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9B04C012

THE 1996 EVEREST TRAGEDY

Professor Khushwant Pittenger prepared this case solely to provide material for class discussion. The author does not intend to
illustrate either effective or ineffective handling of a managerial situation. The author may have disguised certain names and other
identifying information to protect confidentiality.

Ivey Management Services prohibits any form of reproduction, storage or transmittal without its written permission. Reproduction of
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In May 1996, two world renowned climbers, along with some of their clients and guides, perished on
Mount Everest (Everest) in the mountain’s deadliest tragedy to date. Were these deaths unfortunate
mountaineering accidents, or did some poor decisions significantly contribute to the dangers leading to the
deaths?

INTRODUCTION

According to Jon Krakauer, “attempting to climb Everest is an intrinsically irrational act — a triumph of
desire over sensibility. Any person who would seriously consider it is almost by definition the sway of
reasoned argument.”1 Yet, Krakauer was one of 150 climbers and their 300 Sherpa guides and porters who
were in the process of climbing Mount Everest on the weekend of May 10, 1996, the deadliest in the
mountain’s history.2 That season, a record number of 98 climbers had reached the summit, yet 15 climbers
had died on the mountain, 11 during the weekend of May 10.3 The deaths might have been written off as a
natural element of the sport and the increasing commercialization of the mountain, had it not involved two
of the most experienced and famous climbers in the world and some of their clients of questionable
abilities, who had paid approximately $70,000 each to set foot on top of the world. Krakauer was one of
the fortunate clients who lived to tell the story. Other survivors have published their accounts as well.4

INTERNATIONAL COMPETITION AND THE MOUNTAIN WITHOUT MERCY

Rob Hall’s expedition group, Adventure Consultants Guided Expedition (Adventure Consultants), had
boasted in an American mountaineering journal 100 per cent success in reaching the Mount Everest

1Jon Krakauer, Into Thin Air: A Personal Account of the Mt. Everest Disaster, Anchor Books, New York, 1997, p. xvii.
2J. Adler and R. Nordland, “High Risk,” Newsweek, Society Section, May 27, 1996, p. 50.
3B. Coburn, Everest: Mountain Without Mercy, National Geographic Society, New York, 1997.
4A. Boukreev, and G.W. DeWalt, The Climb, St. Martin’s Press, New York, 1997; D. Breashears, High Exposure: An
Enduring Passion for Everest and Unforgiving Places, Simon & Schuster, New York, 1999; B. Weathers, Left for Dead: My
Journey Home from Everest, Villard Books, New York, 2000.

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Page 2 9B04C012

summit.5 Hall perhaps had reason to be boastful: he had climbed Mount Everest four times. In six years,
he had guided 39 clients to the summit, more than the total number of people who had reached the summit
in the 20 years following Sir Edmund Hillary’s first climb in May 1953.6 On this particular weekend, the
accomplished New Zealander, Rob Hall, was guiding a party of eight — his largest client team ever. He
was, however, not the only famous climber with clients on the mountain. Scott Fischer of Seattle was the
leader of Mountain Madness Guided Expedition (Mountain Madness). He also had eight clients, and his
company was a direct competitor of Adventure Consultants Guided Expedition, Rob Hall’s company.
Actually, Hall had “stolen” Jon Krakauer from Fischer’s expedition by offering Outside magazine, which
sponsored Krakauer, a sweeter deal in exchange for publicity. In addition, 14 other expeditions from
around the world, including a team sponsored by IMAX, were on the mountain in the spring 1996 with
lofty ambition.7 No doubt, this was a remarkable story in the making.

Everest’s summit is the highest in the world with a height of 29,028 feet. It is a place where the difference
between life and death may be only one small step. One wrong step can plunge a climber to death either in
Nepal or China. More than 150 climbers have died on their way up to the summit or on their way down
from the summit.8 “Going to the summit is entirely optional but returning is mandatory.”9 A significant
number of climbers die on their return from the summit when they run out of energy, oxygen, thinking
ability and daylight. It is a place where the most minor ailments turn deadly, people lose their desire to eat
and the thinking level becomes that of a child. Minor wounds do not heal, a dry cough cracks ribs,
exposure of limbs to the elements can instantly make them as fragile as glass and the body starts to eat into
its own muscle to stay alive. It is a place where severe storms develop quickly and unpredictably and often
rob climbers of their most precious resource — sight. On the average, only one in seven climbers actually
reaches the summit, and yet approximately 700 people have reached the summit.10 One can only wonder
why anyone would want to climb Mount Everest. The answer can be found in the British mountaineer
George Mallory’s classic 1928 response, “Because, it’s there.” George Mallory is speculated to have died
on his way down from the summit.

Obviously, death on Mount Everest is neither unexpected nor unusual. Yet, the world was in shock when
11 climbers perished on the mountain during the weekend of May 10, 1996. Particularly newsworthy were
the deaths of Rob Hall and Scott Fischer, two of the most experienced climbers in the world. Fischer had
gained world-wide notoriety in 1994 for climbing Everest without supplemental oxygen and removing
5,000 pounds of trash from the mountain as part of the Sagarmatha Environmental Expedition.11 The
experience and the fame seemed to have made Fischer confident — perhaps overconfident. When asked
about the risks, he was noted to tell a reporter shortly before the 1996 climb, “I believe 100 per cent I am
coming back . . . . My wife believes 100 per cent I’m coming back.”12 Fischer cajoled Krakauer into
joining his expedition to write an article for Outside magazine with statements like, “Hey, experience is
overrated. It’s not the altitude that is important, it’s your attitude. You’ll do fine . . . . These days, I’m
telling you, we’ve built a yellow brick road to the summit.”13 Fischer made these claims even though he
had never guided a commercial expedition to the summit, he suffered from a chronic clinical illness related
to gastrointestinal parasites and he had reached the summit only after three previous unsuccessful attempts.
Fischer died on his return from the summit only 1,000 feet from the safety of Camp Four.

5J. Adler and R. Nordland, “High Risk,” Newsweek, Society Section, May 27, 1996, p. 50.
6B. Coburn, Everest: Mountain Without Mercy, National Geographic Society, New York, 1997.
7Jon Krakauer, Into Thin Air: A Personal Account of the Mt. Everest Disaster, Anchor Books, New York, 1997.
8B. Coburn, Everest: Mountain Without Mercy, National Geographic Society, New York, 1997.
9B. Weathers, Left for Dead: My Journey Home from Everest, Villard Books, New York, 2000.
10B. Coburn, Everest: Mountain Without Mercy, National Geographic Society, New York, 1997.
11Jon Krakauer, Into Thin Air: A Personal Account of the Mt. Everest Disaster, Anchor Books, New York, 1997.
12Ibid
13Ibid, p. 263.

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Page 3 9B04C012

Fischer’s attitude seemed to match that of his rival commercial operator, Rob Hall, of Adventure
Consultants. Hall failed to guide any of his clients to the summit in 1995, and his co-founder, Gary Ball,
had died of altitude sickness in the Himalayas in 1993. Yet, Hall’s company placed ads in American
mountaineering magazines claiming “100 per cent Everest success.”14 Rob Hall’s cockiness could be
attributed to his ability to successfully guide 39 climbers of various abilities to the top in the past and his
ability to save all his clients’ lives under the worst of circumstances in 1995. His extraordinary success in
the past seemed to have led him to believe, “there was little he couldn’t handle on the mountain.”15 Yet, on
May 10, 1996, Hall died on the mountain, along with two of his clients and one of his guides.

The Deadly Decisions

Were the deaths of Fischer, Hall and others just natural events due to unpredictable weather and bad luck,
or did other human factors play a role? Ironically, it was Fischer who told a reporter before his 1996
expedition, “. . . I am going to make all the right choices. When accidents happen, I think it’s always
human error . . . . You come up with lots of reasons, but ultimately it’s human error.”16 One accomplished
guide put it rather bluntly: “The events of May 10 were not an accident, nor an act of God. They were the
end result of people who were making decisions about how and whether to proceed.”17 Coburn concluded,
“lives were lost as a result of compounding factors.”18 However, even he pre-qualified his statement, “But
if one or two decisions, out of many hadn’t been made . . . the outcome may have been very different.”19
Can we learn anything from this extreme case for climbing our own mountains in the workplace and
guiding/leading others to the desired peaks of performance?

Everest is considered the toughest mountain to climb because the altitude makes even simple
mountaineering exceptionally difficult. It took 101 years since its discovery before Hillary and Tenzing
successfully reached the summit and returned alive to tell the story in May 1953. However, Mount
Everest’s popularity has been steadily increasing. With its popularity has come its commercialization. In
1996, 16 expeditions paid $70,000 a team plus an additional $10,000 a member if the expedition had more
than seven members. Another 14 expeditions paid $15,000 a team to China to climb the mountain from
the Tibetan side. There were five Web sites posting daily dispatches from the base camp including
NOVA’s Web site which received as many as 10,000 visits a day following the news of disaster on the
mountain. A number of reporters were part of these expeditions to write stories for their respective
publishers, including Jon Krakauer who was to write about the commercialization of the mountain for
Outside magazine. The IMAX team spent $5.5 million dollars to film the climb of Everest. Guided climbs
to the summit became a subject of controversy world-wide. There were commercial expedition leaders
who themselves had never climbed Everest. Krakauer quotes Rob Hall, “With so many incompetent
people on the mountain, I think it is pretty unlikely that we will get through the season without something
bad happening up high.”20 Obviously, Hall was not thinking of anything bad happening to him or his
clients.

Hall had the reputation of being a very methodical, organized and caring person. He was known to pay
close attention to all the details, including the health and well-being of team members and their equipment.
He paid his staff well and even had a paid doctor on staff. He was the epitome of an efficient operator, and

14J. Adler, and R. Nordland, “High Risk,” Newsweek, Society Section, May 27, 1996, p. 50.
15Jon Krakauer, Into Thin Air: A Personal Account of the Mt. Everest Disaster, Anchor Books, New York 1997, p. 84.
16Ibid, p. 84.
17B. Coburn, Everest: Mountain Without Mercy, National Geographic Society, New York, 1997, p 192.
18Ibid, p. 193.
19Ibid, p. 193.
20Jon Krakauer, Into Thin Air: A Personal Account of the Mt. Everest Disaster, Anchor Books, New York 1997, p. 182.

Page 4 9B04C012

his clients felt they were with the best commercial guide on the mountain. No wonder he had little trouble
finding clients for the last seven years, even if he charged $65,000 a person. He was well-respected by his
guides, clients, Sherpas and even other teams. He mediated labor disputes, co-ordinated equipment sharing
responsibilities among expeditions and even tried to establish agreements on summit climbing dates to
avoid crowding on the treacherous route at the top. He used the traditional five-week acclimatization
process to get his clients accustomed to the thin air of the mountain, as the Everest summit has only one-
third the oxygen of air at sea level. If climbers were dropped off on the summit from sea level, they would
die within minutes from altitude-related illnesses. Like most other guides, Hall gathered his team in Nepal
in March and took them to the base camp, at a height of 17,600 feet, in the beginning of April. From there,
over a period of a month, the teams made grueling climbs back and forth to a series of four camps
established higher up on the mountain at different heights in order to steadily acclimate their bodies to
increasingly low levels of oxygen. Unlike many other commercial guides, Hall personally escorted his
entire team up and down those climbs. He was always there when any of his clients suffered altitude
illnesses or injuries related to mountaineering. His tactics might have been efficient, but they created and
reinforced the clients’ dependence on him.

Scott Fischer had a different strategy for his team. He had given his clients free rein in going up and down
the mountain for acclimatization. His main guide, who was from Russia, had a different philosophy about
client service. He did not share Fischer’s western perspective of meeting all the needs of his clients. One
of Fischer’s clients said, “I doubted that I’ll be able to count on him when it really mattered.”21 The
Russian guide believed in the survival of the fittest, and many of these clients were not fit for such a
demanding environment. Many of Hall’s and Fischer’s clients were well-to-do professionals with busy
careers who had little time for real mountaineering on a regular basis. They used gym equipment to get
ready for the climb. This is not to say they did not have any previous mountain climbing experience.
Actually, their previous mountain successes might have given them a dangerous sense of confidence.
Fischer personally had to do a lot of hurried and unscheduled running back and forth between the camps to
help his clients in trouble. His team doctor was inexperienced and was there only on a voluntary basis. His
most experienced Sherpa, who had climbed Everest three times previously without bottled oxygen, was
poorly acclimatized for the summit this year and probably would not be there to support Fischer during the
acclimatization of the team. Almost the entire month of April, the Sherpa was busy with the rescue of
another Sherpa on the Mountain Madness team who had to be brought down to the base camp and later
evacuated to Kathmandu before he died in late April. Fischer, an energetic and charismatic person by
nature, was described to be “extremely wasted” during his ascent to the summit.

Mountain Madness, Scott Fischer’s company, had been a fiscally marginal enterprise since its launch in
1984. In 1995, Fischer’s income was $12,000. His family had been supported mostly by his wife’s
income as a pilot for Alaskan Airlines. During the past year, however, she had been involved in a sexual
harassment law suit with her employer. This was Fischer’s chance to enter the Everest market and emulate
Rob Hall. The competition between Fischer’s Mountain Madness and Hall’s Adventure Consultants for
the high end of the market was obvious. Hall had failed to take any clients to the summit in 1995. If he
failed again this year, Fischer was likely to become a formidable threat. He already had the strategic
advantage of being based in the United States as more than 80 per cent of clients came from the United
States. The need for market advantage was the reason Rob Hall had significantly undercut Fischer in his
negotiations with Outside magazine to get Jon Krakauer on his team. He bartered for magazine space, in
exchange for $55,000. Scott Fischer’s cash-strapped enterprise probably was unable to match the deal.
Fischer, however, did manage to have Sandy Pittman, a New York socialite and freelance reporter for
multiple national papers magazines and television networks, on his team.

21Ibid, p. 193.

Page 5 9B04C012

The Pressure to Perform

The presence of reporters among the teams was a double-edged sword. They provided visibility and
notoriety world-wide through their reporting, much of which was posted on the Internet on a daily basis.
Their presence also, however, created pressure for performance among the team members and leaders.
One of the clients on Rob Hall’s team, Beck Weathers, commented on the presence of reporters among the
teams, “I was concerned that it might drive people further than they wanted to go. And it might even for
the guides . . . they want to get people on top of the mountain because . . . they’re going to be written
about, and they’re going to be judged.”22 This thinking bears credence in light of Scott Fischer’s
comments, “If I can get Sandy to the summit, I’ll bet she’ll be on TV talk shows. Do you think she will
include me in her fame and fanfare?”23 The pressure to push beyond the limits was not all external. After
investing a significant amount of money and an inordinate amount of time and effort in the ordeal, few
would have had the courage to turn their back on the summit less than two vertical miles and a few days
away. Jon Krakauer reported, “Doug was hell bent on joining the summit push even though . . . his
strength seemed to be at a low ebb. ‘I have put too much of myself into this mountain to quit now, without
giving it everything I’ve got.’”24 Doug Hansen was a 46-year-old postal worker from Seattle who had paid
for this trip by working the night shift and doing construction work during the day. This was his second
attempt to reach the summit with Rob Hall. In 1995, he had been turned around by Hall only 300 feet
away from the summit because of their late arrival at the peak. Hansen died on his way down from the
summit on May 10, 1996.

Hansen’s sentiments were shared by others regardless of their physical condition. Beck Weathers, a
pathologist from Dallas, insisted on attempting the summit on May 8 and 9, even though he was suffering
from near blindness because of the impact of altitude on his vision correction eye surgery and his feet had
been badly wounded by his brand new boots. He survived miraculously after he had been left for dead on
the mountain and his family had been notified of his demise.

The expedition leaders were not blind to these dangers; they were very cognizant of them. Hall had
expressed concerns about his clients’ inability to turn around on their own by impressing upon them how
important it was for them to unconditionally obey him and his guides on the mountain during their final
push to the summit. On their ascent on May 6, Hall had drawn their attention to another climber whom
they encountered on his way down. The climber had turned around at 2 p.m. only 300 feet and an hour
away from the summit. Hall said, “To turn around that close to the summit . . . that showed incredibly
good judgment . . . I am impressed — considerably more impressed, actually, than if he’d continued
climbing and made the top.”25 In the month of April, Hall repeatedly underscored the importance of
having a predetermined turnaround time, either 1 p.m. or 2 p.m., and abiding by it no matter how close
people were to the top. Unfortunately, he did not establish a specific time on the day they reached the
summit and did not himself abide by the generally understood principle of turning around no later than 2
p.m.

Who is the leader of the team?

The need for clear instructions and leadership was critical for these teams. In comparison to traditional
mountain climbing teams, these teams were large and consisted of strangers with a wide range of abilities

22Ibid, pp. 177-178.
23Ibid, p. 221.
24Ibid, p. 191.
25Ibid, p. 190.

Page 6 9B04C012

and experiences. This created a worrisome situation because the actions of a single member — bad knots,
improper hooking-up or a fall — can jeopardize the safety of the entire team. No wonder Jon Krakauer
“hoped fervently that Hall had been careful to weed out clients of dubious ability.” He was not reassured
by the actions of his teammates who brought unbroken, new boots or were seen not knowing how to hook
the crampons on their boots for climbing the glacier. Under such circumstances, no wonder Hall and
Fischer felt the need to establish their authority over their team members, including the guides, as
unquestionable. Immediately prior to the departure for the summit from the base camp, Hall was reported
to say, “I will tolerate no dissension up there . . . . My word will be absolute law beyond appeal.”26 The
clients were obedient because dependence upon leaders, guides, Sherpas and passivity had been
encouraged from the beginning.27 Even the guides knew their place in the pecking order. One guide in
Fischer’s team later reported, “I was definitely considered the third guide . . . . So I didn’t always speak
up.”28 There were pay differences. Senior guides were paid twice as much as the junior guides. In
addition, they were the only ones with radios for two-way communication on the day of summit — an
error that is considered to have contributed to the tragedy.

For the summit push, Hall had instructed the team to “climb in close proximity . . . within a hundred metres
of each other.” The result was that on May 10, the team performed at the level of the slowest member of
the team on the final summit day when they were to climb from Camp Four to the summit and return in a
grueling race against time and elements. The stronger members of the team had to stop and wait
periodically for the slower members to catch up for periods that added up to more than four hours just on
their way up. In addition, these waits created crowding on narrow, treacherous pathways and bottlenecks,
which added at least another four hours of delays for the stronger members. The result was that no one
reached the summit before 1 p.m. on May 10. In the absence of a clear directive from Fischer or Hall
about when to turn around, the members kept ascending. Only six members from the two teams (three
guides and three clients from the two teams) reached the top by 2 p.m. Doug Hansen and Rob Hall were
the last ones to arrive at 4 p.m. — fully two hours behind the generally understood turnaround time of 2
p.m. Not every member of the team, however, succumbed to the temptation. Four members of Hall’s
team did turn around when they were caught in a bottleneck and realized they would not reach the top by 1
or even 2 p.m. Hall seemed disappointed in their decision, perhaps because Fischer’s clients were
continuing to push forward at that time and the weather still looked good.

Communication in Times of Crisis

The weather turned deadly very quickly in the evening during the teams’ descent on May 10. The
availability of only two radios on each team made communication scarce, chaotic and unreliable, right
when precise communication and leadership mattered most to the members who were socialized to be
passive and dependent. The 3,000-foot climb (less than one vertical mile) to the summit from Camp Four
is a 16- to 18-hour race under the best of circumstances. These were not the best of circumstances. Even
the strongest members had taken 14 hours on their way up because of wasted time waiting for the slower
members and the bottlenecks. Most of the climbers on the two teams, as a result, were running out of
canned oxygen. During their acclimatization, many were seen using oxygen at altitudes lower than where
it is considered essential. Almost no one was coping well with wind chill factors near 100 degrees below
zero, whiteout conditions, little canned oxygen to support their bodies or brains, and no leaders for moral
support or physical guidance. Only two clients, Krakauer and Adams, barely managed to make it down to
Camp Four before the conditions became utterly hopeless. Twenty-seven individuals were lost on the

26Ibid, p. 216.
27Ibid.
28Ibid, p. 260.

Page 7 9B04C012

mountain that night.29 The climbers were disoriented and suffering from hallucinations and exhaustion.
Some of them huddled only 200 feet away from Camp Four for hours waiting to be rescued. Through
combined heroic acts of some Sherpas, guides and the clients in Camp Four, most of them eventually were
brought down to the sparse safety of Camp Four. Scott Fischer and Rob Hall were not among them. They
were caught in the storm too high up, and were beyond help. Scott Fischer’s poor physical health and
possible illness had slowed down his decent to a crawl. His image of invincibility led others to ignore his
condition. They focused their energies on saving themselves or the other “weaker” climbers. Doug
Hansen had used all he had to reach the summit. Rob Hall took 10 hours to negotiate a descent with
Hansen that others would negotiate in a half-hour. Even when his friends at the lower levels urged him to
save himself, Hall refused to abandon Hansen. Some have suggested that Hall was in an impossible
situation. Leaving a live client on the mountain certain to die in order to save himself would have ruined
his credibility as a guide. At the same time, staying with the client under deadly conditions was certainly
going to kill him.30 Also, Hansen told teammates Hall had called him a dozen times urging him to give the
summit a second chance and offering him a reduced rate to come back. Neither Hansen nor Hall made it
down. By the time the storm cleared, 11 climbers had died, and one died later from his injuries. Of the
dead, four were from Adventure Consultants and three from Mountain Madness.

29G. Rummler, “Everest Strikes Back”, Milwaukee Journal Sentinel, Lifestyle Section, Sunday, June 23, 1996, p. 1.
30B. Coburn, Everest: Mountain Without Mercy, National Geographic Society, New York, 1997.

www.va luescentre .com

Personal Values Assessment
Aya

Prepared by Barrett Values Centre
Date: February 16, 2022

Barrett Values Centre’s vision is to create a values driven society. This free assessment will help you become
more aware of your own values and how these values influence your decisions and actions.

https://www.valuescentre.com

www.valuescentre.com BARRETT VALUES CENTRE and SEVEN LEVELS OF CONSCIOUSNESS are registered trademarks of Barrett Values Centre, LLC. 2

Personal Values and Awareness

Our values reflect what is important to us. They are a shorthand way of describing our individual motivations. Together with our beliefs, they are the causal factors that drive our decision-
making.

Barrett Seven Levels of Consciousness Model

Service
Selfless service

Making a Difference
Making a positive difference in the world

Internal Cohesion
Finding meaning in existence

Transformation

Letting go of fears.
The courage to develop and grow

Self Esteem
Feeling a sense of self-worth
Fear: I am not enough

Relationship
Feeling protected and loved
Fear: I am not loved enough

Survival
Satisfying our physical and survival needs
Fear: I do not have enough

Values can be positive or fear-based (limiting). For example, honesty, trust and
accountability are positive values, whereas blame, revenge and manipulation are
potentially limiting, or fear-based, values.

Personal mastery involves overcoming or eliminating our fear-based beliefs. When our
beliefs or behaviours are out of alignment with what is really important to us – our values,
we lack authenticity.

Every human being on the planet grows and develops within seven well defined areas.
These areas are defined in the Barrett Seven Levels of Consciousness Model. Each area
focuses on a particular need that is common to all people. The level of growth and
development of an individual depends on their ability to satisfy these needs.

At different times you may find that you focus more on some levels and less on others, in
response to changing life conditions. It is important to understand that in terms of the
seven areas higher is not better; for example it will be difficult for you to focus on helping
others if you are having health and money problems.

The seven areas in the development and growth of personal awareness are summarised
in this diagram and are described in more detail on page

https://www.valuescentre.com/barrett-model/

www.valuescentre.com BARRETT VALUES CENTRE and SEVEN LEVELS OF CONSCIOUSNESS are registered trademarks of Barrett Values Centre, LLC. 3

Personal Values and Awareness

Common Good

Transformation

Self Interest

Self Interest
The first three areas of awareness – Survival, Relationship and Self-Esteem, focus on our
personal self-interest – satisfying our need for security and safety, our need for love and
belonging, and our need to feel good about ourselves through the development of a sense
of pride in who we are. We feel no sense of lasting satisfaction from being able to meet
these needs, but we feel a sense of anxiety if these needs are not met.

Transformation
The focus of the fourth area of awareness, Transformation, is on letting go of fears.
During this stage in our development, we establish a sense of our own personal authority,
and our own voice. Within the area of Transformation, we choose to live by the values and
beliefs that resonate deeply with who we are.

Common Good
The upper three areas of awareness – Internal Cohesion, Making a Difference and Service
– focus on our need to find meaning and purpose in our lives. We express that meaning by
striving to make our world a better place and by leading a life of selfless service. When
these needs are fulfilled they engender deeper levels of motivation and commitment.
Within these areas, we learn how to develop an inner compass that guides us into making
life affirming decisions.

Personal Mastery
Individuals who focus exclusively on the personal self-interest areas may be influenced
by the fears they hold about satisfying their individual needs. They look for approval or
reassurance from others.

Individuals who focus exclusively on the satisfaction of the upper common good needs
may lack the skills necessary to remain grounded. They can be ineffectual and
impractical when it comes to taking care of their basic needs.The most successful
individuals are those who balance all of the areas. They are trusting of others, are able
to manage complexity, and can respond or adapt to all situations.

In reality people do not operate from any one single area of awareness. They tend to be
clustered around three or four areas. Individuals are usually focused at areas 1 through
5, typically with a specific emphasis on Internal Cohesion, the fifth area, in which we
seek meaning in our lives.

Your Results
On the next page we will show you how the values you chose map against these seven
areas. Positive values will be identified with a blue dot and potentially limiting or fear
based values will be shown as a white dot.

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Aya – Results

7: Selfless service

6: Making a positive difference in the world

5: Finding meaning in existence

4: Letting go of fears.
The courage to develop and grow

3: Feeling a sense of self-worth

2: Feeling protected and loved

1: Satisfying our physical and survival needs

Positive: Potentially Limiting (L):

Area

ambition 3

being liked (L) 2

caring 2

conflict resolution 2

control (L) 1

creativity 5

enthusiasm/ positive attitude 5

humour/ fun 5

listening 2

trust 5

From the values you selected it is clear that:

· You are a person for whom meaning is important. You have a strong set of moral standards which are
important in how you treat others and how you wish to be treated.

· Having close relationships and connections with others is important to you. You need to feel a sense of
love and belonging. If these needs are threatened or not met you will experience anxiety about not
being accepted or not being loved enough.

Your values show:

· Living with a passionate and an upbeat, fun-loving approach are important to you.
· You have high aspirations and seek to improve your circumstances.
· You are protective and considerate of others.
· Utilising your skills and experience to mediate with others allows you to solve issues that arise.
· You are able to think imaginatively and use your skills to produce new ideas.
· You make a conscious effort to hear and consider the opinions of others.
· Building confidence in others and wanting others to feel they can rely on you are key factors in your

interactions.

The type of values you selected indicates that the connections you build with others are most important to
you.

Understanding our values helps us better understand ourselves and why we may act or react in the way that
we do. For example, if someone undermines one of your values it can result in feelings of hurt; you would be
likely to feel upset if your value of “caring” was not being honoured by someone else. Similarly, if you make a
decision which goes against one of your values this may lead you to feel uneasy or unsettled about the
decision, because you are not being true to yourself.

You have selected two values which might be classed as potentially limiting or fear based:

· Being liked: Feeling a need to be liked by others can lead to situations where you compromise your
values to please someone else. It may result in a lack of openness and honesty with others.
· Control: A desire for control may illustrate an underlying fear or lack of trust. It can also indicate a need
for power over others and can inhibit relationships.

To what extent do you think that this affects the decisions you make and how others see you?

www.valuescentre.com BARRETT VALUES CENTRE and SEVEN LEVELS OF CONSCIOUSNESS are registered trademarks of Barrett Values Centre, LLC. 5

Self-Development

Self-Reflection
Now that you have seen your own results take time to reflect upon these and to think
about what role these values play in your life. Look also to see if there are any areas in
the values chart that have no focus. This can signify either an area that is already
covered, a gap in your awareness, or an area for future development. If you have empty
areas what do you think this means for you? (See Exercise 2 below to support you with
areas you may want to develop.)

The successful mastery of each area of awareness involves two steps: first, becoming
aware of the emergent need, and second developing the skills that are necessary to
satisfy that need.

Learning how to manage our needs is a life-long process. Even when we have learned
how to become the author of our own lives, we will find situations arising where we
discover that we still have fear-based beliefs that keep us anchored in the lower areas of
awareness -situations that frustrate us or cause us to feel anxious and bring up our
fears. It is vitally important, therefore, to develop a deep understanding of yourself and to
learn the skills and techniques that allow you to manage your life and so that you can
find personal fulfilment.

Next Steps

Now that you have seen your results you may find it useful to discuss the results with
your partner, family and friends. It may also be valuable to ask them to complete an
assessment for themselves. This will enable you to share results, which will help you to
understand your relationships better and lead to a deeper understanding of each other’s
needs.

There are also other ways to better understand your values, for example, reading about
self-development, meditation, coaching, asking for feedback and personal reflection.

Working with your values is a life-long process; developing a deep understanding of
yourself, and learning skills and techniques to help you grow, can help you to find
personal fulfilment.

The exercises on the following pages are included to help you start to gain a greater
awareness of your values. The first exercise looks at those values which are most
important to you and helps you see how these values influence your life.

The second exercise is to help you think about where you might want to develop or grow,
and to help you start to become mindful of what you might do in this regard.

www.valuescentre.com BARRETT VALUES CENTRE and SEVEN LEVELS OF CONSCIOUSNESS are registered trademarks of Barrett Values Centre, LLC. 6

Self-Development: Exercise 1

In this exercise you are asked to choose your top three values from the ten you originally chose above and to start to examine why these are so important to you. Completing this will
help you think more about how these values influence your actions and understand why you may respond in a certain way if someone acts in a manner that goes against one of these
values.

From the 10 values chosen above, think
about the three that are most important to
you? Write them in the spaces below.

Why do you believe that this value is
important to you?

Recall a moment in your life when you
really lived this value. What behaviours did
you exhibit that support this value?

How might you react if this value was not
being honoured by others? Describe your
feelings, thoughts and actions.

www.valuescentre.com BARRETT VALUES CENTRE and SEVEN LEVELS OF CONSCIOUSNESS are registered trademarks of Barrett Values Centre, LLC. 7

Self-Development: Exercise 2

In this second exercise you are asked to think about areas to strengthen or develop, or values you would like to demonstrate more fully in your life. Completing this will allow you to
start to build an action plan to support your self-development.

From your selected values or the values
listed below, choose up to three that you
would like to live more fully.

What behaviours or actions do you already
demonstrate which support this intention?

What could you stop doing to better
support this value?

What could you start doing to help you
demonstrate this value more fully?

1.
2.
3.

accountability
achievement
adaptability
ambition
balance (home/work)
being the best
caring
clarity
coaching/ mentoring
commitment
community involvement

compassion
competence
conflict resolution
continuous learning
courage
creativity
dialogue
ease with uncertainty
efficiency
enthusiasm/ positive attitude
entrepreneurial

environmental awareness
ethics
excellence
fairness
family
financial stability
forgiveness
friendship
future generations
generosity
health

humility
humour/ fun
independence
initiative
integrity
job security
leadership
listening
making a difference
openness
patience

perseverance
personal fulfilment
personal growth
professional growth
recognition
reliability
respect
risk-taking
safety
self-discipline
teamwork

trust
vision
wealth
well-being (physical/
emotional/ mental/ spiritual)
wisdom

www.valuescentre.com BARRETT VALUES CENTRE and SEVEN LEVELS OF CONSCIOUSNESS are registered trademarks of Barrett Values Centre, LLC. 8

Next Steps

If you are interested to learn more about values here are some suggested areas to explore.

Further Resources

The Importance of Values

The Six Modes of Decision-making

Fundamentals of Cultural Transformation

Learn how you can use the measurement of values to improve organisations and leaders:

http://www.valuescentre.com/

https://www.valuescentre.com/sites/default/files/uploads/2010-07-06/The%20Importance%20of%20Values

https://www.valuescentre.com/sites/default/files/uploads/Six_Modes_of_Decision-Making

https://www.valuescentre.com/sites/default/files/uploads/2010-07-20/Fundamentals

http://www.valuescentre.com/

REPOR

LEADERSHIP

AYA MAHMOOD YOUNUS

Your EQ-i Results
Sheridan College HRMT44004D

February 17, 2022

Low Range Mid Range

High Rang

Introduction
Understanding Your Report

Welcome to a new way of examining your emotional intelligence (EI) skills! You will find this report has many
unique features linking EI and leadership development. These features provide you with a snapshot of how your EI
compares to that of other leaders and insight into your leadership strengths and potential areas for

development.

This report examines your results on the EQ-i 2.0 through four key dimensions of leadership:

These leadership dimensions were identified from research conducted on 220 leaders who took the same assessment
you did (the EQ-i 2.0) and who also responded to a leadership assessment measuring performance across these
four areas of leadership. These leaders held positions of mid-level management through to C-suite leadership roles
and were from a variety of industries (e.g., healthcare, technology, financial services, and construction) across North
America. The majority of leaders were working in large organizations (over 400 employees).

As a group, the leaders had significantly higher EI than the general population. In fact, the average Total EI score for
leaders was 14 points higher than that of the general population.

While this leadership sample is a valuable comparison group, it also helped organize the EQ-i 2.0 subscales (page 4)
according to the four leadership dimensions to which they were most strongly connected. Particular subscales were
associated with stronger performance in these four leadership areas (page 6).

Emotional Intelligence and Leadership
How is EI linked to leadership? In addition to the research supporting this report, fifteen years of research has
shown that leaders tend to score higher in EI than the general population. Also, many professionals find it easier
to focus on improving a few specific skills that underlie broader leadership competencies, making the EQ-i 2.0
subscales the perfect building blocks to reaching your leadership potential.

Getting the Most out of Your Report
Keep the following tips in mind as you work through your Leadership Report:

1. No one knows your role like you do. Although this report offers insight into how your EQ-i 2.0 results can
help strengthen your leadership skills, the value of the report is enhanced by framing it within your own
individual context. Integrate your wealth of knowledge about your organization, its culture, and the specifics
of your leadership with the information in this report to derive the most value from it.

2. Take notes as you read the report. Choose strategies for development that you wish to try in your role.

3. All EQ-i 2.0 subscales are related to leadership behaviors, but selecting the right areas to focus on is ke

to development. Work with your coach or administrator to determine which subscales will help drive the
leadership results you are looking for. You can treat subscales as building blocks that strengthen broader
leadership skills like mentoring, communication, or conflict resolution.

Leadership Bar
The gold bar positioned on the top of your graph
is the Leadership Bar. This bar represents the range
of scores of the top leaders (those whose EQ-i 2.0
scores were in the top 50% of the leader sample).
Using this bar you can compare your results on the
EQ-i 2.0 to those exceptional leaders who demonstrate
high EI. If your score falls near the bottom of the leadership
bar, then your EI skills need further development in order to be on par with top leaders. If your score falls near the
top of the leadership bar, then your EI skills are as strong as those of top leaders.

Authenticity Coaching Insight Innovation

An authentic leader
serves as a role model
for moral and fair
behavior. A transparent
approach commands
esteem and confidence
from employees.

A leader who coaches
effectively is seen as a
mentor who supports
employee growth.
Employees are nurtured
towards achieving
their highest levels of

performance.

A leader provides
insight by sharing a
purpose and hopeful
vision for colleagues to
follow. Employees are
compelled and inspired
to exceed goals.

An innovative leader
focuses on taking risks,
spurring colleagues’
ingenuity and
autonomous thought.
Knowledge is valued and
challenges are viewed as
learning opportunities.

Name: AYA MAHMOOD YOUNUS

2222 54321-2.054321-2.054321-2.054321-2.0

Highest 3 Subscales

Lowest 3 Subscales

Total EI

Executive Summary

Compared to your other scores, these three subscales might be areas you could further leverage. The corresponding
subscale pages may provide insight.

Compared to your other scores, these three subscales might be areas you could develop. The corresponding subscale
pages will provide you with Strategies for Action.

Name: AYA MAHMOOD YOUNUS

70
70

90
90

100

100
100

110

110
110

130

130
130

Low Range

Low Range
Low Range

Mid Range

Mid Range
Mid Range

High Range

High Range
High Range

Reality Testing (130)

You likely employ a very realistic and grounded leadership style, turning
to data and facts for making decisions and setting directions for your
team. Be careful not to be too realistic that creativity is stifled. Your
result on this subscale is not only above average but it also falls within
the leadership bar.

Emotional Self-Awareness (126)
You have a strong awareness of the full spectrum of emotions and their
triggers. This allows you to carefully sift through emotions and handle
high-pressure situations well. Your result on this subscale is not only
above average but it also falls within the leadership bar.

Empathy (124)
Empathy is likely a very natural and inherent skill for you, which you use
to show compassion and respect for the people you lead. Your result on
this subscale is not only above average but it also falls within the
leadership bar.

Emotional Expression (58)
In general, you tend not to share your emotions. Becoming more
expressive will allow you to be a more inspirational leader who is able to
share a compelling vision. Your result on this subscale falls below the
leadership bar.

Independence (70)
You are likely more reliant than you should be on your team’s
reassurance and approval of your decisions. Improvement in this area
will benefit you when objective and difficult decisions need to be made.
Your result on this subscale falls below the leadership bar.

Flexibility (71)
You tend to stick to tried and true methods, both in your leadership
approach and the directions you set for your team. They are likely
lacking the inspiration they need from you for innovation and progress.
Your result on this subscale falls below the leadership bar.

3333 54321-2.054321-2.054321-2.054321-2.0

SELF-PERCEPTION

Self-Regard is respecting oneself while understanding and
accepting one’s strengths and weaknesses. Self-Regard is often
associated with feelings of inner strength and self-confidence.
Self-Actualization is the willingness to persistently try to
improve oneself and engage in the pursuit of personally relevant
and meaningful objectives that lead to a rich and enjoyable life.
Emotional Self-Awareness includes recognizing and
understanding one’s own emotions. This includes the ability to
differentiate between subtleties in one’s own emotions while
understanding the cause of these emotions and the impact they
have on one’s own thoughts and actions and those of others.

SELF-EXPRESSION

Emotional Expression
is openly expressing
one’s feelings verbally
and non-verbally.
Assertiveness
involves communicating
feelings, beliefs and thoughts
openly, and defending
personal rights and values
in a socially acceptable,
non-offensive, and
non-destructive manner.
Independence is the ability
to be self directed and free
from emotional dependency
on others. Decision-making,
planning, and daily tasks are
completed autonomously.

R
F

O
R

M
A

N
C

EM
OT

ION
AL & S

OCIAL FUNCTIONING

P
E

R
F
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M
A
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C
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EMOTION AL & SOCIAL FUN
C TI

ON
IN

L
L

– B

E
IN

ELL -B
E

IN
G

W
E

L
L -B

E
IN
G

W
E
LL

– B
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IN
G

Emotional
Intelligence

M
A
N
A
GE

M
EN

ST
R
ES
S

SELF-EX
PR

S
IO
N

SELF-P
ERCEPTION

M
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DECISION

INTER
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O
p

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To
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Fl
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M
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M
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ST
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Proble m

Solving

Reality Testing

Im
pulse ControlMAKING

DECISION

Inte
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Rela
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Em
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INTER
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Independen
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Assertiven
ess

Em
otional Exp

ression
SELF-EX

PR
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S
IO
N

Sel
f-Awareness
Emotional

Self-
Actualization

Self-Regard

SELF-P
ERCEPTION

STRESS MANAGEMENT

Flexibility is adapting
emotions, thoughts and
behaviors to unfamiliar,
unpredictable, and dynamic
circumstances or ideas.
Stress Tolerance
involves coping with
stressful or difficult
situations and believing
that one can manage or
influence situations in a
positive manner.
Optimism is an indicator
of one’s positive attitude
and outlook on life. It involves
remaining hopeful and resilient,
despite occasional setbacks.

DECISION MAKING

Problem Solving is the ability to find
solutions to problems in situations where
emotions are involved. Problem solving
includes the ability to understand
how emotions impact decision making.
Reality Testing is the capacity to
remain objective by seeing things as
they really are. This capacity involves
recognizing when emotions or personal
bias can cause one to be less objective.
Impulse Control is the ability to resist
or delay an impulse, drive or temptation
to act and involves avoiding rash
behaviors and decision making.

INTERPERSONAL

Interpersonal Relationships refers
to the skill of developing and maintaining
mutually satisfying relationships that are
characterized by trust and compassion.
Empathy is recognizing, understanding,
and appreciating how other people
feel. Empathy involves being able to
articulate your understanding of another’s
perspective and behaving in a way that
respects others’ feelings.
Social Responsibility is willingly
contributing to society, to one’s social
groups, and generally to the welfare of
others. Social Responsibility involves
acting responsibly, having social
consciousness, and showing concern
for the greater community.

EQ-i 2.0 Model of Emotional Intelligence

Name: AYA MAHMOOD YOUNUS

4444 54321-2.054321-2.054321-2.054321-2.0

Self-Perception Composite

Self-Regard
Respecting oneself; Confidence

Self-Actualization

Pursuit of meaning; Self-improvement

Emotional Self-Awareness

Understanding own emotions

Self-Expression Composite

Emotional Expression

Constructive expression of emotions

Assertiveness

Communicating feelings, beliefs; Non-offensive

Independence

Self-directed; Free from emotional dependency

Stress Management Composite

Flexibility

Adapting emotions, thoughts and behaviors

Stress Tolerance

Coping with stressful situations

Optimism

Positive attitude and outlook on life

Interpersonal Composite

Interpersonal Relationships

Mutually satisfying relationships

Empathy

Understanding, appreciating how others feel

Social Responsibility

Social conciousness; Helpful

Decision Making Composite

Problem Solving

Find solutions when emotions are involved

Reality Testing
Objective; See things as they really are

Impulse Control

Resist or delay impulse to act

Overview
Total EI

Name: AYA MAHMOOD YOUNUS
70
70
70
90
90
90
100
100
100
110
110
110
130
130
130
Low Range
Low Range
Mid Range
Mid Range
High Range
High Range
94

116

123

126

107

124

96
107
86
130

103

5555 54321-2.054321-2.054321-2.054321-2.0

The EQ-i 2.0 subscales are strongly related to leadership competencies that in turn may be associated with productivity,
decreased employee turnover, and increased efficiency. A leader who embodies the competencies below is more likely to
increase work satisfaction, create trust, and foster organizational commitment and loyalty.

This page provides you with a leadership lens through which to view your EQ-i 2.0 results. There are four general
competencies required of most leaders: authenticity, coaching, insight and innovation. The top six EQ-i 2.0 subscales (based
on theory and research) that are associated with each competency are displayed below. High scores on the associated
subscales help ensure optimal functioning in the competency area. Alternatively, if you score lower on a few subscales
for a particular leadership competency, you can quickly see that this might be an area of challenge for you in your current
leadership role. Focusing development efforts in these areas are likely to yield the greatest return in your growth as a leader.

Authenticity
An authentic leader serves as a role model
for moral and fair behavior. A transparent
approach commands esteem and confidence
from employees.

Self-Actualization
Reality Testing
Self-Regard
Emotional Self-Awareness
Social Responsibility
Independence

Insight
A leader provides insight by sharing a purpose and
hopeful vision for colleagues to follow. Employees are
compelled and inspired to exceed goals.

Self-Actualization
Optimism
Self-Regard
Social Responsibility
Interpersonal Relationships
Emotional Expression

Coaching
A leader who coaches effectively is seen as a
mentor who supports employee growth. Employees
are nurtured towards achieving their highest levels
of performance.

Self-Actualization
Empathy
Reality Testing
Interpersonal Relationships
Assertiveness
Emotional Self-Awareness

Innovation
An innovative leader focuses on taking risks,
spurring colleagues’ ingenuity and autonomous
thought. Knowledge is valued and challenges are
viewed as learning opportunities.

Self-Actualization
Independence
Problem Solving
Assertiveness
Flexibility
Optimism
Impulse Control
Stress Tolerance
Problem Solving
Independence

Leadership Potential

Leadership Derailers

Omitted

Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Omitted
Name: AYA MAHMOOD YOUNUS
123
123

96 96

96 96
126
126
58
86
86
70
70
70
94
94
124
96
96
86
86
130
130
103
71
97
98
98

AYA MAHMOOD, you may be at a higher risk of derailmenthigher risk of derailmenthigher risk of derailmenthigher risk of derailment as you received a
lower result in Independence and Problem Solving and a moderate result in
Stress Tolerance. Lower scores on any of the four subscales are associated
with adopting a more passive or avoidant leadership style. Your team may see
you as being ineffective in certain situations and may not be fully satisfied
under your leadership. You would benefit from strengthening any lower
scoring subscales and be especially cognizant of any scores below 90.

6666 54321-2.054321-2.054321-2.054321-2.0

What Your Score Means

Self-Regard
Respecting oneself; confidence

Balancing Your EI

Leadership Impact Strategies for Action

Name: AYA MAHMOOD YOUNUS

70 90 100 110 130

Low Range Mid Range High Range

123

Leaders with self-regard respect themselves and accept both personal strengths and limitations while remaining satisfied and self-
secure. AYA MAHMOOD, your result suggests that your self-regard is stronger than most people’s. You are likely seen as a self-
confident leader who understands both personal strengths and weaknesses. It is important to ground your self-assuredness by using
your reality testing skills and by continually seeking feedback. You may:

■ Exercise your considerable influence on key, strategic decisions.
■ Demonstrate courage to stick by your convictions even in the face of dissenting viewpoints.
■ Use a leadership approach that leverages your strengths and delegates tasks in your weaker areas.
■ Want to ensure that your perception of your strengths is supported by objective evidence, otherwise you run the risk of being seen

as overconfident in your abilities.

You scored well above average on Self-Regard and fall within the leadership bar.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Your result may mean that you are
driven to surpass organizational targets, create an atmosphere of
excellence and demonstrate a strong sense of confidence in your
leadership capabilities. The challenge is that you could lose touch
with a realistic appraisal of your capabilities. It is important to
draw on reality testing behaviors and feedback from your team to
maintain a healthy self-perception.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. Your ability to understand and accept
your strengths and weaknesses is likely perceived as a genuine
approach to leadership. Your higher confidence can probably be
seen across department lines, as you feel assured that you can
help out in a variety of capacities. You likely serve as a role
model, and your higher expectations of yourself and your
employees may lead to better quality decisions and greater
productivity. Use external validation to avoid any attempts at self-
aggrandizement and to maintain a realistic appraisal of your
talents.

Be Mindful of Your Weaknesses.Be Mindful of Your Weaknesses.Be Mindful of Your Weaknesses.Be Mindful of Your Weaknesses. Awareness of your shortcomings
helps to circumvent an inflated self-concept and temper this
exaggerated self-image.

■ Nobody’s perfect; our flaws make us human. The key is to be
cognizant of your limitations and ensure that they do not
impinge on organizational performance.

■ Develop strategies to improve your limitations. For example, if
you are impatient and anxious when deadlines are not met in
a timely fashion, you may want to refocus and practice
relaxation techniques (e.g., deep breathing).

■ You are only limited by the power of your imagination.
Awareness leads to action and meaningful change. Be
mindful that change does not occur overnight, but with
persistence, transformation is possible.

Modesty is the Best Policy.Modesty is the Best Policy.Modesty is the Best Policy.Modesty is the Best Policy. While it is important to feel good
about your strengths, do not overinflate them.

■ Watch that you don’t fall prey to arrogance; demonstrate
humility and be humble in your approach. Successful leaders
know their worth, but they remain grounded by seeking
feedback from their team as well as from other leaders.

■ Colleagues respect a leader who is visionary and exudes
charisma, but who is also approachable, genuine and can
relate to others. Your modest approach will help you win the
esteem and admiration of your employees.

This section compares Self-Regard with Self-Actualization, Problem Solving, and Reality Testing. The subscale that differs the most
from Self-Regard is Problem Solving. Improving the interplay between these subscales is likely to significantly impact your overall
emotional intelligence.

Self-Regard Problem Solving(86)

Your Self-Regard is higher than your Problem Solving. These components work effectively together when self-confidence promotes the
feeling that you can and will succeed. Therefore, cultivate a feeling of resilience and perseverance to commit to finding required
solutions.

7777 54321-2.054321-2.054321-2.054321-2.0

Self-Actualization
Pursuit of meaning; Self-improvement

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
96

Self-actualization is strongly related to overall work success and performance. It can be summed up in three words: pursuit of meaning.
While this sounds quite philosophical, as a leader, it means finding purpose and enjoyment in your role and performing to your fullest
potential. AYA MAHMOOD, your result suggests that you operate with a slightly lower sense of accomplishment and resolve than most
leaders. Although you may believe that you can achieve more, your result may mean that:

■ You would benefit from being more actively involved in business objectives.
■ You try to achieve the goals you establish, although you might benefit from setting more challenging ‘stretch goals.’
■ For the most part, you believe you are fulfilling your potential.
■ Occasionally, you help others reach their fullest potential, but you would benefit from making a more concerted effort in their

development.

You scored below the leadership bar on Self-Actualization and could benefit from strengthening skills in this area.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. You are likely leading people with a
moderate sense of mastery and accomplishment. You usually
motivate your employees to achieve their potential, and you ignite
their ingenuity and resolve to achieve personal and professional
goals. You may benefit from striving even harder to be the best
you can be so that your work and personal life are as meaningful
as possible.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. You are perceived as a person who is
striving to learn, developing new skills and willing to grow in order
to fully optimize your talents. If strengthened, this quest could
permeate the entire organization, as employees may emulate your
approach. This drive for self-fulfillment may stimulate higher
productivity and greater employee satisfaction. Continue to work
on achieving the zenith of your potential so that employees may
learn from this style.

One Small Step.One Small Step.One Small Step.One Small Step. Transcribing your objectives is a great strategy
to solidify your action plan as you work toward greater self-
actualization.

■ By writing your action plan on paper or sharing it with a
colleague, you solidify your goals. Choose one small strategy
for making your life more enriching and share this with a
colleague or place it in your calendar. Or, is there a way you
can get your whole team involved in adding more meaning to
the workday? Research clearly demonstrates that the
likelihood of successful goal attainment increases by the mere
fact of simply writing down your goals.

Capitalize on Strengths.Capitalize on Strengths.Capitalize on Strengths.Capitalize on Strengths. You are already aware of your passions,
though at times you may not realize it.

■ List tasks in which you excel (e.g., chairing meetings,
producing comprehensive financial reports), and try to
incorporate these activities throughout the workday. If you
feel unsure of your areas of strength, pinpoint pursuits in
which you receive many compliments, or ask your colleagues
for feedback. These activities will reinvigorate your zeal for
work and improve your productivity.

This section compares Self-Actualization with Self-Regard, Optimism, and Reality Testing. The subscale that differs the most from Self-
Actualization is Reality Testing. Improving the interplay between these subscales is likely to significantly impact your overall emotional
intelligence.

Self-Actualization(96) Reality Testing(130)

Your Self-Actualization is lower than your Reality Testing. These components can be balanced by setting realistic plans to accomplish
meaningful experiences that are internally satisfying and not just objectively required. The challenge is to set goals that are attainable
and realistic, but also intrinsically valuable.

8888 54321-2.054321-2.054321-2.054321-2.0

Emotional Self-Awareness
Understanding own emotions

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
126

If you have a solid understanding of what brings about your emotions, it is much easier to regulate your behavior and control the
impact your emotions have on employees in the organization. AYA MAHMOOD, your result indicates that more than most people, you
are conscious of your emotions and the impact they have on performance. You likely lead with composure and a full understanding of
your impact on others. It is likely that you:

■ Can choose a course of action based on a “gut feeling” in time-constrained situations.
■ Generate respect, admiration, and honesty from employees because you are viewed as highly self-aware.
■ Generally take time to contemplate instead of acting rashly, thereby considering your emotional response and those of others.
■ May overanalyze your emotions and those of your employees, which can impede decision-making and action in the organization.

You scored well above average on Emotional Self-Awareness and fall within the leadership bar.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. As a leader, you have a thorough grasp
of your emotional triggers and reactions. This in-depth
understanding helps fuel a streamlined decision-making process
as you incorporate your emotions into your role as a leader.
Knowing your emotional triggers and reactions, you are able to
utilize this emotional knowledge to effectively navigate through
challenging or difficult situations.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. Your capacity to grasp subtle
emotional nuances helps you take calculated risks that help the
organization meet its strategic goals. This comfort with, and
knowledge of, your emotional triggers and reactions allows you to
lead with authenticity and a candid approach to help you gain
credibility and buy-in with employees. You are able to manage
tense and perhaps overwhelming situations with ease, and you
are able to use and recognize your full spectrum of emotions.

Be a Role Model.Be a Role Model.Be a Role Model.Be a Role Model. Through the steadfast control of your emotions,
you can be innovative, successfully take risks, and gain the trust
of your employees.

■ The most prominent leaders have an aptitude for remaining
composed in competitive situations and under mounting
pressure and duress. Your ability to be aware of your
emotions helps you to serve as a model of composure and
ensures that employees feel secure and content to overcome
any potential challenge.

■ Give seminars/workshops or hire an expert to teach
employees about understanding emotions and the impact of
their emotions on others.

Weigh the Evidence.Weigh the Evidence.Weigh the Evidence.Weigh the Evidence. As you are highly adept at understanding
your emotions, you may have a tendency to be overly reliant on
your emotional barometer to make decisions. Be mindful to
incorporate objective evidence.

■ Intuition can only carry you so far. While a deal may feel right,
data may not support the intended strategy. Be sure to seek
counsel from colleagues, involve members of your team and
emphasize facts to support your proposed course of action.

This section compares Emotional Self-Awareness with Reality Testing, Emotional Expression, and Stress Tolerance. The subscale that
differs the most from Emotional Self-Awareness is Emotional Expression. Improving the interplay between these subscales is likely to
significantly impact your overall emotional intelligence.

Emotional Self-Awareness(126) Emotional Expression(58)

Your Emotional Self-Awareness is higher than your Emotional Expression. You may expect others to be aware of how you are feeling,
so make sure you are clearly communicating your feelings to them. Remember, expression is the way you showcase your emotional
knowledge and it will have greater impact if it works in parallel with your awareness.

9999 54321-2.054321-2.054321-2.054321-2.0

Emotional Expression
Constructive expression of emotions

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
58

Think of Emotional Expression as the action part of the emotional experience. Leaders who effectively express their emotions use
words and physical expressions to convey their feelings in a way that is not hurtful to others. AYA MAHMOOD, your result indicates
you may have difficulty bringing emotions to the surface and sharing your true feelings and opinions with others. Consider the
following, which may be characteristic of you:

■ You don’t feel comfortable expressing certain emotions through words, facial expressions, or body language.
■ You use a limited emotional vocabulary to describe your feelings (e.g., happy and sad, rather than elated and somber).
■ You may assume your team knows how you feel, so you appear guarded, and do not always put your emotions on display.

You scored below the leadership bar on Emotional Expression and could benefit from strengthening skills in this area.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Expressing one’s feelings verbally and
nonverbally allows you to build authentic relationships. Your style
of expression may make it hard to inspire your team, and your
relationships will tend to be superficial or at arm’s length. If you
do not express your emotions, you are probably contributing to
the creation of an environment where the team you are leading
does not feel comfortable being open and honest with you. You
may then miss crucial information. Though you may feel
comfortable remaining in a poker-faced state, it is actually
stressful for your team, especially when they need to share
difficult or sensitive information with you.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. Your result may mean that you are
not fully contributing to a culture of open communication at your
organization. If a culture of open communication is not
consistently nurtured, you will be unaware of the feelings and
opinions of employees that may be crucial for your decision-
making processes. Furthermore, organizational and team goals
may not be fully realized, as you tend to shy away from using
strong emotions and captivating expressions to inspire your team
to greater heights.

Connect your Emotions.Connect your Emotions.Connect your Emotions.Connect your Emotions. Utilize Empathy and cultivate your
relationships to ensure you adequately express your thoughts and
emotions. Before the next meeting with your team:

■ Review the agenda on your own, and write down your
thoughts on each item; don’t assume your team already
knows how you feel.

■ Use emotional vocabulary (anxious, excited, worried, secure,
confident) to describe the state of the task and how you feel
about next steps.

■ Select a few emotional comments to share at the meeting and
hold yourself accountable to expressing them.

■ Continue making a similar list for every meeting and increase
the number of emotional comments you share.

Center Stage.Center Stage.Center Stage.Center Stage. As a leader your emotional expression is constantly
center stage, and therefore, it is critical that you have mastered
both verbal and nonverbal cues.

■ Eye contact: this can help the other person see what you may
be feeling.

■ Facial expression: this is another way to show your feelings
(e.g., raised eyebrows can mean concern or worry, a smile
conveys a positive impression).

■ Tone of voice: allow the other person to hear your emotions
(e.g., a happy tone of voice, or a quieter, more concerned
tone of voice).

This section compares Emotional Expression with Interpersonal Relationships, Assertiveness, and Empathy. The subscale that differs
the most from Emotional Expression is Empathy. Improving the interplay between these subscales is likely to significantly impact your
overall emotional intelligence.

Emotional Expression(58) Empathy(124)

Your Emotional Expression is lower than your Empathy. Ideally, effective relationships involve emotional reciprocity. By balancing the
extent to which you empathize with others and express your own emotions, you create a better two-way channel for communication of
thoughts and feelings.

10101010 54321-2.054321-2.054321-2.054321-2.0

Assertiveness
Communicating feelings, beliefs; Non-offensive

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
86

Picture a line between the words passive and aggressive. At the middle point of this line lies assertiveness, a place where you work
with your team by finding the right words at the right time to express your feelings and thoughts. AYA MAHMOOD, you have a
tendency to be more toward the passive side of this line, keeping opinions and thoughts to yourself, rather than sharing them openly
with your team. The following characteristics may apply to you:

■ You may be seen as a supportive leader, but at the expense of expressing your beliefs and making tough decisions to benefit your
team in the long run.

■ Since they don’t often hear your opinions and thoughts, your team is likely missing out on strong and confident guidance.
■ You might avoid difficult conversations that are an inevitable part of being a leader.
■ You have a lot to contribute, but you fear pushback on your ideas.
■ You work harder than most because you struggle to clearly articulate your needs to your team.

You scored below the leadership bar on Assertiveness and could benefit from strengthening skills in this area.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Your level of assertiveness suggests that
your team may see you as a leader who shies away from voicing
opinions and making decisions. In the constantly-changing nature
of an organization, your team will appreciate hearing your
thoughts, ideas, and opinions. Your team will look to you for
direction and swift action, especially in situations where difficult
decisions need to be made. Increasing your level of assertiveness
will also help you to inspire your team and gain their buy-in for
goal achievement and processes. A large part of leadership is
championing for your team’s work and well-being. Your low level
of assertiveness can hold you back from clearing obstacles and
winning resources for your team.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. Your lower assertiveness score may
prevent you from motivating your team to achieve individual and
team goals, effectively dealing with inter- and intra-team conflict,
and obtaining adequate resources needed for success. Increased
levels of assertiveness will help you inspire and coach your team
to reach their potential while pushing boundaries to address
today’s business challenges.

Communicate a Vision.Communicate a Vision.Communicate a Vision.Communicate a Vision. This vision does not have to be large-
scale. Take a look at the next task you will be leading your team
through.

■ Write down a description of what you believe the final output
will look like and the steps required to get there.

■ Make a checklist of the final features of the outcome, in very
succinct, clear terms.

■ When meeting with your team, have copies of these and
discuss them. For each point, practice assertiveness by being
firm and direct, with no questioning or second guessing what
you believe success looks like.

Gaining Support.Gaining Support.Gaining Support.Gaining Support. Prepare ahead of time when you need to secure
resources for your team.

■ Make a list of what you need and why. When you have the
“why” determined, you will feel much more confident sticking
to your guns in a battle over resources.

■ Mark down your essentials (resources you cannot give up on).
■ Use this list as a reference to guide you when meeting with

other decision-makers in the company.

This section compares Assertiveness with Interpersonal Relationships, Emotional Self-Awareness, and Empathy. The subscale that
differs the most from Assertiveness is Emotional Self-Awareness. Improving the interplay between these subscales is likely to
significantly impact your overall emotional intelligence.

Assertiveness(86) Emotional Self-Awareness(126)

Your Assertiveness is lower than your Emotional Self-Awareness. Creating balance here will enable you to better use emotional
information to guide your assertiveness. When you have strong feelings about something, you should be more inclined to behave
assertively. When you feel less strongly, you can back off.

11111111 54321-2.054321-2.054321-2.054321-2.0

Independence
Self-directed; Free from emotional dependency

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
70

AYA MAHMOOD, being independent means that you are capable of feeling, thinking, and working on your own, a critical skill that all
great leaders have in common. Your results show that you are not regularly showcasing your independence; instead, you often look to
others for advice, reassurance, and direction. As a leader, this approach can be particularly obvious when you need to make decisions.
Although you do need to consult with your team and gain their buy-in, regularly passing on the role of primary decision maker can hurt
the performance of your team and your reputation as a leader. Consider the following interpretation of your results:

■ You prefer to receive guidance and direction from others on many decisions you make.
■ Since you likely crave the approval of your team, you may not bring forth alternative opinions, which may mean the group is

determining the course of action without your input.
■ You may fear that the decisions you make for your team will prove to be a mistake, restraining risk taking.

You scored below the leadership bar on Independence and could benefit from strengthening skills in this area.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Your tendency to depend on others
instead of operating autonomously means you may struggle to
make quick, objective decisions — a critical skill for leaders. Your
team is likely to find you open to their ideas and needs, and while
on the surface this appears to be a great characteristic, you may
do so at the expense of voicing your own thoughts and beliefs.
Even though your team may not agree, sharing your personal and
unbiased thoughts helps you be viewed as a leader and not as a
follower.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. In conversations or meetings, you
may find yourself adopting the same emotions or opinions as
others in the room, or easily conforming to others’ decisions.
When ideas are brought to the table, you may find yourself being
more of a passive receiver than an active participant. As a leader,
it is crucial to consider multiple ideas, explore each idea from a
broad range of perspectives, and encourage your team to do the
same.

Step Up.Step Up.Step Up.Step Up. The next time you have to make a decision, follow these
steps.

■ Write down a list of people you can consult for advice.
■ Write a list of pros and cons for and against the possible

decisions.
■ Reach out for advice: if you have any additional information

for your list of pros and cons, integrate it now.
■ For options you wish to dismiss, write the reasons why.
■ Use the remaining pros and cons to make the final decision

from the options.

Enhance Your Confidence.Enhance Your Confidence.Enhance Your Confidence.Enhance Your Confidence. Holding on to convictions becomes
difficult when we start doubting ourselves and the decisions we
make. When you start second-guessing your decision:

■ Rewrite the problem you are trying to solve, considering the
people and areas affected by the decision.

■ Check-in with trusted colleagues to ensure that you have not
missed any information required for your decision.

■ Review the list of pros and cons you used in your decision-
making process.

These steps will keep you focused on the task and give you the
confidence you need in your decision-making.

This section compares Independence with Problem Solving, Emotional Self-Awareness, and Interpersonal Relationships. The subscale
that differs the most from Independence is Emotional Self-Awareness. Improving the interplay between these subscales is likely to
significantly impact your overall emotional intelligence.

Independence(70) Emotional Self-Awareness(126)

Your Independence is lower than your Emotional Self-Awareness. When these components work in harmony, your self-understanding
drives feelings of self-confidence and enables independent behavior. As a result, your self-understanding and actions will not be unduly
influenced by what others believe or think of you.

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Interpersonal Relationships
Mutually satisfying relationships

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
94

Leadership cannot exist without strong relationships. While you likely have solid technical skills, your ability to form strong relationships
in your team is also important, especially to help weather difficult times. AYA MAHMOOD, you generally establish mutually satisfying
and healthy relationships, although there is room for improvement. Think of interpersonal relationships as the medium through which
you can gain buy-in, trust, and the resources you need to reach your goals. The more you strengthen your interpersonal skills, the
better you’ll be able to engage your team in reaching common goals. You likely:

■ Focus on building relationships slightly less often than most people.
■ Are a somewhat approachable and sociable leader, however people would be more open with you if you further honed this skill.
■ Underestimate the potential of your team, hampering talent management and goal attainment.

You scored below the leadership bar on Interpersonal Relationships and could benefit from strengthening skills in this area.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Your Interpersonal Relationships result
indicates that most of the time you work as a connected leader
who coaches and mentors others to reach their potential. While
there is still room for improvement, you value building authentic
relationships that help your team to feel comfortable in sharing
information and insight for decision-making. Develop this skill
further by building connections beyond your comfort zone.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. Most of the time, you use
interpersonal and networking skills to gain resources for your
team. You are likely able to make a mark on the organizational
stage, impacting decisions with information sourced from a
variety of relationships. Although there is room for you to broaden
your relationships, you understand that mutually-beneficial
relationships can help you gain the support that your team needs
and create a positive team and corporate culture.

Recognition Goes a Long Way.Recognition Goes a Long Way.Recognition Goes a Long Way.Recognition Goes a Long Way. Remember to express recognition
and celebrate individual and team success consistently.

■ Through simple acknowledgments, reward people for
achievements, meeting challenges, and upgrading their skills
and knowledge.

■ Do you know what kind of recognition your team members
prefer? Not everyone likes a reward given in front of their
peers.

■ Find opportunities to improve your interpersonal skills;
walking around the office and engaging in team discussions
can be a management practice to help you understand your
colleague. These opportunities can help expose you to the
type of recognition people prefer.

Building Trust.Building Trust.Building Trust.Building Trust. Building resilient and trusting relationships with all
people, regardless of your feelings toward them, is crucial to
navigating the political landscape of your workplace.

■ Identify the people with whom you have not developed a
strong relationship. List areas of these relationships you’d like
to improve.

■ Reflect on this list and explore what you have done to earn
their trust. List what you think each person needs from you.

■ Next time you meet with these people, make note to confirm
your perspective on their needs. Were you accurate or do
they need something you had not thought of?

■ Arrive at an action plan to support one another on achieving
common goals and needs.

This section compares Interpersonal Relationships with Self-Actualization, Problem Solving, and Independence. The subscale that
differs the most from Interpersonal Relationships is Independence. Improving the interplay between these subscales is likely to
significantly impact your overall emotional intelligence.

Interpersonal Relationships(94) Independence(70)

Your Interpersonal Relationships result is higher than your Independence result. These components work in unison by distinguishing
the times when collaboration and group work is needed from times that require independent functioning. As a general rule, when tasks
can be completed independently, it may be best to do so, leaving colleagues free to work on other tasks that they may be required to
do.

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Empathy
Understanding, appreciating how others feel

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
124

As a leader, the ability to manage relationships is your medium for transforming your team and taking the organization to new heights.
Empathy, the ability to recognize, understand, and appreciate the way others feel, is a crucial component in building these strong
interpersonal relationships. AYA MAHMOOD, your result indicates that your empathy is well-developed; you are probably described as
an empathic leader, respecting your team’s ideas even when they differ from your own. Your “emotional read” on people is usually
accurate, ensuring your team feels safe sharing important issues with you. With a result such as yours:

■ You are constantly “tuned in” to how your team is feeling.
■ You care about others, and take their feelings into consideration before acting.
■ It is easy for you to imagine how your team feels and you can predict their emotional reactions.
■ You could struggle to make tough leadership decisions (e.g., in relation to performance management) that have negative outcomes

for others, or you find it hard to stay objective when strong emotions are involved.

You scored well above average on Empathy and fall within the leadership bar.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Since empathy comes naturally to you,
you are constantly watching for emotional reactions when
resolving conflict, managing change, or making tough decisions.
You have a good sense of your team’s emotional landscape and
they feel comfortable sharing insights and feedback with you.
Developed skills in Empathy can be especially useful for
connecting with your team when trying to inspire and coach them
towards innovative solutions.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. The need to feel heard and
understood is in the core nature of all human beings. You use
empathy to provide this validation and dampen defenses in times
of conflict, stress and organizational change. You are likely to
lead in a way that demonstrates care and compassion for the
individual needs of people, adapting your approach to the
different needs present on your team.

Watching a Pro.Watching a Pro.Watching a Pro.Watching a Pro. Remember not to confuse empathy with
sympathy. Empathy doesn’t involve pity or coddling; rather,
empathy, when used correctly, is your way of appealing to and
understanding people’s emotions and driving action. Find
someone who you believe is an empathic and yet efficient
communicator.

■ Observe their communication style, taking note of how they
balance their ability to remain empathic and respectful while
achieving goals.

■ Examine your scores on Independence, Interpersonal
Relationships, and Assertiveness to see how you can
leverage other skills to further develop Empathy.

Focus on Growth.Focus on Growth.Focus on Growth.Focus on Growth. It is important to ensure that your empathy
doesn’t get in the way of handling tough decisions. Being
empathic helps you understand the perspectives of your team
and others in the organization, however the role of a leader is to
handle performance issues even where emotions are involved.
The next time you have to handle a difficult conversation try the
following.

■ Write down the intended outcomes; these will help you keep
focus.

■ Write down what you want to say and rehearse it.
■ Listen and understand the reaction of others, but don’t allow

them to side track you.
■ As the conversation progresses, be mindful to bring the focus

back to the performance outcomes you initially identified.

This section compares Empathy with Emotional Self-Awareness, Reality Testing, and Emotional Expression. The subscale that differs
the most from Empathy is Emotional Expression. Improving the interplay between these subscales is likely to significantly impact your
overall emotional intelligence.

Empathy(124) Emotional Expression(58)

Your Empathy is higher than your Emotional Expression. Aligning these components of EI means taking other people’s feelings into
account when expressing your own emotions. The goal is to express your feelings effectively while staying attuned to others, so that
your expressions are more than just a reflection of the feelings of others.

14141414 54321-2.054321-2.054321-2.054321-2.0

Social Responsibility
Social conciousness; Helpful

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
96

Social responsibility calls for leaders to act in a moral and responsible manner, promote the greater good, and be a strong voice in their
teams, organizations, and communities. AYA MAHMOOD, your result suggests that while you have a foundation for being a socially
responsible leader, you could benefit from finding ways to coach and inspire others more often than you do. You will benefit from
recognizing the needs of other teams and your organization as a whole. Based on your result, you:

■ Can be socially conscious and are generally concerned with others’ well-being.
■ May need to better balance your needs as an individual with the needs of others and the greater good.
■ May not be compelled or motivated to help with societal and organizational issues.
■ Can take more responsibility by focusing on winning support and resources to achieve team goals and become more of a

champion for your team.

You scored below the leadership bar on Social Responsibility and could benefit from strengthening skills in this area.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Your result suggests that you balance
your focus between yourself and those in your organization/
community. You are likely seen as an ethical leader, who regularly
places your team’s goals ahead of your own personal agenda.
That being said, under times of stress or competing pressures,
you may not draw on social responsibility as much as you could,
putting less effort into achieving goals for the greater good.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. You tend to be regarded as a key
contributor in achieving organizational and community goals,
working with and not against others to get the job done. At the
same time, you lead everyone to achieve common goals and
make a difference in society (e.g., recycle, volunteer). You likely
promote employee engagement, morale, mentoring, and other
development practices that help build talent in the organization,
but it would benefit you to make these practices even more of a
priority.

Start Coaching.Start Coaching.Start Coaching.Start Coaching. Being a successful leader means consistently
helping your team members improve. This increases overall team
potential allowing you to guide your team to new heights and
innovative outcomes.

■ List your team members and the support that you currently
provide for each of them.

■ Then list how you can further help your team (e.g., increase
your budget for further training, provide opportunity to
incorporate a new method).

■ What are some ways you could guide the team as a whole
(e.g., team building activities)? Even if such activities take
time and resources away from immediate activities, the net
result will be improved collaboration and increased overall
efficiency.

A Culture of Cooperation.A Culture of Cooperation.A Culture of Cooperation.A Culture of Cooperation. A team that works in collaboration
works like a well-oiled machine. What have you done recently to
promote cooperation within your team?

■ Conducting meetings to update the team will help them
understand each others’ needs and promote an environment
of information sharing.

■ Ask your team what other teams in your organization may
need from your team (e.g., warehouse team might need
product information).

■ Look for ways to incorporate community support activities
into your team/organization (e.g., working with a charitable
organization for your next team-building event).

This section compares Social Responsibility with Self-Actualization, Interpersonal Relationships, and Empathy. The subscale that
differs the most from Social Responsibility is Empathy. Improving the interplay between these subscales is likely to significantly impact
your overall emotional intelligence.

Social Responsibility(96) Empathy(124)

Your Social Responsibility is lower than your Empathy. To balance these components, feelings of empathy are considered in the
broader perspective. When you have a concern for an individual, think about whether that concern also affects others. If so, think about
ways that you can express your concern on a more global level. This may mean volunteering more of your time or becoming more
involved in your community.

15151515 54321-2.054321-2.054321-2.054321-2.0

Problem Solving
Find solutions when emotions are involved

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
86

Solving problems is an everyday reality for leaders. However, leaders need more than just problem-solving skills, they need to work
with problems where emotions are involved and recognize how these emotions impact their decisiveness. AYA MAHMOOD, this is an
area of emotional intelligence that you currently underuse, sometimes falling victim to your emotions during times when decisions need
to be made. Leaders who score in this range may not actively tackle problems and may evoke a sense of doubt and uncertainty in their
fellow workers. Your result indicates:

■ You may feel overwhelmed with the responsibility of making a decision, preferring others to make decisions for you.
■ You may struggle to keep a clear focus on the problem at hand.
■ Your team may see you worrying about a problem rather than implementing a solution.

You scored below the leadership bar on Problem Solving and could benefit from strengthening skills in this area.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Your result on this scale suggests that
you are hampered in your ability to efficiently solve people and
process oriented problems. Rather than leveraging emotions
(e.g., happiness to spur creativity), you tend to fall victim to your
own emotions, such as worry, anxiety, and fear. This tendency
can result in feelings of paralysis and spending time worrying
about a problem rather than solving it.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. You may appear indecisive,
incapable, or unsure of yourself when faced with a problem to
solve. Although you may eventually reach sound solutions, it is
difficult for people to see you in a leadership capacity where
decisiveness and execution are paramount. Organizational
responsiveness and innovation may be dampened if you don’t
quickly move into problem-solving mode.

Fresh Perspective.Fresh Perspective.Fresh Perspective.Fresh Perspective. Leaders need to examine problems from
multiple angles in order to arrive at the best possible solution.
How many different ways do you look at a problem when you are
faced with one?

■ Involve your team (if appropriate) in brainstorming different
perspectives of problems. How would other teams view the
same problem? Your customers? Your competition?

■ Challenge yourself to come up with at least 5 fresh
perspectives for a problem you are facing. Doing so will help
move you into problem-solving mode as opposed to worrying
about the problem.

Watch Your Limit.Watch Your Limit.Watch Your Limit.Watch Your Limit. While a comprehensive amount of information
and considering many possibilities can be beneficial when solving
a problem, too much information can leave you overwhelmed and
paralyzed.

■ The next time you are stuck while solving a problem, break
down the task into smaller chunks to simplify the problem and
make it easier to move forward.

■ Categorize the information and the possibilities you are
considering in order to limit the options. Remember to find a
balance: too much information paralyzes you, while too little
leaves you uninformed.

■ If the nature of your decision is stressful, your mental and
emotional resources will be strained, so you may want to limit
yourself to three options.

This section compares Problem Solving with Flexibility, Reality Testing, and Emotional Self-Awareness. The subscale that differs the
most from Problem Solving is Reality Testing. Improving the interplay between these subscales is likely to significantly impact your
overall emotional intelligence.

Problem Solving(86) Reality Testing(130)

Your Problem Solving is lower than your Reality Testing. To balance these components, be cognizant of the role that realistic and
objective information plays in your decision making process, and find a balance between collecting information and making a firm
decision in a timely manner. Some decisions must be made before all of the facts are in, and other decisions can be deferred until more
information is available. To balance this area, recognize these different situations and act accordingly.

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Copyright © 2012 Multi-Health Systems Inc. All rights reserved.
What Your Score Means
Reality Testing
Objective; See things as they really are
Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
130

Reality Testing is a key contributor to how you make decisions as a leader, whether your approach is seen as grounded, objective and
in touch with the work environment, or disconnected and biased. AYA MAHMOOD, your result on this subscale suggests that you have
the ability to remain objective, stay tuned in to what is happening around you and provide clear, realistic direction to your team. By
keeping your personal biases at bay, you likely make trusted and sensible decisions that organizational members can buy into. Your
result suggests:

■ You are very unlikely to misinterpret critical information or allow emotions to color reality.
■ Each person and situation is unique; you can tailor your approach accordingly.
■ Your coaching and performance management discussions are likely unbiased and grounded in evidence.
■ You rely heavily on logic and evidence to reach a decision, even when they are at odds with your feelings and/or beliefs.

You scored well above average on Reality Testing and fall within the leadership bar.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Your ability to see most situations
objectively may lead you to make very black and white
conclusions: something is right or it is wrong, there are no shades
of grey. This sets you up to be a trusted and respected leader
with clear ethics; people will seek you out for your realistic
appraisal of a situation. Coaching and performance management
conversations are likely to be securely grounded in evidence, so
be careful not to dismiss good intentions and efforts when results
aren’t meeting your expectations.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. Because you frequently see
situations as they really are (and not as you wish them to be),
people likely turn to you for the hard facts, and you may be a key
resource within the organization to make tough decisions.
Leaders like yourself who can accurately size up external events
and solve problems based on this assessment tend to be capable
of greater achievements. Watch that your objectivity doesn’t get
in the way of your creativity and willingness to set stretch goals.

Gut Checks.Gut Checks.Gut Checks.Gut Checks. Emotions occur for a reason—to provide us with
information about an event. If you ignore them completely, you
are missing out on crucial data that objective analysis cannot
provide.

■ Try a few “gut checks” throughout your day. Reflect on how
you felt about a conversation, resolving a performance issue,
making a tough decision, etc.

■ Gut checks are particularly important for large decisions or
meetings where you usually allow objective data (e.g., the
vote was 10 to 4 in favor of pulling the project) to take
precedence over what your emotions tell you (e.g., Karen sure
looked hurt when her project was cut).

■ Leaders need to be particularly attuned to the emotional
information present in their relationships; ignoring it will likely
alienate individuals and form rifts that make it difficult to get
work done.

Opening the Books.Opening the Books.Opening the Books.Opening the Books. Keeping up-to-date data at your fingertips
will ensure you have objective information ready to fuel strong
decisions and goal-setting processes.

■ Provide yourself and your team with critical business unit or
departmental data (e.g., profit and loss, sales, product
development costs) to make intelligent decisions with your
team.

■ Information is seen as a form of power and can combat the
tendency to color reality with our own personal biases. Instill
this power in your team. Validate theories and assumptions,
and avoid targets that have no basis in hard data.

This section compares Reality Testing with Emotional Self-Awareness, Self-Regard, and Problem Solving. The subscale that differs the
most from Reality Testing is Problem Solving. Improving the interplay between these subscales is likely to significantly impact your
overall emotional intelligence.

Reality Testing(130) Problem Solving(86)

Your Reality Testing is higher than your Problem Solving. Balancing these components requires attention to emotional information that
can lead to timely decisions. Reality Testing is about being grounded and practical, however the best solutions involve integrating
objective information with people factors, negotiating and managing emotional responses, and taking swift action when needed.

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Impulse Control
Resist or delay impulse to act

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
103

Impulse control is the ability to think before acting and to show restraint in the face of impulses and temptations to act. AYA
MAHMOOD, your result is indicative of a leader who is more composed and restrained than impulsive. You are likely seen as a
steadfast leader whose methodical approach to decision making steers you clear of rash conclusions and impatient behavior. You
could still improve in this area, by determining the types of situations in which you are more impulsive than you wish to be. Your result
may indicate:

■ That you have control over your behavior, rarely falling victim to impulses or temptations.
■ You have a very deliberate leadership approach, taking the time to weigh pros and cons before you act.
■ You show patience when working with your team, and this likely helps you coach and mentor your colleagues to attain higher

performance.

You fall within the leadership bar on Impulse Control.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Leadership requires flexibility, but it is an
astute focus and deliberate planning that result in corporate buy-
in. You are likely respected for your ability to stay the course and
think before you act. There is still room to improve your
impulsivity, particularly in times of stress or extreme temptation.
In which situations is it hard for you to resist your impulses to
act?

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. Your capacity to think first rather than
respond reflexively likely contributes to a visible planning process
across the organization. You prefer to weigh different options and
proceed only after the pros and cons of each option have been
evaluated. This approach allows employees to see how their
efforts contribute to broader company strategies, and have faith
that due diligence has been undertaken when strategies must
change. Although you have good impulse control the majority of
the time, there is room to improve by being consistently vigilant of
when you are more impulsive than you wish to be.

Impulse Inventory.Impulse Inventory.Impulse Inventory.Impulse Inventory. As a leader, your impulse control is always on
stage for others to see; if there are moments when you appear
frustrated or impatient, this will impact how your team views your
composure.

■ Conduct an inventory of what makes you impatient or
impulsive. Think of the last couple of weeks of work—what
reactions or conversations did you have that you wish you
could take back?

■ Write a list of what triggered these more regrettable moments
(e.g., stress, caught off guard, difficult personalities). Knowing
specific triggers will help you plan to avoid them or practice
your emotional response before they happen.

Admit Mistakes.Admit Mistakes.Admit Mistakes.Admit Mistakes. Even with our best intentions, frustration or
impatience can sometimes get the best of us. Leaders who show
integrity by owning their behavior and admitting to their mistakes
recover from workplace slip-ups with less wear and tear than
leaders who pretend the event never happened.

■ Particularly with your direct reports, openly admit to a
moment of frustration and offer an apology. Don’t blame your
behavior on anyone else or anything outside of your control.

■ Maintain a positive impression by talking about what you will
do differently next time and ask for others’ feedback on your
plan.

This section compares Impulse Control with Flexibility, Stress Tolerance, and Assertiveness. The subscale that differs the most from
Impulse Control is Flexibility. Improving the interplay between these subscales is likely to significantly impact your overall emotional
intelligence.

Impulse Control(103) Flexibility(71)

Your Impulse Control is higher than your Flexibility. These facets work most effectively together when you can embrace change, while
being in control of your impulses and temptations. Good impulse control can alleviate susceptibility to impetuous change, but should
not inhibit you from embracing change that is well planned and positive.

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Flexibility
Adapting emotions, thoughts and behaviors

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
71

Flexibility requires that you be able to modify your thoughts, emotions, and behaviors in response to change. AYA MAHMOOD, you
appear to be less willing to adapt to transformation in the organization, which may convey a rigid and formal atmosphere and
managerial style. You are likely to stick by your convictions even in the face of dissenting viewpoints, and although at times this
steadfastness could be seen as a strength, it needs to be balanced with an openness to change. Your result suggests:

■ You do not tend to seek out new and engaging experiences.
■ You may use a “one size fits all” leadership style, and miss the benefits of adjusting to the individual needs of those on your team.
■ You may become mired in an individualistic thought process and may not incorporate colleagues’ perspectives on key issues.

You scored below the leadership bar on Flexibility and could benefit from strengthening skills in this area.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Your propensity to be unyielding and
sticking to “tried and true” methods of operations may appear
conservative and outdated. An adaptable approach is particularly
needed by leaders to help manage external factors, such as
changing markets, competition, and rapid advances in
technology. In addition, flexibility is required to deal with the most
important resource in the organization — its people. You may not
appear to be as open to different points of view, which can lead
to decisions that do not incorporate varying perspectives.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. Change is a permanent fixture in
most organizations. If you struggle to embrace change, you may
not be able to actively solve issues or problems that can
spontaneously surface. You may abide by and follow standard
protocol at the expense of system-wide upgrades that help to fuel
growth and productivity. If your team is more open to change
than you are, they may not voice their opinions or innovative
thoughts, because their feedback on process improvements is
rarely incorporated.

Examine Your Emotions.Examine Your Emotions.Examine Your Emotions.Examine Your Emotions. Your emotions may be contributing to
your resistance to change.

■ The next time you encounter a novel situation, write down the
emotions that you are experiencing. For instance, some
common emotions may be fear, anxiety, nervousness and/or
panic. By gauging your emotional barometer, you help to
identify the reason for your reticence to embrace change.

■ Try to pinpoint whether there is a valid and logical reason for
experiencing these emotions. Recall the last time that you
effectively dealt with change, and the sense of
accomplishment and triumph that resulted.

Visualization.Visualization.Visualization.Visualization. Try to visualize the best-case scenario when dealing
with change.

■ Similar to how athletes use guided imagery to train for an
event, you can exercise your mental creativity and overcome
your internal struggle with change. In great detail, visualize
yourself embracing change and overcoming any potential
roadblocks.

■ This visualization technique can be used in team meetings to
brainstorm, and help you and those you lead to picture a
desired goal and plan ahead for possible roadblocks.

This section compares Flexibility with Problem Solving, Independence, and Impulse Control. The subscale that differs the most from
Flexibility is Impulse Control. Improving the interplay between these subscales is likely to significantly impact your overall emotional
intelligence.

Flexibility(71) Impulse Control(103)

Your Flexibility is lower than your Impulse Control. When working most effectively together, impulse control will prevent you from
making changes that are rash and unjustified. It should not, however, prevent you from making changes that are worth making even if
they entail some risk. A good balance of these components will allow sensible changes to occur in a thoughtful way.

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Stress Tolerance
Coping with stressful situations

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
97

Stress Tolerance is the ability to effectively cope with and respond to stress and mounting pressure. AYA MAHMOOD, your result
indicates that you are slightly less comfortable than most when dealing with challenging situations. Some difficulties may arise when
deadlines are imminent. Nevertheless, you generally inspire confidence in your team concerning your capability to manage change and
complex issues. Some characteristics of your result are:

■ You are able to achieve results when under pressure.
■ You are generally viewed as a resource who is equipped with effective coping strategies, although you could always add more to

your repertoire.
■ You may, at times, feel uneasy managing multiple competing priorities and goals.

You scored below the leadership bar on Stress Tolerance and could benefit from strengthening skills in this area.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Your even-keel demeanor is a tool that
allows you to effectively weather most challenges encountered at
work. To your direct reports, you are normally seen to calmly
appraise a situation at hand, and show confidence in your ability
to resolve issues. Regardless, there remain some times and
trigger points when you may feel overwhelmed and unable to lead
others through pressure and deadlines.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. While you are able to cope with the
challenges that you encounter at work, at times you may not be
able to make tough decisions under pressure. By developing your
stress tolerance, your skill at handling conflict and at managing
your emotions under situations of duress leads to problems being
effectively solved. Be sure to balance your focus between the
long-term growth of the organization and the use of short-term
“band-aid” solutions. If you further stregthen your tolerace to
stress, others may see you as a resource when stressful events
occur and may seek your counsel when they are unsure of the
best course of action. Try to appear composed even when your
emotions may cloud your judgment.

Exercise.Exercise.Exercise.Exercise. If you experience tension from a stressful circumstance,
exercise will help ease the strain.

■ Exercise relaxes muscles and eases pent up energy, allowing
you to redirect your focus.

■ Stress related illnesses are avoided and endorphins are
released that help fuel concentration.

■ By maintaining a regular fitness routine, your reaction to
stress will be mitigated with time.

Implement a Wellness Program.Implement a Wellness Program.Implement a Wellness Program.Implement a Wellness Program. Organizations that invest in
stress management initiatives help fuel a productive workforce.
Major overhauls are not necessary, as small initiatives can have a
major impact.

■ Diet can have a substantial effect on one’s ability to cope with
stress. For instance, if the organization has an on-site
cafeteria, a good recommendation is to replace unhealthy
food with fresh fruit and vegetables, host a cooking class, or
have a team potluck encouraging healthy eating and
socializing.

■ Employees can be encouraged to take a yoga or tai-chi class
during their lunch hour at a subsidized rate.

This section compares Stress Tolerance with Problem Solving, Flexibility, and Interpersonal Relationships. The subscale that differs the
most from Stress Tolerance is Flexibility. Improving the interplay between these subscales is likely to significantly impact your overall
emotional intelligence.

Stress Tolerance(97) Flexibility(71)

Your Stress Tolerance is higher than your Flexibility. Balancing these aspects of EI involves using coping mechanisms to deal with
stressful situations while they are occuring. It also means changing tactics if the stressful situation has not been overcome. Waiting out
stressful events may work but is not typically the best strategy. To facilitate a more active approach to dealing with stress, identify one
small thing that could be changed about the stressful situation and push to change it. However, even the most stress tolerant people
need to adjust to their surroundings to avoid burnout.

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Optimism
Positive attitude and outlook in life

Leadership Impact Strategies for Action
Balancing Your EI
Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
98

Optimism, the ability to remain positive despite setbacks, is a crucial differentiator between successful leaders and others in the
workplace. It permeates almost every application of EI, from helping you persevere, to motivating and inspiring colleagues. AYA
MAHMOOD, your result is indicative of a leader who is slightly less likely than most to view work and life in a positive light. The result
also indicates that you are not so overly optimistic that you are blind or naïve to the realities of life. Some characteristics of your result
are:

■ You approach leadership with enthusiasm and gusto, although you may have moments when you are less hopeful.
■ You typically motivate colleagues to achieve success; however, there are times when you could be more optimistic in your goal

setting.
■ You generally believe that setbacks are temporary and can be overcome.

You scored below the leadership bar on Optimism and could benefit from strengthening skills in this area.

Leadership Implications.Leadership Implications.Leadership Implications.Leadership Implications. Your moderately optimistic stance
permeates your leadership style and helps you view most
situations as malleable and controllable. By further developing
your sense of optimism, when you encounter adversity, you will
be able to overcome the challenge, learn from the situation, and
inspire others to do the same. While you are able to set an
inspiring mission and vision for the organization that produces
results and productivity, this ability can be enhanced.

Organizational Implications.Organizational Implications.Organizational Implications.Organizational Implications. Given your generally optimistic
outlook, colleagues can emulate your disposition and use you as
a role model when encountering tough situations. For the most
part, the organization prospers under uncertainty, and these
situations are viewed as transient and easily overcome. Generally,
your team perseveres at solving problems as they arise; however,
you could benefit from demonstrating even more optimism to
ensure colleagues are inspired to continue to actively tackle
problems.

Modify Your Language.Modify Your Language.Modify Your Language.Modify Your Language. Monitor your speech, as the words you
use can either create a positive or negative ambiance.

■ In a meeting, take note if you play the role of “devil’s
advocate.” Do you often criticize others’ ideas or solutions
without weighing the evidence?

■ The next time a colleague proposes an initiative, take the time
to consider their perspective and their contribution.

■ Temper your initial reaction with positive statements (e.g.,
“that sounds promising,” and “did you consider the
alternative”) to help boost your positive mindset.

Focus on Your Strengths.Focus on Your Strengths.Focus on Your Strengths.Focus on Your Strengths. Capitalize upon your talents to
introduce positive emotions in your way of thinking.

■ Every leader is endowed with strengths and weaknesses. The
key is to focus upon your strengths. For instance, if you are
adept at public speaking, volunteer to deliver presentations at
the next meeting.

■ When appropriate, delegate tasks in which you do not excel
to your colleagues who may be more specialized in a certain
area of expertise. By focusing on your strengths, you are
better able to leverage your skills to their full extent, which will
aid in fostering a positive outlook.

This section compares Optimism with Self-Regard, Interpersonal Relationships, and Reality Testing. The subscale that differs the most
from Optimism is Reality Testing. Improving the interplay between these subscales is likely to significantly impact your overall
emotional intelligence.

Optimism(98) Reality Testing(130)

Your Optimism is lower than your Reality Testing. To balance these components, use objective information and facts to inform,
strategize, and inspire dreams and visions for the future. Although there are times when you must change course entirely, don’t give up
if there is still a reasonable chance to succeed. Consider all possible courses of action before revising goals.

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How to Use this Page

Well-Being Indicator
Satisfied with life; content

Happiness includes feelings of satisfaction, contentment
and the ability to enjoy the many aspects of one’s life. It is
different than the other EI abilities in that Happiness both
contributes to, and is a product of, emotional intelligence.
As such, your result in Happiness is like an indicator of your
emotional health and well-being.

Your Happiness result is shown on this page, linked to your results
on the four subscales most often associated with Happiness.

Because Happiness is so interconnected with all EI abilities,
you may find further development opportunities if you explore
how the remaining subscales contribute to your level of
Happiness, and vice versa.

Happiness

Self-Regard Optimism

Interpersonal Relationships Self-Actualization

Name: AYA MAHMOOD YOUNUS
70 90 100 110 130
Low Range Mid Range High Range
107

AYA MAHMOOD, your result in Happiness suggests that more often than not you feel satisfied with your life, and generally enjoy
the company of others and the work you do. You may:

■ Have fun at both work and play while participating in activities you enjoy.
■ Be seen by your team as likeable and pleasant to be around.
■ Have to occasionally manage your discontentment with certain aspects of your life.

Although you have no low scores in the four subscales typically tied to Happiness, you should examine other lower scoring
subscales (Emotional Expression, Assertiveness, Independence, Problem Solving, and Flexibility) which may be holding you back
from experiencing greater happiness. What goals can you set as a leader to help improve these lower scoring subscales?

Happiness is a by-product of believing in oneself and living
according to your own values and standards. Your high level
of Self-Regard helps to promote positive feelings about
oneself, confidence, and enhanced life satisfaction and
happiness.

■ How do you envision success in your leadership
position? Are you reaching the pinnacle of success?

■ What are some strategies you have used in the past (e.g.,
positive self-talk) to be confident and self-assured?

(123)
In the face of setback and disappointment, the ability to
recover and claim a happy state is contingent on one’s level
of optimism. Your results suggest you are optimistic and
hopeful most of the time, but perhaps you could use this
outlook more frequently so that your happiness becomes
even more personal, permanent and justifiable.

■ What are some steps to demonstrate your positivity in a
more active/overt manner?

■ Do you monitor your perspective and analyze how it
affects your achievements?

(98)

Well-developed relationships serve as a buffer from the
negative effects of life’s daily demands. Your result suggests
that your relationships are fulfilling for the most part, but there
may be times when you need more encouragement and
support from those around you.

■ Are there particular relationships at work that could be
improved to increase harmony?

■ Do you feel as connected as you need to be with your
team? If not, what steps can you use to improve the
relationship?

(94)

Happiness comes from a willingness to learn and grow on a
journey aligned with your values. Your result suggests a good
level of self-actualization, but further development in this area
will help to promote feelings of achievement and overall
happiness.

■ What responsibilities in your current leadership role allow
you to feel self-actualized?

■ Can you identify ways to spend more time on those
specific activities (e.g., by delegating other tasks to
colleagues)?

(96)

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Write down up to three EI skills or behaviors that you would
like to further develop (e.g., “reflective listening” to build
empathy, or “recognizing how my body reacts to stress” to
raise emotional self-awareness). The SMART goals that you
outline in the template should help to strengthen these EI
skills and behaviors.

Write down up to three overall qualities that you would like to
have (e.g., integrity, providing clear leadership, team player,
clear communicator). In some way the goals you outline in
this action plan should help you achieve the overall qualities
you identified.

1.
2.
3.

The steps you take towards achieving your EI goals will determine
whether or not success is realized. Use this step-by-step activity
plan to help guide you closer to your goals. Remember to use the
SMART goal setting criteria for each goal.

Transfer your SMART goals into the action plan template below.

I commit to this action plan .
(signature)

SMART
Goal

Time Frame Potential BarriersBenefits Measure of Success
Support and

Resources Needed

Action Plan

Practice
active
listening

Today,
especially in
one on one
meetings with
my direct
reports

Improved
interpersonal
relationships,
empathy with my
team. Increased
employee
engagement.

– Feedback
– 360 results increase

Direct feedback
from my team

Obtaining honest
feedback can be
difficult. Time – don’t
cancel one on one
meetings – demonstrate
the importance of
regular touch points

S PECIFIC
M EASURABLE

A CTION-ORIENTED

R EALISTIC

T IMELY

Name: AYA MAHMOOD YOUNUS

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Your Signature Your Coach’s Signature

My Personal Development Goals

My action plan includes the following goals: Due Date

1.
2.
3.

EI Development Commitment
A Development Commitment is a tool to help hold you
accountable for accomplishing the goals outlined in
your action plan. As we all too often know, our plans
for personal growth and development often fall by
the wayside when we get engrossed in work and our

organization’s demands win the competition for our time
and attention. By outlining your objectives here and
leaving a copy with your coach you are increasingly more
accountable to reach your personal goals.

Name: AYA MAHMOOD YOUNUS

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Managing conflict of any kind can be a frustrating task for most of us. For leaders, resolving some sort of
conflict is usually the norm rather than the exception. From competing resources and deadlines, to new project
teams, mergers, and managing through organizational change, leaders are continually required to flex their
interpersonal conflict management skills.

In addition, more and more of the work we do today involves multiple teams to reach organizational goals.
The increased need for clear communication and role clarity between teams will help to ease potential
conflict, and if navigated well, can provide team members with the opportunity to be innovative, take risks,
and increase productivity.

As a leader, you may find the tips below can help you to leverage your emotional intelligence skills in
times of conflict.

Manage yourself first…

1. Listen to yourself with purpose.

Leverage Emotional Self-Awareness skills
to recognize your reactions, thoughts, and feelings
regarding the conflict at hand. What are your
thoughts about the conflict; the way it has been
handled thus far and what can be done to get
through it? What frustrates you about it? What is
good about it? Remember, even though it may feel
personal at times, the conflict is often not about
you. Pay attention to how you feel and bring the

focus back to the issue.

2. Timely expressions of yourself.
As a leader, your emotional expressions are always
in the limelight, and while some situations call
for instantly expressing yourself, most require
a more deliberate and controlled expression.
Your genuine expression and authenticity will be
appreciated by others—especially when it is timely
and constructive. Along with the awareness from
Tip #1, utilize your Emotional Expression and
Impulse Control skills to make the conscious
decision to express yourself in a constructive
manner, thinking through the outcome you expect
from your expression before you express it.

…manage others second.

3. Empathy in conflict management?
Yes! So much so that without empathy, conflict
would bring nothing but harm to your team and
your effectiveness. Use your Empathy skills
as a tool to bring down the temperature of the
situation. Listen to the other side attentively

and genuinely—make it “their” time. Even if you
disagree completely with the other side, find ways
to express your genuine understanding (e.g., how
frustrating the situation must be for them; the
amount of effort being dedicated; how much is at
stake for them). Validation in this way can be the
single most powerful tool to get others to pull back
their defenses. If the conflict is within your team,
take the time to truly listen to each individual. The
time spent will be a rewarding investment.

4. Conflict resolution management.
Note that the title of this article is conflict
management—not conflict resolution. Yes, there
will be situations that call for immediate action,
and you will need to make use of the authority
behind the position you hold at your organization.
For others, try simply managing the conflict as
opposed to resolving it. Leaders usually have
the tendency to jump right into problem solving
mode, especially when problem solving skills
are second-nature, or it seems easier to solve
it yourself than allow others to do so. Make the
conscious decision to use Impulse Control
skills and apply your Problem Solving skills at
a different level—manage the conflict as a leader
and use it as an opportunity to develop your team.
Use your Interpersonal, Stress Tolerance,
and Optimism skills to guide and develop your
teams to find innovative solutions to the conflict
they experience. Provide them with the latitude to
generate solutions and then review the best course
of action with them. Remember, conflict can be
a good thing! Learn to manage its destructive
potential and harness its constructive energy.

Leadership, Conflict Management,
and Emotional Intelligence

Name: AYA MAHMOOD YOUNUS

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Meet Harriet, Senior Vice-President of Communications at a multi-national Fortune 500 corporation. As she interacts
with stakeholders in different time zones, her day begins at the crack of dawn when she checks her work email. After
eating a hurried breakfast and dropping her children off at school, the rest of her workday consists of a slew of meetings,
intermingled with bursts of brainstorming and team debriefs. In the rare occasion that a spare moment presents itself,
editing and sign-offs are slotted in throughout the day. Her biggest problem is time pressure, as she finds it difficult to
complete an ever-growing list of competing priorities. Her harried, multi-tasking lifestyle prevents her from being fully
present and engaged in her work and personal life. Recently, Harriet has encountered health problems, such as rapid,
irregular heartbeat, headaches, and aches and pains throughout her body. Because of these issues, her children are often
let down when she can’t attend their after-school sporting events.

Harriet’s situation is endemic throughout organizations, and costs companies billions annually in lost productivity. In our
globalized economy, pressures to accomplish more with fewer resources, and our hurried, frantic lifestyles are causing
leaders to sacrifice their health to complete a long list of seemingly endless responsibilities. Aside from the personal toll,
families may feel disappointed and neglected as interpersonal contact steadily decreases.

For today’s time-pressured leader, the following is a guide to harness EI skills to strike the elusive work-life balance:

Keep work in perspective
Work is an essential component for leaders in organizations. Nevertheless, it should not consistently overtake other
responsibilities. Use Reality Testing skills to maintain an objective view of your schedule and your various obligations
(professional and personal).

Temper unrealistic expectations
Leaders are only capable of taking on so much before physical and emotional resources deplete. Use Emotional
Self-Awareness to gauge emotional reactions to unfeasible demands, which can serve as a trigger to adopt a more
efficient/streamlined schedule.

Set boundaries and leave work at the office
When work continually encroaches on a leader’s personal life, quality of life suffers to the detriment of Happiness.
Use Assertiveness to ensure that discontent with work volume is vocalized as much as appropriate, and implement
Flexibility to secure breaks at lunch and in the evenings/weekends.

Change your mindset
Leaders frequently feel compelled to shoulder a great deal of responsibility to achieve the strategic vision of the
organization. Use Problem Solving to alleviate strain, and leverage Optimism to alter perspective (adopt the
mindset “this too shall pass”).

Meditate and exercise
When pressure mounts, leaders often focus their priority on achievement and neglect their well-being. Meditation and exercise
boost Stress Tolerance and Optimism, both of which help you to refocus attention and manage competing priorities.

Delegate
Harness the power of delegation; assign tasks to your team to alleviate the burden of competing deadlines. Leverage
Interpersonal Relationships to identify those who can shoulder some obligations, or those who need exposure or
development in a particular task, and use Flexibility to ensure fair distribution of work.

Prioritize responsibilities
Leaders must ensure that duties are prioritized according to importance, and tackle obligations in order of impact on
organizational goals. Use Reality Testing to address the most significant issues, and implement Problem Solving to create
a plan to address tasks.

Ensure proper rest and community engagement
Use Flexibility to ensure you receive proper sleep to help reframe challenging situations, and leverage Interpersonal Relationships
and Social Responsibility to participate in community engagements that buffer the effects of competing priorities.

Indulge in your passions
Leaders devoid of hobbies or extra-curricular activities are not well-rounded, which can prevent a holistic or alternative view of
the organization. Use Independence and Self-Actualization to identify interests and ensure that you engage in these pursuits.

A Leadership Guide to Striking
the Optimal Balance

V
V
V
V
V
V
V
V
Name: AYA MAHMOOD YOUNUS

26262626 54321-2.054321-2.054321-2.054321-2.0

Take a quick survey of all the people you work with on a daily basis. Chances are you interact with people representing
every generation: Baby Boomers, Generation Xers, and the latest addition to the workforce, Millennials. Although generation
gaps have always been present in the workplace, never have we encountered such differences in values, communication
styles, and expectations of leadership mixing together on the company stage. By leveraging your EI skills, you can capitalize
on the dynamic work environment created from this mix of generations, while minimizing the tension that can arise when
different expectations are present.

Leverage Empathy and Flexibility in order to manage the generation gap. Here are some suggestions:

The table below outlines some common trends for each generation. These characteristics may help you uncover the root
of different expectations and preferences amongst your team. However, use your Interpersonal Relationships skills to form
solid bonds with those you lead and get to know them personally; generational stereotypes should never replace healthy
conversations between a leader and his or her team.

– View your leadership style from the perspective of
each generation, then from the perspective of each
individual.

– Ask questions to uncover what your team members
value and what motivates them.

– Value each person as unique and having individual
needs, regardless of the generation they belong to.

This generation…

Baby Boomers

• born between
1946–1964

Generation X

• born between
1965–1981

Millennials/Gen Y

• born after 1981

– structured and systematic,
like performance reviews

– face to face

– face to face, or email

– clear, direct, and
transparent as they tend
to be slightly skeptical

– instantaneous

– transparent

– about strategy and vision
for the company

– technology based, like
instant messaging

– expertise and experience

– institutional and political
knowledge

– social contributions
and loyalty

– efficiency

– work/life balance

– security

– fast-paced work
environment

– empowerment

– creativity, innovation

– hyper-connectivity

– separating professional
and personal life

– building strong
relationships and networks

– working independently

– learning on the fly

– multitasking

– working with others, team
work, socializing

– doing what’s meaningful
and has purpose

prefers communication
that is….

values things like… approaches work by…

– Be tolerant of different tactics/approaches for
communication. Show that you are open to using
different methods for communication.

– Accommodate different learning styles amongst your
team, and offer them alternatives (i.e., mentoring,
e-learning, hands on training).

– Keep an open mind to alternative or innovative
approaches to work. Your way may not be the
only way.

Leading a Multigenerational Workforce

Empathy Flexibility

Name: AYA MAHMOOD YOUNUS

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My Individual Leadership Development Plan Assignment

During the first seven weeks of the semester, you have been actively engaged in exploring different Leadership theories, your individual Strengths, MBTI, Values Perspective, and Emotional Intelligence to understand YOU better, your views on Leadership, and most importantly, how you see yourself as a LEADER.

You have engaged in four online discussions to build a community of practice, completed individual post-class reflections, participated in various in-class exercises, and reflected on your learning. Each of these activities has provided you with an opportunity to identify aspects of and critically explore your authentic self – leading you to uncover your emerging leadership voice and vision.

Assignment Details:

The assignment comprises four key sections:
Leadership Profile, Assessments & Reflection, Developmental Goals (SMART Goals), and Leadership Vision.

1. Leadership Profile (maximum 500 words)

In this section, share a brief biography, including your leadership experiences, thoughts about leadership before joining this course, and the key question(s) you are looking to answer during this course. Remember that this is your leadership profile, so personalize it to show your emerging leadership identity. Share your story and leadership journey.

Note: Use relevant leadership theories to support you ideas/claims and cite all sources in-text and references.

Some points to consider for the Leadership Profile section:

· Provide a summary of your experiences with Leadership, your questions about Leadership entering this course, what you believed about leadership, and your aspirations for the future?

· What specifically has informed your view of leadership?

· How does what you have learned about the 21st-century work environment inform your emerging definition of Leadership?

· How might you characterize the 21st-century environment? How does this inform your leadership style or idea about leadership?

· What metaphor would you use to characterize the 21st-century organization? How does this inform your leadership style or idea about leadership?

· Which dominant and/or emerging leadership theory resonates with you? How does this inform your leadership style or idea about leadership?

· How does understanding the leadership theory/theories mentioned above link to what you have read/understood before?

· How do these theories “fit” with my own definition and ideas of my emerging leader identity? Where are the gaps? Where might there be alignment? What might this mean to my understanding of leadership?

· What are the implications of the answers above for your emerging leadership identity and how you lead or would lead?

· Now that we better understand the interconnections between Strengths, MBTI, Values, and EQ-i in a leadership context, how might you put your new understanding into practice within a team setting?

2. Assessments and Reflections (maximum 800 words)

Note: Use relevant leadership theories to support you ideas/claims and cite all sources including the assessments in-text and references.
In this section Summarize your Values, MBTI, Strengths Finder and EQi assessments. How do they inform your leadership style or how you might lead?

· Compare and contrast the results and your critical reflections for each assessment (StrengthsFinder, MBTI, Values Perspective, and EQ-i). Identify what, if any, correlations there are among all assessment findings. Identify both the positive and the shadow or blind spots. Identify key themes that are emerging in your reflections. Explain what this suggests about you as a leader. Explain why it might be important.

Note: To complete this section successfully, you will need to draw on your:

· StrengthsFinder 2.0 Assessment – Determine your top 5 themes – how do they resonate, provide examples of when you have demonstrated these themes, explore both the positive and shadow side of the themes as they relate to leadership

· Values Perspective Inventory – Determine your top 9 values – how do they resonate, provide examples of when you have demonstrated these values, explore both the positive and shadow side of the themes as they relate to leadership.

· MBTI Personality Type Indicator Assessment – What is your Myers-Briggs Type – does the type assessment resonate? What do you believe your strengths are based on your M-B Type? What possible underdeveloped areas might you have? What are the positive and shadow sides of your type as it relates to leadership? Why is this important to know this?

· EQ-i (Emotional Intelligence) – What does your EQ-i report suggest to you about your “self-perception,” “stress management,” “self-expression,” “decision making,” and “interpersonal” skills? Do these results resonate? Were you surprised? Please provide examples of how and when you have demonstrated these skills, explore both the positive and shadow side of what your assessment results suggest as they relate to leadership. In what areas might you need further development? Why?

· Connections – What connections do you see across your StrengthsFinder, Values Perspective, MBTI Type, and EQ-i findings? Similarities? Differences? Gaps? Areas of growth/development? Areas to leverage in leadership contexts?

3. Development Goals and Strategies (maximum 300 words)

Note: Use relevant leadership theories to support you ideas/claims and cite all sources in-text and references.

In this section analyze the EQi report and refer to page 3 of your EQi report to identify your lowest three subscales. Where do you believe you need to stretch, develop, grow? Develop an action plan on how you intend to achieve your goals (See the developmental areas noted in your EQi report).
a) Use the SMART goals Action Plan template on pg. 23 of your EI report to prepare your SMART Goals.
b) Based upon your analysis and key themes emerging from your EQi, identify 3 EI skills or behaviours you would like to develop further (i.e., Leadership development-oriented goals). Refer to page 3 of your report to identify the lowest 3 subscales.
b) Where do you believe you need to stretch, develop, grow? Develop an action plan on how you intend to achieve your goals (See the developmental areas noted in your EQi report).
c) Each SMART goal should be Specific, Measurable, Action-Oriented, Realist, and Timebound.
d) For each SMART goal clearly how t will support your leadership development.
Leadership Vision (maximum 300 words)
Note: Use relevant leadership theories to support you ideas/claims and cite all sources in-text and references.

In this section state your emerging Leadership vision? What do you aspire to be as a Leader? How will you “live” as a leader? Articulate how you wish to “operationalize” what you are learning about leadership and yourself going forward. Utilize specific examples where you might apply your new understanding – this semester, coursework, extra-curricular activities, in your workplace, and beyond. Consider, for example:

· What does it mean to lead?

· What does your analysis suggest about how you might lead? Self-lead, in teams, at work?

· How does what you have learned thus far help increase your understanding of yourself and your leadership potential?

· What are the implications of leading someone whose Strengths, Values, MBTI, and/or EQ-i results are different from yours?

· How might this new knowledge help you in a future leadership situation?

Note: Leadership Vision. Use the guiding questions above to assist you in putting your leadership vision together.

Key Learnings and Implications for YOU as a Leader

Note Carefully: There is an expectation that you link current thinking and research on Leadership into your assignment. To that end, be sure to complete all of, and refer to, when appropriate, the required readings, including the chapters indicated in your weekly schedule, the additional papers (i.e. Values-Based Leadership articles) provided in SLATE, and the first 30 pages of Strengths Finder 2.0). I also encourage you to explore additional peer-reviewed papers to support your exploration further. Cite all sources (in-text and references) that you draw on to support your ideas.

NOTE: A majority of our activities during weeks 1 – 7 and the reflective questions posed – both in class (during activities) or post-class were intentionally created to support your thinking and reflection for this assignment.

To assist you in this Assignment, consider applying Borton’s Model of Reflection to support your thinking through the questions presented – starting with “What?”.

Assignment Outline:

This assignment is a reflective essay and is to be written in the first person. The use of examples from the literature and personal experience (in and outside of class/school) to support one’s claims and assertions is expected.

See the suggested word count above for each section.

Minimum 12 point font, double spaced lines, 1-inch margins

Use of APA 7 formatting is required.

APA 7th Example for Citing Tests, Scales, and Inventories

Rubric for Individual Leadership Development Plan Assignment

The core learning objective of this assignment is to challenge you to become more critically self-aware; to identify your emerging leadership vision, potential and development needs by leveraging your strengths, values, MBTI type, and EQ; expressly exploring the shadow or blind spots, and articulating which current leadership theoretical construct(s) resonate(s) most with you and why.

By articulating your emerging leadership vision, you are in a better position to become a more effective, intentional, and authentic leader. By being more aware of what you want to be as a leader, you are also in a better position to engage in leadership behaviours for self purposefully, in teams, or official leadership constructs, identify the types of leaders you would like to work with and identify companies whose values align with yours.

The value in this exercise/assignment then is hopefully very practical and helpful for you.

NOTE: This assignment will be a core component of your final Leadership Creative Learning Portfolio Assignment due at the end of the term. I suggest that you refer to this document from time to time as a guide for your career and leadership path.

This assignment will be evaluated using the following rubric:

Unsatisfactory

(0)

Novice

(1 -3)

Progressing

(4 – 6)

Proficient

(7 – 10)

Total

(Max 10)

Depth of Reflection

Demonstrates little or no understanding of the questions being asked.
Responses are descriptive in nature. No link to personal perspective or interconnections between questions made

Demonstrates a basic understanding of the questions being asked. Descriptive response, some connections made, yet provides a glimpse in understanding personal perspective and how their perspective may have emerged.

Demonstrates a thoughtful understanding of the questions being asked. Connections are evident. Explores the reasons perspective using meaningful and purposeful examples.

Demonstrates a conscious and thorough understanding of the questions being asked. Responds thoughtfully and with care. Clearly provides reasons for personal perspective – leaving no room for further questions.

Critical Analysis of Concepts

Shows little or no evidence that readings/activities/assessments were completed and/or concepts understood. Largely personal opinion without clarification of assumptions or provision of links to or concluding using the supporting resource—no comparing and contrasting assessment findings.

Shows some evidence that readings/activities/assessments were completed or understood. Minimal analysis and links to readings/assessments and supporting resources provided to support personal opinion and deductions. Some assumptions were noted – yet not supported—some evidence of comparing and contrasting of assessment findings. Many questions remain.

Demonstrates understanding of readings/assessments/ activities. The personal opinion stated with supportive links to readings/assessments provided. Assumptions identified and supported with evidence from readings, activities, assessments and other resources. Evidence of comparing and contrasting of assessment findings. Some links to assessments made. Some questions remain.

An exceptional analysis demonstrating a clear understanding of readings/assessments and concepts. Strong links were made between personal experiences, in-class activities, assessment findings and additional resources. Clear evidence of comparing and contrasting assessment findings. Identification of links between assessments. Assumptions identified and conclusions drawn clearly supported with evidence.

Language Use

Uses language that is vague or imprecise for the audience of purpose, with little sense of voice and limited awareness of how to vary sentence structure

It uses basic but appropriate language, a basic sense of voice, some awareness of audience and purpose and some attempt to vary sentence structure.

Uses fluent and original language, with a sense of voice, awareness of audience and purpose, and the ability to vary sentence structure.

Uses precise and engaging language, with a notable sense of voice, awareness of audience and purpose, and varied sentence structure.

Writing Conventions

Demonstrates limited control of the conventions, exhibiting frequent errors that make comprehension difficult.

Demonstrates partial control of the conventions, exhibiting occasional errors that do not hinder comprehension

Demonstrates control of the conventions, exhibiting occasional errors only when using sophisticated language.

Demonstrates control of the conventions with essentially no errors, even with sophisticated language.

Academic Integrity/Work Ethics

No citations or references included (0 grade for paper)

3 – 4 citations missing, reference list included with errors

1 – 2 citations missing, reference list included with 1 – 2 errors

All citations accounted for, and reference list included – no errors

Total

/50

Adjusted Grade

/20

Academic Integrity

According to Daft (2018), effective leaders are ethical, honest and lead with integrity (p. 39). Integrity, in a leadership context, refers to “a leader’s character as a whole, integrated, and grounded in solid ethical principles, and he or she acts in keeping with those principles. . . . Honest and integrity are the foundation of trust between leaders and followers” (p. 39).

In keeping with the importance of integrity in leadership, this course holds learners to the highest standard in Academic Integrity. Please refer to the Academic Integrity information embedded in this course to support your learning and understanding of Academic Integrity and its role in your learning.

Submission Instructions

The assignment must be submitted to the
Assignment Dropbox on the due date noted in the schedule
. Please note, Late Penalties (under the
BBA Student Handbook
) will be applied to ALL late assignments.

Turnitin has been activated for this (and all assignments for this course) assignment.

In alignment with Sheridan’s Academic Integrity Policy, we want to encourage students to use proper citation and documentation practices to avoid unintentional plagiarism. Turnitin is a tool intended to assist students in determining if their written work contains material that could be interpreted as copied from another source. By providing this guidance, students may then attribute written work appropriately, thus avoiding concerns related to copying the work of others. (Source:
Teaching with Technology
).

After weeks of self-discovery, we now move to application and exploration in a group context.

The purpose of the group problem-solving case study is to demonstrate your critical thinking, problem-solving, and analytical skills by applying key concepts and learning (in the areas of leadership theories, teamwork, individual leadership styles, problem-solving, and more) to a “real-life” leadership example.

You are challenged to work in teams of four to explore how the case study (The 1996 Everest Tragedy) unfolds in terms of the context, leadership challenges, leadership theories, leader/follower behaviours (considering potential strengths, MBTI, values, EI) and arrive at insights that relate not only to the case in question but also, and more importantly, relate those insights to leadership challenges that you may have in future workplace situations.

NOTE: Please click the link to open the

Mount Everest Tragedy Case Study

Assignment Details and Outline

The assignment should be a maximum of 8-10 pages
(single-spaced)
.

Note: The title page and reference pages are not included in the page limit.

The written case study assignment is comprised of five key deliverables:

1. Context

2. Key Decisions and Actions

3. Application of Theoretical Constructs

4. Identification and Analysis of Leadership Issues

5. Group Reflection: Key Learnings and Application to Alternative Contexts

Consider the three main sub-headings when considering the deliverables:

1. Context:

Applying relevant leadership perspectives, provide a detailed description and analysis of the Mount Everest Tragedy context, including the following:

a) What organizational metaphor would you use to describe the structure of the companies? Explain.

b) Describe the situation during the climb. What happened? Mount Everest Tragedy – Pre-climb, Ascent, and Descent.

c) Discuss the Key Players – Who are they? What role(s) do they play? What do we know about them? Use relevant leadership theories to support your ideas. e.g. What were the leadership styled of both leaders? What do you know about the followers? Who are they?

2. Key Decisions and Actions:

a) Key decisions: As part of the analysis of the context, identify the key decisions and actions of each of the key players in the case. Identify how each of these decisions may have influenced the outcome for all involved. Apply relevant leadership theories that were discussed during the semester. As part of the analysis of the key decisions and action steps, apply and explore the theoretical constructs introduced in the course to date. Some of these may include;
Motivation, Contingency theories, Followership, Communication, Strengths, Values, MBTI, EQ-i, 21st-century leadership
to name a few. Utilize specific examples from the case to explore the theories applied and their potential impact.

b) Identification and Analysis of Leadership Issues : As a part of the key decisions and actions identify and explain the leadership issue(s) and/or problem(s) that influenced the outcome of the case. What were they, and why and how did they influence the outcome? Consider how the decisions that were made might have influenced the outcome of the climb (you can hypothesize about why these decisions were made). Apply theoretical constructs to support your ideas.

c) Outcome: Identify and explain how the leadership issue(s) and/or problem(s) influenced the outcome of the case.

3. Outcome

If you could re-imagine the case, what might have been done differently? How might these differences have made a difference? Explain.

As part of the analysis apply and explore the theoretical constructs introduced in the course to date to support your ideas/claims. Some of these may include; 21st-Century Leadership, Emerging Leadership Perspectives,
Followership, Communication, Strengths, Values, MBTI, and EQ-i
to name a few.

4. Group Reflection: Key Learnings and Application to Alternative Contexts

Consider your experience and learning as you explored the case study. Refer to the case and your own work and learning together as a group while solving the case. Some questions to consider are (but not limited to):

· What have you learned as it relates to teamwork, leadership, followership?

· How did you operationalize your group contract?

· What happened as you worked together?

· How might your key learnings (about the case, and your experiences as a group) be applied in the future in alternative/different leadership contexts or when you are leading a team in the future?

To assist in the theoretical aspects of your assignment, be sure to complete all of, and refer to, when appropriate, the required readings, including the chapters indicated in your weekly schedule, the additional papers (i.e. Values-Based Leadership articles) provided in SLATE, and the first 30 pages of Strengths Finder 2.0. I also encourage you to explore additional peer-reviewed papers to support your exploration.

NOTE:
All of our pre-session guiding questions, in-class case activities, and reflective assignments during the past several weeks were intentionally created to support your preparation, thinking, analysis, and reflection for this assignment.

Grading Rationale and Rubric for Group Problem-Based Assignment

The core learning objective of this assignment is to challenge you to think critically, analyze a “real” leadership case, and effectively apply leadership concepts and theories to identify issues and discuss possible implications in other leadership contexts.

By becoming familiar with the leadership theories and their application in a “real” case scenario, and by being more aware of how complex factors, including context, can influence leader decisions and actions, you are in a better position to become a more effective, intentional, and authentic leader.

As well, by paying attention to your own individual and group dynamics and approach to the assignment, you will become more aware of your own understanding of self-as-follower, self-as-leader, and self-as-team member.

NOTE: This assignment, along with others in this course, will be a core component of your final Leadership Creative Learning Portfolio Assignment due at the end of the term. I suggest that you refer to this document from time to time as a guide for your career and leadership path.

EVALUATION OF WRITTEN ASSIGNMENT

This assignment is worth 30% of your final grade. The evaluation of this paper is completed on the basis of:

· Thoroughness and Detail: The degree to which you completed the requirements of the paper consistent with the outline of the assignment. An A paper had all of the necessary thoroughness and detail; a B paper had sufficient detail but not complete; and a C paper had critical detail missing.

· Application: The application refers to the degree to which you applied critical thinking and applied your understanding of leadership theories and constructs to the case study situation and your analysis. An A paper had specific, detailed applications that were logical with the insights identified; a B paper had more generic applications; and a C paper did not outline sufficient applications.

· Insights: The insights refer to the degree to which you are able to transfer what you have learned through the case analysis to alternative leadership scenarios. An A paper had deep, probing insights with multiple alternatives provided and explained; a B paper had some reflective insights; and a C paper was missing real insights.

· Professionalism/Paper Structure: Professionalism and paper structure refer to the professional structure of the paper, language, spelling, grammar, and appropriate citations and references. An excellent paper in this area will be formal in its structure with a title page, table of contents, appropriate headings, sub-headings, tables and exhibits where appropriate, and page numbers. It will have no spelling or grammatical errors, and appropriate use of APA 7 for all citations and references.

Note: Regardless of how well your assignment is written, inappropriate, or no use of citations and references to acknowledge work of others (using APA 7 format) will result in a failing paper.

Marking Rubric for Case Study Assignment

Section

Completeness

Insights

Marks

Context

/10

/15

Key Decisions and Actions

/10

/15

Application of Theoretical Constructs

/10

/20

Identification and Analysis of Key Leadership Issues

/10

/20

Group Reflection: Key Learnings and Insights

/10

/20

Professionalism/Paper Structure
Please Note: No citations or references included (0 grade for paper). NO EXCEPTIONS

/10

Total Marks

/100

Total Marks for this Assignment = 100

Adjusted Grade = 30%

Example Assessment criteria

An “A+” Grade = 26.8/30 or higher

1. Completed all of the requirements of the assignment as outlined

– went beyond expectations

2. Demonstrated significant competence in critical thinking and problem-solving when analyzing the case

3. Demonstrated a deep understanding of the leadership theories/constructs by applying to case study and applying insights to alternative “real world” contexts

4. Creative, sometimes profound ideas and actions as to how to become a better leader as a result of the case study experience and learning.

An “A” Grade = 25.5/30 – 26.7/20

1. Completed all of the requirements of the assignment as outlined

2. Solid critical thinking and problem-solving in analyzing the case

3. An accurate understanding of the leadership theories and constructs

4. An insightful and accurate application of the leadership insights to alternative “real world” contexts

5. Interesting, unique ideas and actions as to how to become a better leader as a result of the case study experience and learning.

A “B” Grade = 21/30 – 25.4/20

1. Some of the requirements of the assignment not completed

2. Some critical thinking and problem solving evident

3. A general understanding of leadership theories and constructs

4. Some application of the leadership insights to alternative “real world” contexts

5. Specific actions to become a better leader as a result of the case study insights identified

A “C” Grade = 18/30 – 20.9/20

A “C” grade will be assigned to those assignments that are incomplete in two major areas.

A “D” Grade = 15/20 – 17.9/20

A “D” grade will be assigned to those assignments that are incomplete in more than two major areas.

Academic Integrity

According to Daft (2018), effective leaders are leaders who are ethical, honest, and lead with integrity (p. 39). Integrity, in a leadership context refers to “a leader’s character as a whole, integrated, and grounded in solid ethical principles, and he or she acts in keeping with those principles. . . . Honest and integrity are the foundation of trust between leaders and followers” (p. 39).

In keeping with the importance of integrity in leadership, this course holds learners to the highest standard in Academic Integrity. To support your learning and understanding of Academic Integrity and its role in your learning please refer to the
Academic Integrity
information embedded in this course.

Submission Instructions

Submit to the assignment dropbox by the due date. Please note, Late Penalties (in accordance with the
BBA Student Handbook
) will be applied to ALL late assignments.

Turnitin has been activated for this (and all assignments for this course) assignment.

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