Running Head: 360 LEADERHSIP SURVEY: A COMPARATIVE ANALYSIS
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1 Running Head: 360 LEADERHSIP SURVEY: A COMPARATIVE ANALYSIS 360 LEADERSHIP SURVEY: A COMPARATIVE ANALYSIS Candy Weems Virginia Commonwealth University
2 360 LEADERSHIP SURVEY: A COMPARATIVE ANALYSIS 2 Rubric Items 1 3 The 360 Leadership Survey was performed on the author s behalf included a total of 7 respondents including the author and six other collaborators. All seven collaborators fully completed the survey. 1. The collaborator s data was disaggregated in to three groups: Supervisor, Direct Reports, and Peers. 2. Figure 1 (pg. 3) shows graphical representation of the median score comparison between the results of the author and those of the collaborators in respect to the ten factors on the 360 Leadership Survey. The yellow star represents the author s perceptions; the green triangle represents the perceptions of the author s supervisor; the red circle represents the perceptions of the author s direct reports; and the blue star represents the perceptions of the author s peers. The data indicates that the perceptions of direct reports and peers are comparable with each other with 80% of the leadership factors (8 of 10). Conversely, the author s perceptions of her leadership were almost a median score below those of the other collaborators.
3 360 LEADERSHIP SURVEY: A COMPARATIVE ANALYSIS 3 Figure 1 Setting Direction Outstanding Self-aware Highly Effective Teamwork Satisfactory Minimally Effective Dev. Others Ineffective Sensitivity Written Comm. Judgment Oral Comm. Results Organization Legend: Supervisor Direct Reports Peers Weems
4 360 LEADERSHIP SURVEY: A COMPARATIVE ANALYSIS 4 Figure 2 shows the frequency of sources the author used in rating her own leadership. The data indicates that she relied on a variety of sources; however, her personal observation was used most frequently. Figure 2 Sources used to Rate Leadership by Candy Weems Frequency 60 Reports from Others Personal Observation Documents Projects Other Sources No Evidence x 30 xx Figure 3 shows the sources of evidence cited by the author s supervisor. She based her ratings heavily on personal observations, similar to the author s results, and also noted a range of sources. Figure 3 Sources Used to Rate Leadership by Supervision Frequency Reports from Others Personal Observation Documents Projects Other Sources No Evidence xxx xx
5 360 LEADERSHIP SURVEY: A COMPARATIVE ANALYSIS 5 The direct reports and peers relied heavily on personal observations of the author s leadership as shown in Figures 4 and 5 respectively. Figure 4 Sources used to Rate Leadership by Direct Reports Frequency 60 Reports from Others Personal Observation Documents Projects Other Sources No Evidence Figure 5 Sources Used to Rate Leadership by Peers Frequency Reports from Others Personal Observation Documents Projects 30 xx xx Other Sources No Evidence
6 360 LEADERSHIP SURVEY: A COMPARATIVE ANALYSIS 6 Rubric Items The following Figure 6 shows a graphical representation of the median scores of the author s responses on the 360 Leadership Survey compared to the medial scores of the collaborators. Figure 6 Ten Factors for 360 Leadership Survey Supervisor Weems Direct Reports Peers 4. Based on the author s personal survey responses and those of her collaborators, the following A and B items will show to what items within each of the ten leadership factors the author agreed and disagreed, respectively, across the ten factors on the 360 Leadership Survey.
7 360 LEADERSHIP SURVEY: A COMPARATIVE ANALYSIS 7 A. The following will show an item within each factor of the 360 Leadership Survey where the author was in agreement with the collaborators: Setting Direction (Item 4) All collaborators who participated in the Leadership Survey agreed that the author set clear goals for tasks. Since she works with all schools and teachers within the division it is imperative to set attainable and measurable goals for her staff and the division. Teamwork (Item 13) The author s peers, direct reports and supervisor all agree that she supports the ideas and contributions of her team members. Much of what she does is based on building consensus and commitment within the team. Making sure that team members come to consensus is critical. Sensitivity (Item 19) The author received Outstanding on this from all collaborators. It is important to the author that she communicates in a timely manner to appropriate people. She has committed to herself to responding to requests and s the same day, if possible, even if just to respond to say that she will check on something and get back to the person. Judgment (Item 22) All collaborators agreed that the author act cautiously in unfamiliar situations. Because she is new to her position, she tends to make decisions more slowly to enable her to check procedures, rules, and protocol before committing to a final decision. Results Orientation (Item 33) The author received either outstanding or highly effective on this item from all collaborators. It is critical for the author to pay attention
8 360 LEADERSHIP SURVEY: A COMPARATIVE ANALYSIS 8 to how decisions impact other departments and how even small decisions can have a domino effect on other items. Organizational Ability (Item 40) The author establishes timelines, schedules, or milestones for various projects and/or day-to-day operations. This is in line with her Judgment and Results Orientation ratings. Oral Communication (Item 43) The author agrees with her collaborators Outstanding rating on this item. She is an extrovert and am very comfortable and effective preparing and presenting material to groups of all sizes. Written Communication (Item 50) The author received a Highly Effective rating for clearly expressing ideas in writing. She often sends memos and technical directions to teachers, staff, and parents. Developing Others (Item 51) The direct reports and peers agree with the author with a Highly Effective rating, indicating that she makes recommendations about specific developmental strategies. Since she is over the English/Language Arts department for the division, one of her responsibilities is to provide guidance, coach and give direction to those who report to me and teachers in the division. Developing Self (Item 57) All collaborators agreed that the author recognizes her own strengths. Knowing her own strengths allows her to delegate tasks to others who are better positioned or skilled to perform a task.
9 360 LEADERSHIP SURVEY: A COMPARATIVE ANALYSIS 9 B. The following will show an item within each factor of the 360 Leadership Survey where the author was not in agreement with my collaborators: Setting Direction (Item 5) The author disagrees with her peers Highly Effective rating for generating enthusiasm toward a common goal. She feels that this is an area in which she needs growth. The author feels that once she knows the staff better, she would be able to then do this more effectively. Teamwork (Item12) The supervisor rated the author as satisfactory in this area. The author feels that it is easier for her to perform operational tasks of the team than to delegate certain tasks since my schedule allows for more flexibility than those of many of her team members. Sensitivity (Item 16) The author s peers rated her as Highly Effective in this area. The author feels that this is definitely an area of weakness for her. She sometimes tends to be sarcastic and works hard to be as tactful as possible and she consciously works on this area. Judgment (Item 21) The collaborators and the author disagree with this item. The author rated herself as Satisfactory and the collaborators rated her as Highly Effective. The author often feels as if she second guesses her actions. Being a new Instructional Specialist in a new division puts her at a disadvantage in terms of knowing protocol and procedures. Results Orientation (Item 35) It appears that the supervisor does not agree with the author s assessment on relating individual issues to the larger picture. She rated the author as Satisfactory, while the author rated herself as Highly Effective. Relating
10 360 LEADERSHIP SURVEY: A COMPARATIVE ANALYSIS 10 issues to the bigger picture is important to developing a strong English curriculum for the division and improving test scores. Organization Ability (Item 37) The author is extremely organized and rated herself as Outstanding on this item. Her direct reports rated the author as Satisfactory on this item, partly because the author does not micro-manage and tends to trust that they will do what is needed and expected rather than have the author monitor their progress on assigned tasks. Oral Communication (Item 46) The author rated herself lower on this item than did her supervisor and direct reports. The author feels as though she often over-simplifies presentations regardless of audience. Written Communication (Item 48) The author disagrees with my supervisor, direct reports, and peers on this item. The author rated herself as Satisfactory whereas they rated her as Highly Effective in her writing. Concise writing is not the author s forte and she tends to be wordier than she should be in most cases. Developing Others (Item 53) The author disagrees with her direct reports rating of Highly Effective on this item. As a new Reading Coach, the author is still learning how to coach people to changing behaviors to be more effective educators. It is a slow process and one on which she is working. Developing Self (Item 58) The direct reports and peers did not agree with the author s Highly Effective rating in knowing her own developmental needs. It is more challenging for them to know what the author s developmental needs are since they do
11 360 LEADERSHIP SURVEY: A COMPARATIVE ANALYSIS 11 not typically meet on a regular basis and are just getting to know each other. The author often does not have the opportunity to share with them what her needs actually are.
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