Developing Medical Educators of the 21st Century Feb 10-12 ...
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BUILDING INTENTIONAL COMMUNITIES © 2010 BE THE CHANGE CONSULTING The Leadership Compass Self-Assessment Goals • Give us a vocabulary and a way of thinking about working with each other in our teams • Deepen our appreciation of everyone’s different work styles • Understand the need for a variety of work styles • Reflect on our own individual work styles and identify areas for growth • Understand the negative and positive impacts of each style taken to excess • Learn the qualities we can develop to become better leaders Basic assumptions • We will categorize ourselves into the work style that fits us best at work • No one is purely one style, rather everyone typically has portions of all styles • For this discussion we will pick one that fits us best at work • All comments will be directed towards a work style, not a person with the qualities of that direction instructions 1. Read each of the statements on the following pages. 2. Place a check mark in the box next to the statements that apply to how you make choices and decisions at work. 3. Each of these statements will apply to all of us some of the time; we are interested in knowing which of these statements represent you most of the time. 4. Count the total number of check marks on each section and place that number in the star shape to the right of the section. 5. The section with the highest number in the star shape is your dominant decision-making style. “When I dare to be powerful—to use my strength in the service of my vision, then it becomes less and less important whether I am afraid.” —AUDRE LORDE Developing Medical Educators of the 21st Century Feb 10-12 2020 Reprinted with permission
Transcript of Developing Medical Educators of the 21st Century Feb 10-12 ...
B u i l d i n g i n t e n t i o n a l Co m m u n i t i e s © 2 0 1 0 B e t h e C h a n g e Co n s u lt i n g
The Leadership Compass Self-Assessment
Goals
• Giveusavocabularyandawayofthinkingaboutworkingwitheachotherinourteams
• Deepenourappreciationofeveryone’sdifferentworkstyles
• Understandtheneedforavarietyofworkstyles• Reflectonourownindividualworkstylesandidentify
areasforgrowth• Understandthenegativeandpositiveimpactsofeach
styletakentoexcess• Learnthequalitieswecandeveloptobecomebetter
leaders
Basic assumptions
• Wewillcategorizeourselvesintotheworkstylethatfitsusbestatwork
• Nooneispurelyonestyle,rathereveryonetypicallyhasportionsofallstyles
• Forthisdiscussionwewillpickonethatfitsusbestatwork
• Allcommentswillbedirectedtowardsaworkstyle,notapersonwiththequalitiesofthatdirection
instructions
1. Readeachofthestatementsonthefollowingpages.
2. Placeacheckmarkintheboxnexttothestatementsthatapplytohowyoumakechoicesanddecisionsatwork.
3. Eachofthesestatementswillapplytoallofussomeofthetime;weareinterestedinknowingwhichofthesestatementsrepresentyoumostofthetime.
4.Countthetotalnumberofcheckmarksoneachsectionandplacethatnumberinthestarshapetotherightofthesection.
5. Thesectionwiththehighestnumberinthestarshapeisyourdominantdecision-makingstyle.
“When I dare to be powerful—to use my strength in the service of my vision, then it becomes less and less important whether I am afraid.”—audre lorde
Developing Medical Educators of the 21st Century Feb 10-12 2020
Reprinted with permission
B u i l d i n g i n t e n t i o n a l Co m m u n i t i e s © 2 0 1 0 B e t h e C h a n g e Co n s u lt i n g
TheLeadeRshipCompassseLf-assessmenT,ConTinued
North—ActionapproachestoWork/Workstyle
Iamusuallyassertive,active,anddecisive.
Iliketodeterminethecourseofeventsandbeincontrolofprofessionalrelationships.
Iamquicktoactandexpressasenseofurgencyforotherstoact.
Ienjoychallengespresentedbydifficultsituationsandpeople.
Ithinkintermsofthebottomlineorresults.
Ilikeaquickpaceandfasttrack.
Ipersevereandamnotstoppedbyhearing“No”;Iprobeandpresstogetathiddenresistances.
Ilikesvariety,novelty,andnewprojects.
Iamcomfortablebeinginfrontofaroomorcrowd.
Someofmyvalue-orientedwordsphrasesinclude“Doitnow!,”“I’lldoit!,”and“What’sthebottomline?”
East—VisionapproachestoWork/Workstyle
Iamavisionarywhoseesthebigpicture.
Iamagenerativeandcreativethinker;Iamabletothinkoutsidethebox.
Iamveryidea-orientedandfocusonfuturethought.
Imakedecisionsbystandinginthefuture.
Iusuallyhaveinsightintomissionandpurpose.
Ilookforoverarchingthemesandideas.
Iamadeptatproblem-solving.
Iliketoexperimentandexplorenewwaysofdoingthings.
Iappreciatealotofinformation.
Myvalue-orientedwordsare“option,”“possibility,”and“imagine.”
# of CheCked Boxes in
NorTh
# of CheCked Boxes in
EAST
Developing Medical Educators of the 21st Century Feb 10-12 2020
Reprinted with permission
B u i l d i n g i n t e n t i o n a l Co m m u n i t i e s © 2 0 1 0 B e t h e C h a n g e Co n s u lt i n g
TheLeadeRshipCompassseLf-assessmenT,ConTinued
South—EmpathyapproachestoWork/Workstyle
Iunderstandhowpeopleneedtoreceiveinformationinordertoactuponit.
Iintegrateothers’inputindeterminingthedirectionofwhat’shappening.
Iamvalue-drivenregardingaspectsofprofessionallife.
Iuseprofessionalrelationshipstoaccomplishtasksandinteractionisprimarytome.
Iamsupportiveofcolleaguesandpeers.
Ihaveawillingnesstotakeothers’statementsatfacevalue.
Iamfeeling-basedandtrustmyownemotionsandintuition.
Ibelievemyintuitionandemotionsareregardedastruth.
Iamreceptivetoothers’ideas;Iamateamplayer;Ibuildontheideasofothers.
Iamgenerallynon-competitive.
Iamabletofocusonthepresentmoment.
Myvalue-orientedwordsare“right”and“fair.”
# of CheCked Boxes in
SouTh
# of CheCked Boxes in
wEST
west—AnalyticalapproachestoWork/Workstyle
Iunderstandwhatinformationisneededtoassistindecision-making.
Iamseenaspractical,dependable,andthoroughintasksituations.
I’mhelpfultoothersbyprovidingplanningandresourcesandcomethroughfortheteam.
Imovecarefullyandfollowproceduresandguidelines.
Iusedataanalysisandlogictomakedecisions.
Iweighallsidesofanissueandambalanced.
Iamintrospectiveandself-analytical.
Iamcarefulandthoroughlyexaminepeople’sneedsinsituations.
Imaximizeexistingresourcesandgetthemostoutofwhathasbeendoneinthepast.
Iamskilledatfindingfatalflawsinanideaorproject.
Myvalue-orientedwordis“objective.”
Developing Medical Educators of the 21st Century Feb 10-12 2020
Reprinted with permission
Bu
ild
ing
in
te
nt
ion
al
Co
mm
un
itie
s
© 2
010
Be
th
e C
ha
ng
e C
on
su
ltin
g
Lea
de
Rs
hip
Co
mp
as
s
App
roac
hes
to w
ork/
wor
k St
yle
no
RT
h—
aC
Tio
n•
Ass
ertiv
e,a
ctiv
e,a
ndd
ecis
ive
•Li
kes
tod
eter
min
eth
eco
urse
ofe
vent
san
dbe
inc
ontr
olo
fpro
fess
iona
lrel
atio
nshi
ps•
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ckto
act
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ress
esa
sen
seo
furg
ency
for
othe
rsto
act
•
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ysc
halle
nges
pre
sent
edb
ydi
fficu
ltsi
tuat
ions
and
peo
ple
•T
hink
sin
term
sof
the
bott
omli
ne•
Like
sa
quic
kpa
cea
ndth
efa
sttr
ack
•Pe
rsev
eres
;not
sto
pped
by
hear
ing
“No”
;pro
bes
and
pres
ses
tog
eta
thid
den
resi
stan
ces
•Li
kes
vari
ety,
nov
elty
,and
new
pro
ject
s•
Com
fort
able
bei
ngin
fron
tofa
room
or
crow
d•
Val
ue-o
rien
ted
phra
ses
incl
ude
“Do
itno
w!,”
“I’l
ldo
it!,”
and
“W
hat’s
the
bott
om
line?
”
ea
sT
—V
isio
n•
Vis
iona
ryw
hos
ees
the
big
pict
ure
•G
ener
ativ
ean
dcr
eativ
eth
inke
r;a
ble
toth
ink
outs
ide
the
box
•V
ery
idea
-ori
ente
d;fo
cuse
son
futu
reth
ough
t•
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esd
ecis
ions
by
stan
ding
inth
efu
ture
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sigh
tint
om
issi
ona
ndp
urpo
se•
Look
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rov
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chin
gth
emes
and
idea
s•
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pta
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blem
-sol
ving
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kes
toe
xper
imen
tand
exp
lore
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ppre
ciat
esa
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finf
orm
atio
n•
Val
ue-o
rien
ted
wor
dsa
re“
optio
n,”
“pos
sibi
lity,
”an
d“i
mag
ine”
so
uT
h—
em
pa
Th
y•
Und
erst
ands
how
peo
ple
need
tore
ceiv
ein
form
atio
nin
ord
erto
act
upo
nit
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tegr
ates
oth
ers’
inpu
tin
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rmin
ing
dire
ctio
nof
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appe
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alue
-dri
ven
rega
rdin
gas
pect
sof
pro
fess
iona
llife
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ses
prof
essi
onal
rela
tions
hips
toa
ccom
plis
hta
sks;
inte
ract
ion
isp
rim
ary
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ppor
tive
ofc
olle
ague
san
dpe
ers
•D
ispl
ays
aw
illin
gnes
sto
take
oth
ers’
sta
tem
ents
atf
ace
valu
e•
Feel
ing-
base
d;tr
usts
ow
nem
otio
nsa
ndin
tuiti
ona
str
uth
•Re
cept
ive
ofo
ther
s’id
eas;
team
pla
yer;
bui
lds
onid
eas
ofo
ther
s;n
on-c
ompe
titiv
e•
Abl
eto
focu
son
the
pres
entm
omen
t•
Val
ue-o
rien
ted
wor
dsa
re“
righ
t”a
nd“
fair
”
We
sT
—a
na
LyT
iCa
L•
Und
erst
ands
wha
tinf
orm
atio
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nee
ded
toa
ssis
tin
deci
sion
-mak
ing
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ena
spr
actic
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epen
dabl
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orou
ghin
task
situ
atio
ns•
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pful
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ther
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vidi
ngp
lann
ing
and
reso
urce
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omes
thro
ugh
for
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team
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oves
car
eful
lya
ndfo
llow
spr
oced
ures
and
gui
delin
es•
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sda
taa
naly
sis
and
logi
cto
mak
ede
cisi
ons
•W
eigh
sal
lsid
eso
fan
issu
e;b
alan
ced
•In
tros
pect
ive
and
self-
anal
ytic
al•
Car
eful
;tho
roug
hly
exam
ines
peo
ple’
sne
eds
ins
ituat
ions
•M
axim
izes
exi
stin
gre
sour
ces;
get
sth
em
osto
uto
fwha
thas
be
end
one
inth
epa
st•
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eda
tfind
ing
fata
lflaw
sin
an
idea
or
proj
ect
•V
alue
-ori
ente
dw
ord
is“
obje
ctiv
e”
Developing Medical Educators of the 21st Century Feb 10-12 2020
Reprinted with permission
Bu
ild
ing
in
te
nt
ion
al
Co
mm
un
itie
s
© 2
010
Be
th
e C
ha
ng
e C
on
su
ltin
g
no
RT
h—
aC
Tio
n•
May
eas
ilyo
verl
ook
proc
ess
and
com
preh
ensi
ves
trat
egic
pla
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gw
hen
driv
enb
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act
and
de
cide
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ayg
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efen
sive
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ckly
,arg
ue,a
ndtr
yto
“ou
texp
ert”
you
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aylo
sep
atie
nce;
pus
hes
for
deci
sion
sbe
fore
its
time;
avo
ids
disc
ussi
on•
May
be
auto
crat
ic;w
antt
hing
sth
eir
way
;has
diffi
cult
ybe
ing
ate
amm
embe
r•
Sees
thin
gsin
term
sof
bla
cka
ndw
hite
;lit
tleto
lera
nce
for
ambi
guit
y•
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go
beyo
ndli
mit
s;g
ets
impu
lsiv
e;d
isre
gard
spr
actic
alis
sues
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oth
eedf
ulo
foth
ers’
feel
ings
;may
be
perc
eive
das
col
d•
Has
trou
ble
relin
quis
hing
con
trol
;find
sit
diffi
cult
tod
eleg
ate
resp
onsi
bilit
ies
•V
alue
-ori
ente
dph
rase
is“
Ifyo
uw
ants
omet
hing
don
e,d
oit
your
self!
”
ea
sT
—V
isio
n•
May
put
too
muc
hem
phas
iso
nvi
sion
att
hee
xpen
seo
fact
ion
•M
aylo
sefo
cus
onta
sks
•Po
orfo
llow
-thr
ough
on
proj
ects
;can
dev
elop
are
puta
tion
for
lack
of
depe
ndab
ility
or
atte
ntio
nto
det
ail
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otti
me-
boun
d;m
aylo
setr
ack
ofti
me
•Te
nds
tob
ehi
ghly
ent
husi
astic
ear
lyo
n,b
utb
urns
out
ove
rth
elo
ng
haul
•W
illn
otw
ork
onp
roje
cts
that
do
noth
ave
aco
mpr
ehen
sive
vis
ion
•Ea
sily
frus
trat
eda
ndo
verw
helm
edw
hen
outc
omes
are
not
inli
ne
with
vis
ion
so
uT
h—
em
pa
Th
y•
May
lose
focu
son
goa
lsw
hen
they
bel
ieve
rela
tions
hips
and
/or
need
sof
peo
ple
are
bein
gco
mpr
omis
ed•
Has
trou
ble
sayi
ng“
No”
tore
ques
ts•
Inte
rnal
izes
diffi
cult
yan
das
sum
esb
lam
e•
Pron
eto
dis
appo
intm
entw
hen
rela
tions
hip
iss
een
ass
econ
dary
tota
sk•
Has
diffi
cult
yco
nsul
ting,
con
fron
ting,
and
dea
ling
with
ang
er;m
ayb
em
anip
ulat
edb
yan
ger
•M
ayo
ver-
com
prom
ise
toa
void
con
flict
•Im
mer
sed
inth
e“n
ow”;
lose
str
ack
ofti
me;
may
not
see
long
-ran
gev
iew
•M
ayb
ecom
e m
ired
inth
e pr
oces
s at
the
expe
nse
ofa
ccom
plis
hing
goa
ls
We
sT
—a
na
LyT
iCa
L•
May
be
bogg
edd
own
byin
form
atio
nor
ana
lysi
spr
oces
sat
the
expe
nse
ofm
ovin
gfo
rwar
d•
May
bec
ome
stub
born
and
ent
renc
hed
inp
ositi
on•
May
be
inde
cisi
ve,c
olle
ctu
nnec
essa
ryd
ata,
bec
ome
mir
edin
det
ails
,or
suff
erfr
om“
anal
ysis
par
alys
is”
•M
aya
ppea
rco
ldo
rw
ithdr
awn
inre
spec
tto
othe
rs’w
orki
ngs
tyle
s•
May
hav
ea
tend
ency
tow
ards
wat
chfu
lnes
sor
obs
erva
tion
•M
ayre
mai
nw
ithdr
awn
and
dist
ant
•M
ayre
sist
em
otio
nalp
leas
and
cha
nge
Lea
de
Rs
hip
Co
mp
as
s
Styl
es T
aken
to E
xces
s
Developing Medical Educators of the 21st Century Feb 10-12 2020
Reprinted with permission
