The Executive Leadership Gifts and Skills Inventory:

Instrument and Guidelines for Use

Thomas P. Holland, Ph.D.

I. Guidelines for Users

Understanding one’s own patterns of strength and limitations in leadership roles is essential for

successful efforts to grow in effectiveness as a leader. The Executive Leadership Gifts and Skills

Inventory is a self-administered procedure by which anyone can identify their leadership gifts and

skills as well as those aspects that may be weak and needing development. It provides for self-

assessments in a range of leadership practices and comparisons with views of the individual from

associates. The findings can sharpen your understanding of where you are now and what steps of

growth may lay ahead.

To guide your use of the Inventory and its results, we now describe the whole procedure,

including how to complete the form and tabulate the responses. Based on the results of the

assessment, you can follow the guidelines to design an individualized plan for growth in any

leadership position.

A. Copy of Instrument

A. Communications SD D A SA

1. Conveys clear and appropriate expectations of others

2. Is a good public speaker

3. Communicates effectively in writing

4. Listens attentively to others

5. Is crisp, clear, and articulate with others

6. Develops good information systems

7. Makes sure everyone has the information needed to do the job

8. Good at communicating complex ideas and information

9. Makes points well to resistive audiences

10. Keeps everyone well informed

11. Probes for information by digging beneath the surface

12. Gives corrective feedback with skill and sensitivity

13. Sustains good two-way communications

B. Vision and creativity SD D A SA

14. Clear on the fundamental purpose of this program/organization

15. A good source of creative ideas

16. A keen observer of people and events

17. Engaged in building morale and energy

18. Inspires others with a vision of the future that all can share

19. Pursues new opportunities and ideas

20. Is challenging in teaching and leading

21. Turns barriers into opportunities

22. Supports innovation

23. Welcomes new ways of looking at situations

24. Encourages others to try new approaches

25. Not afraid of taking risks

26. Is a catalyst for healthy change

27. Nurtures and rewards creativity

28. Encourages and nurtures a shared sense of vocation

C. Self-awareness, care for oneself SD D A SA

29. Accepts criticism well

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30. Aware of own biases

31. Doesn’t try to hide mistakes

32. Flexible

33. Handles stress well

34. Good at balancing the demands of work and personal life

35. Has a high energy level

36. Manages time well

37. Has a good sense of humor

38. Maintains balance among physical, psychological, social and emotional needs

39. Recognizes and compensates for own weaknesses

40. Takes feedback seriously

41. Takes good care of himself/herself

42. Respects emotional boundaries of self and others

43. Is comfortable with others’ successes

44. Has outside interests and hobbies

45. Shows compassion for others’ concerns

D. Modeling, mentoring, caring SD D A SA

46. Serves unselfishly

47. Is a good coach, counselor, mentor for others

48. Builds trust

49. Communicates a clear understanding of the values of this organization

50. Is sought out for personal guidance

51. Able to see situations from others’ perspectives

52. Sets a clear example of personal growth

53. Shows a deep caring for others

54. Skilled at relating to different types of people

55. Takes others’ ideas seriously

56. Is appropriately available to others to discuss issues and problems

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57. Is helpful when others have problems

58. Avoids blaming or scapegoating others

59. Understands the realities of people’s lives

60. Serves as a good role model for others

61. Nurtures others’ leadership development

62. Inspires others

E. Relationships SD D A SA

63. Advocates for others internally and externally

64. Attracts talented people to program/organization

65. Builds relationships that are grounded in respect and trust

66. Competent in dealing with others’ feelings

67. Treats people of the other sex with dignity and respect

68. Considers personalities when dealing with others

69. Develops dedicated volunteers

70. Develops the talents and skills of others

71. Enjoys warm and cooperative relationships with others

72. Establishes and maintains effective relationships with diverse people

73. Recognizes and capitalizes on others’ strengths

74. Praises and rewards others for their work

75. Shares responsibility for successes with others

76. Responds quickly to others’ concerns and inquiries

77. Receptive to others’ ideas

78. Tolerant of the idiosyncrasies of others

79. Is fair in considering other people’s feelings

80. Does not play favorites

81. Is committed to inclusiveness

82. Is comfortable with persons of the other sex

83. Manages conflict well

84. Builds others’ morale and enthusiasm

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85. Maintains positive, respectful relationships with others

86. Celebrates special events with sensitivity for the occasion

F. Planning, problem-solving SD D A SA

87. Able to make changes in the face of opposition

88. Actively seeks wide range of information for problem solving

89. Engages others in finding solutions to problems

90. Takes the long-term view (vs. the immediate present)

91. Actively engaged in strategic planning

92. Finds ways to turn barriers into opportunities

93. Puts quality first

94. Sets high standards

95. Takes the long-term view

96. Engages others in developing shared plans and actions

97. Responsive to the changing needs of the program/organization

98. Works well with others to develop realistic and effective plans

99. Develops strategies for acquiring needed resources

100. Sustains movement toward goals

101. Designs projects and tasks well

102. Ensures that people are prepared for their jobs

G. Managing and supervising SD D A SA

103. Able to make decisions in a timely manner

104. Action oriented

105. Delegates effectively

106. Draws well on the talents of others

107. Effective at organizing tasks so goals are attained

108. Manages well with jobs of big scope

109. Establishes fair expectations and practices

110. Implements cost-saving techniques without sacrificing quality

111. Manages scarce resources well

112. Organizes and manages big, long-term projects well

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113. Has clear and appropriate expectations of others

114. Encourages others to carry out their roles properly

115. Monitors the impacts of decisions and actions

116. Creates responsive systems to meet needs and foster growth

117. Actively works at team-building

118. Effective organizer

119. Manages time well

H. Resource development and management SD D A SA

120. Effectively integrates principles of stewardship into all aspects of work

121. Current on financial resources for program/organization

122. Communicates financial and quantitative information effectively

123. Comfortable with charts, graphs, statistics, financial report

124. Shares financial information appropriately

125. Develops strategies for acquiring needed resources

126. Ensures that contributions are used as intended

127. Knowledgeable about financial planning

128. Knows the realities of the market for the organization’s services

129. Maintains financial accountability

130. Negotiates effectively with funding sources, donors, sponsors

131. Publicizes gifts when appropriate

132. Presents regular financial reports

Note: after you indicate your ratings on the descriptive statements, then go back and look at those you Disagreed or Strongly Disagreed were characteristic of this person. For those items, please draw a circle around the numbers of those you believe need that person’s special attention and improvement. Then give your completed form to the person who will be preparing the summary report.

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B. Procedures

The assessment process begins with your reviewing the clusters of statements composing the

questionnaire to make sure that they accurately describe aspects of your work. You can modify the

list by striking out any statements that are not applicable to your role and by adding statements to

describe aspects that have been missed. Be sure NOT to delete items referring to areas that you

should be carrying out but just don’t like. Make a copy of the form and then modify the list of

statements so your role is accurately and fully described.

Next, identify at least five people whose judgments you trust and who would be willing to

help you understand and improve your performance as a leader. (You may use more than that

number.) At least four of these are to be asked to fill out the same set of questions about you as

you do. They are to do this independently and anonymously. Then they give their completed forms

to the fifth person, whose task it is to compute averages of their ratings and prepare a summary

report for you. In addition to completing the form yourself, we suggest that you ask the head of

your organization’s board, other board leaders, or some other person to whom you report regularly.

Also include co-workers or colleagues who know your work well and a subordinate to complete the

form. It is important that you select persons who know you well and can provide thoughtful ratings

of your performance in each area.

Put your name in the top right corner of each questionnaire, and circle the word “other” on

those copies you give to your four other raters. Explain to them the purpose of the task, the

importance of candid and anonymous ratings, to whom they give their completed forms, and how

the results will be tabulated and used (discussed in the next few pages).

Each of these raters should complete the form independently and anonymously, and then

return it to the person who has agreed to summarize the scores. It is vital to the success of the effort

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that all responses are held in strictest confidence. The responses of the other raters are to be

combined and averages of their ratings calculated, thus ensuring that no single response can be

linked with any individual rater. The summary of findings should be given to you exclusively, and

no information should be shared with anyone without your explicit permission. You should have

complete control over what, if anything, you want to do with the findings.

C. Instructions for completing the form

Completing the questionnaire is simple, both for the person filling it out about him/herself

and that person’s other raters. Read each of the statements and beside each one indicate how well

that statement describes the person in question. If you strongly agree that the statement accurately

describes this person, put a check mark or X under the column headed SA (strongly agree). If you

think the statement is highly unlike the person, put a mark under SD (strongly disagree).

Intermediate levels can be indicated by marking A (agree) or D (disagree). If the statement is

irrelevant to this person’s role, mark it NA (not applicable). It is critical to the success of the effort

that each rater gives candid, independent, honest, and anonymous responses about the person’s

strengths and weaknesses.

After you have indicated your ratings on all statements, then go back and review those you

marked as Disagree or Strongly Disagree. For those items, put a circle around the statements you

believe this person needs to give special attention and improvement. Then put the completed form

into an envelope, seal it, and give it to the person designated to summarize the responses and

prepare the report.

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D. Guidelines for the person collecting the forms and tabulating results

Your task is to prepare a summary report exclusively for the person whose leadership skills

are being assessed. Make sure that all responses are kept in a secure place and that specific ratings

are not disclosed or linked to any of the other raters.

Your first step is to calculate averages of the ratings given by the four other raters on each

statement. Each SA should be given a score of 4; each A given a score of 3; each D a score of 2,

and each SD a score of 1. For each statement, add up the scores from each of the other raters and

then divide that sum by the number of raters to derive the average score. For example, imagine that

on the first statement the first other rater checked SA, the second other rater checked A, the third

one checked D, and the fourth checked A. The scores for these checks would be 4 + 3 + 2 + 3 = 12.

There were a total of four other raters, so 12 divided by 4 is 3, the average of their ratings.

Next take the form filled out by the person who is the focus of the assessment and give

similar scores of 4 for each SA, 3 for each A, 2 for each D, and 1 for each SD.

Now take a blank copy of the questionnaire to record the scores on each statement from that

person and the average on each statement from the other raters. Using the imaginary scores from

the earlier paragraph, let’s say the focus individual rated herself as SA on that item. This would be

converted into a score of 4, while the average of the others is a 3. In the margin to the right of

statement 1, put two columns for the scores of “self” and the averages of “others.” For statement 1,

put a 4 in the box under “self” and a 3 in the box under “others.” Repeat this procedure for all the

remaining items, using the focus person’s ratings and the averages of the others.

Now go over the forms submitted by the other raters, looking for items they circled as

“needing special attention.” On the form that is the summary for the focus individual, circle all

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those items that others circled. Once all these steps are finished and checked, shred or destroy the

individual copies of the questionnaire completed by all the raters. Put the summary report into an

envelope and give it to the focus person. You must agree never to divulge any of the scores or

ratings with anyone else without the express consent of that person.

E. Guidelines for the person using the report:

When the summarizer gives you the report of findings, there are several things to look for.

You will see some items on which both you and your independent raters scored you as 3 (agree) or

4 (strongly agree). This is good news you expected. These items represent leadership gifts and

skills that are your recognized strengths. You should feel good about these confirmations.

Look over all these “good news” items and see if there are common themes or dimensions

underlying the group. There are clusters of items having to do with interpersonal communications,

vision and creativity, self-awareness and care for oneself, modeling and mentoring, relationships,

planning and problem-solving, managing and supervising, and resource development. Are there

areas where your own ratings and those of others to be high? These are strengths you can build

upon.

Next, look for statements on which your raters scored you higher than you did for yourself.

This is good news you didn’t expect. These items and areas represent unanticipated strengths you

can claim, celebrate, and begin to exercise more intentionally. Again, look for themes or

dimensions underlying these items.

Next, look for statements and areas on which both you and your raters scored you low (1 –

2). These reflect bad news but not surprising. You expected such scores, and your expectations

were confirmed. These are areas mutually recognized as needing your attention and development.

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Next, look for statements on which your raters scored you lower than you did for yourself.

This is bad news that is surprising, blind spots you haven’t noticed. Then look over the circled

items, ones your raters indicated needed your special attention.

These latter aspects of the report may be the most difficult to absorb or deal with, but they

are key to your growth. Recognize that such feedback triggers anxiety and avoidance in anyone. It

may be helpful to take some time alone to reflect on what this information may mean. We may tend

to see ourselves in a more favorable light than others do for many reasons. Shy or quiet people may

receive invalid ratings due to others’ ignorance or lack of information about them. One’s past

reputation or behaviors may color current perspectives. Our own misunderstandings of how we

impact others may contribute to differences in views. The gaps warrant attention, whatever their

cause.

F. Developing your plan for growth

In order to make good use of your feedback for growth, it is useful to begin with a

consideration of the importance of a skill or area to you, particularly those you or others rated low.

Is this area important to your current role, or is it important in your own set of values and goals for

yourself? If an area meets both tests, it is a strong candidate for attention. If it meets one test but

not the other, you may want to consider the possibility of looking for a position that may allow

greater congruence between your current skills and the expectations of the role. When you identify

an area in which you want to grow stronger as a leader, then you are ready to work out a concrete

plan for addressing it.

1. Set Clear Priorities and Goals

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You cannot work on every weak area simultaneously, so the first step is to set priorities. Select

one area for attention. Then formulate what you want to accomplish with it. Then specify some

explicit and specific steps you can take to work on this goal. For example, it is more likely that a

person will accomplish a goal of “I will spend at least an hour with my daughter each evening she is

at home,” than a vaguer goal of “I will be a better parent.” When you think about performing better

in the skill or area you have selected, describe explicitly what you will be doing. What would an

observer see you doing when you are performing this skill more effectively?

On a separate piece of paper, write down a skill or area in which you want to grow. Then

describe the specific behaviors others can see when you are performing this skill well.

2. Identify Resources for Change

Work on a goal for growth may draw upon a variety of resources. It may involve changing

ways of relating to others, changing one’s own self-awareness, developing stronger motivation, or

gaining more knowledge or information.

Getting more knowledge or information is easier than the other dimensions. You can do some

selective reading (suggestions are offered in the Appendix). You can observe others who are strong

in that skill. You should identify specific steps to practice and some ways to get feedback from

others on your progress. For example, becoming a better public speaker involves watching and

modeling the actions of others who perform will in this area and then asking individuals for

feedback on your own efforts to improve.

Developmental efforts may involve issues of motivation. A lack of motivation may be due to

other stronger demands on our attention, lack of rewards for such behaviors, or an underestimation

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of their importance. Sometimes our motivations reflect overused skills in an area of strength to the

detriment of needs of our co-workers in other areas. For example, a desire to get along well with

others may lead to avoid dealing with conflicts that limit performance of the group. A desire to

complete tasks may lead to ignoring communications with others whose investment is important for

implementation.

Reflecting on one’s own constellation of strengths and limitations and discussing them with

trusted others can suggest ways to build upon strengths to shore up weaknesses. One who is a good

public speaker but tends to hide mistakes may use the communication skill to seek others’ input on

how to improve in receiving and using feedback. In developing your own plan, begin with your

strengths and try to make use of them in working out a plan of action for your development goals.

Identify a development goal and then identify several strengths and resources you can draw upon in

working on it.

On that separate piece of paper, identify the specific strengths and resources you will use in

working on your development goal. How will you make use of them? What specific steps will you

take and when?

3. Work with your Raters or Support Team for Growth

When you asked several colleagues to fill out the questionnaire about you, they were assured

that their responses would be anonymous. Nevertheless, they may be interested or even anxious

about what you will do with the information they provided. How you deal with their feedback will

influence their willingness to continue providing candid responses to you in the future. This is your

opportunity to demonstrate some actions that are important to growth and change.

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No one is perfect, and accurate feedback is crucial for anyone’s growth. Growth and change

take time and effort, and they seldom come easily. We all need positive, encouraging relationships

in order to do the hard work of improving. Therefore, you are encouraged to model such interaction

by sincerely thanking those you completed the questionnaire on your behalf and perhaps inviting

them to join in your efforts to grow further.

After you have had time to reflect on your results and determine which areas you want to

invest your energy in, you may want to share that information with one or more of your raters or

with others who can help you with your plans for growth and give you encouragement. Consider

enlisting them as support team and ask for their help and encouragement as you undertake the next

phase of your growth as a leader. Depending on your relationship with each rater, you may want to

include one or more of them on this team, or you may simply want to say, “I appreciate your

participation and have decided to focus on area X in the coming months.” For those whose further

assistance you’d like to enlist, you may want to share the following:

(a). Why did you choose this particular area to focus on first? Is it important for the work in

which you are engaged, is it something that you value personally, or is it something that you’ve

always been interested in but never taken the time to explore?

(b). What steps do you plan to take to improve in this area? Are you setting aside specific time

for study and reflection each week? Taking a course or reading a book? Leaving the office early

one afternoon every week? They may have other suggestions of steps you might consider.

(c). What can your colleagues do to support your efforts? Be sure not to interrupt your study

time? Clip articles or share readings that might help? Encourage you by showing interest or asking

questions? Tell them how you want help, and ask them how they think they might help you.

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(d). Find out what they are willing to do to support your efforts. If your goal is to get more

exercise, perhaps one of them would take a walk with you at lunch. What experiences, wisdom or

learning tools might they have that they can share with you?

4. Celebrate! You need not wait until you’ve mastered an area or “fixed” a weakness. Celebrate

little successes along the way, such as finishing reading a relevant book, enrolling in a course,

scheduling a weekend away with your spouse, staying on track for a week. Your colleagues will be

happy to enjoy your successes with you, and the celebrations need not be large or expensive—a

balloon, a food treat to share, a greeting card.

Summary of key steps

Your leadership development plan should focus on one or more specific goals for growth.

For each goal, identify observable outcomes, actions that others can see. Specify some explicit

behaviors that you will do differently in seeking the goal. These behaviors may involve getting

more information, modeling others’ actions, changing your motivations, or other steps. Then

identify some specific actions or steps you will take to reach your goals. Ask for ways to get

feedback and attention for attempting the new behaviors.

In summary, this assessment and planning process provides important information about

your leadership skills and ways to strengthen them. Reflective analysis of the feedback from others

can lead to the identification of areas in which you want to grow. Undertaking those changes is

helped by specifying goals, identifying ways to model and practice behaviors that lead to

improvement in those areas, and getting feedback on your progress.

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III. Appendix: Resources on Leadership

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Chait, R.P., Holland, T.P. & Taylor, B.E. (1993). The Effective Board of Trustees. Phoenix, Az.: Oryx Press (re-published by Greenwood Press).

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Holland, T.P. & Jackson, D.K. (1998). Strengthening Board Performance: Findings and Lessons from Demonstration Projects. Nonprofit Management and Leadership, Vol. 9, No. 2, pp. 121-134.

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