People and Organizations
MGT 2356
People and Organizations
Individual Self-Assessments and Journal/Blog Evaluation
Student Name: Zhao Wei
The Assessment Results
Core Self-Evaluation Scale
This instrument was created to measure a point-in-time evaluation of one’s self-concept.
Your Core Self Evaluation Score is: 3.8
Scores in this range (3.3-3.8) are interpreted as indicating a moderate self-concept.
In the chart below you can see how your score is distributed.
High Self-Concept
Moderate Self-Concept
Low Self-Concept
3
.
8
0
1
2
3.3
3.9
5
High Self-Concept
Moderate Self-Concept
Low Self-Concept
3
.
8
0
1
2
3.3
3.9
5
Core Self-Evaluation Score
Core Self-Evaluation Scale
If your score is 3.9 or above, you likely have a high sense of self-concept. Higher scores are correlated with higher self-concept, which is defined as a compilation of the following four traits: positive self-esteem, higher self-confidence, greater life control, and positive emotions. If you scored 3.3 to 3.8, you have a moderate self-concept, which typically means that one or two of the traits that make up self-concept are low. If your score is 3.2 or below, you have a low self-concept, which means that most, if not all, of the four traits are low.
High Self-Concept
Moderate Self-Concept
Low Self-Concept
3
.
8
0
1
2
3.3
3.9
5
High Self-Concept
Moderate Self-Concept
Low Self-Concept
3
.
8
0
1
2
3.3
3.9
5
Core Self-Evaluation Score
Whether you have high, moderate, or low self-concept, take some time to critically analyze which of the following four aspects of self-concept are your lowest score or scores and follow the few tips provided.
Self-Esteem:
To increase self-esteem, list your strengths and seek tasks that complement personal strengths.
This process will help you feel more capable and help you to have more success in your work.
Self-Confidence:
To increase self-confidence, reflect on times during your work that you have made small or large accomplishments and then list them. Write down what made those accomplishments significant and how those successes relate to your current work.
Life Control:
To increase life control, have a conversation with your supervisor and seek to identify areas where you could have more opportunities to lead and be more helpful. Also, take some time to plan out your week, setting aside time for you.
Positive Emotions:
To increase emotions, make a concerted effort to be positive, especially in stressful situations. Then take the time to monitor your emotions throughout the day. Try to identify especially negative situations and then reflect on what made those situations negative. After identifying them, brainstorm ways to be more positive in the moment.
An important note is that your score is not consistent and will change over time. Thus, using the four components as a framework to measure self-concept can be helpful even if you have a high self-concept score now.
Comparative Results
Reflection of the Assessment Results
Individual Perspective
I feel satisfied with the assessment results. They are not surprised results to me because I know my traits or character. However, it can impact my self-perceptions since it has confirmed what I always think about myself. I will feel low sometimes in the workplace, and it can affect my decisions.
Team Perspective
My self-assessment results impact my contributions to the team. I will influence my contributions to the team since I have moderate self-esteem, self-confidence, life control, and positive emotions. Since the work team needs positive energy through coordinated efforts, I am afraid to say that I will slightly contribute to team performance since I have moderate energy.
Organizational Perspective
My self-assessment results will impact my organizational contribution. I will influence my contributions to the organization since I have moderate self-esteem, self-confidence, life control, and positive emotions. Since my personal best is moderate, I am afraid to say I cannot contribute much to the organization since I cannot exploit my strengths maximally.
Summary
Following my assessment results, I plan to work on my traits to improve them from moderate to high self-concept. The following are my goals:
I will list my strengths and exploit them maximally to increase my self-esteem
I will list my accomplishments and relate them to my work to improve my self-confidence.
I will take out a day in my week to rest and reflect on myself to increase my life control concept.
I will be reflecting on my emotions to eliminate stress to increase my positive emotions.
Reference
Class Resources.
Emotional Intelligence Assessment Results
Emotional intelligence has been defined as the ability to diagnose, understand, and manage emotional cues.
Your Emotional Intelligence Assessment Score is: 85
High emotional intelligence
Normal emotional intelligence
Low emotional intelligence
85
0
57
62
120
High emotional intelligence
Normal emotional intelligence
Low emotional intelligence
85
0
57
62
120
If your score is below 57, then you have low emotional intelligence. The best way to enhance your emotional intelligence is to set aside some time to review your scores on the emotional intelligence assessment and identify the areas you view as your weakest. Then meet with a colleague or supervisor and discuss what you can do to improve in those areas. Each of the four areas of emotional intelligence is centered around your interaction with others, which is why engaging with others about how to improve is critical.
If your score is between 57 and 62, then you have a normal level of emotional intelligence. Set aside some time to review the results of your assessment and focus on the two areas of emotional intelligence that you scored the highest on. Then consider how your areas of strength relate to your lowest scores. In this assessment all four areas are interconnected, and your improvement in one area will lead to improvement in all areas.
If your score is above 62, then you have high emotional intelligence. Like many skills, your emotional intelligence will need to be continually enhanced or you may begin to see a decline in your ability. Review your scores and identify one area you want to focus on for the coming week. Make a plan to demonstrate your emotional intelligence to your co-workers.
Specific Creative Styles
Researchers have identified four dimensions of this capability.
Emotional awareness refers to an individual’s level of awareness of how emotions influence their decisions and how others’ decisions affect their own emotions.
Your emotional awareness score: 20
Emotional control speaks to how well individuals are able to appropriately manage their emotions in emotionally charged situations.
Your emotional control score: 15
Emotional diagnosis involves being aware of others’ emotions; this is what is sometimes referred to as empathy.
Your emotional diagnosis score: 30
Emotional response taps an individual’s ability to match their emotional intensity with the intensity of others and to encourage emotional expression.
Your emotional response score: 20
Emotional
2965438-184293Emotional
Awareness
Score: 23.5%
Emotional
Control Score:
17.6
%
Emotional
Awareness
Score: 23.5%
Emotional
Control Score:
17.6
%
Response Score:
23.5%
Emotional
Diagnosis Score:
35.3%
Comparison Data
(N = 5,000 students) Mean Qu artile Bottom Second Third Top
“Pre” Scores 66.38 55 or below 56-65 66-80 81 or above
“Post” Scores 54.52 51 or below 52-56 57-60 61 or above
Comparative Results
Reflection of the Assessment Results
Individual Perspective
My emotional intelligence score is high (Class Resource). The results are the way I expected, and I am satisfied with them. High emotional intelligence is enabling me to overcome life challenges since I can effectively and positively diagnose, understand, and manage emotional cues. Therefore, increasing my productivity as a person in terms of my work, career, and goals (Goleman & Boyatzis, 2017).
Team Perspective
My high emotional intelligence is enabling me to communicate better with my team members. It is also enabling me to diffuse conflicts whenever there are team disagreements. Therefore, we can progress as a team within a short time and achieve our objectives on time. By having high emotional intelligence, I can also understand my team members’ feelings and emotions and empathize with them (Goleman et al., 2013). I always inspire my team; sometimes, I can reduce stress and anxiety in my team, thanks to my high emotional intelligence. Therefore, my high emotional intelligence is keeping my team performs better in every objective we are handling and productive in the end.
Organizational Perspective
My high emotional intelligence enables me to communicate better and create relationships with fellow employees in the workplace. When I communicate better and create beneficial relationships in the organization, my productivity increases, increasing organizational productivity; additionally, it enables me to inspire my colleagues in the workplace since I can understand them better. Besides, I always empathize with organizational customers, enabling me to meet their wants effectively, hence building a positive image and increasing customer satisfaction in our organization, consequently increasing its productivity (Goleman et al., 2013).
Summary
Since I have high emotional intelligence, I am planning to keep it high by demonstrating it to my team members and co-workers. Through that, I will be able to increase my emotional intelligence score from 85 to 100 (Class Resource). Secondly, I will observe my stressful situations to improve my emotional control since it has the lowest score of 15 compared to emotional diagnosis, response, and awareness. Thirdly, my goal is to examine how my actions affect my team members and my co-workers and take necessary actions.
References
Class Resource. Emotional Intelligence Assessment Results.
Goleman, D., & Boyatzis, R. (2017). Emotional intelligence has 12 elements. Which do you need to work on. Harvard Business Review, 84(2), 1-5.
Goleman, D., Boyatzis, R. E., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Press.
Work Motivation Indicator Assessment Results
Survey Work Motivation Indicator
This instrument is designed to identify how you orient yourself to your work. The orientation (e.g., job, career, or calling) that you score the highest on will help you to re ect on what motivates you at work. It is important to note, however, that research has shown that any of the three orientations, job, career, or calling, can lead to higher productivity.
7
14
19
Job Orientation Score
Career Orientation Score
Calling Orientation Score
0
5
10
15
20
2.5
7.5
12.5
17.5
7
14
19
Job Orientation Score
Career Orientation Score
Calling Orientation Score
0
5
10
15
20
2.5
7.5
12.5
17.5
There is no overall score for this instrument; the individual scores are for comparison only, so that you can be aware of how you currently orient yourself to your work.
Click Next to read more about these three orientations and see how your results compare to other students who have taken this assessment.
There is evidence that nding work that you are passionate about, or a calling orientation, leads to better health and higher overall life satisfaction. Please take some time to review the following descriptions of the orientations and re ect on where you are. Also, have a discussion with your manager or future manager about how you orient yourself to your work.
Work Motivation Indicator Scale
2797910-504124Job Orientation
Score: 17.5%
Career
Orientation
Job Orientation
Score: 17.5%
Career
Orientation
Calling
Orientation
Score: 47.5%
Score: 35.0%
Job Orientation: Individuals with a high job orientation score view their work as a means to an end. They work for the money and are usually working to support their life outside of their job. They prefer work that doesn’t interfere with their personal life. They are not as likely to have a strong connection to the workplace or their specific job. The best way to motivate this employee is to tie rewards to extra days off or free time to work on things outside of their job. If you would like to have a higher job orientation toward your work, try to identify things you would like to do outside of work. In addition, set aside time that will be entirely work free.
Career Orientation: Individuals with a high career orientation score are likely to focus on elements related to perceived success or prestige. Usually they are interested in the ability to move up in their career, make raises or bonuses, gain more important titles, and achieve the social standing that comes from the career. The best way to motivate those with a career orientation is to structure your organization with ways to move up the ladder and provide performance bonuses. If you would like to be more motivated by career outcomes, then discuss with managers what they like about their roles. Typically, higher level positions come with added responsibilities, and you may find greater satisfaction by identifying higher level work that you can strive for.
Calling Orientation: Individuals with a high calling orientation score describe their work as integral to their lives and who they are. They view their work as a way to express themselves and to fulfill their lives. These individuals are more likely to find their work meaningful and will modify their duties and develop relationships to make it more so. They are found to be more satisfied in general with their work and their lives. These individuals are best motivated by allowing them to drive the work they have chosen to do and continually put them close to the work they are doing. If you would like to have a calling orientation, identify the things that you like to do in your leisure time, or the tasks you love at work. This will help you to determine what you find most enjoyable and meaningful.
Click Comparative Results to see how you compare to other students who have taken this assessment.
Reflection of the Assessment Results
Individual Perspective
The results are a surprise to me, and I am happy with them. The results have enabled me to understand my work motivation orientation. I scored high on Calling Orientation (47.5%), meaning my work is an integral part of life, and that is true. I always find my job is the best way to fulfill my life. I now understand that the best way to feel motivated in my job is to stay close to my work. Doing so will keep me motivated in my work and stay productive as an individual.
Team Perspective
Considering that I have a higher Calling Orientation, I will contribute more to my team when given project tasks that I love doing. Additionally, I can create close relationships with my team members to stay motivated since I love the job we will be doing. Therefore, I will be making better contributions to my team, leading to the project and team success.
Organizational Perspective
The best way to contribute to organizational productivity is to be assigned tasks that I love doing. Besides, I can create close ties with my colleagues when given job tasks I love doing. When the organization assigns me such tasks and keeps me close to my job, I will be productive and contribute to the organizational performance.
Summary
Since I have a higher Calling Orientation, I plan to keep it by doing those job tasks that I love doing most in the organization and during leisure time to stay motivated and productive. Secondly, I plan to increase my Career Orientation score by appreciating the importance of climbing up the organization’s job positions. After all, we all want better roles and more responsibilities to feel better. Thirdly, I will make sure I stay motivated in my job since it significantly influences my performance as an individual, team, and organization.
Personal Inventory Assessment: Communication Styles
Assessment Results
This assessment focuses on the exercise of supportive communication in emotionally challenging situations.
Your Advising response Score is: 5
Your Deflecting response Score is: 7
Your Probing response Score is: 4
Your Reflecting response Score is: 8
10
5
7
4
8
Advising
Deflecting
Probing
Reflecting
0
2.5
5
7.5
5
7
4
8
Advising
Deflecting
Probing
Reflecting
0
2.5
5
7.5
Individuals have different communication styles. This self-assessment focuses on styles that have been shown to promote or interfere with a particular kind of communication, specifically, that which is highly supportive. Whereas accurate communication focuses on eliminating errors in the communication process, supportive communication seeks to use communication events to build positive relationships.
There are no comparison scores for this instrument because it is designed for you to reflect and compare your scores on the different types of communication to each other.
Click Next to learn more about each of these different types of communication.
In Part 1, three types of responses, spanning the range from high to low supportiveness, are featured: reflecting (high), probing, deflecting, and advising (low).
5
7
4
8
Advising
Deflecting
Probing
Reflecting
0
2.5
5
7.5
5
7
4
8
Advising
Deflecting
Probing
Reflecting
0
2.5
5
7.5
Advising communication is the lowest form of supportive communication. If your highest score in part 1 was in this area, reflect on how advising communication affects interpersonal relationships. In most cases, when people engage in advising communication they are giving opinions of situations from their own perspective, and they may not have all of the information, which can lead to poor advice or damaged relationships. The best way to lower your advising communication score is to focus on what the person you are communicating with is saying to you, instead of focusing on your response to the person. Then seek to have the rest thing you say to the person be a one-sentence summary of what they have said. This will help you to ensure you understand and will validate that person’s concern. Advising communication can be helpful, but understanding must come before advising will be effective.
Deflecting communication is problematic because in many cases this is simply procrastinating. If your highest score in part 1 was in this area, reflect on a situation when you feel someone detected your challenges or concerns. In most cases, when someone uses deflecting communication, the person they are communicating with will feel that their challenge is not worth taking the time to solve now or that the person is avoiding the subject. In either case, deflecting communication can lead to lasting relationship challenges due to unresolved conflicts and declining trust. The best way to lower your deflecting communication score is to make an effort to address challenges and problems when they arise. In some cases this can be difficult, but at a minimum demonstrate to the person that they have been heard and that their concern is valued by setting a specific time to address the challenge. This will hold you accountable and allow the person to know their concerns will be addressed at a specified time.
Probing communication can be helpful in many situations; however, it can also be unsupportive and lead to strained interpersonal relationships. If probing communication was your highest score in part 1, take some time to think about how questions can be perceived after someone has shared a concern or challenge with you. Typically this type of communication is manifest when the rest response to someone’s concerns is a question. Although questions can lead to understanding, they can also make people feel like they are being interrogated or that you know the answer and are just quizzing them to help them see the problem the way you do. Probing communication is a tool to use after you have demonstrated that you have reflected on what the person has said through reflective communication.
Reflective communication is the most supportive form of communication. Typically, reflective communication is demonstrated by restating the main points of another person’s concerns. If this was your highest score in part 1, then you are utilizing the most supportive form of communication. Although this form of communication is the most supportive, other forms of communication have utility. Take some time to reflect on when you might use probing, deflecting, and advising communication styles in an effective way.
Part 2 focuses more broadly on the attributes, or dimensions, of supportive communication.
Specifically, it offers two very different types of responses.
Problem-oriented vs. person-oriented statements: When we communicate we tend to frame problems and challenges as person-oriented (e.g., “Carole didn’t follow through”). This can create challenges and strain interpersonal relationships. A more supportive approach is to orient the discussion toward the problem (e.g., “The sales were not reported last week“). In this example we don’t know what the problem actually is in the person-oriented statement (1b), whereas we actually have a problem to x in the problem-oriented statement (1a). Following up with Carol and discussing what led to the lack of follow-through is also important, but seek to focus on the problem in order to build stronger relationships.
Congruent vs. incongruent statements: Congruent communication (2b) is based on the idea that the way we frame problems needs to be consistent. For example, if we tell someone they did a great job and then proceed to identify all of the problems with their work, then they may be left wondering which is true because their feedback is incongruent. Congruent feedback is more supportive because it will increase the level of trust and understanding between you and those with whom you work.
Descriptive vs. evaluative statements: Often when we communicate we feel the need to evaluate or place value on people or decisions. This type of communication is not supportive and can lead to strained relationships. Descriptive communication (3a) is more centered on understanding and demonstrating that understanding so that people feel that you have reflected on what they have said.
Validating vs. invalidating statements: Validating statements (4b) are focused on receiving input from the person you are talking with and ensuring that they feel heard before you discuss any challenges or questions you have. Using validating statements is critical to supportive communication because it will help to ensure that you have as much information as possible before you begin to discuss challenges or concerns.
Owned vs. disowned statements: In communication we tend to disown many of our statements by making statements where we assign the topic to another person or group of people. Owned statements (5a), on the other hand, tend to be more supportive because then you can talk about specific challenges or concerns as opposed to unnamed sources or easily disregarded groups.
Strive to own your statements in order to create an atmosphere of support.
Click Comparative Results to see how you compare to other students who have taken this assessment.
Reflection of the Assessment Results
Individual Perspective
I am happy with the assessment results considering I have the highest reflective communication score compared to other communication as recommended. A higher reflective score than other scores of communication indicates I am utilizing supportive communication. Reflective communication is the most supportive form of communication, and it enhances positive relationships. Therefore, individually I can create positive relationships with other people, including my coworkers and the management. Through this, I will have a higher level of motivation in the workplace and have better-shared experiences with my coworkers and job satisfaction.
Team Perspective
Since I have a higher reflective score (8), I can create supportive communication and positive relationships with my team members. In doing so, my team will be innovative since positive relationships foster innovative thinking. Additionally, my team members will be on the same page with me hence increasing the team’s interaction, consequently its performance, and accuracy of its evaluations.
Organizational Perspective
Since I have a higher reflective score than other communication scores, I can create supportive communication and positive relationships with the organization. Therefore, I will be actively engaged with my organization, leading to lower organizational costs, fewer safety incidents, reduced absenteeism and employee turnover, and increased organizational performance results.
Summary
Although my advising score (5) is lower than the reflective score (8), it is higher compared to the global (4.4) and course (4.4) results. Therefore there is a need to lower it to enhance supportive communication in quest of creating positive relationships. I plan to lower my advising communication score by focusing on what the person I am communicating with is saying to me instead of focusing on my response to the person. My deflecting score (7) is relatively close to the reflective score (8) but lower than global (8.1) and course (8.9) results, and I see the need to lower it. I plan to lower my deflecting communication score by addressing challenges and problems when they arise. Although my reflective score (8) is higher compared to global (5.8) and course (5.4) results, I plan to increase it by restating the main points of another person’s concerns to build supportive communication consequently positive relationships. Moreover, I strive to own my statements to create an atmosphere of support because then I can talk about specific challenges or concerns as opposed to unnamed sources or easily disregarded groups.