Assessment Guide

Introduction 2 ESAP® Overview 3 ESAP Form A (ESAP-A) 9 ESAP 360 Assessment Overview 17 Personal Excellence Map® Overview 21 The Personal Excellence Map® 23 PEM 360 Assessment 35 Skills for Career And Life Effectiveness® (SCALE®): An Overview 37 ReSAP® Overview 39 Resiliency Skills Assessment Process® (ReSAP®) 41 SaSAP® Overview 57 Sales Skills Assessment Process® (SaSAP®) 59 1

Introduction Five assessment models are presented in the EI Certification Workshop. The purpose of this assessment guide is to provide information about the five assessment instruments recommended for use in EI training and education programs. The five assessment instruments presented are: • Emotional Skills Assessment Process® (ESAP®) o ESAP® Educational Version* o ESAP-A® and ESAP-B® Parallel Research Pairs • Personal Excellence Map® (PEM®)* • Skills for Career And Life Effectivenss® (SCALE®)* • Resiliency Skills Assessment Process® (ReSAP®)+ • Sales Skills Assessment Process® (SaSAP®)+ • Service Excellence Skills Assessment Process® (SESAP®)+ The information provided here is maintained and updated on our website at http://www.EiLearningSys.com Please visit frequently for the latest information, newest products, pricing, and modifications to current assessments. An overview of the five assessments is presented in the table below. Samples and additional information about the assessments are presented throughout this booklet in the same order as the table (i.e., ESAP®, PEM®, SCALE®, ReSAP®, SaSAP®, and SESAP®). ESAP® Education Primary Available Suggested Associate ESAP-A/B® Version Uses Online Retail Sharing ✔ ✔ $5.00 None Built In PEM® ✔ Education ✘ SCALE® ✘ Ed. & ✘ $7.50/pair None Built In ReSAP® ✘ ✔ SaSAP® ✘ Research ✘ $20.00 $8.00 ✘ Leadership ✘ SESAP® Development $33.50 $11.50 ✘ Mentoring & ✘ Mentorship $20.00 $8.00 Programs Resiliency $20.00 $8.00 Training $20.00 $8.00 Sales Improvement Training Service Excellence Training 2












































 Respondent Information Date: ______________________ First Name: ______________________________ Last Name: ____________________________ Gender: Male Female Age: _____________ My Ethnicity is (please check one): African Asian Native Caucasian Hispanic Other (please specify) American __________________ American American Personal Excellence: Building Quality from Within It is no secret that professional, academic, and life success varies from one person to the next. Why do some individuals settle for apparent mediocrity while others find great success, satisfaction, and happiness in life? Some theories of human behavior credit emotional intelligence (EI) for explaining a substantial part of such quality of life variables. In their book, Emotional Intelligence: Achieving Academic and Career Excellence (Prentice Hall, 2003), Darwin Nelson, Ph.D. and Gary Low, Ph.D. provided a transformational model of emotional intelligence based on nearly 30 years of education research and best practices. They ended the book by introducing a new theory, a theory of personal excellence, for life-long self-renewal and achievement. Characteristics of high achievement include accurate self-knowledge and feelings of accurate self-value that make possible responsible, dignified behavior; relationships that are varied and strong; getting along well and working productively with others; and effectively dealing with the daily pressures and demands of life and work. As stated by the authors, “emotional intelligence is a continuing process of developing specific emotional skills” (Nelson & Low, 2003). Personal excellence also is a continuing process of self-renewal guided by one’s systematic approach toward developing personal EI skills. Personal excellence represents a process of becoming the best person one can be and is reflected in how one is, as well as what one does. Personal excellence is indicated in people who develop their gifts and talents to the fullest, achieving a harmony in how they think, feel, behave, and believe that leads to productive relationships and outcomes. Rather than an arrival state, personal excellence is a journey in positive development beyond one’s self. It manifests in self-defined and self-valued achievements that reflect one’s best efforts. The EI-centric theory of personal excellence connects the process of building quality from within with the lived experience of each individual. Use the Personal Excellence Map to explore your current level of personal excellence and let it serve you as a guide in your journey of positive personal development. Richard D. Hammett, Ed.D. Instructions for completing the Personal Excellence Map (PEM): To complete the PEM, read each item carefully, circling the response (letter and number) that best describes you in each instance. In choosing your responses, try to picture yourself in the situations you would like most to improve (home, school, work, etc.). The response key provided below is repeated at the top of each section. After responding to all the items in one skill area, add and record your score in the provided spaces. Instructions for completed the PEM Profile, PEM Map, and Continuum of Excellence are provided in the appropriate sections. K Never = Never like or descriptive of me. Rarely = Rarely like or descriptive of me. E Sometimes = Sometimes like or descriptive of me. Usually = Usually or frequently like or descriptive of me. Y Always = Always like or descriptive of me. Library of Congress Cataloging-in-Publication Data Nelson, D. B., Low, G. R., and Hammett, R.D. Personal Excellence Map (PEM) by Darwin B. Nelson, Gary R. Low, and Richard D. Hammett ISBN: 978-0-9814842-3-5 1. Emotional intelligence. 2. Excellence. 3. Personal Excellence. © Copyright 2007 by Darwin Nelson. Gary Low. Richard Hammett. All rights reserved. Printed and distributed by EI Learning Systems, Inc. , USA. This publication may not be reproduced, stored in a retrieval system or transmitted in whole or part by any means without the prior written permission of the authors. 24


 PART 1 Relationships & Support The support system provides connection to others through relationships. It holds you up by supplying synergy from people who accept and care about you when you lose touch with your ability to do that for yourself. The skills of assertion, teambuilding, positive influence, and empathy help you establish and maintain your support system. Now, explore Relationships & Support over four personal excellence skill areas. Always Usually Sometimes Rarely Never I ask directly for what I need and want from others. N=0 R=1 S=2 U=3 A=4 I am comfortable when meeting new people. N=0 R=1 S=2 U=3 A=4 DO NOT COPYWhen dealing with important issues, I am direct and honest in saying what I think or feel.N=0 R=1 S=2 U=3 A=4 When talking with superiors, I express my views and concerns in a clear and direct way. N=0 R=1 S=2 U=3 A=4 I refuse a request from an important person when my values say no. N=0 R=1 S=2 U=3 A=4 I can allow another person to be upset or angry without getting defensive or angry in response. N=0 R=1 S=2 U=3 A=4 Add your score for each column and record the column totals here: 1.A Assertion Total Score: Always Usually Sometimes Rarely Never I accept and work well with people who are very different from me. N=0 R=1 S=2 U=3 A=4 I can like someone and strongly disagree with his or her opinion. N=0 R=1 S=2 U=3 A=4 The purpose of the current item is to check for patterned responding, so skip this item. N=0 R=1 S=2 U=3 A=4 I make friends with many different kinds of people. N=0 R=1 S=2 U=3 A=4 I compliment others for their contributions. N=0 R=1 S=2 U=3 A=4 Add your score for each column and record the column totals here: 1.B Teambuilding Total Score: Always Usually Sometimes Rarely Never I make a strong and positive impact on the majority of people that I meet. N=0 R=1 S=2 U=3 A=4 I feel comfortable about approaching another person with the idea of selling him/her something. N=0 R=1 S=2 U=3 A=4 I positively impact others just by being myself. N=0 R=1 S=2 U=3 A=4 I am persuasive without taking advantage of others. N=0 R=1 S=2 U=3 A=4 I put others at ease in tense situations. N=0 R=1 S=2 U=3 A=4 Add your score for each column and record the column totals here: 1.C Positive Influence Total Score: 2 25


 Always Usually Sometimes Rarely Never Other people quickly trust me. N=0 R=1 S=2 U=3 A=4 I am a good listener. N=0 R=1 S=2 U=3 A=4 People sense that I understand and care about their thoughts and feelings. N=0 R=1 S=2 U=3 A=4 Other people find me easy to talk to. N=0 R=1 S=2 U=3 A=4 What I say or do does not make others uncomfortable. N=0 R=1 S=2 U=3 A=4 I have a good ability to really listen to another person and accurately understand what she/he is N=0 R=1 S=2 U=3 A=4 feeling. I know how close I can stand to another person without making him/her uncomfortable. N=0 R=1 S=2 U=3 A=4 DO NOT COPY Add your score for each column and record the column totals here: 1.D Empathy Total Score: PART 2 Vision & Guidance The guidance system provides focus for your future achievement, growth, and change. It is the teleological dimen- sion within you—the dimension that lets you anticipate and plan your future in ways that you choose instead of simply reacting or orienting yourself to external demands. The skills of personal orientation, self-control, and goal setting provide the foundation for your vision and positive directions for guidance. Now, explore Vision & Guid- ance over the three personal excellence skill areas. Always Usually Sometimes Rarely Never I consistently learn new skills that I need to achieve my goals. N=0 R=1 S=2 U=3 A=4 I challenge and renew myself by learning about new ideas and skills. N=0 R=1 S=2 U=3 A=4 I am committed to developing my full potential as a person. N=0 R=1 S=2 U=3 A=4 I change and develop myself by being open to new ideas. N=0 R=1 S=2 U=3 A=4 I am excited about myself and the potential that I have as a person. N=0 R=1 S=2 U=3 A=4 I use positive thoughts and images to expand my beliefs about my ability to attain high goals. N=0 R=1 S=2 U=3 A=4 I view myself as a creative person. N=0 R=1 S=2 U=3 A=4 Add your score for each column and record the column totals here: 2.A - Personal Orientation Total Score: Always Usually Sometimes Rarely Never When I really get angry, I know how to calm myself down. N=0 R=1 S=2 U=3 A=4 I have learned to control and constructively express strong emotions. N=0 R=1 S=2 U=3 A=4 I can control my own anger when someone is really upset with me. N=0 R=1 S=2 U=3 A=4 I can think my way through strong feelings and behave effectively. N=0 R=1 S=2 U=3 A=4 I express my anger constructively when I am angry at someone. N=0 R=1 S=2 U=3 A=4 I rarely get angry about things I cannot control or change. N=0 R=1 S=2 U=3 A=4 Add your score for each column and record the column totals here: 2.B - Self-Control Total Score: 3 26


 Always Usually Sometimes Rarely Never I write down specific strategies to help me achieve my goals. N=0 R=1 S=2 U=3 A=4 I write down clear personal and work-related goals that guide my achievement. N=0 R=1 S=2 U=3 A=4 The purpose of the current item is to check for patterned responding, so skip this item. N=0 R=1 S=2 U=3 A=4 I break my goals down into small steps that I can accomplish daily. N=0 R=1 S=2 U=3 A=4 When I develop a new goal, I set a specific time to achieve it. N=0 R=1 S=2 U=3 A=4 I review and revise my goals as I work to achieve them. N=0 R=1 S=2 U=3 A=4 Add your score for each column and record the column totals here: DO 2.C - Goal Setting Total Score: NOT COPY PART 3 Commitment & Power The power system supplies energy and ability to move forward with productive work. It is internal, and achieve- ment drive and commitment are increased by expanding beliefs (mental paradigms) and setting value-congruent goals. The skills of drive strength and self-management provide the foundation for your power and achievement. Now, explore Commitment and Power over the two personal excellence skill areas. Always Usually Sometimes Rarely Never I enjoy goals requiring me to make intensive and long-term commitments. N=0 R=1 S=2 U=3 A=4 I know and use an effective process of daily goal setting. N=0 R=1 S=2 U=3 A=4 I prefer to work on challenging goals that offer some risk of failure. N=0 R=1 S=2 U=3 A=4 I set and accomplish specific goals daily. N=0 R=1 S=2 U=3 A=4 When working toward a goal, I regularly evaluate my progress and obtain feedback from others. N=0 R=1 S=2 U=3 A=4 When working on a goal, I can concentrate and complete tasks requiring long periods of intense N=0 R=1 S=2 U=3 A=4 effort. I direct and focus my energy on accomplishing important personal goals. N=0 R=1 S=2 U=3 A=4 Add your score for each column and record the column totals here: 3.A Drive Strength Total Score: Always Usually Sometimes Rarely Never I complete my work assignments on time. N=0 R=1 S=2 U=3 A=4 Even when I encounter personal difficulties, I complete assignments and obligations on time. N=0 R=1 S=2 U=3 A=4 I complete my daily responsibilities within specified time frames. N=0 R=1 S=2 U=3 A=4 I finish what I start and can be counted on to do my part in completing a task. N=0 R=1 S=2 U=3 A=4 When evaluated by others, I receive high marks for effectively managing my assignments and N=0 R=1 S=2 U=3 A=4 responsibilities. I am a dependable person. N=0 R=1 S=2 U=3 A=4 I effectively work on and complete several assignments at the same time with good results. N=0 R=1 S=2 U=3 A=4 Add your score for each column and record the column totals here: 3.B Self-Management Total Score: 4 27


 PART 4 Change & Balance Always Usually Sometimes Rarely Never eTIxhlipkeeabnmadylseaednlfcabenedsliyaemsftsec,omamdfpoerrqtaoubvlaeitdweeitsshuhhpoapwromI ratom,naaysnaadnpfedorscfouunsn. ecdtieonnesrtgoycarneadtepoawcoern.flAuemncaejoorffcuNl=ne0acrtigoonaRol=sf1,tihmepboaSrl=ta2annctevsayUlsu=te3esm, is Ato=4 pIobseiliteivveeIlyammaavnalaugabelechpearnsogne. in the present. The skills of decision making and streNs=s0 manaRg=e1mentSh=2elp youU=m3 aintaAi=n4 bIavlaalunecmeytsherlfoaundgmhoy ucotnltirifbeu’stiotnrsatnosliifteioanndswaonrkd. change. Now, explore Change and BalNa=n0ce oveRr=t1he twSo=2personUa=l3excel-A=4 lence skill areas. N=0 R=1 S=2 U=3 A=4 I stay positive about my value as a person even when my achievement is down. I feel in control of my life. N=0 R=1 S=2 U=3 A=4 Always Add your score for each column and record the column totals here: Usually Sometimes Rarely Never I am a good decision maker. 5.A Self-Esteem Total Score: N=0 R=1 S=2 U=3 A=4 DOI have a good ability to select the best solution from among many alternatives. N=0 R=1 S=2 U=3 A=4 NOT COPY I am viewed as a decisive person. Always Usually Sometimes Rarely Never N=0 R=1 S=2 U=3 A=4 I am a good problem solver. N=0 R=1 S=2 U=3 A=4 I accept personal responsibility for what I choose to do or not do. N=0 R=1 S=2 U=3 A=4 I make decisions quickly with good results. N=0 R=1 S=2 U=3 A=4 I accept responsibility for my choices and actions. N=0 R=1 S=2 U=3 A=4 Under pressure, I am decisive and act quickly to solve problems. N=0 R=1 S=2 U=3 A=4 I view failure as an important lesson from which to learn. N=0 R=1 S=2 U=3 A=4 I have the ability to solve problems that stop others. N=0 R=1 S=2 U=3 A=4 I choose behaviors that are consistent with my most important values. N=0 R=1 S=2 U=3 A=4 Add your score for each column and record the column totals here: The more I give to others, the more fulfilled I am. N=0 R=1 S=2 U=3 A=4 4.A Decision Making Total Score: My goals, values, beliefs and convictions are in harmony. N=0 R=1 S=2 U=3 A=4 Add your score for each column and record the column totals here: Usually 5.B Congruence Total Score: Sometimes Always Rarely Never I can quickly calm myself when something upsets me. N=0 R=1 S=2 U=3 A=4 Usually I do not spend time or energy worrying about things that I cannot control. Sometimes N=0 R=1 S=2 U=3 Always A=4 Rarely RR==11 SS==22 UU==33 AA==44 Never RR==11 SS==22 UU==33 AA==44 RR==11 SS==22 UU==33 AA==44 II dfeeeslerrevleaxaebdumndoarnectehawnhteennsI ecroerataenaxibouunsd. ance for others. NN==00 RR==11 SS==22 UU==33 AA==44 II estaospilymgyisveelfafnrodmrerceepivlaeycinogmspelilmf-deenftesa. ting thoughts. NN==00 RR==11 SS==22 UU==33 AA==44 II ahmavecolemafronretadbrleeleaxxpaetioriennsckinillgs oarntdhipnrkaicntgicaebtohuetmbedianiglyp. rosperous and successful. NN==00 IWeonrjoryyddooeinsgnvootlkuenetepemr weofrrko.m quickly falling asleep. NN==00 R=1 S=2 U=3 A=4 TAhfteerpeuxrppoesrieenocfinthgeacusrtrreesnst fiutel meviesntto, Ichhaevcek faorropuattinteerntoedmriensimpoiznediintsg,esffoecstk. ip this item. NN==00 I am excited by how my work benAedfidtsymouysr eslcfoarnedfoortheearcsh. column and record the column totals here: N=0 Add your score for each colum4n.BanSdtrreescsoMrdatnhaegceomluemntnTtoottaallsShceorree:: 5.C Self-Appreciation Total Score: PART 5 Purpose & Beliefs Always Usually Sometimes Rarely Never ThI aembceolnifeidfesnst yinsmteymabiilsitythtoesuccocreesssfuyllsytpeemrfobrmectaasuksseasistigpnreodvtoidmees. purpose in the form ofNi=d0eas anRd=1viewsS(=w2 ords Ua=n3d A=4 pictures) of the things you can achieve. Your beliefs influence what you attempt to do, how much you do, and how wIeslulcycoeeud dinoa.cWhievitinhgomuytpcelresaonravl agoluales.s and congruent behaviors, confidence in your Na=b0ilities,Ra=n1 d a bSa=s2ic appUre=c3iationA=o4f yoI aumr vpeoryteconntfiidaelnttoinsmuycacbeielitdie,syaos ua paerresobn.ound by the history of your past, reinforcedNb=y0 yourRh=1abits inS=t2he preUs=e3nt. ThA=e4 ppuIearrcsphoioenvseaelpfouesxlit,icvheeilrgleeshnultacscefrhosmikeimvlleysmwooefrknsetef.flofNr-tseo.swte,eemxp, lcoornegPruurepnocsee, saenlfd-aBpeplireefcsiaotvioernt,haendfosuerlfpN-ce=o0rsnofnidaelRne=cx1ecealnlecnhSco=e2r sbkeihllaUav=ri3eoarss.forA=4 I am optimistic when I think about what I will accomplish in my life and work. N=0 R=1 S=2 U=3 A=4 I effectively manage problem and difficult situations. N=0 R=1 S=2 U=3 A=4 Add your score for each column and record the column totals here: 5.D Self-Confidence Total Score: 56 28

A PROFILE OF PERSONAL EXCELLENCE SKILLS A Personal Guide to Achieving Excellence Your Personal Excellence Profile provides an authentic self-assessment of your current level of development over the 15 central emotional skills. These skills are important to you in five primary performances areas of life: (1) Relationships & Support, (2) Vision & Guidance, (3) Commitment & Power, (4) Change & Balance, and (5) Purpose & Beliefs. Self-knowledge, Emotional Learning, and Positive Personal Change Accurate and current self-knowledge is powerful knowledge. Emotional learning and personal excellence skills use the internal frame of reference of the person as the basis of the learning process. The development of personal excellence is first and foremost a self-directed process that is intentional and supported by emotional skills and commitment. Two steps make change positive and personally meaningful: (1) obtaining important and useful emotional knowledge about self and (2) learning and developing emotional skills to guide and support lifelong emotional learning. Your Personal Excellence Profile provides information and knowledge about self and a model to learn, understand, and develop valuable skills. STEP 1: Find and circle your raw scores on the graph for each of the fifteen skills. If your score is not listed, write it in about where it would fall. Circle each score and connect the circles using straight lines to reveal your current PEM Profile. STEP 2: Convert each raw (circled) score to a T score using the T Score Ruler at the top of the chart. For example, a raw score of 18 in Assertion converts to a T score of 50. T Scores should be approximated based on your best interpretations. Record the T score to the left of each skill and then add to get a total for each competency. T Score Ruler 10 20 30 40 50 60 70 80 RELATIONSHIPS & SUPPORT ________ Assertion 6 9 12 15 16 18 20 21 24 ________ Teambuilding 5 7 9 11 12 13 14 15 16 ________ Positive Influence 8 10 12 13 14 16 17 18 20 + ________ Empathy 10 13 16 19 20 22 24 25 28 ________ Relationships Total VISION & GUIDANCE ________ Personal Orientation 5 9 13 17 18 21 23 24 28 ________ Self-Control 5 8 11 14 15 17 19 20 23 24 + ________ Goal Setting 1 4 7 10 11 13 15 16 19 20 ________ Vision Total COMMITMENT & POWER ________ Drive Strength 3 7 11 15 16 19 22 23 27 28 + ________ Self-Management 10 13 16 19 20 22 24 25 28 ________ Commitment Total CHANGE & BALANCE ________ Decision Making 5 9 13 17 18 21 24 25 28 + ________ Stress Management 2 6 10 14 15 18 21 22 26 28 ________ Change Total PURPOSE & BELIEFS ________ Self-Esteem 8 10 12 13 14 16 17 18 20 ________ Congruence 12 14 16 17 18 ________ Self-Appreciation 4 6 8 10 11 20 21 22 24 + ________ Self-Confidence 7 10 13 16 17 12 13 14 16 19 20 21 24 ________ Purpose Total DEVELOP STRENGTHEN ENHANCE SCALE STEP 3: Fill in and add your competency totals below to find your current global personal excellence (GPE). Then, using your score on each skill, complete the Personal Excellence Map on page 8. Use your GPE to complete the Continuum of Excellence on page 9. ( _____ Relationships ) + ( _____ Vision ) + ( _____ Commitment ) + ( _____ Change ) + ( ____ Purpose ) = _____ (GPE) 7 29


 THE PERSONAL EXCELLENCE MAP™ To reveal an area estimate of your current level of personal excellence, trace a curved line representing your T score for each skill. Shade the map area extending from the center to your score within each skill. To achieve personal excellence, work to develop, strengthen, and enhance identified skills, and gradually expand your spheres of life effectiveness. Beliefs Seplrfe-ciation CoSneflifd-ence Assertion TeamRbeulialtdiionnshi 70 CongruePncuerpose & 60 ps & SupporPItnosfliutievnece 50 g Ap 40 30 Self-Esteem 20 Empathy 10 DeMisak OriPeenrtsaotinoaln MaSntargesesmCenhtange & Balance inc gion Self- n & GCuiodntarnocle Visio Self-MaCnoagmemmeitnmt ent Goal Setting Drive Strength & Power 8 30


 A CONTINUUM OF PERSONAL EXCELLENCE Understanding and applying the Emotional Learning System™ is an important step in developing personal excellence. If you persist in your efforts to develop and enhance emotional intelligence skills, you can make a lasting and very positive difference in your life. You are responsible for deciding how much effort to put forth to realize your personal goals. We each make choices daily that either move us toward problematic interpersonal interactions and relationships or move us toward excellence. As a means of estimating your progress toward personal excellence, mark a line representing your Global Personal Excellence (total T score from the bottom of the PEM Profile sheet) on the Continuum of Personal Excellence provided below. Continuum of Personal Excellence 0 250 500 750 1070 Self-Destructive Self-Defeating Positive & Enhancing Excellence Academic failure Underachievement Academic achievement High achievement No productive work Change indicated No apparent direction Unclear directions Productive work High-quality work Numerous problem Several problem indicators Goal oriented Goal directed behavior indicators Clear direction Healthy self-management We Make Personal Choices and Decisions Daily NEGATIVE & DESTRUCTIVE CHOICES POSITIVE & CONSTRUCTIVE CHOICES Emotional reactivity: Let others control your emotions and behaviors. Proactive and reflective: Self-manage and direct your own emotions and OTHER DIRECTED behaviors. REACTIVE ORIENTATION SELF-DIRECTED INTELLIGENT SELF-DIRECTION 9 31


 Defining Personal Excellence Personal excellence skills are key to on-going self-improvement, achievement, and health. High levels of achievement require emotional skills, experienced-based learning, and emotional intelligence. In short, high levels of achievement require personal excellence. By completing the process of authentic self-assessment and developing your Personal Excellence Profile, Personal Excellence Map, and Continuum of Excellence, you will now have better ways of understanding yourself. You have a new method of knowing what emotional learning involves and what emotional intelligence means. The PEM provides a developing process of identifying, learning, understand- ing, feeling, and expressing human emotions in ways that are healthy and constructive. Review your PEM Profile, PEM Map, and Part 4: Balance System Continuum of Excellence and learn as much as possible about the fifteen central skills. Study the The balance system is concerned with the principle of change and definitions and meanings of the skills to gain a functions to maintain balance in our achievement and consistency in personal understanding of PEM skills and their our performance. A major function of the balance system is to positively manage change in the present. Key skills within this system are decision importance to your life. making and stress management. Decision Making – Your ability to make good choices and be decisive. Part 1: Support System kSetreepsisnMg yaonuargseemlf penhtys–icYaolluyraanbdilietmy tootipoonsailtliyvehleyamlthayn.age stress while The support system is concerned with the principle of relationships and Part 5 - Belief System functions to provide and build support with others. Positive support from others and cooperative interpersonal relationships foster high The belief system is concerned with the principle of purpose and levels of personal achievement. Key skills within the support system are functions to define our levels of achievement and excellence. Our belief assertion, teambuilding, positive influence, and empathy. system influences our view about what we are capable of achieving. The Aotshseerrstiionna–diYroeuctraanbdilihtyontoesctommamnnuenri.cate your needs and wants to core belief is that we have positive value as a person. Key skills within Ttievaemly binuiclodhinogrt–acYtoivuirtiaebs.ility to add synergy and contribute construc- this system are self-esteem, congruence, self-appreciation, and self- confidence. sSueclfc-eEssstfueel min – Your ability to view self as positive, competent, and achieving personal goals. Positive Influence – Your ability to affect others in positive ways. Ctoognogarlus eanncdeb–elYieofus,r ability to clarify important personal values related Efemelipnagtshoyf–oYthoeurrs.ability to accurately understand the thoughts and developing way. as well as align behaviors and choices in a self- Part 2: Guidance System tSoeulfc-hAwppitrhecyioautriosntr–enYgotuhrs ability to value yourself positively and to be in as a person. The guidance system is concerned with the principle of vision and Sabeolfu-Ct yoonufirdpeontceent–iaYlotuorpaebrifloitrymtoefffoeccutisveolny.competence and feel positive self-direction. A unique human quality is the ability to consider the future and to formulate goals that influence our present behavior. Key skills within this system are personal orientation, self-control, and goal setting. wPeitrhsopnoatlenOtriaiel ntotactoionntin–uYaolluyrleaabrinlitayntdo see yourself as a positive person GUIDANCE change. • Self-Control Ssterlefn-Cgtohnotrf oylo–urYeomuroatiboinliatyl to exercise choice and control over the • Goal Setting response. This skill is essential to high • Personal Orientation achievement and functions to keep us focused on our goals. Vision AGcohaileSveatbtlienggo–alYsopurrovaibdileitayftoocsuestfcolreaprearsnodnsapl emciofitcivpaetirosno.nal goals. BELIEFS Part 3: Power System BALANCE • Self-Esteem POWER • Congruence The power system is concerned with the principle of commitment and • Decision Making • Self-Appreciation • Drive Strength serves to supply direct energy for goal achievement. Motivation is • Stress Management • Self-Confidence • Self-Management internal, and committed, focused energy leads to high levels of personal Commitment achievement and excellence. Key skills within this system are drive Change Purpose strength and self-management. SUPPORT mDreiavneinSgtrfeunl ganthd – Your ability to persist and accomplish goals that are satisfying. • Assertion • Teambuilding Spreolfa-cMtiavnelayg. ement – Your ability to manage your life and responsibilities • Personal Leadership • Empathy Relationships 10 32


 The Emotional Emotional Event & Information Learning Emotionally System™ Reactive The Emotional Learning System™ (ELS) provides a guide for understanding your immediate experiences. Rational & Wise Actions Experiential Mind Emotionally Reflective By understanding and using the information received (Feeling) from both your cognitive and experiential systems, you Wisdom can learn to choose behavior based on constructive and UNCONSCIOUS critical thought processes. This is called intentional behavior. With practice, intentional behaviors become Step D Step A habitual and automatic. Intentional behavior is reflec- tive. Reactive behavior is impulse driven, almost Self-Develop: Self-Assessment: automatic and is occasionally done without thought or an awareness. Impulsive behavior is self-defeating and Learn Explore detracts from personal excellence. Step E Deliberate Self-Improvement Apply & Model Emotionally Harmony Intelligent Behavior Thinking Step C Self-Knowledge: Understand Resonate Step B Self-Awareness: Integrate & Synthesize Identify CONSCIOUS Critical (Thinking) Cognitive Mind & Constructive The Cognitive System Personally Meaningful (Rational Mind) Growth and Development Active Guided The three primary learning strategies to improve your personal excellence skills Imagination Mentoring are: self-directed coaching, emotional mentoring, and active imagination. Personal excellence is achieved through a habit of engaging the ELS using the three learning strategies to integrate the cognitive and experiential systems to achieve self-valued and intentional behavior. Personal Excellence The Behavioral System Self-Directed The (Appropriate Behavior) Coaching Experiential System (Emotional Mind) ™ EI Learning Systems, Inc. Suggested retail price: $16.00 USD P.O. Box 1770 Kingsville, TX 78364-1770 1-888-680-7983 TM HTTP://www.EiLearningSys.com 33

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PEM 360 Assessment Personal Excellence Map-360® Formative Evaluation of Personal & Professional Skills Self-Confidence 16 Assertion Team BuildinRgelation fs elf-Appreciations 14 CongruenPcuerpose & Belie ships S 12 & 10 Support Positive 8 Influence 6 4 Self-Esteem 2 Empathy iCohnanMgaekin&gBalaStnrceess Management Personal Orientation Vision & Self-Con Drive StrCeongmthmitmenStelf&-PMoanwaergement dance Decis trol Gui Goal Setting 35


 PEM-360 Personal Excellence Map Page 21 of 2 360 Degree Formative Assessment Process RSepkoirltl p/rDoveidsecdrfioprt: io__n______________________________________________________ (Name) _______________________S__c_o(Dreate) Drive Strength OPf e_r_s_i_s_t_s_a_n__d_a_c__c_o_m__p_l_is_h_e__s_g_o__a_ls__t_h_a_t_a_r_e__p_e_r_s_o_n__a_ll_y__m_e_a__n_in__g_f_u_l_a_n_d__s_a_t_is__fy_i_n_g_.____________________________ (Organization) I aSMmealnafa(-gMpelaesnalisafeegecamhnedecnrketsopnoen):sibilitiesCilniepnrtoactive and Sefufpeecrtivviesowrays. Peer/Co-worker Subordinate/Junior RDateecr:isBioasnedMoankiynogur personal dealings and experiences with this individual, please provide an honest rating for each item by writing in a Dnuemcibseivrefrwomith1dtoec7i0siionntsheanSdcoarechsipeavceesprreosvuidltesdthfoarteaarcehgSokoildl/Dfoerscmriopstiot no.f tLhoewperesocpolereasfifnedcicteadte. fewer observations of the behavior while higher scores indicate more frequent observations of the behavior. A scoring guide is provided below and there is space at the enSdtorfetshse Masasnesasgmeemnet nfotr you to provide narrative comments. Manages stress with routine activities for keeping physically, emotionally, and spiritually fit. Ratee: Scores should be averaged by rater category and then plotted directly on your PEM chart (page 8 of the PEM booklet). Self-Esteem APsrceosreenotfs..a. confident and secure attitude in all tasks and activities. Cong1r- u1e0 nce 11 - 20 21 - 30 31 - 40 41 - 50 51 - 60 61 - 70 Aligns behaviors with personal values (e.g., pursues meaningful self-development activities). Represents ... Always, compared to Self-Appreciation people in similar Is in tNoeuvcehr, with strenIgnftrheqsuaesntaly,personS.ometimes, but Sometimes, about Sometimes, Frequently, positions. compared to compared to below average, average, above average, compared to Speelopfpol-eCsiitonionsnismf.iidlaer ncepeoppolesiitniosnism. ilar compared to compared to compared to people in similar people in similar people in similar people in similar positions. Focuses on competence and feels positpivoesitaiobnos.ut potentiaplotsoitiponesr.form effecptiovseitlioy.ns. iISnnsktihgilehlts/spDiancetoeshbciesrloiopwrt,hipoelrenpaeserspornoavlidexecreellleevnacnet comments that might help this individual gain additional perspective aSncdore skills. Assertion In stressful situations, communicates needs and wants to others in a direct, honest, and skilled manner. Team Building Adds synergy by participating and contributing constructively in cohort or team activities. Positive Influence Affects others emotions and motivation in positive ways. Empathy Understands and responds appropriately to the thoughts and feelings of others. Personal Orientation Strives to continually learn and change in positive ways. Self-Control Controls the strength of personal emotional responses in stressful situations. Goal Setting Sets clear, specific goals while engaging in behaviors that help clarify priorities and provide focus for self and others. © Copyright 2011. Darwin Nelson, Gary Low, and Richard Hammett 36

Skills for Career And Life Effectiveness® (SCALE®): An Overview Skills for Career and Life Effectiveness® (SCALE®) was developed through factor analysis research using data from the first ever positive assessment instrument designed and published by Darwin Nelson and Gary Low. In its former version, the instrument has been used for over 25 years by Margo Murray of The Managers’ Mentor, MMHA, LCC. It has a strong lineage and proven track record for client engagement and meaningful skill development in business, corporate, and government service settings. The online assessment is only 105 items and generates over 50 pages of reports and feedback for guided mentoring and self- directed coaching. The SCALE® utilizes positive assessment and emphasizes the development of career and life skills in professional environments. Features Profile of 11 EI skills for identifying skills to develop, strengthen, enhance; 3 problem indicators identifying low, normal, high levels; informative background information with definitions for initial learning about EI skills; clickable links for in-depth reading and learning about EI skills. The clickable links with additional information include references for further reading, research, and learning. The 5 Dimensions and 14 scales Measured by SCALE® I. Intrapersonal Dimension • Self-Esteem II. Interpersonal Dimension • Assertive Communication • Comfort • Empathy III. Career-Life Effectiveness Dimension • Drive Strength • Decision Making • Time Management • Influence • Commitment Ethic IV. Personal Wellness • Stress Management • Physical Wellness V. Problematic Behavioral Patterns • Aggression • Deference • Change Orientation 37



















Do Not Copy
 _____72. Others depend on me to get things done quickly and efficiently. _____73. I break my goals down to small steps that I accomplish daily. _____74. The extent of my achievement is determined by my beliefs-not other people. _____75. I receive abundance when I create abundance for others. _____76. I spend time daily picturing/visualizing my personal goals. _____77. I work with people who are always looking for better ways to do their jobs. _____78. I have the abilities to achieve the goals that I choose. _____79. I go to sleep easily at night and awake refreshed. _____80. Others describe me as an effective time manager. _____81. I constantly seek to know more about myself in order to improve. _____82. People admire my ability to successfully accomplish what I set out to do. _____83. When presented several options I consistently select the right one. _____84. I solve problems that others avoid. _____85. When I set a new goal I set a specific time to achieve it. _____86. My goals are well within my abilities to achieve. _____87. The more I give to others the more fulfilled I am. _____88. I look for new ways to advance and improve. _____ 89. A few special people in my life give me nonjudgemental acceptance. _____ 90. I have control and choice about what I do. _____ 91. I am patient with people with whom I disagree. _____ 92. I work on and complete several assignments at the same time with good results. _____ 93. I willingly change old habits when they hold me back from being my best. _____ 94. The problems that stop most people do not keep me from completing a project. _____ 95. I am decisive under pressure and act quickly to solve a problem. _____ 96. I cut out clutter and just get things done. 7 47

Do Not Copy_____ 97. I use positive thoughts and images to create and achieve important goals. _____ 98. I constantly expand my confidence for high goal achievement. _____ 99. My goals, inner beliefs, values and convictions are in harmony. _____100. My written personal goals drive and guide my daily activities. _____101. In a crisis I draw support and encouragement from a few special people. _____102. I effectively manage problems and difficult situations. _____103. I know how to stop and change self-defeating thoughts. _____104. I am not pressured in the present by trying to catch up with things from the past. _____105. I am excited about discovering new tools that help me reach higher goals. _____106. I am a conscientious worker and do not need direct supervision from others. _____107. I believe that I will advance consistent with my ability to solve problems productively. _____108. I constantly ask myself, “How can I increase my productivity?” _____109. I set daily goals that I can see and experience in terms of successful end results. _____110. My past does not hinder my goal achievement in the present, _____111. My inner thoughts and outer actions are balanced and in harmony. _____112. I challenge myself with stretch goals that lead me to high levels of achievement. _____113. My partner, friends or family are proud of my successes, _____114. I have a balanced view of both my strengths and my weaknesses. _____115. I calm myself when facing and experiencing a difficult situation. _____116. I work on high priority tasks first durning my most productive time. _____117. I monitor and revise goals that lose meaning and value to me. _____118. I do not fail at anything that I decide is important to me. _____119. During group problem solving sessions others value and pay close attention to my input. _____120. I have a good sense of humor. CHECK TO SEE THAT YOU HAVE RECORDED A NUMBER FOR EACH ITEM. LOOK AT THE RESILIENCY SKILLS ASSESSMENT SCORING SHEET ON THE NEXT PAGE AND TRANSFER THE NUMBER YOU RECORDED FOR ITEM 1. WORK DOWN THE COLUMN AND RECORD YOUR RESPONSES FOR EACH OF THE 12O ITEMS. ON THE RESILIENCY SKILLS ASSESSMENT SCORING SHEET 8 48


 NAME DATE COMPANY POSITION CITY STATE ZIP MANAGER/ SUPERVISORʼS NAME Please record a 1,2,3,4,5,6, or 7 in the space provided by each item number. To determine your total score for each of the resiliency skills add the numbers across each row. (Maximum = 70 /Minimum= 10) Record the total score for each scale in the far right hand space on the scoring sheet. Scale 1 13 25 37 49 61 73 85 97 109 TOTAL 1 Scale 2 14 26 38 50 62 74 86 98 110 TOTAL 2 Scale 3 15 27 39 51 63 75 87 99 111 TOTAL 3 Scale 4 16 28 40 52 64 76 88 100 112 TOTAL 4 Scale 5 17 29 41 53 65 77 89 101 113 TOTAL 5 Scale 6 18 30 42 54 66 78 90 102 114 TOTAL 6 Scale 7 19 31 43 55 67 79 91 103 115 TOTAL 7 Scale 8 20 32 44 56 68 80 92 104 116 TOTAL 8 Scale 9 21 33 45 57 69 81 93 105 117 TOTAL 9 Scale 10 22 34 46 58 70 82 94 106 118 TOTAL 10 Scale 11 23 35 47 59 71 83 95 107 119 TOTAL 11 Scale 12 24 36 48 60 72 84 96 108 120 TOTAL 12 STEP II: IDENTIFY Turn to the next page and Identify your current skill levels by writing in your total score for each of the twelve scales on the Resiliency Skills Profile Sheet. 9 49


 Resiliency Skills Assessment Profile NAME DATE COMPANY POSITION RESILIENCY LEARN STRENGTHEN ENHANCE SKILLS 47 55 59 62 66 70 1. Goal Clarity 12 32 42 16 18 20 24 26 28 Checklist (Other) 4 8 12 47 55 59 62 66 70 2. Optimism 12 32 42 16 18 20 24 26 28 Checklist (Other) 4 8 12 47 55 59 62 66 70 3. Congruence 12 32 42 16 18 20 24 26 28 Checklist (Other) 4 8 12 47 55 59 62 66 70 4. Achievemant Drive 12 32 42 16 18 20 24 26 28 Checklist (Other) 4 8 12 47 55 59 62 66 70 5. Positive Support 12 32 42 16 18 20 24 26 28 Checklist (Other) 4 8 12 47 55 59 62 66 70 6. Self-Efficacy 12 32 42 16 18 20 24 26 28 Checklist (Other) 4 8 12 47 55 59 62 66 70 7. Self-Control 12 32 42 16 18 20 24 26 28 Checklist (Other) 4 8 12 47 55 59 62 66 70 8. Self-Management 12 32 42 16 18 20 24 26 28 Checklist (Other) 4 8 12 47 55 59 62 66 70 9. Change Orientation 12 32 42 16 18 20 24 26 28 Checklist (Other) 4 8 12 47 55 59 62 66 70 10. Commitment 12 32 42 16 18 20 24 26 28 8 12 Checklist (Other) 4 47 55 59 62 66 70 32 42 16 18 20 24 26 28 11. Problem Solving 12 8 12 Checklist (Other) 4 47 55 59 62 66 70 32 42 16 18 20 24 26 28 12. Resiliency 12 8 12 480 600 700 760 800 840 Checklist (Other) 4 240 360 192 240 288 300 315 330 96 144 13. Resiliency Total 120 Checklist Total (Other) 48 10 50