For Managers






PIP For
Managers is a continuation of the PIP approach. 
The manager’s inventory is divided into sections, with statements
included in each section.  The scoring
procedure is the same as used before. 
Read each statement, giving yourself a “5” if the statement is almost
always true for you as a manager, a “4” if it is usually true for you as a
manager, a “3” if it is sometimes true, a “2” if it is seldom true, and a “1”
if it is almost never true for you as a manager.




Each section
includes three statements.  Add together
your self-ratings for each statement and divide by “3”.  This will give you an average score for that
section.  Once you have completed all
sections, add together all of the average scores and divide by the total number
of sections.  This will give you a
managerial quotient.  Your goal should be
to achieve a managerial quotient of at least 4.5.




Although the
inventory is intended for managers within organizations, it will also be useful
for individuals who manage families, community organizations, and small
groups.  It will be also useful for those
who wish to evaluate individuals in managerial positions.




You will note
that the first six sections represent managerial priorities, while the last
seven sections represent managerial processes. 
It may be useful for you to calculate your sub-quotient for the combined
“priorities” area and for the combined “processes” area.  This will help you evaluate your managerial
strengths both in terms of assuring organizational priorities and assuring that
the necessary processes are occurring that will lead to actualization of those
priorities.








PIP Elements






1. I check to
be sure that the student knows what is expected before holding him/her to the
expectation.




2. I check to
be sure that the student knows how to do what is expected before holding
him/her to the expectation.




3. I relate
new materials and learning experiences to things the student already knows or
has experienced.




4. I
emphasize how much the student is learning instead of how much he/she has yet
to learn.




5. I give
more emphasis to the student’s learning well than to his/her behaving well.




6. I know at
least as much about the student I am teaching as I know about the subject being
taught.




7. I check to
be sure that the student understands why work he/she has done wrong or
incorrect when there is a problem with that work.




8. I make
sure that it is easier for the student to succeed than it is for him/her to
fail.




9. I do not
see a student’s recurring failure as justified or acceptable.




10. I
understand and use what actually motivates the student.




11. I see
myself as being at least as responsible as the student is when he/she fails or
is less than fully successful.




12. My
evaluation of the student is based as much on my professional intuition and
judgment as on formal evaluation and test scores.




13. When
teaching, I operate at a fairly high energy level.




14. I give
more emphasis to the student’s personal growth and learning than to his/her
winning or achieving “high marks”.




15. I use
logical thinking and problem solving skills when working with the student.




16. I am calm
and self-controlled when teaching.




17. I am well
organized and self-disciplined when teaching.




18. I set a
good example for the child in the areas of personal care, posture and grooming,
language and speech, relationships with other people, etc.




19. I am
friendly and outgoing with other people where I teach.




20. I am as
courteous and respectful with the student as I expect him/her to be with me.




21. I respond
differentially to small problems, medium-sized problems, and big problems that
the student is experiencing.




22. I believe
that I can teach and work with the student.




23. I have a
strong positive self-image.




24. I like
and am liked by the other people where I teach.




25. I do not
let personal problems or issues interfere with my work with the student.




26. I stop to
figure out why a particular problem or issue has come up before beginning to do
anything about it.




27. I do not
use ridicule, sarcasm, or other negative techniques with the student.




28. I assume
and expect that the student will earn and will be successful.




29. I give
the student the freedom to make mistakes, try things his/her way the first
time, be experimental, and to just “goof off” and be unproductive at times.




30. I place
more importance on my relating to the student than on his/her relating to me.




31. I spend
most of my time with the student in direct teaching and learning skills.




32. I take
care to be sure that the time the student spends with me is a good investment
of his/her time and energy.




33. I use
that mix of teaching techniques, procedures, and patterns that is most useful
to the student.




34. I am well
acquainted with and thoroughly understand all of the subjects and skills I am
teaching to the student.