Future Plans: Managing Professional Development


The plans for future are helping in managing professional development with proper planning, implementation and evaluation process of steps. It is the plan that developed after making careful forecasting with the use of assessment tests and tools. An individual is successful when being able to know with proper plans about their future or career pathway in terms of education, training, employment or other professional levels and personal life.

Managing professional development leads in obtaining good personal career. It is very important for progression in the career of an individual. With the use of variety of methods, it is possible in management of professional development. The importance perspectives are from budgetary and professional wise, which is to make sure about there is effectiveness in expenditures and efforts.

Portfolio contains previous experiences narrative statements and information presenting personal folder. It will be involving educational, personal and professional goals that are in relation with the degree under process and pursuing. The major purpose of portfolio is organizing personal life experience. There will be gathering under one single form of documentation and it is collection of analysis and information with the help of tools and tests (Katz Software Consulting, 2008; Miami University, 2009). By the end of future plans, there will be analysis and determination of various knowledge, skills and abilities or attitudes for enhancement, development or improvement.

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Future Plans: Managing Professional Development

1) Personal Audit

Audit Education

Personal Evidence

Skills Gained



Language English language, business management skills,

Testing System (IELTS) band 4.5 Aviation College

Business entrepreneurial skills, art and

Management Studies – expected to creativity skills, learning more graduate by June 2010 about employment skills

Al Wahda Private School – Art gained, etc. Career Interests section Mid of career level Skills in managing personal

and professional life. Studying and working with sometime Writing skills, learning skills, for friends and relatives. Writing multitasking, etc. poems, singing, swimming, skiing,


car racing, biking, etc. Safari desert and travelling within Travelling,


UAE to see new places or around interpersonal, etc. Social the world. Networking, meeting new friends, Socializing, public relations, discussion on general topics in café, communicating, Business and shopping. etc. Guiding friends and relatives on Decision-making, business startups and solving solving, negotiating, problembusiness

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Future Plans: Managing Professional Development
potential problems. Employment administration, researching, leadership, managerial, IT and MS planning, Worked at my father’s office and Organization, learned how to manage and handle supervisory, administrative tasks. I learned how to presentation,

deal with business deals, and how to Office applications, contract interact with others. I have also and dealing, customer

learned how to negotiate contract service, customer care, office deals, which dealt and with new administration, time presentation,

customers transactions. Factors Strengths

important management, etc.

SWOT Analysis  Possessing in the mid career level  Having work experience  Having knowledge of business planning, administration and management  Pursuing education in business management  Discussing, negotiating and meeting customers with

Weaknesses Threats

satisfaction ensuring  Limited capability in managing and leading team of more than 10 members  Demand from market certification  Challenges increasing in working in supervisory and managerial position from UAE’s government or labor law on specific qualification and

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Future Plans: Managing Professional Development
Opportunities  Scholarship for education, training or others  Sponsorship for business I) Leadership Style Assessment

“Your results indicate that your leadership style is predominately: Participative Leadership. Participative leaders accept input from one or more group members when making decisions and solving problems, but the leader retains the final say when choices are made. Group members tend to be encouraged and motivated by this style of leadership. This style of leadership often leads to more effective and accurate decisions, since no leader can be an expert in all areas. Input from group members with specialized knowledge and expertise creates a more complete basis for decision-making (Wagner, K. V., 2010)”.

II) Management Style Assessment

“To ensure an organization's success, it is essential for the capabilities of managers to be well-matched to that of their job description. Armed with the information from this test, you can become familiar with the areas that would require attention and careful consideration should you find yourself in a management position”.

“Executive Skills (72/100) consist of the items relevant to running a competitive business and performing the actual job functions in an effective manner. It is very

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Future Plans: Managing Professional Development
important for the person in charge to be productive, make excellent decisions, and be able to help subordinates when they are in need of assistance. There is no better predictor of performance in a variety of areas than intelligence – which is one of the scales included in this factor. In addition, managers must be disciplined, and be able to manage their time in the face of countless distractions. Finally, in order to compete with other organizations or simply to help their department perform at the top of their game, managers must be innovative and possess a strong vision of the long-term goals and overall organizational philosophy.

You appear have good potential in this area. People who score in this range tend to be fairly innovative and intelligent, and are usually able to accomplish a great deal. They rarely lose track of time, and do their best to keep themselves organized and achieving as much as possible. In addition, they tend to have creative minds and refuse to accept the status quo, frequently coming up with new ideas, taking chances on the unknown, and pursuing a vision that is uniquely their own.

Managers who possess these qualities are better equipped to run large departments and more suited to the business world than those who are grounded in the past, who lack discipline or intelligence, or who are afraid to take chances and do something different (Queendom, 2008)” III) Personal Qualities Assessment

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SUMMARY (University of Western Ontario, 2009). 1) Totally unlike me. 2) Rarely like me. 3) Somewhat like me. 4) Usually like me. 5) Constantly like me.

Here is your personal qualities ranking from the highest to lowest. PERSONAL QUALITIES modest dependent sarcastic tenacious risk relaxed humorous analytical shy PERSONAL QUALITIES patient tactful thorough stubborn self-confident practical persevering persuasive perfectionistic organized open insecure indivisualistic imaginative inquisitive intellectual courageous RANKING 5 5 4 3 3 3 3 3 2 RANKING 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 PERSONAL QUALITIES rational introversion friendly extroversion expressive defensive conscientious assertive warm PERSONAL QUALITIES impulsive honest generous formal forthright fearful flexible emotional efficient emphathic energetic demonstrative dominant critical cooperative competitive conservative RANKING 2 2 2 2 2 2 2 2 1 RANKING 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

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Future Plans: Managing Professional Development
PERSONAL QUALITIES ambitious adventurous IV) Personality Test RANKING 1 1 PERSONAL QUALITIES autonomous achievement-oriented RANKING 1 1

“Your 4 Personality Type Letters (Personality Pathways, 2009) and results are below. I N T J

As an INTJ, your primary mode of living is focused internally, where you take things in primarily via your intuition. Your secondary mode is external, where you deal with things rationally and logically. INTJs live in the world of ideas and strategic planning. They value intelligence, knowledge, and competence, and typically have high standards in these regards, which they continuously strive to fulfill. To a somewhat lesser extent, they have similar expectations of others. With Introverted Intuition dominating their personality, INTJs focus their energy on observing the world, and generating ideas and possibilities. Their mind constantly gathers information and makes associations about it. They are tremendously insightful and usually are very quick to understand new ideas. However, their primary interest is not understanding a concept, but rather applying that concept in a useful way. Unlike the INTP, they do not follow an idea as far as they possibly can, seeking only to understand it fully. INTJs are driven to come to conclusions about ideas (BSM Consulting, 2009)”.

2) Current CV

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Future Plans: Managing Professional Development
Saeed Ahmed Mohammed
Address: Al Garayn DOB: 03rd September 1989 ---------------------------------------------------------------------------------------------------------------------------

Education & Qualifications
2009 International English Language Testing System (IELTS) band 4.5 2007 Aviation College Business Management Studies – expected to graduate by June 2010 2006 Al Wahda Private School – Art section

Work Experience
2007-2009 (till now) - UAE Facilities Management Ltd, Sharjah Administrative office Worked at my father’s office and learned how to manage and handle administrative tasks. I learned how to deal with business deals, and how to interact with others. I have also learned how to negotiate contract deals which dealt with new customers and important transactions.

Additional Information
Languages: • • Arabic- Mother Tongue English- very good

Computer: Good knowledge of Microsoft Office Products Very good experience using the internet

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Future Plans: Managing Professional Development
Available upon request

3) Personal Objectives

Short Term Leisure Interests Social Medium Term Education Employment Long Term Business 4) Goal Action Plan

Objective – One Year To visit two more places within United Arab Emirates To identify interest that will improve my learning motives To make 5 new friends having knowledge on business Objective – 5 Years To obtain business management international certification To work in different company with manager position Objective – 8 Years To start business of medium size 50-100 employees

Short Term Leisure Action Steps Interests Action Steps Social Action Steps

Objective – One Year To visit two more places within United Arab Emirates  Researching, discussing, planning, organizing, visiting and evaluating. To identify interest that will improve my learning motives  Analyzing, researching, benchmarking and implementing. To make 5 new friends having knowledge on business  Networking, meeting, discussing, differentiating, analyzing and creating relations.

5) Personal Development Plan Implementation and Evaluation

There is structuring and supporting in process of personal development planning that is undertaking initiatives by individuals. It is reflecting on performance, learning and achievement that is for planning their educational, career and personal development

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Future Plans: Managing Professional Development
to have a better life (London Metropolitan University, 2009). The below factors involved in implementing personal development plan (Connect Kansas, 2009):

The evaluation progress consists of evaluating objectives against actual results and achievements. It is about obtaining target mentioned in objectives. When the targets not met within the timeline proposed this shows there is failure in making achievements of objectives and goals.

6) Lifelong Learning

I) Lifelong Learning Encouragement (Stäuble, B., 2009):

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Future Plans: Managing Professional Development

II) Lifelong Learning Assessment

Learning Styles Results for: Saeed Ahmed Mohammed ACT X REF

11 9 7 5 3 1 1 3 5 7 9 11 <-- --> SEN X INT

11 9 7 5 3 1 1 3 5 7 9 11 <-- --> VIS X VRB

11 9 7 5 3 1 1 3 5 7 9 11 <-- -->

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Future Plans: Managing Professional Development
SEQ X GLO 11 9 7 5 3 1 1 3 5 7 9 11 <-- -->

“Actual Score 5 – 9 scale you have a moderate preference for one dimension of the scale and will learn more easily in a teaching environment which favors that dimension. You have a very strong preference for one dimension of the scale. You may have real difficulty learning in an environment which does not support that preference (Dr. Felder, R., 2009)”.

7) Time Management

I) Time Management Assessment

“Efficiency score 64/100: Time management is a very useful skill to have, especially in this busy world we live in. Even if we do have 24 hours in a day, sometimes it just feels like that’s not enough. However, the key to managing time better is not to work faster – it’s to work smarter. We wouldn’t need extra hours in the day if we learned how to use the time we do have much more efficiently. Research has shown that better time management can significantly reduce stress, especially at work”.

“According to your results, you work in a fairly efficient manner. You haven’t yet reached the optimum level of productivity, but it’s definitely within your reach. In

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Future Plans: Managing Professional Development
other words, there may be the rare occasion when you end up having to rush to get things done at the last minute. However, it appears as though there are quite a few time-saving techniques in your repertoire. Adding a few more strategies to can be very helpful on days when you have a many things to get done (Queendom, 2008)”.

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BSM Consulting. ‘Portrait of an INTJ’. Introverted iNtuitive Thinking Judging (Introverted Intuition with Extraverted Thinking).

<http://www.personalitypage.com/INTJ.html>. 2009, (accessed 1 November 2009). Connect Kansas. ‘Implementation Plan’. What is Implementation?

<http://spfsig.connectks.org/new/img/spfsig_logBG.jpg>. 2009, (accessed 1 November 2009). Dr. Felder, R. ‘Index of Learning Styles Questionnaire’. Learning Styles. <http://www.engr.ncsu.edu/learningstyles/ilsweb.html>. 2009, (accessed 1 November 2009). Katz Software Consulting. ‘Personal Portfolio’. Preparing Your Personal Portfolio. <http://www.iups.edu/Students/PersonalPortfolio/tabid/213/Default.aspx>. 2008, (accessed 1 November 2009). London Metropolitan University. ‘Personal Development Plan’. Personal

Development Planning. <http://www.londonmet.ac.uk/library/z62053_24.doc>. 2009, (accessed 1 November 2009). Miami University. ‘Portfolio | Contents’. Portfolio Contents.

<http://www.units.muohio.edu/portfolio/contents.html>. 2009, (accessed 1 November 2009). Personality Pathways. ‘Myers Briggs Test * What is your Myers-Briggs Personality Type?’. Introduction to the Cognitive Style Inventory.

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<http://www.personalitypathways.com/type_inventory.html>. 2009, (accessed 1 November 2009). Queendom. ‘Queendom.com: Tests, Tests, Tests and more Tests, The biggest testing center in the world with personality, intelligence, relationship, career and mental health related tests’. Do you have time management skills?. <http://www.queendom.com/queendom_tests/transfer? req=MXw3MzB8NTY0NTkxMHwxfDE=&refempt=1>. November 2009). Queendom. ‘Queendom.com: Tests, Tests, Tests and more Tests, The biggest testing center in the world with personality, intelligence, relationship, career and mental health related tests’. Do you have time management skills?. <http://www.queendom.com/queendom_tests/transfer? req=MXwxMTMwfDU2NDU5MTB8MXwx&refempt=1>. 2008, (accessed 1 November 2009). Stäuble, B. ‘Using Concept Maps To Develop Lifelong Learning Skills: A Case Study’. Model of Lifelong Learning. 2008, (accessed 1

<http://otl.curtin.edu.au/tlf/tlf2005/refereed/stauble1.gif>. 2009, (accessed 1 November 2009). University of Western Ontario. ‘The Career Centre @ Western’. Personal Qualities Quiz. <http://www.career.uwo.ca/library/quizzes/qualities.html>. 2009,

(accessed 1 November 2009). Wagner, K. V. ‘Quiz - What's Your Leadership Style?’. Participative Leadership. <http://psychology.about.com/library/quiz/bl-leadershipquizb.htm>. (accessed 1 November 2009). 2010,

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Future Plans: Managing Professional Development
Section 4) APPENDIX I) Leadership Style Assessment Question: I ask for advice from group members when things go wrong. No Often. I want input from group members when resolving problems. Yes, and I let group members resolve problems on their own. Question: I want group members to feel involved and relevant in the decision-making process. Much All Never Question: When there are problems in the group, I work with members to arrive at a reasonable resolution. Always. Never. Group I members will should work how together to to fix fix the problem. problem. decide the of of the the time time

Oftentimes. Group members should offer suggestions. Question: I want to help group members fulfill their potential. Absolutely Occasionally Not really Question: I prefer when decisions are made through group consensus. Occasionally Always Never Question: Big decisions should have the approval of the majority of the group. Sometimes. Always Never. Group leaders are in charge of making decisions. Question: I let group members decide what needs to be done and how to do it. Group members should offer input.

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Future Plans: Managing Professional Development
Always Occasionally Never Question: I allow group members to carry out their role with little of my input. They know more about their job than I do. Neutral Agree Disagree Question: I entrust tasks to other group members. Most Often Never Question: I allow other group members to share my leadership power. Somewhat Yes No of the time

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Future Plans: Managing Professional Development
II) Management Style Assessment Management Skills and Style Assessment 1. It’s up to me to set the bar for how hard people in my organization should work. 2. In conversations I tend to do most of the talking. 3. Once I'm home after a stressful day at work, I can easily unwind. 4. If I entrust one of my tasks to another person, I will lose control of the final product. 5. I would enjoy a job that required gaining new knowledge and expertise. 6. I find it difficult to decide which tasks are most important when I have a lot of things to get done. 7. I care about my relationship with my subordinates. 8. It seems that my employees always fall just short of satisfying me. 9. I am satisfied only when employees can perform a task I've assigned to them as well as I can. 10. Problem-solving is serious business; it's not supposed to be fun or humorous. 11. After meetings in which we evaluate our progress in terms of our goals, my subordinates are keyed up and eager to work. 12. I can charm just about anyone. 13. When a challenge presents itself, I'm concerned that I may not be up to it. 14. You can’t get very far in life without taking chances. 15. I would hesitate to ask advice from subordinates. 16. Managers must behave in a trustworthy way to set an example for employees.

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Future Plans: Managing Professional Development When leading a meeting, I...
always actively invite everyone to take part in the discussion. usually actively invite others to take part in the discussion. sometimes actively invite others to take part in the discussion. usually ignore those people who don't participate on their own. always ignore those who don't participate on their own.


I experience ____________ when warning an ineffective employee that unless performance improves, his/her employment will be terminated. total discomfort high discomfort some discomfort very little discomfort no discomfort


I have difficulty expressing my ideas in a way that others can understand. Very descriptive of me Somewhat descriptive of me Not at all descriptive of me Depends on the person to whom I am talking


When an employee does something incorrectly or acts inappropriately, it’s important to… correct the behavior during regular performance appraisals. correct the behavior immediately. hold off on correcting the behavior in case it was a one time thing. let it slide no need to stress out the employee.


How important do you think it is for employees to be aware of the organization's long-term goals? Not important at all Somewhat important Important Page 19 of 55 Very important

Future Plans: Managing Professional Development
Regularly 1 Quite often 2 Sometimes 3 Rarely 4 Never 5

22. I am told that I need to be more precise when explaining certain things. 23. I find my mind wandering when I should be paying attention. 24. I find myself trying to remember what I was about to do next. 25. I would have difficulty getting over the guilt if an employee who followed my suggestion didn’t fare as well as he/she would have liked. 26. I struggle long and hard to reach a decision. 27. Employees have told me that they appreciate my patience and/or understanding. 28. I see possibilities within the seemingly impossible. 29. I get into a mode where I feel strong, capable and competent. 30. I am under the impression that people's reactions to me come out of the blue (i.e., they become defensive, aggressive or withdrawn without an apparent reason). 31. People tell me that I am very observant. 32. I have passed up opportunities in my life because I didn’t want to take a chance. 33. I miss appointments. 34. If an employee is headed in the wrong direction when attempting to make a point, I have no problem interrupting him/her with a correction. 35. I hesitate when making difficult decisions because I’m afraid I’ll make the wrong one. 36. Employees to whom I assign one of my tasks won’t likely do as good a job as I would. 37. I can be transferred to another department in my company to lend a hand if need be. 38. I have the impression that some of my employees are intimidated by me. 39. If someone is a happy-go-lucky person, it’s because he/she has had an easy life. 40. If one of my employees has an accident or makes a mistake, management must share some of the blame. 41. I am frequently disappointed in my employees.

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42. I am uncomfortable making a decision because there's no turning back if I make the wrong choice. 43. I can easily convince subordinates to go along with my plans. 44. I remain skeptical of the quality of my work unless someone else praises it. 45. I have trouble showing employees my gratitude when I know they have worked hard. 46. I tend to set realistic deadlines for myself. 47. I feel uncomfortable when I don’t know what is going to happen. 48. A manager’s performance will be improved by asking for other people’s point of view. 49. If forced to choose, I would do the right thing (i.e. follow the legal or ethical standards of my profession) rather than what is easier or more profitable.

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I experience ____ when telling an employee that his/her work is only satisfactory, even when I know that he/she expects an excellent rating.

Future Plans: Managing Professional Development total discomfort
high discomfort some discomfort very little discomfort no discomfort


I experience ____ when talking to an employee about his/her poor performance rating. total discomfort high discomfort some discomfort very little discomfort no discomfort


If a person I am talking to seems ill-at-ease or intimidated, I will attempt to make him/her more comfortable (e.g., I will assume a different posture or tone of voice). Yes - always. Yes - usually. No - when someone is ill-at-ease, he/she has usually done something wrong. No - when someone is ill-at-ease, it's his/her problem, not mine.


Delegation is... Unimportant to a manager’s performance. Helpful, but not necessary for excellent managerial performance. Necessary in order for a manager to perform well.


What do you think is the most effective way to recognize the achievements of individual members of a group? Giving praise both privately and in front of other group members. Giving praise in private. Giving praise in front of the group. Praise is unnecessary; group members know when they've done a good job. Page 22 of 55 Praise is unnecessary; it might go to the individual's head.

Future Plans: Managing Professional Development
55. I get seriously annoyed when I cannot accomplish all that I have set out to do. 56. I jump at the opportunity to come up with innovative solutions to problems or creative approaches to work projects. 57. I am comfortable admitting my mistakes. 58. I break big projects down into smaller and more manageable steps. 59. I ask "what" rather than "who" went wrong when faced with an unexpected problem. 60. If the situation calls for it, I can appear calm even though, in reality, I am not. 61. Even if they are doing their best not to show it, I can tell when people are worried. 62. I make sure to praise employees for a job well done. 63. If there’s a job that no one wants to do, I make sure to offer incentives to make it more attractive. 64. I set deadlines for big projects that I want to complete. 65. When I focus on a solo project that requires my attention, I ignore everything else that is happening around me. 66. When working on a new project, I try to avoid relying on old methods or ways of thinking. 67. In general, once I've reached a decision, I’m confident it was the right one. 68. If I don’t work hard, my employees won’t either. 69. I am willing to change my opinions in light of new developments. 70. No matter what I am doing on a daily basis, I keep the organization’s long-term goals in mind. 71. Being successful has a lot to do with chance. 72. Even the thought of making a mistake upsets me. 73. I’m willing to research a variety of ways to solve a problem I’ve never experienced before. 74. I can argue my case to unsure subordinates. 75. I tend to remember the little details (e.g., their hobbies, favorite sports etc.) about the employees I work with. 76. I make every decision with my company’s mission statement in mind. 77. I have a clear vision of where my group/organization is headed. 78. I would feel comfortable being the person who decides which risks to take and which to pass up in my organization.

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Future Plans: Managing Professional Development
79. Part of being a good manager is harnessing the strengths of each employee to do the best possible job. 80. Everything has its place in my workspace.

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When offering advice, what format are you most likely to use?

Future Plans: Managing "You should..." Professional Development "I think you should..."
"In my opinion, you have several options; the first one definitely makes most sense; they are..." "In my opinion there are several possibilities; they are..." "In my opinion there are several possibilities. Do you want to hear them?"


I experience ____________ when responding to an employee who is upset over my rating of his/her performance. total discomfort high discomfort some discomfort very little discomfort no discomfort


I experience ____________ when conducting a formal performance appraisal interview with an ineffective employee. total discomfort high discomfort some discomfort very little discomfort no discomfort


Which of the following statements are you most likely to make when talking to a subordinate? "We will meet at 3 p.m." "I'd like you to meet with me at 3 p.m." "Are you available for a 3 p.m. meeting?"


A new project requires that you learn a lot about a new subject and apply that knowledge to your work. It will likely take a lot of extra work. How do you react to this project? I'm excited - I thrive on learning new things. I'm happy - I like learning new things. I'm OK with it - it'll take extra effort, but I'll do what it takes. I'm annoyed - this looks like a25 too 55 Page bit of much. I'm not happy - learning more on the job doesn't interest me.

Future Plans: Managing Professional Development
86. Before trying to learn new information, I feel confident that I will be able to absorb it. 87. I come up with many different possible solutions/approaches (as opposed to one or two) when problem-solving. 88. Before giving feedback, I try to see things from the employee's point of view. 89. When working towards a goal, I take the time I need to evaluate the strategies employed and the progress being made. 90. I state clearly the goals that subordinates should be working towards. 91. I make a conscious effort to implement more efficient ways of doing things. 92. I worry that I am not as good a manager as I should be. 93. I keep quiet when I know speaking up would just hurt or embarrass someone. 94. I can tell if someone is offended by a comment, even if he/she laughs it off.

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I experience ____ when telling an employee that his/her assigned project has been re-assigned to someone else (i.e. someone more capable).

Future Plans: Managing Professional Development total discomfort
high discomfort some discomfort very little discomfort no discomfort


Allowing the people who were assigned a project to do it in their own way... is not important. is somewhat important. is very important.


In general, I set goals for my department/staff that... are easy. may not be quite challenging enough. challenge them but are realistic/possible to achieve. may be a little too challenging. are too difficult.


Showing employees gratitude for their work... always involves spending money. can be done in ways that cost little to nothing. is unnecessary - people get paid for their work...that's appreciation enough.


You get to the office one morning and have a message from a supplier (the supplier responsible for delivering a very important order for you this week) asking you to call her/him as soon as possible. How would you react? I would dial the number enthusiastically. I'd look forward to hearing about the progress on the order. I would calmly dial the number. I'd wonder whether he/she has good or bad news. I would get a little bit nervous and call him/her - I'd wonder whether he/she has some bad news. I would get very nervous and call him/her - I'd anticipate some bad news. I would panic and call him/her - I'd expect that something went terribly Page 27 of 55 wrong.

Future Plans: Managing Professional Development
100. One way to be sure that everyone pulls his/her weight is to reprimand those who do not put in the proper effort. 101. I feel that I inspire my employees. 102. I am easily discouraged. 103. I am decisive. 104. I won’t stop pushing myself until I achieve my goals. 105. With most tasks, I feel that there is a "right" way and a "wrong" way of doing them and I am not comfortable with alternative ways of getting them done. 106. If I successfully accomplish my task, it's because it was an easy one. 107. The main reason why a project folds is because external circumstances are not favorable. 108. I am not satisfied until a project handed to me by a subordinate is 100% error-free. 109. When it comes to problem-solving, I prefer applying a method or approach that has worked before. 110. I can easily get people to follow my lead. 111. I am comfortable asking for input from outside experts when I need it. 112. Among my staff members, I generally know who likes whom, who cannot stand whom, who works well with whom, etc. 113. I frequently reevaluate my company’s goals to ensure that we stay abreast of developments in the world around us. 114. I get a thrill from taking calculated risks. 115. It’s not a problem if I bend some of the rules in order to get ahead. 116. I have a good sense of which employees/teams have the greatest potential in terms of helping the organization achieve its long-term objectives.

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Future Plans: Managing I assign the project to someone more capable. Professional Development I pitch in to ensure that it is done properly.

You notice that an employee is struggling to complete an assignment with sufficient quality in the time allotted. What do you do?

I advise the employee on some time-saving tips and ways to improve quality of the project, and then monitor his or her performance carefully. I ask the employee what he/she needs help with, then advise him or her on ways to improve in that area.


I experience ____________ when confronting an employee suspected of theft. total discomfort high discomfort some discomfort very little discomfort no discomfort


The opportunity to think creatively or express my creativity in my work is... extremely important. very important. important. not very important. not at all important.


Asking employees what would motivate them is... a ridiculous idea. a last resort. a smart idea.


When VERY angry... I step away from the situation to put things in perspective until I feel calm enough to face whomever or whatever it was that incited my anger. I try to step away from the situation to put things in perspective, but cannot always do so. I try to suppress the emotion but often feel worse and it shows. I tend to do things I later regret (e.g., I blow up at people; I throw/break something, etc). I let my emotions flow freely without hesitation - people need to know how I Page 29 of 55 feel deep down.

Future Plans: Managing Professional Development
122. I catch myself yelling at employees unintentionally. 123. I find irrelevant information or thoughts popping into my head when I'm trying to focus on a task. 124. I’m afraid I will lose difficult and important assignments if my supervisor feels I do not handle them well. 125. I come up with ideas no one else has suggested or even considered. 126. I have difficulty narrowing down my options in order to make a decision. 127. The people around me live up to my expectations. 128. I am too hard on myself. 129. No matter how much I accomplish, I have a nagging feeling that I should be doing more. 130. I find it difficult to prioritize what I have to do. 131. I get bogged down in the details and lose sight of the real purpose of what I am trying to accomplish. 132. I end up kicking myself because I take too long to make a decision when an opportunity comes up. 133. I schedule important deadlines into my agenda to avoid falling behind.

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One of your employees appears to lack motivation, and this is reflected in his/her performance. What do you do? I fire the employee before his/her lack of motivation affects the other employees. I take the employee in question aside and threaten to fire him/her if I don’t see an improvement in his/her motivation. I explain to him/her that this lack of motivation is unacceptable and try to motivate him/her using methods that have worked for me in the past. I ask the employee what he/she needs from management in order to feel more invested in the job, and then take steps to provide the necessary motivation.

Future Plans: Managing Professional Development


I experience ____________ when telling an employee he/she has done an exceptional job. total discomfort high discomfort some discomfort very little discomfort no discomfort


You’re completely overwhelmed with work. You’ve got performance appraisals this week, you have to approve two project plans, and you’ve got a few other tasks to take care of. How do you handle your heavy workload? I stay late and work myself to the bone trying to get it all done. I put aside the stuff that can be postponed and deal with only the most important tasks. I hand over a few incidental tasks to my subordinates but keep the bulk of the work to myself. I hand over all the appropriate tasks to my subordinates and simply take care of the things only I can do.


A problem that a team in your department has encountered is one you have experienced in the past. They work together as a team and come to you with a possible solution - one you've never considered before. In the end... I tell them to do it my way. I ask them to consider my way but encourage them to pick the best option. I encourage them to do it their way.


When faced with an unexpected problem, I... Page 31 of 55 identify the easiest or fastest solution and implement it. brainstorm alone or with others to identify as many solutions as possible, and then choose the best one.

Future Plans: Managing Professional Development
139. I feel that it is my job as a manager to ensure that each employee reaches his/her full potential. 140. I trust my intuition. 141. I tend to overanalyze facts and data when trying to make a decision. 142. My employees seem to feel comfortable around me. 143. One can climb the professional ladder by being at the right place at the right time. 144. After assigning a particular work team to an important project, I tend to believe that I made the wrong choice until the team proves me wrong. 145. If employees can't do something perfectly, I would rather they don't do it at all. 146. My superiors are likely to think that I am incompetent if my subordinates perform poorly on a project. 147. If I make a mistake, others will think that I am incompetent. 148. I am open to ideas that come to me when I am not working. 149. I feel confident that others will accept my ideas and decisions. 150. I have confidence in my professional abilities. 151. I feel that I am behind in things that need to be done. 152. As a manager, I would feel comfortable asking my subordinates’ opinions and ideas on projects. 153. I wouldn’t hesitate to fire an employee because I didn’t like him or her. 154. I’ll do whatever it takes to get ahead, even if it means being a little dishonest. 155. When listening to others, I rephrase what they’ve told me to make sure that I’ve understood them. 156. I end up having to apologize to my employees because I don't finish the things I promise to do for them on time. 157. Thinking about work prevents me from sleeping. 158. I require reassurance from other people in order to feel that I have made a good decision. 159. I can't help but let a hint of judgment or disdain come through when I am talking to an employee who I don't like or who I think performs poorly. 160. My staff members avoid eye contact with me. 161. I fall short of my own expectations.

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162. I say things that I later regret. 163. I have trouble controlling my impulsiveness. 164. I fail to complete the items on my “to-do” list. 165. I lose important documents. 166. I successfully anticipate potential problems (e.g. I have a "Plan B", I plan extra time for complications, etc.).

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I experience ____________ when asked to intervene between two employees having a conflict.

Future Plans: Managing total discomfort high discomfort Professional Development some discomfort
very little discomfort no discomfort


When someone's opinion is very different from mine and I have doubts about the validity of his or her argument, I typically... hear him/her out - I listen to the whole argument before making a judgment. brush him/her off - I have no patience for people who can't see the truth. listen but let on immediately that his/her opinion is questionable. listen to him/her but occasionally interrupt to question the argument.


When I assign a new, challenging project to a group, I explain the task and then I... let them tackle it on their own. let them tackle it, but remind them to ask if they are unsure of anything. check in from time to time to ensure that everything is going well. check in constantly, correcting mistakes and letting them know specifically how I want them to proceed. take over the project myself, leaving only the most minor tasks to the group.


If I was going to implement a new policy, I would... put it into effect and then announce it to the employees. put it into effect and then explain the reasoning behind it. explain the reasoning behind it and then put it into effect. explain the reasoning and get feedback before putting it into effect.


You overhear one of your subordinates saying something about you that you shouldn't have heard - a little personal issue he has with you that is not directly work-related. You are upset with him but you realize that a confrontation will cause unnecessary friction. What do you do? I don't care about the friction and confront him anyway - friction or not, I am the boss and I have to put a stop to his badmouthing me. I try to resist the urge to confront him but end up doing so anyway. I don't confront him directly Page 34 of go completely. but can't let it 55 I let it go.

Future Plans: Managing Professional Development
172. After explaining a new task, I ask employees if they need clarification. 173. When something I want doesn't work out, I rapidly get back on my feet. 174. When I reach personal career goals that I have set for myself, I feel good about it. 175. I finish what I set out to do. 176. When giving negative feedback, I offer clear ways for the employee to improve. 177. When I make a criticism, I refer to people's actions and behavior, rather than to their personality. 178. Once we have reached one goal, I set my sights on the next one for my organization. 179. I carry a pen and paper with me in order to write down ideas that come to me. 180. If the situation calls for it, I can be friendly even when I really dislike a person. 181. When employees have worked extra hard, I will provide a reward.

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For theWhich of the followingselect the answer option believeis the missing piece for following questions, statements do you most which to be true? 182. Maximum efficiency is achieved when everybody is told exactly what to do. Maximum efficiency is achieved when you watch over your employees carefully. Maximum efficiency is achieved when you help people to motivate themselves.


When an employee comes to my door to see me while I'm on the phone or talking to someone else, I generally... acknowledge his/her presence with a smile or a nod. gesture for him/her to come into my office and close the door. turn away so as to not be distracted by him/her. ignore him/her. stop my conversation and start talking to him/her.


I experience ___ when asking employees if they have any comments about my rating of their performance. total discomfort high discomfort some discomfort very little discomfort no discomfort


The best way to motivate an employee is to offer him or her more money. True, everyone is motivated by money. False, people are motivated by many different things. False, money is a poor motivator.


Three sales people from three different companies, including one of my own employees, are bidding on a big project. All else being equal, I am... pretty sure my employee will be the one selected. hopeful that my employee will be the one selected. doubtful that my employee will be the one selected. certain that my employee won't be the one selected. Page 36 of 55

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Future Plans: Managing Professional Development
III) Personal Qualities Assessment

PERSONAL QUALITY Achievement-oriented 1 2 3 4

DEFINITION Aspires to accomplish difficult tasks, maintains high 5 standards and work toward goals. Positive or confident in insisting on personal rights, in expressing thoughts and feelings, or on being 5 recognized. Independent and self-governing; tries to break away 5 from restraints, confinement or restrictions. Open to many forms of experience and believes that awareness and enjoyment of sights, sounds, smells 5 and touch are an important part of life. Seeks to understand things or people by breaking them down into their component parts and investigating their 5 meaning. Seeks out exciting, novel or dangerous experiences; 5 willing to take risks and meet new challenges. Shows a great deal of effort at tasks; has a strong 5 desire for fame and power. 5 5 Respects established traditional values and ideas. Smart, bright, intelligent.

Assertive 1 2 3 4

Autonomous 1 2 3 4

Aesthetic 1 2 3 4

Analytical 1 2 3 4

Adventurous 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 Ambitious Conservative Clever Courageous Conscientious

Daring and brave under threatening or dangerous 5 circumstances. Meticulous, hard-working, meets deadlines and always 5 completes tasks. Enjoys engaging in activities in which rivalry is important. Likes to win and surpass one's previous 5 performance and that of others. Able to work together with others, combining efforts in a 5 harmonious and helpful way. Able to analyze strengths and weaknesses of people and ideas.

Competitive 1 2 3 4

Cooperative 1 2 3 4


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1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 A tendency towards self- protection; does not accept 5 criticism easily. Attempts to control environments and influence or direct 5 others; enjoys the leadership role. Shows feelings openly without hesitation or 5 embarrassment. Relies on others for support, direction and decision 5 making Active and industrious, approaches tasks and situations 5 with zeal, vigour and intent. Shows intensity of feelings and ideas; articulates, verbal and non-verbal interactions with others with 5 openness. Perspective and understanding of other's thoughts and 5 feelings. Produces desired results with minimum possible time, 5 expense and waste. Oriented toward the external, objective world; prefers 5 interactions with people and things. 5 Experiences feelings with great intensity. Defensive Dominant Demonstrative Dependent Energetic

Expressive 1 2 3 4

Empathic 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 Efficient Extroversion Emotional Friendly Flexible

Sociable; interactions with others express kindness, 5 congeniality, and interest. 5 5 Adapts readily to changes. Apprehensive; prone to worrying and uneasiness.

Fearful Forthright

Direct and frank about one's feelings, values, opinions, 5 etc. Reserved and poised in manner. Concerned with etiquette 5 and conventional behaviour. Willing to give or share; unselfish. Page 41 of 54

Formal 1 2 3 4


Future Plans: Managing Professional Development
1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 Comical and amusing, 5 witty and entertaining. 5 5 Trustworthy; is open and genuine in dealing with others. Tends to be spontaneous; acts on feelings and wishes. Humorous Honest Impulsive Intellectual

Interested in acquiring knowledge, in understanding 5 phenomena or being inventive and creative. Oriented toward the inner, subjective world, interested in exploring and analyzing personal thoughts and 5 feelings. 5 5 Curious; likes to experiment and investigate. Creative, inventive; original in one's ideas.

Introversion 1 2 3 4

Inquisitive 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 Imaginative Indivisualistic Insecure 5 5 Modest Open-minded Organized 5 Perfectionistic Persuasive Persevering 5 Practical

Behaves, thinks and feels in a highly personalized and 5 distinct way. Responding in an uncertain or anxious manner. Shows a high degree of humility; not vain or boastful.

Unprejudiced, willing to consider new ideas and new 5 experiences. Concerned with order; dislikes confusion.

Concerned with producing a result which is flawless or 5 foolproof. Convincing and influencing the beliefs or actions of 5 others. Has stamina and endurance; patient and unrelenting. Concerned that actions and objects be useful, realistic

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1 2 3 4 5 and concrete. Sensible; makes judgements based on intellectual reasoning; 5 actions and feelings are based on logic and objectivity. 5 5 Free from tension, frustration, and worry. Able to move ahead boldly in an uncertain situation. Rational 1 2 3 4

Relaxed 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 3 Shy 3 3 3 3 3 3 3 3 Warm 3 4 5 4 4 4 4 4 4 4 4 Self-confident 5 Sarcastic Stubborn Tenacious Thorough Tactful Patient 5 4 4 Risk-taking

Demonstrates a reserved nature in the presence of 5 others. Secure and self-assured; believes in personal abilities.

Tends to make remarks that critique situations or 5 people. Unyielding in defense of one's behaviours, values and 5 beliefs. Having a character which is steadfast and determined 5 even in the face of great difficulty. Always completes tasks and approaches them in a 5 precise, meticulous way. Non-offensive communications and behaviours with 5 others; diplomatic. Tolerates and endures without complaining. Communicates caring and concern.

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IV) Personality Test

Q1. Which is your most natural energy orientation? Every person has two faces. One is directed towards the OUTER world of activities, excitements, people, and things. The other is directed inward to the INNER world of thoughts, interests, ideas, and imagination. While these are two different but complementary sides of our nature, most people have an innate preference towards energy from either the OUTER or the INNER world. Thus one of their faces, either the Extraverted (E) or Introverted (I), takes the lead in their personality development and plays a more dominant role in their behavior. Extraverted Characteristics Introverted Characteristics • Act first, think/reflect later • Think/reflect first, then Act • Feel deprived when cutoff • Regularly require an amount from interaction with the of "private time" to recharge outside world batteries • Usually open to and • Motivated internally, mind is motivated by outside world of sometimes so active it is people and things "closed" to outside world • Prefer one-to-one communication • Enjoy wide variety and and relationships change in people relationships Choose which best fits: Extraversion (E) Introversion (I)

Q2. Which way of Perceiving or understanding is most "automatic" or natural? The Sensing (S) side of our brain notices the sights, sounds, smells and all the sensory details of the PRESENT. It categorizes, organizes, records and stores the specifics from the here and now. It is REALITY based, dealing with "what is." It also provides the specific details of memory & recollections from PAST events. The Intuitive (N) side of our brain seeks to understand, interpret and form OVERALL patterns of all the information that is collected and records these patterns and relationships. It speculates on POSSIBILITIES, including looking into and forecasting the FUTURE. It is imaginative and conceptual. While both kinds of perceiving are necessary and used by all people, each of us instinctively tends to favor one over the other. Sensing Characteristics Intuitive Characteristics • Mentally live in the Now, • Mentally live in the Future, attending to present attending to future possibilities

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• • •

opportunities Using common sense and creating practical solutions is automatic-instinctual Memory recall is rich in detail of facts and past events Best improvise from past experience Like clear and concrete information; dislike guessing when facts are "fuzzy"

• •

Using imagination and creating/inventing new possibilities is automaticinstinctual Memory recall emphasizes patterns, contexts, and connections Best improvise from theoretical understanding Comfortable with ambiguous, fuzzy data and with guessing its meaning. iNtuition (N)

Choose which best fits:

Sensing (S)

Q3. Which way of forming Judgments and making choices is most natural? The Thinking (T) side of our brain analyzes information in a DETACHED, objective fashion. It operates from factual principles, deduces and forms conclusions systematically. It is our logical nature. The Feeling (F) side of our brain forms conclusions in an ATTACHED and somewhat global manner, based on likes/dislikes, impact on others, and human and aesthetic values. It is our subjective nature. While everyone uses both means of forming conclusions, each person has a natural bias towards one over the other so that when they give us conflicting directions - one side is the natural trump card or tiebreaker. Thinking Characteristics Feeling Characteristics • Instinctively search for facts • Instinctively employ personal and logic in a decision feelings and impact on people situation. in decision situations • Naturally notices tasks and • Naturally sensitive to people work to be accomplished. needs and reactions. • Easily able to provide an • Naturally seek consensus and objective and critical analysis. popular opinions. • Unsettled by conflict; have • Accept conflict as a natural, almost a toxic reaction to normal part of relationships disharmony. with people. Choose which best fits: Thinking (T) Feeling (F)

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Q4. What is your "action orientation" towards the outside world? All people use both judging (thinking and feeling) and perceiving (sensing and intuition) processes to store information, organize our thoughts, make decisions, take actions and manage our lives. Yet one of these processes (Judging or Perceiving) tends to take the lead in our relationship with the outside world . . . while the other governs our inner world. A Judging (J) style approaches the outside world WITH A PLAN and is oriented towards organizing one's surroundings, being prepared, making decisions and reaching closure and completion. A Perceiving (P) style takes the outside world AS IT COMES and is adopting and adapting, flexible, open-ended and receptive to new opportunities and changing game plans. Judging Characteristics Perceiving Characteristics • Plan many of the details in • Comfortable moving into advance before moving into action without a plan; plan onaction. the-go. • Focus on task-related action; • Like to multitask, have variety, complete meaningful mix work and play. segments before moving on. • Naturally tolerant of time • Work best and avoid stress pressure; work best close to when able to keep ahead of the deadlines. • Instinctively avoid commitments deadlines. which interfere with flexibility, • Naturally use targets, dates freedom and variety and standard routines to manage life. Choose which best fits: Your 4 Personality Type Letters I N T J Judging (J) Perceiving (P)

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V) Time Management Assessment Do you have time management skills? 31 questions. Completely true 1 Mostly true 2 Somewhat true/false 3 Mostly false 4 Completely false 5

1. I prioritize my tasks when I have a lot to get done. 2. I tackle tasks in order of importance. 3. I break big projects down into smaller steps. 4. I stick with my way of doing things, even if my method takes longer. 5. When I’m stuck in line or waiting on the phone, I use that time to do something productive (i.e. read, balance my checkbook, etc.). 6. I combine tasks that are similar into blocks to deal with them at the same time (writing/reading e-mails, making phone calls, etc.). 7. If I’m overwhelmed with work, I try to delegate tasks to others. 8. If I get to work/school earlier than needed, I’ll use that time to catch up on an assignment.


I take on more tasks than I should.

10. I tend to jump from one unfinished task to another. 11. I keep working on a task even if it’s boring. 12. I have no qualms about telling others that I don't have the time to do something for them. 13. If someone calls when I'm in the middle of something important, I would tell him or her that I'm too busy to talk. 14. If my colleagues were having a loud conversation while I was 17. working, I would ask themamong those that down ortop I intersperse easier tasks to please keep it require close my door. concentration. 15. Whenever possible, I schedule the more important tasks at 18. I set deadlines for myself. work during the time of day when I am most productive. 19. When I have to locate paperwork I worked on months before, I 16. I let others know ahead of time when I have a really busy day know exactly where to look. and can’t be disturbed. 20. I create schedules for all the tasks I need to complete. 21. can estimate how to get things done at the last minute. 25. II find myself rushingmuch time it is going to take me to complete a specific task. 26. I manage to complete everything on my daily "to-do" list. 22. I use a daily planner (book or electronic) to keep track of the 27. Ithings Iat appointments or meetings on time. arrive need to do. 23. I keep my pens, notepad, etc. and anything else I need on a regular basis in the same place. Page 47 of 54 24. I make a list of all the tasks that need to be completed during my day.

Future Plans: Managing Professional Development
28. When I’m working, I block out everything that goes on around me. 29. If I see my mind is wandering from my work, I’ll take a break to refocus. 30. I complete tasks on or before the deadline. 31. My work environment is neat and tidy.

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VI) Lifelong Learning Assessment For each of the 44 questions below select either "a" or "b" to indicate your answer. Please choose only one answer for each question. If both "a" and "b" seem to apply to you, choose the one that applies more frequently. When you are finished selecting answers to each question please select the submit button at the end of the form. 1. I understand (a) 2. I (b) think it through. would rather (a) something try be better it after I out. considered realistic.

(b) innovative. 3. When I think about what I did yesterday, I am most likely to get (a) (b) words. 4. I tend to (a) understand details of a subject but may be fuzzy about its overall structure. (b) understand the overall structure but may be fuzzy about details. 5. When I am learning something new, it helps me (a) 6. If (b) think about it. I were a teacher, (a) 7. I that deals I with talk would facts rather and about teach real life a to it. course situations. in maps. understand the whole thing. a picture.

(b) that deals with ideas and theories. prefer to get new (a) pictures, diagrams,

information graphs, or

(b) written directions or verbal information. 8. Once I (a) all the parts, I understand

(b) the whole thing, I see how the parts fit. 9. In a study group working on difficult material, I am more likely to (a) 10. I jump in and it to learn contribute ideas. easier facts. (b) sit back and listen. find (a) (b) to learn concepts. Page 49 of 54

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11. In a book (a) with look lots over of pictures the and charts, and math I am likely to pictures charts carefully. problems (b) focus on the written text. 12. When I solve

(a) I usually work my way to the solutions one step at a time. (b) I often just see the solutions but then have to struggle to figure out the steps to get to them. 13. In classes I have taken (a) 14. In I have usually gotten to know many of the students. prefer (b) I have rarely gotten to know many of the students. reading nonfiction, I

(a) something that teaches me new facts or tells me how to do something. 15. I (b) something that gives me new ideas to think about. like (a) who put a lot of diagrams or on the a teachers board. novel

(b) who spend a lot of time explaining. 16. When I'm analyzing a story

(a) I think of the incidents and try to put them together to figure out the themes. (b) I just know what the themes are when I finish reading and then I have to go back and find the incidents that demonstrate them. 17. When I start a homework problem, I am more likely to (a) 18. I start working on the solution idea immediately. of certainty. best I me in that clear an sequential see. instructor steps. (b) try to fully understand the problem first. prefer the (a) (b) theory. 19. I (a) 20. It (b) what I hear. is more (a) 21. I lay important out the remember what to material

(b) give me an overall picture and relate the material to other subjects. prefer to study (a) (b) alone. Page 50 of 54 in a study group.

Future Plans: Managing Professional Development
22. I am (a) more careful likely about the to details new a be of place, considered my I work. prefer map. learn (a) at a fairly regular pace. If I study hard, I'll "get it." (b) creative about how to do my work. 23. When I get directions to a (a) (b) written instructions. 24. I

(b) in fits and starts. I'll be totally confused and then suddenly it all "clicks." 25. I would rather first (a) try things I like they writers out. to (b) think about how I'm going to do it. 26. When I am reading for enjoyment, (a) clearly say what


(b) say things in creative, interesting ways. 27. When I see a diagram or sketch in class, I am most likely to remember (a) the I am the more big picture. likely to (b) what the instructor said about it. 28. When considering a body of information, (a) 29. I focus on details and



(b) try to understand the big picture before getting into the details. more easily remember (a) something I task, of data, or I am more have I prefer doing I done. to it. prefer graphs. likely to

(b) something I have thought a lot about. 30. When I have to perform a (a) master one way me (b) come up with new ways of doing it. 31. When someone is showing (a) charts (b) text summarizing the results. 32. When writing a paper,

(a) work on (think about or write) the beginning of the paper and progress forward. (b) work on (think about or write) different parts of the paper and then order them.

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33. When I have to work on a group project, I first want to (a) have "group brainstorming" where everyone contributes ideas. (b) brainstorm individually and then come together as a group to compare ideas. 34. I consider it higher praise to call someone (a) sensible. (b) imaginative. 35. When I meet people at a party, I am more likely to remember (a) what they subject, looked I prefer like. to (b) what they said about themselves. 36. When I am learning a new

(a) stay focused on that subject, learning as much about it as I can. 37. I (b) try to make connections between that subject and related subjects. am more likely to be considered (a) 38. I (b) reserved. prefer (a) 39. For courses concrete material that (facts, would outgoing. emphasize data). rather television.

(b) abstract material (concepts, theories). entertainment, I (a) watch

(b) read a book. 40. Some teachers start their lectures with an outline of what they will cover. Such outlines are (a) somewhat helpful to me. (b) very helpful to me. 41. The idea of doing homework in groups, with one grade for the entire group, (a) (b) does not appeal to me. 42. When I am appeals doing long to me. calculations,

(a) I tend to repeat all my steps and check my work carefully. 43. I (b) I find checking my work tiresome and have to force myself to do it. tend to picture places I have been (a) easily and fairly accurately. (b) with difficulty and without much detail.

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44. When solving (a) problems of in the a group, steps I in would the be more likely to think solution process. (b) think of possible consequences or applications of the solution in a wide range of areas.

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