Self-assessment Questionnaire (SAQ) Drive for Results Audit

Realising the potential of this SAQ:

It alerts you to actions you may need to take in order to be(come) more effective in learning and improving (similar to marking criteria that show what it takes to achieve a top A+ grade). Use the SAQ as a conversation starter, discuss and clarify the ideas and words used here. Use it as a self-diagnostic tool at the start (Time 1) and then return to it at a later stage (Time 2) to evaluate how your learning behaviours may have changed. At any stage of the higher education process it serves as a frame of reference. You can identify those behaviours that are important for you to develop, and seek opportunities and resources to develop them. The good news is that your curriculum can provide those opportunities and resources. When you have completed this SAQ it may be important for you to plan and take specific action in order to be(come) more effective as a learner.

Caution!
This SAQ is expressed in terms of an ideal world where perfect learning could be conducted perfectly by perfect people! Arguably there is no such thing. Your ratings are therefore expected to be low especially if you are new to learning in higher education. Please consider each statement as potential for a learning process and not in terms of expecting perfection. Low ratings are not to be viewed as failure but as raw material for development and success. It can seriously damage your sense of well-being as a learner if you evaluate your abilities harshly and use any SAQ as a stick to beat yourself up with!

Drive for results Audit

The drive for results can be demonstrated as an ability to:

plan activities and persevere with them despite competing priorities and obstacles; review tasks and prioritize as necessary to meet objectives and deadlines; use initiative and stay motivated when problems arise or progress is slow; lead a project and motivate others appropriately; maintain own performance and good relationships even under pressure.
Rate your own drive for results by allocating ratings to each statement along a four point scale, where: 1 = never 2 = rarely 3 = frequently 4 = very frequently
RATINGS: 1: I am prepared to go that extra mile to get the best results of which I am capable I achieve my objectives and goals 1 2 3 4

2: 3: 4:

2 3 4

My friends would describe me as enthusiastic I can experiment with new and different approaches to improve my personal productivity I can build and maintain a positive self-image, and realize how this influences my life and work I set targets that will deliver benefits and desired outcomes for myself I can realign my goals to alternative outcomes in the light of changing circumstances

2 3 4

2 3 4

5: 6: 7:

2 3 4

2 3 4

2 3 4

RATINGS: 8: I use support to overcome obstacles to my achievement 1 2 3 4

9: 10:

I am determined and do not give up easily despite setbacks I compare and review my performance against high standards in order to improve I can streamline approaches to save time, energy and other resources

2 3 4

2 3 4

11:

2 3 4

12:

I believe in my ability to find better ways of doing things

2 3 4

Debriefing on the implications of scores

Pay attention to high ratings: these indicate your strengths. Look at the items with low ratings: target these for improvement. At this stage your ratings are no more than the claims you are making about yourself. Your next step is to back up these claims by thinking about examples from your experience to show, clearly and convincingly, just how, where and with what level of confidence you demonstrate the effective behaviours.