Everyone has heroes or people in life whom they admire. Take a moment to think about your heroes. They could be someone famous like a sports figure or rock star, or maybe it's someone close to you like a relative or a teacher. Once you have a person in your mind, think about what it is about that person that makes you think so highly of him or her. Chances are the reason you look up to your hero is because they have reached some level of success in life.
Now think about how your heroes reached that level of success. No matter what background your heroes come from, heroes all have one thing in common: Personal responsibility is what got them to where they are today. Personal responsibility is the one thing that separates the successful from the unsuccessful. The great thing about personal responsibility is that it's something you control. You decide for yourself your personal responsibility and the kind of life you want to live.
It all starts with one small piece of logic: Change your thinking, change your life.
You may not even realize it, but your thoughts control your actions. You make many decisions every day that have an impact on your life, sometimes right away, sometimes further down the road. Have you ever heard anyone use the expression, “It's all mental” when talking about playing a sport? It seems strange that a physical activity could be mental, but ask any professional athlete and they'll agree. In order to do anything well, you have to believe that you can and fill your mind with positive thoughts.
Once you've learned to change your thinking, you're ready to change your habits and your life. There's nobody else who can claim responsibility for your success or take the blame for your failures. It's all up to you. As soon as you lose sight of this truth, you fall into a dangerous spiral of Procrastination=Blame=Victim Thinking. We've all been there before. It's when we procrastinate, or put off doing something until it's too late. As a result, we let someone down. That person gets upset with us so we find someone or something else to blame and claim that we are just the victim in the situation. When we use this thought process, we are no longer in control of our own lives.
As you work through each skill building unit you may have feelings of doubt or discomfort. That's a good thing! It means that you are going out of your comfort zone and applying yourself. Remember, in order to change your life, you have to first change your thinking. Any kind of change is difficult at first, but the more you apply your new thought process, the bigger the changes you'll see in your life.
GOAL:
Your ability to set and reach your goals is what this program is all about. A goal is something that you want and try to achieve or reach. A goal gives an aim or a purpose for doing something. Goal setting is the very first step you must take in order to meet with success. Without the ability to set a goal, a person is simply adrift in a boat with no direction in mind. Goals provide a way of steering the boat.
People may get by for a while without any goals, but just getting by will catch up to those who live their lives this way. Why? It's simple. Without a clear set of goals, people must just accept whatever happens to them, good or bad. In time they become stuck without a way of making positive or good changes in their lives.I,for one, do not want to live my life this way. I want to set goals, work hard, and reach my goals so that I can choose my own life. Only through setting and reaching goals in my life can I create choices for myself. I can have some effect on how things will turn out for me.
Perhaps nothing is more important to your success in life than your ability to set, manage, and reach your goals. This program puts the focus on your view of your ability to set clear goals and then to manage yourself to reach your goals. Personal Responsibility puts the attention where it belongs – on you. It is your responsibility or job to set, manage, and reach your goals.
Personal responsibility is your own ability to be accountable or responsible to yourself. It is a duty to yourself to follow through on a goal. When you are accountable to yourself, something good happens. You are in charge of your success, not someone else. You can only blame yourself if you fail. You are the only one who can decide not to fail the next time.
GOAL:
Your ability to set and reach your goals is what this program is all about. A goal is something that you want and try to achieve or reach. A goal gives an aim or a purpose for doing something. Goal setting is the very first step you must take in order to meet with success. Without the ability to set a goal, a person is simply adrift in a boat with no direction in mind. Goals provide a way of steering the boat.
People may get by for a while without any goals, but just getting by will catch up to those who live their lives this way. Why? It's simple. Without a clear set of goals, people must just accept whatever happens to them, good or bad. In time they become stuck without a way of making positive or good changes in their lives.I,for one, do not want to live my life this way. I want to set goals, work hard, and reach my goals so that I can choose my own life. Only through setting and reaching goals in my life can I create choices for myself. I can have some effect on how things will turn out for me.
Perhaps nothing is more important to your success in life than your ability to set, manage, and reach your goals. This program puts the focus on your view of your ability to set clear goals and then to manage yourself to reach your goals. Personal Responsibility puts the attention where it belongs – on you. It is your responsibility or job to set, manage, and reach your goals.
Personal responsibility is your own ability to be accountable or responsible to yourself. It is a duty to yourself to follow through on a goal. When you are accountable to yourself, something good happens. You are in charge of your success, not someone else. You can only blame yourself if you fail. You are the only one who can decide not to fail the next time.
Procrastination is putting something off and not doing it until later.
Did you ever put off a job you were given? yes or no?
When you do this, you set in motion a process in which procrastination leads to blame and blame leads to victim thinking or feeling sorry for yourself. Procrastination is a habit – a bad habit. As with all habits, you can change if you see reason to change.
This program is a test of your ability to set and reach goals and to learn to take responsibility for them.
This program is a test of your ability to set and reach goals and to learn to take responsibility for them.
Procrastination=Blame=Victim Thinking
It provides you with information about your ability to set and reach your goals. This program also has another test in which someone who knows you can say what he or she thinks of your skill at setting and reaching your goals. This gives you information on what others think of your abilities in this area. We hope this information will give you a better understanding of yourself as it relates to your ability to set and reach goals.
Some of the skills included in the self test you are about to take are:
Goal Setting – which is your view of your ability to set clear, specific and reachable goals.
Values Congruence – which is your opinion of whether your goals match your values.
Achievement Drive – which is your opinion of your desire and level of effort you make to reach your goals.
Self-Control – which is your view of your ability to handle your feelings and emotions in difficult life situations.
Self-Management – which is the degree to which you manage your time, talents, and abilities and target these on clear goals.
Personal Responsibility – which is your level of desire to take full responsibility for reaching your goals.
You cannot blame someone else for your failure to reach your goals. These are just a few of the skills this test will measure. Let's see how you do.
This instrument measures how you see yourself in setting and reaching your personal goals. As you begin the process of assessing your current skills and behaviors, respond to each item with honesty. Your responses will be meaningful and helpful to the extent that they accurately describe yourself. Keep in mind that you should answer each question as you truly are, not how you think you should be. Remember, if this exercise is going to help you, you need to be painfully honest about yourself. Carefully read the instructions for completing the Personal Responsibility Map and then score yourself for each item
To answer the following questions, select the one answer that indicates how descriptive the statement is of attitudes, skills, and behaviors. Select the corresponding check box of the answer or by pressing “M” for “Most of the time”, “S” for “Some of the time”, or “L” for “Least of the time”, followed by the enter key or by selecting the “Next” button.
Although similar and interrelated, each of the 120 items on the Personal Responsibility Map differs in some degree from all other items. Respond to each item individually, and select the answer that best represents your attitude or behavior
The Personal Responsibility-Achieving Academic and Career Goals program is a positive way to the self-assessment or self-test of skills that are important for your success. The purpose of this self-test is to provide you with a map or guide for your personal growth and change. By understanding the results of your test you may become more aware of your strengths as a person and identify areas for possible change and growth. The test provides a self-assessment of your present level of skills in areas related to setting and reaching goals. The results may be used in planning skill-building activities that will help you in reaching your goals.
In the section that follows, the major scales are identified and explained in terms of your idea of your strengths or change areas. Once you are aware of your skill strengths and have identified areas for change, you can develop a learning and training plan to improve your ability to achieve academic and career goals.
A score in the enhance level (top of profile) may be considered a current skill strength.
A score in the strengthen level (middle of profile) shows an average or expected level of skill development.
A score in the develop level (bottom of profile) can be thought of as a need to make changes and to learn and develop new skills in that skill area.
The results that you plot on the twelve scales of the Personal Responsibility Map are a map or guide that you may consider to further develop your personal and career goals.
Your personal skills related to setting and reaching goals are changeable, and you are capable of learning new skills. As you change, develop, and learn, your skills will be strengthened.
Your scores on the Personal Responsibility Map scales must not be thought of as fixed or stuck personal “traits” or “factors.”
Think of your results as your current level of personal skills, and focus on your skill strengths. Then consider the skill areas that you want to change and are willing to develop more fully.
It provides you with information about your ability to set and reach your goals. This program also has another test in which someone who knows you can say what he or she thinks of your skill at setting and reaching your goals. This gives you information on what others think of your abilities in this area. We hope this information will give you a better understanding of yourself as it relates to your ability to set and reach goals.
Some of the skills included in the self test you are about to take are:
Goal Setting – which is your view of your ability to set clear, specific and reachable goals.
Values Congruence – which is your opinion of whether your goals match your values.
Achievement Drive – which is your opinion of your desire and level of effort you make to reach your goals.
Self-Control – which is your view of your ability to handle your feelings and emotions in difficult life situations.
Self-Management – which is the degree to which you manage your time, talents, and abilities and target these on clear goals.
Personal Responsibility – which is your level of desire to take full responsibility for reaching your goals.
You cannot blame someone else for your failure to reach your goals. These are just a few of the skills this test will measure. Let's see how you do.
This instrument measures how you see yourself in setting and reaching your personal goals. As you begin the process of assessing your current skills and behaviors, respond to each item with honesty. Your responses will be meaningful and helpful to the extent that they accurately describe yourself. Keep in mind that you should answer each question as you truly are, not how you think you should be. Remember, if this exercise is going to help you, you need to be painfully honest about yourself. Carefully read the instructions for completing the Personal Responsibility Map and then score yourself for each item
To answer the following questions, select the one answer that indicates how descriptive the statement is of attitudes, skills, and behaviors. Select the corresponding check box of the answer or by pressing “M” for “Most of the time”, “S” for “Some of the time”, or “L” for “Least of the time”, followed by the enter key or by selecting the “Next” button.
Although similar and interrelated, each of the 120 items on the Personal Responsibility Map differs in some degree from all other items. Respond to each item individually, and select the answer that best represents your attitude or behavior
The Personal Responsibility-Achieving Academic and Career Goals program is a positive way to the self-assessment or self-test of skills that are important for your success. The purpose of this self-test is to provide you with a map or guide for your personal growth and change. By understanding the results of your test you may become more aware of your strengths as a person and identify areas for possible change and growth. The test provides a self-assessment of your present level of skills in areas related to setting and reaching goals. The results may be used in planning skill-building activities that will help you in reaching your goals.
In the section that follows, the major scales are identified and explained in terms of your idea of your strengths or change areas. Once you are aware of your skill strengths and have identified areas for change, you can develop a learning and training plan to improve your ability to achieve academic and career goals.
A score in the enhance level (top of profile) may be considered a current skill strength.
A score in the strengthen level (middle of profile) shows an average or expected level of skill development.
A score in the develop level (bottom of profile) can be thought of as a need to make changes and to learn and develop new skills in that skill area.
The results that you plot on the twelve scales of the Personal Responsibility Map are a map or guide that you may consider to further develop your personal and career goals.
Your personal skills related to setting and reaching goals are changeable, and you are capable of learning new skills. As you change, develop, and learn, your skills will be strengthened.
Your scores on the Personal Responsibility Map scales must not be thought of as fixed or stuck personal “traits” or “factors.”
Think of your results as your current level of personal skills, and focus on your skill strengths. Then consider the skill areas that you want to change and are willing to develop more fully.
The first six scales measured—Goal Setting, Self-Efficacy, Values Congruence, Achievement Drive, Supportive Environment, and Self-Esteem—deal with goal reaching ability.
Goal Setting is the ability to set goals.
Self-Efficacy is a belief in your ability to actually reach stated goals.
Values Congruence is the finding of your values and testing whether your values are true to your goals. Goals are more likely to be reached when values are true to your goals.
Achievement Drive is the desire to reach your goals.
Supportive Environment refers to people around you willing to support and help you and encourage you to go after your goals.
All of these key factors tie together to give you some idea of your goal reaching ability.
The last six scales measured, Self-Control, Self-Management, Problem Solving, Resiliency, Self-Improvement, and Personal Responsibility all relate to self-management skills or ability to manage yourself related to personal responsibility.
Self-Control measures your ability to control yourself and act in a responsible way.
Self-Management is the skill of using your time, talents, and abilities to reach your goals.
Problem Solving is the ability to work through roadblocks and to use creative thinking skills to reach your goals.
Resiliency is the ability to work through issues or problems and to cause bottom-line results to happen.
Self-Improvement measures your openness to change and desire to learn new skills to improve yourself.
Personal Responsibility is your ability to set clear goals and take full responsibility to reach them
Your results show your present skills in key areas of setting and achieving goals. You have found skill strengths and skill changes that may serve as a map or guide for your future improvement. The use of skill strengths is necessary to further achieve your potential for setting and achieving academic and career goals. If skill changes were shown on your profile, you may want to try learning new skills in these areas. You will need to select the areas you want to develop and work on those areas
The profile you have just completed shows how you and others see your skills and abilities in reaching goals. The overall assessment can serve as a basis for your future training and development. Understanding what good goal setting and goal reaching skills are and how your abilities match them helps you make your training more meaningful. The following will give you more information about the skills necessary for success in reaching your goals.
Goal Setting is the ability to set goals.
Self-Efficacy is a belief in your ability to actually reach stated goals.
Values Congruence is the finding of your values and testing whether your values are true to your goals. Goals are more likely to be reached when values are true to your goals.
Achievement Drive is the desire to reach your goals.
Supportive Environment refers to people around you willing to support and help you and encourage you to go after your goals.
All of these key factors tie together to give you some idea of your goal reaching ability.
The last six scales measured, Self-Control, Self-Management, Problem Solving, Resiliency, Self-Improvement, and Personal Responsibility all relate to self-management skills or ability to manage yourself related to personal responsibility.
Self-Control measures your ability to control yourself and act in a responsible way.
Self-Management is the skill of using your time, talents, and abilities to reach your goals.
Problem Solving is the ability to work through roadblocks and to use creative thinking skills to reach your goals.
Resiliency is the ability to work through issues or problems and to cause bottom-line results to happen.
Self-Improvement measures your openness to change and desire to learn new skills to improve yourself.
Personal Responsibility is your ability to set clear goals and take full responsibility to reach them
Your results show your present skills in key areas of setting and achieving goals. You have found skill strengths and skill changes that may serve as a map or guide for your future improvement. The use of skill strengths is necessary to further achieve your potential for setting and achieving academic and career goals. If skill changes were shown on your profile, you may want to try learning new skills in these areas. You will need to select the areas you want to develop and work on those areas
The profile you have just completed shows how you and others see your skills and abilities in reaching goals. The overall assessment can serve as a basis for your future training and development. Understanding what good goal setting and goal reaching skills are and how your abilities match them helps you make your training more meaningful. The following will give you more information about the skills necessary for success in reaching your goals.
Goal Achievement Potential (Scales 1-6)
Scale 1: Goal Setting – having clear, written goals with plans and target dates for reaching them.
Scale 2: Self-Efficacy – the view of possibilities or extent or amount to which people's goals are viewed as within their possibilities (ability to do), given their skills and abilities.
Scale 3: Values Congruence – having a healthy balance between personal values, beliefs and desired goals.
Scale 4: Achievement Drive – the level of desire, effort and work done to reach goals.
Scale 5: Supportive Environment – the amount to which friends, family or peers (fellow students or employees) value good work and help a person reach goals.
Scale 6: Self-Esteem – the amount that people value themselves and feel worthy or good enough to enjoy success in reaching their goals.
Scale 7: Self-Control – the ability to handle feelings and emotions in difficult life situations.
Scale 8: Self-Management – the degree to which people manage their own time, talents (skills) and abilities and use these to set and reach their goals.
Scale 9: Problem Solving – the ability and willingness to work through roadblocks or setbacks and to use good thinking skills to reach their goals.
Scale 10: Resiliency – the ability to work through activities and cause things to happen to get things done.
Scale 11: Self-Improvement – the amount to which people are open to change, to learning and to looking for ways to improve themselves or become better at something.
Scale 12: Personal Responsibility – the level of effort or work people are willing to make in setting clear goals and then accepting full responsibility for reaching them
Goal Setting: The ability to have clear, written goals with plans and target dates for reaching them. Scores on this scale show current feelings about the ability to set goals and target dates for reaching them. A high score (skill to enhance) shows the ability to have a clear focus on where one wants to go, to create target dates to complete goals, to develop or create and use written ways to achieve goals, and set high goals. A low score (skill to develop) shows a lack of ability to set clear goals, make target dates to complete them, develop and use written ways to achieve goals, and to set high goals
Self-Efficacy: The view of possibilities or extent or amount to which people's goals are viewed as being within their possibilities (abilities to do), given their skills and abilities. Scores on this scale show current feelings about the ability to reach goals. A high score (skill to enhance) shows consistency in seeking higher goals, understanding potential or possible abilities, belief that goals are possible to reach, and a positive view of abilities. A low score (skill to develop) shows a lack of desire to seek higher goals, a lack of understanding of potential (capable of becoming), a belief that goals are not attainable (or possible), and a negative view of abilities.
Values Congruence: Having a healthy balance between personal values, beliefs, and desired goals. Scores on this scale show current feelings about the balance between personal values, beliefs, and desired goals. A high score (skill to enhance) shows that values are in agreement with targeted goals, and an acceptance of personal duty or responsibility for thoughts and actions related to goals. These individuals have ability to freely give of self and be honest and sincere when dealing with others. A low score (skill to develop) shows a lack of a healthy balance between personal values, beliefs, and desired goals. Values and goals do not seem to be in agreement. There is no desire to take personal responsibility for thoughts and actions. These people do not give freely of self and lack an honest and sincere approach to other people.
Achievement Drive: The level of desire, effort, and willingness to work toward goals. Scores on this scale show current feelings about the level of desire related to reaching goals. A high score (skill to enhance) shows a high drive and desire to reach goals, to get things done, an ability to respond well to difficulties, and give whatever level of energy is needed to reach goals. A low score (skill to develop) shows a low desire to reach goals, a lack of desire to get things done, a lack of ability to respond or act well to difficulties, and a lack of effort needed to reach personal goals.
Supportive Environment: The amount to which friends, family, or peers (fellow students or employees) value good work and help a person to reach goals. Scores on this scale show current feelings about how friends, family, and peers value high levels of achievement or success and their desire to help others reach their goals. A high score (skill to enhance) shows someone who has friends and family that are successful, has family members and friends that help reach goals, is a strong team player, and lives and works in a place where reaching goals is important. A low score (skill to develop) shows a person who lacks friends who are successful, lacks family members or friends who support them, is not a strong team player and lives and works in a place where reaching goals is not valued or important
Self-Esteem: The amount to which people value themselves and feel worthy, or good enough, to enjoy success in reaching their goals. Scores on this scale show current feelings about or belief in self and feelings of being good enough to reach goals. A high score (skill to enhance) shows an ability to handle difficult tasks, an ability to use personal strengths in solving problems, an ability to accept personal duty or responsibility for success or failure, and a clear understanding of one's own abilities. A low score (skill to develop) shows a lack of ability to handle challenging or difficult tasks, lack of an ability to use personal strengths when solving problems, lack of personal duty or responsibility for success or failures, and lack of a clear understanding of one's own ability
Self-Control: The ability to handle personal feelings and emotions in difficult life situations. Scores on this scale show current feelings about the ability to handle feelings and emotions when experiencing a stressful event. A high score (skill to enhance) shows an ability to calm down quickly after upsetting events, deal with strong emotions like anger, to work well under stress and pressure, and to have an ability to relax and renew or recharge personal energy. A low score (skill to develop) shows a lack of ability to calm down quickly after upsetting events, an inability to deal with strong emotions like anger, an inability to work well under stress and pressure, and lack of the ability to relax or recharge and renew personal energy
Self-Management: The degree to which people can manage their time, talents (skills), and abilities and use these to set and reach their goals. Scores on this scale show current feelings about the ability to manage time, talents, and abilities and use these skills to reach goals. A high score (skill to enhance) shows an ability to complete work tasks on time, to be organized and to use good work habits, to use time well, and to work on several projects at the same time with good results. A low score (skill to develop) shows a lack of ability to complete work on time, lack of organization in work habits, an inability to use time well, and an inability to work on several projects at the same time and get good results.
Problem Solving: The ability and willingness to work through roadblocks or something in the way and to use good thinking skills to reach their goals. Scores on this scale show current thinking on the ability to work through roadblocks and solve problems related to reaching goals. A high score (skill to enhance) shows an ability to deal with problems, to make decisions quickly, to create several choices for solving difficult problems, and to help in group problem solving or decision making efforts. A low score (skill to develop) shows a lack of ability to deal with problems, an inability to make decisions quickly, a lack of ability to see several choices for solving difficult problems, and an inability to help in group problem solving efforts
Resiliency: The ability to work through activities and cause things to happen, to get things done. Scores on this scale show current thinking on the ability to work through tasks related to goals and to successfully reach goals. A high score (skill to enhance) shows an ability to look at results more than how to do it, to do things rather than let them happen, to be able to cut out clutter and get things done, and take a bottom-line, get-it-done approach. A low score (skill to develop) shows a lack of ability to look at results more than how to do it, an inability to do things before they happen, an inability to cut out clutter and get things done, and that this person is not a bottom-line, results-driven person.
Self-Improvement: The amount to which people are open to change and to learning, and to looking for ways to improve themselves or become better at something. Scores on this scale show current thinking on the ability to improve self, learn new skills and adapt to change. A high score (skill to enhance) shows an ability to spend time and energy on self-improvement (to better oneself), to want to learn new things, to be open to finding new ways of thinking and acting, and be willing to change. A low score (skill to develop) shows a lack of ability to spend time and energy on self-improvement (to better oneself), a lack of desire to learn new things, an inability to find new ways of thinking and acting, and lack of ability to adapt to change
Personal Responsibility: The level of effort or work people are willing to make in setting clear goals and then accepting full duty or responsibility for reaching them. Scores on this scale show current feelings about the ability to work towards a goal and take full duty or responsibility to reach that goal. A high score (skill to enhance) shows someone who can be depended upon to complete a job, complete difficult tasks without someone telling them what to do, accept personal responsibility for getting results, and be chosen by others when they want to get things done. A low score (skill to develop) shows a person who cannot be depended upon to complete jobs, to complete difficult tasks without someone telling them what to do, to accept personal responsibility for getting results, and a person who is seldom chosen by others when they want to get things done
You have completed the Personal Responsibility Map
Scale 1: Goal Setting – having clear, written goals with plans and target dates for reaching them.
Scale 2: Self-Efficacy – the view of possibilities or extent or amount to which people's goals are viewed as within their possibilities (ability to do), given their skills and abilities.
Scale 3: Values Congruence – having a healthy balance between personal values, beliefs and desired goals.
Scale 4: Achievement Drive – the level of desire, effort and work done to reach goals.
Scale 5: Supportive Environment – the amount to which friends, family or peers (fellow students or employees) value good work and help a person reach goals.
Scale 6: Self-Esteem – the amount that people value themselves and feel worthy or good enough to enjoy success in reaching their goals.
Scale 7: Self-Control – the ability to handle feelings and emotions in difficult life situations.
Scale 8: Self-Management – the degree to which people manage their own time, talents (skills) and abilities and use these to set and reach their goals.
Scale 9: Problem Solving – the ability and willingness to work through roadblocks or setbacks and to use good thinking skills to reach their goals.
Scale 10: Resiliency – the ability to work through activities and cause things to happen to get things done.
Scale 11: Self-Improvement – the amount to which people are open to change, to learning and to looking for ways to improve themselves or become better at something.
Scale 12: Personal Responsibility – the level of effort or work people are willing to make in setting clear goals and then accepting full responsibility for reaching them
Goal Setting: The ability to have clear, written goals with plans and target dates for reaching them. Scores on this scale show current feelings about the ability to set goals and target dates for reaching them. A high score (skill to enhance) shows the ability to have a clear focus on where one wants to go, to create target dates to complete goals, to develop or create and use written ways to achieve goals, and set high goals. A low score (skill to develop) shows a lack of ability to set clear goals, make target dates to complete them, develop and use written ways to achieve goals, and to set high goals
Self-Efficacy: The view of possibilities or extent or amount to which people's goals are viewed as being within their possibilities (abilities to do), given their skills and abilities. Scores on this scale show current feelings about the ability to reach goals. A high score (skill to enhance) shows consistency in seeking higher goals, understanding potential or possible abilities, belief that goals are possible to reach, and a positive view of abilities. A low score (skill to develop) shows a lack of desire to seek higher goals, a lack of understanding of potential (capable of becoming), a belief that goals are not attainable (or possible), and a negative view of abilities.
Values Congruence: Having a healthy balance between personal values, beliefs, and desired goals. Scores on this scale show current feelings about the balance between personal values, beliefs, and desired goals. A high score (skill to enhance) shows that values are in agreement with targeted goals, and an acceptance of personal duty or responsibility for thoughts and actions related to goals. These individuals have ability to freely give of self and be honest and sincere when dealing with others. A low score (skill to develop) shows a lack of a healthy balance between personal values, beliefs, and desired goals. Values and goals do not seem to be in agreement. There is no desire to take personal responsibility for thoughts and actions. These people do not give freely of self and lack an honest and sincere approach to other people.
Achievement Drive: The level of desire, effort, and willingness to work toward goals. Scores on this scale show current feelings about the level of desire related to reaching goals. A high score (skill to enhance) shows a high drive and desire to reach goals, to get things done, an ability to respond well to difficulties, and give whatever level of energy is needed to reach goals. A low score (skill to develop) shows a low desire to reach goals, a lack of desire to get things done, a lack of ability to respond or act well to difficulties, and a lack of effort needed to reach personal goals.
Supportive Environment: The amount to which friends, family, or peers (fellow students or employees) value good work and help a person to reach goals. Scores on this scale show current feelings about how friends, family, and peers value high levels of achievement or success and their desire to help others reach their goals. A high score (skill to enhance) shows someone who has friends and family that are successful, has family members and friends that help reach goals, is a strong team player, and lives and works in a place where reaching goals is important. A low score (skill to develop) shows a person who lacks friends who are successful, lacks family members or friends who support them, is not a strong team player and lives and works in a place where reaching goals is not valued or important
Self-Esteem: The amount to which people value themselves and feel worthy, or good enough, to enjoy success in reaching their goals. Scores on this scale show current feelings about or belief in self and feelings of being good enough to reach goals. A high score (skill to enhance) shows an ability to handle difficult tasks, an ability to use personal strengths in solving problems, an ability to accept personal duty or responsibility for success or failure, and a clear understanding of one's own abilities. A low score (skill to develop) shows a lack of ability to handle challenging or difficult tasks, lack of an ability to use personal strengths when solving problems, lack of personal duty or responsibility for success or failures, and lack of a clear understanding of one's own ability
Self-Control: The ability to handle personal feelings and emotions in difficult life situations. Scores on this scale show current feelings about the ability to handle feelings and emotions when experiencing a stressful event. A high score (skill to enhance) shows an ability to calm down quickly after upsetting events, deal with strong emotions like anger, to work well under stress and pressure, and to have an ability to relax and renew or recharge personal energy. A low score (skill to develop) shows a lack of ability to calm down quickly after upsetting events, an inability to deal with strong emotions like anger, an inability to work well under stress and pressure, and lack of the ability to relax or recharge and renew personal energy
Self-Management: The degree to which people can manage their time, talents (skills), and abilities and use these to set and reach their goals. Scores on this scale show current feelings about the ability to manage time, talents, and abilities and use these skills to reach goals. A high score (skill to enhance) shows an ability to complete work tasks on time, to be organized and to use good work habits, to use time well, and to work on several projects at the same time with good results. A low score (skill to develop) shows a lack of ability to complete work on time, lack of organization in work habits, an inability to use time well, and an inability to work on several projects at the same time and get good results.
Problem Solving: The ability and willingness to work through roadblocks or something in the way and to use good thinking skills to reach their goals. Scores on this scale show current thinking on the ability to work through roadblocks and solve problems related to reaching goals. A high score (skill to enhance) shows an ability to deal with problems, to make decisions quickly, to create several choices for solving difficult problems, and to help in group problem solving or decision making efforts. A low score (skill to develop) shows a lack of ability to deal with problems, an inability to make decisions quickly, a lack of ability to see several choices for solving difficult problems, and an inability to help in group problem solving efforts
Resiliency: The ability to work through activities and cause things to happen, to get things done. Scores on this scale show current thinking on the ability to work through tasks related to goals and to successfully reach goals. A high score (skill to enhance) shows an ability to look at results more than how to do it, to do things rather than let them happen, to be able to cut out clutter and get things done, and take a bottom-line, get-it-done approach. A low score (skill to develop) shows a lack of ability to look at results more than how to do it, an inability to do things before they happen, an inability to cut out clutter and get things done, and that this person is not a bottom-line, results-driven person.
Self-Improvement: The amount to which people are open to change and to learning, and to looking for ways to improve themselves or become better at something. Scores on this scale show current thinking on the ability to improve self, learn new skills and adapt to change. A high score (skill to enhance) shows an ability to spend time and energy on self-improvement (to better oneself), to want to learn new things, to be open to finding new ways of thinking and acting, and be willing to change. A low score (skill to develop) shows a lack of ability to spend time and energy on self-improvement (to better oneself), a lack of desire to learn new things, an inability to find new ways of thinking and acting, and lack of ability to adapt to change
Personal Responsibility: The level of effort or work people are willing to make in setting clear goals and then accepting full duty or responsibility for reaching them. Scores on this scale show current feelings about the ability to work towards a goal and take full duty or responsibility to reach that goal. A high score (skill to enhance) shows someone who can be depended upon to complete a job, complete difficult tasks without someone telling them what to do, accept personal responsibility for getting results, and be chosen by others when they want to get things done. A low score (skill to develop) shows a person who cannot be depended upon to complete jobs, to complete difficult tasks without someone telling them what to do, to accept personal responsibility for getting results, and a person who is seldom chosen by others when they want to get things done
You have completed the Personal Responsibility Map
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