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Motivational Plan Essay

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TELSA Inventory Summary Page * * Record your score for each of the 10 domains of the TELSA Inventory as listed below. Be sure to carefully read the instructions about how to calculate your score for each domain. Submit this to the instructor by the end of Module 1. * * The TELSA Inventory Domains Mean Score * * 1. Lead Analysis, Design, and Development of Instruction __194_______ * * 2. Lead Implementation of Instruction ___141______ * * 3. Lead Evaluation of Instruction ___366______ * * 4. Lead Staff Development____263_____ * * 5. Perform Learner-Related Administrative Duties __119_______ * * 6. Perform Staff-Related Administrative Duties _269________ * * 7. Perform Budgetary and Other Administrative Duties __152_______ * * 8. Communicate/Use Communication Technology _209________ * * 9. Self- Development _______51__ * * 10. Crisis Management __94_______ *

T E L S A
Training and Educational Leader Self Assessment: a tool for systematically determining the development needs of training and educational leaders
© 1998. Developed for the U.S. Department of Energy’s Carlsbad Area Office (CAO) by the Westinghouse Electric Company of CBS, Inc. The CAO and Westinghouse transfer this tool to US educational institutions, businesses, government agencies, nonprofit organizations, and citizens at no cost to recipients through the CAO/Westinghouse technology transfer program. This program supports U.S. Federal Government initiatives to ensure U.S. educational and economic competitiveness in the global economy.
Training and Educational Leader Self Assessment (TELSA)
Purpose
The purpose of TELSA is to provide you, our training and educational leaders, with a tool for assessing your development needs. We believe that you will find TELSA to be a useful tool if you hold or are a candidate for any of the following leadership positions:
• Academic Dean
• Academic Department Chair
• Human Resources Development Manager
• Organizational Development Manager
• Organizational Learning Manager
• School Principal
• School Superintendent
• Training Manager/Director
• Training or Educational Team Leader
Why assess the needs of training and educational leaders? The answer is simple: in our rush to address the development needs of our learners, trainers, teachers, and professors, we frequently forget to address our own development needs.
Instructions
Instructions for TELSA are capitalized, in bold, numbered sequentially, and enclosed in brackets:
[ 1 – TURN TO THE NEXT PAGE.] ii [ 2 – CAREFULLY TEAR THIS PAGE OUT OF YOUR BOOKLET AND TURN TO THE NEXT
PAGE.]
DIF Table
Difficulty *
In performing task properly
Importance
of performing task properly
Frequency
in performing task
1 = EASY for me to perform 1 = of MINIMAL
IMPORTANCE
D = I perform this task DAILY or more 2 = SOMEWHAT EASY for me to perform
2= of SOME IMPORTANCE W= I perform this task
WEEKLY
3 = AVERAGE DIFFICULTY for me to perform
3= of AVERAGE
IMPORTANCE
M= I perform this task
MONTHLY
4 = DIFFICULT for me to perform 4= of ABOVE AVERAGE
IMPORTANCE
Y = I perform this task YEARLY or less
5 = VERY DIFFICULT for me to perform 5= of EXTREME
IMPORTANCE
N = I have NEVER performed this task
* If you have not performed a task, estimate how difficult the task would be for you to perform. iii TELSA Survey Form
[ 3 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
I. L E A D A N A L Y S I S, D E S I G N, A N D
D E V E L O P M E N T OF I N S T R U C T I O N
Task Difficulty Importance Frequency Task Score
Lead the determination of learner needs
(perform needs analysis)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of instructional vision and mission statements
12 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of an instructional strategic plan
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of instructional policies and procedures
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of a classroom-based curriculum 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of a lab-based curriculum 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of an OJT-based curriculum 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of a distance learningbased curriculum 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of core course components: objectives, lesson plan, and tools for measuring learning and instructional effectiveness 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
iv
Lead the selection of instructional methodologies based on learning styles
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available reading materials
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available audiovisual materials
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available instructional software
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available facility classroom, lab, and OJT materials, supplies, and equipment
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available self-paced written materials 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available case studies
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available simulations and games
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available distance learning systems 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the in-house development of selfpaced materials 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the in-house development of case studies 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
v
Lead the in-house development of simulations and games
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the in-house development of distance learning systems
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 4 – GO BACK TO THE BEGINNING OF THE SECTION I TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5
[ 5 – ADD ALL OF THE SECTION I TASKS SCORES. ENTER SECTION I RAW SCORE
HERE: ______ ]
[6 – DIVIDE THE SECTION I RAW SCORE BY 22 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION I MEAN SCORE HERE: ______ ]
[7 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Leadership of Instructional Analysis, Design, and Development Reading List
Active Training: A Handbook of Techniques, Designs, Case Examples, and Tips
By Mel Silberman, et al (May 1997) Jossey-Bass Publishers; ISBN: 0787909084 vi Approaches to Training and Development by Dugan Laird 2nd edition (November 1985) Perseus Pr; ISBN: 0201044986
Assessing Needs in Continuing Education: An Essential Tool for Quality Improvement (The Jossey-Bass
Higher and Adult Education) by Donna S. Queeney (March 1995) Jossey-Bass Publishers; ISBN: 0787900591
Building the Learning Organization: A Systems Approach to Quantum Improvement and Global Success by Michael J. Marquardt (October 1995) McGraw-Hill; ISBN: 0070405344
Computers in the Classroom: How Teachers and Students Are Using Technology to Transform Learning by Andrea R. Gooden, et al (October 1996) Jossey-Bass Publishers; ISBN: 0787902624
Creating the Virtual Classroom: Distance Learning With the Internet by Lynnette R. Porter (April 1997) John Wiley & Sons; ISBN: 0471178306
Designing and Evaluating Games and Simulations: A Process Approach by Margaret Gredler (April 1994) Gulf Pub Co; ISBN: 0884151573
Designing Powerful Training: The Sequential-Iterative Model (Pfeiffer) by Michael Milano, et al (May 1998) Jossey-Bass Publishers; ISBN: 0787909661
Educative Assessment: Designing Assessments to Inform and Improve Student Performance (Josse-Bass
Education Series) by Grant P. Wiggins, et al (February 1998) Jossey-Bass Publishers; ISBN: 0787908487
Figuring Things Out: A Trainer's Guide to Task, Needs, and Organizational Analysis by Ron. Zemke, et al (May 1982) Perseus Pr; ISBN: 0201090988
Handbook of Instructional Leadership: How Really Good Principals Promote Teaching and Learning by J. Blasé (January 1998) Corwin Pr; ISBN: 0803965540
How to Manage Training: A Guide to Design and Delivery for High Performance by Carolyn Nilson (October 1997) AMACOM; ISBN: 0814411002
Improving On-The-Job Training: How to Establish and Operate a Comprehensive OJT Program (The
Jossey-Bass Management Series) by William J. Rothwell, et al (July 1994) Jossey-Bass Publishers; ISBN: 1555426654
Joint Curriculum Design: Facilitating Learner Ownership and Active Participation in Secondary
Classrooms
by Patricia A. Gross (September 1997) Lawrence Erlbaum Assoc; ISBN: 0805822712
Leadership in Instructional Technology by M. Maurer, et al (July 1997) Prentice Hall; ISBN: 0132398494
The Mager Six-Pack by Robert F. Mager 3rd edition (May 1997) Center for Effective Performance; ISBN: 187961815X
Making Instructional Design Decisions by Barbara Seels, et al 2nd edition (August 1997) Prentice Hall; ISBN: 0135206022
Mastering the Instructional Design Process:A Systematic Approach (Jossey-Bass Business and
Management Series) by William J. Rothwell, et al 2nd edition (November 1997) Jossey-Bass Publishers; ISBN: 0787909483 vii Seven Steps to Effective Instructional Leadership by Elaine K. McEwan (February 1998) Corwin Pr; ISBN: 0803966652
The Trainer's Tool Kit by Cyril Charney (September 1997) AMACOM; ISBN: 0814479448
Training Needs Assessment (Techniques in Training and Performance Development Series) by Allison Rossett (August 1987) Educational Technology Publications; ISBN: 0877781958
[ 8 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] viii [ 9 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
I I. L E A D I M P L E M E N T A T IO N O F I N S T R U C T I O N
Task Difficulty Importance Frequency Task Score
Market new instructional program to bosses 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Market new instructional program to staff 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Market new instructional programs to learners
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Market new instructional program to other stakeholders
(parents, line managers, customers, etc.)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Develop instructional calendar/schedule 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Promote learner attendance through publicity of programs
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Ensure the availability of instructors
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Ensure the availability of instructional facilities
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Ensure the availability of instructional resources 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Ensure delivery of instruction in compliance with organizational and governmental procedures, rules, and
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
ix regulations Motivate learners to apply themselves
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Inspire learners to practice life-long learning 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Maintain learner records 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Maintain instructor records 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Maintain program records 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 10 – GO BACK TO THE BEGINNING OF THE SECTION II TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored: D = 1 W =2 M= 3 Y = 4 N = 5
[ 11 – ADD ALL OF THE SECTION II TASKS SCORES. ENTER SECTION II RAW SCORE
HERE: ______ ]
[12 – DIVIDE THE SECTION II RAW SCORE BY 15 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION II MEAN SCORE HERE: ______ ]
[13 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars. x *Instructional Implementation Reading List
Educational Facilities: Planning, Modernization, and Management by Basil Castaldi 4th edition (February 1994) Allyn & Bacon; ISBN: 0205152015
A Guide for Planning and Implementing Instruction for Adults: A Theme-Based Approach (Jossey-Bass
Higher and Adult Education Series) by John M. Dirkx, et al (April 1997) Jossey-Bass Publishers; ISBN: 0787908371
How to Manage Your Boss by Roger Fritz Paperback - 222 pages 2nd edition (November 1994) Career Pr; ISBN: 156414139X
Improving Schools from Within: Teachers, Parents, and Principals Can Make the Difference (Jossey-Bass
Education Series) by Roland Sawyer Barth, et al (September 1991) Jossey-Bass Publishers; ISBN: 155542368X
The Mager Six-Pack by Robert F. Mager 3rd edition (May 1997) Center for Effective Performance; ISBN: 187961815X
Strategic Marketing for Educational Institutions by Philip Kotler, et al 2nd edition (April 1995) Prentice Hall; ISBN: 0136689892
Successfully Implementing World Class Training by Bren D White (August 1990) Boswell Pub; ISBN: 0962342416
Technology-Based Training: A Comprehensive Guide to Choosing, Implementing, Managing, and
Developing New Technologies in Training by Serge Ravet, et al (October 1997) Gulf Pub Co; ISBN: 0884158667
[ 14 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xi [ 15 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY,
IMPORTANCE, AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT
YOU TORE OUT OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK
SCORE COLUMN FOR NOW.]
I I I. L E A D E V A L U A T I O N O F I N S T R U C T I O N
Task Difficulty Importance Frequency Task Score
Critique instructional vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique an instructional strategic plan
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique instructional policies and procedures
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a curriculum 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique course objectives/goals 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a lesson plan 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique lesson objectives 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a multiplechoice test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a short answer test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique an essay test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a matching test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a fill-in-theblank test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a performancebased test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique performance 1 2 3 4 5 1 2 3 4 5 D W M Y N xii standards/identified desired outcomes
_____
Critique instructions for student projects, research papers, and assignments 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique alternative assessment methods
(portfolios, selfevaluation, peer evaluation, rubrics)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique lesson plan transparencies 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique computerized slide show for lesson plan 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique computerbased training program
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique slide projector show for lesson plan
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique student handouts/guides 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique classroom course package
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique laboratory course package
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique distance learning course package
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique on-the-jobtraining
(OJT) package
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique classroom course in person
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique laboratory course in person
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique distance learning course in person 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
xiii
Critique on-the-jobtraining
(OJT) in person
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Evaluate test scores to determine the effectiveness of instruction 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Evaluate learner feedback to determine the effectiveness of instruction 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Evaluate other stakeholder (parent, management, customer etc.) feedback to determine the effectiveness of instruction 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Provide in-person feedback to staff after you have observed course 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Take corrective action when instructional goals and objectives are not being met
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 16 – GO BACK TO THE BEGINNING OF THE SECTION III TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored: D = 1 W =2 M= 3 Y = 4 N = 5
[ 17 – ADD ALL OF THE SECTION III TASKS SCORES. ENTER SECTION III RAW SCORE
HERE: ______ ]
[ 18 – DIVIDE THE SECTION III RAW SCORE BY 34 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION III MEAN SCORE HERE: ______ ] xiv [ 19 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Instructional Evaluation Reading List
Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher
Education (American Council on Education/Oryx Series) by Alexander W. Astin (December 1996) Oryx Press; ISBN: 0897748050
Classroom Assessment Techniques: A Handbook for College Teachers (Jossey-Bass Higher and Adult
Education)
by Thomas A. Angelo, et al 2nd edition (October 1994) Jossey-Bass Publishers; ISBN: 1555425003
Designing and Evaluating Games and Simulations: A Process Approach by Margaret Gredler (April 1994) Gulf Pub Co; ISBN: 0884151573
Educative Assessment: Designing Assessments to Inform and Improve Student Performance (Josse-Bass
Education Series) by Grant P. Wiggins, et al (February 1998) Jossey-Bass Publishers; ISBN: 0787908487
Effective Grading: A Tool for Learning and Assessment (Jossey-Bass Higher and Adult Education Series) by B. E. Fassler Walvoord, et al (February 1998) Jossey-Bass Publishers; ISBN: 0787940305
Evaluating Training Programs: The Four Levels by Donald L. Kirkpatrick (February 1996) Berrett-Koehler; ISBN: 1881052850
The Mager Six-Pack by Robert F. Mager 3rd edition (May 1997) Center for Effective Performance; ISBN: 187961815X
Training for Impact: How to Link Training to Business Needs and Measure the Results (The Jossey-Bass
Management Series) by Dana Gaines Robinson, et al (June 1989) Jossey-Bass Publishers; ISBN: 1555421539
Program Evaluation: Alternative Approaches and Practical Guidelines by Blaine R. Worthen, et al 2nd edition (December 1996) Addison-Wesley Pub Co; ISBN: 0801307740
[ 20 –TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xv [ 21 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY,
IMPORTANCE, AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT
YOU TORE OUT OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK
SCORE COLUMN FOR NOW.]
I V. L E A D S T A F F D E V E L O P M E N T
Task Difficulty Importance Frequency Task Score
Perform staff development needs analysis 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Establish major staff development goals
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Help staff members in writing their individual development plans
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Help determine an activity best suited to address staff development needs
(seminars, training courses, reading, coaching, etc.)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Monitor staff development goals and plans 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Take corrective action when staff member is behind in meeting individual goals
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Conduct an informal one-on-one performance appraisal session with staff member 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Provide feedback to staff concerning progress toward development goals and objectives 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead a staff training session 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
xvi
Discuss learning from previous staff training session to build bridge to current session
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Discuss anticipated learning in staff training session 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Present subject matter in staff training session while employing effective questioning/ involvement techniques
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Demonstrate/model task during staff training session, while practicing effective questioning and involvement techniques 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Observe staff demonstrate/perform task during staff training session, while practicing effective questioning, involvement techniques and providing feedback
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Provide staff with examples to assist them in application of training session concepts on the job 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Motivate staff to master knowledge, skills, and ability during staff training session
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead case study analysis during staff training session 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Summarize learning at end of staff training session 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Solicit post-staff training session feedback 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
xvii
Use post-staff training session feedback, to improve instructional effectiveness 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Inspire staff to practice lifelong learning
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 22 – GO BACK TO THE BEGINNING OF THE SECTION IV TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5
[ 23 – ADD ALL OF THE SECTION IV TASKS SCORES. ENTER SECTION IV RAW SCORE
HERE: ______ ]
[ 24 – DIVIDE THE SECTION IV RAW SCORE BY 21 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION IV MEAN SCORE HERE: ______ ]
[ 25 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars. xviii *Staff Development Reading List
The ASTD Training and Development Handbook: A Guide to Human Resource Development by Robert L. Craig (Editor) 4th edition (May 1996) McGraw Hill Text; ISBN: 007013359X
Composing a Culture: Inside a Summer Writing Program for High School Teachers by Bonnie S. Sunstein, et al (December 1994) Boynton/Cook Pub; ISBN: 0867093420
Personalizing Professional Growth: Staff Development That Works by Bernadette Marczely (May 1996) Corwin Pr; ISBN: 0803964331
Professional Development As Transformative Learning: New Perspectives for Teachers of Adults (Jossey-
Bass Higher and Adult Education Series) by Patricia Cranton (March 1996) Jossey-Bass Publishers; ISBN: 0787901970
Readings from Educational Leadership: Coaching and Staff Development by Ronald S. Brandt (July 1989) Assn. for Supervision & Curriculum Development; ISBN 0871201585
Techniques in the Clinical Supervision of Teachers: Preservice and Inservice Applications by Keith A. Acheson, et al 4th edition (December 1996) Addison-Wesley Pub Co; ISBN: 0801315093
[ 26 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xix [ 27 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY,
IMPORTANCE, AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT
YOU TORE OUT OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK
SCORE COLUMN FOR NOW.]
V. P E R F O R M L E A R N E R - R E L A T E D A D M I N I S T R A T I V E D U T I E S
Task Difficulty Importance Frequency Task Score
Counsel learner about, school, work
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Counsel learner who comes to you with problems 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Make accommodations for disabled learner in accordance with federal law 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is chronically late or absent from class
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner observed cheating on an examination 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is passively hostile, resistant to learning
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is functionally illiterate
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is not performing up to her/his abilities
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is angry with you
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with a learner who is feuding with another learner 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is harassing another individual 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
xx
Deal with a learner who is verbally disrupting the learning process
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Discipline a learner 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 28 – GO BACK TO THE BEGINNING OF THE SECTION V TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5
[ 29 – ADD ALL OF THE SECTION V TASKS SCORES. ENTER SECTION V RAW SCORE
HERE: ______ ]
[ 30 – DIVIDE THE SECTION V RAW SCORE BY 13 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION V MEAN SCORE HERE: ______ ]
[ 31 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Learner-Related Administrative Duties Reading List
Behavior Management in the Schools: Principles and Procedures by Richard M. Wielkiewicz 2nd edition (August 1995) Allyn & Bacon; ISBN: 0205164595
Career Counseling: A Developmental Approach xxi by Robert J. Drummond, et al (January 1995) Prentice Hall; ISBN: 0023306750
Classroom Management Strategies: Gaining and Maintaining Students' Cooperation by James S. Cangelosi 3rd edition (August 1996) Addison-Wesley Pub Co; ISBN: 0801316235
Communicating With Students in Schools: Exercises in Motivation and School Discipline through Rapport by Richard R. Burke (June 1995) University Press of America; ISBN: 0819197262
The Training and Development of School Principals: A Handbook by Ward Sybouts, et al (November 1994) Greenwood Publishing Group; ISBN: 031328556X
Zapp in Education: How Empowerment Can Improve the Quality of Instruction, and Student and Teacher
Satisfaction
by William C. Byham (August 1992) Fawcett Books; ISBN: 0449907961
[ 32 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxii [ 33 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
VI. P E R F O R M S T A F F - R E L A T E D A D M I N I S T R A T I V E D U T I E S
Task Difficulty Importance Frequency Task Score
Screen applications and resumes 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Interview job applicants in compliance with the law 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Select the most qualified candidate for a position
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Make accommodations for disabled staff members in accordance with federal law
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Orient staff to organizational policies and procedures; pay and benefits 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Provide staff with onthe- job training
(coach one-on-one)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Communicate your work performance expectations to staff
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Manage by walking around and listening
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Conduct staff meeting 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Communicate bad news to your staff
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Provide a staff member with constructive criticism of her/his work
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Motivate your staff 1 2 3 4 5 1 2 3 4 5 D W M Y N xxiii _____
Praise/express
appreciation/reward an employee for good work
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Conduct a formal employee performance appraisal 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Counsel staff member who comes to you with work problems
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with staff member who comes to you with personal problems
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with staff member who is chronically late or absent from work
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with a staff member who is angry with you
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to a situation in which the quality of a staff member’s work goes into a rapid decline
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with a staff member who is suspected of substance abuse 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with staff member who is harassing another individual 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with a staff member who is continually causing dissention amongst the ranks 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with feuding employees 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Discipline a staff member 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lay off staff member 1 2 3 4 5 1 2 3 4 5 D W M Y N xxiv _____
Fire staff member 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 34 – GO BACK TO THE BEGINNING OF THE SECTION VI TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5
[ 35 – ADD ALL OF THE SECTION VI TASKS SCORES. ENTER SECTION VI RAW SCORE
HERE: ______ ]
[ 36 – DIVIDE THE SECTION VI RAW SCORE BY 26 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION VI MEAN SCORE HERE: ______ ]
[ 37 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Staff-Related Administrative Duties Reading List
The A-To-Z Book of Managing People by Victoria Kaplan, et al (December 1996) Berkley Pub Group; ISBN: 0425154599
Bringing Out the Best in Teachers: What Effective Principals Do by Joseph Blase, et al (January 1992) Corwin Pr; ISBN: 0803960093 xxv Handling the Difficult Employee: A Practical Guide for Managers by Marty Brounstein, et al (August 1993) Crisp Pubns; ISBN: 1560521791
Motivating at Work: Empowering Employees to Give Their Best by Twyla Dell, et al (August 1993) Crisp Pubns; ISBN: 1560522011
New Employee Orientation: A Practical Guide for Supervisors by Charles M. Cadwell (September 1988) Crisp Pubns; ISBN: 0931961467
What Every Supervisor Should Know: The Complete Guide to Supervisory Management by Lester R. Bittel, et al (November 1992) McGraw-Hill; ISBN: 0070055890
Workplace Counselling: A Systematic Approach to Employee Care by Michael Carroll (May 1996) Sage Pubns; ISBN: 0761950214
[ 38 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxvi [ 39 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY,
IMPORTANCE, AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT
YOU TORE OUT OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK
SCORE COLUMN FOR NOW.]
VII. P E R F O R M B U D G E T A R Y A N D
O T H E R A D M I N I S T R A T I V E D U T I E S
Task Difficulty Importance Frequency Task Score
Develop noninstructional plans for your organization
(financial, construction, manpower, etc.)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Develop noninstructional goals and objectives for your organization (financial, construction, manpower, etc.) 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Determine noninstructional material and supply requirements for your organization 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Procure noninstructional material and supplies for your organization 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Develop a budget for your organization
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Monitor your organization’s progress in meeting noninstructional goals and objectives – report status to your boss
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Monitor your organization’s budget – report status to your boss 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
xxvii
Take corrective action when your organization is behind in meeting a non-instructional goal or objective 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Take corrective action when your organization is headed toward running over budget
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead a proposal writing effort to obtain money, work 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Inspect facility for safety problems
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Maintain facility in good condition 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 40 – GO BACK TO THE BEGINNING OF THE SECTION VII TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5
[ 41 – ADD ALL OF THE SECTION VII TASKS SCORES. ENTER SECTION VII RAW SCORE
HERE: ______ ]
[ 42 – DIVIDE THE SECTION VII RAW SCORE BY 12 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION VII MEAN SCORE HERE: ______ ]
[ 43 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor. xxviii Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Budgetary and Other Administrative Duties Reading List
Budgeting Basics & Beyond: A Complete Step-By-Step Guide for Nonfinancial Managers by Jae K. Shim, et al (January 1995) Prentice Hall Trade; ISBN: 0133122328
The Complete Guide to Getting a Grant: How to Turn Your Ideas into Dollars by Laurie Blum Paperback (October 1996) John Wiley & Sons; ISBN: 047115508X
The Facility Management Handbook by David G. Cotts, et al (May 1992) AMACOM; ISBN: 0814401171
Fundamentals of Project Management by James P. Lewis (February 1995) AMACOM; ISBN: 0814478352
Handbook for Writing Proposals by Robert J. Hamper, et al (March 1996) NTC Publishing Group; ISBN: 0844232742
School Business Administration: A Planning Approach by Walter G. Hack, et al 6th edition (September 1997) Allyn & Bacon; ISBN: 0205273548
[ 44 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxix [ 45 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
VIII. C O M M U N I C A T E / U S E C O M M U N I C A T I ON T E C H N O L O G Y
Task Difficulty Importance Frequency Task Score
Write administrative reports, papers, correspondence 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Make a presentation 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Communicate in person with a large group
(100+ people)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Tell your boss bad news 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Accept and use constructive criticism from your boss
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Offer constructive criticism to your boss
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Tell other stakeholders bad news (parents, managers, customers, learners, instructors, peers) 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Accept and use constructive criticism from other stakeholders
(parents, managers, customers, learners, instructors, peers)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate a computer 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate a printer 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate a scanner 1 2 3 4 5 1 2 3 4 5 D W M Y N xxx _____
Use word processing software 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Use spreadsheet software 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Use project management software 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Use presentation software 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Access/use the Internet 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Access/use organizational intranet
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Use e-mail system 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate a slide projector 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate an overhead projector 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate a VCR 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate an LCD projector 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 46 – GO BACK TO THE BEGINNING OF THE SECTION VIII TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5 xxxi [ 47 – ADD ALL OF THE SECTION VIII TASKS SCORES. ENTER SECTION VIII RAW
SCORE HERE: ______ ]
[ 48 – DIVIDE THE SECTION VIII RAW SCORE BY 22 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION VIII MEAN SCORE HERE: ______ ]
[ 49 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Communications Reading List
10 Minute Guide to PC Computing by Shelley O'Hara (October 1997) Que Education & Training; ISBN: 0789714833
101 Secrets of Highly Effective Speakers: Controlling Fear, Commanding Attention by Caryl Rae Krannich (April 1998) Impact Pubns; ISBN: 1570230900
Home-School Relations: Working Successfully With Parents and Families by Mary Lou Fuller (Editor), et al (December 1997) Allyn & Bacon; ISBN: 0205181260
The Internet for Dummies by John R. Levine, et al 5th edition (February 1998) IDG Books Worldwide; ISBN: 0764503545
Presentations Plus: David Peoples' Proven Techniques by David A. Peoples (December 1996) John Wiley & Sons; ISBN: 047117730X
Writing That Works: How to Improve Your Memos, Letters, Reports, Speeches, Resumes, Plans, and Other
Business Papers by Kenneth Roman, et al (January 1995) Harper Mass Market Paperbacks; ISBN: 0061093815
[ 50 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxxii [ 51 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
IX. S E L F D E V E L O P M E N T
Task Difficulty Importance Frequency Task Score
Assess your own work performance 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Manage your time – handle multiple priorities 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Handle job stress 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Balance work life with home life
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Take action to address performance areas in need of improvement
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Obtain a mentor 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Develop your educational/training leadership skills, knowledge, and abilities
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 52 – GO BACK TO THE BEGINNING OF THE SECTION IX TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5 xxxiii [ 53 – ADD ALL OF THE SECTION IX TASKS SCORES. ENTER SECTION IX RAW SCORE
HERE: ______ ]
[ 54 – DIVIDE THE SECTION IX RAW SCORE BY 7 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION IX MEAN SCORE HERE: ______ ]
[ 55 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Self Development Reading List
The Art of Self-Renewal: Balancing Pressure and Productivity On and Off the Job by Barbara MacKoff (March 1993) Lowell House; ISBN: 1565650379
Beating Job Burnout: How to Turn Your Work into Your Passion by Paul Stevens (March 1996) Vgm Career Horizons; ISBN: 0844244740
Job Stress by James H. Humphrey (July 1997) Allyn & Bacon; ISBN: 0205272029
Leadership Practices Inventory-LPI: LPI Participant's Workbook & Self-Assessment by James M. Kouzes, et al (July 1997) Pfeiffer & Co; ISBN: 0787909807
Rate Your Skills as a Manager: A Crisp Assessment Profile by Elwood N. Chapman, et al (March 1991) Crisp Pubns; ISBN: 1560521015
[ 56 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxxiv [ 57 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
X. C R I S I S M A N A G E M E N T
Task Difficulty Importance Frequency Task Score
Respond to fire alarm 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to bomb threat 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to severe weather 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to illness in facility 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to injury in facility 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to an individual in the facility who becomes violent or threatens violence
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to potential blood borne pathogen release in facility
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to hazardous materials release in facility 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 58 – GO BACK TO THE BEGINNING OF THE SECTION X TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
xxxv
Note that frequency is scored: D = 1 W =2 M= 3 Y = 4 N = 5
[ 59 – ADD ALL OF THE SECTION X TASKS SCORES. ENTER SECTION X RAW SCORE
HERE: ______ ]
[ 60 – DIVIDE THE SECTION X RAW SCORE BY 8 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION X MEAN SCORE HERE: ______ ]
[ 61 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Crisis Management Reading List
Accident Prevention and OSHA Compliance by Patrick A. Michaud (May 1995) Lewis Publishers, Inc.; ISBN: 1566701503
Managing Violence in the Workplace by Steve McVey, et al (July 1996) Saint Lucie Pr; ISBN: 1574440330
Safe Schools: A Security and Loss Prevention Plan by James Barry Hylton (August 1996) Butterworth-Heinemann; ISBN: 0750697598
School Violence: A Reference Handbook by Deborah L. Kopka (September 1997) ABC-Clio; ISBN: 0874368618
Serious Illness in the Classroom: An Educator's Resource by Andrea L. Mesec, et al (March 1997) Teacher Ideas Pr; ISBN: 1563084163
[ 62 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxxvi FAQs & Answers
What is the basis for TELSA assessment methodology?
TELSA employs a streamlined version of the Difficulty-Importance-Frequency (DIF) job analysis model employed for years by the U.S. government and the commercial nuclear power industry. To obtain other free diagnostic tools based on this model, visit the U.S. Department of Energy Carlsbad Area Office and
Westinghouse Electric Company technology transfer web site at http://www.t2ed.com .
Is it appropriate to include educators and trainers in the same assessment instrument?
Yes. The author of TELSA has taught, administered, and managed in elementary, secondary and higher education; and corporate, government, and not-for-profit training. The differences are few; the commonalties are great.
Do you think it is fair to judge the development needs of training and educational leaders on tasks that they will never be required to perform?
No. That is why every reasonable effort has been made to include tasks that you are likely to be required to perform during your career. Are you an elementary school principal who believes that you will never be required to lead distance learning? If so, prepare yourself for future shock. In 1989, a company procurement manager quizzed a training manager who wanted a personal computer.
“What are you, a typist?” he asked.
Today, training managers who don’t have computers on their desks are the exception rather than the rule.
Did you accidentally reverse the frequency scale? It looks like a task performed DAILY should be a “5.”
The frequency scale is correct. Tasks that are highly difficult, highly important, and infrequently performed are the tasks that require initial and on-going training. An example of this type of task is
“Respond to an individual in the facility who becomes violent or threatens violence.” Tasks that are performed frequently typically require only initial training.
Why doesn’t TELSA contain norming data?
This is a self-assessment; the purpose is not to compare your knowledge, skills, and abilities to those of others, but to simply identify your areas in need of development.
What are some things I can do to extract useful information out of the data?
Try any or all of the following:
1. Compile a list of all tasks, from highest task score to lowest task score Guaranteed to provide you with a few eye openers.
2. Provide copies of your completed TELSA forms to your staff and/or boss. Ask them for feedback on your development needs.
3. Look for big picture trends in the data. For example, a training manager knew in his mind and heart that the purpose of a training manager is to be an instructional leader. The TELSA frequency data revealed, however, that the author was performing low difficulty, low importance, and high frequency administrative tasks almost to the exclusion of instructional leadership tasks. The manager took this as a wakeup call.

* * *…...

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...Motivational Plan MGT/311 May 5th, 2013 A motivational plan is necessary for employers to keep their employees satisfied. It is a tool that should be utilized periodically to let the employer know just how his or her employees are feeling and if they are satisfied with their job. I have created motivational plans for three selected employees, each individual plan is listed below. As Victor Lipman, who wrote for Forbes stated “ With a recent national study showing that less than One in four non-management employees is fully engaged, there is, shall we say, ample room for improvement. – Motivational Plan I feel that providing more challenging projects to boost xxxxx creative skills will help him with the advancement of his responsibilities. Providing xxxxx with the opportunity to return to school to advance his career path will fuel his eagerness to learn. By reaching out to xxxx desire in further education, it will show that management is willing to cooperate with him. By setting goals for xxxx at the beginning of the evaluation period this will allow him to see where management would like his performance to progress towards. xxxx will ultimately be given more challenging tasks, which will give him the responsibility he desires. Upon reaching his goals for the evaluation period, management will reward him with either a bonus or higher pay rate. Based on McClellands Theory of Needs, we are giving him the power that he requires along with the genuine......

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...Employee Portfolio Lidia Reyes January 14, 2013 MGT/311 Mary Roberson University of Phoenix Material Employee Portfolio: Motivation Action Plan Determine the motivational strategy or strategies that would likely be most appropriate for each of your three employees on basis of their individual characteristics. Indicate how you would leverage their employee evaluations to motivate each of the three employees. Describe one or more of the motivational theories and explain how the theories connect to each of your selected motivational strategies. |Team Member Name |Summary of Individual Characteristics |Motivational Strategy and Action Plan |Relevant Theory | | |Self-motivator, engaging, positive, polite, |Robin your motivational strategy is to accomplish the task |The theory that is relevant to this strategy is | | |responsible, hard worker, punctual, technology |assigned In a timely manner. You will team up with your front |the Self-Efficacy Theory because Robin is an | |Robin Molina |savey, resolve task in a timely manner, and |end supervisor and learn to do all the weekly reports that |individual who believes that he can perform any | | |organized. |belong in your shrink binder. ...

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...Developing a Motivational Plan Juanita Marquez Grand Canyon University: EDA-575 August 28, 2013 “Leadership is often described as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal O. & Roth G., 2011).” One of the biggest tools a leader has is their ability to motivate their staff. However as a leader it is important that we know how our staff is motivated. Not all employees are motivated in the same manner; sometimes it requires two or three different types of motivation to get everyone on board. If an analysis of your staff is done prior to the implementation of any motivational plan, you will have a lot more success than if you were to go in blind. As a leader it is important to remember that it is easy to motivate staff when it comes to short term projects, the true test of a leader will come when your goals are not achieved in a short period of time. It is during these long term projects and plans that you include a motivational plan to keep you staff, students, parents and community on board with the project at hand. The two primary motivational styles that will work the best at St. Pius X High School are the Incentive Theory and McClelland’s Human Motivation Theory. The first theory that seemed to fit the St. Pius community was the Incentive Theory. The Incentive Theory states that people are motivated to achieve goals and make changes if there is......

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...Motivation Action Plan September 2, 2013 University of Phoenix Material Employee Portfolio: Motivation Action Plan * Determine the motivational strategy or strategies that would likely be most appropriate for each of your three employees on basis of their individual characteristics. Indicate how you would leverage their employee evaluations to motivate each of the three employees. Describe one or more of the motivational theories and explain how the theories connect to each of your selected motivational strategies. Team Member Name | Summary of Individual Characteristics | Motivational Strategy and Action Plan | Relevant Theory | | Vincent is a person who is satisfied with his work obligations on a day to day basis and has a positive upbeat attitude toward the job most of the time. However he does not seem to be a motivated person when it comes to moving up the ladder with in his profession and seems to have issues with authority occasionally. | One motivational strategy I would use for Vincent would be for him to start goal setting in order to help him cope with the fact that he has no drive for advancement within the job field. This should help him want to either do better or eventually want better for himself over time. Another strategy would be self-determination which should allow Vincent the kind of positivity he would need in order to be more successful at his job. | The self-determination theory which proposes that people prefers to feel like......

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...1. MOTIVATIONAL PLAN Motivational Plan Katrina Le`Vere University of Phoenix LDR 531 March20, 2012 2. MOTIVATIONAL PLAN 2 When leaders show a positive attitude about a mission or project, workers show anincreased desire to perform and reach the goal. The challenge comes when a project has a longduration of time to complete. For example, a team leader has a year to complete a project and sheneeds ensure each member of the team contributes to help complete it. She has given the teamtimelines and performance guidelines that need to be met, but the fact this project will last anentire year has the team discouraged. Removing the team’s discouragement is the first task forthe team leader. Next is to increase the team’s motivation, job satisfaction, and performancenecessary to complete the long-term project. To accomplish this, the team leader must evaluatemotivational theories and strategies and develop an effective motivational plan. Long-term projects require organization and dedication, which is a challenge especiallywhen a leader has to motivate a discouraged team. Team members along with the team leaderfeel the pressure of working a project that seems to have no end because a year is a long time.The team leader realizes that the team’s success depends on the team’s commitment to thisproject and the organization. She realizes establishing a positive relationship with the team willimprove their motivation but strong leadership will ensure the job gets done. She must empowerher......

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...Motivational Plan Sabah Saiyed LDR/531 February 6, 2014 Motivational Plan Crafting a motivational plan is very helpful for any organization as well as for its employees. This paper discuss the summary of the mentor's interview including information about mentor's organization, the department in which mentor works in, and his job description. The paper further analyzes specific differences in attitudes, emotions, personalities, and values among the learning team members based on DISC assessment, and address how each difference might be used to positively influence behavior. Lastly, the paper develops a plan that may be applied to the mentor's department and that would increase the learning team member's motivation, satisfaction, and performance based on their personal profiles, as if they were employees of that department. Mentor's Organization assessment Mentor works for Comcast Corporation which is a large-scale mass media and technology company. There are two primary businesses of the company; Comcast cable and NBC Universal. Comcast cable provides nationwide services for video, internet and phone to residential as well as business customers, known as XFINITY. The NBC Universal broadcast different channels and networks like news, sports, etc. Mentor's Job profile Mentor is associated with department of ERP, Financial Systems and Commercial Services. His job description is of an Operations Architect and it involves activities like ensuring programs are......

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...Motivational Essay Motivational Plan Grand Canyon University: EDA-575 April 2, 2014 Developing a Motivational Plan Researchers have stated that effective motivation of individuals in a organization can help the organization to achieve it's goals and lead to the individual's satisfaction within the organization (Razik & Swanson, 2010). In the field of educational leadership there is not only the motivation of the staff to consider but also the motivation of the students enrolled within the organization. Motivation of the staff focuses on job satisfaction where motivation of the student is more focused on their motivation to learn, but with both of these groups share a common motivation to achieve their individual goals. Rowell and Eunsook (2013.) stated that motivation is a complex psychological phenomenon, where there is not just one definition or successful theory on motivation. A school should examine many different theories of motivation to determine which ones will work best to motivate not only the student body but also the teachers to excel and achieve their goals. Motivational Theories In the field of psychology and human relations they have theorized many different ways in which people are motivated. One such idea named McGregor's Theory Y postulates that, “when managers treat their subordinates as creative, committed, competent people, both the manager and the subordinate will reap the rewards” ( Razik & Swanson, 2010, p. 107). ......

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...Developing a Motivational Plan Essay Nafeesah Carter Grand Canyon University: EDA-575 December 11, 2013 Developing a Motivational Plan “All our dreams can come true—if we have the courage to pursue them.” –Walt Disney. People underestimate the power of motivation. Motivation is something that boost, direct, and maintains behavior. In regards to education it gets students moving, leads them in the appropriate direction and keeps them going. All students are motivated in one way or another. One student may be interested in the subject matter; one may be concerned with the social aspect of school; another student may be focused on athletics while another student may be motivated to avoid academics, social situations, or athletics. Motivation is not necessarily something that learners bring to school; it can also arise from environmental conditions at school. So the question becomes: How does one develop and implement a motivational plan that will reach all learners? This paper will discuss motivational theories that can be utilized to create a motivational plan for a school as well as the components that would be included in this plan. Motivational Theories to be Used Schweinle (2009) argue that the Flow Theory supports the affect of motivation and cognition. Flow Theory was created by researchers to explain different motivational states and to understand its characteristics (Shweinele, 2009). These experiences were given the term flow because they were...

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...understanding that long lasting corrective action will be taken. Employees are encouraged to respond quickly to requests and issues, demonstrate reliability with high quality work, do what they say and agree they will do, use resources effectively, strive to establish an environment where it is normal to pursue better ways of doing things. William has fostered a culture of confidence with “no finger pointing.” Empowerment is encouraged as well. He has established an understanding of each of his employees’ motivations and strengths in the process of creating a motivational plan designed to keep the assortment of personalities under his leadership striving to succeed. Using the assessment of team B’s DiSC assessments results, combined with William Maloney’s department within Newport Corporation, I will create a motivational plan that envisions all seven team B members working within the organization. The company’s motivational plan will utilize DiSC’s four personality types to generate a course of action that takes note of each employees’ strengths and weaknesses and places in the best possible position to succeed. William’s strategy has been to allow his subordinates to play to their strengths, for the most part, matching their skill sets with specific responsibilities. Analysis of personality types Team B is comprised of mostly dominant personalities, with myself, Joseph, Quintina, and Phylicia all falling under dominant forms of leadership. The rest of the team varies......

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...Developing a Motivational Plan Gina Smith Grand Canyon University: EDA-575 Educational Leadership in a Changing World February 10, 2013 Motivating Teachers In any work environment one of the most important things to learn about human relations is how to motivate people to do things. One of the most obvious objectives in a job is pay, but there are other motives in the line of work they chose. School environments differ from business environments by their objectives. In a school environment, the product that is to be constructed is the knowledge that students will gain. School leaders seek to motivate their teachers in order to motivate students to become successful learners. The projected outcome in a school environment is that all students became successful learners. I have worked in my school for nine years. During this time, I have worked for two different principals and worked with a variety of teachers. I have worked with different personalities and I have witnessed what motivates people to do what they do. I have witnessed teachers who were motivated by the results of their students’ progress. Some teachers were simply there for the paycheck and did not seek to further challenge their students’ academic abilities. In our current situation, we have been working with a new principal and counselor for two years now. This change took some time for everyone to adjust. Our former principal was goal driven, respected, and was very convincing and......

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...Motivational Plan Essay Motivational Plan Essay Petrina Murfitt Grand Canyon University: EDA 575 July 6, 2011 Motivation is giving somebody a reason or incentive to do something. It can be intrinsic or extrinsic. Intrinsic motivation is focused by an awareness or satisfaction in the task itself and usually occurs within the person rather than relying on external force. Extrinsic motivation is from outside the individual. Some common extrinsic motivators are rewards or punishments like evaluations or money, pressure, and threat of reprimand. The key to a school’s success is the motivation of the staff. It is clear that schools need motivation plans that inspire, provide anticipated incentives, and keep the staff involved in the process and results of the school plan. A successful leader needs to understand and be able to use the tool that motivates each member of their staff. The following motivational theories will help in creating a motivation plan for my school. Motivational Theories Self-determination theory states that a person’s level of independence is determined by the fulfillment of three essential psychological needs: autonomy, competence, and relatedness (Bachman & Stewart, 2011, p. 183) Autonomy refers to being the foundation of one’s own actions and achieving equivalence between the activity and their own cohesive sense of self. Competence is the need to have an effect on the situation and to attain wanted results. Relatedness is the aspiration...

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...Developing a Motivational Plan Essay Marianne Darquea Grand Canyon University: EDA 575 April 8, 2015 In developing a motivational plan for my school, my leader needs to be aware of Maslow’s Hierarchy of Needs and Herzberg’s Motivation-Hygiene Theory and how they can apply them to the change the behaviors of the stakeholders at my school. In knowing how to use these two theories, which are very similar, my leader will be able to influence and encourage stakeholders to act upon their skills and desires to contribute more for the success of the school and its students achievements. In Maslow’s Hierarchy of Needs, he states that there are five fundamental needs that inspire an individual and they are constructed in steps that a higher need can't be met until the former need is met. The five essential needs are: psychological which are the basic needs such as air, water, food, sleep etc., safety which deals with a secure stability and freedom from fear in the world and they are more psychological in nature, love or belongingness is the desire to belong to groups, families, and an acceptance by others, esteem comes from competence and mastery of a task and the attention and recognition from others, and self-actualization is the desire to become more than what one is, they seek self-fulfillment, inner talent, creativity, and innovativeness. Herzberg goes further by saying that ‘the needs that influence work attitudes can be met intrinsically or extrinsically.’(Udechukwu,......

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