(This is a list of behaviors observed in people who possess this competence)

• They are coherent and authentic and sure of their own personality.

• They know their weaknesses and strengths.

• They recognize their limitations and do not make excuses for them.

• They believe in their own abilities and undertake difficult tasks. 

• They are aware of the effect their emotions have on their actions.

• They are able to confidently relate to others from a position of trust. 

• They show an interest in constant learning and self-development.

• They frequently examine their own behavior.

• They are open to honest, well-intentioned criticism and new perspectives.

• They consider other people's errors and corrections as a driving force for improvement.

• They change their mind when there are sufficient grounds to do so, even if it makes them look bad.

• They analyze their feelings and how these affect their performance and relationships with others.

• They achieve their goals because they know how much effort is required.

Behaviors in the assessment questionnaire

• They frequently analyze their own behavior.

• They are open to constructive criticism to improve their behavior and learn.

• They analyze their feelings and how these affect their performance and relationships.

• They are aware of their weaknesses and strengths.

(This is a list of negative behaviors observed in people who do not possess this competence to a sufficient extent)

• They don't know the staff strengths they can draw upon.

• They don't believe in their own abilities.

• They don't portray themselves as they really are, but according to others' expectations.

• They are conformists and don't make suggestions for improvement that involve staff leadership.

• They can't control their feelings and are unaware of how their feelings affect their own and others' work.

• They think others will do a better job than they are capable of.

• They don't know or can't accept their own limitations.

• They don't examine their behavior or ask for feedback from those around them.

• They go with the flow so as not to stand out.

• They change their minds when faced with peer pressure.

• They don't know how to behave according to their position.

• They make commitments they can't stick to.

• They set unrealistic deadlines and goals.

• They fall apart when they fail or make mistakes.

(Suggestions for questions that mentors can ask students to reflect on and, therefore, propose ways they think they can improve)

• Do you know your strengths, i.e. things you do really well?

• Could you list the behaviors or habits you need to improve with relative ease?

• Do you effectively use your strengths to make up for your shortcomings?

• Do you frequently commit to tasks beyond your abilities?

• Do you really know what effect your emotions have on your actions?

• Have you ever unintentionally achieved something and really surprised yourself?

• Is there anything about your colleagues' attitude towards you that surprises you? Have you stopped to wonder why?

• Have you ever been criticized? Were you able to accept the criticism with humility and analyze it?

• Can you predict how you will react to different scenarios at the university or at work? What about in your staff life?

• Analyze the strengths and weaknesses identified by your self-assessment and external assessment. Identify the competences with the widest gap between the two perspectives and analyze why this is the case.
• Discuss this with your mentor or your parents and, based on their opinion, try to learn something about yourself that you didn't know.
• If you wish, you can use the strengths and weaknesses questionnaire on this website to help you:

• Take the temperament test included in the resources section and identify your predominant temperament component.

• Do you know what temperament is and why it is useful to know about yours? Read the document Temperament Theory to learn more about your innate qualities. Also (or alternatively), watch the video about temperament suggested in the resources section.

• From the qualities of each temperament, indicate the two strengths and two weaknesses of your predominant temperament with which you most identify.

• Next, identify two actions in which you can use the strengths of your temperament and two actions you will find harder because of your weaknesses. It is especially useful to focus on your strengths, because these are what will help you grow.

• Read the document Steps to Form a New Habit and listen to the TEDx talk The Power of Habit.

• Identify at least three habits in your daily routine that you would like to develop.

• Through the guidelines in the improvement notebook and the content of the document, draw up a specific plan to develop them.

• Take the Life Compass test to find out your predominant values and discuss the results with your mentor, your parents or someone you trust.

• You can also find out how important a value is for you in theoretical terms and the importance you attach to it through your actions. After that, you can create plans to make the most of values that are being absorbed by others but that are important to you.

• Make a list of three activities you have carried out that you are most proud of. Based on these, identify common steps that led to the successful outcome and the measures you took to get there. Could you repeat them?

• Now make a list of the three situations you remember most negatively and answer the following questions: What led you to that situation? How did you behave? If it happened now, what would you do?

• If you set aside a few moments to spend alone each day, without any distractions nearby, you'll develop a better sense of who you are and what led you to act that way. Reflect on what you did and what feelings it triggered in you.

• Carry out activities that involve nothing but thinking.

• Read books or watch movies that present interesting ideas you can use to improve.

• Think about how the different people you have met have contributed to your life.