DISC Classic 2.0

Citation preview

DI SC

RespondentName: Age: Dat e: Gender: Pr of essi on: Rel at i onshi pst at us: Hi ghestQual i f i cat i on: Count r y/Cont i nent:

D I S C Personality Test

Select one in the most column and select one in the least column only choosing two in each box of 4. 1

8

15

22

Enthusiastic

Poised

Attractive

Impulsive

Daring

Observant

Diplomatic

Modest

Satisfied

P

P

2 Cautious

P

P

P

N

Introspective Stubborn

P

N

Introverted Forceful

Inpatient

Predictable

Easy-going

9

16

23

Tactful

P

P

Logical

P

P

Agreeable

Bold

Refined

Convincing

Magnetic

Loyal

Vigorous

Insistent

Charming

Lenient

10

17

24

N

Brave

Sociable

Captivating

P

Inspiring

Patient

Contented

Submissive

Self-reliant

Demanding

N

3 Friendly Accurate Outspoken Calm

P

Timid

N

4

11

Talkative

Reserved

Controlled

N

P

P P

Soft spoken

P

P

Compliant

18

25

Willing

Argumentative

Obliging

Eager

Strong-willed

Thorough

Decisive

Cheerful

High-spirited

5

12

19

26

Adventurous

Stimulating

Aggressive

Jovial

Kind

Extroverted

Precise

Perceptive

Amiable

Direct

Conventional

Insightful Out-going

P

P

P

P

P

P

N

Systematic

P

Cooperative

Independent

6

13

20

27

Gentle

Competitive

Confident

Restless

N

Considerate

Sympathetic

Neighborly

P

Joyful

Impartial

Humble Original

N N

Private

7

14

Expressive

Fussy

Conscientious

P

Dominant Responsive

N

P

P

P

N

N

Assertive

P

P

21

P

P

Well-disciplined

P

P

P

P

P

P

P

P

P

P

P

P

Light-hearted

Moderate

Persuasive

Fearful

P

P

Good mixer

Determined Good Natured

P

Even-tempered

Appealing Careful 28

P

P

Respectful

Obedient

Generous

Pioneering

Firm

Animated

Optimistic

Playful

Persistent

Helpful

Sel fMask

Wor kMask

UnderPr essur e

Note: From the tally box, Draw scores from Most on Graph 1, Least on Graph 2 and Difference on Graph 3.

Note: Refer classical profile patterns

Chart Of Behaviors Intensity: Identify the number against your dots on intensity scale of Graph 3 & from the below chart select the words against the equaling number from each column of D,I,S & C and circle 3 adjacent adjectives above & below. Note: 1 is least on Intensity scale & 28 is Highest. Sl.No

D

Sl.No

I

Sl.No

S

Sl.No

C

28

egocentric

28

enthusiastic

28

passive

28

perfectionist

27

direct

27

gregarious

27

patient

27

accurate

26

daring

26

persuasive

26

loyal

26

fact-finder

25

domineering

25

impulsive

25

predictable

25

diplomatic

24

demanding

24

emotional

24

team-person

24

systematic

23

forceful

23

self-promoting

23

serene

23

conventional

22

risk-taker

22

trusting

22

possessive

22

courteous

21

adventuresome

21

influential

21

complacent

21

careful

20

decisive

20

pleasant

20

inactive

20

restrained

19

inquisitive

19

sociable

19

relaxed

19

high Standards

18

self-assured

18

generous

18

nondemonstrative

18

analytical

17

competitive

17

poised

17

deliberate

17

sensitive

16

quick

16

charming

16

amiable

16

mature

15

self-reliant

15

confident

15

stable

15

evasive

14

calculated risk-taker

14

convincing

14

mobile

14

"Own Person"

13

self-critical

13

observing

13

outgoing

13

self-righteous

12

unassuming

12

discriminating

12

alert

12

opinionated

11

self-effacing

11

reflective

11

eager

11

persistent

10

realistic

10

factual

10

critical

10

independent

9

weighs pros and cons

9

logical

9

discontented

9

rigid

8

meek

8

controlled

8

fidgety

8

firm

7

conservative

7

retiring

7

impetuous

7

stubborn

6

peaceful

6

suspicious

6

restless

6

arbitrary

5

mild

5

pessimistic

5

change-oriented

5

rebellious

4

quiet

4

aloof

4

fault-finding

4

defiant

3

unsure

3

withdrawn

3

spontaneous

3

obstinate

2

dependent

2

self-conscious

2

frustrated by status quo

2

tactless

1

modest

1

reticent

1

active

1

sarcastic

Note: You might need little insight into DiSC to plot your DOT on this graph. Ref. DISC in detail

Working Sheet (Observations): Invalid Profile (if yes stop, it is not readable) Flick up / Down / Sweep down "C" Tight 8/5 graph I Tight 8/5 graph II Tight 8/5 graph III Tight 8/5 Profile (If all three graphs are 8/5 tight) D=C Overshift Undershift Grey Zone (Temporary / Permanent) S Movement (S = Points | I = Points)

To Interpret below validations ref. Profile Reading (PPA) : : : : : : : : : : :

_______________________________________________________________________________________________________________________________

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Profile Reading (PPA)

Aims: Delegates will be able to analyse a profile in depth and recognise any questions prompted by specific features on the graphs.

Content: Administration of the PPA questionnaire Invalid profiles Flick up, flick down and sweep down lowC Tight profiles D=C Overshift and Undershift Grey zones •

S movement

Movements between the graphs Questions to ask

Module

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Administration of the PPA questionnaire Instructions to the Candidate: I would like you to complete this PPA Questionnaire.

The PPA is a Personal Profile Analysis. It will tell me a great deal about your

behavioural style in the workplace. This is just one part of our people review process and will not be the sole basis of our decision making. The PPA is not a test. One cannot pass or fail and there are no right or

wrong answers. Each question should be completed independently, without relating it to the other questions. Answer the questions honestly. Only choose words that describe how you actually behave, not how you would like to behave. Think about yourself in your current work environment. Select one most and one least answer per question.

The choices are

sometimes difficult but focus on choosing one Most and one Least. Please be as spontaneous as possible and do not deliberate too long. Your first answer is usually the best one. Try and avoid changing answers.

Please complete this without interruptions or discussion with others. It should take you around 6 to 8 minutes to complete.

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Graph reading sequence

nd (Compare with Graph ll)

WORK MASK

D 20 6 4

S C 1/7

19

1j0

1|2 1|1

|st

3rd (ComparewithGraph l)

(Analyse)

BEHAVIOUR UNDER PRESSURE

SELF IMAGE

D

S

C

D 2)0

5

S 1|7

I7

16 8

1l0 8

6

7

5

3 5

C

1l4

9

1l3 1l2

8

3

4 6

5

8

8

6 11 19

14

15

8

9

9

10

i

0 21

19

-21

-19

-1lo

-19 -1l6

Module

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Profile

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Invalid profile If all four factors reverse on any two graphs the person may have consciously or subconsciously modified the answers and the profile did not work. The Thomas report will indicate that a profile is invalid.

|| WORK MASK

D

IS 7

20

SELF IMAGE

BEHAVIOUR UNDER PRESSURE

C

DIS c

15

o

1

DI S c 2l0

1|7

16

9

1l4 3

1d

6

2

2

9 8

1l2 1/0

7

5

1}9

11 8

7

5 7 5 3

4

8

6

3

3 0

4 6

5

5

6

8

8 12 13 14 15

21

8 9

-1lo -1|1

10

-13

-T4 19

9

-21

-9

-1l0 -1|0 -1|1

-19

-19 -16

A valid profile has at least one common factor (i.e. high or low) across all

three graphs.

Invalid profile explanation There are indications within this person's profile that he'she may have consciously or sub-consciously modified his/her answers. Check that the following instructions were given when he/she completed the PPA

questionnaire: The PPA must be completed in isolation and although speed is not essential, we do expect that it be, completed within approximately 10 minutes. The

candidate must not be given time to re-check his/her answers.

candidate must complete the PPA questionnaire thinking of himself/herself in his/her current work situation. If this person is out of work

The

then in his/her last working situation and if he/she has never worked, or if it is several years since he/she last worked, only then must he/she think of himself/herself at home. The job which is being applied for should not be

considered at all when completing the form. The PPA does require knowledge of the words used. If the PPA form has been completed in a language which is not the language used by the person at home, or is a second language learned after leaving school, this may explain the invalid result. In these circumstances it is recommended that a PPA be used in this person's primary language. Over 50 languages are available in

paper format from Thomas International with many of those languages also available on the web. Failing that, and in the interests of Equal Opportunities, the interview should be used to gather direct evidence of likely behaviour at work in order to compensate for the absence of the PPA report. If you are sure that all the above have been carried out satisfactorily we would suggest that you re-administer the PPA to the individual. If an Invalid profile re-occurs please contact your Thomas International Consultant.

Probing questions "Did you understand the questionnaire?" "Did your answers reflect how you actually behave at work?" "Did you take longer than 10 minutes?" "Were you distracted?"

Module

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Flick up C, flick down C and sweep down S-C These features all apply to a C factor below the centre line.

independence, but the precise nature of that depending on the relative position of the S factor.

This is a sign of

independence

changes

DIS C Flick-up C - Where a low C is at the same level or higher than a low S.

May take risks May cut corners

Will comply when it really matter

DIS C Flick-down

C - Where a low Cis lower than a low S.

Likely to be overly independent Dislikes rules and limitations Maverick/ rebel

DIS c

A

Sweep down C - Where the S is on or above the line and the C below.

Persistence + persistence = very stubborn Likely to dig their heels in Could be immovable Passive resistance

Note: The definitions apply in whichever graph these features appear.

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Tight 8/5 profile -graph I The individual may not know what is required of him/her in the present job. He/shemay have lost personal direction.

WORK MASK

DIS

C

20

1|7

1l9

1 6

10

1|2

1

......

1l0

7

9

S

C

15

2l0

1]7

S

C

1i9

15

1|1

16 1|4

3

3 2

3 4

6 .*****

D

6

8

9

D

8

9 8

SELF IMAGE

BEHAVIOUR UNDER PRESSURE

8

(3

.....

5

5 4

2 .........

.....

8 3 2

2 1

2

1

1

0

Lost

12 13 14 15

-1

10

161

+

2

19

4213 19

3

13 16

-T4 -21

-|9 -1l0 -1|0 -11 -1|1

-tt2-1|9

te -1/6

PPA report text Tight profile graph I result of the frustration showing in this profile, the indicators suggest

that one or more of the following may apply: This person may not know what is required of him/her in the current

work situation. He/She may be doing work which is not suited to his/her behavioural characteristics. He/She may be demotivated as a result of his/her current job. He/She may not have clear direction or objectives. He/She may be considering a career change.

He/She may be unsure of his/her ability to cope. noted that if any of the above apply then current job performance may adversely be affected.

It

should

be

The above should be carefully assessed, as this person may need time to settle into a new job.

Probing questions "Have there been any changes in your job in the last twelve months?" "Do you have a clear job description?" "Does your job description reflect the reality of your work?" "How long have you been in this particular job/role?" "In an ideal world, would you be doing this job?"

"What would you like to change in your current job?" "Where do you see yourself in one to five years' time?" "What are the stepping stones along the way?" "What training have you had?" "Do you think you need further training?"

Tight 8/5 profile - graph Il The person may not be working, or business may be difficult.

The individual is

likely to be feeling insecure.

WORK MASK

D 2l0

1|7

16

10

15 14 12 10

9

9

BEHAVIOUR UNDER PRESSURE

S

C

19

T

D

S

C

SELF IMAGE

D 2ld

16

S 17

C

19 1|1

11

10

6

9 4

6 7

5 5

0

5 .........R........

3

2

2 1

2

9

2

3

-1|1

-1}0

15

-1

16

21

19

13 16

It's tough

-21

-1 9

-1ļ0 -1|1

-T2

2

-1j9

-1|6

PPA report text Tight profle graph Il There are indicators within this profile which suggest that one or more of the following may apply: This person may have some personal insecurities He/She may be out of work or could be frustrated due to his/her current

work situation. He/She may be in a position

where

either

business is

challenging

or

his/her manager is not happy with his/her performance.

The demotivation and feeling of insecurity may not always be evident to others unless high pressure situations occur. In these circumstances

performance

could fall and this person may need

considerable help from his/her manager in order to overcome his/her feeling of internal insecurity. If this person were to take on a new role, the situation should be assessed carefully as he/she may be slower reaching his/her full potential.

Probing questions "Do you ever feel demotivated in your current job and how do you handle

that?" "How is business?"

"How is your work going?" "Is there something that you would like to change at work currently?" "Are you experiencing current pressures in or out of work?" "How do you feel about your current performance?"

"Are you satisfied with your current work performance/situation?" "How is your performance measured?"

"How does your manager evaluate your performance?"

Module

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12

Tight 8/5 profile - graph Ill The person may have responsibility without authority or too many managers and could be very frustrated.

||| BEHAVIOUR UNDER PRESSURE

WORK MASK

D 20 16

10

15

S

C

19 12

5

DIS

SELF IMAGE

C

D 20

0

117

15 14

10

2

C

1l6

11

14

S

6

9

3 5

6

..........

2

3

5

5

5

Stretch the profile out of

15

6

the tight zone

6

..

8 9 10

2

by 1.5cm

3. |4

11 12

1

13

14| 15

-1

11 10

16 21|

19

12 12 13 19

13

-T4

-19

-21

6

2 -11

-1|3

-1

Frustration Note: When

Graph

Il is tight,

the

related

text in the

report

will

reflect a

"Stretched Graph IlI". This means that the high factors have been raised and the low factors have been lowered by approximately 1.5cm on Graph ll. The exception is that when D and S are on the line,

stretched.

they do not get

Commentary on the tight Graph Ill is found at the end of the PPA Report under "General Comments". Reading order remains unchanged.

PPA report text Tight profilegraph ll There are indicators which suggest that this person may be feeling pressurised within the current job situation. The reason behind this is likely to be one or

more of the following: *

This person may have objectives that have not been clearly defined by

his/her manager. He/She may have responsibilities without authority. He/She may have too many managers. He/She may have a very aggressive manager,

with

whom

he/she has

difficulty relating. This person may not understand his/her objectives, regardless of how well the manager has communicated them He/She is frustrated and feels he/she can contribute more than he/she is being allowed. As a result, job performance is likely to be affected and frustration may result.

We recommend that the above be carefully considered and assessed against the circumstances likely to prevail in any job.

Consideration should be given to the profile of the manager to ensure that, if there-are any existing problems, they are addressed.

Probing questions "Are your objectives clearly defined? And have you agreed to them?" "Do you have the necessary authority to achieve your objectives?" "How does your current manager compare with your ideal?" "When did you last have a major disagreement with your manager and how was it resolved?" "What defines a good or a bad day in your job?" "What do you feel are constraints on you achieving your goals and/or your

optimum contribution?" "How much workplace?"

support

for

your career do you

High D "How much challenge is in your job?" High I "Does your job provide opportunities people?"

derive

from

outside

to meet and motivate

the

other

High s "How often do you get side-tracked in the middle of a job?" High C "How often are you pressured to produce work of a lesser standard than you would like?"

Modu

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Profile rea ding

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Tight 8/5 profile (on all 3 graphs) If the pattern is a tight profile, then the person either did not understand what was required of him/her or is trying to be all things to all people. The individual could have selected almost the same number of 'Most' and 'Least' answers for each factor, which may cause a compressed graph.

WORK MASK

D 20 16

15 14 12 10

BEHAVIOUR UNDER PRESSURE

IS C 15

1|7

10 8

D

11

IS

o

8

C

SELF IMAGE

DI S C 17

2|0

0

tie9

1

10

7

4

2

8

9

--

5

3 5

3

4

2

7

*********

........e.. .

.*.**.

.............

.se*****o.

5 5 3

1

******.e****.e..s..

3 2 1

.*..**.eos+.

9 10

6

11

7

12 13 14

1

151

0

8

...3....3...4. -1

-1|3

16

Uncertainty

-2|1

-1

-10 -11

-t22 -1|1

rta

19

***.

-9

-1l0

9 10

16 2

..........

-1j9 -16

Tight profile on all 3 graphs Common reasons 1.

Instructions

the candidate was not told to think of himself/herself at work.

2.

Administration

the PPA was not completed in 6-8 minutes, away

from interruptions and distractions. 3.

Language

the candidate did not complete the PPA in their

instinctive language.

4

Literacy

the candidate has a low literacy level and should, where possible complete the PPA plus which is a simplified version available in many languages.

5.

New to work

candidates just leaving full time education, or who have been out of work for an extended period.

Note: Be wary of matching this profile to a job profile until you have probed the reasons behind three tight graphs.

Probing questions "Did you have clear instructions?"

"Did you think of yourself in the work situation?" "How long did it take you to complete the PPA?" "How did you find the process of choosing M's and L's?" "How much do you know about this organisation?" "What appeals to you about this particular job?" "Which parts of the job do you find interesting?" "Are you considering or experiencing any major changes in your life?" "Describe your short and long-term goals relative to your work." "How comfortable are you in your current role?"

D equals C The individual may have difficulty making quick decisions.

DIS 10

C

D

C

S

..

D 20

1l6

1a

1|7

9

S

C

19

15

1l1

1|3

1/0

Max 6mm

SELF IMAGE

BEHAVIOUR UNDER PRESSURE

WORK MASK

.....

2

*******.

7

3

3

4

7

5

6

(9

10 11 12 13 14 15

2

8 9 10

11

1

..42. 13

T6

2

1õ

1

19

1 9

6

-9 3

16 16

-j0

-1l0 -11

-1l1 -1l9

1/6

D=C high

D = C low

D =C

High D = Active High C = Passive

Low D = Passive Low C = Active

D=C issues incorporated

May vacillate in

May procrastinate in decision making

decision making

into the self image report description

PPA report text D equals C- above the line graph I In the work situation this person's characteristics modify to the extent that the Dominance and Compliance level out and become equal. The indicators are

that one or more of the following may apply: He/She is being indecisive and cautious when important decisions have to be made. He/She is required to do a job where getting the result right is of critical

importance. He/She is in a job with a very high specialist/technical content. He/She may not have the authority to make decisions or is being

suppressed by an aggressive manager.

Whichever may be the case, the effect of indecision on both the job and person should be considered. It should be noted that if this person is naturally indecisive then performance in most situations may be adversely affected.

D equals C- below the line graph Il We note that when this person feels under pressure he/she modifies his/her behaviour in terms of the dominance and compliance becoming equal. This would indicate that he/she may have difficulty making important decisions. The modification may be a direct result of him/her feeling suppressed in the

alternatively being given responsibility without any authority to make decisions. Equally, for some reason, he/she may be adopting a more cautious approach, becoming ambivalent and indecisive when important decisions have to be nade. This change in behavioural style should be carefully assessed, as it may

lead not just to indecision, but could also slow down this person's progress in meeting the performance standards required.

Probing questions "Tell me about a situation when you had to make a quick decision but did not have all the information you needed." "What thought processes do you go through in making a decision?" "What was the biggest decision you ever made and how did it turn out?" "What was the worst decision you ever made and why?" "In your current job, what would be the implications if you made a wrong decision?"

"How does your organisation deal with failure?" "Which is most important to you, accuracy or goal achievement?" "What concerns you most in terms of decision making?" "Does your manager support your decisions?"

Overshift This person may be forcing himself/herself to be something he/she is not. Possibly overstretched. The individual is possibly trying to be "all things to all

people".

WORK MASK

D

BEHAVIOUR UNDER PRESSURE

IS

C

D

|S

C

1|5

1|7

SELF IMAGE

D 2l0

S 17

19

16

10

C

-5-

8

i4 1/3

3

7

1/2

9 8

5

-h 3

2 3

3 5

3 10

2

6

1

12

-8 15

12

6

21

19

-

-tị0 -1}1

-2|1

-19

-19

-1j6

Note: Overshift can be on graph I, Il or ll. When on graph lII, the self-image

is not readable and the Thomas report will revert to graph l.

PPA report text Overshift

graph I

There are indicators showing within this person's profile which suggest that he/'she may be pushing himself/herself in the current work situation. The cause

is likely to be one or more of the following: *

*

He/She may be new into a position which would indicate that this person is currently going through a new job crisis. This normally occurs between three to nine months after commencement of a new job and whilst progress needs careful monitoring, in most instances this is no cause for concern. He/She may be over-promoted. (This would only apply if he/she had been in the position for more than twelve months.) He/She may be forcing himself/herself to be something he/she is not by attempting to do a job which is not conducive to his/her natural

behaviour. The above should be very carefully considered and the likely effect on both the person and the job should be assessed.

Probing questions "How long have you been in your current job?" "How has your job changed since you started?" "What is the hardest part of your current job?" "Given the chance, what would you change in your current job?" "When, if ever, do you feel you have to be superman/woman?" "Have you recently taken on additional responsibility?" "Are you challenged in your role? How do you deal with challenges?"

Undershift This could indicate a morale problem.

Use probing questions to understand

more about this.

WORK MASK

D

S 17 10

C

1}9

15

12

9 8

1|1

SELF IMAGE

BEHAVIOUR UNDER PRESSURE

D

S

C

2l0

0 1

1

ww

1

DIS 1|7

C 1|5

1|9

1|6

t5 1|4

6

3 6

2

10 4

5

5

2

5

7

3 3 4

8

6

4

6

6

2 2 1

1

7

5

-

10

7

11

8

1p

12 13 14

-1j0 -1

15}

T6 21

19

1i9

16

Note: Undershift can be on graph I, Il or IlI.

-T4

2 -1|9

1

-16

When on graph lII, the self-

image is not readable and the Thomas report will revert to graph Il.

Module

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PPA report text Undershift

graph I

There are indicators within this person's profile which suggest that he/she may currently have a morale problem.

The causes behind a morale problem can be numerous, but they can often

occur as a result of over-promotion.

Whatever the cause, it is important that careful counselling takes place and that the individual is given every assistance to overcome the problems. The

individual may need support for a period of time for him/her to become fully effective.

It is therefore important to make sure that such support can be

provided.

Probing questions "If you were to list the positive and negative aspects of your current situation, which list would be the longest?" "How do you feel about your current role?" "Where do you think you are doing well and where do you need to do better?" "How do you deal with challenges?"

Modu le

4 -

Pro file

readin g

Page

22

Grey zone A Permanent

DI S

DIS C 20

1/9

12 11

grey zone

SELF IMAGE

BEHAVIOUR UNDER PRESSURE

WORK MASK

IS C

C

B

1

9

1

5 4 3

7

7

5

3

6 5

-2

3-4

10

11 12 13 14

7

-|7

8 9

11

1

9 -1o

-I7

-1

-9

-113

H

WORK MASK

B

Temporary

16

t7

1i9

10

12 11

98

grey zone

19

DI S

C

9

1

-19

2-t6

DIS C 2l0

1

-1 ig

SELF IMAGE

BEHAVIOUR UNDER PRESSURE

DIS C 20

13

19

21

T -2l1

-8 -9

-9 -10 -10 -t1 1 1

i7

1i9

15

6

1

14

2

2

7 6

3

7

4

3

2

7

14

1

10

T6 21

. 2. 1k 1

DIS C

DI S C 1:9

Example

1

19

-10 -il1 -13

-a

-9 -1lo

21 -19

-9 -1l6

BEHAVIOUR UNDER PRESSURE

WORK MASK

C

-9

12

SELF IMAGE

DI S C

19 11

15

l0 8 8 12

9 7

8

4 3

6 3

3

1

3

1.

4 4 7

3

-j4 5

1

11 12

15

8

-1l0 -1|1

10

a

16 21

-6

7

19

-1|3 -2]1

-7 -8

-g -19

6

5 6

Permanent grey zones (A) Two or more grey zones in the same factor (high or low) confirm that factor as normal behaviour, and this indicates that the behaviour will be consistently extremely high or extremely low.

Temporary grey zones (B) A single grey zone in any factor (high or low) indicates the likelihood of a temporary reversal in the behavioural factor, followed by a swift return to

the original behaviour. During the reversal/mercurial shift the individual will usually first display an extreme version of the original behaviour, then reverse to the opposite behavioural style temporarily.

Examples of both types (C) Grey zone- graph I (low C) While one would normally expect this person to be very strong-willed and independent, there are indications that at times he/she may be seen to emphasize these characteristics to the extent that he/she may become rebellious and defiant. If continued extreme pressure is placed upon him/her in the job he/she may have a mercurial change in behavioural style. If this reversal were to occur, it would

only be a

temporary

situation,

but as a result he/she is likely to pay

more attention to accuracy and the adherence to rules and specifics. If an independent nature is integral to the job, the effect of this person becoming extremely sensitive and cautious should be considered.

Grey zone - graph ll (high l) When continued extreme pressure is placed upon this person, he/she may have a mercurial change in behavioural style. Initially he/she is likely to emphasize his/her positive, friendly and persuasive manner but may then reverse characteristics and become quiet, serious,

perhaps even withdrawn to some extent. Although this is likely to be a temporary situation, if people skills and the motivation of others are integral to the function, consideration should be given to the likely effect this could have on the job.

Probing questions "Describe any

situation

where you

felt

you

had

gone

too

far in

your

behaviour." "How did you rectify the situation?" "Has there ever been a time when you thought you might actually fail/be rejected/lose your security or get involved in direct conflict?"

"What did you do about it?" "Are you aware of times when you have behaved very differently from your usual style?"

S

WORK MASK

D

I

S

20

117

1/9

movement

SELF IMAGE

BEHAVIOUR UNDER PRESSURE

C 1|5

D

IS

o

DIS C

C

20

0

1|7

1|9

1|2

7

1

11 1|0

5

5 7

6

6

5 3

6

3 measurement

4

A

Scale 6

3

7

5

8

9 10

6

11

7

12 13 14 15

-9

8

-1l0

10

-2 21

19

-19

-11 42 -t2 -19 -16

Interpretation "S" movement pressures.

of 3

points or more

indicates

frustrations,

problems

or

"" movement of 3 points or more indicates that the frustrations, problems, pressures are likely to be work related. "1" movement of 2 points or less indicates that the

frustrations,

pressures are likely to be personal or emotional (i.e. out of work).

problems,

VI

Measurement of S movement *

Movement of the "S" factor across the three graphs indicates the presence of frustrations, problems or pressures.

Measurement takes place on the "C" scale of graph ll on the right hand side.

*

Locate the physically highest "S" and draw a line (parallel to the centre line) across to intercept the measurement scale.

Next locate the physically lowest "S" and draw a second line across.

Count the clear digits between the measurement numerical values and any points "cut" by the lines).

lines

(ignoring

Where "s" movement is 3 points or more, "I" movement is measured in the same way to identify where the problems are having an impact.

PPAreport text -S movement This person is showing signs of frustration, problems or pressures within his/her profile and the indicators suggest that these are of a work related nature. It is felt that he/she may be experiencing some discomfort in the role and it is important to investigate these issues.

We recommend some form of coaching/mentoring takes place to ascertain the cause, as this is likely to adversely affect performance within the job. If he/she is being considered for a new position the consequences of changing the job may not immediately eliminate the frustration, even though it could be related to some other organisation. As a result this person could be slow to settle down and perform adequately within a new function, hence the importance of pre-determining and assessing the effect of the problems and ensuring support can be given

initially.

PPA priority reading order (When comparing Graphs I and Il to Graph Il)

1.

Valid?

Always check for validity first. If invalid ignore.

2.

Points to Review Flick up / flick down/ sweep down C Tight Overshift Undershift Grey zones

D =C S movement (cover at the end of feedback)

3.

Movement High moving down and crossing the centre line. (Suppression of a working strength) Low moving up and crossing the centre line. (Creating a working strength)

High or low moving either up or down but not crossing the centre line. (May change the reading order)

PPA checklist Step 1

Identify points to review and make notes where appropriate on a Points to Review sheet.

Step 2 Step 3

Analyse graph ll from module 3, page 14. If graph Il is tight stretch it.

Step 4

Compare graph I with graph ll using points 2 and 3 on page 26.

Step 5

Compare graph ll with graph lIl using points 2 and 3 on page

26. Step 6

Identify fears, motivators and values to the organisation for all high factors on graph lIl from module 3, page 13.

Step 7

Note any frustrations,

problems or pressures (indicated by a

tight graph ll and/or S movement). Step 8

Compare PPA graph Ill with the Job Profile and note any

differences. Step 9

Prepare relevant questions to ask based on: a) b)

)

Comparison of PPA graph ll and Job Profile Points to Review Movements between the graphs

DISC

Understanding DISC in Detail BEHAVIORAL STYLES Historical and contemporary research reveal more than a dozen various models of our behavioral differences, but many share one common thread: the grouping of behavior into four basic categories. The DISC styles are Dominance, Influence, Steadiness, and Conscientious. There is no “best” style. Each style has its unique strengths and opportunities for continuing improvement and growth. The DISCstyles™ assessment examines external and easily observable behaviors and measures tendencies using scales of directness and openness that each style exhibits.

BEHAVIOR DESCRIPTORS OF EACH DOMINANCE Decisive Competitive Daring Direct Innovative Persistent Adventurous Problem-Solver Results-Oriented

INFLUENCE Charming Confident Convincing Enthusiastic Inspiring Optimistic Persuasive Sociable Trusting

DIRECTNESS AND OPENNESS OF EACH STYLE STYLE DOMINANCE

TENDENCIES Tends to be direct and guarded

STEADINESS Understanding Friendly Good Listener Patient Relaxed Sincere Stable Steady Team Player

CONSCIENTIOUS Accurate Precise Analytical Compliant Courteous Diplomatic Detailed Fact-Finder Objective

PACE AND PRIORITY OF EACH STYLE STYLE DOMINANCE

TENDENCIES Fast-paced and task-oriented

INFLUENCE

Tends to be direct and open

INFLUENCE

Fast-paced and people-oriented

STEADINESS

Tends to be indirect and open

STEADINESS

Slow-paced and people-oriented

CONSCIENTIOUS

Tends to be indirect and guarded

CONSCIENTIOUS

Slow-paced and task-oriented

DISC

PACE AND PRIORITY OF EACH STYLE

SLOWER-PACED TASK-ORIENTED

FASTER-PACED TASK-ORIENTED

SLOWER-PACED PEOPLE-ORIENTED

FASTER-PACED PEOPLE-ORIENTED

PACE AND PRIORITY represent two of the main sources of tension between the styles. D&C and I&S have different PACES: D and I are faster-paced, and S and C are slower-paced. D&I and S&C have different PRIORITIES: D and C are task-oriented, and I and S are people oriented. D&S and I&C have BOTH PACE AND PRIORITY DIFFERENCES.

DISC

A DEEPER LOOK AT THE FOUR DISC Styles Below is a chart to help you understand some of the characteristics of each of the Four Basic DISC Styles, so you can interact with each style more effectively. Although behavioral style is only a partial description of personality, it is quite useful in describing how a person behaves, and is perceived, in personal, social and work situations.

HIGH DOMINANT STYLE

HIGH INFLUENCING STYLE

HIGH STEADY STYLE

HIGH CONSCIENTIOUS STYLE

Tends to Act

Assertive

Persuasive

Patient

Contemplative

When in Conflict, this Style

Demands

Attacks

Complies

Avoids

Needs

Control

Approval

Routine

Standards

Primary Drive

Independence

Interaction

Stability

Correctness

Preferred Tasks

Challenging

People related

Scheduled

Structured

Comfortable with

Being decisive

Social friendliness

Being part of a team

Order and planning

Personal Strength

Problem-solver

Encourager

Supporter

Organizer

Strength Overextended

Preoccupation- goals over people

Speaking without thinking

Procrastination in addressing change

Overanalyzing everything

Personal Limitation

Too direct and intense

Too disorganized and nontraditional

Too indecisive and indirect

Too detailed and impersonal

Personal Wants

Control, Variety

Approval, Less Structure

Routine, Harmony

Standards, Logic

Personal Fear

Losing

Rejection

Sudden Change

Being Wrong

Blind Spots

Being held accountable

Follow through on commitments

Embracing need for change

Struggle to make decisions without overanalyzing

Needs to Work on

Empathy, Patience

Controlling emotions, Follow through

Being assertive when pressured

Worrying less about everything

Measuring Maturity

Giving up control

Objectively handling rejection

Standing up for self when confronted

Not being defensive when criticized

Under Stress May Become

Dictatorial, Critical

Sarcastic, Superficial

Submissive, Indecisive

Withdrawn, Headstrong

Measures Worth by

Impact or results, Track record

Acknowledgments, Compliments

Compatibility, Contributions

Precision, Accuracy, Quality of results

DISC

COMMUNICATING WITH THE DISC Styles Communicating with the DOMINANT Style D CHARACTERISTICS: Concerned with being #1 Think logically Want facts and highlights Strive for results Like personal choices Like changes Prefer to delegate Want others to notice accomplishments Need to be in charge Tendency towards conflict

SO YOU SHOULD… Show them how to win, new opportunities Display reasoning Provide concise data Agree on goal and boundaries, the support or get out of their way Allow them to “do their thing,” within limits Vary routine Look for opportunities to modify their workload focus Compliment them on what they’ve done Let them take the lead, when appropriate, but give them parameters If necessary, argue with conviction on points of disagreement, backed up with facts; don’t argue on a “personality” basis

Communicating with the INFLUENCING Style I CHARACTERISTICS: Concerned with approval and appearances Seek enthusiastic people and situations Think emotionally Want to know the general expectations Need involvement and people contact Like changes and innovations Want others to notice THEM Often need help getting organized Look for action and stimulation Surround themselves with optimism Want feedback that they “look good”

SO YOU SHOULD… Show them that you admire and like them Behave optimistically and provide upbeat setting Support their feelings when possible Avoid involved details, focus on the “big picture” Interact and participate with them Vary the routine; avoid requiring long-term repetition by them Compliment them personally and often Do it together Keep up a fast, lively, pace Support their ideas and don’t poke holes in their dreams; show them your positive side Mention their accomplishments, progress and your other genuine appreciation

DISC Communicating with the STEADY Style S CHARACTERISTICS: Concerned with stability Think logically Want documentation and facts Like personal involvement Need to know step-by-step sequence Want others to notice their patient perseverance Avoid risks and changes Dislike conflict Accommodate others Look for calmness and peace Enjoy teamwork Want sincere feedback that they’re appreciated

SO YOU SHOULD… Show how your idea minimizes risk Show reasoning Provide data and proof Demonstrate your interest in them Provide outline and/or one-two-three instructions as you personally “walk them through” Compliment them for their steady follow-through Give them personal assurances Act non-aggressively, focus on common interest or needed support Allow them to provide service or support for others Provide a relaxing, friendly atmosphere Provide them with a cooperative group Acknowledge their easygoing manner and helpful efforts, when appropriate

Communicating with the CONSCIENTIOUS Style C CHARACTERISTICS: Concerned with aggressive approaches Think logically Seek data Need to know the process Utilize caution Prefer to do things themselves Want others to notice their accuracy Gravitate toward quality control Avoid conflict Need to be right Like to contemplate

SO YOU SHOULD… Approach them in an indirect, nonthreatening way Show your reasoning Give data to them in writing Provide explanations and rationale Allow them to think, inquire and check before they make decisions When delegating, let them check procedures, and other progress and performance before they make decisions Compliment them on their thoroughness and correctness when appropriate Let them assess and be involved in the process when possible Tactfully ask for clarification and assistance you may need Allow them time to find the best or “correct” answer, within available limits Tell them “why” and “how

The first step to building stronger communication is awareness. By identifying how we are similar and different, we can make cognitive choices when interacting to create stronger, more engaged relationships.

DISC

12 Behavioral Tendencies - Summary The primary styles - D, I, S, and C - are each influenced by the other three styles in our behavioral expression. You are not just one of these styles; you are the result of all four combining and affecting each other. The following behavioral tendencies are scored based on the way your DISC styles combine and influence one another. On this page you’ll see all 12 Behavioral Tendencies in Summary, and the following pages deliver more detail about each of these measurements.

Behaviors Personal Drive How this individual's own goals move things forward.

Self-Reliance How this individual works within a team.

Providing Instruction How this individual dictates directions and expectations.

Accuracy How this individual focuses on correctness and exactness.

Customer & Team Interaction How this individual engages with customers and stakeholders, internal and external.

Reasoning How this individual uses evidence to think through and solve problems.

Expressing Openness How this individual is most comfortable expressing themselves.

Careful Decision Making How this individual approaches decisions and actions.

Work Process Alignment How this individual focuses on process to follow through on work.

Prioritizing How this individual determines the order for dealing with items or tasks based on established rules and structure.

Building Rapport How this individual focuses when interacting with others.

Change Resistance How this individual resists engaging with change.

Natural

Adapted

Self-Driven (D)

Situational

Directive (D)

Collaborative (I)

Directive & Compulsive (D)

Reserved & Detailed (C)

Situational

Precision (C)

Situational

Engaging (I)

Situational

Situational

Situational

Situational

Situational

Impulsive (I)

Situational

Accuracy (C)

Results (D)

Rules (C)

Results-Focused (D)

Relationships-Focused (I)

Drives Change (D)

Situational

DISC

UNDERSTANDING OTHERS AND ADAPTABILITY Understanding your own behavioral style is just the first step to enhancing relationships. To really begin to use the power of behavioral styles, you also need to know how to apply the information to other people and in other situations. Good relationships can get better and challenging relationships may become good.

People want to be treated according to their behavioral style, not yours. People generally make the mistake of assuming that others interact and think the same way they do, and many of us grew up believing in The Golden Rule: treating others the way you would like to be treated. Instead, we encourage another practical rule to live by - what Dr. Tony Alessandra calls The Platinum Rule: to treat others the way THEY want to be treated. This practice requires strategic adjustment made on a case-by-case basis, and adjusting your own behavior to make people feel more at ease with you and the situation is known as Adaptability. It is important to remember that adapting our styles is not always easy! It may take some time, feel very difficult, or seem especially foreign in certain situations. Give it time, practice, patience and diligence and you will see relationship benefits.

ADAPTABILITY THE APPLICATION SECTION INCLUDES: What is Adaptability? How to Identify Another Person’s Behavioral Style Communicating with Each Style How to Adapt to the Different Behavioral Styles o Modifying Directness/Indirectness o Modifying Openness/Guardedness o Modifying Pace & Priority Adapting in Different Situations o At Work o In Sales and Service o In Social Settings o In Learning Environments Application Activities

DISC

What is Adaptability? Adaptability is based on two elements: Flexibility and Aptitude. Flexibility is your Willingness and Aptitude is your Capability to adjust your approach or strategy based on the particular needs of the situation or relationship at a particular time. It’s something you must cognitively choose to apply to yourself (to your patterns, attitudes and habits), not expect from others. We practice adaptability each time we slow down for a C or S style; or when we move a bit faster for the D or I style. It also occurs when the D or C styles take the time to build the relationship with an S or I style, or when the I or S style focuses on facts or gets right to the point with D or C styles. Adaptability does not mean an “imitation” of the other person’s style. It does mean adjusting your openness, directness, pace, and priority in the direction of the other person’s preference, while maintaining your own identity. Adaptable people know how to negotiate relationships in a way that allows everyone to win. Your adaptability level influences how others judge their relationship with you. Raising your adaptability will increase trust and credibility; if you lower your adaptability, trust and credibility will decrease. Being more adaptable enables you to interact more productively with difficult people and helps you to avoid or manage tense situations.

Important Considerations: Adaptability is important to all successful relationships. No one style is naturally more adaptable than another. Adaptability is a choice: o You can choose to be adaptable with one person, and not so with others. o You can choose to be quite adaptable with one person today and less adaptable with that same individual tomorrow. People often adopt a different style in their professional lives than they do in their social and personal lives. o We tend to be more adaptable at work and with people we know less. o We tend to be less adaptable at home and with people we know better.

Words of Advice: Adaptability at its extreme could appear wishy-washy and two-faced. A person who maintains high adaptability in all situations may not be able to avoid stress and inefficiency. There is also the danger of developing tension from the stress of behaving in a “foreign” style. Usually, this is temporary and may be worth it if you gain rapport with others. At the other end of the continuum, no adaptability would cause others to view someone as rigid and uncompromising because they insist on behaving according to their own natural pace and priority.

DISC

Recognizing Another Person’s Behavioral Style 2 Power Questions: 1.

Are they DIRECT/FAST-PACED or INDIRECT/SLOWER-PACED in their communications? (Directness is the 1st predictor of Style. Direct plots on the right, Indirect on the Left).

2.

Are they GUARDED/TASK-ORIENTED or OPEN/PEOPLE-ORIENTED in their communications? (Openness is the 2nd predictor of Style. Open plots on the Bottom, Guarded on the Top).

FASTER-PACED TASK-ORIENTED

SLOWER-PACED TASK-ORIENTED

SLOWER-PACED PEOPLE-ORIENTED

FASTER-PACED PEOPLE-ORIENTED

When we integrate both the natural tendency to be either DIRECT or INDIRECT with the natural tendency to be either GUARDED or OPEN, it forms the foundation and the basis for plotting each of the four different behavioral styles:

Directness & Openness

Pace & Priority

Tends to be direct and guarded

Fast-paced and task-oriented

Tends to be direct and open

Fast-paced and people-oriented

Tends to be indirect and open

Slow-paced and people-oriented

Tends to be indirect and guarded

Slow-paced and task-oriented

The behavioral intensity of directness or indirectness and being open or guarded is shown in the quadrant you plot. The plots towards the edge of the BPV reflect MORE INTENSITY and those plotting closer to the center reflect MODERATE INTENSITY of both characteristics.

DISC

Communicating with each Style With D Styles Show them how to win Display reasoning Provide concise data Agree on goals and boundaries Vary routine Compliment them on what they have done Provide opportunities for them to lead, impact results

With I Styles Show them that you admire and like them Be optimistic Support their feelings and ideas Avoid involved details Focus on the big picture Interact and participate with them - do it together Provide acknowledgements, accolades, and compliments

With S Styles

With C Styles

Show how your idea minimizes risk Demonstrate interest in them Compliment them on follow through Give personal assurances Provide a relaxing, friendly, stable atmosphere Act non-aggressively, focus on common interests Provide opportunities for deep contribution and teamwork

Approach indirectly, nonthreatening Show your reasoning, logic, give data in writing Allow them to think, inquire, and check before they make decisions Tell them “why” and “how” Provide opportunities for precision, accuracy, and planning for quality results

Tension Among the Styles PACE

PRIORITY

PACE & PRIORITY

Direct, Fast-Paced vs. Indirect, Slower-Paced

Guarded, Task-Oriented vs. Open, People-Oriented

Direct, Fast-Paced, Guarded, Task-Oriented vs. Indirect, Slower-Paced, Open, People-Oriented

High S + High I

High D + High I

High S + High D

(Lower Left vs. Lower Right Quadrant).

(Upper Right vs. Lower Right Quadrant)

(Lower Left vs. Upper Right Quadrant)

High C + High D

High C + High S

High C + High I

(Upper Left vs. Upper Right Quadrant)

(Upper Left vs. Lower Left Quadrant)

(Upper Left vs. Lower Right Quadrant)

DISC

To Modify Directness and Openness DIRECT/INDIRECT With D Styles DIRECT Use a strong, confident voice Use direct statements rather than roundabout questions Face conflict openly, challenge and disagree when appropriate Give undivided attention

With I Styles DIRECT Make decisions at a faster pace Be upbeat, positive, warm Initiate conversations Give recommendations Don’t clash with the person, but face conflict openly

With S Styles INDIRECT Make decisions more slowly Avoid arguments and conflict Share decision-making Be pleasant and steady Respond sensitively and sensibly

With C Styles INDIRECT Do not interrupt Seek and acknowledge their opinions Refrain from criticizing, challenging, or acting pushy – especially personally

GUARDED/OPEN With D Styles GUARDED Get right to the task, address bottom line Keep to the agenda Don’t waste time Use businesslike language Convey acceptance Listen to their suggestions

With I Styles OPEN Share feelings, show more emotion Respond to expression of their feelings Pay personal compliments Be willing to digress from the agenda

With S Styles OPEN Take time to develop the relationship Communicate more, loosen up, and stand closer Use friendly language Show interest in them Offer private acknowledgements

With C Styles GUARDED Maintain logical, factual orientation Acknowledge their thinking Downplay enthusiasm and body movement Respond formally and politely

DISC

To Modify Pace and Priority PACE With D Styles FASTER Be prepared, organized Get to the point quickly Speak, move at a faster pace Don’t waste time Give undivided time and attention Watch for shifts in attention and vary presentation

With I Styles FASTER Don’t rush into tasks Get excited with them Speak, move at a faster pace Change up conversation frequently Summarize details clearly Be upbeat, positive Give them attention

With S Styles SLOWER Develop trust and credibility over time, don’t force Speak, move at a slower pace Focus on a steady approach Allow time for follow through on tasks Give them step-by-step procedures/ instructions Be patient, avoid rushing them

With C Styles SLOWER Be prepared to answer questions Speak, move at a slower pace Greet cordially, and proceed immediately to the task (no social talk) Give them time to think, don’t push for hasty decisions

PRIORITY With D Styles TASK Get right to the task Provide options and let them decide Allow them to define goals and objectives Provide high-level follow up

With I Styles PEOPLE

With S Styles PEOPLE

With C Styles TASK

Make time to socialize Take initiative to introduce yourself or start conversation Be open and friendly, and allow enthusiasm and animation Let them talk Make suggestions that allow them to look good Don’t require much follow-up, details, or long-term commitments

Get to know them personally Approach them in a friendly, but professional way Involve them by focusing on how their work affects them and their relationships Help them prioritize tasks Be careful not to criticize personally, keep it specific and focused

Be prepared with logic and practicality Follow rules, regulations, and procedures Help them set realistic deadlines and parameters Provide pros and cons and the complete story Allow time for sharing of details and data Be open to thorough analysis

DISC

Adapting in Different Situations: AT WORK DOMINANT STYLE HELP THEM TO: More realistically gauge risks Exercise more caution and deliberation before making decisions Follow pertinent rules, regulations, and expectations Recognize and solicit others’ contributions Tell others the reasons for decisions Cultivate more attention/responsiveness to emotions

INFLUENCING STYLE HELP THEM TO: Prioritize and organize See tasks through to completion View people and tasks more objectively Avoid overuse of giving and taking advice Write things down

STEADY STYLE HELP THEM TO: Utilize shortcuts and discard unnecessary steps Track their growth Avoid doing things the same way Realize there is more than one approach to tasks Become more open to some risks and changes Feel sincerely appreciated Speak up and voice their thoughts and feelings

CONSCIENTIOUS STYLE HELP THEM TO: Share their knowledge and expertise with others Stand up for themselves with the people they prefer to avoid Shoot for realistic deadlines and parameters View people and tasks less seriously and critically Balance their lives with both interaction and tasks Keep on course with tasks, less checking Maintain high expectations for high priority items, not everything

DISC

Adapting in Different Situations: IN SALES AND SERVICE DOMINANT STYLE Plan to be prepared, organized, fast-paced, and always to the point Meet them in a professional and businesslike manner Learn and study their goals and objectives – what they want to accomplish, how they currently are motivated to do things, and what they would like to change Suggest solutions with clearly defined and agreed upon consequences as well as rewards that relate specifically to their goals Get to the point Provide options and let them make the decision, when possible

INFLUENCING STYLE Take the initiative by introducing yourself in a friendly and informal manner and be open to new topics that seem to interest them Support their dreams and goals Illustrate your ideas with stories and emotional descriptions that they can relate to their goals or interests Clearly summarize details and direct these toward mutually agreeable objectives and action steps Provide incentives to encourage quicker decisions Give them testimonials

STEADY STYLE Get to know them more personally and approach them in a non-threatening, pleasant, and friendly, but professional way Develop trust, friendship, and credibility at a relatively slow pace Ask them to identify their own emotional needs as well as their task or business expectations Get them involved by focusing on the human element… that is, how something affects them and their relationships with others Avoid rushing them and give them personal, concrete assurances, when appropriate Communicate with them in a consistent manner on a regular basis

CONSCIENTIOUS STYLE Prepare so that you can answer as many of their questions as soon as possible Greet them cordially, but proceed quickly to the task; don’t start with personal or social talk Hone your skills in practicality and logic Ask questions that reveal a clear direction and that fit into the overall scheme of things Document how and why something applies Give them time to think; avoid pushing them into a hasty decision Tell them both the pros and cons and the complete story Follow through and deliver what you promise

DISC

Adapting in Different Situations: IN SOCIAL SETTINGS DOMINANT STYLE Let them know that you don’t intend to waste their time Convey openness and acceptance of them Listen to their suggestions Summarize their achievements and accomplishments Give them your time and undivided attention Appreciate and acknowledge them when possible

INFLUENCING STYLE Focus on a positive, upbeat, warm approach Listen to their personal feelings and experiences Respond openly and congenially Avoid negative or messy problem discussions Make suggestions that allow them to look good Don’t require much follow-up, detail or long-term commitments Give them your attention, time and presence

STEADY STYLE Focus on a slower-paced, steady approach Avoid arguments and conflict Respond sensitively and sensibly Privately acknowledge them with specific, believable compliments Allow them to follow through on concrete tasks Show them step-by-step procedures Behave pleasantly and optimistically Give them stability and minimum of change

CONSCIENTIOUS STYLE Use a logical approach Listen to their concerns, reasoning, and suggestions Respond formally and politely Negative discussions are OK, so long as they aren’t personally directed Privately acknowledge them about their thinking Focus on how pleased you are with their procedures Solicit their insights and suggestions Show them by what you do, not what you say

DISC

Adapting in Different Situations: IN LEARNING ENVIRONMENTS DOMINANT STYLE Likes to learn quickly; may be frustrated with a slower pace Has own internal motivation-clock, learns for their own reasons, not for anyone else’s reasons May like to structure their own learning design Does okay with independent self-study Defines own goals May have a short attention span

INFLUENCING STYLE Likes learning in groups Interacts frequently with others Responds to extrinsic motivation, praise, and encouragement Needs structure from the facilitator; may lose track of time Needs “what to do” and “when to do it” May exceed deadlines if left on their own and learning may be completed late

STEADY STYLE Accepts a balance between individual and group work Shows patience with detailed or technical processes Likes journaling and follow-through Prefers explicit instructions Wants to know the performance outcomes and expectations May need help in prioritizing tasks if a long assignment; may take criticism personally

CONSCIENTIOUS STYLE Prefers individual work over group interaction Accepts more impersonal training, such as remote or on-line Has high expectations of their own performance Will structure their own activities only with explicit goals and outcomes established Emphasizes details, deep thinking, and theoretical bases for the learning May get overly bogged down in details, especially if the learning climate is pressured

DISC

Application Activities Adaptability Practice Spend some time with people at home and at work that you know and trust who are different styles than you. Explore ways to communicate more effectively with them. Ask for support and feedback as you try new ways to communicate. Remember- tell them this is a skill you are building so they aren’t surprised when you are behaving differently and can provide helpful feedback! Practice Identifying their style based on observable behavior Practice Modifying your Directness and Openness in conversation with them Practice Modifying your Pace and Priority Ask for feedback on your effectiveness in communicating with them Take some time to reflect on your experience and what worked or didn’t work for you and for them Consider what you should repeat, and what you need to modify further to communicate as effectively as possible. As you begin feeling more comfortable with adaptability and the needs of each style, try it with others!

Adaptability Activity Select a relationship in which things have not gone as smoothly as you would like. Make a commitment to take the time to gain an understanding of the other person’s behavioral style and take a few steps to adapt your behavior to improve the relationship. Identify the behavioral style of the other person using the 2 Power Questions: - Are they DIRECT or INDIRECT in their communication? - Are they GUARDED or OPEN in their communication? Brush up on their style and look at ways to adapt your Directness and Openness when working with them. To further understand the tension that may exist in the relationship, notice the difference in preference in pace and priority and modify accordingly. Practice approaching them in the way you think THEY want to be treated. Remember, it may feel uncomfortable at first, but with practice and dedication to adapting, you will be amazed at the difference.

DISC

Tension Among the Styles Exercise Even if you have the highest regard toward a person, tension can exist in a relationship where styles are different. If this is behavior related, applying The Platinum Rule - Treat others the way THEY want to be treated – may be helpful. Complete this exercise to gain insights on how to improve tense relationships. If you feel comfortable, you may discuss with the other person things you can do to ease the tension.

RELATIONSHIP Name:

My

Style:

Style:________________________________________

Pace:

My Pace:________________________________________

Priority: Difference: Strategy:

My Priority:______________________________________

RELATIONSHIP 1

RELATIONSHIP 2

Name:________________________________________

Name:________________________________________

Style:_________________________________________ Pace:_________________________________________ Priority:_______________________________________ Difference:_____________________________________

Style:_________________________________________ Pace:_________________________________________ Priority:_______________________________________ Difference:_____________________________________

Strategy:______________________________________

Strategy:______________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

DISC

Create a DISC POWER TEAM Wouldn’t it be amazing to have a DISC POWER TEAM where all members brought their best strengths to the table, and each of our challenges could be supported by someone who was skilled in the areas we struggle? Considering the strengths and workplace behaviors for each style, who would be an ideal DISC POWER TEAM Member? DOMINANT STYLE

STRENGTHS

WORKPLACE BEHAVIORS

INFLUENCING STYLE

STEADY STYLE

CONSCIENTIOUS STYLE

Supervising

Persuading

Listening

Planning

Leadership

Motivating

Teamwork

Systemizing

Pioneering

Entertaining

Follow-through

Orchestration

Efficient

Interacting

Friendly

Formal

Busy

Busy

Functional

Functional

Structured

Personal

Personal

Structured

TEAM MEMBER

For an upcoming project, consider how your DISC POWER TEAM could accomplish greatness! Assign responsibilities based on strengths Determine what opportunities or challenges exist or may come up Give each Team Member the opportunity to showcase their skills and experience Check in regularly and discuss as a team how it’s going Provide feedback regarding roles, strengths, needs, and any additional support required

DISC

So Now What? This report is filled with information about your behavioral style and the styles that you will encounter in others. There are many suggestions in the application section of this report for you to apply this information. Take the next step and DO the exercises. Don’t put this report on a shelf or in a file. Knowing your own style is just the beginning— you must be able to apply this information to improve all of your relationships. Continually use this report as a reference tool. It contains a lot of information and was never meant to be digested in a single reading. Experiment with making a few changes in your behavior and examine the results. You might be surprised!

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