LEADERSHIP TALENT SCALE FORM TWO Date: Name: ‘Age: School: Grade: | Directions: Please read the following statements regarding leadership talent and give yourself @ rating using the following rating scale. 0 = This is Never ME 1 = This is Rarely ME 2 = This is Sometimes ME 3 = This Is Often ME 4 = This is Always ME 1 I volunteer for tasks. I take charge of group games or activities. 3, Lexcel at makiig decisions or solving problems. 4. Tembrace new challenges or initiatives. 5 Tam well iked by my peers. ——6. Tirifiuence the behavior, beliefs or actions of my peers. 7. Texcel in academic achievement or intellectual pursults. — Tam interested in the welfare of others. Thave a natural competitive spirit. 30. Thave an energetic drive or high levels of ambition. | MY TOTAL RATING ores (© Johh E, Lester, Oho Leadership InstituteLEADERSHIP TALENT SCALE FORM ONE Child’s Name: Date: Grade: ______ Age: School: Person completing rating: (name and title) How long have you' known the child and in what capacity? Directions: Please read the following statements regarding leadership talent and rate the chiid using the following rating scale. X = Unsure of this characteristic 0 = Never ‘observed 1 = Seldom observed 2 = Occasionally observed 3 = Often observed 4 = Most always observed __..1, Volunteers for tasks, 2. Takes charge of group games or activites. 3. Excels at making decisions or solving problems, 4, Embraces new challenges or initiatives, 5. Is well liked by peers. 6. Influences the behavior, beliefs or actions of peers. 7. Excels in academic achievement or intellectual pursuits. 8. Shows an interest in the welfare oF others. 9. Exhibits a natural competitive Spirit, 10. Displays an energetic drive or high levels of ambition, TOTAL RATING LEADERSHIP TALENT LEVELS 31-40 = VERY HIGH Ability 21-30 = HIGH Ability 11-20 = MEDIUM Ability 0-10 = LOW Ability __ © 20h E, Lester, Ohio Leadership Institute2: Proficient T: Limited Proficiency 0: Not Proficient ‘Situational Analysis and Problem Statement ‘Communication / Interaction Style Tdentifies and describes a reasonably complete set of problems present in the leadership situation, utilizing, appropriate coneepts and ‘theory to define and explain the situation. Articulates a degroe of interrelatedness and ‘complexity in describing ‘elements of the problem. Carries out problem analysis before recommending solutions. Proposes communication’ interaction behaviors appropriate to the situation. Describes which communication style (e.g. coaching or counseling) or interaction process (e.g. task ot relationship) is appropriate and explains why. Addresses communication needs such as, active listening, supportive feedback and assertive communication. Tdentifies and describes & ‘ew salient problems in the situation presented, but misses several critical points. Does not analyze the problems in depth, or articulate their interrelatedness and complexity. Problem statements are not presented in aclear, concise fashion, ‘Acknowledges importance of communication but provides limited specific ‘guidance. May simply list communication interaction ‘options without differentiating situational roquirements. May mention ‘one or none additional ‘communication processes (cag, active listening, feedback assertive communication). Fails to analyze the problem andlor simply restates the facts ofthe ease without utilizing appropriate concepts and theories, Jumps immediately to solutions without analyzing the situation presented, Fails fo acknowledge critical role of communication or interaction style. Mentions communication or interactional differences in passing but doesn’t develop descriptions or explanations of specifies. Cannot differentiate between task focused and relationship focused leadership behaviors or various situational ‘communication demands, Effectively analyzes situational demands to recommend appropriate response for creating a motivating environment, incorporating the need for goals, feedback, rewards, and equity. Recommends ‘workable goals for self and team using “SMART” format, prioritizing goals according 10 organizational demands and importance. Incorporates mechanisms for participation ‘and input from the team “Acknowledges the need to ‘address motivation issues. Mentions goal setting and/or rewards but lacks specificity ‘or complexity in dealing with situational demands Creates goals, but goals are .complete oF not specific in iddressing requirements of MART goals; may suggest soliciting and using team ‘input when creating goals and plans ‘Does not adequately address ‘motivational needs of the team, or doesn’t mention ‘motivation at all. Fails to ‘mention feedback, rewards, and/or equity. Does not set ‘goals, or creates goals that ‘would be accepted by a team. Doesn’t create a plan for discussing or communicating goals‘Draws on inappropriate power bases & tactics - for example, suggests using coercive power when expert or reward power ‘would be more appropriate. ‘Suggested plan of action involves operating independently of the group. Fails to address power as critical leadership requirement. Leadership Power and ‘Team Empowerment ‘Addresses power and iis use as a critical leadership task, ‘Acknowledges difference power strategies and makes recommendations for effective power responses as a function of the situational demands, Leadership behaviors suggested would influence team behavior by providing a role model on critical tasks. Describes ways to create an empowering environment in which all team members contribute equitably to shared team goals. Tdeniifies possible power and influence tactics but doesn't differentiate between different approaches to power/empowerment and their appropriateness to the situation, Acknowledges importance of exercising power as a leader, but says little else to explain why or how. Focuses attention on the exercise of personal power and fails to address social power and team goals. Conflict Resolution “Accurately analyzes Desoribes a generic Pails to address issues of situational sources of conflict | approach to conflict conflict or makes passing and advises on appropriate | resolution e.g, ‘mention ofthe need for responses for generating collaboration) without conflict resolution without positive outcomes from analyzing situational factors | providing adequate coverage conflict. Describes and or acknowledging other | of concepts or processes of applies a collaborative ‘modes of conflict resolution. | conflict resolution. Provides (win/win) conflict resolution | Doesn't refer to situational | no anelysis of sources or process when appropriate, | sources of conflict orto the | beneficial outcomes of referring to other conflict’ | possible benefits of conflict. | conflict. modes (¢g,, avoiding, Discusses conflict in strictly accommodating, negative terms, preferring to compromising) as called for | avoid conflict. by the circumstances. Encourages conflict as a souree of positive outcomes,Describes importance oF problem solving, and may recommend rational problem solving, but does litle to describe the process or the obstacles that must be confronted. Docs not adequately address team decision making processes. May mention importance of supporting creativity, but provides litle in the way of specific guidance. Decision Making Problem Solving Process ‘Acknowledges centrality of problem solving in a leader’s role, and suggests problem solving approaches which ‘would empower team ‘members to effectively solve problems and implement solutions. Describes a complete rational decision making process, refering to important group processes that ‘must be navigated when making team decisions. Suggests ways to facilitate creativity in team problem solving using brainstorming, ‘nominal group techniques, lateral thinking, et. May mention decision :making/problem solving in passing, but doesn't describe ‘concepts or provide specific ‘guidance for how to effectively carry out the process. Fails o recognize ‘common problems in team decision making (.. sroupthink) or doesn’t mention creativity and its demands. Rushes to solution without defining problems or seeking alternatives. Fails 0 ‘mention importance of problem solving in effective leadership, Team Building’ Team Process Mentions team process but doesn’t thoroughly develop and describe the stages of eam development, or to accurately diagnose the given situation, Gives emphasis tothe importance of process in the development of high performing teams, diagnoses and explains the team’s stage of development, and effectively advises on the requirements for moving the team to the performing stage. Explains the importance of roles in team process and appropriately advises on team roles for the given situation, including the necessary leadership roles. Proficiency is equal to 10 or more points (71.43%) with no zeros