Understanding Task-Oriented People

Wilz used Lego blocks to communicate the redesign plan to employees because of his difficulties with verbal communication.

The redesign of the factory was solely based on Wilz's individual decision without involving the employees.

Sur-Seal has no visual aids, such as posters and signs, in the factory.

Wilz does not believe in giving employees second chances.

The maintenance worker who was given several chances to improve his work habits eventually got fired.

Sur-Seal only hires college graduates.

Wilz does not have a compassionate leadership style.

The task and relationship dimensions of leadership are not applicable to Wilz's leadership style.

Task-oriented people tend to prioritize their relationships over their goals.

Relationship-oriented people usually create lists for their daily tasks.

Task-oriented people find meaning in being rather than in doing.

Relationship-oriented people are likely to interrupt someone working on a task to discuss non-work-related topics.

Task-oriented people tend to be more present-focused and enjoy the moment.

Task-oriented people are often described as 'relationship junkies'.

Relationship-oriented people find satisfaction in working independently on a problem.

Task-oriented people celebrate relationships and the pleasures they bring.

Jessica Lembke was the one who was easily distracted and would often pass up opportunities to get her room organized.

Jessica Lembke has learned to appreciate the importance of planning and scheduling from her friend Steph.

The author of the second passage is an extremely task-oriented person.

The after-school program's goal was to help students become proficient in academics and improve their personal lives.

The task-oriented leaders in administration believed that building relationships with students was key to improving their grades.

The author of the second passage believes that improving students' grades is the only way to gauge the success of the program.

The students in the after-school program had to deal with academic and behavioral problems, but not emotional problems.

The author of the second passage worked with students in a school setting during the school year.

The majority of the students enjoyed doing school work.

The teacher used traditional teaching methods to improve the students' grades.

The teacher's goal was primarily to improve the students' grades.

The students initiated a service project to improve the school's cafeteria.

The author is more relationship-oriented than task-oriented.

By the end of the year, only half of the students had improved their grades significantly.

The teacher prefers task-oriented leadership over relationship-oriented leadership.

The author is concerned about making friends with the group members when working on a group project for school.

The author feels disorganized when they have a lot of responsibilities.

The teacher is highly organized and goal-oriented.

The author prefers to have downtime rather than being busy with responsibilities.

The teacher believes that every leader can be categorized as either task-oriented or relationship-oriented.

The author's task-oriented nature affects how they interact with people.

The author would tell someone what to do if they were the leader of a group that wasn't getting things done.

The author's focus on tasks and relationships is consistent across all situations.

The author keeps an agenda to remember tasks and appointments only.