Summary Reflection Result

Q1.How do these assessments impact my perception of me?

a.How do these assessments impact my career aspirations?

b.How do these assessments impact my work style?

c. How do these assessments impact how I contribute to teams and an organization?

My total Result:

Score

Score

0

36

20

20/3620 out of 36

Range18 to 23

Average

People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).

Score

Score

0

40

28

28/4028 out of 40

Range28 to 31

Average self-efficacy

Self-efficacy refers to a person's belief that he or she has the ability, motivation, and resources to complete a task successfully. This particular scale is called a 'general' self-efficacy scale because it estimates a person's self-efficacy in a broad range of situations. The average general self-efficacy score varies from one group of people to the next. For example, managers tend to have a somewhat higher general self-efficacy than young undergraduate psychology students.

Score

Score

0

96

54

54/9654 out of 96

Range43 to 69

In-between locus

The Work Locus of Control Scale is designed to assess control beliefs in the workplace. Individuals who feel that they are very much in charge of their own destiny in the workplace have an internal locus of control; those who think that events in their work life are due mainly to fate/luck or powerful others have an external locus of control.

Scores on the scale can range from 16 to 96. Higher scores indicate that you have a higher external work locus of control. Lower scores indicate more of an internal work locus of control. The average score for employees and students in Canada and the United States is 40.

Score Score 0 35 24 24/3524 out of 35 Range16 to 25 Moderate perspective taking

This self-assessment is designed to help you to estimate your propensity for perspective taking. Perspective taking is an important part of the perceptual process because it makes us more aware of the external causes of another person's performance and behavior. It also improves the communication process by helping us to put the words of other people in their proper context.

Your score represents your personal estimate of how well you can understand the feelings, thoughts, and situation of others. Scores on this scale range from 7 to 35. A higher score indicates a higher level of perspective taking (also called cognitive empathy). The average score in recent studies across several Canadian and U.S. groups of people is approximately 20. Also, keep in mind that women tend to score about 1.5 points higher than men on this perspective taking scale.

Score

Score

0

35

24

24/3524 out of 35

Range16 to 25

Moderate emotional empathy

This self-assessment is designed to help you to estimate your propensity for emotional empathy. Emotional empathy is an important part of the perceptual process because it makes us more aware of the external causes of another person's performance and behavior. It also improves the communication process by helping us to put the words of other people in their proper context

Your score represents your personal estimate of how sensitive you are to the feelings, thoughts, and situation of others. Scores on this scale range from 7 to 35. A higher score indicates a higher level of emotional empathy. The average score in studies across several Canadian and U.S. groups of people is approximately 23. Also, keep in mind that women tend to score about 2 points higher than men on this emotional empathy scale.

Score

This well-known scale estimates the strength of your growth needs. Growth need strength indicates the strength of your growth needs, including self-esteem, personal achievement, self-actualization. Although organizational behavior scholars now doubt that people have a predetermine needs hierarchy, it is well established that we do have growth needs.

Score

0

60

32

Score

Score32

Moderate growth needs

Scores on the Growth Need Strength Scale can range from 12 to 60. Higher scores indicate that you have a higher growth need strength (i.e., stronger growth needs). Total scores below 30 indicate a relatively low growth need strength, whereas a score above 42 indicates a relatively high growth need strength.

Results

Everyone has the same innate drives, but our secondary or learned needs vary based on our personality, values, and self-concept. This self-assessment provides an estimate of your need strength on two learned needs: need for achievement and need for social approval.

Need for Achievement

Need for Achievement

18/28

18 out of 28

Above average need for achievement

This scale, formally called "achievement striving," estimates the extent to which you are motivated to take on and achieve challenging personal goals. It includes a desire to perform better than others and to reach one's potential. This scale ranges from 0 to 28. How high or low is your need for achievement? The ideal would be to compare your score with the collective results of other students in your class. However, the norms provided here allow you to compare your score on this scale with a general population.

Need for Social Approval

Need for Social Approval

16/32

16 out of 32

Average need for social approval

The need for social approval scale estimates the extent to which your are motivated to seek favorable evaluation from others. Founded on the drive to bond, the need for social approval varies with the person's self-concept, values, and personality. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. However, the norms provided here allow you to compare your score on this scale with a general population.

Results

People have different mindsets about goals, particularly in achievement situations. Some view goals as challenges that assist learning. Others see goals as demonstrations of one's competence. Still others view goals as threatening one's image if they are not achieved. This goal orientation instrument estimates your level on each of these three orientations: learning goal orientation, performance goal orientation, and avoidance goal orientation.

Learning Goal Orientation

Learning Goal Orientation

24/2824 out of 28

High Learning Goal Orientation

People with a learning goal orientation view striving for goals as the way to acquire new skills and knowledge. This orientation views ability as malleablesomething that can be developed through effort and persistence (such as trying to achieve challenging goals). Effort is the means through which new competencies are developed.

Performance Goal Orientation

Performance Goal Orientation

21/2821 out of 28

Moderate Performance Goal Orientation

People with a performance goal orientation view goals as means to demonstrate (rather than develop) their skills and knowledge. They view their ability as fixed, so goals test that ability rather than develop it. People with a performance goal orientation are particularly motivated to seek out goals that they can achieve rather than goals with a high probability of failure.

Avoidance Goal Orientation

Avoidance Goal Orientation

17/2817 out of 28

Moderate Avoidance Goal Orientation

Avoidance goal orientation is similar to performance goal orientation in that people with this orientation view goals as means to demonstrate (rather than develop) their skills and knowledge. However, an avoidance goal orientation is apparent by the motivation to avoid goals that might produce a negative judgment by others. In other words, people with this orientation pay attention to goals that might cause them to fail, whereas people with a performance goal orientation are motivated to seek out goals that demonstrate their success.