john doe · drive your actions, you will immediately be able to understand the causes of conflict....

TriMetrix® ACIExecutive

John Doe8-31-2016

Sales Team Solutions, LLC32 Whitney Drive, Berkeley Heights, NJ 07922908-322-1480www.salesteamsolutions.net

Copyright © 2006-2015. Target Training International, Ltd.

Introduction Where Opportunity Meets Talent®

The TriMetrix® ACI Coaching Report was designed to increase the understanding of anindividual's talents. The report provides insight to three distinct areas: behaviors, motivators andacumen. Understanding strengths and weaknesses in each of the three areas will lead topersonal and professional development and a higher level of satisfaction.

The following is an in-depth look at your personal talents in the three main sections:

Behaviors

This section of the report is designed to help you attain a greater knowledge of yourself as well asothers. The ability to interact effectively with people may be the difference between success andfailure in your work and personal life. Effective interaction starts with an accurate perception ofoneself.

Motivators

This section of the report provides information on the why of your actions, which with applicationand coaching, can tremendously impact your valuing of life. Once you know the motivations thatdrive your actions, you will immediately be able to understand the causes of conflict.

Integrating Behaviors And Motivators

This section of the report will help you blend the how and the why of your actions. Once you canunderstand how your behaviors and motivators blend together, your performance will beenhanced and you will experience an increase in satisfaction.

Acumen Indicators

This section of the report will help you truly understand how you analyze and interpret yourexperiences. Your acumen, keenness and depth of perception or discernment, is directly relatedto your level of performance.

1John Doe


Introduction Behaviors Section

Behavioral research suggests that the most effective people are those who understandthemselves, both their strengths and weaknesses, so they can develop strategies to meetthe demands of their environment.

A person's behavior is a necessary and integral part of who they are. In other words, much of ourbehavior comes from "nature" (inherent), and much comes from "nurture" (our upbringing). It isthe universal language of "how we act," or our observable human behavior.

In this report we are measuring four dimensions of normal behavior. They are:

How you respond to problems and challenges.

How you influence others to your point of view.

How you respond to the pace of the environment.

How you respond to rules and procedures set by others.

This report analyzes behavioral style; that is, a person's manner of doing things. Is the report100% true? Yes, no and maybe. We are only measuring behavior. We only report statementsfrom areas of behavior in which tendencies are shown. To improve accuracy, feel free to makenotes or edit the report regarding any statement from the report that may or may not apply, butonly after checking with friends or colleagues to see if they agree.

"All people exhibit all four behavioralfactors in varying degrees of intensity."

–W.M. Marston

2John Doe


General CharacteristicsBased on John's responses, the report has selected general statements to provide a broad understanding of his work style. These statements identify the basic natural behavior that he brings to the job. That is, if left on his own, these statements identify HOW HE WOULD CHOOSE TO DO THE JOB. Use the general characteristics to gain a better understanding of Neal's natural behavior.

John, an outgoing person, feels at home with strangers. He is most likely to be at his best in situations where important things, such as values, judgments, feelings and emotions are involved. He prides himself on his "intuition." He prefers working as a participative manager. He does his best work in this kind of environment. He does not like other managers looking over his shoulder. John seeks popularity and social recognition. He likes to deal with people in a favorable social environment. He is gregarious and sociable. He will be seen as a good mixer both on or off the job. He is optimistic and usually has a positive sense of humor. He likes quality social relationships. He often will become friends with his customers or clients. His goal is to have and make many friends. At work, he is good at maintaining friendly public relations. He tries to influence others through a personal relationship and many times will perform services to develop this relationship.

John likes to be involved in the decision-making process. He is good at solving problems that deal with people. He may be inconsistent in disciplining others. Because of his trust and willing acceptance of people, he may misjudge the abilities of others. John likes working with others who make quick decisions. He prefers not disciplining people. He may sidestep direct disciplinary action because he wants to maintain the friendly relationship. He is good at giving verbal and nonverbal feedback that serves to encourage people to be open, to trust him and to see him as receptive and helpful. When he has strong feelings about a particular problem, you should expect to hear these feelings, and they will probably be expressed in an emotional manner.

3John Doe


General Characteristics Continued

John tends to mask some of his directness in friendly terms and is usually recognized as a friendly and trusting person. Some see him as too talkative and emotional. He is comfortable with most people and can be quite informal and relaxed with them. Even when dealing with strangers, John will attempt to put them at ease. Sometimes he can get caught short on the facts and figures needed to support his ideas. John is people-oriented and verbally fluent. He has the ability to sense what people want to hear. He then tends to tell people what he thinks they want to hear. He will optimistically interact with people in an assured, diplomatic and poised manner. It is important for Neal to use his people skills to "facilitate" agreement between people. He tends to look at all the things the group has in common, rather than key in on the differences.

4John Doe


Value to the OrganizationThis section of the report identifies the specific talents and behavior John brings to the job. By looking at these statements, one can identify his role in the organization. The organization can then develop a system to capitalize on his particular value and make him an integral part of the team.

Positive sense of humor.

Optimistic and enthusiastic.

Negotiates conflicts.

Builds confidence in others.

Deadline conscious.

Accomplishes goals through people.

People-oriented.

Ability to handle many activities.

Team player.

5John Doe


Checklist for CommunicatingMost people are aware of and sensitive to the ways with which they prefer to be communicated. Many people find this section to be extremely accurate and important for enhanced interpersonal communication. This page provides other people with a list of things to DO when communicating with John. Read each statement and identify the 3 or 4 statements which are most important to him. We recommend highlighting the most important "DO's" and provide a listing to those who communicate with John most frequently.

Ways to Communicate:

Understand his sporadic listening skills.

Provide ideas for implementing action.

Leave time for relating, socializing.

Provide a warm and friendly environment.

Talk about him, his goals and the opinions he finds stimulating.

Be specific and leave nothing to chance.

Provide testimonials from people he sees as important.

Use "feeling" language when appropriate.

Put projects in writing, with deadlines.

Offer special, immediate and continuing incentives for his willingness totake risks.

Be isolated from interruptions.

6John Doe


Checklist for Communicating Continued

This section of the report is a list of things NOT to do while communicating with John. Review each statement with John and identify those methods of communication that result in frustration or reduced performance. By sharing this information, both parties can negotiate a communication system that is mutually agreeable.

Ways NOT to Communicate:

Leave decisions hanging in the air.

Take credit for his ideas.

Be dictatorial.

Waste time trying to be impersonal, judgmental or too task-oriented.

Be put off by his "cockiness."

Legislate or muffle--don't overcontrol the conversation.

Assume he heard what you said.

Drive on to facts, figures, alternatives or abstractions.

Dictate to him.

"Dream" with him or you'll lose time.

Be curt, cold or tight-lipped.

Talk down to him.

7John Doe


Communication TipsThis section provides suggestions on methods which will improve Neal's communications with others. The tips include a brief description of typical people in which he may interact. By adapting to the communication style desired by other people, John will become more effective in his communications with them. He may have to practice some flexibility in varying his communication style with others who may be different from himself. This flexibility and the ability to interpret the needs of others is the mark of a superior communicator.

When communicating with a person who isambitious, forceful, decisive, strong-willed,independent and goal-oriented:

Be clear, specific, brief and to the point.Stick to business.Be prepared with support material in awell-organized "package."

Factors that will create tension ordissatisfaction:

Talking about things that are not relevant to theissue.Leaving loopholes or cloudy issues.Appearing disorganized.

When communicating with a person who ismagnetic, enthusiastic, friendly, demonstrativeand political:

Provide a warm and friendly environment.Don't deal with a lot of details (put them in writing).Ask "feeling" questions to draw their opinions orcomments.


Being curt, cold or tight-lipped.Controlling the conversation.Driving on facts and figures, alternatives,abstractions.

When communicating with a person who ispatient, predictable, reliable, steady, relaxed andmodest:

Begin with a personal comment--break the ice.Present your case softly, nonthreateningly.Ask "how?" questions to draw their opinions.


Rushing headlong into business.Being domineering or demanding.Forcing them to respond quickly to yourobjectives.

When communicating with a person who isdependent, neat, conservative, perfectionist,careful and compliant:

Prepare your "case" in advance.Stick to business.Be accurate and realistic.


Being giddy, casual, informal, loud.Pushing too hard or being unrealistic withdeadlines.Being disorganized or messy.

8John Doe


PerceptionsSee Yourself as Others See You

A person's behavior and feelings may be quickly telegraphed to others. This section provides additional information on John's self-perception and how, under certain conditions, others may perceive his behavior. Understanding this section will empower John to project the image that will allow him to control the situation.

Self-PerceptionNeal usually sees himself as being:

Enthusiastic Outgoing

Charming Inspiring

Persuasive Optimistic

Others' Perception - Moderate Under moderate pressure, tension, stress or fatigue, others may see him asbeing:

Self-Promoting Glib

Overly Optimistic Unrealistic

Others' Perception - ExtremeUnder extreme pressure, stress or fatigue, others may see him as being:

Overly Confident Talkative

Poor Listener Self-Promoter

9John Doe


The Absence of a Behavioral FactorThe absence of a behavioral factor may provide insight into situations or environmentsthat may cause tension or stress. Based on research, we are able to identifysituations that should be avoided or minimized in a person's day-to-day environment.By understanding the contribution of a low behavioral style, we are able to betterarticulate a person's talents and create environments where people can be moreeffective.

Situations and circumstances to avoid or aspects needed within theenvironment in order to minimize behavioral stress.

Avoid positions that revolve around routine work.

Avoid working situations where a high sense of urgency could cause asafety issue.

Avoid projects that require constant focus without any room for variancein task.

Understanding that the need to adapt is unavoidable at times, below aretips for adapting to those with S above the energy line and/or tips forseeking environments that will be conducive to the low S.

Seek environments where change is rewarded versus discouraged.

Rambling, written or verbal, will be avoided to the point of missing adeadline.

Understand and recognize that the avoidance of delegation may have anegative impact long-term.

10John Doe


DescriptorsBased on John's responses, the report has marked those words that describe his personal behavior. They describe how he solves problems and meets challenges, influences people, responds to the pace of the environment and how he responds to rules and procedures set by others.

Driving

Ambitious

Pioneering

Strong-Willed

Determined

Competitive

Decisive

Venturesome

Calculating

Cooperative

Hesitant

Cautious

Agreeable

Modest

Peaceful

Unobtrusive

Dominance

Inspiring

Magnetic

Enthusiastic

Persuasive

Convincing

Poised

Optimistic

Trusting

Reflective

Factual

Calculating

Skeptical

Logical

Suspicious

Matter-of-Fact

Incisive

Influencing

Relaxed

Passive

Patient

Possessive

Predictable

Consistent

Steady

Stable

Mobile

Active

Restless

Impatient

Pressure-Oriented

Eager

Flexible

Impulsive

Steadiness

Cautious

Careful

Exacting

Systematic

Accurate

Open-Minded

Balanced Judgment

Diplomatic

Firm

Independent

Self-Willed

Obstinate

Unsystematic

Uninhibited

Arbitrary

Unbending

Compliance

11John Doe


Natural and Adapted StyleJohn's natural style of dealing with problems, people, pace of events and procedures may not always fit what the environment needs. This section will provide valuable information related to stress and the pressure to adapt to the environment.

Problems - Challenges

Adapted

John sees no need to change his approach to solving problems or dealing with challenges in his present environment.

Natural

John is somewhat conservative in his approach to solving problems. He will accept challenges by being quite calculating in his response to the problem or challenge. John will be quite cooperative by nature and attempt to avoid confrontation as he wants to be seen as a person who is "easy" to work with.

People - Contacts

Natural

John's natural style is to use persuasion and emotion to the extreme. He is positive and seeks to win by the virtues of his personality and verbal skills. He will convince you that what he is saying is not only right, but is exactly what is needed. He displays enthusiasm for almost any project.

Adapted

John sees no need to change his approach to influencing others to his way of thinking. He sees his natural style to be what the environment is calling for.

12John Doe


Natural and Adapted Style Continued

Pace - Consistency

Adapted

John sees his natural activity style to be just what the environment needs. What you see is what you get for activity level and consistency. Sometimes he would like the world to slow down.

Natural

John is variety-oriented and demonstrates a need to get from one activity to another as quickly as possible. He usually demonstrates a pronounced sense of urgency. He is eager to initiate change if for nothing else than for change's sake.

Procedures - Constraints

Natural

John is independent by nature and somewhat self-willed. He is open to new suggestions and can, at times, be seen as somewhat freewheeling. He is most comfortable in an environment where the constraints can be "loosened" for certain situations.

Adapted

John sees the need to beopen-minded about rules. However, he is aware and sensitive to the implications of not following rules and procedures.

13John Doe


Adapted StyleJohn sees his present work environment requiring him to exhibit the behavior listed on this page. If the following statements DO NOT sound job related, explore the reasons why he is adapting this behavior.

Participative management.

Motivating people to take action by using persuasive skills.

Obtaining results through people.

Coping with rapid changes in the work arena.

Contacting people using a variety of modes.

Possessing a strong sense of urgency toward results.

Flexibility.

Meeting deadlines.

Preferring people involvement over task focus.

Making tactful decisions.

Maintaining an ever-changing, friendly, work environment.

Moving quickly from one activity to another.

Handling a variety of activities.

14John Doe


Time WastersThis section of your report is designed to identify time wasters that may impact youroverall time use effectiveness. Possible causes and solutions will serve as a basis forcreating an effective plan for maximizing your use of TIME and increasing yourPERFORMANCE.

Excessive SocializingExcessive socializing is defined as those interactions that go beyond the usualrequired time for discussing a issue or task. It can also be interacting toofrequently with those who do not support or contribute to the accomplishmentof daily priorities.

Possible Causes:

Enjoy people

Want to be liked

Are creatively motivated when with others

Allow and even encourage visitors and telephone calls

Haven't prioritized daily requirements

Confuse deadlines

Possible Solutions:

Keep daily priorities in view to keep you on task

Set time guidelines for informal conversations, lunches and meetings

Monitor your open door policy

Screen and put a time limit on telephone calls

Be willing to tell visitors and callers that you cannot be interrupted at thistime

Inability To Say NoThe inability to say no is when you are unable to or feel powerless to refuseany request.

Possible Causes:

Have many interests and want to be involved

Confuse priorities

Fail to set priorities

15John Doe


Time Wasters Continued

Do not want to hurt others' feelings

Do not want to refuse a superior's request

Do not feel comfortable giving "real" reason and doesn't want to lie

Possible Solutions:

Realistically evaluate how much time is available

Understand limitations and what can be done well

Set daily and long-term priorities

Learn to say no to those people and tasks that do not support daily andlong-term priorities

Cluttered DeskA cluttered desk is one that is overloaded by papers, supplies and equipmentto the point of impacting the ability to be productive.

Possible Causes:

See organizing and filing activities as a waste of time

Want everything at fingertips

Do not conceptualize a system for grouping information and materials

Have not established a timeline for tasks or projects

Possible Solutions:

Handle each piece of mail only once, i.e. pitch it, file it or delegate it

Set up (or have someone else set up) an information storage and retrievalsystem

Get off mailing lists that are of no interest to you

Remind yourself that the time it takes to open "junk" mail robs you of timefor more important tasks

Establish a time limit for certain projects and only have current projectmaterial on your desk

16John Doe



Poor Filing SystemA poor filing system is one that has no predetermined method for subjectmatter grouping. It is one that you may understand but is not usable by otherswho may need to retrieve information from your files.

Possible Causes:

Have not determined or prioritized subject matter groupings

Categorize by emotions

Possible Solutions:

Set up a cataloging system that you AND others can use easily

Have someone assist you in setting up a system

Use cross-referencing indexes

Computerize information

Long LunchesLong lunches are those that extend beyond the normal time for eating. Theycould be kept within a specific time frame but are not.

Possible Causes:

Get involved in the excitement of conversation and forget about time

See long lunches as a networking opportunity

Like doing business in a social, non-threatening environment

Use long lunches as a way to avoid unpleasant tasks, people or the workenvironment

Possible Solutions:

Set a specific time for lunch and STICK TO IT

Have meetings in the office

Set meetings right after lunch

Have working lunches

17John Doe



Desire To Be Involved With Too Many PeopleThe desire to be involved with too many people is involvement that extendsbeyond business interactions to the point of interfering with work. Beyondbeing friendly, it is excessive socializing.

Possible Causes:

Have many interests

Want to be seen as one of the gang

Need praise and approval from others

Possible Solutions:

Recognize your time constraints

Be selective in getting involved in activities

Monitor energy level

Keep personal and job related priorities in view

18John Doe


Areas for ImprovementIn this area is a listing of possible limitations without regard to a specific job. Review with John and cross out those limitations that do not apply. Highlight 1 to 3 limitations that are hindering his performance and develop an action plan to eliminate or reduce this hindrance.

Neal has a tendency to:

Overestimate his ability to motivate people or change others' behavior.

Be inattentive to detail unless that detail is important to him or if detailwork is of a short duration.

Underinstruct and overdelegate--will rely on personality as opposed to adisciplined approach to follow-up.

Be overly enthusiastic about his own shortcomings (weaknesses) and theshortcomings of others.

Make decisions based on surface analysis.

Be unrealistic in appraising people--especially if the person is a "friend."

Act impulsively--heart over mind, especially if his security is not perceivedto be threatened.

Be optimistic regarding possible results of his projects or the potential ofhis people.

19John Doe


Behavioral HierarchyYour observable behavior and related emotions contribute to your success on the job.When matched to the job, they play a large role in enhancing your performance. Thelist below ranks your behavioral traits from the strongest to the weakest.

1. Frequent Interaction with Others - Dealing with multipleinterruptions on a continual basis, always maintaining a friendlyinterface with others.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.0

6.2*2. Versatility - Bringing together a multitude of talents and awillingness to adapt the talents to changing assignments as required.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.0

5.3*3. Customer Relations - A desire to convey your sincere interest inthem.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.0

6.6*4. People Oriented - Spending a high percentage of time successfullyworking with a wide range of people from diverse backgrounds toachieve "win-win" outcomes.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

7.5

6.8*5. Frequent Change - Moving easily from task to task or being askedto leave several tasks unfinished and easily move on to the new taskwith little or no notice.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

6.5

5.2*6. Urgency - Decisiveness, quick response and fast action.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

6.0

4.3*7. Following Policy - Complying with the policy or if no policy,complying with the way it has been done.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

5.8

6.9*

* 68% of the population falls within the shaded area.

20John Doe


Behavioral Hierarchy

8. Consistency - The ability to do the job the same way.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

5.2

6.5*9. Follow Up and Follow Through - A need to be thorough.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

4.3

6.3*10. Competitiveness - Tenacity, boldness, assertiveness and a "will towin" in all situations.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

4.0

4.7*11. Organized Workplace - Systems and procedures followed forsuccess.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

3.0

5.2*12. Analysis of Data - Information is maintained accurately forrepeated examination as required.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

3.0

5.5*

* 68% of the population falls within the shaded area.SIA: 37-78-32-65 (58) SIN: 37-86-32-45 (03)

21John Doe


Style Insights®

Graphs8-31-2016

Adapted Style

Graph I

100

90

80

70

60

50

40

30

20

10

0

D

37

I

78

S

32

C

65%

Norm 2015 R4

Natural Style

Graph II

100

90

80

70

60

50

40

30

20

10

0

D

37

I

86

S

32

C

45%

Norm 2015 R4

T: 11:50

22John Doe


The Success Insights®

Wheel

The Success Insights® Wheel is a powerful tool popularized in Europe. In addition to the text youhave received about your behavioral style, the Wheel adds a visual representation that allows youto:

View your natural behavioral style (circle).

View your adapted behavioral style (star).

Note the degree you are adapting your behavior.

If you filled out the Work Environment Analysis, view the relationship of your behavior to yourjob.

Notice on the next page that your Natural style (circle) and your Adapted style (star) are plotted onthe Wheel. If they are plotted in different boxes, then you are adapting your behavior. The furtherthe two plotting points are from each other, the more you are adapting your behavior.

If you are part of a group or team who also took the behavioral assessment, it would beadvantageous to get together, using each person's Wheel, and make a master Wheel thatcontains each person's Natural and Adapted style. This allows you to quickly see where conflictcan occur. You will also be able to identify where communication, understanding andappreciation can be increased.

23John Doe


The Success Insights®

Wheel8-31-2016

D

IS

CCONDUCTO

R

PE

RS

UA

DE

R

PROM

OTER

RELATER

SUPPORTER

CO

OR

DIN

AT

OR

ANALYZER

IMPLEMENTOR 1

2

3

45

6

7

8

9

10

11

12

13

14

15

1617

18

19

20

21

22

23

24

25

26

27

28

29

30

31

3233

34

35

36

37

38

39

40

4142

43

44

45

46

47

484950

51

52

53

54

55

56

57

5859

60

Natural: (3) PROMOTER

Adapted: (58) ANALYZING PROMOTER (ACROSS)

Norm 2015 R4

T: 11:50

24John Doe


Introduction Motivators Section

Knowledge of an individual's motivators help to tell us WHY they do things. A review of anindividual's experiences, references, education and training help to tell us WHAT they cando. Behavioral assessments help to tell us HOW a person behaves and performs in thework environment. The Personal Motivators & Engagement report measures the relativeprominence of six basic interests or motivators (a way of valuing life): Theoretical,Utilitarian, Aesthetic, Social, Individualistic and Traditional.

Motivators help to initiate one's behavior and are sometimes called the hidden motivatorsbecause they are not always readily observed. It is the purpose of this report to help illuminateand amplify some of those motivating factors and to build on the strengths that each personbrings to the work environment.

Based on your choices, this report ranks your relative passion for each of the six motivators. Yourtop two and sometimes three motivators cause you to move into action. You will feel positivewhen talking, listening or doing activities that satisfy your top motivators.

The feedback you will receive in this section will reflect one of three intensity levels for each of thesix motivators.

Strong - positive feelings that you need to satisfy either on or off the job.

Situational - where your feelings will range from positive to indifferent based on other prioritiesin your life at the time. These motivators tend to become more important as your topmotivators are satisfied.

Indifferent - your feelings will be indifferent when related to your 5th or 6th motivator.

Your Personal Motivators Ranking1st Theoretical Strong

2nd Utilitarian Strong

3rd Individualistic Situational

4th Social Situational

5th Aesthetic Indifferent

6th Traditional Indifferent

25John Doe


TheoreticalThe primary drive with this motivator is the discovery of TRUTH. In pursuit of thisdrive, an individual takes a "cognitive" attitude. Such an individual is nonjudgmentalregarding the beauty or utility of objects and seeks only to observe and to reason.Since the interests of the theoretical person are empirical, critical and rational, theperson appears to be an intellectual. The chief aim in life is to order and systematizeknowledge: knowledge for the sake of knowledge.

John never walked by a bookstore or library he didn't want to visit.

The process is not as important to him as the results.

He may have difficulty putting down a good book.

John may use his specialized knowledge of a topic to control the situation.

People who talk on a subject without adequate knowledge will frustrate him and cause him to lose interest in the conversation.

John will use his knowledge to ensure economic security.

John will seek the "truth," yet "truth" is relative and will be defined by his own standards.

He sees the value in having good libraries and bookstores in every community.

John will spend time and money helping people who have committed their lives to educating themselves and others.

John is good at integrating the past, present and future.

Understanding social problems and their ramifications is one of his strengths.

Many may see him as an intellectual.

26John Doe


UtilitarianThe Utilitarian score shows a characteristic interest in money and what is useful. Thismeans that an individual wants to have the security that money brings not only forthemselves, but for their present and future family. This motivator includes thepractical affairs of the business world - the production, marketing and consumption ofgoods, the use of credit, and the accumulation of tangible wealth. This type ofindividual is thoroughly practical and conforms well to the stereotype of the averagebusiness person. A person with a high score is likely to have a high need to surpassothers in wealth.

The accumulation of material possessions results from his ability to follow through and accomplish goals.

He will work long and hard to satisfy his needs.

John tends to give freely of time and resources, but will want and expect a return on his investment.

He evaluates things for their utility and economic return.

John is good at achieving goals.

Goals for the future are easily accomplished with his ability to integrate the past and the present.

He may use wealth as a yardstick to measure his work effort.

27John Doe


IndividualisticThe primary interest for this motivator is POWER, not necessarily politics. Researchstudies indicate that leaders in most fields have a high power drive. Since competitionand struggle play a large part in all areas of life, many philosophers have seen poweras the most universal and most fundamental of motives. There are, however, certainpersonalities in whom the desire for direct expression of this motive is uppermost; whowish, above all, for personal power, influence and renown.

John can be assertive in meeting his needs.

He will evaluate each situation individually and determine how much or how little control he will want to exercise.

The amount of control he attempts will increase if he has strong feelings about the issues involved with the situation. If, however, he has little interest in the issues involved, he will not see the need for exercising control.

At times John can be very competitive.

28John Doe


SocialThose who score very high for this motivator have an inherent love of people. Thesocial person prizes other people and is, therefore, kind, sympathetic and unselfish.They are likely to find the Theoretical, Utilitarian and Aesthetic attitudes cold andinhuman. Compared to the Individualistic motivator, the Social person regards helpingothers as the only suitable form for human relationships. Research indicates that in itspurest form, the Social interest is selfless.

John's desire to help others (even to his own detriment) or decision not to help others, is reviewed on an individual basis.

John will definitely attempt to help an individual or group overcome a predicament, but only if they have "touched the right chords" within him.

29John Doe


AestheticA higher Aesthetic score indicates a relative interest in "form and harmony." Eachexperience is judged from the standpoint of grace, symmetry or fitness. Life may beregarded as a procession of events, and each is enjoyed for its own sake. A highscore here does not necessarily mean that the incumbent has talents in creativeartistry. It indicates a primary interest in the artistic episodes of life.

He is a very practical person who is not sensitive to being in harmony with his surroundings.

John is not necessarily worried about form and beauty in his environment.

Intellectually, Neal can see the need for beauty, but has difficulty buying the finer things in life.

He wants to take a practical approach to events.

Unpleasant surroundings will not stifle his creativity.

John's passion in life will be found in one or two of the other motivators discussed in this report.

The utility of "something" is more important than its beauty, form and harmony.

30John Doe


TraditionalThe highest interest for this motivator may be called "unity," "order," or "tradition."Individuals with high scores for this motivator seek a system for living. This systemcan be found in such things as conservatism or any authority that has defined rules,regulations and principles for living.

In many cases, John will want to set his own rules which will allow his own intuition to guide and direct his actions.

He will not be afraid to explore new and different ways of interpreting his own belief system.

John can be creative in interpreting other systems or traditions and selective in applying those traditions.

John's passion in life will be found in one or two of the other dimensions discussed in this report.

Traditions will not place limits or boundaries on John.

He will work within a broadly defined set of beliefs.

It may be hard to manipulate John because he has not defined a philosophy or system that can provide immediate answers to every situation.

31John Doe


Navigating Situations Outside YourComfort ZoneThe information on this page will highlight areas in which you may struggle relating tobased on your lowest motivator. The information will teach you how to manage yourway through discussions focusing on your number six motivator.

Tips for Communicating with "High Traditional" utilizing your Theoretical.

As you read through the communication tips, think about the followingquestions:

How does the mindset of a high Traditional contribute to today'sworkforce?

How do Traditionals contribute to the world, your professional lifeand your personal life?

A high Traditional seeks a system for living and wants others to follow thesystem of his or her choice.

Look at this as a discovery and research opportunity. Ask questions tolearn more, and this will position you as someone that is open to theTraditional's way of living.

Approach questioning from an area of learning, not educating from pastresearch. When a difference in views occurs, agreeing to disagree maybe the best option.

Once a Traditional has made up his or her mind on an issue, he or she willrarely change this opinion even if logic indicates he or she is wrong.

It's important to understand personal biases of both parties. If aconversation is being addressed dealing purely with a bias, finding somelevel of commonalities will have to happen in order to maintain a positiverelationship.

Be careful when the primary tool of influence is knowledge andinformation, because no amount of information or logic will solve a beliefconflict. Look for other areas to connect in an attempt to build trustbefore attempting to change the thoughts.

32John Doe


Navigating Situations Outside YourComfort Zone

At times a high Traditional can be overly rigid in evaluating others against hisor her standard.

Provide information as to how the team can be of assistance to themission. Present this information in a way that connects specifically withthe beliefs of the Traditional.

People will often feel judged by the high Traditional. How caninformation be utilized to depersonalize the judgment and bring theconversation back to the facts?

For a high Traditional, following proven procedures is more important thanquick fixes.

Partner with the high Traditional to discover the information to determineif the proven procedure is the right way to go, or if there is a better way.Understand that the high Traditional will not easily be convinced tochange the procedure.

The agreement will come from not wanting a quick fix. However, theTraditional will rely on the past traditions for solving the problemwhereas the Theoretical will tend to look for new solutions.

33John Doe


Motivators - Norms & Comparisons

For years you have heard statements like, "Different strokes for different folks," "to each his own,"and "people do things for their own reasons, not yours." When you are surrounded by peoplewho share similar motivators, you will fit in with the group and be energized. However, whensurrounded by people whose motivators are significantly different from yours, you may beperceived as out of the mainstream. These differences can induce stress or conflict. Whenconfronted with this type of situation you can:

Change the situation.

Change your perception of the situation.

Leave the situation.

Cope with the situation.

This section reveals areas where your motivators may be outside the mainstream andcould lead to conflict. The further away you are from the mainstream on the high side, the morepeople will notice your passion about that motivator. The further away from the mainstream onthe low side, the more people will view you as indifferent and possibly negative about thatmotivator. The shaded area for each motivator represents 68 percent of the population or scoresthat fall within one standard deviation above or below the national mean.

Norms & Comparisons Table - Norm 2015Theoretical

Utilitarian

Aesthetic

Social

Individualistic

Traditional

Passionate

Passionate

Mainstream

Mainstream

Mainstream

Indifferent

- 68 percent of the population - national mean - your score

Mainstream - one standard deviation of the national meanPassionate - two standard deviations above the national meanIndifferent - two standard deviations below the national meanExtreme - three standard deviations from the national mean

34John Doe


Motivators - Norms & Comparisons

Areas in which you have strong feelings or passions compared to others:

You have an intense passion for learning new things, always searching for opportunities toadvance your knowledge. Others may struggle with the amount of time and resources youare willing to invest to learn new things. They might think you should stop learning and startdoing.

You strive for efficiency and practicality in all areas of your life, seeking to gain a return onyour investment of time, talent and resources. Others may feel you always have a stringattached and are always trying to gain a personal advantage. They may feel you shouldgive just for the sake of giving.

Areas where others' strong feelings may frustrate you as you do not share their same passion:

Others who try to impose their way of living on you will frustrate you. Your ability to try newthings frustrates them and they feel compelled to change you to their system.

35John Doe


Motivators HierarchyYour motivation to succeed in anything you do is determined by your underlyingmotivators. You will feel energized and successful at work when your job supportsyour personal motivators. They are listed below from the highest to the lowest.

1. Theoretical - Rewards those who value knowledge for knowledge'ssake, continuing education and intellectual growth.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.7

6.0*2. Utilitarian/Economic - Rewards those who value practicalaccomplishments, results and rewards for their investments of time,resources and energy.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

7.7

5.3*3. Individualistic/Political - Rewards those who value personalrecognition, freedom, and control over their own destiny and others.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

4.7

5.5*4. Social - Rewards those who value opportunities to be of service toothers and contribute to the progress and well being of society.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

3.8

4.2*5. Aesthetic - Rewards those who value balance in their lives, creativeself-expression, beauty and nature.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

2.8

4.3*6. Traditional/Regulatory - Rewards those who value traditionsinherent in social structure, rules, regulations and principles.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

2.3

4.7*

* 68% of the population falls within the shaded area.MI: 64-58-29-35-40-26 (THE.-UTI.-AES.-SOC.-IND.-TRA.)

36John Doe


Motivation Insights®

Graph8-31-2016

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70

64 58 29 35 40 26Score

national mean

Norm 2015

THE. UTI. AES. SOC. IND. TRA.

Rank 1st 2nd 5th 4th 3rd 6th

T: 10:58

37John Doe


Motivators Wheel™8-31-2016

THEORETICAL641st

UT

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AR

IAN

582nd

INDIVIDUALISTIC

403rdAESTHETIC

295th

SO

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354th

TRADITIONAL

266th

T: 10:58

38John Doe


Introduction Integrating Behaviors and Motivators Section

The ultimate power behind increasing job satisfaction and performance comes from the blendingof your behaviors and motivators. Each individually is powerful in order to modify your actions,but the synergy of blending the two moves you to a whole new level.

In this section you will find:

Potential Behavioral and Motivational Strengths

Potential Behavioral and Motivational Conflict

Ideal Environment

Keys to Motivating

Keys to Managing

39John Doe


Potential Behavioral and MotivationalStrengthsThis section describes the potential areas of strengths between Johns behavioral style and top two motivators. Identify two to three potential strengths that need to be maximized and rewarded in order to enhance on-the-job satisfaction.

Volunteers his knowledge on many subjects.

Motivates others to continue education.

Promotes efficiency and results.

Tends to be futuristic and entrepreneurial in attaining results.

Asks many questions to find the correct answers.

Wants to know everything about the process, which leads to highstandards and results.

Completes a due diligence process when making investments or takingrisks.

Expectations are clear, tangible and have a bottom-line focus.

40John Doe


Potential Behavioral and MotivationalConflictThis section describes the potential areas of conflict between John's behavioral style and top two motivators. Identify two to three potential conflicts that need to be minimized in order to enhance on-the-job performance.

May present facts and figures with too much emotion.

A desire to share information can impede his ability to listen and learn.

Struggles balancing financial advice with actual results.

Efficiency is diminished with small talk.

Can be defensive when hard facts are questioned.

Wants a consistent process but constantly looking to make sure it iscorrect.

Only looks for the safe investment of time and resources.

May over focus on the negative side of investments and, therefore, maymiss the opportunity.

41John Doe


Ideal EnvironmentThis section identifies the ideal work environment based on John's basic style and top two motivators. People with limited flexibility will find themselves uncomfortable working in any job not described in this section. People with flexibility use intelligence to modify their behavior and can be comfortable in many environments. Use this section to identify specific duties and responsibilities that Neal enjoys and also those that create frustration.

An environment where he can use his intuitive thinking skills.

Freedom of movement.

Tasks involving motivated groups and establishing a network of contacts.

The ability to return to the table with more information in order to presentthe case.

Continuous learning in a team atmosphere where people share openly.

Flexibility to explore a variety of outlets for learning in a people-richenvironment.

The ability to achieve goals in a logical and practical manner.

People-oriented returns are rewarded higher than task-oriented returns.

The experience is seen as a part of the desired return on investment.

42John Doe


Keys to MotivatingThis section of the report was produced by analyzing John's wants. People are motivated by the things they want; thus wants that are satisfied no longer motivate. Review each statement produced in this section with John and highlight those that are present "wants."

Neal wants:

Participation in meetings on future planning.

Operating procedures in writing.

A support system to do the detail work.

Access to all necessary information and instruction manuals in order to dothings right.

To research new information in a team environment requiring peopleinteraction.

To be seen as an expert in a variety of areas and wants to be included indiscussions about new things.

Documentation of potential returns for projects and goals.

Freedom to include others in the celebration of achievements.

Public recognition of financial rewards for returns and efficiency.

43John Doe


Keys to ManagingIn this section are some needs which must be met in order for John to perform at an optimum level. Some needs can be met by himself, while management must provide for others. It is difficult for a person to enter a motivational environment when that person's basic management needs have not been fulfilled. Review the list with John and identify 3 or 4 statements that are most important to him. This allows John to participate in forming his own personal management plan.

Neal needs:

To focus conversations on work activities--less socializing.

Time to see and test if the plan will work.

A rational approach to decision making--analyze the facts.

Access to appropriate resources and tools for learning new informationwithin the organizational framework.

Establish a method for bringing the ideal to the practical.

Learn to prioritize ideas and thoughts according to organizationalobjectives.

Assistance in recognizing the balance between perfection and return oninvestment.

To manage enthusiasm in order to be an effective listener.

Help balancing the desire for return and the need for people interactions.

44John Doe


Introduction Acumen Indicators Section

Research has shown that the most effective people are those who understand themselves, boththeir strengths and weaknesses, so they can develop strategies to meet the demands of theirenvironment.

The Acumen Indicators Section is designed to help an individual truly understand themselves,how they analyze and interpret their experiences. A person's acumen, keenness and depth ofperception or discernment, is directly related to their level of performance. The stronger aperson's acumen, the more aware they are of their reality in both their external and internal world.

This section explores both how a person interacts with the external world and from a personalperspective. There are seven primary areas that this section will explore:

Summary of Acumen CapacityWorld View General CharacteristicsSelf View General CharacteristicsClarity of Performance and Situational AwarenessCapacity for Problem SolvingReaction IndexBusiness Performance Summary

Be sure to read the entire section with an open mind. Everyone has areas where they canimprove. Use the content of this section while working with your mentor, professional coach ormanager in order to make improvements, both personally and professionally.

45John Doe


Summary of Acumen CapacityThe Dimensions section measures Neal's capacity to understand each of the dimensions individuallyas well as the capacity to differentiate the value elements in situations.

Individuality

Practical Situations

System & Order

Distinction Index

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The Individuality column relates to the development of your capacity todiscern individuality in others and individuality in oneself. How well do youunderstand others? How well developed is your sense of self? (FeelingColumn)

The Practical Situations column relates to the development of your capacity todiscern the value in situations in the outside world and in one's own roles inlife. How well do you understand all aspects of practical situations? How welldo you understand your roles in life? (Doing Column)

The Systems and Order column relates to the development of your capacityto discern systems and order in the world and within oneself. How well doyou understand structure and organization in the world? How well do youunderstand your self-organization and future direction? (Thinking Column)

The Distinction Index Column relates to your development of the capacity todifferentiate values in general in the world as well as within oneself.(Judgment Column)

We will be exploring this information in more detail over the next two pages inthe World View and Self View sections.

46John Doe


World ViewThis is how John sees the world around him. This view measures his clarity and understanding of people, tasks and systems. It could also be looked at in terms of feeling, doing and thinking from an external standpoint. The statements below are based primarily on the 3 dimensions on the left side of the dimensional balance page and are in a random order.

John has the ability to adopt a new process in order to accomplish the task at hand.

John prefers to focus on carrying out his own specific responsibilities.

John is conscious of the resources it will take to do something.

John has a high understanding of people and can build and maintain relationships.

John understands people, which could be seen as one of his greatest talents.

John places the most value on personal or professional relationships with others.

John has the ability to focus on processes and ideas.

John prefers to solve problems according to a system of logic or rules that best apply to the situation.

John looks at problems according to systems or rules that apply to the situation.

John has the ability to turn his attention toward information gathering about a given situation.

47John Doe


Self ViewThis is how John sees himself. This view measures his clarity and understanding of himself, his roles in life and his direction for the future. The internal dimensions are a reflection of him from both personal and professional viewpoints. The statements below are based primarily on the 3 dimensions on the right side of the dimensional balance page and are in a random order.

John has a grasp of his life roles and activities.

John may benefit from asking himself, "What are my major roles in life?"

John has the ability to perform and fulfill his roles in life.

John could benefit from gaining a better understanding of who he is as a unique individual.

John may call upon his inner strength when needed to get through a situation.

John has a grasp of his actual accomplishments.

John has a desire to live up to self standards.

John is focused on planning his future.

John has a strong focus on where he is going in life.

48John Doe


Clarity of Performance and SituationalAwarenessClarity of Performance and Situational Awareness score both internally and externally.The Clarity of Performance measures a person's ability to see the relevant insituations, their capacity for focusing on, understanding and valuing the dimensionsevenly in the outside world and within oneself. The Situational Awareness score is themeasurement of Neal's awareness of the reality of the outside world and within hisown world.

External Clarity of Performance: Development of a sense of proportion in evaluating personal, practical and theoretical situations in the outsideworld.

NeedsClarity Moderate Clarity

HighClarity

John has a balanced view of issues and situations around him.

John shows balance in handling issues in the world around himself.

John is able to clearly focus on the issues at hand.

External Situational Awareness: Development of the awareness of thereality of the world.

NeedsDevelopment Developed

WellDeveloped

John can improve on making his expectations more realistic in terms of matters personal, practical and theoretical in his work environment.

John should seek to make his expectations in terms of people, tasks or systems more realistic.

John demonstrates moderate objectivity in his approach to situations.


49John Doe


Clarity of Performance and SituationalAwareness Continued

Internal Clarity of Performance: Development of a sense of proportion in evaluating personal, practical and theoretical situations in oneself.

NeedsClarity Moderate Clarity

HighClarity

He is comfortable handling all types of internal situations and issues.

John has a clear focus when evaluating himself, his roles and future direction.

John demonstrates a balanced view when dealing with issues relating to himself.

Internal Situational Awareness: Development of the awareness of thereality of one's own self.

NeedsDevelopment Developed

WellDeveloped

John may want to seek to make his expectations for himself, his role and his goals more realistic.

John demonstrates moderate objectivity in his approach to situations relating to himself.

v is generally rational about his strengths and weaknesses.

How would making improvements in these areas benefit your personal andprofessional life?

In what areas do you feel you would have the most benefit from furtherdeveloping?


50John Doe


Summary of Capacity for Problem Solving

Individual Situations

Complex Situations

Theoretical and Normative Situations

Problem and Decision Index

Reaction Index

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The Individual Situations column relates to the development ofyour capacity to discern the importance within situationsconcerning the individuality of others and concerning one's ownindividuality.

The Complex Situations column relates to the development ofyour capacity to discern the importance within practical situationsand in situations concerning one's own roles in life.

The Theoretical Situations column relates to the development ofyour capacity to discern the importance within systems and insituations requiring self-discipline.

The Problems and Decisions column relates to the developmentof your capacity to discern the importance within situations in theworld and in oneself.

The Reaction Index column relates to the development of yourcapacity for organizing one's reactions when confronted withsituations in the world and within oneself.

51John Doe


Capacity for Problem SolvingThe Problem Solving Summary will identify John's capacity to solve problems and concentrate during challenging times and ability to make balanced decisions. Levels of development will be indicated by Well Developed, Developed or Needs Development as well as through a numerical score.

Capacity for Solving Problems Involving People - The ability to perceive the important within the complex in outside situations concerning the individuality of others and the ability to solve personal problems of others.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

10.0

8.6*

Capacity for Solving Practical Problems - The ability to perceive theimportant within the complex in outside situations in order to solve practicalproblems in the outside world.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

10.0

8.2*

Capacity for Solving Theoretical Problems - The ability to perceive theimportant within the complex in outside situations or systems in order tosolve theoretical problems in the outside world.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.2

8.1*

Capacity for Problem Solving and Decision Making in the OutsideWorld - The ability to perceive all relevant information needed withincomplex situations for the task at hand in order to make importantdecisions.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.6

7.9*


52John Doe


Capacity for Problem Solving Continued

Internal Problem Solving Ability - The ability to perceive the importantwithin the complex in situations that concern one's own individuality inorder to solve one's own personal problems.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.0

7.7*

Problem Solving Ability Within One's Roles - The ability to perceive theimportant within the complex in situations which concern one's roles inorder to resolve personal practical problems.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.0

7.5*

Problem Solving Ability Regarding One's Future - The ability toperceive the important within the complex in problems which requireself-discipline and the ability to resolve theoretical personal problems.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

10.0

7.5*

Capacity for Problem Solving and Decision Making Within One's Self - The ability to perceive the important within the complex within one's self inorder to resolve problems and to make personal decisions.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.8

6.6*


53John Doe


Reaction IndexThe Reaction Index is determined by looking at John's External Control and Internal Control. The combination of this information will identify one's capacity for appropriate response in difficult situations. Levels of development will be indicated by Well Developed, Developed or Needs Development.

External Control: The ability to appear to be rational and in control when facing problems or crises.NeedsDevelopment Developed

WellDeveloped

His capacity to organize and control his reactions when confronted withoutside problems is well developed.

He shows discipline and organization when reacting to conflict, primarilydealing with problems involving practical situations.

He shows discipline and organization when reacting to conflict, primarilydealing with problems involving systems and theories.

He shows discipline and organization when reacting to conflict, primarilydealing with problems involving other people.

Internal Control: The ability to remain in conscious command of one'sinternal self when confronted with difficult circumstances and to respondrationally.NeedsDevelopment Developed

WellDeveloped

His capacity to organize and discipline his reactions when confronted withproblems within himself is developed.

He shows some discipline and organization when reacting to conflict,primarily dealing with problems involving his roles in life.

He shows some discipline and organization when reacting to conflict,primarily dealing with problems involving self-discipline.

He shows some discipline and organization when reacting to conflict,primarily dealing with problems involving his own individuality.


54John Doe


Business Performance SummaryThe business performance summary will identify John's capacity to solve problems and concentrate during challenging times and ability to make balanced decisions. Levels of development will be indicated through a numerical score for Balanced Decision Making and External and Internal Control as well as by Well Developed, Developed and Needs Development for the Attitude Index.

Balanced Decision Making - The ability to make consistently sound and timely decisions in one's personal and professional life.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.4

7.0*

External Concentration Index - The ability to concentrate with a sense ofproportion in external situations.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.6

7.5*

Internal Concentration Index - The ability to concentrate with a sense ofproportion in internal situations.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.9

6.7*

Attitude Index: Attitude Index shows the positive or negative attitude ofthe person toward the world and is a result of over or under-valuing thestatements in the questionnaire.NeedsDevelopment Developed

WellDeveloped

6.9*- External - Internal - Combined External and Internal

Attitude Index General Descriptors

Dynamic - lively, energetic, vibrant

Appreciative - grateful, thankful

Positive - encouraging, upbeat

Open-minded - accessible, flexible


55John Doe


Business Performance Summary Continued

Approving - favorable


56John Doe


Development IndicatorThis section of your report shows your development level of 23 personal skills basedon your responses to the questionnaire. The 23 personal skills have been categorizedinto four levels; based on means and standard deviations. Well Developed,Developed, Moderately Developed and Needs Development.

Personal Skills Ranking

Developing Others1

Leading Others2

Objective Listening3

Conflict Management4

Problem Solving5

Influencing Others6

Empathetic Outlook7

Teamwork8

Accountability for Others9

Results Orientation10

Customer Focus11

Planning and Organization12

Interpersonal Skills13

Continuous Learning14

Flexibility15

Goal Achievement16

Conceptual Thinking17

Diplomacy & Tact18

Self Management19

Personal Accountability20

Decision Making21

Self-Starting Ability22

Resiliency23

Note: Don't be concerned if you have not developed all 23 personal skills. Researchhas proven that individuals seldom develop all 23. Development of the mostimportant personal skills needed for your personal and professional life is whatis critical.

Well Developed Developed Moderately Developed Needs Development

57John Doe


Personal Skills HierarchyYour unique hierarchy of personal skills is key to your success. Knowing what theyare is essential to reaching your goals. The graphs below rank your personal skillsfrom top to bottom.

1. Developing Others - The ability to contribute to the growth anddevelopment of others.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.6WD7.4*

2. Leading Others - The ability to organize and motivate people toaccomplish goals while creating a sense of order and direction.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.6WD7.9*

3. Objective Listening - The ability to listen to many points of viewwithout bias.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.5WD7.7*

4. Conflict Management - The ability to resolve different points of viewconstructively.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.5WD7.8*

5. Problem Solving - The ability to identify key components of aproblem to formulate a solution or solutions.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.4WD7.5*

6. Influencing Others - The ability to personally affect others’ actions,decisions, opinions or thinking.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.3WD7.7*


Development Legend

WD = Well DevelopedD = Developed

MD = Moderately DevelopedND = Needs Development

58John Doe


Personal Skills Hierarchy7. Empathetic Outlook - The capacity to perceive and understand thefeelings and attitudes of others.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.2WD8.1*

8. Teamwork - The ability to cooperate with others to meet objectives.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.2WD7.7*

9. Accountability for Others - The ability to take responsibility forothers' actions.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.2WD7.5*

10. Results Orientation - The ability to identify actions necessary tocomplete tasks and obtain results.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.1WD7.3*

11. Customer Focus - A commitment to customer satisfaction.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.1WD7.9*

12. Planning and Organization - The ability to establish a process foractivities that lead to the implementation of systems, procedures oroutcomes.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.1WD7.7*

13. Interpersonal Skills - The ability to interact with others in apositive manner.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.1WD7.9*


59John Doe


Personal Skills Hierarchy14. Continuous Learning - The ability to take personal responsibilityand action toward learning and implementing new ideas, methods andtechnologies.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.1WD7.4*

15. Flexibility - The ability to readily modify, respond to and integratechange with minimal personal resistance.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.1WD7.6*

16. Goal Achievement - The overall ability to set, pursue and attainachievable goals, regardless of obstacles or circumstances.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.0WD7.4*

17. Conceptual Thinking - The ability to analyze hypotheticalsituations or abstract concepts to compile insight.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.9WD7.3*

18. Diplomacy And Tact - The ability to treat others fairly, regardlessof personal biases or beliefs.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.8WD7.6*

19. Self Management - The ability to prioritize and complete tasks inorder to deliver desired outcomes within allotted time frames.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.7WD7.4*

20. Personal Accountability - A measure of the capacity to beanswerable for personal actions.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.6WD7.2*


60John Doe


Personal Skills Hierarchy21. Decision Making - The ability to analyze all aspects of a situationto gain thorough insight to make decisions.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.5WD7.4*

22. Self Starting - The ability to initiate and sustain momentum withoutexternal stimulation.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.5WD6.9*

23. Resiliency - The ability to quickly recover from adversity.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.3WD7.2*


61John Doe


Dimensional Balance

EXTERNAL FACTORS (Part 1) INTERNAL FACTORS (Part 2)

Score

Bias

9.2 9.2 8.8 7.8 7.8 9.2

0 0

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

UnderstandingOthers

PracticalThinking

SystemsJudgment

Sense of Self RoleAwareness

Self Direction

Population meanOvervaluationNeutral valuationUndervaluation

50

100100- +

50

100100- +

50

100100- +

50

100100- +

50

100100- +

50

100100- +

Rev: 0.97-0.93

T: 8:15

62John Doe


john doe · drive your actions, you will immediately be able to understand the causes of conflict....

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