TELSA Inventory Summary Page * * Record your score for each of the 10 domains of the TELSA Inventory as listed below. Be sure to carefully read the instructions about how to calculate your score for each domain. Submit this to the instructor by the end of Module 1. * * The TELSA Inventory Domains Mean Score * * 1. Lead Analysis, Design, and Development of Instruction __194_______ * * 2. Lead Implementation of Instruction ___141______ * * 3. Lead Evaluation of Instruction ___366______ * * 4. Lead Staff Development____263_____ * * 5. Perform Learner-Related Administrative Duties __119_______ * * 6. Perform Staff-Related Administrative Duties _269________ * * 7. Perform Budgetary and Other Administrative Duties __152_______ * * 8. Communicate/Use Communication Technology _209________ * * 9. Self- Development _______51__ * * 10. Crisis Management __94_______ *

T E L S A
Training and Educational Leader Self Assessment: a tool for systematically determining the development needs of training and educational leaders
© 1998. Developed for the U.S. Department of Energy’s Carlsbad Area Office (CAO) by the Westinghouse Electric Company of CBS, Inc. The CAO and Westinghouse transfer this tool to US educational institutions, businesses, government agencies, nonprofit organizations, and citizens at no cost to recipients through the CAO/Westinghouse technology transfer program. This program supports U.S. Federal Government initiatives to ensure U.S. educational and economic competitiveness in the global economy.
Training and Educational Leader Self Assessment (TELSA)
Purpose
The purpose of TELSA is to provide you, our training and educational leaders, with a tool for assessing your development needs. We believe that you will find TELSA to be a useful tool if you hold or are a candidate for any of the following leadership positions:
• Academic Dean
• Academic Department Chair
• Human Resources Development Manager
• Organizational Development Manager
• Organizational Learning Manager
• School Principal
• School Superintendent
• Training Manager/Director
• Training or Educational Team Leader
Why assess the needs of training and educational leaders? The answer is simple: in our rush to address the development needs of our learners, trainers, teachers, and professors, we frequently forget to address our own development needs.
Instructions
Instructions for TELSA are capitalized, in bold, numbered sequentially, and enclosed in brackets:
[ 1 – TURN TO THE NEXT PAGE.] ii [ 2 – CAREFULLY TEAR THIS PAGE OUT OF YOUR BOOKLET AND TURN TO THE NEXT
PAGE.]
DIF Table
Difficulty *
In performing task properly
Importance
of performing task properly
Frequency
in performing task
1 = EASY for me to perform 1 = of MINIMAL
IMPORTANCE
D = I perform this task DAILY or more 2 = SOMEWHAT EASY for me to perform
2= of SOME IMPORTANCE W= I perform this task
WEEKLY
3 = AVERAGE DIFFICULTY for me to perform
3= of AVERAGE
IMPORTANCE
M= I perform this task
MONTHLY
4 = DIFFICULT for me to perform 4= of ABOVE AVERAGE
IMPORTANCE
Y = I perform this task YEARLY or less
5 = VERY DIFFICULT for me to perform 5= of EXTREME
IMPORTANCE
N = I have NEVER performed this task
* If you have not performed a task, estimate how difficult the task would be for you to perform. iii TELSA Survey Form
[ 3 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
I. L E A D A N A L Y S I S, D E S I G N, A N D
D E V E L O P M E N T OF I N S T R U C T I O N
Task Difficulty Importance Frequency Task Score
Lead the determination of learner needs
(perform needs analysis)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of instructional vision and mission statements
12 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of an instructional strategic plan
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of instructional policies and procedures
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of a classroom-based curriculum 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of a lab-based curriculum 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of an OJT-based curriculum 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of a distance learningbased curriculum 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the development of core course components: objectives, lesson plan, and tools for measuring learning and instructional effectiveness 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
iv
Lead the selection of instructional methodologies based on learning styles
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available reading materials
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available audiovisual materials
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available instructional software
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available facility classroom, lab, and OJT materials, supplies, and equipment
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available self-paced written materials 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available case studies
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available simulations and games
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the selection of commercially-available distance learning systems 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the in-house development of selfpaced materials 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the in-house development of case studies 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
v
Lead the in-house development of simulations and games
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead the in-house development of distance learning systems
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 4 – GO BACK TO THE BEGINNING OF THE SECTION I TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5
[ 5 – ADD ALL OF THE SECTION I TASKS SCORES. ENTER SECTION I RAW SCORE
HERE: ______ ]
[6 – DIVIDE THE SECTION I RAW SCORE BY 22 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION I MEAN SCORE HERE: ______ ]
[7 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Leadership of Instructional Analysis, Design, and Development Reading List
Active Training: A Handbook of Techniques, Designs, Case Examples, and Tips
By Mel Silberman, et al (May 1997) Jossey-Bass Publishers; ISBN: 0787909084 vi Approaches to Training and Development by Dugan Laird 2nd edition (November 1985) Perseus Pr; ISBN: 0201044986
Assessing Needs in Continuing Education: An Essential Tool for Quality Improvement (The Jossey-Bass
Higher and Adult Education) by Donna S. Queeney (March 1995) Jossey-Bass Publishers; ISBN: 0787900591
Building the Learning Organization: A Systems Approach to Quantum Improvement and Global Success by Michael J. Marquardt (October 1995) McGraw-Hill; ISBN: 0070405344
Computers in the Classroom: How Teachers and Students Are Using Technology to Transform Learning by Andrea R. Gooden, et al (October 1996) Jossey-Bass Publishers; ISBN: 0787902624
Creating the Virtual Classroom: Distance Learning With the Internet by Lynnette R. Porter (April 1997) John Wiley & Sons; ISBN: 0471178306
Designing and Evaluating Games and Simulations: A Process Approach by Margaret Gredler (April 1994) Gulf Pub Co; ISBN: 0884151573
Designing Powerful Training: The Sequential-Iterative Model (Pfeiffer) by Michael Milano, et al (May 1998) Jossey-Bass Publishers; ISBN: 0787909661
Educative Assessment: Designing Assessments to Inform and Improve Student Performance (Josse-Bass
Education Series) by Grant P. Wiggins, et al (February 1998) Jossey-Bass Publishers; ISBN: 0787908487
Figuring Things Out: A Trainer's Guide to Task, Needs, and Organizational Analysis by Ron. Zemke, et al (May 1982) Perseus Pr; ISBN: 0201090988
Handbook of Instructional Leadership: How Really Good Principals Promote Teaching and Learning by J. Blasé (January 1998) Corwin Pr; ISBN: 0803965540
How to Manage Training: A Guide to Design and Delivery for High Performance by Carolyn Nilson (October 1997) AMACOM; ISBN: 0814411002
Improving On-The-Job Training: How to Establish and Operate a Comprehensive OJT Program (The
Jossey-Bass Management Series) by William J. Rothwell, et al (July 1994) Jossey-Bass Publishers; ISBN: 1555426654
Joint Curriculum Design: Facilitating Learner Ownership and Active Participation in Secondary
Classrooms
by Patricia A. Gross (September 1997) Lawrence Erlbaum Assoc; ISBN: 0805822712
Leadership in Instructional Technology by M. Maurer, et al (July 1997) Prentice Hall; ISBN: 0132398494
The Mager Six-Pack by Robert F. Mager 3rd edition (May 1997) Center for Effective Performance; ISBN: 187961815X
Making Instructional Design Decisions by Barbara Seels, et al 2nd edition (August 1997) Prentice Hall; ISBN: 0135206022
Mastering the Instructional Design Process:A Systematic Approach (Jossey-Bass Business and
Management Series) by William J. Rothwell, et al 2nd edition (November 1997) Jossey-Bass Publishers; ISBN: 0787909483 vii Seven Steps to Effective Instructional Leadership by Elaine K. McEwan (February 1998) Corwin Pr; ISBN: 0803966652
The Trainer's Tool Kit by Cyril Charney (September 1997) AMACOM; ISBN: 0814479448
Training Needs Assessment (Techniques in Training and Performance Development Series) by Allison Rossett (August 1987) Educational Technology Publications; ISBN: 0877781958
[ 8 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] viii [ 9 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
I I. L E A D I M P L E M E N T A T IO N O F I N S T R U C T I O N
Task Difficulty Importance Frequency Task Score
Market new instructional program to bosses 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Market new instructional program to staff 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Market new instructional programs to learners
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Market new instructional program to other stakeholders
(parents, line managers, customers, etc.)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Develop instructional calendar/schedule 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Promote learner attendance through publicity of programs
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Ensure the availability of instructors
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Ensure the availability of instructional facilities
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Ensure the availability of instructional resources 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Ensure delivery of instruction in compliance with organizational and governmental procedures, rules, and
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
ix regulations Motivate learners to apply themselves
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Inspire learners to practice life-long learning 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Maintain learner records 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Maintain instructor records 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Maintain program records 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 10 – GO BACK TO THE BEGINNING OF THE SECTION II TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored: D = 1 W =2 M= 3 Y = 4 N = 5
[ 11 – ADD ALL OF THE SECTION II TASKS SCORES. ENTER SECTION II RAW SCORE
HERE: ______ ]
[12 – DIVIDE THE SECTION II RAW SCORE BY 15 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION II MEAN SCORE HERE: ______ ]
[13 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars. x *Instructional Implementation Reading List
Educational Facilities: Planning, Modernization, and Management by Basil Castaldi 4th edition (February 1994) Allyn & Bacon; ISBN: 0205152015
A Guide for Planning and Implementing Instruction for Adults: A Theme-Based Approach (Jossey-Bass
Higher and Adult Education Series) by John M. Dirkx, et al (April 1997) Jossey-Bass Publishers; ISBN: 0787908371
How to Manage Your Boss by Roger Fritz Paperback - 222 pages 2nd edition (November 1994) Career Pr; ISBN: 156414139X
Improving Schools from Within: Teachers, Parents, and Principals Can Make the Difference (Jossey-Bass
Education Series) by Roland Sawyer Barth, et al (September 1991) Jossey-Bass Publishers; ISBN: 155542368X
The Mager Six-Pack by Robert F. Mager 3rd edition (May 1997) Center for Effective Performance; ISBN: 187961815X
Strategic Marketing for Educational Institutions by Philip Kotler, et al 2nd edition (April 1995) Prentice Hall; ISBN: 0136689892
Successfully Implementing World Class Training by Bren D White (August 1990) Boswell Pub; ISBN: 0962342416
Technology-Based Training: A Comprehensive Guide to Choosing, Implementing, Managing, and
Developing New Technologies in Training by Serge Ravet, et al (October 1997) Gulf Pub Co; ISBN: 0884158667
[ 14 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xi [ 15 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY,
IMPORTANCE, AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT
YOU TORE OUT OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK
SCORE COLUMN FOR NOW.]
I I I. L E A D E V A L U A T I O N O F I N S T R U C T I O N
Task Difficulty Importance Frequency Task Score
Critique instructional vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique an instructional strategic plan
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique instructional policies and procedures
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a curriculum 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique course objectives/goals 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a lesson plan 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique lesson objectives 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a multiplechoice test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a short answer test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique an essay test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a matching test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a fill-in-theblank test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique a performancebased test 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique performance 1 2 3 4 5 1 2 3 4 5 D W M Y N xii standards/identified desired outcomes
_____
Critique instructions for student projects, research papers, and assignments 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique alternative assessment methods
(portfolios, selfevaluation, peer evaluation, rubrics)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique lesson plan transparencies 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique computerized slide show for lesson plan 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique computerbased training program
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique slide projector show for lesson plan
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique student handouts/guides 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique classroom course package
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique laboratory course package
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique distance learning course package
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique on-the-jobtraining
(OJT) package
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique classroom course in person
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique laboratory course in person
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Critique distance learning course in person 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
xiii
Critique on-the-jobtraining
(OJT) in person
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Evaluate test scores to determine the effectiveness of instruction 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Evaluate learner feedback to determine the effectiveness of instruction 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Evaluate other stakeholder (parent, management, customer etc.) feedback to determine the effectiveness of instruction 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Provide in-person feedback to staff after you have observed course 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Take corrective action when instructional goals and objectives are not being met
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 16 – GO BACK TO THE BEGINNING OF THE SECTION III TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored: D = 1 W =2 M= 3 Y = 4 N = 5
[ 17 – ADD ALL OF THE SECTION III TASKS SCORES. ENTER SECTION III RAW SCORE
HERE: ______ ]
[ 18 – DIVIDE THE SECTION III RAW SCORE BY 34 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION III MEAN SCORE HERE: ______ ] xiv [ 19 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Instructional Evaluation Reading List
Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher
Education (American Council on Education/Oryx Series) by Alexander W. Astin (December 1996) Oryx Press; ISBN: 0897748050
Classroom Assessment Techniques: A Handbook for College Teachers (Jossey-Bass Higher and Adult
Education)
by Thomas A. Angelo, et al 2nd edition (October 1994) Jossey-Bass Publishers; ISBN: 1555425003
Designing and Evaluating Games and Simulations: A Process Approach by Margaret Gredler (April 1994) Gulf Pub Co; ISBN: 0884151573
Educative Assessment: Designing Assessments to Inform and Improve Student Performance (Josse-Bass
Education Series) by Grant P. Wiggins, et al (February 1998) Jossey-Bass Publishers; ISBN: 0787908487
Effective Grading: A Tool for Learning and Assessment (Jossey-Bass Higher and Adult Education Series) by B. E. Fassler Walvoord, et al (February 1998) Jossey-Bass Publishers; ISBN: 0787940305
Evaluating Training Programs: The Four Levels by Donald L. Kirkpatrick (February 1996) Berrett-Koehler; ISBN: 1881052850
The Mager Six-Pack by Robert F. Mager 3rd edition (May 1997) Center for Effective Performance; ISBN: 187961815X
Training for Impact: How to Link Training to Business Needs and Measure the Results (The Jossey-Bass
Management Series) by Dana Gaines Robinson, et al (June 1989) Jossey-Bass Publishers; ISBN: 1555421539
Program Evaluation: Alternative Approaches and Practical Guidelines by Blaine R. Worthen, et al 2nd edition (December 1996) Addison-Wesley Pub Co; ISBN: 0801307740
[ 20 –TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xv [ 21 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY,
IMPORTANCE, AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT
YOU TORE OUT OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK
SCORE COLUMN FOR NOW.]
I V. L E A D S T A F F D E V E L O P M E N T
Task Difficulty Importance Frequency Task Score
Perform staff development needs analysis 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Establish major staff development goals
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Help staff members in writing their individual development plans
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Help determine an activity best suited to address staff development needs
(seminars, training courses, reading, coaching, etc.)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Monitor staff development goals and plans 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Take corrective action when staff member is behind in meeting individual goals
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Conduct an informal one-on-one performance appraisal session with staff member 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Provide feedback to staff concerning progress toward development goals and objectives 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead a staff training session 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
xvi
Discuss learning from previous staff training session to build bridge to current session
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Discuss anticipated learning in staff training session 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Present subject matter in staff training session while employing effective questioning/ involvement techniques
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Demonstrate/model task during staff training session, while practicing effective questioning and involvement techniques 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Observe staff demonstrate/perform task during staff training session, while practicing effective questioning, involvement techniques and providing feedback
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Provide staff with examples to assist them in application of training session concepts on the job 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Motivate staff to master knowledge, skills, and ability during staff training session
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead case study analysis during staff training session 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Summarize learning at end of staff training session 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Solicit post-staff training session feedback 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
xvii
Use post-staff training session feedback, to improve instructional effectiveness 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Inspire staff to practice lifelong learning
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 22 – GO BACK TO THE BEGINNING OF THE SECTION IV TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5
[ 23 – ADD ALL OF THE SECTION IV TASKS SCORES. ENTER SECTION IV RAW SCORE
HERE: ______ ]
[ 24 – DIVIDE THE SECTION IV RAW SCORE BY 21 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION IV MEAN SCORE HERE: ______ ]
[ 25 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars. xviii *Staff Development Reading List
The ASTD Training and Development Handbook: A Guide to Human Resource Development by Robert L. Craig (Editor) 4th edition (May 1996) McGraw Hill Text; ISBN: 007013359X
Composing a Culture: Inside a Summer Writing Program for High School Teachers by Bonnie S. Sunstein, et al (December 1994) Boynton/Cook Pub; ISBN: 0867093420
Personalizing Professional Growth: Staff Development That Works by Bernadette Marczely (May 1996) Corwin Pr; ISBN: 0803964331
Professional Development As Transformative Learning: New Perspectives for Teachers of Adults (Jossey-
Bass Higher and Adult Education Series) by Patricia Cranton (March 1996) Jossey-Bass Publishers; ISBN: 0787901970
Readings from Educational Leadership: Coaching and Staff Development by Ronald S. Brandt (July 1989) Assn. for Supervision & Curriculum Development; ISBN 0871201585
Techniques in the Clinical Supervision of Teachers: Preservice and Inservice Applications by Keith A. Acheson, et al 4th edition (December 1996) Addison-Wesley Pub Co; ISBN: 0801315093
[ 26 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xix [ 27 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY,
IMPORTANCE, AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT
YOU TORE OUT OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK
SCORE COLUMN FOR NOW.]
V. P E R F O R M L E A R N E R - R E L A T E D A D M I N I S T R A T I V E D U T I E S
Task Difficulty Importance Frequency Task Score
Counsel learner about, school, work
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Counsel learner who comes to you with problems 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Make accommodations for disabled learner in accordance with federal law 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is chronically late or absent from class
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner observed cheating on an examination 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is passively hostile, resistant to learning
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is functionally illiterate
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is not performing up to her/his abilities
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is angry with you
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with a learner who is feuding with another learner 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with learner who is harassing another individual 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
xx
Deal with a learner who is verbally disrupting the learning process
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Discipline a learner 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 28 – GO BACK TO THE BEGINNING OF THE SECTION V TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5
[ 29 – ADD ALL OF THE SECTION V TASKS SCORES. ENTER SECTION V RAW SCORE
HERE: ______ ]
[ 30 – DIVIDE THE SECTION V RAW SCORE BY 13 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION V MEAN SCORE HERE: ______ ]
[ 31 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Learner-Related Administrative Duties Reading List
Behavior Management in the Schools: Principles and Procedures by Richard M. Wielkiewicz 2nd edition (August 1995) Allyn & Bacon; ISBN: 0205164595
Career Counseling: A Developmental Approach xxi by Robert J. Drummond, et al (January 1995) Prentice Hall; ISBN: 0023306750
Classroom Management Strategies: Gaining and Maintaining Students' Cooperation by James S. Cangelosi 3rd edition (August 1996) Addison-Wesley Pub Co; ISBN: 0801316235
Communicating With Students in Schools: Exercises in Motivation and School Discipline through Rapport by Richard R. Burke (June 1995) University Press of America; ISBN: 0819197262
The Training and Development of School Principals: A Handbook by Ward Sybouts, et al (November 1994) Greenwood Publishing Group; ISBN: 031328556X
Zapp in Education: How Empowerment Can Improve the Quality of Instruction, and Student and Teacher
Satisfaction
by William C. Byham (August 1992) Fawcett Books; ISBN: 0449907961
[ 32 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxii [ 33 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
VI. P E R F O R M S T A F F - R E L A T E D A D M I N I S T R A T I V E D U T I E S
Task Difficulty Importance Frequency Task Score
Screen applications and resumes 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Interview job applicants in compliance with the law 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Select the most qualified candidate for a position
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Make accommodations for disabled staff members in accordance with federal law
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Orient staff to organizational policies and procedures; pay and benefits 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Provide staff with onthe- job training
(coach one-on-one)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Communicate your work performance expectations to staff
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Manage by walking around and listening
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Conduct staff meeting 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Communicate bad news to your staff
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Provide a staff member with constructive criticism of her/his work
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Motivate your staff 1 2 3 4 5 1 2 3 4 5 D W M Y N xxiii _____
Praise/express
appreciation/reward an employee for good work
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Conduct a formal employee performance appraisal 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Counsel staff member who comes to you with work problems
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with staff member who comes to you with personal problems
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with staff member who is chronically late or absent from work
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with a staff member who is angry with you
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to a situation in which the quality of a staff member’s work goes into a rapid decline
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with a staff member who is suspected of substance abuse 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with staff member who is harassing another individual 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with a staff member who is continually causing dissention amongst the ranks 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Deal with feuding employees 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Discipline a staff member 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lay off staff member 1 2 3 4 5 1 2 3 4 5 D W M Y N xxiv _____
Fire staff member 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 34 – GO BACK TO THE BEGINNING OF THE SECTION VI TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5
[ 35 – ADD ALL OF THE SECTION VI TASKS SCORES. ENTER SECTION VI RAW SCORE
HERE: ______ ]
[ 36 – DIVIDE THE SECTION VI RAW SCORE BY 26 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION VI MEAN SCORE HERE: ______ ]
[ 37 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Staff-Related Administrative Duties Reading List
The A-To-Z Book of Managing People by Victoria Kaplan, et al (December 1996) Berkley Pub Group; ISBN: 0425154599
Bringing Out the Best in Teachers: What Effective Principals Do by Joseph Blase, et al (January 1992) Corwin Pr; ISBN: 0803960093 xxv Handling the Difficult Employee: A Practical Guide for Managers by Marty Brounstein, et al (August 1993) Crisp Pubns; ISBN: 1560521791
Motivating at Work: Empowering Employees to Give Their Best by Twyla Dell, et al (August 1993) Crisp Pubns; ISBN: 1560522011
New Employee Orientation: A Practical Guide for Supervisors by Charles M. Cadwell (September 1988) Crisp Pubns; ISBN: 0931961467
What Every Supervisor Should Know: The Complete Guide to Supervisory Management by Lester R. Bittel, et al (November 1992) McGraw-Hill; ISBN: 0070055890
Workplace Counselling: A Systematic Approach to Employee Care by Michael Carroll (May 1996) Sage Pubns; ISBN: 0761950214
[ 38 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxvi [ 39 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY,
IMPORTANCE, AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT
YOU TORE OUT OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK
SCORE COLUMN FOR NOW.]
VII. P E R F O R M B U D G E T A R Y A N D
O T H E R A D M I N I S T R A T I V E D U T I E S
Task Difficulty Importance Frequency Task Score
Develop noninstructional plans for your organization
(financial, construction, manpower, etc.)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Develop noninstructional goals and objectives for your organization (financial, construction, manpower, etc.) 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Determine noninstructional material and supply requirements for your organization 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Procure noninstructional material and supplies for your organization 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Develop a budget for your organization
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Monitor your organization’s progress in meeting noninstructional goals and objectives – report status to your boss
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Monitor your organization’s budget – report status to your boss 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
xxvii
Take corrective action when your organization is behind in meeting a non-instructional goal or objective 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Take corrective action when your organization is headed toward running over budget
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Lead a proposal writing effort to obtain money, work 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Inspect facility for safety problems
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Maintain facility in good condition 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 40 – GO BACK TO THE BEGINNING OF THE SECTION VII TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5
[ 41 – ADD ALL OF THE SECTION VII TASKS SCORES. ENTER SECTION VII RAW SCORE
HERE: ______ ]
[ 42 – DIVIDE THE SECTION VII RAW SCORE BY 12 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION VII MEAN SCORE HERE: ______ ]
[ 43 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor. xxviii Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Budgetary and Other Administrative Duties Reading List
Budgeting Basics & Beyond: A Complete Step-By-Step Guide for Nonfinancial Managers by Jae K. Shim, et al (January 1995) Prentice Hall Trade; ISBN: 0133122328
The Complete Guide to Getting a Grant: How to Turn Your Ideas into Dollars by Laurie Blum Paperback (October 1996) John Wiley & Sons; ISBN: 047115508X
The Facility Management Handbook by David G. Cotts, et al (May 1992) AMACOM; ISBN: 0814401171
Fundamentals of Project Management by James P. Lewis (February 1995) AMACOM; ISBN: 0814478352
Handbook for Writing Proposals by Robert J. Hamper, et al (March 1996) NTC Publishing Group; ISBN: 0844232742
School Business Administration: A Planning Approach by Walter G. Hack, et al 6th edition (September 1997) Allyn & Bacon; ISBN: 0205273548
[ 44 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxix [ 45 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
VIII. C O M M U N I C A T E / U S E C O M M U N I C A T I ON T E C H N O L O G Y
Task Difficulty Importance Frequency Task Score
Write administrative reports, papers, correspondence 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Make a presentation 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Communicate in person with a large group
(100+ people)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Tell your boss bad news 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Accept and use constructive criticism from your boss
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Offer constructive criticism to your boss
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Tell other stakeholders bad news (parents, managers, customers, learners, instructors, peers) 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Accept and use constructive criticism from other stakeholders
(parents, managers, customers, learners, instructors, peers)
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate a computer 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate a printer 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate a scanner 1 2 3 4 5 1 2 3 4 5 D W M Y N xxx _____
Use word processing software 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Use spreadsheet software 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Use project management software 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Use presentation software 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Access/use the Internet 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Access/use organizational intranet
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Use e-mail system 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate a slide projector 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate an overhead projector 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate a VCR 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Operate an LCD projector 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 46 – GO BACK TO THE BEGINNING OF THE SECTION VIII TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5 xxxi [ 47 – ADD ALL OF THE SECTION VIII TASKS SCORES. ENTER SECTION VIII RAW
SCORE HERE: ______ ]
[ 48 – DIVIDE THE SECTION VIII RAW SCORE BY 22 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION VIII MEAN SCORE HERE: ______ ]
[ 49 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Communications Reading List
10 Minute Guide to PC Computing by Shelley O'Hara (October 1997) Que Education & Training; ISBN: 0789714833
101 Secrets of Highly Effective Speakers: Controlling Fear, Commanding Attention by Caryl Rae Krannich (April 1998) Impact Pubns; ISBN: 1570230900
Home-School Relations: Working Successfully With Parents and Families by Mary Lou Fuller (Editor), et al (December 1997) Allyn & Bacon; ISBN: 0205181260
The Internet for Dummies by John R. Levine, et al 5th edition (February 1998) IDG Books Worldwide; ISBN: 0764503545
Presentations Plus: David Peoples' Proven Techniques by David A. Peoples (December 1996) John Wiley & Sons; ISBN: 047117730X
Writing That Works: How to Improve Your Memos, Letters, Reports, Speeches, Resumes, Plans, and Other
Business Papers by Kenneth Roman, et al (January 1995) Harper Mass Market Paperbacks; ISBN: 0061093815
[ 50 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxxii [ 51 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
IX. S E L F D E V E L O P M E N T
Task Difficulty Importance Frequency Task Score
Assess your own work performance 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Manage your time – handle multiple priorities 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Handle job stress 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Balance work life with home life
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Take action to address performance areas in need of improvement
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Obtain a mentor 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Develop your educational/training leadership skills, knowledge, and abilities
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 52 – GO BACK TO THE BEGINNING OF THE SECTION IX TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
Note that frequency is scored : D = 1 W =2 M= 3 Y = 4 N = 5 xxxiii [ 53 – ADD ALL OF THE SECTION IX TASKS SCORES. ENTER SECTION IX RAW SCORE
HERE: ______ ]
[ 54 – DIVIDE THE SECTION IX RAW SCORE BY 7 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION IX MEAN SCORE HERE: ______ ]
[ 55 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Self Development Reading List
The Art of Self-Renewal: Balancing Pressure and Productivity On and Off the Job by Barbara MacKoff (March 1993) Lowell House; ISBN: 1565650379
Beating Job Burnout: How to Turn Your Work into Your Passion by Paul Stevens (March 1996) Vgm Career Horizons; ISBN: 0844244740
Job Stress by James H. Humphrey (July 1997) Allyn & Bacon; ISBN: 0205272029
Leadership Practices Inventory-LPI: LPI Participant's Workbook & Self-Assessment by James M. Kouzes, et al (July 1997) Pfeiffer & Co; ISBN: 0787909807
Rate Your Skills as a Manager: A Crisp Assessment Profile by Elwood N. Chapman, et al (March 1991) Crisp Pubns; ISBN: 1560521015
[ 56 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxxiv [ 57 – FOR EACH OF THE FOLLOWING TASKS, CIRCLE THE DIFFICULTY, IMPORTANCE,
AND FREQUENCY LEVELS. USE THE DIF MODEL ON THE PAGE THAT YOU TORE OUT
OF YOUR BOOKLET TO MAKE YOUR SELECTION. IGNORE THE TASK SCORE COLUMN
FOR NOW.]
X. C R I S I S M A N A G E M E N T
Task Difficulty Importance Frequency Task Score
Respond to fire alarm 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to bomb threat 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to severe weather 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to illness in facility 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to injury in facility 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to an individual in the facility who becomes violent or threatens violence
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to potential blood borne pathogen release in facility
1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
Respond to hazardous materials release in facility 1 2 3 4 5 1 2 3 4 5 D W M Y N
_____
[ 58 – GO BACK TO THE BEGINNING OF THE SECTION X TASK LIST AND CALCULATE
THE SCORE FOR EACH TASK. ENTER FIGURES IN TASK SCORE COLUMN.]
Example:
Task Difficulty Importance Frequency Task Score
Lead the development of vision and mission statements 1 2 3 4 5 1 2 3 4 5 D W M Y N
__13___
xxxv
Note that frequency is scored: D = 1 W =2 M= 3 Y = 4 N = 5
[ 59 – ADD ALL OF THE SECTION X TASKS SCORES. ENTER SECTION X RAW SCORE
HERE: ______ ]
[ 60 – DIVIDE THE SECTION X RAW SCORE BY 8 (THE NUMBER OF TASKS IN THE
SECTION). ENTER THE SECTION X MEAN SCORE HERE: ______ ]
[ 61 – USE THE FOLLOWING SCALE TO INTERPRET TASK AND SECTION SCORES.]
Score of 3-7
No formal training or development necessary – address your specific needs through reading* and/or coaching from a mentor.
Score of 8-11
Initial formal training and development necessary (train one time). Take a college or commercial training course. Attend a seminar.
Score of 12-15
Initial and on-going formal training and development necessary. Take a college or commercial training course; attend a seminar. Follow up with refresher courses and seminars.
*Crisis Management Reading List
Accident Prevention and OSHA Compliance by Patrick A. Michaud (May 1995) Lewis Publishers, Inc.; ISBN: 1566701503
Managing Violence in the Workplace by Steve McVey, et al (July 1996) Saint Lucie Pr; ISBN: 1574440330
Safe Schools: A Security and Loss Prevention Plan by James Barry Hylton (August 1996) Butterworth-Heinemann; ISBN: 0750697598
School Violence: A Reference Handbook by Deborah L. Kopka (September 1997) ABC-Clio; ISBN: 0874368618
Serious Illness in the Classroom: An Educator's Resource by Andrea L. Mesec, et al (March 1997) Teacher Ideas Pr; ISBN: 1563084163
[ 62 – TAKE A BREAK—THEN, TURN TO THE NEXT PAGE.] xxxvi FAQs & Answers
What is the basis for TELSA assessment methodology?
TELSA employs a streamlined version of the Difficulty-Importance-Frequency (DIF) job analysis model employed for years by the U.S. government and the commercial nuclear power industry. To obtain other free diagnostic tools based on this model, visit the U.S. Department of Energy Carlsbad Area Office and
Westinghouse Electric Company technology transfer web site at http://www.t2ed.com .
Is it appropriate to include educators and trainers in the same assessment instrument?
Yes. The author of TELSA has taught, administered, and managed in elementary, secondary and higher education; and corporate, government, and not-for-profit training. The differences are few; the commonalties are great.
Do you think it is fair to judge the development needs of training and educational leaders on tasks that they will never be required to perform?
No. That is why every reasonable effort has been made to include tasks that you are likely to be required to perform during your career. Are you an elementary school principal who believes that you will never be required to lead distance learning? If so, prepare yourself for future shock. In 1989, a company procurement manager quizzed a training manager who wanted a personal computer.
“What are you, a typist?” he asked.
Today, training managers who don’t have computers on their desks are the exception rather than the rule.
Did you accidentally reverse the frequency scale? It looks like a task performed DAILY should be a “5.”
The frequency scale is correct. Tasks that are highly difficult, highly important, and infrequently performed are the tasks that require initial and on-going training. An example of this type of task is
“Respond to an individual in the facility who becomes violent or threatens violence.” Tasks that are performed frequently typically require only initial training.
Why doesn’t TELSA contain norming data?
This is a self-assessment; the purpose is not to compare your knowledge, skills, and abilities to those of others, but to simply identify your areas in need of development.
What are some things I can do to extract useful information out of the data?
Try any or all of the following:
1. Compile a list of all tasks, from highest task score to lowest task score Guaranteed to provide you with a few eye openers.
2. Provide copies of your completed TELSA forms to your staff and/or boss. Ask them for feedback on your development needs.
3. Look for big picture trends in the data. For example, a training manager knew in his mind and heart that the purpose of a training manager is to be an instructional leader. The TELSA frequency data revealed, however, that the author was performing low difficulty, low importance, and high frequency administrative tasks almost to the exclusion of instructional leadership tasks. The manager took this as a wakeup call.

* * *