LEADERSHIP PORTFOLIO

Vickson Brito Daniel

Student ID 18031232

Assignment

MODULE MN7186

DEVELOPING EFFECTIVENESS IN
MANAGEMENT AND LEADERSHIP
 Guildhall School of Business and Law
Student Self-Assessment and Feedback / Feedforward Cover-Sheet

Part 1: Student details

Student Number (s): Submission Deadline: Module Assessment

Contribution:
LMU: 18031232 100%

Student name:

Vickson Brito Daniel

Module Code and Module Title: Module Leader:

MN7186 Hazeer

Developing effectiveness in leadership and management

Assignment Title: Module Tutor:

Portfolio

The assignment addresses the following learning outcome/s of the module:

 To understand and demonstrate the principles of goal-related self–development and improvement

 To understand and demonstrate the principles of a reflective mindset in a global context
 To understand and demonstrate awareness of working in reciprocal, purposeful groups, of team based working and their
relationship to leadership and management, and individual, team and organisational success
 To demonstrate personal leadership and management potential
 2. Student self-assessment

2.1 Checking and proof reading

Proof reading:

4 3 2 1 0

please circle number of times

Spelling (inc. spell-checking) Y

Checking:
Punctuation (inc. correct use of apostrophes) Y

Please indicate that you have checked the following in Paragraphs (NB: one sentence is not a paragraph) Y
line with the assignment brief: Illustrations (pay attention to referencing and titling) Y

Citations and References (do they correspond?) Y

Presentation (inc. spacing and visual appeal) Y

2.2 Quality of submission

Please assess the following two aspects of your work as: EXCELLENT GOOD ADEQUATE POOR INADEQUATE

DISTINCTION MERIT PASS FAIL

FAIL

70+ 60+ 50+ 40+

BELOW 40

Quality of academic argument:

Introduction/Conclusion (effectiveness)

Arguments (structuring and coherence)

Evidence (supporting argument, referencing)

Application of Theory (relevance)

Focus (addressing task set)

Signposting (use of vocabulary)

Criticality (quality of academic writing)

Quality of presented work:

Titles and Subtitles (check appropriateness)

English (spelling, grammar, punctuation)

Figures, Tables, Plates and Equations

(appropriateness and quality)

Paragraphing & Layout (presentation)

Citations (accuracy)

References (accuracy)

Distinction Merit Pass Refer Fail

What grade do you think the work is worth?
70+ 60+ 50+ -50

Name/Number Signature Date

18031232
Brito Daniel
 Part 3: Feedback sheet

MN7186

Academic Year 2019-2020

Student Name (s) : Vickson Brito Daniel First Marker:

Second Marker:
Student ID: 18031232

Portfolio

Assessment criteria Level of achievement

Distinction Merit Pass Refer/Fail Fail

Outstanding Good Average Poor Inadequate

80+ 60+ 50+ 40+ Below 40

Excellent

70+

 Learners reflective account of personal

awareness evidenced with supplementary material
(Approximately 1,000 words)

25% Marks

Notes from marker :

 SMART Action Plan identifying key areas

for development of team work skills

 Professional journal article for an online

publication on the benefits and experience of
developing a network (Approximately 500 words)

25% Marks

Notes from marker:

 Referenced academic and reflective

discussion relating to your own leadership potential
(Approximately 1,000 words)

 Detailed, up-to-date and evidenced website

or document which showcases learners profile
demonstrating how learner profile has developed at
Master’s level through activities and events taken
place

25% Marks

Notes from marker:

 Structured presentation of portfolio

containing annexures evidencing the tasks carried
out and conforming to academic writing standards

25% Marks

Notes from marker:

Areas to concentrate on next time

Content Abstract Introduction Focus Discussion Argument

Examples Detail Work- Reflection Work-

related related
English Spelling Grammar Punctuation Paragraphs/sentences Vocabulary

Layout Contents Titles Subtitles Spacing Word

processing
Illustration Figures Tables Plates Equations Calculations

HarvRef Citations Listing Range/Depth

Marker’s final comments

2nd marker comments

Agreed Mark
Signatures Date

Table of Contents

1. Introduction.................................................................................................................10-11
2. My Personal Awareness (Reflective writing)...................................................................12
2.1. My preferred Learning Styles and how it is reflected on me...............................12-13
 2.2. Emotional Intelligence and how it is reflected on me...............................................14
2.3. Communication Habits reflected on me....................................................................15
2.4. Communication Styles and how it is reflected on me...............................................16
2.5. The Myers-Briggs Type Indicator and my preferred personality type......................17
3. My Team Potential............................................................................................................18
3.1 Identifying my team potential and preferred team roles reflected on me............18-21
3.2 The SMART action plan to improve the marginal team related skills and roles. 22-22
3.3 The Team Task – Adobe Online Training...........................................................25-26
4. Benefits and experiences of developing a network..........................................................27
4.1 Introduction to network and its benefits in general...................................................27
4.2 The use of a professional network and the benefits reflected on me...................27-28
5. Leadership Potential, referenced academic and reflective discussion..............................29
5.1 Identifying own Leadership Potential..................................................................29-31
5.2 Linking the leadership potential and the behaviours with examples...................31-32
5.3 The Path-goal Leadership theory reflecting my leadership behaviours...............32-34
5.4 Blake and Mouton’s Leadership Style......................................................................34
6. The Personal Marketing....................................................................................................35
6.1 Personal Branding Website..................................................................................36-40
7. Conclusion...................................................................................................................40-41
8. Reference.....................................................................................................................42-43
Appendix 1...............................................................................................................................44
Appendix 2...............................................................................................................................49
Appendix 3...............................................................................................................................50
Appendix 4...............................................................................................................................51
Appendix 5...............................................................................................................................55
Appendix 6...............................................................................................................................65
Appendix 7...............................................................................................................................66
Appendix 8...............................................................................................................................71
Appendix 9...............................................................................................................................73

Table

Table 3.1: The SMART action Plan for the purpose of improving the listed skills.
Table 3.2: The project timeline illustrating the timely achievement of the actual schedule
along with the planned.
Table 5.1 Leadership Traits Questionnaire Ratings

Figure

Figure 2.1: The Pie chart of the preferred learning style using Fleming’s VAK model.
Figure 2.2: The Pie Chart of my level of Emotional Intelligence
Figure 2.3: Pie Chart of Communication Habit
Figure 2.4 Pie Chart of Communication Style
Figure 3.1: The result of the Belbin’s questionnaire of my identified preferred team roles.
Figure 3.2: Belbin Team-Role Type
Figure 3.2: The campaign that was marketed via social Media
Figure 3.3: Few Meeting Pictures
Figure 4.1: The image of Linkedin Profile
Figure 5.1 Leadership Traits Questionnaire Ratings
Figure 5.2: Self-rating of leadership behaviour of the path-goal leadership theory
Figure 5.3: Blake and Mouton’s Leadership Grid
Figure 6.1: The amount of value created by my profile to the price should be paid over time.
Figure 6.2: The Home page highlighting the brand Brito along with Moto
Figure 6.3: The Home page highlighting the Tagline
Figure 6.3: The Home page highlighting myself and my service
Figure 6.4: The Home page highlighting my services in nutshell
Figure 6.4: The Home page highlighting the monthly newsletter option
Figure 6.4: The Contact page for them to contact me

1. Introduction

This is a portfolio established to meet the assessment criteria of, Developing effectiveness in
management and leadership module. This portfolio consists of five parts demonstrated as, my
personal awareness, my team potential, and membership of a network, leadership potential,
and personal marketing. Every part consist of academic and evidence based reflective writing
developed based on theories and the involvement of online questionnaire to meet the
assessment criteria of the MN7186 module. Finally attached are the annexures which mainly
consists of the questionnaires, the online based assessments, various proof documents, and
the appraisal forms used in developing each answer.

The second section highlights about my personal awareness where by identifying my key
personal and professional skills required by me, inclining with my current business
environment. As the owner of Brandigence (Pvt) Ltd, a company produce promotional items
for branding purposes and involved in Digital printing, the objective is to lead the company to
make a good profit while increasing the customer base. This section identifies my level of
some of the most closely relating personal and professional skills required for the role
involving self-ratings. Further this section evaluates other elements of personal awareness
such as my learning styles, emotional intelligence level, and the communication styles along
with the communication habits reflected within me. Finally this section involves the MBTI
method in identifying my personality type reflected within me.

The third section recognises my team potential involving various tools and techniques and
involves an action plan to improve such skills. The Belbin team roles questionnaire is used in
identifying my preferred team roles and an action plan is developed to improve my identified
people related skills such as the team working skills, listening skills, verbal communication,
adopting to different learning styles, and mentoring skills which are highly required to be a
successful team player. Finally the group task is discussed along with how the event is
executed.

The fourth section ascertains the benefits and experiences of developing a network. Initially
the benefits of a network is discussed in general, then the benefits obtained by me being a
member of LinkedIn is highlighted, and finally it speaks about the benefits gained by me, of
being networked.

The fifth section identifies my leadership potential involving various credible methodologies.
Initially a leadership trait questionnaire (LTQ) developed by Northouse is been used to
identify the leadership potential and then another questionnaire is used in identifying the
leadership potential in depth. This involves extensive self and peer rating, and based on the
average the results re plotted on graphs. And then this section highlights few leadership
theories inclining with the identified leadership potential and focuses on how my leadership
prospects roots with elements of the leadership theories, and at the end this section further
suggests on improving poor leadership attributes.

Finally the sixth section mainly highlights on how personal marketing could be done. In this
section, a complete website is built including my key highlights, capabilities and work
experiences. This is simply a show case of my profile.

2. My Personal Awareness (Reflective writing)

Identifying the personal skills and professional skills becomes the most important
elements of being personally aware about him or herself. Therefore this task elaborates
deep reflectiveness over self-awareness based on my personal and professional skills
used at my business and in the class room, involving various rating and evaluating
techniques.

I currently managing a company called Brandigence (Pvt) Ltd, which was established in
July 2019 aiming to cater Advertising, printing, and branding related products and
services for corporate sectors which includes Public and Private Sectors. My total
corporate life span is about 12 years working for service sectors, i.e, Training and
development, Health and finally in health insurance. My corporate life has been very
challenging and did not have a proper focus in my career as I didn’t have a mentor to
guide me in my career path. Choosing my first job was an accident and I almost spent 8
years working in the company and finally realised it was too much. In my last company I
worked, I ended up as Regional Manager where I worked for 2 years.

I have understood my personal skills to some extent, there are skills I need to work on
and there are skills I need put so much effort which will help my business to grow.
Especially in my field of my business, continuous learning is a must. Printing methods
keeps changing in our business and branding needs keep upgrading every day, unless I
start learning new methods, I will be sunk soon. Therefore I decided to work on the
model to see my learning styles. Does my learning style needs any change? Does my
learning skills is appropriate with my current business? Can I survive with my existing
learning style?

2.1. My preferred Learning Styles and how it is reflected on me

Although managing learning strategies was evaluated in above involving self and peer
rating, Learning Strategies indicates different approaches over learning and
identifying the preferred learning styles (Mullins, 2010).

Although many methods in evaluating preferred learning styles exist, Fleming’s

VARK model i.e. the VAK model is one of the widely used. This focus on; Visual
learning (V), illustrates the learners learn via, seeing and using diagram based
illustrations; Auditory learning (A), illustrates learners learn through sound based
methods; and Tactile/Kinaesthetic learning (K), is where learners learn involving
motion and touching (ed. Christopher, 2012).
 In using this technique to identify my preferred learning styles, Education Planner
(2011) proposes an online test with 30 questionnaires. The sample questionnaire and
full report generated via this online source is illustrated in Appendix 1.

Based on the test take online, it shows that I am a visual learner and also an auditory
and kinaesthetic learner to some extent. I have a blend of all 3 learning style giving
more preference to Visual. This is mainly as I engage in lot of creativity activities
from my small age. Therefore my learning style has been Visual. I also understand
that I need to adapt the Kinaesthetic leaning style more as my business industry is
such that there are so many areas to learn in order to succeed.

Kinaesthetic is for physical experience - touching, feeling, holding, doing, practical

hands-on experiences. In my business model I need to physically engage in so many
production activities where physical attention is a must. Especially in manufacturing
T-shirts, caps, bags, printing brochures and others branding related items.

Figure 2.1: The Pie chart of the preferred learning style using Fleming’s VAK model.

2.2. Emotional Intelligence and how it is reflected on me

Emotional Intelligence; is the integral of many interpersonal skills which are

illustrated as; Self-Awareness the ability to understand your own weakness and
 strengths, and understand how others identify you; Self-Management; ability in
controlling before acting; Social Awareness, empathy and aware of many things;
Relationship Management, Ability to understand the other's feelings and
communicate and express views (Mullins, 2010).

For the purpose of evaluating how emotionally intelligent a person is, the self-
assessment exercise on Emotional Intelligence with 20 Questionnaire has been done
and shown in Appendix 2.

This method identifies me as a High and Moderate emotionally intelligent person with
a high score of 40% and 30% respectively. This styles have highly become useful for
me to progress in the highly competitive industry being aware of myself and to be
much accurate with dealing with suppliers and customers. There are few emotional
areas that I wanted to work out on, especially anger management and my thinking
pattern.

Figure 2.2: The Pie Chart of my level of Emotional Intelligence

2.3. Communication Habits reflected on me

Communication habits, is known as how often and how effective an individual in

communicating with others. This identifies whether a person has, effective
 communication habits, satisfactory communication habits, or very poor
communication habits (University of Louisville, 2018).

For the purpose of identifying the communication habits, a questionnaire includes 15

questions as illustrated in Appendix 3 is been used in evaluating my preferred
communication habits. This findings identifies me as a person owning satisfactory
communication habits, which is again highly reflected with my life events as
described in above. I always make sure that when I communicate, that the other
person understands what I exactly wanted to convey so that the miscommunication
does not occur specially in my business field. Most of my production is done by
vendors whom I need to give proper guidelines on how to do the final products.

Figure 2.3: Pie Chart of Communication Habit

2.4. Communication Styles and how it is reflected on me

Communication styles is known as the characteristics of an individual in the form of

communicating (Pânișoarăa et al., 2015). This is broken to four categories known as;
 passive style, where individuals with this style often be shy and easy going;
aggressive style, individuals with this style often disregard the rights of others and
show aggression; passive aggressive style, individuals with this style often combines
fundamentals of both the passive and aggressive styles; assertive style, individuals
with this style express their feeling and thoughts while respecting the others
(TenBrink, 2009).

Therefore I took Peter Urs Bender's Guide to Strengths and Weaknesses of

Personality Types questionnaire with 18 questions helpful in identifying the
communications style of an individual as illustrated in Appendix 4. This method
identifies you in to 4 sections, i.e Driver, Analytical, Expressive and Amiable

This questionnaire has 18 questions in total where I obtain a score of 5 points for
Driver, Amiable and Expressive and 3 for Analytical. Which means Communicating
with a Driver/Action oriented person: Communicating with a Process/Analytical
oriented person: Communicating with a People /Amiable oriented person:
Communicating with an Idea/Expressive oriented person: I understand that I lack in
analytical communication where I need change my communication style to adopt
Analytical section as well.

Figure 2.4 Pie Chart of Communication Style

2.5. The Myers-Briggs Type Indicator and my preferred personality type

MBTI i.e. the Myers-Briggs Type Indicator, is a method used to identify the
personality types of an individual. MBTI method involves the Carl Jung’s and Myers
 Briggs’ personality type theory for the purpose of identifying the individual
personality type from the 16 distinctive personality types defined. This 16 personality
types are based on; Extraversion (E) or Introversion (I), which focuses on how an
individual react with the outer world or on the own inner world; Sensing (S) or
Intuition (N), illustrates on how an individual focus on interpreting and adding
meaning on information; Thinking (T) or Feeling (F), illustrates how an individual
prefer making decision; Judging (J) or Perceiving, which focuses on the structure of
how an individual will prefer in staying open for new options (The Myers Briggs
Foundation, 2018).

Therefore the test proposed consists of 32 questions as illustrated in Appendix 5

including the test results, is been used on evaluating my preferred learning styles
(Human metrics, 2018).

This method identifies me as an INFJ i.e. the mastermind with relatively high,
Introversion (31), Intuition (32), Feeling (35), and Judging (25). According to MBTI,
INFJ stands for succeed by perseverance, originality, and desire to do whatever is
needed or wanted. Put their best efforts into their work. Quietly forceful,
conscientious, concerned for others. Respected for their firm principles. Likely to be
honoured and followed for their clear convictions as to how best to serve the common
good. The above quality suits me the best as I always do what I think is right despite
difficulties and barriers. I am also quite forceful to get things done. I also strongly
depend on my belief as to how best a job can be done in quite rapidly.

As an overall consideration, it could be understand that my professional skills

required for my career profile remains within the requirements. Nevertheless, certain
elements of my personal skills needs to be re-considered and improved. Mainly the
Kinaesthetic is for physical experience in my business, Anger Management, My
thinking Pattern and Analytical Learning style, adopting to different learning styles,
and mentoring skills needs to be improved to aspire much effectively in my career.

3. My Team Potential

1.1 Identifying my team potential and preferred team roles reflected on me

 A team is a collection of independent individuals who will share specific
responsibilities for a specific purpose. Individuals in a team will share specific
information, various resources, and the individual skills for the team purpose
(Thompson, 2013). The distinct elements seen in a team could be illustrates as, two or
more independent individual interacts socially, possess a common objective, the
objective of gathering is to perform a specific task, the dependence of the individuals
are with respect to the workflow, each individual, each individual have different roles
and responsibilities, and operates within an embedded boundary involving the
different skills of the individuals (Kozlowski and Ilgen, 2006). However in the recent
past team working has become one of the best ways in accomplishing tasks (Delarue
et al., 2008).

Therefore recognising my preferred team role becomes highly valuable in

understanding how the best results could be collected from me in any team related
work, either in my business or in the online Adobe Photoshop training team work
which is executed by our team as the academic requirement for this module.

As demonstrated by Belbin (2002) the questionnaire, TEAM ROLES – SELF

PERCEPTION INVENTORY is been used to assess my preferred team role/roles
involving self-rating as recommended by the method which is shown in Appendix 7.

  SH CO PL RI ME IMP TW CF
Total 109 220 85 134 136 87 73 189

Figure 3.1: The result of the Belbin’s questionnaire of my identified preferred team roles.

According to the survey the above points were accumulated. In the points table, the
highest two totals represent my primary and secondary preferred team roles. The
above abbreviations refers below for the details explanation with strengths and
weaknesses.
Belbin Team-Role Contributions Allowable weaknesses
Type

Creative, imaginative, Ignores incidentals. Too pre-

unorthodox. Solves difficult occupied to communicate
problems. effectively.
PL
PLANT

Mature, confident, a good Can often be seen as

chairperson. Clarifies goals, manipulative. Off loads personal
promotes decision-making, work.
CO delegates well.
CO-ORDINATOR

Sober, strategic and discerning. Lacks drive and ability to inspire

Sees all options. Judges others.
ME accurately.
MONITOR
EVALUATOR

Disciplines, reliable, conservative Somewhat inflexible. Slow to

and efficient. Turns ideas into respond to new possibilities.
IMP practical actions.
IMPLEMENTER

Painstaking, conscientious, Inclined to worry unduly.

anxious. Searches out errors and Reluctant to delegate.
omissions. Delivers on time.
CF
COMPLETER
FINISHER

Extrovert, enthusiastic, Over-optimistic. Loses interest

communicative. Explores once initial enthusiasm has
opportunities. Develops contacts. passed.
RI
RESOURCE
INVESTIGATOR
Belbin Team-Role Contributions Allowable weaknesses
Type

Challenging, dynamic, thrives on Prone to provocation. Offends

pressure. The drive and courage people’s feelings.
SH to overcome obstacles.
SHAPER

Co-operative, mild, perceptive Indecisive in crunch situations.

TW and diplomatic. Listens, builds,
TEAMWORKER averts friction.

Single-minded, self-starting, Contributes only on a narrow

dedicated. Provides knowledge front. Dwells on technicalities.
and skills in rare supply.
SP
SPECIALIST

Figure 3.2: Belbin Team-Role Type

The Belbin explanation is given below for my preferred team skills.

CO Co-ordinator has Characteristics, such as Calm, self-confident, controlled. The

distinguishing feature of Co-ordinators is their ability to cause others to work to
shared goals. Mature, trusting and confident, they delegate readily. In interpersonal
relations they are quick to spot individual talents and to use them to pursue group
objectives. While Co-ordinators are not necessarily the cleverest members of a team,
they have a broad and worldly outlook and generally command respect.

There Function - Co-ordinators are useful people to have in charge of a team with
diverse skills and personal characteristics. They perform better in dealing with
colleagues of near or equal rank than in directing junior subordinates. Their motto
might well be “consultation with control” and they usually believe in tackling
problems calmly. In some organisations, Co-ordinators are inclined to clash with
Shapers due to their contrasting management styles.
Strengths - Welcome all potential contributors on their merits and without prejudice,
but without ever losing sight of the main objective.
Allowable weaknesses - No pretensions as regards intellectual or creative ability.

CF Completer-Finisher has Characteristics such as Painstaking, orderly,

conscientious, anxious. Completers, or Completer-Finishers, have a great capacity for
follow-through and attention to detail, and seldom start what they cannot finish. They
are motivated by internal anxiety, although outwardly they may appear unruffled.
Typically, they are introverts who don’t need much external stimulus or incentive.
Completer-Finishers dislike carelessness and are intolerant of those with a casual
disposition. Reluctant to delegate, they prefer to tackle all tasks themselves.

Function - Completer-Finishers are invaluable where tasks demand close

concentration and a high degree of accuracy. They foster a sense of urgency within a
team and are good at meeting schedules. In management, they excel by the high
standards to which they aspire, and by their concern for precision, attention to detail
and follow-through.

Strengths -A capacity for fulfilling their promises and working to the highest
standards.
Allowable weaknesses - A tendency to worry about small things and a reluctance to
“let go”.

My ambition is to make my company an online store where people can digitally see
their products before it gets manufactured. Also I need to work on Content
Management to make sure my site is seen on top in google search. Therefore I need to
work with various suppliers for the development of the website, thus needed goo
networking skills and team skills to get it succeeded. The above results matched my
current skills, abilities and the way I work in a team environment. Nevertheless it is
seen that my team working skills needs to be improved in being a highly effective
leader. Also according to Belbin, there are few areas that I need to focus to become a
great team player and good leader.
1.2 The SMART action plan to improve the marginal team related skills and roles

Apart from what is said in above, the previous section too identifies that there are few
skills that I needed to develop in order to become a successful entrepreneur. I
understand that these skills are highly needed to run a business professionally. The
competition so that I need to be up on the deal with my customers.

This section involves a SMART action plan in developing such skills as illustrated in
Table 3.1. Some of the objectives are expected to be achieved along with the team
task which will be executed in parallel with this section.
Goal Specific Measurable Attainable Relevant Time - Bond

Meet suppliers as much as possible

with related to my business and
start physically see and feel the This will help me to
Touching, Feeling, work on my budget so
raw materials and final goods so
Physical Holding and Doing. that I could offer my
that I exactly will know what kind
Experience in my of goods that my company client the best price as
Business. May 2020 to
Use Fleming’s represents. much as possible.
October 2020.
VAK model to
Handling Raw measure the To reduce competition
In my business, most of the work Total of 6
Materials such as effectiveness is done by 3rd party vendors hence months.
Cloths materials, Also in future, I could
I do not get a chance to practically
printing Ink, Art Practical Hands on start my own production
learn the process. Learning from
boards, ornaments Experience so that I do not want to
my vendors practically how to do
printing, stitching, screen printing, depend on 3rd party
embroider, etc. suppliers.

Look at the best option when there

is a problem in the manufacturing This will help me to
process without getting angry. come out from anger
Use Emotional
when things do not go
Intelligence May 2020 to
Do an action plan on every order the way I planned.
To control my anger Online Survey October 2020.
so that nothing will go unexpected
Anger Management on my suppliers and to Score to
to damage the process This will gradually help
vendors measure my Total of 6
to control my anger and
Anger months.
Always have a backup vendor in will help that situations
Management
case of an emergency. like this will not occur in
future
 Reading google statistics,
economy data, looking at financial
charts of companies to increase the
knowledge via Analytical learning
Use of This will help me to be
style. May 2020 to
Reading charts, Communication more competitive in the
Thinking Pattern October 2020.
figures, and graphs Style self- environment of my field
and Analytical Since online platform, making the
of every kind assessment to and take the total
Learning style customer use online forms of Total of 6
assess the advantage of inline
purchasing in future, reading data, months.
learning style presence.
understanding pattern of online
behavioural will help me change
the thinking patter and understand
analytical forms of date

Table 3.1: The SMART action Plan for the purpose of improving the listed skills.
1.3 The Team Task – Adobe Online Training

The group task that was selected was Adobe Online Training to be done to all the
beginners who wants to get hands on experience using Photoshop, a software that is
needed for all. Initially we wanted to do a classroom session for a half a day to teach
them the basic tools to create a brochures or visiting card on their own. We were
planning to have the session in March 2020 on a Saturday. But unfortunately the
Corona pandemic made us to postponed the programme and have it via online on 18 th
April 2020. The communication was mainly happened via WhatsApp messages and
Online Conference calls.

We initially started to discuss and planned in early January and had several meetings
after that weekday classes. During the meeting we came up with several programmes
such as Blood Donations, Fund Raising for Cancer Hospital, and health Camp. Since
we didn’t have a resources to do the above we stick to conducting Adobe Photoshop
Training Programme.

Our Team members were Princy John, Mohamed Ejaz, Kasun Dilshan, Ranja
Jayasinghe and Mohamed Hamdhan. We had quite a number of meetings in the month
January and February. Few pictures were taken during the meeting are below. The
course was presented by myself where I had the opportunity to teach participants the
software I loved the most and made earn a lot during my young days.

During this meetings I learn a lot by admiring and understanding the participants’
thoughts and their style of communication. Some didn’t want to participate, some
highly wanted to participate while some were so adamant that they wanted to
implement their ideas. It was quite good learning months working as a team but were
able to successfully conduct the online session where we had about 13 to 15 members
participating in the training via online.

This session helped me a lot to understand team efforts and its final outcome. My
team management skills were used at this project and I also discovered my
weaknesses where I need to develop it up in near future.
 January February March April
Task No

Planned No wk wk wk wk wk wk wk wk wk wk wk wk wk wk
Task Description and of 2 3 4 1 2 3 4 5 1 2 3 4 1 2
Actual days

Planned                              
1 Project Selection Actual                              
Planned                              
2 Topic Selection and finalizing Actual                              
Preparing necessary Planned                              
3 documents for the training Actual                              
Starting to market the training Planned                              
4 programme via online Actual                              
Registering the participants Planned                              
5 via online Actual                              
Conducting the online Adobe Planned                              
6 Photoshop Training Actual                              
Table 3.2: The project timeline for team task

Figure 3.2: The campaign that was marketed via social Media

Figure 3.3: Few Meeting Pictures

4. Benefits and experiences of developing a network
1.4 Introduction to network and its benefits in general

In the contemporary day it is seen that many establishments around the world
accepts an inter-organization partnership or relationship bring mutual benefits to
either arties, which shows the significance of networking. Similarly for individuals
managing their networks have essentially benefited them in increasing social
relationships, work related relationships, and career relationships (Daft, 2010).
Networks are known as associates among people which is not fixed or held
together. A network may consist of individuals with like-minded meeting
informally involving a platform. The networks mainly materialize when the
networked individuals’ starts exchange information. While involved in networks,
people create alliance, solicit support, and get in to agreements with other
networked people. These things happens within networks outside the formal
communication methods. In modern days networks are known an absolutely
important way of getting various things done (Armstrong, 2009).

1.5 The use of a professional network and the benefits reflected on me

Apart from the general context, being a member of a professional network has
personally benefitted me and my career. Being a member of LinkedIn has
personally helped me in finding successful business opportunities. There were
quite a lot business deal were closed using linked in. Also few inquiries were made
after seeing my post about my business. Linkedin also helped me connect to people
you cannot think of meeting or talking to them in person. From the higher positions
to lower positions, you can connect with all the people around the business
community. Since it’s a professional forum, you can get really good quality leads
in terms of sales. I really enjoy being the network where it also helps me the
business trends and the latest updates in the business world and in the economy.
 Figure 4.1: The image showing my membership with LinkedIn.

Figure 4.1: The image of Linkedin Profile

Apart from that I am also being a member of EPFS Community in Facebook where
thousands of people share their experience and find answers for their needs in all
form of life. Few leads were captured using this community for my business.
Sometimes my clients themselves recommend me for some leads in the EPFS
community. It’s a good community to be in and understand customers’ behavioural
patterns towards purchasing and it helps us to change the way we do business.

Also I understand the need of networking in real person by attending seminars,

workshops, participating in Lions Club Meetings, Lio Clubs and other professional
clubs where hundreds of people from all walks of business get together are must for
me. By attending those meetings I could share my business and also connect to
people where I could get advantage over my business and personal related works. I
am also an Associate member of Sri Lanka Institute of Marketing for the last 8
years.
5. Leadership Potential, referenced academic and reflective discussion

1.6 Identifying own Leadership Potential

In over-all leadership potential of an individual is the representation of set of aptitudes

along with traits which are related to succeed as a successful leader. So prior to seek as a
strategic level leader, recognising the individual leadership potential and applying various
methods to develop such becomes highly effective in leadership development (Menendez,
2018). Although there are various methods, Northouse proposes a Leadership trait
questionnaire (LTQ) that could be used for the purpose of identifying the leadership
potential of individuals. This leadership trait tries to identify how others ascertain whether
the individual is, articulate, perceptive, self-confident, self-assured, persistent,
determinant, trustworthy, dependable, friendly, outgoing conscientious, diligent, sensitive,
and empathic, involving a peer and self-rating method. It is suggested to involve peer
rating and self-rating for the purpose of achieving accurate results over identifying an
individual’s leadership abilities (Northouse, 2013). Appendix 8 illustrates the
questionnaire and the findings.

Table 5.1 Leadership Traits Questionnaire Ratings

Princy Krishan Sherin Bala Udara Average Self-Rate

  1. Articulate 5 4 4 5 4 4.4 5
  2. Perceptive 4 4 4 5 4 4.2 4
  3. Self-confident 5 4 4 5 4 4.4 3
  4. Self-assured 4 4 3 5 5 4.2 3
  5. Persistent 5 3 4 3 3 3.6 2
  6. Determined 5 3 5 4 4 4.2 3
  7. Trustworthy 1 5 5 3 5 3.8 4
  8. Dependable 5 4 5 4 4 4.4 4
  9. Friendly 4 5 5 5 5 4.8 5
10. Outgoing 5 5 3 5 5 4.6 5
11. Conscientious 5 4 4 5 3 4.2 4
12. Diligent 4 5 4 4 3 4 4
13. Sensitive 5 4 5 3 5 4.4 5
14. Empathic 4 4 4 4 4 4 3
 Scoring Interpretation
The scores you received on the LTQ provide information about how you see
yourself and how others see you as a leader. The chart allows you to see where your
perceptions are the same as those of others and where they differ.

Figure 5.1 Leadership Traits Questionnaire Ratings

Cut off point: y = 4

The above figure shows that my fellow people do not see me the way I see myself or the
way I understand myself. In certain areas I am astonished to see myself how others
perceive me. There are areas like Articulate, Friendly, outgoing and sensitive as 5 as rating
where as my peers have given me a rating of close to 5 which I am really pleased on the
score that they have given me.

Also there are few areas that I would like to develop where my peers and myself have
given a rating of 3 and less where those areas I believe also lacking in me. Areas such as
Self Confident, Self Assured, Persistent, Determined, Trustworthy and Empathy have to
developed as my peers seen these areas are lacking in me. I also do agree with the ratings
by my peers and I am hoping to work on those areas.

I would like to make a serious thought about the following areas, Self Confident, Self
Assured, Persistent and Determined for me to be very successful in my business. This will
affect my personality and my personal life in in future if I do not get it right.
 The results generated from the above findings are illustrated in below radar diagrams
and it could be identified on what directions are my leadership abilities are headed.
Referring to the elements which has the highest scoring with a cut of mark above
4/5, it is seen that I’m Articulate, Friendly, Outgoing, Sensitive, Dependable &
Self Confident Leader. Now let see how we could connect my leadership style with
the theories we learn in our MBA.

1.7 Linking the leadership potential and the behaviours with examples

These leadership potential and behaviours had let me to successfully complete many
projects done by me in the Business field as well as in my church community
bringing in many benefits to the organizations and my personal life. My last
corporate job was in the field of life insurance where I had to lead a team of fifty
sales cadres who are not direct employees but work as free lancers. I as Regional
Manager, had to get the maximum from them as Selling life insurance is not an easy
task in Sri Lanka where people do not show a positive vibes towards insurance.
Therefore I had really push the sales cadre to work hard and smart. During my
tenure I had to work with my sales people who had with different personalities,
different walks of life, different need and different expectations and so on. It was the
toughest job to be done where monthly target was 10 million in new policies and
insurance premium collections was around 30 million. There were over 3000
insurance policies had to be services and given customer service to the utmost. We
needed to have less than 2% complaints per month.

Unless you have people skills you cannot survive in this position for too long. More
than sales you need to have people skills to handle, tackle and understand the sale
cadre especially who are not bound by the company as they are not salary paid
employees. Your communication pattern towards them had to be very clear and
precise. Every word you say is registered in their mind and it could back fire at us ay
anytime. So I was to be very careful when using words. You got to be articulate in
your communication with sales cadre. Also you got be very friendly in order for
them to work with you. You cannot demand things from them, the very next time
you will see them working for the competitors. Sometime you need to be very
sensitive on certain things when dealing with their emotions, especially with their
 family backgrounds. These jobs are done by most of low level income families
therefore we need to show tolerance when dealing with them.

As the Regional Manager you should also have to be consistent, Reliable and
dependable. In this field, you have to be with the above qualities in terms of sales.
You have to bring business from reliable customers as well. In some cases in the
industry you have to take bold decision in firing and hiring sales cadres. Sometime
you got to hire high end sales people from your competitors, at that time you have
believe in your instinct that this will bring much more sales to the company.

Therefore it is seen that these qualities are closely matching with key elements of
the Path-goal leadership theory and Blake and Mouton’s Leadership Style
theory. In identifying how my leadership potentials and behaviours reflects with
these leadership theories is show below in using figures. (Northouse, 2013).

1.8 The Path-goal Leadership theory reflecting my leadership behaviours

This leadership theory which is originally developed by Evans and House focus on
attaining the goals where by, the leader motivating the subordinate i.e. how the
leadership behaviour adopted by the leaders best fits the motivational needs of the
subordinates. This theory illustrates that leaders needs to adopt different leadership
styles based on the situations such as the followers characteristics and the severity
of the task and not stick only with one preferred style (Northouse, 2013). During my
post at Union Assurance as the Regional Manager I had to change my leadership
style based on the situations that comes day to day.

Although there are different styles or different leadership behaviours, this theory
focus on four main behaviours whereas; Directive Leadership Behaviour, means
the leader gives subordinates strong instructions over their tasks, clear guidelines,
and regulated timelines over what is to be achieved. Here the follower is expected to
be competent. Supportive Leadership, means the leader is approachable, friendly,
and the leader attends to the human needs individually of the subordinates a
motivational technique i.e. the leadership is pleasant for the subordinates.
Participative leadership, means leader consults and invite the subordinates in the
process of decision making and mixes their views along with the strategic
 requirement as the motivational technique. Here the follower is considered to be
competent. Achievement Oriented Behaviour, means the leader sets task oriented
challenges for the subordinates to perform on their own expertise as a motivational
technique. Along with this behaviour it is expected that the subordinates express
very high level of performance. Nevertheless it is seen that the leaders preferred
style always emerges actively or passively at all situations, which will be tested over
me based on the methods and questionnaires illustrated by Northouse (Bertocci,
2009; Northouse, 2013).

Based on the questionnaire, Assessing Leadership Behaviour under Path-goal

Leadership Theory, my style of leadership is seen in the figure shown below.
Appendix 9 illustrates the questionnaire related to the leadership behaviour the
leader adopts at all times in general, and the findings illustrated on the spider
diagram illustrated in figure 5.2 is based on my personal behaviour assed involving
self-rating.

Figure 5.2: Self-rating of leadership behaviour of the path-goal leadership theory

It is identified that my preferred leadership behaviour is more towards to Supportive

Behaviour where by obtaining score of 27/35. And it is seen the directive behaviour and
Achievement Oriented Behaviour becomes the second where by obtaining a score of 25/35.
 The participative behaviour is seen as my least preferred leadership behaviour. This is a key
issue reflected with my leadership attributes. And necessary amendment should be taken
in improving my Participative Behaviours to be a balanced and successful leader.

1.9 Blake and Mouton’s Leadership Style

Examining the current leadership style of myself with the Blake and Mouton’s
Leadership Grid theory would give a good understanding of the leadership style that
is being practised by myself. The Blake Mouton Managerial Grid is based on two
behavioural dimensions, one, Concern for People: this is the degree to which a
leader considers team members' needs, interests and areas of personal growth when
deciding how best to achieve a task and two, Concern for Results: this is the degree
to which a leader highlights concrete objectives, organizational efficiency and high
efficiency when deciding how best to achieve a task. Blake and Mouton defined five
leadership styles based on these, as illustrated in the figure underneath.

Figure 5.3: Blake and Mouton’s Leadership Grid

High

Country- Club Management Team

Myself
Concern for
people

Middle of the Road

Impoverished Authority-Compliance
Low High
Concern for Results

Based on the above Blake and Mouton’s Leadership Grid, my leadership style would
be more towards concern for people and also slightly high for results. Based on the
Path Goal Theory results, I also can position myself in between Country Club
Management and Team grid. This indicates that I should work and develop myself
to achieve team results, where concern for people and concern for results are high.
6. The Personal Marketing
Marketing is the art over selling the products (Kotler, 2000). Consequently as a person
who is planning to progress via in the business ladder it’s myself who becomes the
product. To succeed as a person, personal branding plays a vital role, therefore it is
required to position my profile using a strategy clock. My profile will be positioned
involving two dimensions known as, value created by me with time and the price
required to be paid for the offerings as shown in Figure 6.1 (Johnson, Scholes, and
Whittington, 2008).

I position myself as Innovative, creative person in everything I do. My creativity is

shown in developing informative CVs, Helping young people to identify their potential,
teaching softwares like Photoshops, Ms Office, PeachTree and Illustrator, help people
who needs help in any form, i.e, fianancially and finally in my own business which is
named as Brandigene (Pvt) Ltd.

Brito as a product
before the MBA Brito as a product
after the MBA

Value created

The Time

The Price

Figure 6.1: The amount of value created by my profile to the price should be paid over time.

Hence I have created a website to showcase of, my profile, my capabilities, various

services provided by me, my brand, and my company website to showcase my
products and how I have positioned my company to the customers. This website
created tries to showcase how I have been positioned in the community I live with.
1.10 Personal Branding Website

Figure 6.2: The Home page highlighting the brand Brito along with Moto

Figure 6.3: The Home page highlighting the Tagline

Figure 6.3: The Home page highlighting myself and my service

 Figure 6.4: The Home page highlighting my services in nutshell

Figure 6.4: The Home page highlighting the monthly newsletter option

Figure 6.4: The Contact page for them to contact me

I have felt and realised that the MBA has improved my capability levels to a certain extent
where without fear I could face all top level executives for business decision makings. It
enables to brand me as a person who could offer what people really need in terms of
creativity and innovation. In addition to my entrepreneurship skills, it is seen that the
academic and the exposure of the MBA program has provided me additional skills such as
financial, strategy consultation, market development, and various other business development
skills. Therefore it is seen that the academics of this London Met MBA program is boosting
me to a highly valuable personal comparing with my previous status or previous level.

Thus this website is published using a free domain using wix.com. This site could be viewed
by clicking the following link; https://britson2000.wixsite.com/mysite And it is expected
where by gaining more and more experiences along with time, there will be more elements
adding in to the profile showcase in future. I have also attached my company website which
was created by me which shows my passion towards creating innovative branding products
for corporate and individuals. www.brandigence.lk
7. Conclusion

Noble leadership is essential for us, for others and for the planet. Everybody has to live
up to the leadership experiment. I trust that at the essential of a purposeful life lies in
leadership - we find meaning in leading our lives, in expressing our opinions, speaking
even the smallest but most important matters and in being of value and not a burden to
others. Contrarily, the cause for pain can be the absence of leadership - we agonize when
we aren’t ourselves, don’t voice up, when we don’t fight for our values and manage to
use positive influence on our partners, children, families, friends, neighbours, colleagues,
politicians or the society as a whole. Coming forward and being a leader is an
enormously valuable experience for everyone. It helps us to understand ourselves and the
role we wish to play in the society or in an organisation. Aids us to get better and better
in living up to values and expectations. Leadership guide us to live our own lives, not the
life of others.

For me, Leadership means giving. Giving it totally free. I also understand that
Leadership is voluntarily calling the shots and taking the responsibility. It has little to do
with glory and fame, money and status. But so much with dignity and modesty. I am not
saying that being a leader is an easy job. Leadership can be tiring, even exhausting,
leadership can be painful, even mentally failing. Sometimes it can be hard to stand for
ourselves and for others in everyday life. Leadership is reflected in the little things.
When others want our help, even though we are down. Leadership might mean that leave
a well-paid position or expose ourselves to high risks. Leadership is freedom and
objectivity - breaking free comes at a cost. People will call us wrong, out of mind, crazy,
ignorant and arrogant.

I believe Leaders follow a moral scope. They need courage, need to be open-minded,
thoughtful, and positive and balanced in their thinking patterns. Leaders sometimes make
tough decisions - be self-aware with high self-control. Qualities which take us far, which
help us to succeed in life - personally and professionally. I strongly believe that
Leadership is not a role at all. Leadership is a mind-set and attitude, a behaviour, a way
of looking at things and acting and living - which can produce outstanding outcomes and
amazing careers in our life. Most significantly, being a leader can make us great human
being - dependent, however, on our values and our ability to live up to them.
8. Reference

16 Personalities (2018) Personality Types [Online]. [Accessed on: 29. 11. 2018]. Available
at: < https://www.16personalities.com/personality-types >

Belbin, R., 2004. Management Teams. 2nd ed. Oxford: Butterworth-Heinemann.

Daft, L. R. (2010) Organization Theory and Design, Tenth Edition. Mason. South-Western
Cengage Learning.

Delarue, A., Van Hootegem, G., Procter, S., and Burridge, M. (2008) Teamworking and
organizational performance: A review of survey-based research. International Journal of
Management Reviews, 10 (02), pp. 124 – 148.

Education Planner, (2011) What's Your Learning Style? 20 Questions [Online]. [Accessed
on: 24. 11. 2018]. Available at: http://www.educationplanner.org/students/self-
assessments/learning-styles-quiz.shtml >

Kotler, P. (2000) Marketing Management: Millennium Edition, 10th Edition. New Jersey,
Prentice Hall Inc.

Kozlowski, J. W. and Ilgen, R. D. (2006) Enhancing the Effectiveness of Work Groups and
Teams. Association for Psychological Science Journals, 07 (03), pp. 77 – 124.

Menendez, J. (2018) Leadership Potential. Select International [Online]. [Accessed on: 24.
12. 2018]. Available at: <http://www.selectinternational.com/blog/6-things-you-can-do-this-
week-to-develop-leadership-potential >

Mullins, L. J. (2010) Management and organizational Behaviour. Ninth Edition. Harlow,

Pearson Education limited.

Northouse, G. (2013) Leadership: Theory and practice. Sixth edition. California, Sage
Publications Inc.

Pânișoarăa, G., Sandua, C., Ion-Ovidiu, P., and Duță, N. (2015) Comparative Study
Regarding Communication Styles of The Students. Procedia - Social and Behavioral Sciences
publications, 186 (05), pp. 202 – 208.

Personality perfect (2018) 16 Personality types [Online]. [Accessed on: 29.11. 2018].
Available at: < https://www.personalityperfect.com/16-personality-types/ >

Skills You Need, (2018) Interpersonal skills assessment [Online]. [Accessed on: 03. 12.
2018]. Available at:<http://www.skillsyouneed.com/ls/index.php/343479/lang/en/newtest/Y>

TenBrink, A. H. (2009) Identifying Your Personal Style of Communication. Mind Matters:

Ball State University Counseling Practicum Clinic publications, 02 (01), pp. 02 – 03
[Online]. [Accessed on: 26. 11. 2018]. Available at: <
https://www.bsu.edu/-/media/WWW/DepartmentalContent/CounselingPsychology/PDFs/Min
dMatters/MindMattersV2I1.pdf >
The Myers Briggs Foundation (2018) MBTI Basics [Online]. [Accessed on: 29. 11. 2018].
Available at: < https://www.myersbriggs.org/my-mbti-personality-type/mbti-
basics/home.htm?bhcp=1 >

Thompson, L (2013) The basics of teamwork [Online]. [Accessed on: 26. 12. 2018].
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5/M01_THOM8089_05_SE_C01-ebook.pdf >

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%20Questions.pdf >
Appendix 1

VAK Learning Styles Self-Assessment Questionnaire

Circle or tick the answer that most represents how you generally behave.
(It’s best to complete the questionnaire before reading the accompanying explanation.)

1. When I operate new equipment I generally:

a) read the instructions first
b) listen to an explanation from someone who has used it before
c) go ahead and have a go, I can figure it out as I use it

2. When I need directions for travelling I usually:

a) look at a map
b) ask for spoken directions
c) follow my nose and maybe use a compass

3. When I cook a new dish, I like to:

a) follow a written recipe
b) call a friend for an explanation
c) follow my instincts, testing as I cook00

4. If I am teaching someone something new, I tend to:

a) write instructions down for them
b) give them a verbal explanation
c) demonstrate first and then let them have a go

5. I tend to say:
a) watch how I do it
b) listen to me explain
c) you have a go

6. During my free time I most enjoy:

a) going to museums and galleries
b) listening to music and talking to my friends
c) playing sport or doing DIY

7. When I go shopping for clothes, I tend to:

a) imagine what they would look like on
b) discuss them with the shop staff
c) try them on and test them out
8. When I am choosing a holiday I usually:
a) read lots of brochures
b) listen to recommendations from friends
c) imagine what it would be like to be there

9. If I was buying a new car, I would:

a) read reviews in newspapers and magazines
b) discuss what I need with my friends
c) test-drive lots of different types

10. When I am learning a new skill, I am most comfortable:

a) watching what the teacher is doing
b) talking through with the teacher exactly what I’m supposed to do
c) giving it a try myself and work it out as I go

11. If I am choosing food off a menu, I tend to:

a) imagine what the food will look like
b) talk through the options in my head or with my partner
c) imagine what the food will taste like

12. When I listen to a band, I can’t help:

a) watching the band members and other people in the audience
b) listening to the lyrics and the beats
c) moving in time with the music

13. When I concentrate, I most often:

a) focus on the words or the pictures in front of me
b) discuss the problem and the possible solutions in my head
c) move around a lot, fiddle with pens and pencils and touch things

14. I choose household furnishings because I like:

a) their colours and how they look
b) the descriptions the sales-people give me
c) their textures and what it feels like to touch them

15. My first memory is of:

a) looking at something
b) being spoken to
c) doing something
16. When I am anxious, I:
a) visualise the worst-case scenarios
b) talk over in my head what worries me most
c) can’t sit still, fiddle and move around constantly

17. I feel especially connected to other people because of:

a) how they look
b) what they say to me
c) how they make me feel

18. When I have to revise for an exam, I generally:

a) write lots of revision notes and diagrams
b) talk over my notes, alone or with other people
c) imagine making the movement or creating the formula

19. If I am explaining to someone I tend to:

a) show them what I mean
b) explain to them in different ways until they understand
c) encourage them to try and talk them through my idea as they do it

20. I really love:

a) watching films, photography, looking at art or people watching
b) listening to music, the radio or talking to friends
c) taking part in sporting activities, eating fine foods and wines or dancing

21. Most of my free time is spent:

a) watching television
b) talking to friends
c) doing physical activity or making things

22. When I first contact a new person, I usually:

a) arrange a face to face meeting
b) talk to them on the telephone
c) try to get together whilst doing something else, such as an activity or a meal

23. I first notice how people:

a) look and dress
b) sound and speak
c) stand and move

24. If I am angry, I tend to:

a) keep replaying in my mind what it is that has upset me
b) raise my voice and tell people how I feel
c) stamp about, slam doors and physically demonstrate my anger
25. I find it easiest to remember:
a) faces
b) names
c) things I have done

26. I think that you can tell if someone is lying if:

a) they avoid looking at you
b) their voices changes
c) they give me funny vibes

27. When I meet an old friend:

a) I say “it’s great to see you!”
b) I say “it’s great to hear from you!”
c) I give them a hug or a handshake

28. I remember things best by:

a) writing notes or keeping printed details
b) saying them aloud or repeating words and key points in my head
c) doing and practising the activity or imagining it being done

29. If I have to complain about faulty goods, I am most comfortable:

a) writing a letter
b) complaining over the phone
c) taking the item back to the store or posting it to head office

30. I tend to say:

a) I see what you mean
b) I hear what you are saying
c) I know how you feel

Now add up how many A’s, B’s and C’s you selected.

A’s = 12 B’s = 10 C’s = 9

If you chose mostly A’s you have a VISUAL learning style.
If you chose mostly B’s you have an AUDITORY learning style.
If you chose mostly C’s you have a KINAESTHETIC learning style.
Some people find that their learning style may be a blend of two or three styles, in this case read about
the styles that apply to you in the explanation below.
When you have identified your learning style(s), read the learning styles explanations and consider
how this might help you to identify learning and development that best meets your preference(s).
Now see the VAK Learning Styles Explanation.
VAK Learning Styles Explanation
The VAK learning styles model suggests that most people can be divided into one of three preferred
styles of learning. These three styles are as follows, (and there is no right or wrong learning style):
 Someone with a Visual learning style has a preference for seen or observed things, including
pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people
will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform
a new task after reading the instructions or watching someone else do it first. These are the
people who will work from lists and written directions and instructions.

 Someone with an Auditory learning style has a preference for the transfer of information
through listening: to the spoken word, of self or others, of sounds and noises. These people
will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new
task after listening to instructions from an expert. These are the people who are happy being
given spoken instructions over the telephone, and can remember all the words to songs that
they hear!

 Someone with a Kinaesthetic learning style has a preference for physical experience -
touching, feeling, holding, doing, practical hands-on experiences. These people will use
phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by
going ahead and trying it out, learning as they go. These are the people who like to
experiment, hands-on, and never look at the instructions first!

People commonly have a main preferred learning style, but this will be part of a blend of all three.
Some people have a very strong preference; other people have a more even mixture of two or less
commonly, three styles.

When you know your preferred learning style(s) you understand the type of learning that best suits
you. This enables you to choose the types of learning that work best for you.
There is no right or wrong learning style. The point is that there are types of learning that are right for
your own preferred learning style.
Please note that this is not a scientifically validated testing instrument – it is a free assessment tool
designed to give a broad indication of preferred learning style(s).

More information about learning styles, personality, and personal development is at

www.businessballs.com.

With acknowledgements to Victoria Chislett for developing this assessment.

Victoria Chislett specialises in performance psychology and its application within organisations, and
can be contacted via email: performance_psychologist at yahoo.com.
 Appendix 2
EMOTIONAL INTELLIGENCE

SELF-ASSESSMENT EXERCISE: WHAT'S YOUR EMOTIONAL INTELLIGENCE?

For each of the following items, rate how well you are able to display the ability described.
Before responding, try to think of actual situations in which you have had the opportunity to
use the ability.

Low Moderate High

T

Ability Ability Ability

1. Associate different internal physiological cues with
1 2 3 4 5
different emotions.
2. Relax when under pressure in situations. 1 2 3 4 5
3. Know the impact your behaviour has on others. 1 2 3 4 5
4. Initiate successful resolution of conflict with others. 1 2 3 4 5
5. Calm yourself quickly when angry. 1 2 3 4 5
6. Know when you are becoming angry. 1 2 3 4 5
7. Recognize when others are distressed. 1 2 3 4 5
8. Build consensus with others. 1 2 3 4 5
9. Know what senses you are currently using. 1 2 3 4 5
10. Produce motivation when doing uninteresting work. 1 2 3 4 5
11. Help others manage their emotions. 1 2 3 4 5
12. Make others feel good. 1 2 3 4 5
13. Identify when you experience mood shifts. 1 2 3 4 5
14. Stay calm when you are the target of anger from others 1 2 3 4 5
15. Show empathy to others. 1 2 3 4 5
16. Provide advice and emotional support to others as needed 1 2 3 4 5
17. Know when you become defensive. 1 2 3 4 5
18. Follow your words with actions. 1 2 3 4 5
19. Engage in intimate conversations with others. 1 2 3 4 5
20. Accurately reflect people's feelings back to them. 1 2 3 4 5

2 1 3 6 8
Appendix 3

Always Often Sometime Rarely Neve

Communication habits s r

I give people my full attention while they're talking to me ✔

encourage other people to talk, and I ask appropriate questions ✔
I present my ideas so that others are receptive to my point of view. ✔
I treat people fairly, and I let others know how I want to be treated ✔
I value teamwork and know how to build cooperation and commitment ✔
I show respect for people's ideas and feelings, even when I disagree with them. ✔
I accept differences and conflict as a normal part of any work environment, and I know
✔
how to address them constructively
I strive to understand other people and to be empathetic ✔
I am open to negative feedback, and I communicate difficult truths in a respectful way ✔
I am able to easily win people's trust and respect. ✔
I check to make sure I've understood what other people are trying to communicate ✔
I am confident and at ease giving a presentation. ✔
I avoid making absolutist judgments about people (like, "She's always that way."). ✔
I follow through on my commitments ✔
I can work with difficult people without becoming negative myself ✔
Total 9 3 1 2 0
Appendix 4

Activity – Communication Style self-assessment

What's Your Style?
Consider each of the following questions separately and circle the one letter (a, b, c, or d) that corresponds to the
description that best fits you. If you have trouble selecting only one answer, ask yourself which response, at work,
would be the most natural or likely for you to make.
After scoring your responses, you will notice you are not just one style, and neither is anyone else so
you have to adjust your communication accordingly. It is important not to label someone because we
are all different and complex so no one fits into a box. This tool, as with other tools, is meant to be a
guide and to give you ideas but the best learning is through trial, error, reflection and trying again.

Self- evaluation questionnaire

There are no right answers to these questions, so base your response on how you are today, not how you think you
should be or would like to be in the future.
When talking to a customer or co-worker ...
1. I maintain eye contact the whole time.
2. I alternate between looking at the person and looking down.
3. I look around the room a good deal of the time.
4. I try to maintain eye contact but look away from time to time.

If I have an important decision to make ...

1. I think it through completely before deciding.
2. I go with my gut instincts.
3. I consider the impact it will have on other people before deciding.
4. I run it by someone whose opinion I respect before deciding.

My office or work area mostly has ...

1. Family photos and sentimental items displayed.
2. Inspirational posters, awards, and art displayed.
3. Graphs and charts displayed.
4. Calendars and project outlines displayed.

If I am having a conflict with a co-worker or customer ...

1. I try to help the situation along by focusing on the positive.
2. I stay calm and try to understand the cause of the conflict.
3. I try to avoid discussing the issue causing the conflict.
4. I confront it right away so that it can get resolved as soon as possible.

When I talk on the phone at work ...

1. I keep the conversation focused on the purpose of the call.
2. I spend a few minutes chatting before getting down to business.
3. I am in no hurry to get off the phone and don't mind chatting about personal things,
the weather, and so on.
4. I try to keep the conversation as brief as possible.
If a co-worker is upset ...
1. I ask if I can do anything to help.
2. I leave him alone because I don't want to intrude on his privacy.
3. I try to cheer him up and help him to see the bright side.
4. I feel uncomfortable and hope he gets over it soon.

When I attend meetings at work ...

1. I sit back and think about what is being said before offering my opinion.
2. I put all my cards on the table so my opinion is well known.
3. I express my opinion enthusiastically, but listen to other's ideas as well.
4. I try to support the ideas of the other people in the meeting.

When I make a presentation in front of a group ...

1. I am entertaining and often humorous.
2. I am clear and concise.
3. I speak relatively quietly.
4. I am direct, specific, and sometimes loud.

When a customer is explaining a problem to me ...

1. I try to understand and empathize with how she is feeling.
2. I look for the specific facts pertaining to the situation.
3. I listen carefully for the main issue so that I can find a solution.
4. I use my body language and tone of voice to show her that I understand.

When I attend training programs or presentations ...

1. I get bored if the person moves too slowly.
2. I try to be supportive of the speaker, knowing how hard the job is.
3. I want it to be entertaining as well as informative.
4. I look for the logic behind what the speaker is saying.

When I want to get my point across to customers or co-workers ...

1. I listen to their point of view first and then express my ideas gently.
2. I strongly state my opinion so that they know where I stand.
3. I try to persuade them without being too forceful.
4. I explain the thinking and logic behind what I am saying.

When I am late for a meeting or appointment ...

1. I don't panic but call ahead to say that I will be a few minutes late.
2. I feel bad about keeping the other person waiting.
3. I get very upset and rush to get there as soon as possible.
4. I apologize profusely once I arrive.

I set goals and objectives at work that ...

1. I think I can realistically attain.
2. I feel are challenging and would be exciting to achieve.
3. I need to achieve as part of a bigger objective.
4. Will make me feel good when I achieve them.
When explaining a problem to a co-worker whom I need help from ...
1. I explain the problem in as much detail as possible.
2. I sometimes exaggerate to make my point.
3. Try to explain how the problem makes me feel.
4. I explain how I would like the problem to be solved.

If customers or co-Workers are late for a meeting with me in my office ...

1. I keep myself busy by making phone calls or working until they arrive.
2. I assume they were delayed a bit and don't get upset.
3. I call to make sure that I have the correct information (date, time, and so on).
4. I get upset that the person is wasting my time.

When I am behind on a project and feel pressure to get it done ...

1. I make a list of everything I need to do, in what order, by when.

2. I block out everything else and focus 100 percent on the work I need to do.
3. I become anxious and have a hard time focusing on my work.
4. I set a date to get the project done by and go for it.

When I feel verbally attacked by a customer or a co-worker ...

1. I tell her to stop it.
2. I feel hurt but usually don't say anything about it to her.
3. I ignore her anger and try to focus on the facts of the situation.
4. I let her know in strong terms that 1 don't like her behaviour.

When I see a co-worker or customer whom I like and haven't seen recently ...
1. I give him a friendly hug.
2. I greet him but don't shake his hand.
3. I give him a firm but quick handshake.
4. I give him an enthusiastic handshake that lasts a few moments.

Scoring the questionnaire

Once you have finished the questionnaire, review the following scoring sheet (shown on the
next page). You will be scoring yourself on four specific working styles. They are:

 Driver (DR)
 Expressive (EX)
 Amiable (AM)
 Analytical (A)
Transfer your answers from the questionnaire to the scoring sheet and then count up the number of times you circled
each style. Enter these scores at the bottom of the scoring sheet. The style where you scored the most points is your
primary working style.
The four terms (Driver, Expressive, Amiable, and Analytical) were originally coined by Dr. David Merrill, founder of
Tracom Consulting Group. If you are interested in reading more about the research done by Dr. Merrill and his
associates, read Personal Styles and Effective Performance: Make your Style Work for You by Dr. David
Merrill and Roger Reid (Radnor, PA.: Chilton, 1981
 Scoring Form

1 7 13
a Driver a Analytical a Analytical
b Amiable b Driver b Expressive
c Analytical c Expressive c Driver
d Expressive d Amiable d Amiable
2 8 14
a Analytical a Expressive a Analytical
b Driver b Analytical b Expressive
c Amiable c Amiable c Amiable
d Expressive d Driver d Driver
3 9 15
a Amiable a Amiable a Expressive
b Expressive b Analytical b Amiable
c Analytical c Driver c Analytical
d Driver d Expressive d Driver
4 10 16
a Expressive a Driver a Analytical
b Amiable b Amiable b Driver
c Analytical c Expressive c Amiable
d Driver d Analytical d Expressive
5 11 17
a Driver a Amiable a Driver
b Expressive b Driver b Amiable
c Amiable c Expressive c Analytical
d Analytical d Analytical d Expressive
6 12 18
a Amiable a Analytical a Amiable
b Analytical b Amiable b Analytical
c Expressive c Driver c Driver
d Driver d Expressive d Expressive

Total Driver Score 5

Total Amiable Score 5

Total Analytical Score 5

Total Expressive Score 3

 Appendix 5

MBTI

PERSONAL STYLE INVENTORY

R. Craig Hogan and David W. Champagne

Just as every person has differently shaped feet and toes from every other person, so we all have
differently “shaped” personalities. Just as no person’s foot shape is “right” or “wrong” so no person’s
personality shape is right or wrong. The purpose of this inventory is to give you a picture of the shape
of your preferences, but that shape, while different from the shapes of other persons’ personalities, has
nothing to do with mental health or mental problems.

The following items are arranged in pairs (a and b), and each member of the pair represents a
preference you may or may not hold. Rate your preference for each item by giving it a score of 0 to 5
(0 meaning you really feel negative about it or strongly about the other member of the pair, 5 meaning
you strongly prefer it or do not prefer the other member of the pair). The scores for a and b MUST
ADD UP TO 5 (0 and 5, 1 and 4, 2 and 3, etc.). Do not use fractions such as 2½.

I prefer:

1a.__4___ making decisions after finding out what others think.

1b.___1__ making decisions without consulting others.
2a.___3__ being called imaginative or intuitive.
2b.___2__ being called factual and accurate.
3a.__0___ making decisions about people in organisations based on available data and
systematic analysis of situations.
3b.__5___ making decisions about people in organisations based on empathy, feelings, and
understanding of their needs and values.
4a.__4___ allowing commitments to occur if others want to make them.
4b.___1__ pushing for definitive commitments to ensure that they are made.
5a.__3___ quiet, thoughtful time alone.
5b.__2___ active, energetic time with people.
6a.__3___ using methods I know well that are effective to get the job done.
6b.__2___ trying to think of new methods of doing tasks when confronted with them.
7a.__0___ drawing conclusions based on unemotional logic and careful step-by-step
analysis.
7b._5___ drawing conclusions based on what I feel and believe about life and people from
past experiences.

8a.__2__ avoiding making deadlines.

8b.__3___ setting a schedule and sticking to it.
9a.__4___ talking awhile and then thinking to myself about the subject.
9b.__1___ talking freely for an extended period and thinking to myself at a later time.
10a.__4__ thinking about possibilities.
10b.__1__ dealing with actualities.
11a.__3__ being thought of as a thinking person.
11b.__2__ being thought of as a feeling person.
12a.__4__ considering every possible angle for a long time before and after making a
decision.
12b.__1__ getting the information I need, considering it for a while, and then making
a fairly quick, firm decision.
13a.__4__ inner thoughts and feelings others cannot see.
13b.__1__ activities and occurrences in which others join.
14a.__1__ the abstract or theoretical.
14b.__4__ the concrete or real.
15a.__3__ helping others explore their feelings.
15b.__2__ helping others make logical decisions.
16a.__2__ change and keeping options open.
16b.__3__ predictability and knowing in advance.
17a.__4__ communicating little of my inner thinking and feelings.
17b.__1__ communicating freely my inner thinking and feelings.
18a.__4__ possible views of the whole.
18b.__1__ the factual details available.
19a.__4__ using common sense and conviction to make decisions.
19b.__1__ using data, analysis, and reason to make decisions.
20a.__1__ planning ahead based on projections.
20b.__4__ planning as necessities arise, just before carrying out the plans.
21a.__1__ meeting new people.
21b.__4__ being alone or with one person I know well.
22a.__4__ ideas.
22b.__1__ facts.
23a.__4__ convictions.
23b.__1__ verifiable conclusions.
24a.__3__ keeping appointments and notes about commitments in notebooks or in
appointment books as much as possible.
24b.__2__ using appointment books and notebooks as minimally as possible
(although I may use them).
25a.__3__ discussing a new, unconsidered issue at length in a group.
25b.__2__ puzzling out issues in my mind, then sharing the results with another
person.
26a.__1__ carrying out carefully laid, detailed plans with precision.
26b.__4__ designing plans and structures without necessarily carrying them out.
27a.__2__ logical people.
27b.__3__ feeling people.
28a.__1__ being free to do things on the spur of the moment.
 28b.__4__ knowing well in advance what I am expected to do.
29a.__2__ being the centre of attention.
29b.__3__ being reserved.
30a.__3__ imagining the nonexistent.
30b.__2__ examining details of the actual.
31a.__3__ experiencing emotional situations, discussions, movies.
31b._2__ using my ability to analyse situations.
32a.__3__ starting meetings at a prearranged time.
32b.__2__ starting meetings when all are comfortable or ready.

PERSONAL STYLE INVENTORY SCORING SHEET

Instructions: Transfer your scores for each item of each pair to the appropriate blanks. Be careful to
check the a and b letters to be sure you are recording scores in the right blank spaces. Then total the
scores for each dimension.

Dimension Dimension
I E N S
Item Item Item Item

1b. 1 1a. 4 2a. 3 2b. 2

5a. 3 5b. 2 6b. 2 6a. 3
9a. 4 9b. 1 10a. 4 10b. 1
13a. 4 13b. 1 14a. 1 14b. 4
17a. 4 17b. 1 18a. 4 18b. 1
21b. 4 21a. 1 22a. 4 22b. 1
25b. 2 25a. 3 26b. 4 26a. 1
29b. 3 29a. 2 30a. 3 30b. 2
Total I - 25 Total E 15 Total N 25 Total S 15

Dimension Dimension
TI F P J
Item Item Item Item

3a. 0 3b. 5 4a. 4 4b. 1

7a. 0 7b. 5 8a. 2 8b. 3
11a. 3 11b. 2 12a. 4 12b. 1
15b. 2 15a. 3 16a. 2 16b. 3
19b. 1 19a. 4 20b. 4 20a. 1
23b. 1 23a. 4 24b. 2 24a. 3
27a. 2 27b. 4 28a. 1 28b. 4
31b. 2 31a. 2 32b. 2 32a. 3
Total T 11 Total F 29 Total P 21 Total J 19
Personal Style Inventory Interpretation Sheet

Letters on the score sheet stand for:

I – introversion E – extroversion
N – Intuition S – sensing
T – thinking F – feeling
P – perceiving J – judging

If your score is the likely interpretation is

20-21 balance in the strengths of the dimensions
22-24 some strength in the dimension, some weakness
in the other member of the pair
25-29 definite strength in the dimension, definite
weakness in the other member of the pair
30-40 considerable strengths in the dimension,
considerable weakness in the other member of the
pair

Your typology is the four dimensions for which you had scores of 22 or more, although the relative
strengths of all the dimensions actually constitute your typology. Scores of 20 or 21 show relative
balance in a pair so that either member could be part of the typology.

Dimensions of the typology

The following four pairs of dimensions are present to some degree in all people. It is the extremes
that are described here. The strength of a dimensions is indicated by the score for the dimension and
will determine how closely the strengths and weaknesses described for the participant’s personality.

Introversion – Extroversion
Persons more introverted than extroverted tend to make decisions somewhat independently of
constraints and prodding from the situation, culture, people, or things around them. They are quiet,
diligent at working alone, and socially reserved. They may dislike being interrupted while working
and may tend to forget names and faces.

Extroverted persons are attuned to the culture, people, and things around them, endeavouring to make
decisions congruent with demands and expectations. The extrovert is outgoing, socially free,
interested in variety and in working with people. The extrovert may become impatient with long,
slow tasks and does not mind being interrupted by people.
Intuition – Sensing
The intuitive person prefers possibilities, theories, gestalts, the overall, invention, and the new and
becomes bored with nitty-gritty details, the concrete and actual, and facts unrelated to concepts. The
intuitive person thinks and discusses in spontaneous leaps of intuition that may leave out or neglect
details. Problem solving comes easily for this individual, although there may be a tendency to make
errors of fact.
The sensing type prefers the concrete, real, tactual, structured, tangible here and now, becoming
impatient with theory and the abstract, mistrusting intuition. The sensing type thinks in careful, detail
by detail accuracy, remembering real facts, making few errors of fact, but possibly missing a
conception of the overall.

Feeling – Thinking
The feeler makes judgements about life, people, occurrences, and things based on empathy, warmth
and personal values. As a consequence, feelers are more interested in people and feelings than in
impersonal logic, and things, and in conciliation and harmony more than in being on top or achieving
impersonal goals. The feeler gets along well with people in general.

The thinker makes judgements about life, people, occurrences and things based on logic, analysis and
evidence, avoiding the irrationality of making decisions based on feelings and values. As a result, the
thinker is more interested in logic, analysis and verifiable conclusions than in empathy, values and
personal warmth. The thinker may step on others’ feelings and needs without realising it, neglecting
to take into consideration the value of others.

Perceiving – Judging
The perceiver is a gatherer, always wanting to know more before deciding, holding off decisions and
judgements. As a consequence, the perceiver is open, flexible adaptive non-judgemental, able to see
and appreciate all sides of issues, always welcoming new perspectives and new information about
issues. However, perceivers are also difficult to pin down and may be indecisive and noncommittal,
becoming involved in so many tasks that do not reach closure that they may become frustrated at
times. Even when they finish tasks, perceivers will tend to look back at them and wonder whether
they are satisfactory or could have been done another way. The perceiver wishes to roll with life
rather than change it.

The judger is decisive, firm and sure, setting goals and sticking to them. The judger wants to close
books, make decisions and get on to the next project. When a project does not yet have closure,
judgers will leave it behind and go on to new tasks and not look back.

Strengths and weaknesses of the types

Each person has strengths and weaknesses as a result of these dimensions. Committees and
organisations with a preponderance of one type will have the same strengths and weaknesses.
 Possible Strengths Possible Weaknesses
Introvert
Independent misunderstands the external
Works alone avoids others
Is diligent secretive
Reflects loses opportunities to act
Works with ideas is misunderstood by others
Is careful of generalisations needs quiet to work
Is careful before acting dislikes being interrupted

Judger
Decides unyielding and stubborn
Plans inflexible
Orders unadaptable
Controls decides with insufficient data
Makes quick decisions judgmental
Remains with task controlled by task or plans
wishes not to interrupt work
Extrovert
Understands the external has less independence
Interacts with others does not work without people
Is open needs change, variety
Acts, does is impulsive
Is well understood is impatient with routine
Intuitor
Sees possibilities inattentive to detail
Imagines, intuits inattentive to the actual and practical
is impatient with the tedious leaves things out in leaps of logic
Works out new ideas loses sight of the here-and-now
Works with the complicated solves novel problems
jumps to conclusions
Senser
Attends to detail does not see possibilities
Is practical loses the overall in details
Has memory for detail, fact mistrusts intuition
Works with tedious detail does not work out the new
Is patient is frustrated with the complicated
Is careful, systematic prefers not to imagine future
Feeler
Considers others feelings is not guided by logic
Understands needs, values is not objective
Is interested in conciliation is less organised
Demonstrates feeling is uncritical, overly accepting
Persuades, arouses bases judgement on feelings
Perceiver
Compromises is indecisive
 Possible Strengths Possible Weaknesses
Sees all sides of issues does not plan
Is flexible and adaptable has no order
Remains open for changes does not control circumstances
Decides based on all data is easily distracted from tasks
Is not judgmental does not finish projects
Thinker
Is logical, analytical does not notice peoples feelings
Is objective misunderstands other’s values
Is organised does not show feelings
Has critical ability is uninterested in conciliation
Is just shows less mercy
Stands firm is uninterested in persuading
Generalisations

The following generalisations can be helpful in applying this inventory to individual settings.

1. People who have the same strengths in the dimensions will seem to “click” to arrive at shared
decisions more quickly, to be on the same wavelength. Their decisions, however, may suffer
because of their weaknesses, exhibiting blind spots and holes that correspond to the list of
weaknesses for that type.

2. People who have different strengths in the dimensions will not see eye to eye on many things
and will have difficulty in accepting some views, opinions and actions of the other. The more
dimensions in which the two differ, the greater the conflict and misunderstandings of each
other. However, decisions resulting from their interaction will benefit from the differing
points of view and strengths of each.

3. People may be sensitive about criticisms in their area of weakness and likely will prefer not to
use dimensions. As a result, conflict may occur when they must do or so or when others point
out deficiencies in these areas.

4. People will normally gravitate toward others who have similar strengths and weaknesses,
although people of differing types are often drawn to one another because the strengths of one
are admired and needed by the other.

5. People’s values, beliefs, decisions and actions will be profoundly influenced by all four of the
stronger dimensions in their typology.

6. While a person’s typology cannot be changed to its opposite, each person can learn to
strengthen the weaker dimensions to some extent and to develop personal life strategies to
overcome problems that result from the weaknesses.
Implications

The Personal Style Inventory offers several implications to consider.

1. Individuals, groups and organisations with a preponderance of members whose strengths are
in one type should seek out and listen to people of the opposite types when making decisions.
Task-oriented groups would often benefit from a mixture of types.

2. People should realise that many differences in beliefs, values, and actions are the result of
differences in style rather than of being right or wrong. Rather than be concerned over the
differences, we need to understand and accept them and value the perspective they give.

3. When people must, of necessity, interact often with the same people (in teaching, business,
marriage etc.), interactions can be more congenial, satisfying, and productive if those
involved, especially those with the greater power, understand the needs of others based on
typology differences and adjust to them.

4. When interacting to accomplish tasks, people should be careful to label their values as values
and then proceed to examine the facts and forces involved without defending the value
position.
Characteristics frequently associated with each type
Sensing Types
Introverts
ISTJ
Serious, quiet, earn success by concentration and
thoroughness. Practical, orderly, matter-of-fact,
logical, realistic, and dependable. See to it that
everything is well organised. Take responsibility.
Make up their own minds as to what should be
accomplished and work toward it steadily,
regardless of protests or distractions.
ISTP
Cool onlookers – quiet, reserved, observing and
analysing life with detached curiosity and
unexpected flashes of original humour. Usually
interested in cause and effect, how and why
mechanical things work, and in organising facts
using logical principles.
Extraverts
ESTP
Good at on-the-spot problem solving. Do not
worry, enjoy whatever comes along. Tend to like
mechanical things and sports, with friends on the
side. Adaptable, tolerant, generally conservative
in values. Dislike long explanations. Are best
with real things that can be worked, handled,
taken apart, or put together.
ESTJ
Practical, realistic, matter-of-fact, with a natural
head for business or mechanics. Not interested in
subjects they see no use for, but can apply
themselves when necessary. Like to organise and
run activities. May make good administrators,
especially if they remember to consider others’
feelings and points of view.
ISFJ
Quiet, friendly, responsible, and conscientious.
Work devotedly to meet their obligations. Lend
stability to any project or group. Thorough,
painstaking, accurate. Their interests are usually
not technical. Can be patient with necessary
details. Loyal, considerate, perceptive, concerned
with how other people feel.
ISFP
Retiring, quietly friendly, sensitive, kind, modest
about their abilities. Shun disagreements, do not
force their opinions or values on others. Usually
do not care to lead but are often loyal followers.
Often relaxed about getting things done, because
they enjoy the present moment and do not want
to spoil it by undue haste or exertion.
ESFP
Outgoing, easygoing, accepting, friendly, enjoy
everything and make things more fun for others
by their enjoyment. Like sports and making
things happen. Know what’s going On and join
in eagerly. Find remembering facts easier than
mastering theories. Are best in situations that
need sound common sense and practical ability
with people as well as with things.
ESFJ
Warm-hearted, talkative, popular, conscientious,
born cooperators, active committee members.
Need harmony and may be good at creating it.
Always doing something nice for someone.
Work best with encouragement and praise. Main
interest is in things that directly and visibly affect
people’s lives.
Intuitive Types
INFJ
Succeed by perseverance, originality, and desire
to do whatever is needed or wanted. Put their
best efforts into their work. Quietly forceful,
conscientious, concerned for others. Respected
for their firm principles. Likely to be honoured
and followed for their clear convictions as to how
best to serve the common good.
INFP
Full of enthusiasms and loyalties, but seldom talk
of these until they know you well. Care about
learning, ideas, language, and independent
projects of their own. Tend to undertake too
much, then somehow get it done. Friendly, but
often too absorbed in what they are doing to be
sociable. Little concerned with possessions or
physical surroundings.
ENFP
Warmly enthusiastic, high-spirited, ingenious,
imaginative. Able to do almost anything that
interests them. Quick with a solution for any
difficulty and ready to help anyone with a
problem. Often rely on their ability to improvise
instead of preparing in advance. Can usually find
compelling reasons for whatever they want.
ENFJ
Responsive and responsible. Generally feel real
concern for what others think or want, and try to
handle things with due regard for the other
person’s feelings. Can present a proposal or lead
a group discussion with ease and tact. Sociable,
popular, sympathetic. Responsive to praise and
criticism.
INTJ
Usually have original minds and great drive for their
own ideas and purposes. In fields that appeal to
them, they have a fine power to organise a job and
carry a thorough with or without help. Sceptical,
critical, independent, determined, sometimes
stubborn. Must learn to yield less important points
in order to win the most important.
Introverts
INTP
Quiet and reserved. Especially enjoy theoretical or
scientific pursuits. Like solving problems with logic
and analysis. Usually interested mainly in ideas,
with little liking for parties or small talk. Tend to
have sharply defined interests. Need careers where
some strong interest can be used and useful.
ENTP
Quick, ingenious, good at many things. Stimulating
company, alert and outspoken. May argue for fun
on either side of a question. Resourceful in solving
new and challenging problems, but may neglect
routine assignments. Apt to turn to one new interest
after another. Skilful in finding logical reasons for
Extraverts
what they want.
ENTJ
Hearty, frank, decisive, leaders in activities. Usually
good in anything that requires reasoning and
intelligent talk, such as public speaking. Are usually
well informed and enjoy adding to their fund of
knowledge. May sometimes appear more positive
and confident than their experience in an area
warrants.
Appendix 6

INTERPERSONAL COMMUNICATION

SELF- ASSESSMENT EXERCISE: WHAT ARE MY MESSAGE-SENDING

HABITS?
For each of the following questions, select the answer that best describes your message sending
habits:
Usually Sometimes Never
When sending messages to other people, I
1. Use technical language or lingo for efficiency _____ ✔ _____

2. Make sure my messages are congruent with my

actions. ✔ _____ _____

3. Don't waste time providing background

information and details. _____ _____ ✔

4. Use personal pronouns such as I and my when

expressing feelings. ✔ _____ _____

5. Own up to my motives at the very beginning of a

conversation. _____ ✔ _____

6. Avoid being warm and friendly so that people

take me seriously. _____ _____ ✔

7. Don't use multiple channels of communication

to avoid confusion. ✔ _____ _____

8. Ask the receivers to restate their understanding

of my message. ✔ _____ _____

9. Am honest despite how complicated or personal a

situation is. _____ ✔ _____

10. Avoid looking dumb by pretending to know what

I’m talking about even when I don't. ✔ _____ _____
Appendix 7

TEAM ROLES – SELF PERCEPTION INVENTORY

From each section identify two or three sentences that are most applicable to yourself.

Then in the far right column, apportion 10 points between those sentences that apply to you: one of
which sums you up well while the other sentences only apply some of the time. In this instance, for
example, you could give your first choice seven points and the remaining points to your second choice.
In some instances you might decide that there are two sentences which apply to you equally – if this is
the case, award five points to each.

You must allocate all 10 points in each section.

SECTION A

WHEN INVOLVED IN A PROJECT WITH OTHER PEOPLE:

Applies Points
to me
1 I pick up slips and omissions that others fail to notice. 3
2 I react strongly when meetings look like losing track of the main objective.
3 I produce original suggestions.
4 I analyse other people’s ideas objectively, for both merits and failings. 3
5 I am quick to see the possibilities in new ideas and developments.
6 I have an aptitude for influencing people without pressurising them. 4
7 I can be relied upon to bring an organised approach to the demands of the job.
8 I am always ready to support good suggestions in the common interest
SECTION B

IN SEEKING SATISFACTION THROUGH MY WORK:

tick  Points
1 I like to have a strong influence on decisions. 4

2 I feel in my element where work requires a high degree of attention and concentration. 4

3 I am concerned to help colleagues with their problems. 2

4 I like to make critical discrimination between alternatives.

5 I tend to have a creative approach to problem solving.
6 I enjoy reconciling different points of view.
7 I am more interested in practicalities than new ideas.
8 I particularly enjoy exploring different views and techniques.

SECTION C

WHEN THE TEAM IS TRYING TO SOLVE A PARTICULAR COMPLEX PROBLEM:

tick  Points
1 I keep a watching eye on areas where difficulty may arise.
2 I explore ideas that may have a wider application than in the immediate task.
3 I like to weigh up and evaluate a range of suggestions thoroughly before choosing. 4

4 I can co-ordinate and use productively other people’s abilities and talents.
5 I maintain a steady systematic approach, whatever the pressures. 3

6 I often produce a new approach to a long continuing problem.

7 I am ready to make my personal views known in a forceful way if necessary. 3

8 I am ready to help whenever I can.

SECTION D
IN CARRYING OUT MY DAY-TO-DAY WORK:

tick  Points
1 I am keen to see there is nothing vague about my task and objectives.
2 I am not reluctant to emphasise my own point of view in meetings.
3 I can work with all sorts of people provided that they have got something worthwhile 3
to contribute.
4 I make a point of following up interesting ideas and/or people.
5 I can usually find the argument to refute unsound propositions. 4

6 I tend to see patterns where others would see items as unconnected.

7 Being busy gives me real satisfaction. 3

8 I have a quiet interest in getting to know people better.

SECTION E

IF I AM SUDDENLY GIVEN A DIFFICULT TASK WITH LIMITED TIME AND UNFAMILIAR

PEOPLE:

tick  Points
1 I often find my imagination frustrated by working in a group. 4

2 I find my personal skill particularly appropriate in achieving agreement.

3 My feelings seldom interfere with my judgement.
4 I strive to build up an effective structure.
5 I can work with people who vary widely in their personal qualities and outlook. 3

6 I feel it is sometimes worth incurring some temporary unpopularity if one is to succeed

in getting one’s views across in a group.
7 I usually know someone whose specialist knowledge is particularly apt.
8 I seem to develop a natural sense of urgency. 3

SECTION F
WHEN SUDDENLY ASKED TO CONSIDER A NEW PROJECT:

tick  Points
1 I start to look around for possible ideas and openings. 4

2 I am concerned to finish and perfect current work before I start.

3 I approach the problem in a carefully analytical way. 4

4 I am able to assert myself to get other people involved if necessary. 2

5 I am able to take an independent and innovative look at most situations.

6 I am happy to take the lead when action is required.
7 I can respond positively to my colleagues and their initiatives.
8 I find it hard to give in a job where the goals are not clearly defined.

SECTION G

IN CONTRIBUTING TO GROUP PROJECTS IN GENERAL:

tick  Points
1 I think I have a talent for sorting out the concrete steps that need to be taken given a
broad brief.
2 My considered judgement may take time but is usually near the mark.
3 A broad range of personal contacts is important to my style of working. 5

4 I have an eye for getting the details right.

5 I try to make my mark in group meetings.
6 I can see how ideas and techniques can be used in new relationships.
7 I see both sides of a problem and take a decision acceptable to all. 5

8 I get on well with others and work hard for the team.

SCORING KEY FOR SELF PERCEPTION INVENTORY

Transfer your points allocation from the seven sections of the Self Perception Inventory to the
appropriate boxes below. The pre-printed numbers in the grid refer to the question numbers of each
section. For example if for Section A you scored seven points for question 6 and three points for
question 1 you would allocate them in the columns RI and IMP respectively.

SH CO PL RI ME IMP TW CF
A 3 ___ 7 ___ 43 64 5 ___ 13 8 ___ 2 ___
B 14 6 ___ 5 ___ 8 ___ 4 ___ 7 ___ 32 24
C 73 4 ___ 6 ___ 2 ___ 34 53 8 ___ 1 ___
D 2 ___ 33 6 ___ 4 ___ 54 1 ___ 8 ___ 73
E 6 ___ 53 14 7 ___ 3 ___ 4 ___ 2 ___ 83
F 6 ___ 42 5 ___ 14 34 8 ___ 7 ___ 2 ___
G 5 ___ 75 6 ___ 35 2 ___ 1 ___ 8 ___ 4 ___
Total 109 220 85 134 136 87 73 189

Once you have allocated all your points, total each column.
The highest two totals represent your primary and secondary preferred team roles.
Appendix 8
LEADERSHIP THEORY AND PRACTICE
Leadership Trait Questionnaire (LTQ)
Instructions: The purpose of this questionnaire is to measure personal characteristics of leadership.
The questionnaire should be completed by the leader and five people who are familiar with the leader.
Make five copies of this questionnaire. This questionnaire should be completed by you and five
people you know (e.g., roommates, coworkers, relatives, friends).

Using the following scale, have each individual indicate the degree to which he or she agrees or
disagrees with each of the 14 statements below. Do not for-get to complete one for yourself.

(leader’s name) is Brito Daniel

Key - 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree
1. Articulate: Communicates effectively with others 1 2 3 4 5
2. Perceptive: Is discerning and insightful 1 2 3 4 5
3. Self-confident: Believes in himself/herself and his/her ability 1 2 3 4 5
4. Self-assured: Is secure with self, free of doubts 1 2 3 4 5
5. Persistent: Stays fixed on the goals, despite interference 1 2 3 4 5
6. Determined: Takes a firm stand, acts with certainty 1 2 3 4 5
7. Trustworthy: Is authentic and inspires confidence 1 2 3 4 5
8. Dependable: Is consistent and reliable 1 2 3 4 5
9. Friendly: Shows kindness and warmth 1 2 3 4 5
10. Outgoing: Talks freely, gets along well with others 1 2 3 4 5
11. Conscientious: Is thorough, organized, and controlled 1 2 3 4 5
12. Diligent: Is persistent, hardworking 1 2 3 4 5
13. Sensitive: Shows tolerance, is tactful and sympathetic 1 2 3 4 5
14. Empathic: Understands others, identifies with others 1 2 3 4 5

Scoring
Enter the responses for Raters 1, 2, 3, 4, and 5 in the appropriate columns as shown in Example 2.1. The
example provides hypothetical ratings to help explain how the questionnaire can be used.
For each of the 14 items, compute the average for the five raters and place that number in the “average
rating” column.
Place your own scores in the “self-rating” column.

Leadership Traits Questionnaire Ratings

Princy Krishan Sherin Bala Udara Average Self-Rate
  1. Articulate 5 4 4 5 4 4.4 5
  2. Perceptive 4 4 4 5 4 4.2 4
  3. Self-confident 5 4 4 5 4 4.4 3
  4. Self-assured 4 4 3 5 5 4.2 3
  5. Persistent 5 3 4 3 3 3.6 2
  6. Determined 5 3 5 4 4 4.2 3
  7. Trustworthy 1 5 5 3 5 3.8 4
  8. Dependable 5 4 5 4 4 4.4 4
  9. Friendly 4 5 5 5 5 4.8 5
10. Outgoing 5 5 3 5 5 4.6 5
11. Conscientious 5 4 4 5 3 4.2 4
12. Diligent 4 5 4 4 3 4 4
13. Sensitive 5 4 5 3 5 4.4 5
14. Empathic 4 4 4 4 4 4 3

Scoring Interpretation
The scores you received on the LTQ provide information about how you see yourself and how
others see you as a leader. The chart allows you to see where your perceptions are the same as those
of others and where they differ.

The example ratings show how the leader self-rated higher than the observers did on the
characteristic articulate. On the second characteristic, perceptive, the leader self-rated substantially
higher than others. On the self-confident characteristic, the leader self-rated quite close to others’
ratings but lower. There are no best ratings on this questionnaire. The purpose of the instrument is to
give you a way to assess your strengths and weaknesses and to evaluate areas where your
perceptions are congruent with those of others and where there are discrepancies.
Appendix 9

Assessing Leadership Behaviour under Path-goal Leadership Theory

The Questionnire – (In general situation)

Name of the Assessor: Myself Assesse: Brito Daniel

Position/ relationship to the assesse: Self-Rating Date: 20. 04. 2020

Path - goal leadership Theory: Leadership behaviour questionnaire

  Behaviour 1 Score
1 I let followers know what is expected of them. 6
2 I inform followers about what needs to be done and how it needs to be done. 4
3 I ask followers to follow standard rules and regulations. 7
4 I explain the level of performance that is expected of followers. 6
5 I give vague explanations of what is expected of followers on the job. 2
    25
  Behaviour 2  
6 I maintain a friendly working relationship with followers. 6
7 I do little things to make it pleasant to be a member of the group. 6
8 I say things that hurt followers’ personal feelings. 2
9 I help followers overcome problems that stop them from carrying out their tasks. 6
10 I behave in a manner that is thoughtful of followers’ personal needs. 7
     27
  Behaviour 3  
11 I consult with followers when facing a problem. 4
12 I listen receptively to followers’ ideas and suggestions. 6
13 I act without consulting my followers. 5
14 I ask for suggestions from followers concerning how to carry out assignments. 2
15 I ask followers for suggestions on what assignments should be made. 5
     22
  Behaviour 4  
16 I let followers know that I expect them to perform at their highest level. 7
17 I set goals for followers’ performance that are quite challenging. 4
18 I encourage continual improvement in followers’ performance. 5
19 I show that I have doubts about followers’ ability to meet most objectives. 6
20 I consistently set challenging goals for followers to attain. 3
25
(Developed based on: Northouse, 2013).

Scoring Matrix:
1 = never; 2 = hardly ever; 3 = seldom; 4 = occasionally; 5 = often; 6 = usually; 7 = always

Result Linkage:
Behaviour 1: Directive behaviour = 25/35
Behaviour 2: Supportive behaviour = 27/35
Behaviour 3: Participative behaviour = 22/35
Behaviour 4: Achievement oriented behaviour = 25/35