza..SfA:,.c,�us:rams.-�eaea. .�cncrr.twmsr:- 1 Direct Manager - 6�00 1 4.33 �100 ., ,. _ K) Section E Sample, Joe SSESSM ENT Page 49 PLUS Copyright 1997-2007 Assessment Plus, Inc. Communicates Effectively Symbol Key i Item is one of the highest/lowest \ao\° p Norm. Avg. °eQ y \oQc `ea `S°a o a e Q c C=> Positive Gap Jca°e �e� God �a�� (ore -0=0 Negative Gap O O O ® O Consistently communicates relevant information across organizational lines/boundaries: 78 Avg. j N Norm. %ile Self 5.00 " S T Q: 1 4.11 97 2 1 Direct Reports 3.33 - • -- * Q 3 4.37 13 1 1 1 Peers 3.67 Q 3 4.21 23- 1 Direct Manager - 3.00 =% 1 4.25 16` Section E Sample, Joe ASSESSMpENs Page 50 Copyright 1997-2007 Assessment Plus, Inc. Comments This person is particularly effective in the following areas: Self O No comments submitted. Direct Reports O No comments submitted. Peers O No comments submitted. Direct Manager - <0 O No comments submitted. {j This"indiviival could be even more effective If r-^�. Self O V O No comments submitted. Direct Reports O No comments submitted. Peers O No comments submitted. Direct Manager - O No comments submitted. 0 Section F Sample, Joe ASSESSMENT Page 51 PLUS Copyright 1997-2007 Assessment Plus, Inc. This naae^M'eMbo1Av left blank. (j ASSESSMENT PLUS Page 52 Copyright 1997-2007 Assessment Plus, Inc. (j ASSESSMENT PLUS Strategic Leadership Assessment 3600 Feedback Results Sample, Joe October 2007 ASSESSMENT PLUS ©Copyright 1997-2007 Assessment Plus, Inc. No Text Category Summaries This section averages all item ratings within a category by rater group. The N signifies the total number of responses received for all items in each of the respective categories. Item Average Matrix This matrix provides a concise graphical representation of ratings from all items, highlighting the highest and lowest rated items. @ Highest and Lowest Rated Items The items with the highest and lowest ratings from each anonymous rater group are provided in this section. The number of items listed is determined as a percentage of the total number of items in the assessment instrument. If the average is within the highest 20% of the scale, the item will not be displayed as a low score. If the average is within the lowest 20%, the item will not be displayed as a high score. @ Significant Gaps Items in which the scores between the Self rating and the average ratings of other groups are greater than 30% are listed here. The significant gaps are provided for each rater group. E Item Results Graphical and numerical data regarding ratings for each specific item are depicted by rater group. F Comments Comments from your raters are categorized by rater group. We make every effort to proof, edit and sanitize the English comments in order to preserve the anonymity of the raters. Obvious grammatical and typographical errors have been corrected, without altering the content of the message. Comments will not appear on aggregate reports. The numbers below represent the number of completed surveys submitted by each rater group prior to the deadline. Please note that these numbers do not necessarily reflect the number of responses you received on each item as some individuals may not have given you feedback on every item. These figures only represent completed, submitted assessments. Self: 1 / 1 Direct Manager: 1 / 1 Direct Reports: 4 / 4 Peers: 4 / 4 Response rate: 10 / 10 (100.00%) For non -anonymous rater groups such as Self and Direct Manager, ratings will be shown if at least one assessment has been submitted. To preserve anonymity, our processing program will not display responses from anonymous rater groups (e.g., Direct Reports, Peers) with fewer than three submitted surveys. If fewer than three surveys have been received from a rater group, their ratings will be combined with those of another rater group. Your report will indicate which groups have been combined. OAm Customer.Driven Symbol Key e e, o1e Rya OG' Item is one of the highestAmest mac` c` do a ac9P O No". Avg. SocQ`oaea 5FA aoa veal L J\� O�e z� �,h Positive Gap O lF \ � g Q'•` q Negative Gap 1 2� 3 O \ 4 on a regular,bas's.\ Self Avg. 3.00 \ t � Q N 1 Norm. 3.48 % ile 56 a t) _�,._>._„ O Direct Reports 3.75 4 3.67 r 6f O�� Peersll 4.50 z 2 4 3.37 ,. g6. ® Direct Manager 4:00- �® 1 3.36 69P 11 OCategory Heading — This he category into which the items are grouped. In this example, "Is Customer Driven" is shown. OSymbol Key — This key will be useful in determining the meaning of different symbols used throughout the report. The triangle symbols indicate that this item is one of the highest/lowest rated items in the report from a rater group; the circle symbols graph the normative average (see item 9 below); the horizontal arrows indicate significant gaps, either positive or negative, between the Self rating and the average rating from any other rater group. OScale — In the above example, the rating scale used is a 5-point scale ranging from "Significant Improvement needed" to "Outstanding: A Role Model." OItem Results — This graph shows the results by rater group for a specific item. This and other similar items create a category. [ Rater Groups — These titles depict the different rater groups that provided feedback. In this example, responses from the participant's Direct Manager, Direct Reports, Peers, and the participant (labeled as Self) are shown. OMean Bar — The bars graphically depict the average of the ratings for each rater group. In this example, the average of the ratings from Peers is 4.50 for the item. The green triangle behind the Peers average indicates this was one of the highest scored items from the Peers on the assessment. The vertical line indicates the Self rating. This line is included so that participants can easily see the differences between their Self rating and the ratings of others. Distribution — The numbers above each mean bar show the number of ratings provided for each point on the rating scale for that particular rater group. In this example, four Direct Reports responded to the item. Of those, two provided a rating of "Skilled / Competent," one rated the participant as "Particularly Talented," and one "Outstanding: A Role Model." OValid N — This column shows the number of raters in each rater group who responded to the item. In this example, four people who have been classified as the participant's Direct Reports answered this question. Four Peers, one Manager, and the participant also responded. Continued on next page... I on 1 coaching, 10 one -hour sessions, including crfating development plan with coach's help, $1,600 per employee, for 2Apeople. Cost $38,400. ----Optional Leadership Series -for all participants- Cost: For 6 sessions, 1.5 hours each plus HBR materials distributed to each participant. Cost $2,500. Post Graduation Action Plan ooachin session to develop action plan, each manager drafts action plan first, thekwe-use coaching session to finalize plan -- $160 per person, for 24 people I—P i ,D� - - Total $3,840 Total cost of Emerging/ Beginning Level Program with Leadership Series: total $59,720' Total cost of Emerging/Beginner Level Program without -Leadership Series or Career Assessment Tool /J total $56,920 Executive Level Program: assuming 24 people I-Q.t COX ey 360 assessment tool for each participant at $265 per person, assuming that we will be offering this AssessmentPlus tool to 24 emerging leaders plus 20-24 executives. Total cost for 24 people pre and post total cost $12,720 360 Assessment Results Workshop: two hours of training Total $1,000 Interpersonal assessment Tool — Myers Briggs for 24 people at $40 per person, totaling $960 Interpersonal Assessment Workshop: two hours of training Total $1,000 1 on 1 coaching, 12 one -hour sessions, including creating development plan with coach's help, $1,920 per employee, for 24 people totaling $36,000. Total $46,080 Post Graduation Action Plan — two one hour coaching sessions to develop action plan -- $320 per person, for 24 people total $7,680 Total cost of Executive Program: for 24 people total$69,440_ Total cost of Executive Program: for 20 people total $52,900 Total cost of developing and finalizing the program, knowledge transfer for both programs, emerging leader program for 24 people (no Leadership Series or career assessment) as specified above, and executive leader program for 24 people total $133,720 Estimate for Advanced Level Program for 30 people— including 360s pre and post, 360 assessment results workshop for two hours, Myers Briggs for each person, a two hour interpersonal assessment Workshop, 10 one hour coaching sessions, post graduation action plan with two hours of coaching, Total 68,750 Cost per person 2,292 Estimate for Intermediate Level Program for 30 people— including 360s pre and post, 360 assessment results workshop for two hours, Myers Briggs for each person, a two hour interpersonal assessment Workshop, 10 one hour coaching sessions, post graduation action plan with two hours of coaching, Total 68,750 Cost per person 2,292 ONormative Average — This column shows the normative average. This is provided to compare the participant's average ratings to others who have participated in this assessment process, utilizing this survey. 10 Percentile — This column shows percentile scores. Percentiles are indicative of how your rating for a particular item compares to the ratings of others who have been through this assessment process and utilized this survey. In the above example, the percentile for the rating from Direct Reports is 61. This indicates that 39% of the other individuals who received feedback on this item received a higher score than the participant. 61 % of the individuals received a rating that is either equal to or lower than the participant's rating on this particular item. Category Summary c` Symbol Key �e z Item is one of the highest/lowest �c` ec� Quo, q,7 Positive Gap G'=0 Negative Gap �AcQ�eaea �oeaz 1 2 ._ Avg. % 1 ���/ 1 N Self 4.00 4 /,`� �* y. s ` - i l 7 J 2/ Direct Manager 3.50� 4 4 ^ri , w .("4�� �. 3 Direct Reports 3.56 5 3 16 <�5A 7 Peers 3.63 16 f Initiative Self Direct Manager Direct Reports Peers Avg. 3.50� 3.00 c--7 3.13 3.44 � J 2 I 2 1 2 2 6 2 N 4 4 16 16 ___ �_. /'-� 7 X , _ " -- 1 2 d �.�, 4 6 3 5 �) Section A Sample, Joe ASSESSMENT Page 1 PLUS Copyright 1997-2007 Assessment Plus, Inc. Category Summary Symbol Key ec� ac` yea boa Item is one of the highest/lowest tea` ea` Q.0 oFQ a a C=='J Positive Gap �� Ne Ga c� oae� C3 ea ate` a So a�G aa� Baca alive 9 p �c�Q ea 5 ae 5 Qa O Oa �a 2 ® e _7 1111101-1k� Avg. 2 2 N Self 3.50 4 3 1 Direct Manager 4.25 ax.:y ..y i"�" 4 1 6 ( 4 5 Direct Reports 3:81 16 2 4 ( 4 6 Peers 3_r88 16 f l .' I Avg. 1 ^v N Self 4, �00` 5 _ E,,::r, .n °•s ..�.'-.,`"b.,..'`^a,.,5.'9 ^�,' a'.�..>r.E�� .,.a.''�;'x Direct Manager Direct Reports 3.80 3.55 4 5 7 5 20 �, s„ , ,y„ n ; 3\ r 7 \�`', 5 Peers 3.80 ION20 v Self Direct Manager g Direct Reports Peers Avg. 3.40 3.80 3.45 3.35 V ,_ \ 3 -.f `.T " e �. '= •" - k` 2 3 1 ` `.".. 1 c•H.� a� 5 4 4 4 N 5 5 20 20 1 �"�.`'°.`"`'..�` `"°-:�-"" ''_"." " i �r '.z.6`' �,r3.:n+ti' 4 7 121=29MEMIAMIM 5 7 �) Section A Sample, Joe ASSESSMPEN s Page 2 Copyright 1997-2007 Assessment Plus, Inc. Category Summary Symbol Key Item is one of the highest/lowest cP �c C=J Positive Gap 0c Soaa r4=0 Negative Gap 5\�cQ aaa O �e 1 zc ace ,e 0 tNO 5`�oea°a 5i-`�°a Qa��GJ Avg. 3 1 2 N Self 3.83 6 ,, _ . 2 2 1 1 Direct Manager 3.17 yap}. n e r 6 2 8 10 4 Direct Reports 3.67 24 5 11 4 4 Peers 3.29 24 ,,�� i� `% Z ^ Organizational Irn•, Avg. 2 ��) 2 N Self 3.50 a + -'� 4 '%�; 1 1 Direct Manager 9 3.50 r E .. 4 \3\ 3 8 2 Direct Reports 3.56UNNIONS /�'�� <1 '� �`- \ \ `- 4 5 2 16 Peers c—r 3.25 �� 16 �k Avg. 4 ( 1 N Self 3.20 . w�mw .0 w., ..x1R .T.e•x .n.efwA<�. n . . 1+4-.� 5 1 2 2 Direct Manager e „, �� a it r,� z 3.20 ., ..# ,arm rc„a� 5 5 5 6 4 Direct Reports 3.45 Owwomw 20 3 6 4 7 Peers 3.75 20 �) Section A Sample, Joe ASSESSMENT Page 3 PLUS Copyright 1997-2007 Assessment Plus, Inc. Category Summary t Symbol Key mac Item is one of the highest/lowest C==> Positive Gap -*=o Negative Gap 5 �Qcaaea 0`oeaa 1�a 2 Self 2.67 6 _ 2. ) 3 1 Direct Manager 3.00 ,� , �_�,,, �,r; �� �� �;����-�,,�,� ,� : 6 4 ( 6 10 4 Direct Reports 3.58 24 6 ( 9 6 3 Peers 24 _ 3`25 Self Direct Manager Direct Reports Peers 3.50 3.00 3.25 3.69 4 1 6 3 4 16 16 9 0 ® 6 e� v 'v Avg( v_.,"1 �� 2 2 N Self 4.00 5 `ram% 3 1 Direct Manager �W f' i. b .etl. lvyo} ^I,K�' &yC'Yi. fiw.sN' i .+%,+, 3t: 3.00 5 „�x,,,;�i���„�„��" �„;,r�,1;;� 4 8 4 4 Direct Reports 3.40 20 2 5 3 10 Peers 4 US 20 �) Section A Sample, Joe ASSESSMENT Page 4 PLUS Copyright 1997-2007 Assessment Plus, Inc. Category Summary Symbol Key Item is one of the highest1lowest OoF �A a`ao C=> Positive Gap Negative Gap c`Oo�e� 50 5�ae O�oa �O ��cQeea g`E Qa 1 (4 Relationship Building Avg. 1 3 N 3.75 4 Self �� 1 1 2 Direct Manager 4.00 u` ,;' 4 4 3 6 3 Direct Reports 3.50 16 2 2 9 3 Peers 3.81 . 16 Avg. (� 3V 1 N Self 3.25 J 4 �? ( 1 Direct Manager 3.25 " 4 �4\ 4 ( 5 3 Direct Reports 3.44 16 ® 6 ( 4 5 Peers 3.81 ®\L 16 ►vk�» .� Avg V `� \� 4 2 N Self 3.33 ;I 6 z ,� y 1 2 ( 1 2 Direct Manager 3.67 6 4 5 9 6 Direct Reports h 3.71 �A 24 3 6 7 8 Peers 3.83 24 �) Section A Sample, Joe ASSESSMENT Page 5 PLUS Copyright 1997-2007 Assessment Plus, Inc. Category Summary Symbol Key c� el Item is one of the highest/lowest A' A .� � Positive Gap Negative Gap c`� Cj Q� aea �pA �a°a alive 9 p ice (D Business Acumen Avg. 1 3 N Self 3.75 4 Direct Manager 3.75 4 5 5 5 1 Direct Reports 3.13 16 3 3 8 2 Peers 3.56 . 16 �) Section A Sample, Joe ASSESSMENT Page 6 PLUS Copyright 1997-2007 Assessment Plus, Inc. Item Average Matrix Symbol Key Item is one of the highest/lowest I.R./N.R.Insufficent Responses/No Responses Customer Focus "Ae, ode mac 1 Ensures that customer input is solicited on a regular basis. 3.00 4.00 4.00 I4.25,\ 2 Consistently treats customer satisfaction as a top priority. 3.00 4.00 3.25 3.25 3 Anticipates the future needs of people who use our products and services. 4.00 3.00 3.25 3.50 I\ 4 Responds to customer requests in a timely and effective manner. 4.00 /5.00� 3.00 4.00 ' Results Driven Demonstrates do it done "/ �2.75� 5 willingness to what takes to get things \ 3.00 3.00 3.50 h 6 Demonstrates a bias for action. ^ 4.00 4.00 J4.50� 3.75 7 Works efficiently and effectively to produce resu t'. `` 4.00 3.00 3.75 4.25 - 8 Consistently strives to achieve or exceed\rfl o\CE` i objectives. 5.00 4.00 3.25 3.00 improve. 10 Anticipates future possibilities 3.00 2.00� V 2.75 3.00 11 Pursues assignments with energy and a strong desire to achieve. 3.00 3.00 \Z25/ 3.50 12 Challenges the "status quo." 4.00 4.00 3.25 3.00 Innovation A 13 Effectively leads the implementation of creative ideas. 3.00 4.00 3.75 f4.25\ 14 Looks for ways to increase efficiency and effectiveness. 4.00 4.00 3.75 3.75 15 Uses new technology to improve effectiveness. 3.00 5.00, 3.50 4.00 Creates an environment that encourages innovation and the development of 16 new ideas. 4.00 4.00 3.75 4.00 �) Section B Sample, Joe ASSESSMPENS Page 7 Copyright 1997-2007 Assessment Plus, Inc. Item Average Matrix Symbol Key Item is one of the highest/lowest I.R./N.R.Insufficent Responses/No Responses Decision Making 17 Decides and acts when necessary without having the total picture. 15.00� 4.00 4.00 4.00 18 Anticipates obstacles and opportunities prior to making decisions. 4.00 3.00 4.00 4.25 19 Considers the impact of decisions on other parts of the organization. 3.00 3.00 3.00 3.00 Effectively logic data to decisions. \2.75� 20 uses and analysis make 4.00 3.25 �5.00\ / 0\ 21 Takes responsibility and ownership for his/her decisions. / 4.00 4.00 4.00 , Strategy and Vision 22 Recognizes and seizes opportunities to advance p ny�s I ;gists. 4.00 4.00 3.00 r \'2.50 23 Creates a compelling vision of success and eatte or execution. c.00� 3.00 / 5 3.25 3.50 24 Helps people understand how their world, (e�n any achieve its vision.�� 3.00 4.00 3.75 3.50 25 Effectively communicates/articula a 'he cys vision and mission. 3.00 �2.00 3.00 3.00 26 Embraces and promotes tmn1ryystrategy. 4.00 4.00 / 4.25\ 4.25 v People and Organization4 y i2.75 27 Effectively uses personal recognition to motivate people. 4.00 3.00 3.25 .7 28 Creates an environment of trust and high employee morale. 3.00 .0 / 3.75 3.00 29 Accurately diagnoses reasons for individual and organizational behavior. 5.00 2.00 3.25 \ 2.75 V V 30 Effectively addresses individual performance and behavior issues. 3.00 4.00 3.75 4.00 31 Fosters collaboration across organizational boundaries. 3.00 3.00 4.00 3.00 32 Demonstrates awareness of his/her own personal abilities and limitations. 5.00, ,5.00\ 4.00 4.25 Section B Sample, Joe ASSESSMPENS Page 8 Copyright 1997-2007 Assessment Plus, Inc. Item Average Matrix Symbol Key Item is one of the highest/lowest I.R./N.R.Insufficent Responses/No Responses Organizational Impact 33 Is able to influence others to move toward a desired goal. 3.00 4.00 4.00 3.25 Demonstrates willingness to challenge higher -level management when 4.,\ 34 needed. 3.00 .500 . \ 4.50., �2.75 35 Motivates others to excel in their roles. 4.00 3.00 3.00 1 !� Demonstrates the confidence needed to attack difficult issues and confront 4.00 \ f 2.5I 36 tough situations. 2 00 \f5 ^ ,erment W: A 37 Gives people the freedom they need to do their jobs well. ^ 3.00 3.00 �4.25\. / 4.50\ 38 Shares power and influence. 3.00 4.00 4.00 4.00 Holds for , i 39 others accountable achieving result\�� 4.00 .7 .0 11 Takes in letting decis 12.50f 40 risks people make onn� 3.00 4.00 3.00 \ 4 �� 1�< 41 Involves the people who will be in pi~afed'ey a decision before it is made. 3.00 3.00 3.75 43 Treats mistakes as opportunities for learning. 3.00 3.00 3.75 3.25 \2.00 44 Establishes clear performance expectations. •5.00, 3.75 4.00 V i 45 Provides coaching and guidance to enhance others' effectiveness. 3.00 3.00 3.50 3.00 46 Provides performance feedback in a timely manner. 2.00' '2.00 3.00 3.00 47 Gives positive recognition for a job well done. 3.00 2.00` 3.50 2.50' lr �) Section B Sample, Joe ASSESSM ENS Page 9 PLUCopyright 1997-2007 Assessment Plus, Inc. This proposal summarizes the work that I would deliver to the City, Larimer County and the Poudre school district. I have received your RFP and the addendum with questions and answers. I am open to minor changes to the program that better addresses the objectives of the City, County and School District at a price point consistent with this proposal. Gretchen K. Tobin President, Peak Leadership Consulting, LLC ( item Average Matrix Symbol Key e� z Item is one of the highest/lowest caA oc` Qeq I.R./N.R. Insufficent Responses/No Responses Respect 48 Acts as if he/she believes people are fundamentally good. 3.00 4.00 3.50 3.50 49 Treats people fairly. 4.00 2.00` 3.25 3.50 50 Consistently treats people with respect and dignity. 4.00 3.00 3.25 4.50, J Recognizes and encourages the contributions of different styles to the team's 51 3.00 3.00 3.00 3.25 success. ty Deals issues in "hidden "/ \2.00� 52 with a candid manner no agendas." \ 3.00 3.75 4.25 Shows high degree v � integrity in dealiin \2.00 53 a of personal �i;s. 4.00 3.50 3.25 )othe v \I` <// 54 Welcomes directness, openness and honest;. 5.00 4.00 3.25 3.75 Demonstrates honest behavio! - ailh\a �2.00 / 55 and ethical rns. 5.00 2.75 4.00 A 56 Is professional and authentic; pre(well's the,raalperson. 3.00 5.00 3.75 5.00\ ' solve problems. `/ "'"" 77 """ "" 58 Builds effective relationships by being respectful, positive and approachable. 4.00 4.00 4.00 4.25 A 59 Implements "win/win" situations whenever possible. 4.00 5.00 4.25, 4.00 60 Promotes cross -functional collaboration. 4.00 ,5.00, 2.50` 3.75 �) Section B Sample, Joe ASSESS MENS Page 10 Copyright 1997-2007 Assessment Plus, Inc. - 61 Deals effectively with unexpected situations and issues. 3.00 '2.00 3.50 3.50 62 Recognizes and effectively addresses the "human side" of change. 4.00 3.00 3.00 4.00 63 Varies his/her leadership approach to fit the situation. 3.00 3.00 3.25 3.75 64 Responds positively to changes and ambiguity. 3.00 5.00, 4.00 4.00 A 66 Gives people the information they need to be effective � 4.00 5 00, 4.00 4.50, defensiveness. 67 Accepts feedback from others in a positive mann voids, 3.00 2.00 3.50 4.00 �., V , \ 68 Presents ideas clearly and effectively. \� 4.00 3.00 3.25 3.00 Consistent) communicates relevPn nierma`tion across organizational g 69 lines/boundaries._ 3.00 3.00 3.50 3.75 Genuinely listens to o�oi (ns and ideas. 3.00 5 00. 4'.50 4:50. 70 oth , pe2ale's results. Demonstrates general business knowledge and financial capabilities \'2.25` 72 necessary for his/her job. 4.00 2:00 3.25 73 Demonstrates knowledge of the competition. 4.00 r, 5:00., i 3.75 4.25 74 Develops work practices and processes that produce excellent results. 4.00 .5!00. 3.25 3.50 ,<:) Section B Sample, Joe ASSESSMENT Page 11 PLUS g Copyright 1997-2007 Assessment Plus, Inc. left blank. A SESSMENT PLUS Page 12 Copyright 1997-2007 Assessment Plus, Inc. C Highest Items: Direct Reports Symbol Key OItem appears in other high lists 6 Demonstrates a bias for action. [Results Driven] O70 Genuinely listens to other people's opinions and ideas. [Communicatation] 9 Consistently looks for new ideas and insights into how things work or could improve. [Initiative] 26 Embraces and promotes the corn [Strategy and Vision] 59 Implements "win/win" situati, possible. [Relationship Build ec` ec� `oa Q-o\e Quo Go�Q ra a a`cp'. pae 2 ® ® 5 Avg. 4.50 �) Section C Sample, Joe ASSESSMENT Page 13 PLUS Copyright 1997-2007 Assessment Plus, Inc. Highest Items: Peers Symbol Key OItem appears in other high lists °cam �c� yea �°tee 40 P °Q � cA. \a�A ca g�cQ�°aea �.qrG eaea ��ea ��GJ oae� �F ee Q� Is professional and authentic; presents the real 56 person. [Integrity] Avg. 5.00 Takes responsibility and ownership for his/her 21 decisions. [Decision Making] ' 4.50 i Demonstrates willingness to challenge higher - level management when needed. [Organizational Impact] 4.50 w. j Gives people the freedom they need to do their 37 jobs well. [Empowerment]_ Involves the people who will be impacted by a ai decision before it is made. [Empowerment]` Consistently treats people with respect and so . dignity. [Respect] 3 4 50 4.50 i 4 50. 'I �` ' -� �� , /;� I I 's ,'f. Gives people the information they need to be ss effective. [Communicatation] leGenuinely listens to other,perple's�oplrqons and ideas. [Communicatation] 4.50 4 50 t R . - - y A SESSMENT PLUS Section C Sample, Joe Page 14 Copyright 1997-2007 Assessment Plus, Inc. Symbol Key �� a oNe Q- OItem appears in other low lists Fe �e� ore cue sae c� c� �Qe cAP `era tia°a` 59 Qcoaea C:;p0 eae �\�e e�9 Oo�Sae� Oho Avg. Pursues assignments with energy and a strong 11 2.25 desire to achieve. [Initiative] €sue 7 Takes risks in letting people make decisions. N N ao 41 [Empowerment] e� 2.50 Demonstrates willingness to do what it takes to � , s get things done. [Results Driven] , a N, a 2.75 Demonstrates the confidence needed to attlxk -0, ® -*- difficult issues and confront tough situa+ions. � � ��x,� •��,�� �„� 275 [Organizational Impact] �) Section C Sample, Joe ASSESSMENT Page 15 PLUS Copyright 1997-2007 Assessment Plus, Inc. Symbol Key OItem appears in other low lists Recognizes and seizes opportunities to advance the company's interests. [Strategy and Vision] Gives positive recognition for a job well done. [People Development] Accurately diagnoses reasons for individual and organizational behavior. [People and Organizational Savvy] O39 Holds others accountable for [Empowerment] ace °1z ,alp a.�a sac PQ- ti \a:,\A mac CL-°eeaea J�ea act°J OJ oam� Ora O� O O 5 �) Section C Sample, Joe f�SSESSMENT Page 16 PLUS Copyright 1997-2007 Assessment Plus, Inc. Significant Gaps: Direct Manager, vs. Self Symbol Key O O O O O O Item is one of the highest/lowest Avg. Self Gap Establishes clear performance expectations.44 5.`00 2:00 3.00 [People Development] --" Uses new. technology to -improve effectiveness 15 - [Innovation] - 5.00 3 OOi , 2.00 Creates a compelling vision of success and clear 23 5`.00 3.00 2.00 strategy for execution. [Strategy and Vision]--"— Holds others accountable for 3s [Empowerment] f 53 Shows a high degree of personal integrity in dealing with others. [Integrity] Accurately diagnoses reasons for individual and 29 organizational behavior. [People and Organizational Savvy] ss Demonstrates honest,arid 'ethical be[ ituatlons: [Integrity] 500 3.00 2.00 500 3.00 2.00 200 4.00 -2.00 200 4.00 -2.00 200 5f00 -3.00 �) Section D Sample, Joe ASSESSMENT Page 17 .';_U S g Copyright 1997-2007 Assessment Plus, Inc. Significant Gaps: Direct Reports vs. Self Symbol Key Item is one of the highest/lowest O O O O O O O Avg. Self Gap Establishes clear performance expectations. as [People Development] 3.75 2:00 1.75 70 Genuinely listens to other people's opinions and ideas. [Communicatation] 8 Consistently strives to achieve or exceed profit and cost objectives. [Results Driven] sa Welcomes directness, openness and honesty. [Integrity] Demonstrates honest and ethical beh' 55 situations. [Integrity] 4!50 3.00 1.50 3.25 5°00 -1.75 3.25 5€00 -1.75 2.75 500 -2.25 �) Section D Sample, Joe ASSESSMENT Page 18 Copyright 1997-2007 Assessment Plus, Inc. Symbol Key Item is one of the highest/lowest O O O O Q Avg. Self Gap Is professional and authentic; presents the real �fi 56 5500 3.00 2.00 person. [Integrity] � Demonstrates willingness to challenge higher- sa sa level management when needed. [Organizational „�� 450 3.00 1.50 Impact] Involves the people who will be impacted by a 41 4 50 3.00 1.50 decision before it is made. [Empowerment] „: q Recognizes and seizes opportunities to advance \iI �`✓ 22 the company's interests. [Strategy and Vision] , I >� 2.50 4.00 -1.50 Consistently strives to achieve or excEeis�r f-it 3.00 5t00 -2.00 s and cost objectives. [Result riv n]� 0 Section D Sample, Joe ASSESSMpENT Page 19 US Copyright 1997-2007 Assessment Plus, Inc. Gretchen K. Tobin Peak Leadership Consulting www.peak-leadership.com 4548 Seaway Circle gretchen@peak-leadership.com Fort Collins, CO 80525 (970) 223-7738 Qualifications: A high-performance executive coach with 10 years experience as coach, 22 years in management, (including at senior level) at HP and Agilent Technologies. Known for achieving excellent business results in large matrix -style organizations. In top 10% in leadership assessments. Uses active listening and truth -saying to coach through ambiguity to crisp, bottom -line results. Key skills include: -- Career Coaching -- Organizational development -- Leadership Development --Emotional Intelligence Strategic Planning Creative problem solver Change Management Systems perspective Professional Experience: 2/01 to present Executive coach for high tech managers, initially as part-time internal coach and then for the past eight years as President of Peak Leadership Consulting. Assists clients from executives to individual contributors. ■ Coached technical manager to grow into strategic leader with clear vision, strategies and accountabilities for his 600 person organization. Led to needed shifts in staffing and R& D processes so that his organization, known for 20% schedule slips, delivered all major releases in time. ■ Coached CEO to clarify goals and key changes needed, which led to the CEO stepping down because he didn't have the skills for the next growth stage. ■ Coached City for Ft Collins middle manager to have measureable performance goals ■ Created Leadership development program for over 150 leaders at HP, Agilent and Emulex, sharing best practices around top leadership skills. 6/00 — 9/03 Senior manaeer. Agilent Technologies 8/93-6/00 Senior manager Hewlett Packard — One of twelve managers chosen company -wide to represent HP Way in new manager training., a well respected coach of 20 managers, including the general manager., mentor for Leadership Development Program. 6/81- 8/93 Numerous other management positions at HP --.Long history highly ranked known for coaching skills and success in mentoring people and building business results. Education and background- ■ BA from Middlebury College, one of top 10 liberal art Colleges in country, cum laude ■ MBA coursework at Colorado State University ■ Corporate Coach University graduate 15-course coaching training program, covering executive coaching, collaboration, team coaching, ■ ICF certified coach ■ Thee years as a teacher at the high school level (j ASSESSM ENT PLUS Page 20 Copyright 1997-2007 Assessment Plus, Inc. CCustomer Focus Symbol Key ec` ecti yea �o�e �eF e` sec P Item is one of the highesUlowest ��` o�` Q�° G0�Q C=> Positive Gap e\ 0 Negative Gap 4'-= O� 22 O O O Jeri .,•vim �� >,-;,..mot✓v«;�yrv:�.titui+Fee$a'r3LGbe�^'.urct.t_. ��i^:a�7c.:s:� a°6 Direct Manager 4.00 �� § s a1 3 1 Direct Reports 3.25 4 ;`1 \ 2 Peers 3.25 4 weir:.r�.�st,a.au�,,»:.,,.csair:l ' Direct Manager 3.00 tisrsaw 1 3 Direct Reports 3.25 4 3 1 Peers 3.50 4 JCII Direct Manager `�•��+ 5.00 1�Y32i*:*;ec.,.,e.xaurcrsr.::;�'rn..s;re<_.;+«,§!,^,E.6.; v3u ,�:'es...... i�.�?ss.4x.es''«��v�'�:,:xu-,�."�e.;; 1 ' 2 1 1 Direct Reports 3.00 4 1 2 1 Peers 4.00 4 �) Section E Sample, Joe AsSESSM ENT Page 21 PLUS Copyright 1997-2007 Assessment Plus, Inc. Results. Driven. Symbol Key eon ee` tiea tro�o Item is one of the highest1lowest �b yc Qco o�Q A a ac C=> Positive Gap� -*=O Negative Ga g.A Q�oaea Sao v�o 9 P � ��oc�ae ��.0 00�5ay� fez Jeli 1 Direct Manager 3.00- : 1 2 1 1 2.75 Direct Reports 4 2 Peers 3.50 ® 4 , weir Direct Manager 4.00 j "`' w 1 2 1 1 Direct Reports 3.25 4 1 2 1 Peers 3.00 I 4 �) Section E Sample, Joe ASSESSMENT Page22 PLUS Copyright 1997-2007 Assessment Plus, Inc. Initiative Symbol Key P Item is one of the highest/lowest �c� ec` Ae e� Qc° G°c�Q ewe ac°j t=D Positive Gap g`O' Qc°aea G'� Negative Gap S�.Areae �) Section E Sample, Joe ASSESSMENT Page 23 PLUS Copyright 1997-2007 Assessment Plus, Inc. Innovation Symbol Key ac` ya` c�ea Q°`e Item is one of the A hi hest/lowest a` c` Qc° FQ a p' � Positive Gap g c o eweaa�G°iy�a°a` � Negative Gap �9 Q� a°a 5�° as v`` �F 0 Q �o 1 02 ® ® 5 r13 Effectively leads the implementation of creative ideas. Avg. j N Self 3.00..r _ 1 Direct Manager 4.00 "` iss° 1 j 1 2 Direct Reports 11 4.25 4 2 1 1 Peers 3.75 - 4 Looks for ways to increase -efficiency and effectiveness. 14 ._ Avg. j N Self 4.00 Direct Manager 4.00 Direct Reports 3.75� 4 ® 2 Peers 3.75 ®v 4 u new technology Avg. J f ' \ j N Self 3.0 i?pt v3^]"F �2 {•."NT�h$QF RY9.. k�'` .' . � �v �� 1 Direct Manager 5_00 1 a irPtii ---- — _ 1 Direct Reports 3.50 4 1 1 2 Peers 4.00 4 Creates mv 16 encourages innovation and.the i Self Direct Manager Direct Reports Peers Avg. 4.00 4.00 3.75 4.00 j 1 2 1 N 4 4 j 2 i 1 �) Section E Sample, Joe ASSESSMENT Page 24 PLUS Copyright 1997-2007 Assessment Plus, Inc. ti Symbol Key °sec e Item is one of the highest/lowest 0==> Positive Gap c` oec� r�� a -*=O Negative Gap 5`o Q� aea ��o eae sae Ode C•on�slders the impact of deeisioon=h�p f the organzafion 19 Self Direct Manager Direct Reports Peers Avg. 3.0(� 3.00 3.00 3.00 � \ � 1 2 1 N 1 1 4 4 L^_ 1 1 �) Section E Sample, Joe ASSESSMENT Page 25 PLUS Copyright 1997-2007 Assessment Plus, Inc. Decision Making Symbol Key sec e Item is one of the highest/lowest �c� ec� QSo C==> Positive Gap -*=O Negative Gap 5 �Q�eaea ��ooae 2 Takes responsibility and ownership for his/her decisions. 21 Avg. N Self 4.00 ' ° � ' 1 Direct Manager 4.00 1 1 2 1 Direct Reports 4.00 4 1 3 Peers 450 4 y-/ in Section E Sample, Joe ASSESSMENT Page 26 PLUS Copyright 1997-2007 Assessment Plus, Inc. Strategy and Vision Symbol Key AZ ^ " Item is one of the highest/lowest mac` ac` Qc° G°FQ �A ac° 0=:'J Positive Gap c` o�°� �0 Negative Gap 5 FQ`ya°a 0` eza 5v`a Qat O0 Ore 02 � ® ® e5 Recognizes and seizes opportunities to advance ' the company`s interests. 22 _ Avg. j N Self 4.00 1 j Direct Manager 4.00 1 1 2 1 Direct Reports 3.00 4 2 2 Peers 2.50S] 4 �tes a;compelling Avg. "+, ! N Self 3.00 1 > ��-=-�ce3ir�a�,tr�t Direct Manager 5r00� 1 _ Direct Reports 3.25 RNEWHOMPM1 W 4 1 1 Peers 3.50 4 Avg. N Self 3.00 1 Direct Manager 2.00 1 2 1 Direct Reports 3.00 4 1 2 1 Peers 3.00 4 �) Section E Sample, Joe ,gSSESSMENT Page 27 PLUS Copyright 1997-2007 Assessment Plus, Inc. Strategy and Vision Symbol Key .' / Item is one of the highest/lowest tea` ate` C=> Positive Gap cf �o�aa Oil -*=O Negative Gap aaa O �e 1 26 Embraces and promotes the company's strategy. `o FQ �aa 0 0�0aaaea Avg. j N Self 4.00 Direct Manager 4.00 j 1 1 1 2 Direct Reports 425 4 1 2 Peers 4.25 - 4 �) Section E Sample, Joe ASSESSMENT Page 28 PLUS Copyright 1997-2007 Assessment Plus, Inc. C People and Organizational Savvy Symbol Key Item is one of the highest/lowest c� ecQ�° °FQ a\cA. 0=='J Positive Gap c` oe� r��ea ya�G SJ\a yea -*-O Negative Gap�°z O weir 1 i Direct Manager g 3.00 3 � x�z$At • ��� i 3 1 Direct Reports 3.25 i 4 1 3 Peers 2.75 i 4 Jell�Jy Direct Manager 2.00 1 V �'' �" ,�, r�.auu�*&` 1 7 2 1 Direct Reports Peers 3.75 3.00 ® 4 4 Oull Direct Manager 2.00 v 1 2 Direct Reports 3.25 I 4 2 1 1 2`.75 Peers 4 Jeff a-UU ' k •.sa 2tH.v.nR.`e�#%3.�b'fix'SuG.35:<Fd£K. ni',�nYs:?Nk'=:3v#^,s+,:,i I 1 Direct Manager 4.00 e�% ✓T.` , 1 i 3w"" W, "M3s"%rh £ a Fi:S t V* . - a m �&:` I A &zsgf 1 j 3 Direct Reports 3.75 4 2 2 Peers 4.00 4 �) Section E Sample, Joe ASSESSMENT Page 29 P 1-11S Copyright 1997-2007 Assessment Plus, Inc. Tim Athey, PhD, Fort Collins, Colorado Specialized Professional Competence Tim Athey, Ph.D. is an associated executive coach of Peak Leadership. He specializes in coaching executives and teams on strategic alignment, organizational change, and individual leadership impact. Having worked and managed in a wide range of public and private sector organizations, Tim brings a broad perspective to his coaching and consulting work. Some of the key areas that Tim focuses on include: • Helping managers transition quickly and effectively into new leadership assignments. Developing the leadership and influence skills needed to execute business plans. • Building strategic thinking, business planning, and decision making skills and capabilities. • Helping talented managers/executives overcome self-defeating thinking and behavior. Guiding individual self-examination, career planning, and personal transformation. Tim brings a clear understanding of the demands that exist in today's business environment and has helped many leaders balance the competing priorities required to succeed in today's business environment. Experience/Background Tim brings a pragmatic approach to his executive coaching that balances personal insight with broader organizational and strategic considerations. He is especially effective working with managers and executives faced with the challenges of leading significant organizational change efforts and helping to build the leadership skills and self confidence required for success. Having worked closely with executives in many different settings, he brings a practical understanding of the demands that exist in today's business environment and has helped many leaders balance both business and personal demands required to lead effectively in today's dynamic business environment. Tim has worked effectively with executives and teams in high technology, engineering/consulting, manufacturing, marketing, R&D, financial, human resources, and public sector organizations. Clients Tim has extensive hands-on experience in working with executives, managers, and teams to improve leadership effectiveness and business results. He has worked with clients including Agilent, Boeing, Capital One, CoCreate Software, Chips and Technologies, Colorado State University, Eastman -Kodak, Levi -Strauss, Mentor Graphics, National Technological University, Pameco Corporation, Siemens -Nixdorf, Storage Technology, and Qwest Communications. Tim also has focused expertise working in the A/E/C industry and has consulted with CH2M Hill, KCI Technologies, Kennedy/Jenks Consultants, Greenhorne and O'Mara, as well as the Design Professionals Coalition and the Design Build Institute of America. Before founding Transition Leadership, Tim was an Executive Consultant with Personnel Decisions International specializing in executive coaching, leadership development, and talent management. Prior to that, he worked for Hewlett-Packard Company in California and Colorado. During his work in HP, he provided business consulting and executive development support to HP's business operations worldwide. Education/Professional Achievements Tim is an Affiliate Professor in Organizational Psychology at Colorado State University in Fort Collins, Colorado and member of the American Psychological Association, Society for Industrial/Organizational Psychology, and International Coach Federation. He has also been a frequent presenter on leadership and organizational topics for the National Technological University. In addition, Tim has authored several professional articles on leadership effectiveness and recently released his first book, The Second Journey: Mid -Life Challenges for the Baby Boomer Generation (2004, iUniverse.com). He received his B.S. in Psychology from the University of Nebraska, M.S. in Education from the University of Kansas, and Ph.D. in Industrial/Organizational Psychology from Colorado State University People'and -Organizational Savvy Symbol Key ,eF �P Item is one of the highest/lowest mac` y�`` Quo GoFQ �� m arc C=> Positive Gap cE ,e6 �`a 61 J�2 ac 4`-o Negative S.AQea �oceaz �\e off° OotiSae� 9 p �co ee 22 O O 05 Jell ..vv Ei.r,.e«.,.�.`.:.�.a-✓.»...,a...; .:.»»ia=s,...Gw. �z'a[ �..m«f%r��`.»^'-:s,�i:.« � 1 Direct Manager 3.00 =,^ '<.. , ` `' -� 1 1 2 1 Direct Reports 4.00 manna= 4 1 2 1 Peers 3.00 1! d _ 4 uemonstrates awareness of nlsmertown-personal aomties ano.pmltanol s: Avg. OI 1 N Self �{ 5�00 #i?YR""th4 ...* pYs"+'S 'F^P" %"i{�' . +•SY'+u,<,c"R'3¢ ..yq MWIMk'ty�'- Direct Manager 5r00 1 2 Direct Reports 4.00 4 Peers 4.25 1 2 4 �) Section E Sample, Joe /ASSESSMENT Page 30 Copyright 1997-2007 Assessment Plus, Inc. COrganizational Impact Symbol Key a a P ' Item is one of the highest/lowest as 2a C==> Positive Gap Negative Gap a 0 5a as rG--J �FQaaa 1 2 ® 0 r- 1s able to influence others to move toward a desired goal. _ 331 33 I IAva. ' N Self 3.00 '" 1 1 Direct Manager 4.00 1 4 Direct Reports 4.00 own= 4 1 t 2 Peers 3.25 4 Demonstrates willingness.to challenge 'higher -level management when`tineE'dera-- 34 N Self 3.00 Direct Manager 5�00 1 2 2 Direct Reports 4400 4 `1 y 2 2 Peers 40 ®L 4 Direct Manager 3.00 1 1 2 1 Direct Reports 3.00 i 4 2 1 2. 5 Peers 1 4 Section E Sample, Joe ASSESSMENT Page 31 PLUS Copyright 1997-2007 Assessment Plus, Inc. Empowerment Symbol Key ,exec °tyc` Item is one of the highest/lowest t='J Positive Gap `ADO°yea °�`ea eat r0=0 Negative Gap 5\�cQ eae 0p0�a 5�i:`` Ore 2 Gives people the freedom they need to do their jobs well. 37 38 40 c`ea �0\e e over �a\ �a°acA Qa�`G �J`yae\ Avg. j N Self 3.00 1 _ 1 Direct Manager 3.00 = 1 1 1 2 Direct Reports 4: 5, 4 � 3 Peers 450 4 / power and influence. Avg. t/\ O % N Self 3.00 Direct Manager 4.00 Direct Reports 4.00 ®®POEMuI m 4 2 Peers 4.00 %�`r \ !L "' 4 2.00 Direct Manager 1 2 1 1 r--r 2.75 Direct Reports 4 2 1 j 2.75 Peers i I 4 risks in letting people make decisions. Avg. N Self 3.00 Direct Manager 4.00 „� 1 2 2 Direct Reports 2.50 4 1 2 1 Peers 3.00 4 Section E Sample, Joe ASSESSMENT Page 32 PLUS Copyright 1997-2007 Assessment Plus, Inc. Empowerment Symbol Key 0C\ 0C` yea Qo\e .- .' Item is one of the highest/lowest tea` �a` AZ Quo G0�Q C=='J Positive Gap o° ,aF c�\tea a ca\a y\ac p\ � Negative Gap 0a \FQaaa O�ae �� Qa O�oa O Section E Sample, Joe ASSESSMENT Page 33 D_US Copyright 1997-2007 Assessment Plus, Inc. People Development Symbol Key ec� ec` `ea �0\0 Item is one of the highest/lowest �c� ec� �eF Qco �� a\ec P G0FQ �� . cil �'J Positive Gap �Negative Gap c` �.a Qaea 9 p� c� Gi)� Jelf J.UV :. 'S uu'.t'`^m e�.a3§�i. 'YXa'a. ',£o'rsw..stl 1 Direct Manager 3.00 ° - ` 21 - 1 2 2 Direct Reports 4.00 4 1 2 1 Peers 3.75 ® 4 �) Section E Sample, Joe ASSESSMENT Page 34 PLUS g Copyright 1997-2007 Assessment Plus, Inc. People Development Symbol Key Item is one of the highest/lowest cP 0==> Positive Gap oc`�o4D -*=O Negative Gap Owe 1 o\e � Go i� r 2a 0a \�J 5��e�a ���\ Qai o�oae 0 Direct Manager 2.00<<1 1 3 Direct Reports 3.50 4 Peers \ v 4 2 in Section E Sample, Joe ASSESSMENT Page 35 Copyright 1997-2007 Assessment Plus, Inc. Respect t Symbol Key mac a Item is one of the highest/lowest C==> Positive Gap cE �O Negative Gap c�� Tea 2 0eir Direct Manager v.w r1 200 s sW w Y f/ ,.n a ;, <.. �, l 3 1 Direct Reports 3.25 j 4 Peers 3.50 ``'y "4 N v 3 4 1 Direct Manager 3.00 1 2 1 Direct Reports 3.25 4 1 3 Peers 450 4 JCII •�•vv fb::w':a: ::. ... avwEti.z�%..�.,»..Y.Si..�:..w:ss�'R'�"§ta5°c�±«ID£�'`5..'kv Direct Manager 3.00 1 '+ kt ,3% -xF,r,., t4,r ��_� _,.k � :'.fir 1 1 2 1 Direct Reports 3.00 4 3 1 Peers 3.25 4 0 Section E Sample, Joe ASSESSMENS Page 36 PLUCopyright 1997-2007 Assessment Plus, Inc. Symbol Key �.ac e Item is one of the highest/lowest �a` ea` Q19, C=> Positive Gap -*=D Negative Gap 5 FQ'o�a�eaaa 5`oeaa U �a 2 Shows a high degree of personal integrity in dealing with others.��'� 53 Avg. N Self 4.00 1 Direct Manager 2500\v� 2 2 1 Direct Reports 3.50 4 Peers 3.25 3 1 `!v 4 �) Section E Sample, Joe ASSESSMENT Page 37 PLUS Copyright 1997-2007 Assessment Plus, Inc. Integrity Symbol Key sec e Item is one of the highest/lowest �a� ec� 0 �> Positive Gap c`I° Az 5 c��`ca �O Negative Gap FQ`eaea 0� eeae 1 �e 2 rIs professional and authentic; presents the real person. 56 Avg. j N Self 3.00 - 1 1 Direct Manager 5.00 _ 1 2 1 1 Direct Reports 3.75 4 4 Peers 5LA0 4 Y .� �) Section E Sample, Joe f�SSESSMENT Page 38 PLUS Copyright 1997-2007 Assessment Plus, Inc. C Relationship Building Symbol Key P Item is one of the highest/lowest eye c° A a 0==> Positive Gap r O�`�eoc g �9 J� -0=0 Negative Gap ��ytioece` 2 0 O weir J.uo 1 Direct Manager 2A0 r ;� 1 1 1 2 Direct Reports 3.25 4 1 i 2 Peers 3.25 4 Jeer 'f.vv •,,i&:-�.u,�.�sar»�':j s,f...A-«>as<a�Sv,.�Ai..�m'?w%s'�"'.�.�.�i ,��� � ..!,...-.�.:„�d,.eel ' Direct Manager 4.00 Direct Reports 4.00 T 4 Peers 4.25 ILI 4 'in,pl side .. 59v Avg_ N Self L� 4.0 ��,�".+bt�z.,.*r.:-s7s,.z.,r� � , trTmMt— ,mom r �: c,+ e 1 Direct Manager h $.00 1 2 Direct Reports 425 21 4 1 1 Peers 4.00 4 Direct Manager 9 5�00 i 1 1 h z : ,�f«.,.?�" "<&�* :..��i� �-r.a?�,�?� aw,SY �1� �`x�'r�i.Fs:�.a?�:.z��� a:�....:�;�f. '",.ras.�w:�u 3 t Direct Reports 2.50 4 1 2 1 Peers 3.75 4 �) Section E Sample, Joe ASSESSMENT Page 39 s LIS Copyright 1997-2007 Assessment Plus, Inc. Craig McGee, Ph.D., Fort Collins, Colorado Craig McGee, Ph.D. is an associate executive coach for Peak Leadership. He has over twenty years of experience in change management with extensive background in organization development, organization design, process improvement, leadership development, and executive coaching. He has served in external consulting, corporate staff and line management roles, and has the ability to blend a strong technical background with pragmatic, sound business judgment. Specialize Professional Competence As an independent coach and consultant, Craig consults with companies in effective utilization of human resources to achieve strategic goals and business targets. Services include organization assessment, strategic planning, organization design, business process improvement, executive coaching and organization transformation. Training/development is provided to support these efforts. Craig's clients include organizations in a variety of industries, manufacturing, mining, software, armed forces, medical services, etc. Craig was a Managing Associate for Meritus, a joint consulting venture between IBM and Cooper's & Lybrand. His role included the Practice Leader for the Change Leadership service area, and client manager. E xperienceBackgrou nd Craig also spent 9 years at Anheuser-Busch Companies, Inc. While at Anheuser-Busch, Craig served as Human Resources Director of the Colorado Brewery, Executive Assistant to the VP of Corporate Human Resources, and as an Organization Development Consultant. As Human Resources Director Craig was responsible for all staffing, training, personnel administration, and labor relations of a $400 million new plant start-up. This included the design and implementation of a high performance team system. Significant leadership development and coaching were provided to support the new work system. He also had project management responsibilities for delivering organization development/human resources services to senior executives throughout Anheuser-Busch and its subsidiaries. He facilitated human resources planning for major operating units and conducted strategic planning for vice presidents of high growth subsidiaries. Clients Clients that Craig has worked with include: • Exxon Xerox IBM Hewlett-Packard Sybase Case Logic Bank of America Cathay Pacific Airlines Education/Professional Achievements Craig received a B.S., cum Laude, in Psychology from Tulane University and a Ph.D. in Industrial/Organizational Psychology from the University of Tennessee. Craig co-authored the book "Beyond Teams: Building the Collaborative Organization", published by Jossey-Bass in 2002. Change Management ` Symbol Key zc� ec` c46 0\0 Item is one of the highest/lowest c�e�� �Q.0 C G0F tr> Positive Gap �O Negative Gap .Ac�oea 5`�cQ ��.0ea OJoae eaz ��J Qal` �e 2 0 weir/.,,,,>.»r. O ,�_1 Direct Manager 3.00 - ? j /' Direct Reports 3.00 N � 4 Peers 4.00 w�\ 4 Oull ~'01— 1 1 Direct Manager 3.00 �E. 1 2 1 1 Direct Reports 3.25 4 1 i 2 Peers 3.75 4 mac" ,••�•• :a3kfi.".,3a§z4H',i3kaa.:s�w:�::a.�u-..fiwssstie::«... :«vu�c:?:4fma »':^<. 1 ' 1 Direct Manager 5.00 2 2 Direct Reports 4.00 4 2 2 Peers 4.00 i 4 �) Section E Sample, Joe ASSESSMENT Page 40 Copyright 1997-2007 Assessment Plus, Inc. Communicatation Symbol Key c z a °�0 e` P Item is one of the highest/lowest ,aF a�ac t=> Positive Gap -*=O Negative Gap �FQaea 5�aa JCII J'V�/ 4'di�u'1`�Mi"'� al". 'cd' 3m.ffia. Yrvtr i" lie a3L xz'.e'}�" ,4'#1<ul£"1k:5`+, i+tif^fxt: 1 Direct Manager 4.00 �uYnIRA' 1 2 Direct Reports 3.50 4 1 i 2 Peers 3.25 4 Direct Manager 5 00 r 2 2 Direct Reports 4.00 4 y y 3 Peers 4'S0 4 Jelr a.�ul €"r,{?..�.a?z•�-,,:..Ysr ain.�:zir; , Direct Manager 2.00 air 1, 1 1 3 Direct Reports 3.50 4 1 ( 1 2 Peers 4.00 4 1 Direct Manager 3.00 1 1 4 Direct Reports 3.25 i 4 1 2 1 Peers 3.00 4 �) Section E Sample, Joe AsSESSM ENT Page 41 PLUS Copyright 1997-2007 Assessment Plus, Inc. a - Communicatation Symbol Key �ec� Item is one of the highesUlowest �cti ace Q�° C==> Positive Gap cf `° -0= O Negative Gap 5 �Qea°a 5 lea° �a 2 seir d.uu dr ti a i x r i :I i I Direct Manager 3.00 h " 1 2 2 Direct Reports 3.50 4 2 1 1 Peers 3.75 ® 4 Direct Manager Direct Reports 4r ,.^50 4 �� 2 2 Peers 440 4 :3 Section E Sample, Joe ASSESSMENT Page 42 3i_US Copyright 1997-2007 Assessment Plus, Inc. Business Acumen Symbol Key ' Item is one of the highest/lowest C=='J Positive Gap -<=:O Negative Gap mac` ec� 5\�Q eae Ode 1 the functional/technical-skills CDemonstrates 711 Self Direct Manager Direct Reports Peers Avg 3.00 3.00 3.25 3.25 t ec� c� `ea ore ,off Quo mec PQ 0 otc \cP). J\era Seca S�.A eae ��pe e�.o OJ�Sae� 0 �d to consistently produce results. Demonstrates general business knowledge and financial capabilities n`ece `aryrf,rqf his/her job 72 73 Avg Avg./ N Self 4.OlA 1 ��'�I:=s.,=A..a:' ,=•..' / 1 Direct Manager 5t00- 1 g 2 1 Direct Reports 3.75 ( 4 3 1 Peers 4.25 4 Section E Sample, Joe ASSESSM ENT Page 43 PLUS Copyright 1997-2007 Assessment Plus, Inc. This aaae!nf'eitibi1&fiv left blank. ASSESSMENT PLUS Page 44 Copyright 1997-2007 Assessment Plus, Inc. Comments This person is particularly effective in the following areas: Self O No comments submitted. Direct Manager O No comments submitted. Direct Reports O No comments submitted. Peers O No comments submitted. <<5 , This'person could be even more effective if they were to nr�o�ctei' `he�f5lioZving areas: Self O O No comments submitted. Direct Manager O No comments submitted. Direct Reports O No comments submitted. Peers O No comments submitted. �) Section F Sample, Joe ASSESSMPENS Page 45 Copyright 1997-2007 Assessment Plus, Inc. left blank. a ASSESSMENT PLUS Page 46 Copyright 1997-2007 Assessment Plus, Inc. SANDRA K. GREER 3217 Taliesin Way • Fort Collins, CO 80524 • Work: 970-223-3100 • Cell: 970-214-3309 • Email: sPreer( )frontrangebusinesscenters.com EDUCATION Master of Business Administration, May 1990 University of North Carolina, Chapel Hill, NC Bachelor of Arts in Communications, June 1986 California State University, Fullerton, CA EMPLOYMENT HISTORY & ACCOMPLISHMENTS Certificate in Nonprofit Management, October 1996 Duke University, Durham, NC Certificate in NT Administration, July 1999 University of Washington, Seattle 1/2005 - Present Front Range Business Centers, Fort Collins and Loveland, CO President, Owner, and Founder • Founded and manage Northern Colorado's largest full -service office business centers with two locations and a combined 100 offices, 7 conference rooms, 25,000 square feet, and over 150 members • Direct all aspects of operations including customer service, marketing and sales, financial management, computer and phone systems, supervision of four employees, vendor agreements, and maintenance • Achieved 100%occupancy and profitability within nine months of opening first location • Opened second location three years after starting company 1012002-1012004 Scholarship America, Bellevue, WA Associate Director, Washington Dollars for Scholars Division • Directed all fundraising, marketing, special events and grant writing; doubled annual revenues; advised Executive Director and Board of Directors on strategic planning and general operations; provided training, consultation, and resources to support over 125 volunteer -run Dollars for Scholars chapters that raise over $2.5 million annually for scholarships for students in their communities 7/1997-7/2002 Atlantic Street Center, Seattle, WA Business and Development Director Directed all fundraising, marketing, special events, and grant writing activities for this 90-year-old youth and family services non-profit organization; oversaw all administrative support, technology systems, and buildings and grounds management activities 811993-6/1997 Crisis Assistance Ministry, Charlotte, NC Development Director • Managed all fund development activities including direct mail campaigns, major donor outreach, special events, newsletter and annual report production, grant writing, acknowledgements, speakers bureau, and donor database management for this human service non-profit organization; increased annual donations revenue for this well established and already very successful agency by 25% 9/1990-5/1993 Merchandise Buyer, Food Lion, Inc. (grocery chain), Salisbury, NC 7/1986-7/1988 Jr. Media Planner/Media Buyer, Cochrane Chase, Livingston & Co (ad agency), Irvine, CA TECHNICAL SKILLS Highly proficient in Windows, All Office 2007 Products, InDesign and QuickBooks Interpretive Report by Naomi L. Quenk, Ph.D., and Jean M. Kummerow, Ph.D. Report prepared for JACK SAMPLE December 10, 2009 Interpreted by Joe Sample XYZ XYZ Ltd. Cpp CPP, Inc. 1 800-624-1765 1 www.cpp.com Myers -Briggs Type Indicator- Step 11 " (Form p) Interpretive Report Copyright 2001, 2003 by Peter B. Myers and Katharine D. Myers. All rights reserved. Myers -Briggs Type Indicator, Myers -Briggs, MBTI, Step I, Step II, and the MBTI logo are trademarks or registered trademarks of the MBTI Trust, Inc., in the United States and other countries. The CPP logo is a registered trademark of CPP, Inc. MBTI• STEP 11" INTERPRETIVE REPORT Z > ISTJ-JACK SAMPLE �i The MBTI® Personality Assessment This Step II" report is an in-depth, personalized description of your personality preferences, derived from your answers to the Myers -Briggs Type Indicator® (Form Q) instrument. It includes your Step IT' results (your four-letter type), along with your Step II results, which show some of the unique ways that you express your Step I type. The MBTI® instrument was developed by Isabel Myers and Katharine Briggs as an application of Carl Jung's theory of psychological types. This theory suggests that we have opposite ways of gaining energy (Extraversion or Introversion), gathering or becoming aware of information (Sensing or Intuition), deciding or coming to a conclusion about that information (Thinking or Feeling), and dealing with the world around us (Judging or Perceiving). ■ If you prefer Extraversion, you focus ■ If you prefer Introversion, you focus on the on the outside world to get energy through inner world and get energy through reflecting on interacting with people and/or doing things. information, ideas, and/or concepts. ■ If you prefer Sensing, you notice and trust ■ If you prefer Intuition, you attend to and trust facts, details, and present realities. interrelationships, theories, and future possibilities. ■ If you prefer Thinking, you make ■ If you prefer Feeling, you make decisions to decisions using logical, objective analysis. create harmony by applying person -centered values. ■ If you prefer Judging, you tend to be ■ If you prefer Perceiving, you tend to be organized and orderly and to make decisions flexible and adaptable and to keep your options quickly. open as long as possible. It is assumed that you use each of these eight parts of your personality but prefer one in each area, just as you have a natural preference for using one hand rather than the other. No preference pole is better or more desirable than its opposite. The MBTI instrument is not a measure of your skills or abilities in any area. Rather it is a way to help you become aware of your particular style and to better understand and appreciate the helpful ways that people differ from one another. YOUR REPORT CONTAINS Your Step I" Results Your Step II" Facet Results Applying Step II'" Results to Communicating Applying Step II" Results to Making Decisions Applying Step II'" Results to Managing Change Applying Step II" Results to Managing Conflict How the Parts of Your Personality Work Together Integrating Step I'" and Step II'" Information Using Type to Gain Understanding Overview of Your Results Coaching Experience: Gretchen Tobin has 11 years experience as an executive coach, three years as an in-house coach and eight years experience running an executive coaching company, based in Fort Collins. Clients include executives, middle managers and first level managers. She taught Leadership development for HP's Women's Information Network, one to six classes per year delivered over seven years. Most coaching engagements involve 360s pre and post coaching: All have crisp measures which have been met in coaching. We have used Myers Briggs to increase effectiveness in teams, helped teams build common visions, goals, roles and work processes. She has a long term history of exceeding expectations in coaching assignments. Tim Athey, Ph.D. has over 20 years experience in assessment, coaching, leadership development, and talent management. He worked for 8 years as an internal consultant in Leadership and OD for Hewlett-Packard at both a corporate and division level. In addition, he worked for two years as an Executive Consultant with Personnel Decisions International provided leadership assessment and coaching services to Fortune 500 companies. He founded his own coaching/consulting practice in 1996 and has worked with managers, executives, and teams at all levels in both public and private sector organizations. As an Industrial Psychologist, Tim brings in-depth knowledge of leadership assessment, coaching, and evaluation methods to the clients he works with. Craig McGee, our backup coach, also brings over twenty years experience in leadership development, human resources, organizational development and executive coaching. Peak Leadership's approach to this Leadership Development Program: An effective organization -wide leadership and coaching effort of this nature must effectively integrate and reinforce three important aspects of each entity's future success: 1. The vision, strategy, and objectives of the organization — where it intends to go. 2. The teams of people who do the work — the people who will get them there. 3. The managers who lead those teams — the quality of leadership that is provided. Peak Leadership will incorporate considerations of these three important aspects of leadership development into our approach to this project. We request access to the City Economic Health Strategic Plan as it develops to link to the key strategies of the city. Strategic Focus: Leadership development must be tightly integrated with the each entity's vision and strategic priorities to be effective. Peak Leadership will work closely with the Learning and Organization Development Manager and Executive Leadership Team to help identify the key changes in leadership thinking and behavior that must occur and to target the specific outcomes desired from this effort. These outcomes will form the foundation for evaluating the impact of the coaching and training efforts that are proposed. Some of the questions that might be addressed at this level include: 1. What are the strategic priorities and how should this development initiative impact the achievement of those objectives through improved leadership? 2. What elements of the strategy should be directly integrated into the leadership coaching and training process to reinforce the vision and objectives? 3. What elements of the values and culture change goals should be integrated into the leadership and training process to reinforce the changes that need to occur? 4. What are the metrics currently used to gauge the effectiveness of the leadership and what metrics should be in place to reinforce desired skills and behaviors? MBTI• STEP 11" INTERPRETIVE REPORT ISTJ—JACK SAMPLE Your Step I'" Results The graph below and the paragraphs that follow it provide information about the personality type you reported. Each of the four preferences you indicated is shown by a bar on that side. The longer the bar, the more clearly you have expressed that preference. CLARITY OF PREFERENCES Very Very Clear Clear Moderate Slight Moderate Clear Clear EXTRAVERSION (E) (N) INTUITION (F) FEELING ® ... (P) PERCEIVING 30 25 20 15 10 5 0 5 10 15 20 25 30 Your type came out to be ISTJ (Introversion, Sensing, Thinking, Judging) ISTJs are typically dependable, realistic, and practical. They remember and use facts and want things clearly and logically stated. They are thorough, systematic, hard working, and careful with particulars and procedures. When they see something that needs to be done, ISTJs accept the responsibility. They do not enter into activities impulsively, but once committed, they are hard to distract or discourage. They lend stability to projects and persevere in the face of adversity. "On duty," ISTJs appear sound and sensible and seem calm and composed. Even in a crisis they seldom show their highly individual and intense inner reactions. ISTJs' practical judgment and respect for procedures make them come across as consistent and moderate. They assemble facts to support their evaluations and communicate the facts in an objective way. They seek solutions to current problems from their past experience and that of others. ISTJs are likely to be most satisfied working in an environment that values organization and accuracy. People can count on them to notice what needs to be done and follow through in a careful, methodical, and timely manner. DOES THIS TYPE FIT YOU? Note the parts of the previous description that fit you and any that don't. Your Step II results on the next pages may help to clarify any areas that do not describe you well. If the Step I type you reported does not fit, your Step 11 results may help suggest a different type that is more accurate for you. MBTI• STEP 11'" INTERPRETIVE REPORT 4 `�' IST1—JACK SAMPLE Your Step IIT" Facet Results Your personality is complex and dynamic. The Step II tool describes some of that complexity by showing your results on five different parts or facets of each of the MBTI instrument's four pairs of opposite preferences shown below. EXTRAVERSION (E) F> • • <> (N) INTUITION Initiating Receiving Concrete Abstract Expressive Contained Realistic Imaginative Gregarious Intimate Practical Conceptual Active Reflective Experiential Theoretical Enthusiastic Quiet Traditional Original F> (F) FEELING • H (P) PERCEIVING Logical Empathetic Systematic Casual Reasonable Compassionate Planful Open -Ended Questioning Accommodating Early Starting Pressure -Prompted Critical Accepting Scheduled Spontaneous Tough Tender Methodical Emergent In reviewing your results, keep in mind that ■ Each facet has two opposite poles. You are more likely to favor the pole that is on the same side as your overall preference (an in -preference result) —for example, the Initiating pole if you prefer Extraversion, or the Receiving pole if you prefer Introversion. ■ For any particular facet, you might favor a pole that is opposite to your overall preference (an out -of - preference result) or show no clear preference for either pole (a midzone result). ■ Knowing your preferences on these twenty facets can help you better understand your unique way of experiencing and expressing your type. HOW TO READ YOUR STEP IIM RESULTS The next few pages give you information for each set of facets. Each page has a graph of your results on the facets. The graph gives ■ Brief definitions of the MBTI Step I preferences shown. ■ The names of the five facet poles associated with each MBTI preference along with three descriptive words or phrases for each facet pole. ■ A bar showing the pole you prefer or the midzone. The length of that bar shows how clearly you reported your preference for that pole. By looking at the graph, you can see whether your result on a facet is in -preference (scores of 2-5 on the same side as your preference), out -of -preference (scores of 2-5 on the side opposite your preference), or in the midzone (scores of 0 or 1). Below the graph are statements that describe the characteristics of each in -preference, out -of -preference, or midzone result. If a set of statements does not seem to fit, perhaps you would be better described by the opposite pole or by the midzone. To understand an opposite facet pole, look at the three words or phrases that describe it on the graph. MBTI° STEP 11'" INTERPRETIVE REPORT EXTRAVERSION (E) Directing energy toward the outer world of people and objects Out -of -Preference Midzone Directing energy toward the inner world of experience and ideas In -Preference ISTJ—JACK SAMPLE INITIATING RECEIVING Sociable, congenial, Reserved, low-key, introduce people are introduced EXPRESSIVE; fl CONTAINED Demonstrative, easier to Controlled, harder to know, self -revealing know, private GREGARIOUS INTIMATE Want to belong, broad ; Seek intimacy, one-on-one, circle, join groups ; find individuals ACTIVE REFLECTIVE Interactive, want contact, Onlooker, prefer space, listen and speak ; read and write ENTHUSIASTIC i QUIET Lively, energetic, i Calm, enjoy solitude, seek spotlight I seek background 5 4 3 2 1 0 1 2 3 4 ■ Will initiate conversations in social situations with ■ Are willing to introduce people to each other if no people you already know or if your role calls for this. one else does so, but would prefer not to. ■ Appear at ease socially in familiar situations, and much less so in large social gatherings. ■ Reveal personal information only after deciding you are comfortable with people knowing that much about you. ■ Will discuss personal thoughts and feelings with people you know well. ■ Would rather relate to a few significant others than be in a large group. ■ Draw sharp distinctions between friends and acquaintances. ■ Seek in-depth involvement with individuals. ■ Talk in person about personal information and communicate technical information in writing. ■ Prefer to learn new subject matter through face- to-face contact. ■ Keep personal thoughts and feelings to yourself in many circumstances; as a result, some people see you as hard to get to know. ■ Will contribute freely when you know the topic well, even when the conversation is with strangers. ■ Respect others' individuality and want the same respect in turn. ■ Need to trust people before sharing much about yourself. ■ Can be at ease actively participating in events or quietly observing them. ■ If familiar with the subject, prefer to learn more by reading. y Enthusiastic (out of -preference) ■ Like being where the action is. ■ Are enthusiastic and animated when sharing what ■ Seek some excitement if things get too quiet. you know. ■ Prefer not to spend too much time alone. ■ Like being the center of attention in areas of expertise. 0 May be quite talkative and witty with familiar people. Mli STEP ll INTERPRETIVE REPORT ISTJ—JACK SAMPLE (N) INTUITION Focusing on what can be I Focusing on perceiving patterns perceived by the five senses and interrelationships In -Preference Midzone Out -of -Preference CONCRETE' ABSTRACT Exact facts, literal, Figurative, symbolic, tangible 1. intangible REALISTIC r , IMAGINATIVE Sensible, matter-of-fact, Resourceful, inventive, seek efficiency I, seek novelty PRACTICAL CONCEPTUAL Pragmatic, results- Scholarly, idea -oriented, oriented, applied I I• intellectual EXPERIENTIAL ;THEORETICAL Hands-on, empirical,NONE Seek patterns, hypothetical, trust experience l II S trust theories TRADITIONAL ORIGINAL Conventional, customary, . ; Unconventional, different, tried-and-true 1 1 ;new and unusual 5 4 3 2 1 0 1 2 3 4 Concrete (in -preference). a Are grounded in reality and trust the facts. a Begin with what you know to be true, and have a Interpret things literally. all the facts in order before moving on. a Are cautious about making inferences. a May be seen by others as resistant to change, a May find it hard to see trends and link facts to although you may not see yourself that way. the bigger picture. .Realistic.(In-preference):,'°' a Take pride in your common sense and ability to a Appreciate direct experiences and tangible results. realistically appraise situations. a Believe that good techniques lead to good results. a Value efficiency, practicality, and cost-effectiveness. a Are seen as matter-of-fact and sensible. - PI actical;(in-preference);`:° r a Find that applying ideas is more appealing than a Are impatient listening to ideas if a practical use is the ideas themselves. not the end result. a Need to see an idea's application to understand it. a Favor practical utility over intellectual curiosity. Experiential (in=preference)• , ; __� ; a Learn best from direct, hands-on experience and a Concentrate on what is happening now rather rely on it to guide you. than thinking about meanings and theories. a Are careful not to generalize too much. a May sometimes get stuck on details at the expense a Focus more on the past and present than the future. of larger considerations. OriginaL(out-of-preference)' c �� a Look for what could be better, new, or different. a Are often seen as both creative and practical. a Like being original and different, but not so much a May occasionally surprise others by going off in as to be out of the mainstream. new and different directions. Mill STEP Ill INTERPRETIVE REPORT 1 '7 P ISTJ—JACK SAMPLE �® (F) FEELING Basing conclusions on logical I Basing conclusions on personal or social analysis with a focus on objectivity values with a focus on harmony In -Preference Midzone Out -of -Preference LOGICAL EMPATHETIC Impersonal, seek impartiality, Personal, seek harmony, objective analysis central values REASONABLE COMPASSIONATE Truthful, cause -and- Tactful, sympathetic, effect, apply principles ; , loyal QUESTIONING u" rr ACCOMMODATING Precise, challenging, Approving, agreeable, want discussion ;I want harmony CRITICAL ACCEPTING Skeptical, want proof, ;Tolerant, trusting, critique ; give praise s� TOUGH TENDER Firm, tough-minded, �; Gentle, tender-hearted, ends -oriented ;means -oriented 4 s Believe the ideal way to make decisions is to consider the logical consequences as well as people's feelings. a Respect a dispassionate approach, but not in the extreme. ■ Use reasoning to make decisions. ■ Approach situations as an impartial observer. a Are confident and clear about your objectives and decisions. o Are intellectually independent. ■ Use questions to clarify ideas. ® Are precise in your questions, liking to zero in on discrepancies. 0 1 4 5 ■ Appear neither coldly logical nor overly concerned with people's feelings. o May experience some tension between an analytical and a personal approach. o Live your life logically, with premises leading to conclusions. o View situations objectively and analytically. o May need to have all your questions answered before you can trust any conclusions. ■ Are tenacious in getting the answers you need. o Feel questioning is appropriate, even if something is already right. Accepting (out'of�:prefer'ence) ■ Welcome a broad range of ideas and approaches. 0 Are modest about your own work and may be ■ Appear to accept all ideas equally, not imposing reluctant to promote it over others' ideas. your thoughts on others. ■ Are seen as open, fair, and approachable, but some a Prefer a participative management style. people may be confused about what you really think. ■ Like to use intellectual and interpersonal pressure ■ to get your way. ■ Focus firmly on achieving your objective. ■ May assume there are no alternatives or those available won't work. Are results -oriented and comfortable focusing on the bottom line. Don't pay much attention to people's emotions and may be seen as cold. ll STEP Ill INTERPRETIVE REPORT j` IST1—JACK SAMPLE (P) PERCEIVING Preferring decisiveness I Preferring flexibility and closure and spontaneity In -Preference Midzone Out -of -Preference SYSTEMATIC CASUAL Orderly, structured Relaxed, easygoing, dislike diversions welcome diversions PLANFUL s- OPEN-ENDED Future -focused, advance Present -focused, go with the planner, make firm plans j flow, make flexible plans EARLY STARTING PRESSURE -PROMPTED Motivated by self-discipline Motivated by pressure, bursts and steady progress, late start stressful spurts, early start unstimulating SCHEDULED +;_- SPONTANEOUS Want routine, make lists, Want variety, enjoy the procedures help i unexpected, procedures hinder METHODICAL i EMERGENT Plan specific tasks note Plunge in, let strategies subtasks, organized emerge, adaptable 5 4 3 2 1 0 1 2 3 4 ' Systematic=Casual. (midzone) ; - . : 77 ® Like a general plan with some contingencies. c Dislike distractions when involved in a project. ® Find too much detail in a plan inhibiting. n Find that an advance plan permits comfortable ® Don't mind interruptions if no agenda is in place. deviation because you can always return to the plan. �Planful—Operi=Ended•(midzone) .17,771, ® Like to plan at work and be flexible at home, or a May go back and forth between enjoying the here vice versa. and now and planning for the future. o May plan for a few important personal goals but not everything. r " :P�essure-Prompted (out=of preference) ' ® Get bored if too little is happening. ® Rather enjoy the stress of meeting deadlines. a Like the variety and challenge of keeping several ® Find that when you use your organizational skills activities running smoothly at the same time. effectively you can successfully manage multiple activities. Scheduled:(in preference), o Are comfortable with routines and do not like m Enjoy scheduling both work and fun activities. them upset. a Others may be more aware of your routines than o Like established methods and procedures. you are. m Prefer to control how you spend your time. o Appear rather predictable but like it that way. Emergent (out -of -preference) a Focus on the overall goal rather than specifics. o Trust that you will know what to do when the time a Communicate your thinking in an organized manner arrives. so people assume you prepared thoroughly. Wait to see what's right at the time, but move forward with seeming confidence. MBT16 STEP 11'" INTERPRETIVE REPORT ISTJ-JACK SAMPLE Applying Step ll'"' Results to Communicating All aspects of your type influence how you communicate, especially as part of a team. Nine of the facets are particularly relevant to communication. Your preferences for these nine facets along with tips for better communication appear below. In addition to the tips in the table, keep in mind that communication for every type includes ■ Telling others what kind of information you need. ■ Asking others what they need. ■ Monitoring your impatience when other styles dominate. ■ Realizing that others likely are not trying to annoy you when they use their own communication styles. Your Facet Communication Enhancing Result Style Communication Initiating —Receiving Are willing to introduce people Be sensitive to the situation in deciding Midzone to one another if no one else is whether to take an initiating or a receiving doing so. role. Expressive— Share some of your reactions Consider which people need to hear your Contained Midzone with others but not all of them. reactions and which people don't. Active —Reflective Are comfortable interacting in Pay attention to the style of those with Midzone person or quietly observing, whom you're interacting and try to match depending on the circumstances. that style. Enthusiastic Readily show enthusiasm for the Be careful not to overwhelm and override subject at hand. others; make sure you ask for input. Concrete Talk about the here -and -now Be open to the inferences that can arise detail. from the details. Questioning Want to ask questions. Be selective in choosing questions to ask so as not to intimidate people. Accepting Take a naturally inclusive stance Be aware that others may be frustrated toward a broad range of views. by your refusal to favor one view over the others. Tough Embody the phrase, "Let's get on Be aware that sometimes your way of moving with it!" ahead may be wrong for the situation. Emergent Communicate what to do next Try to accommodate those who need more when you are in the middle of pieces of the task up front. the task. MBT10 STEP 11" INTERPRETIVE REPORT ISTJ—JACK SAMPLE Applying Step II"°' Results to Making Decisions Effective decisions require gathering information from a variety of perspectives and applying sound methods of evaluating that information. The Step II facets give us specific ways to enhance our decision making, especially those facets related to Sensing, Intuition, Thinking, and Feeling. Below are general questions associated with those facets. The facet poles you prefer are in bold italics. If you are in the midzone, neither pole is italicized. SENSING INTUITION Concrete: What do we know? How do we know it? Abstract: What else could this mean? Realistic: What are the real costs? Imaginative: What else can we come up with? Practical: Will it work? Conceptual: What other interesting ideas are there? Experiential. Can you show me how it works? Theoretical: How is it all interconnected? Traditional: Does anything really need changing? Original: What is a new way to do this? THINKING FEELING Logical: What are the pros and cons? Empathetic: What do we like and dislike? Reasonable: What are the logical consequences? Compassionate: What impact will this have on people? Questioning: But what about... ? Accommodating: How can we make everyone happy? Critical: What is wrong with this? Accepting: What is beneficial in this? Tough: Why aren't we following through now? Tender: What about the people who will be hurt? Six different ways of evaluating information, called decision -making styles, have been identified based on two facets of the Thinking —Feeling dichotomy: Logical —Empathetic and Reasonable —Compassionate. Your style is Midzone with an underlying Thinking preference. This style means that you likely ■ Pay attention to the Thinking and Feeling perspectives when you consider and actually make decisions. ■ Make decisions from either point of view, depending on circumstances. ■ Sometimes look back on a decision as good, but sometimes regret the decision and how you made it. ■ Are better off in ambiguous situations basing your decisions on logical analysis, since that is consistent with your overall preference. In individual problem -solving, start by asking all the questions in the boxes above. ■ Pay careful attention to the answers. The questions that are opposite to the ones in bold italics may be key since they represent perspectives you aren't likely to consider. ■ Try to balance your decision -making style by considering the less preferred parts of your personality. In group problem -solving, actively seek out people with different views. Ask for their concerns and perspectives. ■ Do a final check to make sure that all the questions above have been asked and that different decision -making styles are included. ■ If you are missing a perspective, make extra efforts to consider what it might add. MBTI• STEP 11'" INTERPRETIVE REPORT f 11 `J> ISTJ-JACK SAMPLE Applying Step II'" Results to Managing Change Change seems to be inevitable and affects people in different ways. To help you deal with change, ■ Be clear about what is changing and what is remaining the same. ■ Identify what you need to know to understand the change and then seek out that information. To help others deal with change, ■ Encourage open discussion about the change; be aware that this is easier for some than others. ■ Make sure that both logical reasons and personal or social values have been considered. Your personality type also influences your style of managing change, particularly your results on the nine facets below. Review the facets and tips for enhancing your response to change. Your Facet Change -Management Enhancing Result . Expressive— Let others know some of your Be sensitive to your need to share or Contained Midzone views about the change but withhold your views in a particular keep some to yourself. circumstance and act accordingly. Intimate Discuss the changes and their Consider sharing feelings with selected impact on you only with those people outside your intimate circle. closest to you. Concrete May get stuck on some aspects Ask someone to help you move from the of change and ignore others. facts and details to reasonable possibilities. Realistic Focus on the commonsense Realize that commonsense outcomes may aspects of the change. not be immediately apparent. Experiential Want to see an example of how Accept that the impact of some changes the change will work. can't be demonstrated in advance. Original Embrace change for the sake of Be selective about what changes are really change. worth pursuing. Tough Will actively embrace or resist Step back and consider whether your stance change, depending on whether will really get you what you want in the you agree with it. long run. Planful—Open-Ended Like to know the general Pay attention to when more specifics in the Midzone directions the changes may plan are needed and when they are not. take but don't need to know all the plans. Emergent Decide what is best to do next Remember —planning some steps now may in the moment; resist planning. prevent problems in the future. MBT10 STEP 11" INTERPRETIVE REPORT <, w12 `j ISTJ-JACK SAMPLE Applying Step II'" Results to Managing Conflict Conflicts are inevitable when working with others. People of distinct personality types may differ in what they define as conflict, how they react to it, and how they reach resolution. Although sometimes unpleasant, conflicts often lead to improved work situations and enhanced relationships. Part of conflict management for every type includes ■ Taking care of getting the work done while maintaining your relationships with the people involved. ■ Recognizing that all perspectives have something to add, but any perspective used in its extreme and to the exclusion of its opposite will ultimately impede conflict resolution. Some aspects of conflict management may be unique to your results on six Step II facets. The table below explains how your results on these facets may affect your efforts to manage conflict. Your Facet Conflict -Management Enhancing Result Style Conflict Management Expressive— Discuss the conflict and your Notice the style of those you are with and Contained Midzone feelings about it but perhaps not attempt to match their needs to talk now or immediately. wait. Intimate Rely on yourself or a few trusted Widen your circle to include others affected; others in resolving the conflict. they may have something valuable to contribute. Questioning Ask many questions of others Be aware that people may take your to reveal all the issues in the questioning style as challenging rather conflict. than helpful in resolving the issue; be clear about your intent. Accepting Look for points of agreement in Recognize that some things are really worthy others' arguments and ideas. of criticism, so don't insist on agreement. Tough Push to resolve the conflict Recognize that delays in implementation immediately so that progress can may be necessary to reach the goal. be made. Pressure -Prompted Feed off the pressure of working Use your style when working alone but set at the last minute so do not earlier deadlines for yourself when others recognize that conflict can depend on you to complete tasks. emerge from this style itself. In addition to your facet results, your decision -making style (as explained earlier) affects how you manage conflict. Your decision -making style is Midzone Thinking. You are likely to pay attention to the logic of the situation, the people involved, and their feelings. To make your efforts to manage conflict more effective, consider these sides but weight the logical side more heavily because you prefer Thinking overall. 5. What is the process that will be used on an ongoing basis to evaluate and continuously improve leadership effectiveness in each organization? Team Impact: Managers do not operate in a vacuum — they get results through people. Peak Leadership will work with each participant to not only define their own, individual development needs but also link their coaching feedback and development goals to the key things they must do to improve the effectiveness of their respective departmental teams. Some of the key questions that might be addressed at this level include: I. What does the individual's 360 feedback say about their skill and confidence in leading their team(s)? 2. What are the specific "blind spots" that may exist between managers and their team(s) and how can the coaching process be used to close those gaps? 3. Is each manager clear on the goals they have for their team(s) and the strategies they can use to focus, motivate, and lead their teams more effectively? 4. How effectively has each manager communicated the vision and strategic objectives to their team(s) and clarified the role their team(s) play in supporting that vision? 5. Is each manager effectively managing the performance of their team members and providing the necessary coaching and direction required? Individual Impact: Peak Leadership will take a focused, measurable approach to every coaching engagement. Based on the results of the individual assessment process, as well as the over -arching organizational and team considerations, each participant will have a targeted coaching plan that lays out the specific, measureable objectives for their coaching program. We believe that an effective leadership coaching process should balance the need for clear bottom -line results with the need for personal empowerment allowing individuals to "lead from the heart" and decide how their job can be done. Some of the key questions that might be addressed at this level include: I. Beyond a paycheck, WHY does each participant want to be a leader? 2. What is each participant's core leadership values/philosophy and are those consistent with the direction each government group is moving? 3. What does each participant's feedback tell them about the things they are doing well and the specific things they must improve? 4. What are the specific skills/tactics that participants can use to improve their impact in critical leadership situations? 5. How can each participant better understand and reinforce the future direction of their organization? Peak Leadership Coaching Model: The Peak Leadership Coaching Model is shown below. This model represents the important elements of the leadership coaching approach that will be employed by Peak Leadership in this coaching effort. The elements of the coaching model are summarized as: MBT1e STEP 11" INTERPRETIVE REPORT \13`} ISTJ—JACK SAMPLE How the Parts of Your Personality Work Together The essence of type involves the way information is gathered (Sensing and Intuition) and how decisions are made (Thinking and Feeling). Each type has favorite ways of doing those two things. The two middle letters of your four-letter type (S or N and T or F) show your favorite processes. Their opposites, whose letters don't appear in your four-letter type, are third and fourth in importance for your type. Remember —you use all parts of your personality at least some of the time. Here's the way it works for ISTJs: Sensing best I ISTJs like 19 Intuition least Thinking next F <� Yr rT Feeling third USING YOUR FAVORITE PROCESSES Extraverts like to use their favorite process mostly in the outer world of people and things. For balance, they use their second favorite in their inner world of ideas and impressions. Introverts tend to use their favorite process mostly in their inner world and to balance this with the use of their second favorite process in the outer world. Thus ISTJs use ■ Sensing mainly internally to consider the facts and details they have stored in their heads. ■ Thinking mainly externally to communicate their structured, logical decisions to others. USING YOUR LESS -FAVORED PROCESSES When you frequently use the less -preferred parts of your personality, Feeling and Intuition, remember that you are working outside of your natural comfort zone. You may feel awkward, tired, or frustrated at these times. As an ISTJ, you may become overly focused on details at first, and then worry a great deal about negative possibilities. To bring back some balance, try the following: ■ Take more breaks in your activities when you are using these less familiar parts of your personality — Feeling and Intuition. ■ Make an effort to find time to do something enjoyable that involves using your favorite ways — Sensing and Thinking. MBT16 STEP 11'" INTERPRETIVE REPORT {. 14 ISTJ-JACK SAMPLE USING YOUR TYPE EFFECTIVELY ISTJs' preference for Sensing and Thinking makes them mostly interested in ■ Acquiring and using facts and experiences. ■ Reaching logical conclusions about them. They typically devote little energy to the less -preferred parts of their personality, Intuition and Feeling. These parts may remain inexperienced and be less available for use in situations where they might be helpful. As an ISTJ, ■ If you rely too much on your Sensing, you are likely to miss the big picture, other meanings of the information, and new possibilities. ■ If you make judgments exclusively using Thinking, you may forget to compliment people when you should and ignore the impact of your decisions on others. Your personality type is likely to develop in a natural way over your life. As people get older, many become interested in using the less familiar parts of their personality. When they are in midlife or older, ISTJs often find themselves devoting more time to things that were not very appealing when they were younger. For example, they report greater pleasure in considering new ways of doing things and in personal relationships. HOW THE FACETS CAN HELP YOU BE MORE EFFECTIVE Sometimes a particular situation calls for using a less -preferred part of your personality. Your facet results can make it easier for you to temporarily adopt a less -natural approach. Begin by identifying which facets are relevant and which poles are more appropriate to use. ■ If you are out -of -preference on one or more of the relevant facets, make sure to focus on using approaches and behaviors related to those out -of -preference facets. ■ If you are in the midzone, decide which pole is more appropriate for the situation at hand and make sure you use approaches and behaviors related to that pole. ■ If you are in -preference, ask someone at the opposite facet pole for help in using that approach or read a description of that pole to get clues for modifying your behavior. Once you have a good approach, resist shifting back into your comfort zone. Here are two examples of how to apply these suggestions. ■ If you are in a situation where your natural information -gathering style (Sensing) may not be appropriate, try to modify your Concrete approach (an in -preference result) by considering the meanings and implications of your factual information (Abstract). ■ If you are in a situation where you might need to adapt your way of getting things done (Judging), try to modify your Scheduled approach to accomplishing tasks (an in -preference result) by asking yourself if staying open to unexpected events (Spontaneous) might lead to better results in this particular situation. MBT1e STEP 11'" INTERPRETIVE REPORT � 15 >/ ISTJ—JACK SAMPLE Integrating Step IT" and Step II'" Information When you combine your Step I reported type and your Step II out -of -preference facets, the result is your individualized type description: Enthusiastic, Original, Accepting, Pressure -Prompted, Emergent SU If, after reading all the information in this report, you don't think you have been accurately described, perhaps a different four-letter type or some variation on the facets will fit you better. To help you figure out your best -fit type, ■ Focus on any type letters you thought were incorrect or any type dichotomy on which you had some out -of -preference or midzone facet results. ■ Read the type description for the type you would be if the letter or letters you question were the opposite preference. ■ Consult your MBTI interpreter for suggestions. ■ Observe yourself and ask others how they see you. Using Type to Gain Understanding Knowledge of type can enrich your life in several ways. It can help you ■ Better understand yourself. Knowing your own type helps you understand the assets and liabilities of your typical reactions. ■ Understand others. Knowing about type helps you recognize that other people may be different. It can enable you to see those differences as useful and broadening, rather than annoying and restricting. ■ Gain perspective. Seeing yourself and others in the context of type can help you appreciate the legitimacy of other points of view. You can then avoid getting stuck in believing your way is the only way. No perspective is always right or always wrong. Reading about type and observing yourself and others from the standpoint of type will enrich your understanding of personality differences and encourage constructive uses of those differences. MBT1* STEP 11" INTERPRETIVE REPORT Overview of Your Results < 16 ISTJ—JACK SAMPLE Nv YOUR FOUR-LETTER TYPE FROM THE STEP ITM INSTRUMENT ISTJs tend to be serious, quiet, thorough, and dependable. They see to it that everything is well organized and accurate. They are practical, orderly, matter-of-fact, logical, and realistic. ISTJs take responsibility, notice what needs to be done, and follow through steadily, regardless of protests or distractions. YOUR RESULTS ON THE 20 FACETS FROM THE STEP II`" INSTRUMENT ® INITIATING EXPRESSIVE GREGARIOUS ACTIVE ENTHUSIASTIC ® CONCRETE REALISTIC PRACTICAL EXPERIENTIAL TRADITIONAL © LOGICAL REASONABLE QUESTIONING CRITICAL TOUGH OSYSTEMATIC PLANFUL EARLY STARTING SCHEDULED METHODICAL Midzone 5 4 3 2 1 0 1 2 3 4 5 ®w I I 5 4 3 2 1 0 1 2 3 4 5 When you combine your Step I reported type and your Step II out -of -preference facets, the result is your individualized type description: x"CPR, Inc. • 800-624-1765 1 www.cpp.com OEM "P 0 Full copyright information appears on page 1. RECEIVING CONTAINED INTIMATE REFLECTIVE QUIET ABSTRACT IMAGINATIVE CONCEPTUAL THEORETICAL ORIGINAL EMPATHETIC COMPASSIONATE ACCOMMODATING ACCEPTING TENDER CASUAL OPEN-ENDED PRESSURE -PROMPTED SPONTANEOUS EMERGENT Enthusiastic, Original;Accepting, Pressure -Prompted, Emergent ST u MWA 0 U MBTI` STEP 11'" INTERPRETIVE REPORT 77` j ISTJ—JACK SAMPLE Interpreter's Summary PREFERENCE CLARITY INDEXES FOR REPORTED TYPE: ISTJ Introversion: Sensing: Thinking: Judging: Slight (3) Moderate (12) Slight (4) Slight (1) FACET SCORES AND THE AVERAGE RANGE OF SCORES FOR OTHER ISTJs The bars on the graphs below show the average range of scores that occurred for the ISTJs in the national sample. The bars show scores that are -1 to +1 standard deviation from the mean. The vertical line in each bar shows ISTJs' mean score. The bold numbers show the respondent's scores. 5 4 3 2 1 0 1 2 3 4 5 EXTRAVERSION (E) (1) INTROVERSION INITIATING[ —� RECEIVING EXPRESSIVE CONTAINED GREGARIOUS C ( 4 j INTIMATE ACTIVE 1 C-" —� REFLECTIVE ENTHUSIASTIC 4 I��T— —� QUIET SENSING (S) (N) INTUITION CONCRETE (—[ 2-I ABSTRACT REALISTIC-—] IMAGINATIVE PRACTICAL 5"[-T�T CONCEPTUAL EXPERIENTIAL 5--^[ THEORETICAL TRADITIONAL-[ 2 ORIGINAL THINKING (T) (F) FEELING LOGICAL r— ®®—�^' ' '° "�— '-I 1 EMPATHETIC REASONABLE (�-'—�.' 2` COMPASSIONATE QUESTIONING 2, ACCOMMODATING CRITICAL �: [ 21 ACCEPTING TOUGH T�I TENDER JUDGING (J) (P) PERCEIVING SYSTEMATIC 1 CASUAL PLANFUL 1 OPEN-ENDED EARLY STARTING [' j 5 PRESSURE -PROMPTED SCHEDULED 5 ( SPONTANEOUS METHODICAL [ ] 2 EMERGENT 5 4 3 2 1 1 2 3 4 5 POLARITY INDEX: 60 The polarity index, which ranges from 0 to 100, shows the consistency of a respondent's facet scores within a profile. Most adults score between 50 and 65, although higher indexes are common. An index that is below 45 means that the respondent has many scores in or near the midzone. This may be due to mature situational use of the facet, answering the questions randomly, lack of self-knowledge, or ambivalence about use of a facet. Some such profiles may be invalid. Number of Omitted Responses: 0 Myers -Briggs Type Indicator- Step IF- (Form 0) Interpretive Repo" Copyright 2001, 2003 CPP, Inc. by Peter B. Myers and Katharine D. Myers. All rights reserved. Myers -Briggs Type Indicator, Myers -Briggs, MBTI, Step I, Step II, and the MBTI logo are trademarks or registered c p p 800-624-1765 1 www.cpp.com trademarks of the MBTI Trust, Inc., in the United States and other countries. The CPP logo is a registered trademark of CPP, Inc. 0 ASSESSMENT PLUS Copyright 1997-2007 Assessment Plus, Inc. Campbell Interest and Skill Survey: Individual Profile Sample Report a CISS"(('AN—'IPBELL' IIt`I'LftLS'I' AND SKILL SURVEY) rr Individual Profile Print out this page. Report For: Billy Bob Date: 28 October 2002 Copyright © 1989, 1992, 1994, 2000 David P. Campbell, PhD. "CISS" is a registered trademark and "Campbell' and the Campbell logo are trademarks of David P. Campbell, PhD. The NCS logo is a registered trademark of National Computer Systems, Inc. Your vocational interests and skills are important components of your personal characteristics. What you like to do and what you are confident that you can do play an important role in your future career satisfaction and success. The CISS profile analyzes your self -reported interests and skills and shows how you compare with people in general and with happily employed people in a variety of occupations. The purpose of this report is to help you find a career in which you will be happy and productive. For adults, responses to this survey are stable over long time periods, even over many years. For teenagers and young adults, responses can shift somewhat as they gain work experience, although the shifts are seldom extreme. At any point in time, the results are stable enough to help individuals plan their next educational or career choices. If possible, you should discuss your CISS profile with a skilled career counselor who is specifically trained to help you better understand your results. The following pages report your scores on three kinds of CISS scales. Orientation Scales cover seven broad themes of occupational interests and skills Basic Scales are detailed subscales of the Orientation Scales Occupational Scalescompare your interest and skill patterns with those of workers in a wide range of occupations For each CISS scale, two scores are calculated, one based on your interests, the other based on your skills. The interest score (I) shows how much you like the specified activities; the skill score (S) shows how confident you feel about performing these activities. Four patterns of combinations of your interest and skill scores are also reported. Your interest and skill pattern is more important than the numeric value of your score. Pursue - (I >= 55, S >= 55) When your interest and skill scores are both high, this is an area for you to Pursue. You are attracted to these activities and confident in your ability to perform them well. These Pursue areas should be the major focus of your career planning. Develop - (I >= 55, S < 55) When your interest score is high and your skill score is lower, this is a possible area for you to Develop. You enjoy these activities but feel uncertain about your ability to perform them. Further education, training, or experience with these skills might lead to better performance and greater confidence. Or you may want to simply enjoy these areas as hobbies. Explore - (I < 55, S >= 55) When your skill score is high and your interest score is lower, this is a possible area for you to Explore. You are confident of your ability to http:/Ii w.pearsonassessments.com/reports/ciss.htm (I of 22) [7/212009 1:31:56 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report m perform these activities, but you do not enjoy them. With some exploration, you may find a way to use your skills in other areas that interest you more. Avoid - (I <= 45, S <= 45) When your interest and skill scores are both low, this is an area for you to Avoid. You neither enjoy these activities nor feel confident in your ability to perform them. No pattern is reported when both of your scores fall into the mid -range or when one score is mid- range and the other is lower. Mid -range scores are less important in career planning because they indicate only an average level of interest and skill. http://w v.pearsonassessments.com/repons/ciss.htm (2 of 22) [7/2/2009 1:31:56 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report Orientation Scales Your CISS profile is organized into seven Orientation Scales covering important areas of the world of work. Each Orientation is identified by an underlined capital letter. Influencing influencing others through leadership, politics, public speaking, sales, and marketing Organizing organizing the work of others, managing, and monitoring financial performance Helping helping others through teaching, healing, and counseling Creating creating artistic, literary, or musical productions and designing products or environments aNalyzing analyzing data, using mathematics, and carrying out scientific experiments Producing producing products, using hands-on skills in farming, construction, and mechanical crafts Adventuring adventuring, competing, and risk taking through athletic, police, and military activities This profile shows your scores on each of these Orientations. For each of the Orientation Scales shown below, there are two graphical bars. The top blue bar represents your reported level of Interest. The bottom purple bar represents your reported skill level. To the right of the bars is your Interest/Skill Pattern (Pursue, Develop, Explore, or Avoid) for that scale. Standard Scores I Orientation Scales Interest/ Skill Pattern 11 &OZ6%SLowk,= r Lowe Mid -Range High` - Ue :"<`Iii h I S 30 35 40 45 50 55 60 65 70 Influencing 74 73 Pursue Organizing 78 76 Pursue Helping 76 78 Pursue Creating 72 81 Pursue aNalyzing 75 77 Pursue Producing 77 80 Pursue Adventuring 76 78 Pursue --t \lery_Low' xLow Mld-Range Hlgh,`Ue;"xFli� Scores: I () = Interests; S (�) = Skills http://www.pearsonassessments.com/reports/ciss.htm (3 of 22) [7/2/2009 1:31:56 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report Your Orientation interest and skill scores fall into the following patterns: Pursue Influencing, Organizing, Helping, Creating, aNalyzing, Producing, Adventuring These are activities that you enjoy and feel confident about your abilities in performing. Areas for which your interests and skills are both high are prime candidates for your future. Pursue these areas in your career planning. You can learn about how to use your highest Orientation scores in Activity 1. http://%�vw.pearsonassessments.com/reports/ciss.htm (4 of 22) [7/2/2009 1:31:56 PM] Coachin George, Authentic I . Feedback — provides the individual with the insight required for personal change, and can include 360 survey, personality/style, and leadership skills related to an individual's personal and professional effectiveness in their role. 2. Development Plan — provides the individual and their manager with a clear, agreed -upon document that summarizes the key strengths, weaknesses, and development goals to be addressed in the coaching process. 3. Results — focuses the individual on the specific behavioral outcomes to be achieved, the metrics to be used to measure progress, and reinforces ongoing accountability for results. 4. Culture - reinforces with the individual the organization's core values while facilitating the necessary changes in thinking and behavior required for leading change 5. Vision/Strategy — integrates the organization's vision and strategic priorities into the coaching process to ensure that all people are aligned and moving in the same direction. 6. High Performing Teams - provides the individual with the skills and self confidence to inspire their team to achieve outstanding results in support of the organization's goals. In the end, our work is focused on building and reinforcing "authentic leadership" in the clients we work with - bringing out the "personal best" in every leader, every day. Measuring the Effectiveness of the Programs: Our approach to evaluating the effectiveness of coaching is to incorporate a strong emphasis on goal setting and evaluation into the coaching process itself, thereby ensuring that participants feel a strong sense of personal ownership and accountability for the outcomes they have defined for themselves. The approach we will take to defining individual coaching goals and outcomes will be based on the three coaching impact areas outlined above: • Business results (including coaching ROI) that participants must achieve. We will employ an ROI model for coaching in which each participant will define the business Campbell Interest and Skill Survey: Individual Profile Sample Report Basic Scales The following profile takes you one layer deeper into the basic scales under each Orientation. Basic Scales reflect types of work and activities within each Orientation. Standard Scores Basic Scales Interest/ Skill Pattern Very Lo.w L� -ow_ �Mid-Range High Very High I S 30 35 40 45 50 55 60 65 70 Influencing 74 73 IM Pursue Leadership 67 69 Pursue Law/Politics 71 74 Pursue Public Speaking 66 68 Pursue Sales 79 69 Pursue Advertising/Marketing 70 71 Pursue Organizing 1 78 1 76 Pursue Supervisioni 78 67 Pursue Financial Services 78 76 Pursue Office Practices 84 1 70 Pursue Helping 76 78 Pursue Adult Development 69 69 Pursue Counseling 69 69 Pursue Child Development 73 72 Pursue Religious Activities 71 74 FPursue Medical Practice 77 77 FPursue Creating 72 81 Pursue Art/Design 68 75 Pursue Performing Arts 70 79 Pursue Writing 67 68 Pursue International Activities 65 73 Pursue Fashion 80 77 Pursue Culinary Arts 70 70 Pursue aNalyzing 1 75 1 77 F Pursue Mathematics 72 1 75 1 Pursue Science 74 74 Pursue Producing 77 80 Pursue Mechanical Crafts 78 77 Pursue �— Woodworking 68-1 72 Pursue Farming/Forestry 73 77 Pursue Plants/Gardens 68 75 Pursue Animal EareF 74 76 Pursue Adventuring 76 1 78 Pursue Athletics/Physical Fitness 71 1 73 Pursue Military/Law Enforcementl 77 1 74 1 Pursue hitp://www.pearsonassessments.com/reports/ciss.htm (5 of 22) [7/2/2009 1:31:56 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report Risks/Adventure 71 1 72 Pursue -. Very Low Low Mid -Range; Hi h Ver Hi h ^9� Y 9 Scores: I (®) = Interests; S (�) = Skills http://www.pearsonassessments.conVreports/ciss.htm (6 of 22) [7/2/2009 1:31:56 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report Your Interest and Skill Patterns The following table organizes the Orientation and Basic Scales according to interest/skill patterns. Develop Pursue Influencing Leadership Law/Politics Public Speaking Sales Advertising/Marketing Organizing Supervision Financial Services Office Practices Helping Adult Development Counseling Child Development Religious Activities Medical Practice Creating Art/Design Performing Arts Writing International Activities Fashion Culinary Arts aNalyzing Mathematics Science Producing Mechanical Crafts Woodworking Farming/Forestry Plants/Gardens Animal Care Adventuring Athletics/Physical Fitness Military/Law Enforcement Risks/Adventure void , 4NM Explore 1Y:Mff http://www.pearsonassessments.com/reports/ciss.htm (7 of 22) i7/2/2009 1:31:56 PM) Campbell Interest and Skill Survey: Individual Profile Sample Report Consider this... Activity 2 http://www.pearsonassessments.com/reports/ciss.htm IS of 22) [7/2/2009 1:31:56 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report Occupational Scales by Orientation The next section of the report presents the Occupational Scales in each of the seven Orientations. Your scores (represented by the solid blue and purple bars) are compared with those of people who are successful and satisfied in each occupation. The lighter shaded bars reflect the range of scores for the middle 50% of peopleemployed in that occupation. If your interest and/or skill results bars overlap the lighter shaded bars, it means that you have interests and/or skills that are similar to those of people who are happily employed in that occupation. Activity 3 will help you evaluate the following occupations. You may want to print your report and Career Planner for reference as you look at these occupations. Then check out these additional Career Resources. http://www.pearsonassessments.com/reports/ciss.htm (9 of 22) [7/2/2009 1:31:56 PM] Campbell Interest and Skill Survey: Individual Profile Sample Repon Influencing Orientation Occupational Scales Standard Scores Orientation Scale Interest/ Skill Pattern Uery Lowe LowLL ;Mid-RangeM HIghTM Uery Hlgh= t� 30 35 40 45 50 55 60 65 70 Influencing 174 Pursue S 73 Orien- tation Code Standard Scores Influencing Occupational Scales In terest/ Skill Pattern Very Lodw= ;ya Low ;Mid-RangeHigher Very=Hlg 25 30 35 40 45 50 55 60 65 70 75 Attorney I 152 a......-».3 '�'`� Explore S84" Financial Planner IO I 73 a-= Pursue S 89 Hotel Manager IO I 75 _ Pursue S 81 Manufacturer's Representative Marketing Director IO IO 149 S gg I 74 S 87 m. Explore Pursue Realtor IO — I 75 , w Pursue S 91 CEO/President IOA Pursue S 90 W Human Resources Director IOH I52 Explore S 83� School Superintendent IOH I88" Pursue S 87 Advertising Account Executive IC 145 Explore S 87 Media Executive IC I152 - Explore S 85 Public Relations Director IC I 57 ( Pursue S 84 Corporate Trainer ICH I 48 S 76 _ Explore Uely Low Low Mid -Range W Hlgh'V emery H gh� Scores: I ( ) = Interests; 5 (�) = Skills Range of middle 50% of people in the occupation: a a :, = Interests; a `<m = Skills Orientation Code: I=Influencing; O=Organizing; H=Helping; C=Creating; N=aNalyzing; P=Producing; A=Adventuring http://ww v.pearsonassessments.com/reports/ciss.htm (10 of 22) [7/2/2009 1:31:56 PM) Campbell Interest and Skill Survey: Individual Profile Sample Report Your Influencing interest and skill scores are both very high. People who have scores as high as yours typically report very strong interest and very substantial confidence in leading, negotiating, marketing, selling, and public speaking. Pursue some of these Influencing activities in your career. http:/hvww.pearsonassessments.conVreports/ciss.htm (I I of 22) [7/2/2009 1:31:56 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report Organizing Orientation Occupational Scales Scores Orientation Scale Interest/ Skill Pattern MiStandard wVer, 30 35 40 45 50 55 60 65 70 Organizing I 78 Pursue S 76 Orien- tation Code Standard Scores I Organizing Occupational Scales Interest/ Skill Pattern Uery Lowy Low Mid-Rangemw H gh U6ry�Hlgh 25 30 35 40 45 50 55 60 65 70 75 Secretary O 160 Pursue Bank Manager OI I._ 53 __�_�_.� Explore S Insurance Agent OI Pursue S 83 �- , Retail Store Manager Hospital Administrator OI OIH 176 S 78 I 82 S 81 " Pursue Pursue Accountant (CPA) ON I 55 t �m Pursue S 98 Win-- _--.--� Bookkeeper ON I65 Pursue S 75 � ''"""' EUery;Low Lo Mid -Range NFL HIgH Uer`yFHlgh=' Scores: I () = Interests; S (�) = Skills Range of middle 50% of people in the occupation: - = Interests; U= = Skills Orientation Code: I=Influencing; O=Organizing; H=Helping; C=Creating; N=aNalyzing; P=Producing; A=Adventuring Your Organizing interest and skill scores are both very high. People who have scores as high as yours typically report very strong interest and very substantial confidence in planning, scheduling, supervising, budgeting, and monitoring. Pursue some of these Organizing activities in your career. Refer to the table of Related Occupations and Fields of Study at the end of your report. http://ww.pearsonassessments.com/reports/ciss.htm (12 of 22) [7/2/2009 1:31:56 PMI Campbell Interest and Skill Survey: Individual Profile Sample Report Helping Orientation Occupational Scales Standard Scores Orientation Scale Very` ow. Low 'Mid-Rangei High�7 UeryHigh. 30 35 40 45 50 55 60 65 70 Interest/ Skill Pattern Helping I 76 Pursue S 78 Orien- tation Code StandardUeryLow.. Scores Helping Occupational Scales Interest/ Skill Pattern _ Low Mid -Range Higher VeryMigh` 25 30 35 40 45 50 55 60 65 70 75 Child CaWorker H 153re ( Explore S 84 � Guidance Counselor H I 66 Pursue S 89 r Religious Leader H 164 Pursue S 93 Teacher K-12 H I 33 _ Explore S 79 --r---- Social Worker HC I 30 30 Explore S 87 __� —� Psychologist HNC 134 Explore S 91 Nurse (RN) HN 175 r,m Pursue S 96 _ T, Nursing Adminstrator HIO I85�� Pursue S 93 UeryLow.. Lower Mid Rangeigh� Hgh Scores: I (®) = Interests; S (�) = Skills Range of middle 50% of people in the occupation: ram- $ = Interests; t= = Skills Orientation Code: I=Influencing; O=Organizing; H=Helping; C=Creating; N=aNalyzing; P=Producing; A=Adventuring Your Helping interest and skill scores are both very high. People who have scores as high as yours typically report very strong interest and very substantial confidence in counseling, teaching, supporting, healing, and caring for others. Pursue some of these Helping activities in your career. Refer to the table of Related Occupations and Fields of Study at the end of your report. http:/hvww.pearsonassessments.com/reports/ciss.htm (13 of 22) [7/2/2009 1:31:57 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report Creating Orientation Occupational Scales Standard Scores Orientation Scale Interest/ Skill Pattern ',Very Lover Low Mid -Range] High U.er``y"High; 30 35 40 45 50 55 60 65 70 Creating I 72 Pursue S 81 ran Standard Scores Creating Occupational Scales Interest/ Pattern Very:Lo"w- Low.;Mid-Range�HlgSkill F25 30 35 40 45 50 55 60 65 70 75 Commercial Artist C 28 _ _ Explore S 84 Fashion Designer C 144 Explore S 86 f--°- .. Liberal Arts Professor C I 38 Explore S 88 Librarian C Explore S 79 Musician C I 26 Explore S 91 Translator/ Interpreter C I 50 Explore S 81 Writer/Editor C I 32 Explore Restaurant Manager CoS 147 = —= Explore 82 Chef CP I 55 -- �-, Pursue S 86 UerysLovv"' :,Low Mid -Ranged H g UeryHig� Scores: I (o) = Interests; S (�) = Skills Range of middle 500/b of people in the occupation: r = Interests; ©= Skills Orientation Code: I=Influencing; O=Organizing; H=Helping; C=Creating; N=aNalyzing; P=Producing; A=Adventuring Your Creating interest and skill scores are both very high. People who have scores as high as yours typically report very strong interest and very substantial confidence in designing, writing, performing, and other creative activities. Pursue some of these Creating activities in your career. http://www.pearsonassessments.com/reports/ciss.htm (14 of 22) 17/2/2009 1:31:57 PM] impact criteria for their coaching program (e.g., improvement in departmental quality or efficiency measures, customer feedback measures, employee satisfaction/turnover). We will use each organization's vision and strategic goals, as well as key operational metrics, to help participants target their ROI goals and objectives. • Team effectiveness outcomes required to achieve the business results. We will use the 360 feedback data, along with the participant's assessment of their team's functioning, to identify criteria for improvements in team operation (e.g., improved understanding of the City's goals and objectives, improved team communication, reduced conflict). • Individual leadership behaviors that the participants themselves must develop. We will use the 360 feedback, as a basis for targeting specific leadership behaviors for . improvement. In the first coaching session, each participant will work with their assigned coach to define the specific, observable outcomes they will strive for in their coaching engagement. Not only is this discussion an important starting point for the development process by helping participants establish clear goals for themselves as leaders at a business, team, and individual level, but it also defines the specific outcomes and metrics that participants will be held accountable for as a result of the coaching process. Program effectiveness will be measured using three measures: 1. Each participant will complete an evaluation of their coach and the quality of the coaching provided by that coach using an evaluation/feedback form. 2. The manager of each participant will complete an evaluation of the observed improvements in the specific leadership behaviors identified for development at the beginning of the coaching process. 3. We will do a post test with the same 360 assessment. We will use improved scores on key elements in the development plan to measure success. 4. Participants will complete an ROI analysis of the impact the coaching has had on key business outcome measures for their respective departments and/or the government entity as a whole. By having each client define the business measures we will build their ownership in having a successful outcome. We will also further the client's skills at performance management and focusing on measureable results. Measures might include time to complete a program translated into lowered program cost, lower error rates with an estimated cost of error rates, cutting costs, or improving employee turnover with an estimated cost to replace people. The basic formula for estimating ROI will be (O.Neill, 2009): business results x % impact of executive coaching costs of executive coaching ROI Example: Gretchen Tobin was hired to help a pacesetter leader improve her interpersonal skills in managing her staff. One person was at risk of leaving because she saw the leader's style as harassment. This pacesetter leader is one with very high performance standards who pushed people too hard to meet those high standards. Using the same proposed measure as we suggest for the city, here are the results of the coaching. Campbell Interest and Skill Survey: Individual Profile Sample Report aNalyzing Orientation Occupational Scales Orientation Scale Interest/ q angeStandard Ued< . Skill Scores 30 35 40 45 50 55 60 65 70 Pattern 175 aNalyzing S 77 ( Pursue Orien- tation Code Standard Scores aNalyzing Occupational Scales a,Uyery,Low:.,x Low pe ;Mid -Range 25 30 35 40 45 50 55 60 65 70 75 Interest/ Skill Pattern Physician N Explore S 97 #5 Chemist NP 168 , Pursue S 92 Medical Researcher NP I 73 Pursue S 95 Engineer Math/Science Teacher NP NPH I 66 S 96 I 72 S 98 ,, ,. _; Pursue Pursue Computer Programmer NO 146 Explore S 85 Statistician NO I63 - Pursue S 90 Systems Analyst NOP S 901 Pursue ry fr. Low x' Mid -Range ='"` HI' Very Hl Scores: I (®) = Interests; S (�) = Skills Range of middle 50% of people in the occupation: Ua ti = Interests; = Skills Orientation Code: I=Influencing; O=Organizing; H=Helping; C=Creating; N=aNalyzing; P=Producing; A=Adventuring Your aNalyzing interest and skill scores are both very high. People who have scores as high as yours typically report very strong interest and very substantial confidence in analyzing data, using mathematics, and conducting scientific research. Pursue some of these aNalyzing activities in your career. http://w v.pearsonassessments.com/reports/ciss.htm (15 of 22) [7/2/2009 1:31:57 PMJ Campbell Interest and Skill Survey: Individual Profile Sample Report Producing Orientation Occupational Scales Standard Scores Orientation Scale Interest/ Skill Pattern V. , �LL `'1 Low . Mid -Ranger;: High VV'T „'High 30 35 40 45 50 55 60 65 70 Producing 177 Pursue S 80 Orien- tation Code Standard Scores Producing Occupational Scales y�e y1E'6w .r„ Low ',` Mid=Range ,a Hlgli„, Uer=. hl 25 30 35 40 45 50 55 60 65 70 75 Interest/ Skill Pattern Carpenter P 147 S 87 = _M, Explore Electrician PN I 52 Explore S 91 Veterinarian Airline Mechanic Agribusiness Manager PN PNA POS I 59 Pursue Pursue Pursue S 93 I73 S 77 I65 85 r ,.., w, - Landscape Architect PNC 167 4= Pursue S 86 x., Architect PC I60, Pursue S81 � tea`' Mid -Ran e "HI li Ue �!Hi" Fi ::Ve IaLow Low g g4 j x Scores: I () = Interests; S (�) = Skills Range of middle 50% of people in the occupation: xr--- = Interests; m= = Skills Orientation Code: I=Influencing; O=Organizing; H=Helping; C=Creating; N=aNalyzing; P=Producing; A=Adventuring Your Producing interest and skill scores are both very high. People who have scores as high as yours typically report very strong interest and very substantial confidence in using "hands-on" skills in farming, construction, and mechanical crafts. Pursue some of these Producing activities in your career. Refer to the table of Related Occupations and Fields of Study at the end of your report. http://www.pearsonassessments.com/repor(s/ciss.htm (16 of 22) [7/2/2009 1:31:57 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report Adventuring Orientation Occupational Scales Standard Scores Orientation Scale Interest/ Skill Pattern ,V Lowy L_ow Mid-Range;w w Hlghy'. ar�Uery High 30 35 40 45 50 55 60 65 70 (� Adventuring 176 Pursue S 78 Orien- tation Code Standard Scores Adventuring Occupational Scales Interest/ Skill Pattern Uery Low Low Mid-Range.-:Hlghr , Uery High, 25 30 35 40 45 50 55 60 65 70 75 Police Officer AI I 74S 96 Pursue Military Officer AIO I 67 7 � < .:--ate Pursue S Ski Instructor AP I65 65 - _-- Pursue S Test Pilot Athletic Coach APN AH 181 S 93 173 S 103 D Pursue Pursue Athletic Trainer AH 167 Mv Pursue S 100 Emergency Medical Technician AH 161 Pursue S 89 Fitness Instructor Aft I 71 _ Pursue S 86 Uery' Low �f Low "Mid-Range1 Hlgh t "Ue'ryHigh Scores: I () = Interests; S (�) = Skills Range of middle 500/6 of people in the occupation: `w " = Interests; mz z = Skills Orientation Code: I=Influencing; O=Organizing; H=Helping; C=Creating; N=aNalyzing; P=Producing; A=Adventuring Your Adventuring interest and skill scores are both very high. People who have scores as high as yours typically report very strong interest and very substantial confidence in physically active, adventurous, and competitive activities, such as athletics, police work, and military activities. Pursue some of these Adventuring activities in your career. http://www.pearsonassessments.com/reports/ciss.htm (17 of 22) [7/2/2009 1:31:57 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report Special Scales Academic Focus Standard Very Low ;Low 'Mid-Range°-Hlgh p =f`V h Scores 30 35 40 45 50 55 60 65 70 I 62 S 85 Your Academic Focus interest and skill scores are both very high. People who have scores as high as yours typically report very strong interest and very substantial confidence in academic activities, such as studying, conducting research, and writing scientific papers. Your scores suggest that earning an advanced degree would be a rewarding experience for you. Extraversion Standard I ,UeryLow =low Mid-Range=Hlgh UeryHig� w Scores 172 S 75 30 35 40 45 50 55 60 65 70 Your Extraversion interest and skill scores are both very high. People who have scores as high as yours typically report very strong interest and very substantial confidence in work situations requiring a great deal of personal contact with others. Careers with an emphasis on people - oriented activities would probably be satisfying for you. http://w.pearsonassessments.com/reports/ciss.htm (I8 of 22) [7/2/2009 1:31:57 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report Procedural Checks Refer to the Career Planner for an explanation of the procedural checks. Interest Items Response Percentage Check Occupations 100 0 0 0 0 0 School Subjects 98 2 0 0 0 0 Varied Activities 100 0 0 0 0 0 Overall Percentage 100 1 0 0 0 0 Skill Items Response Percentage Check Varied Activities 100 0 0 0 0 0 Inconsistency Check # Inconsistent Pairs 0 Inconsistency Check # Inconsistent Pairs 0 http://www.pearsonassessments.com/reports/ciss.h(m (19 of 22) [7/2/2009 1:31:57 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report Related Occupations and Fields of Study Listed below are additional occupations and fields of study related to your three highest Orientation Scale scores. Orientation I Occupations I Fields of Study Organizing Administrative Services Manager Auditor Business Manager Business Teacher Buyer Chief Bank Examiner Compensation Advisor Computer Security Expert Conference Coordinator Credit Analyst Credit Manager Estate Planner Financial Analyst Food Service Manager Forms Analyst Genealogist Immigration Inspector Insurance Adjuster Insurance Underwriter Intelligence Agent Investments Manager Loan Officer Medical Records Administrator Office Manager Police Dispatcher Postal Inspector Postmaster Purchasing Agent Real Estate Closer Registrar Securities Compliance Examiner Title Examiner Travel Accommodations Rater Utilization Review Coordinator Agricultural Extension Agent Air Traffic Controller Airplane Navigator Animal Trainer Artifacts Conservator Automotive Mechanic Broadcast Technician Building Contractor Building Inspector Building Superintendent Commercial Fisher Construction Manager Farmer Accounting Banking City & Regional Planning Education Administration Finance Health Services Administration Insurance & Risk Management Law Enforcement Administration Logistics Management Information Systems Public Administration Quality Management Taxation Agricultural Economics & Agribusiness Agricultural Education Agricultural Science Agriculture & Natural Resources Agronomy & Crop Science Animal Sciences Architecture Atmospheric Science Conservation Environmental Science Fire Science/Firefighting Fish, Game, & Wildlife Management Food Science & Technology http://www.pearsonassessments.com/reporis/ciss.htm (20 of 22) [7/2/2009 1:31:57 PMJ • Campbell Interest and Skill Survey: Individual Profile Sample Report Producing Helping Fireworks Display Specialist Fish & Game Warden Food Scientist Forest Ranger Forester Gemologist Industrial Arts Teacher Industrial Engineer Jeweler Machine Shop Supervisor Massage Therapist Motor Vehicle Inspector Optician Park Ranger Prosthetist Racehorse Trainer Radio or Television Engineer Radiologic Technician Rancher Special Effects Designer Surveyor Warehouse Manager Art Therapist Camp Director Career Counselor Child Care Center Manager Community Organizer Cruise Director Employment Interviewer Equal Opportunity Representative Geriatric Counselor Health Service Officer Home Economics Teacher Home Economist Human Services Worker Interpreter for Hearing Impaired Juvenile Parole Officer Mental Health Worker Nurse -Midwife Occupational Health Nurse Occupational Therapist Parole/Probation Officer Playground Director Public Health Nurse Public Health Teacher Recreation Leader Recreational Therapist Rehabilitation Counselor Social Science Teacher Special Education Teacher Speech Instructor Vocational Teacher YMCA Director Forestry Horticulture Science Landscape Architecture Natural Resources Management Paper & Pulp Engineering Soil Science Technical Education Trade & Industrial Education Water Resources Adult & Continuing Education Anthropology Child & Family Studies Child Psychology Community/Public Health Conflict Resolution, Mediation Counseling Dental Hygiene Divinity/Ministry Education Ethnic/Cultural Studies Gerontology Health Education Human Services International Relations Marriage & Family Therapy Nursing Occupational Therapy Pre -Elementary Education Psychology Public Health Rehabilitation Religious/Theological/Biblical Studies School Psychology Social Work Sociology Special Education http:/hvw.pearsonassessments.com/reports/ciss.htm (21 of 22) [7/2/2009 1:31:57 PM] Campbell Interest and Skill Survey: Individual Profile Sample Report If you had more than three high Orientation Scale scores or some that were very close, you may want to look at additional lists related to your other high scores. Before you make a decision about your career, we suggest that you take time to work through the CISS Career Planner. It will help you think about the many areas that could influence your career decisions. You might also want to check out these Career Resources on the Web. Program Information: ciss@ncs.com Technical Support: webtest@vue.com CISS copyright © 1988, 1992, 2000 David P. Campbell, PhD. Site copyright © 2000-2001 NCS Pearson, Inc. "CISS" is a registered trademark and "Campbell" and the Campbell logo are trademarks of David P. Campbell, PhD. The NCS Assessments logo is a trademark of NCS Pearson. CISS Home I Career Planner I FAQ I Activity 1 1 Activity 2 1 Activity 3 http://www.pearsonassessments.condreports/ciss.htm (22 of 22) [7/212009 1:31:57 PM] ASSESSMENT PLUS Leadership Competency Assessment 360° Feedback Results Sample, Joe August 2007 ASSESSM ENT PLUS © Copyright 1997-2006 Assessment Plus, Inc. Category Summaries This section averages all item ratings within a category by rater group. The N signifies the total number of responses received for all items in each of the respective categories. 4OB Item Average Matrix This matrix provides a concise graphical representation of ratings from all items, highlighting the highest and lowest rated items. OHighest and Lowest Rated Items The items with the highest and lowest ratings from each anonymous rater group are provided in this section. The number of items listed is determined as a percentage of the total number of items in the assessment instrument. If the average is within the highest 20% of the scale, the item will not be displayed as a low score. If the average is within the lowest 20%, the item will not be displayed as a high score. Dx Significant Gaps Items in which the scores between the Self rating and the average ratings of other groups are greater than 30% are listed here. The significant gaps are provided for each rater group. , Item Results Graphical and numerical data regarding ratings for each specific item are depicted by rater group. F Comments Comments from your raters are categorized by rater group. We make every effort to proof, edit and sanitize the English comments in order to preserve the anonymity of the raters. Obvious grammatical and typographical errors have been corrected, without altering the content of the message. Comments will not appear on aggregate reports. 1. Average score on leadership assessment went up .8 on a scale of 1 to 5, changing her rating in practicing the skills from "to some extent" to "a great extent". 2. Manager, leader and the at risk employee all agreed that leader had improved significantly and coaching met its results. The at risk employee said in 360 post-test. "She seems more relaxed and friendly, which makes her approachability 1 Ox better than several months ago." 3. Cost of replacing experienced person in training time, recruiting costs and lost productivity -- $20,000 X .80 impact of coaching/ $2,500 cost of coaching = 6.4 ROI on coaching. —In -traditional -studies-with _ executives, -coaching -tends -to- run AARO1. Assessments: 360 Assessment -- We are experienced in the use of multiple 360 assessment instruments and are willing to support the City's existing 360 tool and process. If no 360 assessment tool is currently in use, we recommend the AssessmentPlus 360 assessment tool. AssessmentPlus provides a Strategic Leadership Assessment intended for use with director and executive -level leaders which focuses on strategic competencies such as strategy and vision, decision making, and change management. AssessmentPlus also provides a version for First and Mid -Level Leaders which focuses on fundamental management/leadership competencies. The attributes these assessments covers which are different from the Extraordinary Leader attributes the city has considered are: customer focus, decision making, knowledge of competition, establishes process to produce and monitor results, values diversity, and provides vision. This 360 assessment also covers all of the key city values: Outstanding Services, Innovation and Creativity, Respect, Integrity, Initiative and collaboration and Teamwork and many of the elements of stewardship (accountability, transparency and ethics). It also covers the county's provocative propositions. With one 360 assessment the city, county and school district will get 360 feedback and a cultural values assessment. 360 Review Workshop — A workshop which covers how to interpret the feedback, identify key strengths and development needs, and other potential challenges (e.g., team effectiveness issues, etc.) will be delivered to all participants in a joint meeting. In this session, we will also provide a format for goal setting and development planning that will be used in the coaching process. A key focus of this workshop will be helping participants understand ways to better leverage their. strengths to compensate for potential weaknesses. The workshop for emerging leaders will be one hour. For executives it will be two hours, covering in more depth using delegation, outsourcing and other techniques to compensate for longer term weak areas. For example, an executive who has strong delegation skills but who may be weaker on strategic planning might explore ways to delegate some aspects of the planning process to one of their people or a consultant who can bring stronger planning skills to the table. We believe that we will only need to do this 360 workshop once at the beginning of the program. On the second 360 they will be familiar with the tool, how to read it and how to build a post graduation action plan. Our proposal with costing at the end only includes one 360 Review Workshop. Myers -Briggs Type Indicator (MBTI) -- We have used a broad range of leadership and personality instruments in our coaching work (e.g., Birkman Profile, California Psychological Inventory, DISC, FIRO-B, Hogan Leadership Assessment, Thomas-Killman Conflict Style Rater Response The numbers below represent the number of completed surveys submitted by each rater group prior to the deadline. Please note that these numbers do not necessarily reflect the number of responses you received on each item as some individuals may not have given you feedback on every item. These figures only represent completed, submitted assessments. Self: 1 11 Direct Reports: 3 / 3 Peers: 3 / 3 Direct Manager: 1 / 1 Response rate: 8 / 8 (100.00%) For non -anonymous rater groups such as Self and Direct Manager, ratings will be shown if at least one assessment has been submitted. To preserve anonymity, our processing program will not display responses from anonymous rater groups (e.g., Direct Reports, Peers) with fewer than three submitted surveys. If fewer than three surveys have been received from a rater group, their ratings will be combined with those of another rater group. Your report will indicate which groups have been combined. How to: Read.Your Report OIs Customer Driven Symbol Key c` OdC' Item is one of the highest/lowest 6e 2 ° Q NOrtn, average C=> Positive gap a5 F,---O Negative gap Q 2 O Ensures that customer input is solicited on a Self Avg. I �\ \ i\ i \ \ V O 2g00 s: \\\l1l\�\ N 1 Norm. 429 %ile OS Reports 2 ��Direct �����® �� 3 4.60 5 �313!` Peers�l_\5,33 R �� Q 3 4.30 O Direct Manager 2..00 � �®® Q 1 4.38 O OCategory Heading — This is the category into which the items are grouped. In this example, "Is Customer Driven" is shown. OSymbol Key — This key will be useful in determining the meaning of different symbols used throughout the report. The triangle symbols indicate that this item is one of the highest/lowest rated items in the report from a rater group; the circle symbols graph the normative average (see item 9 below); the horizontal arrows indicate significant gaps, either positive or negative, between the Self rating and the average rating from any other rater group. OScale — In the above example, the rating scale used is a 6-point scale ranging from "Unacceptable" to "Role Model." OItem Results — This graph shows the results by rater group for a specific item. This and other similar items create a category. Rater Groups — These titles depict the different rater groups that provided feedback. In this example, responses from the participant's Direct Manager, Direct Reports, Peers, and the participant (labeled as Self) are shown. OMean Bar — The bars graphically depict the average of the ratings for each rater group. In this example, the average of the ratings from Direct Reports is 3.33 for the item. The vertical line indicates the Self rating. This line is included so that participants can easily see the differences between their Self rating and the ratings of others. ODistribution — The numbers above each mean bar show the number of ratings provided for each point on the rating scale for that particular rater group. In this example, three Direct Reports responded to the item. Of those, one provided a rating of "Needs Improvement," and two rated the participant as "Competent." OValid N — This column shows the number of raters in each rater group who responded to the Item. In this example, three people who have been classified as the participant's Direct Reports answered this question. Three Peers, one Manager, and the participant also responded. Continued on next page... ONormative Average — This column shows the normative average. This is provided to compare the participant's average ratings to others who have participated in this assessment process, utilizing this survey. 10 Percentile — This column shows percentile scores. Percentiles are indicative of how your rating for a particular item compares to the ratings of others who have been through this assessment process and utilized this survey. In the above example, the percentile for the rating from Peers is 8. This indicates that 92% of the other individuals who received feedback on this item received a higher score than the participant. 8% of the individuals received a rating that is either equal to or lower than the participant's rating on this particular item. \ Category Summary Symbol Key . - Item is one of the highest/lowest p Norm. Avg. 0==D Positive Gap 4'0 Negative Gap c` owe O e`ec Boa �S°a QONe Avg. 1 2 1 N Norm. Self 3.75 „,c =4 Q 4 4.57 3 1 4 3 1 Direct Reports 3.83 c <...., x ,+ seem �•. ';*- r - +Q 12 4.73 a �; :way`=,h,�,`, 3 4 1 2 2 Peers 3.67 p 12 4.42 1 1 1 1 Direct Manager- 4.25 ® p 4 4.46 Z/ Avg. 1 K, 1 1 N Norm. Self 3.50 , ,', F ,,, r %};' Q 4 4.78 4 3 3 Direct Reports 4.00 Ts":._ .�; _, 7 h.r . Q 12 4.76 4 3 2 Peers 4.33 � Q 12 4.48 ytj ! 2 Direct Manager - 4.00 N Q 4 4.53 Oa i Avg\�— 1 1 1 1 N Norm. Self 4.00 Q 4 4.70 2 2 2 2 Direct Re orts P 4.00 Q M; ru m. A ac y e 12 4.71 5 1 2 3 1 Peers 50 Q 12 4.37 2 1 1 Direct Manager - 4.25 10 4 4.38 �) Section A Sample, Joe ASSESSMENT Page 1 PLUS Copyright 1997-2007 Assessment Plus, Inc. Category Summary Symbol Key Item is one of the highest/lowest Q Norm. Avg. 0 J Positive Gap -*=O Negative Gap Fe �� J°a°G �°eay Oee\° o� a& o ewe `ya l` Go�Q Ca�oc QoI Self Direct Reports Peers Direct Manager - Avg. 3.60 4.47 3.53 3.40 2 1 2 Q 3 5 4 4 3 Q 3 N 5 15 15 5 Norm. 4.37 4.57 4.29 4.27 ' _ `, 3 MIZZ1. Aw,.,.,;�w w•Q 5 3 1 1 II Avg. 2 (� ��� 1 2 N Norm. Self 4.60 2 �f4) �1 ( 5 3 Direct Reports 4.20 m _ Q V 15 4.63 4 `\ S� 3 2 1 3.40 Peers ,�. Q 15 4.39 2 1 Direct Manager - 4.00 Q 5 4.42 r 114 tj • Self Direct Reports Peers Direct Manager - Avgf C1.1 V 1 5.00 ���_" J ,e "...�..�..,.,_,:, ,�-,�Q�.., `.. 2 2 2 3 5 1 1 1 N 5 15 15 5 Norm. 4.55 4.66 4.38 4.38 3.47_ 7 2 1 Q 2 7 4.20 Q 1 2 4.20 Oman= p �) Section A Sample, Joe ASSESSMENT Page 2 Copyright 1997-2007 Assessment Plus, Inc. Category Summary Symbol Key Item is one of the highest/lowest p Norm. Avg. C==> Positive Gap -*=O Negative Gap c` e o` �Q Qe�ec �°a G°eQ�a ay e\°Qc c`ea QONe 0 Self 4.00 2._;.. ,:�,...—--,<;,.:, z..-=".. ..,--.... :I V D 4.ZD 2 3 5 1 4 Direct Reports 4.13 >y ,.,.', ._r 15 4.15 1 3 2 4 5 Peers 4.60 222;:=CMMMzM=--O=1115 3.95 2 2 1 Direct Manager- 3.40 ,y 5 4.14 ImpactMas on Organ izki Avg. 1� �1/ 1 N Norm. Self 500 n A"S 5 4.33 __ /; t+ 7�4 2 Direct Reports 3.20 _y Q 15 4.41 1 3 5 Peers 4.27 15 4.15 - Q 1 Direct Manager - 3.80 Q 5 4.15 C Others, Avg. 3 1 N Norm. Self 4.20 Q 5 4.35 4 5 2 2 2 Direct Reports •*rzzz,•z;'..Si.e,*2k:^�tk'd*r3" gF}.wv U,S,, 3.53 �,. ,;,g,;��� x�n� li:>��a�° r ,fd, Q 15 4.43 1 1 6 2 5 Peers 40 Q 15 4.16 1 2 2 Direct Manager - 5 4.21 5r20 �) Section A Sample, Joe ASSESSMENT Page 3 PLUS Copyright 1997-2007 Assessment Plus, Inc. Category Summary Symbol Key Item is one of the highest1lowest p Norm. Avg. C==�J Positive Gap -0=0 Negative Gap Jcaoo �eea5 pe,�\o a& ete° `�a Cro G°�� Ca�ec Q-o\e Self Direct Reports Peers Direct Manager - Avg. 3.33 461 4.06 4.00 2 2 1 1 Q 2 7 5 Q 4 5 3 ++,�ct�xa x Q j 2 1 1 N 6 18 18 6 Norm. 4.24 4.37 4.19 4.28 y '2 _. 2 „ _ a 4 2 'w„*.?� gin: "•mrF�*+�' "'*` . :%. ,� , � �,� n' ���,� 1 1 '•ssesses SelfwConfidence *10 Avg. 2 ( 1 \/ N Norm. Self r-- 2.67 Q 3 4.74 1 2 Direct Reports 3.56 Q 9 4.83 N' 1 1 4 Peers 4.56 �„ " `a ��y���G,,-_ __,,�,n,,�, 9 4.55 Direct Manager - r—r 2 67 ^ ` ` Q 3 4.59 ►tIIII►'.7 OeA Self Direct Reports Peers Direct Manager- Avg( v-� �J 2 4.67\ ,yQ <- I 1 3 1 2 1 [T34.41 9 3 . 4.25 4.31 22;1 3.89',� * 'Q 2 5 4.00 Q 2 4.00 11 Q 0 Section A Sample, Joe AsSESSM ENT Page 4 PLUS Copyright 1997-2007 Assessment Plus, Inc. Category Summary Symbol Key Item is one of the highest/lowest Q Norm. Avg. f: => Positive Gap -<=:O Negative Gap C 4, G°�c� Ca�ec Q-O\e RespectsOthers Avg. 3 1 N Norm. Self 3.00 Q 4 4.67 2 6 2 1 1 Direct Reports 3.42 " _ u :.fi Q 12 4.58 1 4 2 2 3 Peers 4.17 Q 12 4.44 1 1 1 1 Direct Manager- 4.50 4 4.49 11,111161 Avg. 1 ( 2 N Norm. Self 4.00 jj }� s"- "" w m, # Q 4 4.88 _ �<I / I 4 3 Direct Reports 4.25 N rz,, ,,t �,'-,� Q 12 4.68 5 2 Peers 4.58 ' 12 4.60 Direct Manager - 3.50 i Q 4 4.85 `` Avg �'i �� 1 2 N Norm. Self 4.00� r . € t Q 3 4.52 2 2 1 Direct Reports 4.22 Q 9 4.67 2 2 2 3 Peers 4� 67 ti e 9 4.42 1 1 1 Direct Manager - 3.33 Q 3 4.31 Section A Sample, Joe ASSESSMENT Page 5 PLUS Copyright 1997-2007 Assessment Plus, Inc. Category Summary Symbol Key Item is one of the highest/lowest Q Norm. Avg. °eQ 5� oQc yea °a 0=='J Positive Gap Jc2 fee �e� -<==9 Negative Gap O O O ® O Avg. 1 1 1 1 N Norm. Self 3.75 - Q 4 4.19 1 1 2 4 4 Direct Reports 4'75 4 12 4.44 3 2 3 4 Peers 4.25 c 12 4.18 1 1 1 1 Direct Manager - 4.25 4 4.17 Filexible i Avg. 2 j 1 N Norm. Self 3.00- Q 4 4.22 1 > 3 4 3 Direct Re orts p 4.58 12 4.42 2 2 3 3 Peers 4.25 -.. �.-� 12 4.18 �.� �� 1 2 Direct Manager - 4.25 / 4 4.14 000 '1 Avg! 2 1 1 1 N Norm. Self 3.60 5 4.18 4 1 3 2 5 Direct Reports 4.20 ,-n�,w ,, ,�;�„,,,k,��,,;, -.-.. Q 15 4.38 2 1 I 3 6 3 Peers 4.47 15 4.25 2 I 1 1 1 Direct Manager - 4.20 5 4.26 �) Section A Sample, Joe ASSESSMENT Page 6 PLUS Copyright 1997-2007 Assessment Plus, Inc. item Average Matrix Symbol Key Item is one of the highest/lowest I.R./N.R. Insufficent Responses/No Responses Is Customer Driven c ease a te�oe 1 Ensures that customer input is solicited on a regular basis. 2.00, 3.33 3.33 2.00' 2 Focuses on meeting customer needs. 5.00 4.00 3.00 5.00 3 Consistently treats customer satisfaction as a top priority. 4.00 3.67 4.67 4.00 i\ 4 Anticipates the future needs of people who use our products and services. 4.00 r43 3.67 6.00 6 Stays focused on outcomes.\ 5.00 4.33 4.67 /6:00\ A 7 Works efficiently and effectively to produce result, 4.00 4.33 4.33 j6.00� Consistently strives to achieve or excee\dhls' e'; t'it' $ s P rofit and cost �V f 3.33 4.33 i objectives. \ V V - waiting to be told what tt ro. 10 Anticipates future possibilities 3.00 4.00 4.67 5.00 11 Creates and shapes change. I6.00\ f5..67,, 3.33 3.00 `2.00 ! 12 Challenges the "status quo." 3.33 3.33 ,6 00 `. V i Section B Sample, Joe ASSESSMENT Page 7 PLUS Copyright 1997-2007 Assessment Plus, Inc. Profile, Team Management Index, etc). We propose using the MBTI (Form Q — New Version) as a tool for assessing personality style and preference in this project. The MBTI-Q is an updated and more comprehensive measure of psychological preferences along four key dimensions (Introversion -Extraversion, Sensing — Intuiting, Thinking — Feeling, and Judging — Perceiving). In addition to assessing these four basic dimensions, the new Form Q provides a more in-depth analysis of personality/style along 20 different sub -dimensions of performance that can be more specifically applied to management and leadership challenges. The MBTI-Q is recommended for this coaching project because of its ease of understanding and use by participants, relatively low cost of administration, and its flexible applicability to a broad range of leadership development applications. Personality Preference Workshop-- All participants will review their own MBTI-Q results in a workshop. For the Executive Team, we also propose expanding this group review session from one hour to two hours to include a discussion of different styles/preferences on the Executive Team, identifying key areas of complimentarity and potential conflict, and identify key areas to improve the Executive Team's functioning. For emerging leaders, in one hour we will focus on what Myers Briggs teaches us about our own leadership style, its challenges for our direct reports. In each workshop we will explain how to use the MBTI to improve self-awareness and leadership impact. Career assessment tool - We will use the Campbell Interest and Skills Survey for the emerging leaders, an assessment which indicates where are your skills and preferences so you have ideas of where you might be most successful and the ,most content. It lists many potential career paths that suit someone's skills and preferences. We recommend that this tool is only used for those emerging leaders that request it and are interested, rather than the whole population. In cases where these leaders are clear about their chosen career path, a career assessment would be unnecessary and distracting. Cultural Values Assessment — We will not be using a cultural values assessment because all of the cities values are covered in the AssessmentPlus 360 we have recommended. It covers -- outstanding service, innovation and creativity, respect, integrity, initiative, collaboration and teamwork and many of the key attributes of stewardship. Our 360 assessment also covers the county's provocative propositions. We will use the scores from the 360 AssessmentPlus feedback to see how each person rates on the values for each entity. See 360 Self -Assessment Tool described above. Administrative tasks associated with administering these assessments and other admin work for this program will be delivered by Front Range Business Centers in Fort Collins. I have included the resume for Sandra Greer from Front Range Business Centers who will be managing the administrative aspects of this program. Individual Coaching: The primary coaching will be supplied by Gretchen Tobin and Tim Athey, Ph.D. of Peak Leadership, both local residents of Fort Collins who know the city and local government well. We are very experienced executive coaches with a long term track record of delivering results. Most coaching sessions will be done face-to-face, except where travel schedules require phone Item Average Matrix Symbol Key . Item is one of the highest/lowest I.R./N.R.Insufficent Responses/No Responses Is Creative and Intellectually Curious c a 13 Creates new and unique solutions to overcome problems. 4.00 4.00 3.33 4.00 \2.00 14 Looks for ways to increase efficiency, effectiveness or customer satisfaction. 00 2.67 2.00 Consistently looks for new ideas and insights into how things work or could 5.67. 15 improve. 5.00 4.00 3.00 16 Knows the competition and their strategy. 5.00 3.67 3.67 4.00 n 17 Uses new technology to improve effectiveness. r \2.00 4.00 4.00 4.00 _ -IS'An 18 Sees the relationships between complex sets of dafa.r�N `/ �.f /6.00� 4.33 3.00 3.00 v 19 Develops appropriate courses of action. 5.00 3.67 4.00 /\ /6.00, i 20 Quickly assesses situations and grasps .,h\s's` \`C the issues. 3.00 4.67 �3.00 4.00 0\ 21 Sees patterns and themes in seer0ir* pa`rrate issues. �6 �5 0� 4.33 4.00 22 Effectively uses logic and c+�a^`y;is to�ma�ke decisions. 3.00 3.33 2.67 f 3.00 24 Manages the business as if it were his/her own. 3.00 3.33 4.00 2.00 Creates an environment that encourages innovation and the development of 25 A 6.00 1, / 2.33' 4.67 4.00 new ideas. Demonstrates the functional/technical skills required to perform the job 26 effectively. 5.00 4.33 4.33 4.00 27 Effectively communicates/articulates the company's vision and mission. 4.00 4.33 /6.00, /6.00 ASSESSMENT PLUS Copyright 1997-2007 Assessment Plus, Inc. Section B Sample, Joe Page 8 Item Average Matrix Symbol Key Item is one of the highest/lowest I.R./N.R. Insufficent Responses/No Responses Possesses People and Organizational Savvy t 5 0. cage a O\`eG�� 5a\� O\`aG`�aQ Qaa`y 28 Effectively uses personal recognition to motivate people. 3.00 4.67 4.33 5.00 29 Creates an environment of trust and high employee morale. 2.00 3.33 5.67 4.00 30 Accurately diagnoses reasons for individual and organizational behavior. 6 00. 5.00., .5.67.E �2.00' 31 Effectively addresses individual performance/behavior issues. 5.00 3.33 4.33 4.00 �% ` 32 Fosters collaboration, not competition, across organizational bourda Ices. 4.00 4.33 �3.00 * 2.00� l� Demonstrates willingness to challenge higher-!S�,el`m- n .gement when 34 needed. 5.00 V5.33� 5.00 35 Motivates others to get behind and supp Aki; l\;vas - \\��_� 5.00 4.00 �2 33` V 5.00 36 Communicates a compelling visio4i VV v 4.00 3.67 5.00 4.00 37 Considers the impact of �e�ns or o; er parts of the organization. ( C/�.�1 5.00 1'2 33�f ,5.33 > , � \1 \2.00`/ V �2`.67 39 Shares power and influence. 4.00 4.00 5.00 \j 40 Holds others accountable for achieving results. 4.00 4.67 4.00 4.00 41 Takes risks in letting people make decisions. 3.00 3.33 �5.67\ ;6.00.,\ A 42 Involves the people who will be impacted by a decision before it is made. ,6.00\ 4.00 5.33, 5.00 K) Section B Sample, Joe l�SSESSMENT Page 9 PLUS Copyright 1997-2007 Assessment Plus, Inc. Symbol Key Item is one of the highest/lowest I.R./N.R. Insufficent Responses/No Responses cafe a Qo`ty fie &_ \ VKz Qaa�y WkDe�elops Others_ NOW 43 Works to develop people so that they can assume greater responsibility. 6.00. 4.33 4.00 4.00 '2.00` 44 Treats mistakes as opportunities for learning. 3.67 3:00' 3.00 1'V 45 Establishes clear performance expectations. 3.00 5`00y 3�00 4.00 46 Provides coaching and guidance when needed. 4.00 4.33 4.00 2 00 47 Provides performance feedback in a timely manner. 2#00" 4.67 5�67 5.00 48 Gives positive recognition for a job well done. ^ \ "/ 3.00 5.67 4.67 6.00 'iA zz' Possesses Self -Confidence )� Demonstrates the confidence needed to attack U u�isdues and confront 49 tough situations. 4.00 3.33 4.67 200 50 Consistently demonstrates optimism an! �.s,�th`n;<;tg. 3.00 5.33 4.00 51 Takes responsibility and ownersh foT � r h s/h\e! 'cisions. 20 4.33 3.67 200 .o S__ Is Objective 52 Demonstrates awareness off n�F�own personal abilities and limitations. 400 3.67 4.00 A00 53 Makes decisions and takes actions based on objective data. 4.00 4.00 4.33 3.00 54 Is fair and consistent in decision -making. 4.00 4.00 3.67 3.00 Respects Others � � , A% 55 Acts as if he/she believes people are fundamentally good. 2 00 3.00 5.00 3.00 N- ` 56 Treats people fairly. 6.00, 3 00` 4.00 5.00 57 Consistently treats people with respect and dignity. 2.00 4.00 4.00 6.00 58 Genuinely listens to other people's opinions and ideas. 2.00 3.67 3.67 4.00 �) Section B Sample, Joe ASSESSMENT Page 10 PLUS Copyright 1997-2007 Assessment Plus, Inc. Item Average Matrix Symbol Key Item is one of the highest/lowest I.R./N.R. Insufficent Responses/No Responses Demonstrates Integrity, 5a�� Q°�y a O`�a Qaa t caAa �a 01 /, /, 59 Deals with issues in a candid manner (no "hidden agendas"). 4.00 ,5.33, 4.00 4.00 i 60 Shows a high degree of personal integrity in dealing with others. 5.00 4.67 4.67 5.00 61 Welcomes directness, openness and honesty. 5.00 2.33 4.67 2.00` \2.00/ 62 Demonstrates honest and ethical behavior in all situations. 4.67 5.00 3.00 " cultures. �� �V -,,f ••-•--- -•-- Recognizes and encourages the contributions of diffeien stay=..e`s'.�tneam's �, ` 64 success. /� \ / 5.00 4.33 3.67 0 65 Actively promotes diversity in the workplace. (� � 5.00 3.67 5.00 3.00 67 Builds strong and effecti,%re-iati-n h'p between groups. �2.00 4.33 3.33 5.00 det� 68 Recognizes and avoids se "win/lose" situations. /6 0\ /5 0 ,\ 4.67 /60y 69 Is skilled at networking. 3.00 3, 3.67 4.00 V v...v •v ....- ..v�- .v vv.... .•.•.. -..v..Yvv.vv v.••n.n.. v..v .n..v .vv.nvv. L•V V 7•V/ J•JJ J•VV 71 Responds positively to changes and ambiguity. 2.00` 4.33 5.00 3.00 `1 72 Varies his/her leadership approach to fit the situation. 5.00 4.33 4.67 5.00 73 Reacts well to situations with conflicting demands. 3.00 .5.00\ 4.00 4.00 �) Section B Sample, Joe ASSESS MENS Page 11 Copyright 1997-2007 Assessment Plus, Inc. Item Average Matrix Symbol Key Item is one of the highest/lowest I.R./N.R.Insufficent Responses/No Responses Communicates Effectively c caAa a Q0& O`�a Sa�� O`�ac Qaa�S 74 Translates complex ideas into simple, understandable information. 2.001 3.67 5.00 3.00 A 75 Gives people the information they need to be effective. ,6.00\ 4.33 4.00 4.00 \2.00 76 Accepts feedback from others in a positive manner (avoids defensiveness). 4.00 4.33 5.00 V 77 Presents ideas in a clear and effective manner. 3.00 67,, 6.00� �5 /5.33` Consistently communicates relevant information across organizational 78 lines/boundaries. %<rn ^ 5.00 3.33 3.67 3.00 �) Section B Sample, Joe ASSESSMENT Page 12 PLUS Copyright 1997-2007 Assessment Plus, Inc. Highest Items: Direct Reports Symbol Key OItem appears in other high lists 11 Creates and shapes change. [Demonstrates Initiative] Consistently looks for new ideas and insights into. 15 how things work or could improve. [Is Creative - and Intellectually Curious] 48 Gives positive recognition for a job well done. [Develops Others] 0Presents ideas in a clear and effective manner. , [Communicates Effectively] ter. Deals with issues in a candid manner (no "hidden 59 agendas"). [Demonstrates Integrity] 69' Is skilled at networking. [Builds Relationships]" ry Looks for ways to Increase efficiency, 14 effectiveness or customer satlsfactlo/r Creative and Intellectually Curious] 21 Sees patterns and themes in Geeniingly dipparate issues. [Is Analytical] Accurately diagnoses reasons foQ'nd_iyidual and so organizational behavior. [Posse -sps'People and Organizational Savvy] 45 Establishes clear performance expectations: { [Develops Others] t _ , 68 Recognizes and avoids destructive "win/lose" situations. [Builds Relationships] t Reacts well to situations with conflicting demands. 173 [Is Flexible] c� �Q oeQ�2 e '1oQ�c°' Oee 0 ,X4 IT rA S p 1Z ><�3.d�✓`�1rm:.ezat��.¢.ea��t..,t;",_.,3 �:e„w.,.,,,.vrs. 1+, .. } t L4 1 rt � t: YM Y s.•3.fi/Y' &� YhS"� Lb z.�'�-.vt . a6'i%r6�?aw�+.+.H�'.✓ov. .+5£Ax✓-�U.•+.�v.d.t.�'w •vA•+ Avg. 5.67 5.67 5.67 5.67�� 5.33 5- 5.00 5 00 5.00 E-O 5.00 5.00 �) Section C Sample, Joe ASSESSMENT Page 13 PLUS Copyright 1997-2007 Assessment Plus, Inc. Highest Items: Peers J Symbol Key OItem appears in other high lists Ne, S,F� .°ko�° FQ \OQcA e`°cam oeQ\a e \ea �`°a°� Q°\el Creates an environment of trust and high 29 employee morale. [Possesses People and Organizational Savvy] rVy• 5.67 "` Accurately diagnoses reasons for individual and j G30 organizational behavior. [Possesses People and Organizational Savvy]. 7 . Takes risks in letting people make decisions. 41 [Empowers Others]- i Provides performance feedback in a timely 147 ` manner. [Develops Others] Demonstrates willingness to challenge higher- —_ 34 level management when needed. [Has Impact on the Organization] Considers the impact of decisions on other parts 37 of the organization. [Has Impacton the Organization] Involves the people who will be impacted by a 42 decision before It is made. [Empowers Others] [ Consistently demonstrates or41ml m and`posit� Ive -- - ` •thinking. [Possesses SeIf-C'or dr,-:;a Respects the customs and norms of f,eople from 63 other countries and cultures. [Leverages ges Diversity] 5.67 5.67 5.33 5 33 5:33 5.33 n77777-1 �.&!ggEt ivY 3' Y —Y` r-r>.4e "^Y^x"*5 'x.y ` ,* _"` t C .' l , t M , �, � � x ,. s; <.� Builds strong and effective relationships with 66 individuals. [Builds' Relationships] r ---- 5.33 _ • ' = Presents ideas in a clear and effective manner. n [Communicates Effectively]�-- 5.33 0 Section C Sample, Joe ASSESSMENT Page 14 Copyright 1997-2007 Assessment Plus, Inc. Lowest Items: Direct Reports J Symbol Key OItem appears in other low lists c` \ate �Qc `cA moo` a ae� oeQ e \oQ e` to �o e Jc�o r`eea Oe C? 0 Demonstrates willingness to challenge higher- 34 level management when needed. [Has Impact on 2.00 the Organization] i Creates an environment that encourages 25 innovation and the development of new ideas. [Is "` 2.33 I Entrepreneurial] Considers the impact of decisions on other parts 37 of the organization. [Has Impact on the -'' '= 2.33 Organization] ! 61 Welcomes directness, openness and honesty. 2 33 I [Demonstrates Integrity] " [ 39 Shares power and influence. [Empowers Others] 2.67 Takes action when confronted with new situations liO or circumstances without waiting to be told what C `. 3 00 �. odo.[Demonstrates Initiative] y g Allows others to take actions required to achieve 38 objectives. [Empowers Others] \ \ I �. -^° °- -<i` 3.00 5' 6 - Treats people fairly. [Respecters] 3 00 A SESSMENT PLUS Section C Sample, Joe Page 15 Copyright 1997-2007 Assessment Plus, Inc. Lowest Items: Peers Symbol Key OItem appears in other low lists fi F� o �°De\ Q-O�e 0 Motivates others to get behind and support 35 initiatives. [Has Impact on the Organization] 2.33 1 Takes action when confronted with new situations Oor circumstances without waiting to be told what 2.67 3 to do. [Demonstrates Initiative] Looks for ways to increase efficiency, v 14 effectiveness or customer satisfaction. [Is 2.67 Creative and Intellectually Curious] Effectively uses logic and data analysis to make 22 , I ( decisions. [Is Analytical] J 2.67 -; Focuses on meeting customer needs. [Is 2 3.00 Customer Driven]` ---•--77—t Sees the relationships between complex sets of 3 00 data. [Is Analytical]` i ._ r' Quickly assesses situations and grasps the 20 I r 3.00 essence of the issues. [Is Analytical] Fosters collaboration, not.comn_Ati4ion, ai 'os a. 32 boundaries. sses ?, e :organizational [dos= pie and Organizational Savvy] 300 Treats mistakes as opportunities rning. as ti�: 3.00 [Develops Others] I _ Establishes clear performance expectations: 45 $ ,[Develops Others] K) ASSESSM ENT PLUS Section C Sample, Joe Page 16 Copyright 1997-2007 Assessment Plus, Inc. Significant Gaps: Direct Reports vs. Self Symbol Key Item is one of the highest/lowest ® O O O O O O O O Avg. Self Gap Looks for ways to increase efficiency, to effectiveness or customer satisfaction. [Is 500 200 3.00 Creative and Intellectually Curious] Gives positive recognition for a job"welPdone, as 5:67 3 00s 2 67 [Develops Others] = Presents ideas in a clear and effective manner. 77 567 3.00 2.67 [Communicates Effectively] -_ Provides performance feedback in a Umely 4' 67 2 OOs.. 2 67: 47 i Demonstrates honest and ethical behavior in all 62 situations. [Demonstrates Integrity] 70 Works to find ways to deal with unexpected situations and issues. [Is Flexible] Takes responsibility and sf decisions. [Possesses S Responds positively to changes and ambiguity. [Is 71 Flexible] Establishes clear performance expectations as;' Develo s Others 73 Reacts well to situations with conflicting demands. [Is Flexible] 4.67 2s00 2.67 4.67 Z00 2.67 4.33 200 2.33 4.33 Z00 2.33 5'00 3.00 2.00 Uses new -technology to improve effectiveness [Is 1 7 4.00 2 00 ,, 2.00 Creative and"Intellectur ally Cuous]' Consistently treats people with respect and 57 '��` 4.00 2:00 2.00 dignity. [Respects Others] Section D Sample, Joe ASSESSMENT Page 17 Copyright 1997-2007 Assessment Plus, Inc. meetings instead. Gretchen is President of Peak Leadership and has 22 years experience in management and 11 years experience as an executive coach, and is an ICF certified coach with formal training through Corporate Coach U. Gretchen brings energy, creativity, plus the organizational savvy, wisdom, and proven high EQ leadership from 22 years in line management. She has pragmatism about the system leaders are managing and how to move it forward one step at a time, helping clients create a clear vision of their personal best and then live it each day as a leader. Her clients include people at all levels of organizations — from C- level positions to high performance individual contributors. She is best at turning skilled. departmental expert managers into leaders. Tim Athey, Ph.D. has 16 years of professional and management experience in the public and private sector and has been an Executive Coach and Consultant for the past 12 years. Tim is an associate coach, consulting with Peak Leadership. He specializes in coaching executives and teams on strategic alignment, organizational change, and individual leadership impact. Having worked in a wide range of public and private sector organizations, Tim brings a broad perspective to his coaching and consulting work. Tim is especially effective working with managers and executives faced with the challenge of leading significant business initiatives and helping them to build the leadership skills and discipline required for success. Having worked closely with executives in many different settings, he brings a practical understanding of the demands that exist in today's business environment and has helped many leaders balance the competing priorities required to lead effectively in today's environment. We will also use Craig McGee, another resident of Fort Collins as needed. Craig McGee, Ph.D. has over twenty years of experience in change management with extensive background in organization development, organization design, process improvement, leadership development, and executive coaching. He has served in external consulting, corporate staff and line management roles, and has the ability to blend a strong technical background with pragmatic, sound business judgment. Coaching References for Gretchen Tobin: Gerry Smith, VP of Engineering at LSI — Coached him individually, using 360 feedback as starting point, which led to him shifting from a hands-on technical manager to a strategic, visionary leader, that year Gerry's ranking went up to the top rank, his group was the most profitable in LSI and he became one of the top 20 High Potential Leaders at LSI. Also hosted a vision building off -site that aligned his cross -functional team on a common vision. Email: Gerry.Smith@LSI.com Phone: (303) 381-4210 Margie Evashenk, Senior VP Engineering at Emulex — Have coached her as an individual using 360 feedback, helping Margie increase organizational savvy and better influence key stakeholders which led to a major promotion, have facilitated off -site meetings she was part of, have done one team formation workshop aimed at aligning a team early in a project to accelerate results. Please use email to set up phone conference with Margie. Email: Margie.Evashenk cr,Emulex.com Kirsten Spears, VP of Finance at LSI — Have coached her individually, using 360 degree feedback as starting point for development plan, led to better organizational understanding, increased executive presence, helped her save a high performer from leaving the company and Significant Gaps: Direct Reports vs. Self Symbol Key Item is one of the highest/lowest ® O O O O O O O O Accepts feedback from others in a positive Avg. Self Gap 76 manner (avoids defensiveness). [Communicates 4.00 2:00 2.00 Effectively] 56 Treats people fairly. Creates an environment that encourages 25 innovation and the development of new ideas. [Is Entrepreneurial] 4.00 600 -2.00 i00 5.00 -2.00 2-33 5.00 -2.67 100 6t00 -3.00 2M 6 00 -3.67 �) Section D Sample, Joe ASSESSMENT Page 18 PLUS Copyright 1997-2007 Assessment Plus, Inc. Significant Gaps: Peers vs. Self Symbol Key Item is one of the highest/lowest Creates an environment of trust and high 29 employee morale. [Possesses People and Organizational Savvy] a7 Provides performance feedback in a timely manner. [Develops Others] 50 Consistently demonstrates optimism and positive thinking. [Possesses Self -Confidence] 63 Respects the customs andnorms of people from,., other countries and cultures: [Leverages Diversity] Acts as if he/she believes people are 55 fundamentally good. [Respects Others] Avg. Self Gap _ 5.67 2.00 3.67 5 67 2 00' 3.67 533 2:00 3.33 5 33 MO, 3.33 5.00 2:00 3.00 all Demonstrates honest and ethical behavior In 5.00 20Q 3.00• sz situations. [Demonstrates Integnty] y •� Iv V 71 Responds positively to changes and ambiguity. � [Is I _ 5.00 MO 3.00 Flexible] Translates complex ideas into simple 74 . understandable information. [Communicates �� 53A0 ,2:00 3.00 I- Effectively] Takes risks in letting people make decis - rrs. � 41 [Empowers Others] J� \ 5i67 3.00 2.67 Presents ideas in a clear `a o �rtee manner 77 [Communicates Effectively] ; Consistently strives to achieve or exceed his/her s unit's profit and cost objectives. [Is Results Driven] —1' 00 2.33 4.33 2:00 2.33 Accepts feedback from others in a posdlve ; j 76 manner (avoids defensiveness). [Communicates 4;33 -2.00 _ 2.33 j Effectively] 17 Uses new technology to improve effectiveness. [Is Creative and Intellectually Curious] i Consistently treats people with respect and 67 dignity. [Respects Others] 43 Works to develop people so that they can assume greater responsibility. [Develops Others] 4.00 2.00 2.00 4.00 2.00 2.00 I4.00 6:0 -2.00 �) Section D Sample, Joe l�SSESSMENT Page 19 PLUS Copyright 1997-2007 Assessment Plus, Inc. Significant Gaps: Peers vs. Self Symbol Key Item is one of the highest/lowest 52 Demonstrates awareness of his/her own personal abilities and limitations. [Is Objective] 56 Treats people fairly. [Respects Others] 75 Gives people the information they need to be effective. [Communicates Effectively] Avg. Self Gap 4.00 6:00 -2.00 4.00 6.00 . -2.001 Focuses on meeting customer needs [Is 2 Customer Driven] . 100 5.00 -2.00 Takes action when confronted with new situations ZY s or circumstances without waiting to be told what 2.67 5.00 -2.33 to do. [Demonstrates Initiative] \ !I Creates and shapes change. [Demonstrates 11 3:33 6'00' -2.67Initiative] -- Is able to influence others to move toward a HIV .. 33 `' 3.33 6'00 -2.67 desired goal. [Has Impact on the Organization] Motivates others to get behind and support' V' 35 2:33 - 5.00 -2.67 Initiatives. [Has Impact on the -Organization],' li na Sees the relationships between comp ex sat'^ef y 18 data. [Is Analytical] 300 6:00 -3.00 �) Section D Sample, Joe ASSESSM ENT Page 20 PLUS copyright 1997-2007 Assessment Plus, Inc. Significant Gaps: Direct Manager - vs. Self Symbol Key Item is one of the highest/lowest 12 Challenges the "status quo." [Demonstrates Initiative] Avg. Self Gap e; 6.60 2.00 4.00 - Consistently treats people with respect and 57 6'00 2.00 4.00 dignity. Others] `, r, I Takes risks in letting people make decisions. "' 6t00 3.00 3.00 a1 [Empowers Others] i, Gives positive recognition for a job well done.. 48 n0 3.00 3.00 j [Develops Others] ,Qt 80 Presents ideas in a clear and effective manner. n [Communicates Effectively] 47 'Provides performance feedback in a timely manner. [Develops Others] 63 Respects the customs and norms of people from other countries and cultures. [Leverages Diversi; 67 Builds strong and effective relationships besye n groups., [Builds Relationships] !� �o Works to find ways to deal with unexp�, c1�Fd situations and issues. [Is Fleiblel Accepts, feedback from otherr i positive 75 'manner (avoids defensiveness) 'Girrmuhicates ., Effectively], 4 Anticipates the future needs of people who use our products and services. [Is Customer Driven] 6A0 3.00 3.00 ,. 5,00 2�00 3.10 5.00 2,.00 3.00 .00 2 0 3.0( 5.00 2:00 3.00 5.00 ZOO 00 3;00 6'00 4.00 2.00 ] Works efficientlyandeffectively to produce6:00 results. [is Results Driven] 4:002.00 38 Allows others to take actions required to achieve objectives. [Empowers Others] 6'.00 4.00 2.00 10 Anticipates future. possibilities.. [Demonstrates j 5.00 3.00 2.00 i Initiative] -- Effectively uses personal recognition to motivate 26 people. [Possesses People and Organizational 5.00 3.00 2.00 Savvy] Section D Sample, Joe ASSESSM ENT Page 21 PLUS Copyright 1997-2007 Assessment Plus, Inc. Significant Gaps: Direct Manager - vs. Self Symbol Key Item is one of the highest/lowest 17 Uses new technology to improve effectiveness. [Is Creative and Intellectually Curious] _ Creates an environment of trust and high 29 employee morale. [Possesses People and Organizational Savvy] Consistently demonstrates optimism and positive so thinking. [Possesses Self -Confidence] Avg. Self Gap 4.00 2.00 2.00 777-7-7=7714.00 2.00 2.00 4.00 2:00 2.00 ! Genuinely listens to other people's opinions and " ' 2 0 58 ideas. [Respects Others] 4.00 2.00- 21 Sees patterns and themes in seemingly disparate Issues. [Is Analytical] Creates an environment that encourages 25 innovation and the development of new ideas. [Is Entrepreneurial] Works to develop people so that they can assume a3 greater responsibility. [Develops Others] 75 Gives people,tFie information they need to t;9., effective, [Communicates Effectively] Takes action when confronted with nlw sa. at�w 9 or circumstances without waiting -to be`\il 1, hat to do. [Demonstrates Initiat�f]f✓� 4.00 6'00 -2.00 4.00 6.00 -2.0( 4.00 6;00 -2.00 7 7-77 ( 4.00'- 6:00 -2.01 3.00 5.00 -2.00 Consistently looks for new i ieas.�nd Insights Into 15, how things work or could improv restive 3.00 5.00 -2.00' and Intellectually Curious] -� Actively promotes diversity in the workplace. I y� 13.00 5.00 -2.00 65 [Leverages Diversity] Consistently communicates relevant information 1 is " across organizational lines/boundaries. 3.00 5.00 . -2.00 [Communicates Effectively] Fosters collaboration, not competition, across sz organizational boundaries. [Possesses People 2:00 4.00 -2.00 and Organizational Savvy] Provides coaching and guidance when needed. as 2M 4.00 -2.00 [Develops Others] Demonstrates the confidence needed to attack 49 difficult issues and confront tough situations." 2.00 4.00 -2.00 [Possesses Self -Confidence] �) Section D Sample, Joe SSESSM ENT Page 22 PLUS Copyright 1997-2007 Assessment Plus, Inc. C Significant Gaps: Direct Manager - vs. Self Symbol Key Item is one of the highest/lowest ® O O O O O O 0 Avg. Self Gap 66 Builds strong and effective relationships with - 2.00 4.00 -2.00 individuals. [Builds Relationships] = Creates and shapes change. [Demonstrates 3.00 6 00 -3.00 Initiative],_ w. .. �_.., 18 Sees the relationships between complex sets of u fl >- 3.00 6:00 -3.00 data. [Is Analytical] + - Is able.to influence others to move toward a 33 Impact the �� :-, _ n '3.00 &00 -3.00, desired goal. [Has on Organization] Considers the impact of decisions on other parts 37 of the organization. [Has Impact on the "; �� 2M 5.00 -3.00 Organization] and Welcomes directness openness honesty,` 61 m '[Deonstrates Integrity] k 0 5.00 -3.00 Recognizes and encourages the contributions of `Ivr/ V 64 different styles to the team's success. [Leverage�NtIk�i Z „t:;E 2�00 5.00 -3.00 Diversity] Accurately dlagooses reasons or in ;. 30 organlzatiorial behavior [Possesses People noih 2 00 6 00: -4:00 I ,Organizational Savvy] ., v (N in Section D Sample, Joe ASSESS MENT LUS Page 23 Copyright 1997-2007 Assessment Plus, Inc. left blank. 10 A SESSMENT PLUS Page 24 Copyright 1997-2007 Assessment Plus, Inc. Is Customer Driven Symbol Key Item is one of the highest/lowest Q Norm. Avg. 0=='J Positive Gap -*=O Negative Gap c` N° Qe`ec� G°PQO\e 0 Ensures that customer Inputs solicited on a regular. basis. Avg. i. N Norm. %ile Self 2. 0 Q 1 4.30 5 i 2 Direct Reports 3.33 0 3 4.59 F 3 i 1 1 Peers 3.33 0 3 4.32 8 Direct Manager- c 7 2.00 i /-/2 (j 1 4.36 U 8 Ctrf� 'Focuses on mebting cu� n � ',_ 2� Avg. ! N Norm. %ile Self 5.00 Q 1 4.81 '86 _ _ Y1. � Direct Reports 4.00 Q j 3 4.81 14 3 Peers 0 v\ Q 3 4.52 Direct Manager- 5.00 1 4.60 ` r_si ws aor-�sr. tsz-c Cohsistently treats=customer satisfaction xv��-� stoH pnonty. t Self Avg.J 4.0 � �_ t Q N 1 Norm. 4.69 %ile 38 Direct Reports 3.67 0 3 4.82 r 3 1 I 1 1 Peers 4.67 Q# 3 4.51 r= 1 Direct Manager- 4.00 Q i 1 4.59 43y 1 .$r%h Anticipates;the future needs ofipeoplexwho x�`ap4;#sFM ?S�%i ,iLi�M¢N MM+.. YL F Jja .HiR 1 use',our�products andiservices h <s,....-��..s�,.;...„-z-mu�.r.<„s;.,w2.°.rN...x,...,s.. �� .:.:..�?„4. Avg. j N Norm. %ile Self 4.00 0 1 4.48 49 c 1 1 1 Direct Reports 4.33 Q 3 4.69 i 28w Peers 3.67 Q 3 4.33 15 i 1 Direct Manager- 6:00 1 4.29 100 I N) Section E Sample, Joe ASSESSMENT Page 25 PLUS Copyright 1997-2007 Assessment Plus, Inc. Is Results Driven Symbol Key Item is one of the highest/lowest A 0 Norm. Avg. e C=> Positive Gap -0=0 Negative Gap rDemonstrates willingness to do what it takes to get things done. 5 e, �60\ le ,\el COP Avg. j N Norm. %ile Self 3.00 0 1 5.11 0 Direct Reports 4.00 �Jl 013 3 4.99 Peers 4.00 0 3 4.69 Direct Manager - 2.00 0 1 4.84 T I Stays focused on 6 Avg. N Norm. %ile Self 5.00 x 1 4.81 A I N 89 Direct Reports 4.33 —A" 0 3 4.70 2 Peers 4.67 3 4.48 e57 Direct Manager - 000 1 4.50 100 Works efficiently and V Avg N Norm. %ile Self 4.0(�' 5 0 1 4.48 IS) Direct Reports 4.33 2 LO 10 3 4.50 34, Peers 4.33 2 3 4.27 0516 Direct Manager- 600 1 4.37 100 'Consistently strives to achieve Avg. Profit and., N Norm. %lie Self 2.00 0 1 4.71 Direct Reports 3.33 0 3 4.87 2 Peers 4.33 3 4.49 Direct Manager - 2.00 0 1 4.42 Section E Sample, Joe ASSESSMENT Page 26 PLUS Copyright 1997-2007 Assessment Plus, Inc. Demonstrates Initiative Symbol Key Item is one of the highest/lowest 0 Norm. Avg. 0==> Positive Gap c1c; lea Qe' CP -*=O Negative Gap @) Takes action when confronted with new situations or circumstances 1 9 Av 10 to be told what to do. 9. j N Norm. %ile Self 5.00 A4 1 4.95 Direct Reports i00 3 4.88 2 Peers 2.67 3 4.57 Direct Manager - 3.00 1 4.62 possibilities. Avg. N Norm. %ile Self 3.00 777 0 1 4.66 JN Direct Reports 4.00 —1 0 3 4.76 1 2 Peers 4.67 3 4.37 UO Direct Manager - 5.00 1 4.35 Creates and shapes change. 11 Avg. 12 i N Norm. %Ile Self 60 "MOT., 1 4.59 100 Direct Reports 5�7 3 4.53 -7 2 Peers 3.33 :0 3 4.20 14 Direct Manager- 3.00 =0 1 4.18 the "status quo." Avg. j N Norm. %ile Self 2.00 0 1 4.62 T Direct Reports 3.33 0 3 4.68 1 Peers 3.3310 0 3 4.34 Direct Manager - 6.00 1 4.38 100 Section E Sample, Joe ASSESSMENT Page 27 PLUS Copyright 1997-2007 Assessment Plus, Inc. have improved her interactions with her peers and the executive team. Email: Kirsten.Spears(a.LSi.com Phone: (408) 954-2968. Kelly DiMartino, Communications and Public Involvement Director, City of Fort Collins — coached Kelly to measure quantifiable results in -her department as part of the City's shift to performance management. Email: KDIMART NOgl`cmov.com Phone: 970-416-2028 Coaching References for Tim Athey, Ph.D.: Don Unger, Retired Superintendant of Schools, Poudre R-1 School District — worked with Don Unger and several members of his PSD leadership team on several targeted coaching assignment efforts to improve customer focus and leadership impact for the School District. Also assisted Don and his team in realigning the PSD Administrative structure to respond to emerging budget reduction requirements and the need for organizational consolidation. (2000 — 2002). Phone: 970-482-1912 Email: donungerCdcomcast. net David Schelbach, VP of Sustainability, ORICA Corporation, Aurora, CO — worked with David following his promotion from Field Engineering Director to VP of Sustainability for ORICA Company (global mining services company). Utilized in-house 360 assessments, stakeholder interviews, and other methods to define and develop key leadership competencies for his transition into this significant leadership role for ORICA. David made a successful and transition and is currently one of the firm's top -performing young executives (2009 — 2010). Phone: 303 268 5044; Email: david.schelbach n,orica.com Mike Kennedy, VP of Transportation, CH2M Hill, Denver CO — worked with Mike during and following his promotion from NW Regional Manager to VP of Transportation for CH2M Hill (a global civil engineering/construction firm). Helped Mike make the transition from Regional to Corporate leadership role and,establish•new strategic direction for the firm's Transportation. business: As part of the coaching process, developed and delivered a series of leadership development workshops to address the specific business challenges facing the Transportation sector (e.g., competitive analysis, strategy development and execution, priority setting, team alignment, accountability). Phone: 303 570 5807; Email: Mike.Kennedy(cr�,CH2M.com Knowledge Transfer: An important priority in an organizational coaching strategy such as this is to transfer the knowledge and capability for supporting the ongoing leadership development effort to the ,internal HR and OD staff. In addition, because the City, County and school district's internal HR and OD team members are the day to day "boots on the ground" in working directly with the leaders, it is important to the success of this effort that the HR/OD team be fully briefed on the assessment, coaching, and development efforts taking place so they can support the leadership team on this effort. As part of this proposal, we will provide three 1-hour group briefings (at the beginning, mid -project, and conclusion) to the HR and OD team members to orient them to the assessment/coaching process, discuss the roles that should be played by those team members in supporting the process, and defining the key skills required by HR/OD to support this effort over the long run. The specific focus of these staff briefings will be determined once the project plan is finalized. Peak Leadership intends to work in full partnership with the cty's HR and OD functions to ensure the long-term impact of this effort. Is Creative and Intellectually Curious Symbol Key Item is one of the highest/lowest '0 0 Norm. Avg. 90 ay e�oQ 0==> Positive Gap Jce feez -0=0 Negative Gap 13 Creates new and unique solutions to overcome problems. Avg. c` Deg N Norm. %ile Self 4.00 0 1 4.55 ' 50 Direct Reports 4.00 0 3 4.50 1 2 Peers 3.33 3 4.28 DirectManager- 4.00 0 1 4.28 U91 LOOKS for ways to increase erticiency 14 A- 0 or customer saitisfaktk 9. N Norm. %ile Self 2.00 1 4.59 0 Direct Reports 5�00 7- 3 4.61 Peers 0 3 4.34 2.67 2.00 Direct Manager - 0 1 4.40 8 2 Direct Reports 5/67 3 4.62 92, Peers 4.00 3 4.32 Direct Manager - 3.00 1 4.26 /—t N the competition and their strategy. Avg. j N Norm. %ile /-d-N Self 5.00 'j, 1 4.04 98 Direct Reports 3.67 0 3 4.63 15 Peers 3.67 0 3 4.26 Direct Manager - 4.00 0 1 4.17 59 Section E Sample, Joe ASSESSMENT Page 28 PLUS Copyright 1997-2007 Assessment Plus, Inc. Is Creative and Intellectually Curious Symbol Key Item is one of the highest/lowest p Norm. Avg. C J Positive Gap <=:O Negative Gap Uses new technology to improve effectiveness. 17 c` F 0 Avg. j N Norm. %ile Self 2;00` Q 1 4.08 8 j z Direct Reports 4.00.'m�_ Q 3 4.47 37s 2 1 Peers 4.00 ,, Q 3 4.22 j 47 1 Direct Manager - 4.00 1 4.24 i 59; �) Section E Sample, Joe fiSSESSM ENT Page 29 PLUS Copyright 1997-2007 Assessment Plus, Inc. Is Analytical Symbol Key e Item is one of the highest/lowest p Norm. Avg. °°ee ay eoQ 0=> Positive Gap Jc2 fee Qe� -<=:O Negative Gap O O O Sees the relationships between complex sets of data. 18 19 ewe Go�Q �°a Caec o QoN � Self Avg. 6.00 j N 1 Norm. 4.53 %ile 100 ` " _ ` Q :...-. �i Direct Reports 4.33 Q I 3 4.71 30: I Peers 3.00 '.; 3 4.42 2 1 Direct Manager- 3.00 _.rye / I' 1 4.40 18` appropriate courses of action. Avg. �� N Norm. %ile Self 5.00_ ti ? „ 1 4.57 4 92, Direct Reports 3.67 ,.,, �, , v.F �,, •_,0 3 4.53 13 Peers 4.00/'�\ \-yam A t����` �y� Q 3 4.32 r 28= Direct Manager - 6.00 1 4.31 1,00 ctui 20 ` es situations' V 'e'of the issues: =r Avg/'J�'` N Norm. %ile Self 3.0G �t y Q 1 4.76 3 Direct Reports 4.67 ?, . t;,1,� „ ,. _ �t 3 4.65 43=' 1 � 1 Peers ,a. w�„• ,.,,g,¢• ,s,•e.,,.,M: Q 3 4.44 3 3.00 1 Direct Manager - 4.00 Q 1 4.49 E- 44- in seemingly disparate issues. Self Avg. 6.00 j N 1 Norm. 4.52 %ile 100 " ., ,_ = Q,,„ b ,� , .° 1 1 1 Direct Reports 5.00 3 4.59 81 F,am 4Q,,, 4.33 1 1 2 "+ 7 ` s i�,.3 sa s _ va Peers 3 4.35 47. O 1 Direct Manager - 4.00 1 4.37 51 = y� ,.; ° �) Section E Sample, Joe ASSESSMENT Page 30 PLUS Copyright 1997-2007 Assessment Plus, Inc. \ Is Analytical Symbol Key Item is one of the highest/lowest p Norm. Avg. 0 J Positive Gap ' -c*=O Negative Gap eFe A Jca fez O°, G°P Cage QO\e Q .?elf Direct Reports Peers Direct Manager - 3.33 2.6 3.00 p 2 Q L1i 3 3 1 4.66 4.40 4.54 8 O 14 1 <) Section E Sample, Joe ASSESSMENT Page 31 PLUS Copyright 1997-2007 Assessment Plus, Inc. Is Entrepreneurial Symbol Key Item is one of the highest/lowest \e Q Norm. Avg. °09 o a e Q c C==> Positive Gap Jc2 fee Oel G°F �a�e 10 -*=O Negative Gap O O O ® O Recognizes and seizes opportunities to advance the company's interests. 24 Self Avg. 5.00 j N 1 Norm. 4.40 %ile 94. " Q Direct Reports 3.33 3 4.78 Y 4 Peers 3.67 1 1 1 Q 3 4.37 14� Direct Manager- 5.00 1 4.34 92 as it it were his/her own: \ Self Avg. 3.00 j\ / V -- _- Q 2 1 N 1 Norm. 4.88 %ile V 5 Direct Reports 3.33 .'� ,'� ;It� Q 3 4.86 Y Peers 4.00 Q 3 4.51 26- Direct Manager - /\�> Q 1 4.45 O 2.00 Creates an environment that V 9 )n-and development of new ideas. Avg./ \ j N Norm. %ile Self 6�00(\� 1 4.38 100 4 g'. "Q _ 2 1 Direct Reports ; ' 3 4.50 r O 2.33 Peers 4.67 1 2 Q 3 4.13 -79 Direct Manager - 4.00 1 I 1 4.11 [ 62 Demonstrates the functional/technical skills required to.perform the job effectively. 26 Self Direct Reports Peers Direct Manager- Avg. 5.00 4.33 4.33 4.00 j j 1 1 I N 1 3 3 1 Norm. 4.63 4.67 4.55 4.71 %ile 89 24- 40 [ 29, - Q. 1 '"' Q - 2 F--��- 'fa: ...."`_"'z_'n` "e"'' Q "-- :� �. -.., �cv + .� xz, . 1 Q 0 Section E Sample, Joe ASSESSMPENT Page 32 Copyright 1997-2007 Assessment Plus, Inc. CIs Entrepreneurial Symbol Key ,exec �\� Item is one of the highest/lowest `ao\e Q�°. �o�ae\ O Norm. Avg. °eQ 5� �0Q el tea �S° o a e Q c C=> Positive Gap Jce wee Oe� G°F �a�e °\e rG'---J Negative Gap O 0 O O O Effectively;communicates/articulates_the company's isidmand°mission ,, Avg. j N Norm. %ile Self 6.OU 1 4.46 100: TMw z :7 �:,.,,r:...�.�...,uc�.src�a.,..z�..,z Ah�'e..sreeis e�`vr.�.��;s.���.,x:vc....�.r.,sK� Direct Reports 4.00 3 4.51 29 W fit- 2 1 Peers 4.33 3 4.32 50+; Direct Manager 6.00 1 4.26 100 Section E Sample, Joe ASSESSMPEINT Page 33 Copyright 1997-2007 Assessment Plus, Inc. Possesses People and Organizational Savvy. Symbol Key e Item is one of the highest/lowest p Norm. Avg. ceQ 5� \oQr °tee yea°a c a e Q c P'J Positive Gap Jca fee �e� God `aye �o�e r<=:O Negative Gap O 0 O O O O lJ 1 Y.cc t cY 2 Direct Reports 4.67 t i 3 4.26 65- 1 2 Peers 4.33 3 4.07 1 63 1 Direct Manager- 5.00 1 4.23 93 Direct Reports 3.33 � V {w 3m r, f� 3 4.09 23'v 1 2 Peers 5:67 3 3.88 99ry° ... - —` — --_ Direct Manager - 4.00 ��T 1 4.11 56 Jell Direct Reports Rep: 500 3 4.02 92 2 Peers 5h67 3 3.88 99°; - t Q Direct Manager - 2.00 1 4.04 1b Jelr o.u° r. ,+.. T y .:.=s.=r 'r< tir .tt,: - I Y.VO 2 1 Direct Reports 3.33 r�.ryo- .+ r�?` .� ,+�' Q 0 5 3 4.05 26v 1 1 1 I Peers 4.33 �� �Q� 3 3.89 70 1 Direct Manager - 4.00 Q 1 4.11 62 �) Section E Sample, Joe ASSESSMENT Page 34 PLUS Copyright 1997-2007 Assessment Plus, Inc. Possesses People and Organizational Savvy Symbol Key ec Item is one of the highest1lowest p Norm. Avg. °eQ 5 \01 C=> Positive Gap Jcx fee O°� -0=0 Negative Gap O O O ® O Fosters collaboration, not competition, across organ 32 Dnal boundE Avg, j N Norm. %ile Self 4.00 ' ,. Q 1 4.31 56 1 j 1 Direct Reports 4.33 3 4.31 42 Peers Q 3 4.04 12 3.00 1 Direct Manager - 14( 0 1 4.22 10 2 00 �) Section E Sample, Joe ASSESSMENT Page 35 Copyright 1997-2007 Assessment Plus, Inc. Has Impact on the Organization Symbol Key Item is one of the highest/lowest 16e 0 Norm. Avg. C==> Positive Gap -0=0 Negative Gap 33 Is able to influence others to move toward a desired goal. A- z CP NO\ qe le Self NO\ qe le Self 9. 660 j N 1 Norm. 4.26 %ile 100 3 Direct Reports 4.00 4.46 25 Peers 3.33 3 4.11 15 Direct Manager - 3.00 1 4.17 F Demonstrates willingness to challenge 34 A- 36 Self Direct Reports Peers Direct Manager- 9. 5.00 N 1 3 3 1 Norm. 4.51 4.55 4.44 4.44 %ile 1 86' 1 82 2.00 5�33 5.00 Motivat'es others'to get behind a_ncLsupk,)OVfir;I0,,t;;;; Ag V/ N Norm. %ile Self 5.0�.0 4.27 .rz1 0 Direct Reports 4.00 3 4.34 34 Peers 2 1 3 4.10 2.3 V Direct Manager - 5-00 1 4.08 U�13 Q a compelling vision. Avg. j N Norm. %ile Self 4.00 7 .77'777777�7 7,77-7-1 0 1 4.24 01 Direct Reports 3.67 0 3 4.30 2 Peers 5.00 3 4.05 92 Direct Manager - 4.00 1 3.96 68 Section E Sample, Joe AsSESSIVIENT Page 36 PLUS Copyright 1997-2007 Assessment Plus, Inc. \ Has Impact on the Organization Symbol Key Item is one of the highest/lowest Q Norm. Avg. 0==> Positive Gap <=:O Negative Gap a eQ �F R �o 0 ' elT �•w 3LsaSYli :"rMyttiMa9o'h". ...,••�.:..ati. .`#ter., .::":rt .,.U• •. •+� � 2 1 Direct Reports 2.33 3 4.39 3 1 I 2 Peers r 5.33 3 4.04 99` Q 1 Direct Manager - 2.00% 1 4.11 7 �) Section E Sample, Joe ASSESSMENT Page 37 PLUS Copyright 1997-2007 Assessment Plus, Inc.