In examining my participants' field experiences and KTS-II results, I found and coded the following recurring themes related to interpersonal skills:

My next step was creating tables of tagged/coded data for each participant to summarize the recurring themes I found in the data.

Media Specialist A

Tag	Key Ideas from Field Experience	Key Ideas from KTS-II Results (accuracy rated 4 out of 5)
I	planning being flexible keeping a fast pace feeling satisfaction from fulfilling students' requests	conserving resources and being practical maintaining order and following conventions taking responsibilities seriously, prioritizing duties, and stressing when priorities shift being credible and holding self to high standards resisting change
F	following administrators' rules for making copies using Building Leadership Team membership as an opportunity to represent media center interests to administrators	enjoying being part of a team appreciating credible leadership for the good of the group preferring clear-cut responsibilities and the training necessary to meet them preferring predictability - schedules, order, and set procedures following rules without questioning them
L	acting as Information Specialist to orient teachers to resources leading in the "extra" capacity of morning broadcast director being a member of BLT delegating responsibility to media clerk	enjoying and excelling at leading others accepting and delegating responsibility within a hierarchy being perceived (sometimes) as "bossy"
T	teaching 4th grade students their rotating broadcast roles creating rewards for AR point achievement assisting students with book location, AR system, etc. teaching reference lessons dedicating different computers to different functions to help save students' time managing off-task students by redirecting their attention	enjoying correcting and guiding people to help them achieve success
C	helping teachers find resources during lesson planning assisting teachers with technological issues having media clerk review assessments to get a second opinion from another perspective	preferring to work with people who pull their weight and hold others to a high standard wanting others to see the need to work for the group's benefit needing to be "on the same page" feeling concern when others question authority preferring hierarchical organization
G	realizing the impact of issues external to the media center, such as fire hazards, custodial services, administrative tasks, etc. representing media program interests to the larger learning community at BLT meetings meeting the needs of individual patrons, and thus, the larger community, by organizing resources to be more user-friendly, being flexible, and tailoring instruction	working hard to stabilize and create order and cohesion in the group/community seeking belonging in the community showing responsibility and loyalty taking pride in being part of a community putting individual needs aside to address the needs of others working towards group/community goals
S	[no data]	helping hold together social structures and maintain harmony, even in cases of conflict

Tag	Key Ideas from Field Experience	Key Ideas from KTS-II Results (accuracy rated 3 out of 5)
I	planning for the day by going over calendar	seeking self-actualization, personal development using words and ideas to pursue objectives valuing balance, communication, benevolence, ethical treatment of and service to others juggling eclectic interests disliking detail in favor of the big picture
F	working on technology inventory as part of SLMS responsibilities completing administrative and assigned tasks (paperwork, hall duty)	feeling rewarded when serving others and enabling harmonious relationships caring deeply and eschewing official roles going above the call of duty, and sometimes ignoring more mundane duties to attend to others that are more fulfilling enjoying learning/training rebelling against correction/direction
L	managing media center delegating responsibilities to media clerk	thriving on helping others develop and learn using words to lead others, encourage them, and invoke enthusiasm enjoying one-to-one contact enjoying leadership, but disliking hierarchy correcting others indirectly to avoid conflict seeming "bossy" or condescending
T	delegating read-alouds, reader's advisory to media clerk	valuing closeness, empowering others, and thriving on their growth and success using metaphors/analogies to help others understand meddling/wanting to solve others' problems
C	giving clerk collaborative responsibilities with teachers	showing sensitivity to needs of group members communicating effectively with others enjoying meetings and teamwork preferring teams that accommodate others' unique needs rather than sacrificing individual goals for the group
G	completing technology inventory and managerial tasks for benefit of school/community	promoting harmony within the group preferring less structured work environments/flat organizational structure enjoying work that benefits the whole community struggling to balance personal needs and the needs of the community feeling the need to share the institution's values disliking workplace competition, conformity, etc.
S	[no data]	directing energy towards personal relationships and the needs of others possessing "good interpersonal skills" and being well-liked by peers enjoying talking with others during the work day communicating well, even when opinions/views differ being seen sometimes as bossy, condescending, meddling, and/or hypocritical

Tag	Key Ideas from Field Experience	Key Ideas from KTS-II Results (accuracy rated 4 out of 5)
I	showing a sense of humor by making jokes allowing noise in the media center preferring Follett's visually appealing books ordering Follett Bound books to maximize lifetime double-checking books' popularity before deciding on number of copies showing consideration of teachers' needs by providing snacks/treats at meetings being one of "the nicest people at the school" being flexible when scheduling and technology cause problems	seeking self-actualization and personal development, as well as striving to help others develop, even if it requires self-sacrifice showing awareness of others' problems or needs using words and ideas to communicate creatively and effectively having a strong conscience/personal morality; worrying about consequences of actions thinking about deeper meanings of things that might seem trivial to others pursuing depth and quality over breadth and quantity; more interested in the big picture than in little details striving for harmony and effective communication developing personal relationships with those they work with liking "alone time" preparing ideas before sharing them with others
F	adjusting goals to include principal's request that every student complete a project involving technology	operating within personal morals and towards personal standards of quality rather than just meeting others' demands being stressed by conformity and competition feeling more comfortable working with others on an equal basis rather than leading or being lead tending to over-commit to responsibilities asking questions when others won't disdaining workplace politics
L	allowing noise leading groups of students and groups of teachers making meetings worth teachers' time giving pep talks	using "interpersonal savvy" to lead others effectively using personal standards and morality to make decisions; serving as conscience of a group feeling more comfortable working with others on an equal basis rather than leading or being lead giving others freedom/"space" (sometimes to the point of seeming neglectful)
T	using Reference Challenge game and Jeopardy game to motivate students and help teach research skills; providing rewards pointing out common mistakes incorporating humor into teaching integrating information literacy instruction into class/curricular plans covering a lot of material in a short time reviewing and encouraging displaying flexibility	thriving on personal development and on helping others develop valuing one-on-one contact planning and preparing before presenting ideas enjoying work that directly benefits others
C	collaborating with classroom teachers at different grade levels to integrate information literacy instruction into the regular curriculum keeping a consideration file of teachers' book requests and emailing when requested books are on the way so planning can begin asking for suggestions from the media committee and from teachers working with media team to run worthwhile meetings	creating harmony within a group preferring relationships and teamwork to a more structured, hierarchical work environment paying attention to others' concerns and needs, and dealing with issues that others might overlook enjoying talking with others and bouncing ideas off of them
G	ordering books based on others' needs, including ordering more copies of popular books to keep up with demand and using book reviews as selection tools to choose quality titles multitasking during book fair to get as much done as possible setting up automatic test scoring to make AR more efficient making meetings worthwhile for attending teachers showing students how the entire learning community (teachers, principals, parents, etc.) is encouraging them	creating harmony and balance attending to others' needs working for objectives that reflect personal beliefs and morality maintaining commitments to the community being flexible and enjoying variety disliking conformity and competition in a work environment liking creative control prefer alternating energetic involvement with periods of downtime showing devotion and self-sacrifice
S	using humor being considerate, "nice," and encouraging	thriving on harmonious personal relationships with others and helping meet others' needs having strong communicative and interpersonal skills enjoying social time talking with others being respected for integrity being seen as overreacting to small moral compromises giving others "space" and freedom (sometimes to the point of seeming neglectful)

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