leadership-check plus

Leadership-Check PlusBasic with Workplace Motivators™

Fady BastaSenior Operations Engineer

Erkat Middle East20/4/2015

Raisch & TeamLiebenäckerweg 33/1D-71111 WaldenbuchTel. +49 (0)7157 53840-0 • Fax +49 (0)7157 53840-20www.raischteam.de • [email protected]

Copyright © 1984-2015. Target Training International Ltd.

IntroductionBehavioural research suggests that the most effective people are those whounderstand themselves, both their strengths and weaknesses, so they can developstrategies to meet the demands of their environment.

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

In this report we are measuring four dimensions of normal behaviour. 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 analyses behavioural style; that is, a person's manner of doing things. Is thereport 100% true? Yes, no and maybe. We are only measuring behaviour. We only reportstatements from areas of behaviour in which tendencies are shown. To improve accuracy,feel free to make notes or edit the report regarding any statement from the report that may ormay not apply, but only after checking with friends or colleagues to see if they agree.

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Raisch & TeamTel. +49 (0)7157 53840-0 • Fax +49 (0)7157 53840-20www.raischteam.de • [email protected]

General CharacteristicsBased on Fady's responses, the report has selected general statements to providea broad understanding of his work style. These statements identify the basicnatural behaviour that he brings to the job. That is, if left on his own, thesestatements identify HOW HE WOULD CHOOSE TO DO THE JOB. Use thegeneral characteristics to gain a better understanding of Fady's natural behaviour.

Fady likes to work behind the scene and be seen as someone who isorganised and has his life in order. He resists change if he feels the changewill lower the quality of his work. If change is inevitable, he may needreassurances that his standards will continue to be met. He keeps hisequipment in good working order and likes others who also use theequipment to share the same concern. While he may not be a perfectionistwith all things, he has certain activities that will always be done with thesame high standards in mind. Fady can be characterised by his creativityand attention to quality and detail. He is a real stickler for quality andsystems; to ensure quality. Because of high expectations of his own jobperformance, Fady may sometimes feel that other workers cannot performup to his standards. He wants to know the company rules so he can followthem, and he may become upset when others continually break the rules.Fady wants to make certain that detailed reports are accurately completed.This tendency can be reassuring to Fady's supervisors. He is task-oriented;however, he can still maintain good working relationships with others aslong as they share his concern for excellence.

Fady sees himself as factual, and "down-to-earth." He is more thancasually interested in "theory." When confronted with a problem he will lookfor a method, a formula, a procedure or a system to solve it. He places anemphasis on the cognitive process and logic when making decisions. Hecan be seen as a thinker whose intuitive talents can bring divergent ideas tothe forefront. He tends to postpone the decision-making process until hehas all the facts. Fady takes pride in his competence or his ability tounderstand all the facts of a situation. He is good at concentrating on datawhile looking for the best method of solving the problem. He has an acuteawareness of social, economic and political implications of his decisions.He is skilled at observing and collecting data on different subjects. If he hasa real passion for a given subject, he will read and listen to all the availableinformation on the subject. Because he knows that he can rely on the "triedand true," Fady places high value on tradition and traditional things.

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General Characteristics Continued

Fady likes to ask questions to clarify the communications. He gathers datain order to be certain he is correct in his work, communications or decisionmaking. He is usually slow to anger, but when "enough is enough" he maytend to explode. People will then have no doubt about his feelings. Hewants others to ask for his advice, rather than initiate the conversation. Heprefers to be certain his advice is correct. He likes to know what isexpected of him in a working relationship, and have the duties andresponsibilities of others who will be involved explained. Communication isaccomplished best by well-defined avenues. Fady prefers meetings thatstart and finish on time. He may get upset with people who do not adhere torules and how things "should be done." He is usually soft-spoken, but hisdemeanour may be deceptive to those who work with him. He may possessstrong and unwavering convictions that are not always apparent to others.Because Fady wants to be certain he is performing his work assignmentscorrectly, he enjoys working for a manager who explains what is expected ofhim. He does not like to work for a manager who uses a confrontationalmanagement style. He tends to withdraw and not express himself, and maybecome unproductive if he feels threatened.

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Value to the OrganisationThis section of the report identifies the specific talents and behaviour Fady bringsto the job. By looking at these statements, one can identify his role in theorganisation. The organisation can then develop a system to capitalise on hisparticular value and make him an integral part of the team.

Maintains standards.

Comprehensive in problem solving.

Suspicious of people with shallow ideas.

Accurate and intuitive.

Objective--"The anchor of reality."

Always concerned about quality work.

Can make decisions without getting emotionally involved.

Always looking for logical solutions.

Objective and realistic.

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Checklist for CommunicatingMost people are aware of and sensitive to the ways with which they prefer to becommunicated. Many people find this section to be extremely accurate andimportant for enhanced interpersonal communication. This page provides otherpeople with a list of things to DO when communicating with Fady. Read eachstatement and identify the 3 or 4 statements which are most important to him. Werecommend highlighting the most important "DO's" and provide a listing to thosewho communicate with Fady most frequently.

Ways to Communicate

Have the facts in logical order.

Show him a sincere demeanour by careful attention to his point of view.

Use expert testimonials.

Support his principles; use a thoughtful approach; build your credibilityby listing pros and cons to any suggestion you make.

Follow through, if you agree.

Be prepared with the facts and figures.

Give him time to verify reliability of your actions; be accurate, realistic.

Use the proper buzz words that are appropriate to his expertise.

Prepare your "case" in advance.

Provide solid, tangible, practical evidence.

Give him time to be thorough, when appropriate.

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Ineffective CommunicationThis section of the report is a list of things NOT to do while communicating withFady. Review each statement with Fady and identify those methods ofcommunication that result in frustration or reduced performance. By sharing thisinformation, both parties can negotiate a communication system that is mutuallyagreeable.

Ways NOT to Communicate

Stand too close--give two to three feet of space.

Be redundant.

Use high speed, intense inputs.

Say "trust me"--you must prove it.

Leave things open to interpretation.

Leave things to chance or luck.

Make conflicting statements.

Use testimonies of unreliable sources; do not be haphazard.

Rush the decision-making process.

Be superficial.

Pretend to be an expert, if you are not.

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Communication TipsThis section provides suggestions on methods which will improve Fady's communications with others. The tipsinclude a brief description of typical people with whom he may interact. By adapting to the communication styledesired by other people, Fady will become more effective in his communications with them. He may have topractice some flexibility in varying his communication style with others who may be different from himself. Thisflexibility 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-organised "package."

Factors that will create tension ordissatisfaction:

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

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

Provide a warm and friendly environment.Do not deal with a lot of details (put them inwriting).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, relaxedand modest:

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 disorganised or messy.

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Ideal EnvironmentThis section identifies the ideal work environment based on Fady's basic style.People with limited flexibility will find themselves uncomfortable working in any jobnot described in this section. People with flexibility use intelligence to modify theirbehaviour and can be comfortable in many environments. Use this section toidentify specific duties and responsibilities that Fady enjoys and also those thatcreate frustration.

Limited contact with people.

Data to analyse.

Projects that produce tangible results.

Prefers technical work, specialising in one area.

An environment where he can use his intuitive thinking skills.

An environment dictated by logic rather than emotion.

Close relationship with a small group of associates.

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PerceptionsSee Yourself as Others See You

A person's behaviour and feelings may be quickly telegraphed to others. Thissection provides additional information on Fady's self-perception and how, undercertain conditions, others may perceive his behaviour. Understanding this sectionwill empower Fady to project the image that will allow him to control the situation.

Self-PerceptionFady usually sees himself as being:

Precise Thorough

Moderate Diplomatic

Knowledgeable Analytical

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

Pessimistic Picky

Worrisome Fussy

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

Perfectionistic Hard-to-Please

Strict Defensive

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DescriptorsBased on Fady's responses, the report has marked those words that describe hispersonal behaviour. They describe how he solves problems and meetschallenges, influences people, responds to the pace of the environment and howhe 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

Sceptical

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

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

Problems - Challenges

Natural Adapted

Fady is somewhat conservative inhis approach to solving problems.He will accept challenges by beingquite calculating in his response tothe problem or challenge. Fadywill be quite cooperative by natureand attempt to avoid confrontationas he wants to be seen as aperson who is "easy" to work with.

Fady sees no need to change hisapproach to solving problems ordealing with challenges in hispresent environment.

People - Contacts

Natural Adapted

Fady is factual and logical in hisattempt to persuade others. Helooks at things in a rather directand straightforward manner. Hisapproach can be analytical andobjective when attempting toinfluence others.

Fady sees no need to change hisapproach to influencing others tohis way of thinking. He sees hisnatural style to be what theenvironment is calling for.

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Natural and Adapted Style Continued

Pace - Consistency

Natural Adapted

Fady is deliberate and steady. Heis willing to change, if the newdirection is meaningful andconsistent with the past. He willresist change for change's sake.

Fady sees his natural activity styleto be just what the environmentneeds. What you see is what youget for activity level andconsistency. Sometimes he wouldlike the world to slow down.

Procedures - Constraints

Natural Adapted

Fady naturally is cautious andconcerned for quality. He likes tobe on a team that takesresponsibility for the final product.He enjoys knowing the rules andcan become upset when others failto comply with the rules.

Fady shows little discomfort whencomparing his basic (natural) styleto his response to the environment(adapted) style. The difference isnot significant and Fady sees littleor no need to change his responseto the environment.

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Adapted StyleFady sees his present work environment requiring him to exhibit the behaviourlisted on this page. If the following statements DO NOT sound job related, explorethe reasons why he is adapting this behaviour.

Making decisions in an objective, unemotional manner.

Sensitivity to existing rules and regulations.

Gathering data in a logical, systematic way.

Traditional, quality-oriented work model to follow.

Precise, analytical approach to work tasks.

Careful, thoughtful approach to decision making.

Critical appraisal of data.

Precedence of quality over efficiency.

Maintaining a clean and organised work station.

Using a proven, procedure-oriented method when implementingchange.

Disciplined, meticulous attention to order.

Being attentive and dependable with detailed work activities.

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Keys to MotivatingThis section of the report was produced by analysing Fady's wants. People aremotivated by the things they want; thus wants that are satisfied no longermotivate. Review each statement produced in this section with Fady and highlightthose that are present "wants."

Fady wants:

Better planning and fewer changes in the organisation.

Instructions so he can do the job right the first time.

Time to adjust to change.

Reassurance he is doing the job right.

Time to perform up to his high standards.

Facts and data for making decisions.

Straight talk supported with facts.

Information in logical order.

To be part of a quality-oriented work group.

Advancement when he is ready.

Objectivity.

Limited exposure to new procedures.

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Keys to ManagingIn this section are some needs which must be met in order for Fady to perform atan optimum level. Some needs can be met by himself, while management mustprovide for others. It is difficult for a person to enter a motivational environmentwhen that person's basic management needs have not been fulfilled. Review thelist with Fady and identify 3 or 4 statements that are most important to him. Thisallows Fady to participate in forming his own personal management plan.

Fady needs:

A work environment without much conflict.

The opportunity to ask questions to clarify or determine why.

To sell his ideas--not just tell them.

Time to think before acting.

An exact job description and expectations in writing.

Support when under pressure to perform many activities quickly.

To be encouraged to be more independent.

Recognition for what he accomplished.

More confidence in his ability to perform new activities.

Equipment that will allow him to perform up to his high standards.

Rewards in terms of fine things--not just shallow words.

An objective boss who values his quiet demeanour.

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Areas for ImprovementIn this area is a listing of possible limitations without regard to a specific job.Review with Fady and cross out those limitations that do not apply. Highlight 1 to3 limitations that are hindering his performance and develop an action plan toeliminate or reduce this hindrance.

Fady has a tendency to:

Be overly intense for the situation.

Get bogged down in details and use details to protect his position.

Be critical of any approach that is not regarded as purely logical orfactual (to his standards).

Prefer not to verbalise feelings unless in a cooperative andnoncompetitive environment.

Be suspicious and pessimistic of any new project. Wants moresupport than is necessary.

Select people much like himself.

Tell ideas as opposed to sell ideas.

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Action Plan

The following are examples of areas in which Fady may want to improve. Circle 1 to 3 areas anddevelop action plan(s) to bring about the desired results. Look over the report for possible areasthat need improvement.

Communicating (Listening)DelegatingDecision MakingDiscipliningEvaluating PerformanceEducation

Time ManagementCareer GoalsPersonal GoalsMotivating OthersDeveloping PeopleFamily

Area: ___________________________________

1.

2.

3.

Area: ___________________________________

1.

2.

3.

Area: ___________________________________

1.

2.

3.

Date to Begin: ____________ Date to Review: ____________

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Behavioural Factor Indicator™

Management Version

Classifying management behaviour is not an easy undertaking, largely because thereare so many variables on which classifications could be based. The classifications inthis report are purely behavioural. Behavioural measurement can be classified ashow a person will do a job. No consideration has been given to age, experience,training or values.

Your report will graphically display your behavioural skills in 12 specific factors. Eachfactor was carefully selected allowing anyone to be successful if they meet thebehavioural demands of the job.

The Natural graph represents your natural behaviour - the behaviour you bring to thejob. The Adapted graph measures your response to the environment - the behaviouryou think is necessary to succeed at a job. If your Adapted graph is significantlydifferent from your Natural, you are under pressure to change or "mask" yourbehaviour.

Read and compare your graphs. Look at each factor and the importance of that factorto the successful performance of your job. Your Adapted graph will identify the factorsyou see as important and shows you where you are focusing your energy.

Knowledge of your behaviour will allow you to develop strategies to win in anyenvironment you choose.

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Specific Factor Analysis

DECISIVENESS/RESULTS ORIENTED0 1 2 3 4 5 6 7 8 9 10

4.00 3.75

NaturalAdapted

SENSE OF URGENCY0 1 2 3 4 5 6 7 8 9 10

4.75 4.00

NaturalAdapted

VISION FOR THE FUTURE0 1 2 3 4 5 6 7 8 9 10

4.50 4.00

NaturalAdapted

MOTIVATING OTHERS0 1 2 3 4 5 6 7 8 9 10

4.00 3.50

NaturalAdapted

SELF-CONFIDENCE0 1 2 3 4 5 6 7 8 9 10

4.00 3.75

NaturalAdapted

CUSTOMER/EMPLOYEE INTERFACE0 1 2 3 4 5 6 7 8 9 10

6.50 6.75

NaturalAdapted

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Specific Factor Analysis

LISTENING0 1 2 3 4 5 6 7 8 9 10

7.50 8.50

NaturalAdapted

FOLLOW-UP AND FOLLOW-THROUGH0 1 2 3 4 5 6 7 8 9 10

8.25 9.00

NaturalAdapted

CONSISTENCY0 1 2 3 4 5 6 7 8 9 10

8.00 8.50

NaturalAdapted

PAPERWORK0 1 2 3 4 5 6 7 8 9 10

7.75 8.50

NaturalAdapted

ATTENTION TO DETAIL0 1 2 3 4 5 6 7 8 9 10

8.25 9.00

NaturalAdapted

FOLLOWING POLICY0 1 2 3 4 5 6 7 8 9 10

9.00 9.50

NaturalAdapted

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Style Insights®

Graphs20/4/2015

Adapted Style

Graph I

100

90

80

70

60

50

40

30

20

10

0

D

37

I

24

S

63

C

84%

Intl Norm 2014 R4

Natural Style

Graph II

100

90

80

70

60

50

40

30

20

10

0

D

36

I

34

S

58

C

82%

Intl Norm 2014 R4

T: N/A

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The Success Insights®

Wheel

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

View your natural behavioural style (circle).

View your adapted behavioural style (star).

Note the degree you are adapting your behaviour.

If you filled out the Work Environment Analysis, view the relationship of your behaviour toyour job.

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 behaviour. Thefurther the two plotting points are from each other, the more you are adapting your behaviour.

If you are part of a group or team who also took the behavioural 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.

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The Success Insights®

Wheel20/4/2015

D

IS

CCONDUCTO

R

PE

RS

UA

DE

R

PROM

OTER

RELATER

SUPPORTER

CO

OR

DIN

AT

OR

ANALYSER

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: (22) COORDINATING ANALYSER

Adapted: (22) COORDINATING ANALYSER

Intl Norm 2014 R4

T: N/A

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Leadership-Check PlusBasic with Workplace Motivators™

Fady BastaSenior Operations EngineerErkat Middle East20/4/2015

Raisch & TeamLiebenäckerweg 33/1D-71111 WaldenbuchTel. +49 (0)7157 53840-0 • Fax +49 (0)7157 53840-20www.raischteam.de • [email protected]


Understanding Your ReportKnowledge of an individual's values help to tell us WHY they do things. A review of anindividual's experiences, references, education and training help to tell us WHAT they can do.Behavioural assessments help to tell us HOW a person behaves and performs in the workenvironment. The Motivation Insights® measures the relative prominence of six basicinterests or values (a way of valuing life): Theoretical, Utilitarian/Economic, Aesthetic,Social/Altruistic, Individualistic/Political and Traditional/Regulatory.

Value the Drive forTheoretical KnowledgeUtilitarian/Economic MoneyAesthetic Form and HarmonySocial/Altruistic HelpfulnessIndividualistic/Political PowerTraditional/Regulatory Order

Values help to initiate one's behaviour and are sometimes called the hidden motivatorsbecause they are not always readily observed. It is the purpose of this report to helpilluminate and amplify some of those motivating factors and to build on the strengths that eachperson brings to the work environment.

Based on your choices, this report ranks your relative passion for each of the six values. Aknowledge of an individual's values help to tell us why they do what they do. By measuringvalues, we uncover some of these motivators and can identify strengths that make eachperson unique within an organisation. Values initiate or drive our behavioural style.

Workplace Motivators Report

This document has been prepared based on careful statistical analysis of the responsepattern on the Motivation Insights® instrument. Norms have been developed for thisinstrument from thousands of professionals. This report uses the latest information availableabout human cognition and memory. Content is arranged in easy-to-remember categoriesusing an interactive page layout.

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Copyright © 1989-2015. Use by Success Insights Int'l, Inc. permitted under license agreement. All rights reserved.


Understanding Your ReportHow to get the most from this report

1. Add, delete, and write comments in this document and consider it a work-in-progresshandbook or personal tool. Consult, review, revise, and update this document periodically.

2. Review the report and select items of primary importance to current projects. Determinethe best steps ahead based on what the report reveals and current experiences.

3. As appropriate, share the information on the Team Building Summary with peers andmanagers at whatever level of disclosure feels comfortable. As communication is atwo-way process, peers and managers are encouraged to share similar information fromtheir own Team Building Summary sheets.

4. Use the information in the report to serve as a "self-management handbook" or"empowerment manual" to help clarify workplace values issues, and to assist inmaintaining optimal performance.

5. Other steps and processes may emerge through team meetings.

This report includes

A section for each of the six Values dimensions in these categories: GeneralCharacteristics; Value to the Organisation; Keys to Managing and Motivating; Training,Professional Development and Learning Insights; Continuous Quality Improvement.

A Norms and Comparisons section that reveals where your values are compared to thenational mean.

A Values Graph

A Values Wheel

A Values Action Plan for affirming strengths and encouraging growth and development.

A Team Building Summary to facilitate sharing selected information with others.

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TheoreticalThe primary drivers with this value are the discovery of KNOWLEDGE andappetite for LEARNING. In pursuit of this value, an individual takes a "cognitive"attitude. Such an individual is nonjudgmental regarding the beauty or utility ofobjects and seeks only to observe and to reason. Since the interests of thetheoretical person are empirical, critical and rational, the person appears to be anintellectual. The chief aim in life is to order and systematise knowledge:knowledge for the sake of knowledge.

General Characteristics

Likes to go to trade shows and conventions in his area of interest andexpertise to find new ideas and tools for the team and organisation atlarge.Has a very high degree of curiosity in a variety of areas.Others may seek Fady out to help answer questions about projects orprocedures.Prefers learning-based events or conferences over a small economicincentive.Enjoys visiting bookstores, and may frequently make unexpectedpurchases.Has a "cognitive" attitude. Looks for deeper meaning in things.Has many interests outside the workplace.Using knowledge and intuition, Fady creates harmony with hissurroundings.Will use his knowledge to sell others on his ideas and beliefs.

Value to the Organisation

Fady is a very active problem-solver.Has a strong knowledge-driven ethic.He will work long, hard hours to resolve a problem.Very high interest level, always questioning, and always learningmore.Has an open-minded approach that comes from broad-basedresearch.

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Theoretical

Keys to Managing and Motivating

Provide knowledge-based incentives, such as new training courses,books, subscriptions and journals.Be certain to include Fady in future development projects to draw onhis expertise.If there is a learning based event to be planned, be certain Fady isinvolved. If there is an external learning-based event on the calendar,be certain Fady has the opportunity to attend.Fady will provide a high degree of technical credibility when dealingwith customers or internal stakeholders who need very detailedinformation for decision-making.Realise that as much as Fady has learned, he still wants to learnmore.

Training, Professional Development & LearningInsights

Fady scores like those who have their own on-going personaldevelopment program already in progress.Can be depended upon to do his homework, thoroughly andaccurately.Actively engaged in learning both on and off the job.

Continuous Quality Improvements

Selfish in sharing ideas with others, until their technical credibility hasbeen established.Prefers to wait on a project, believing that helpful information may beforthcoming if more time is allowed.Scores like those who need coaching on time management.

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


Exhibits an appreciation factor in his tone of voice and supports thecreative ideas of others in the organisation.Feels a win not just from a paycheck, but also from a workenvironment supportive of beauty, nature, or artistic expression.Seeks personal fulfilment and self-realisation in both work andpersonal settings.Has an awareness and desire to understand the moods, beliefs, andvalues of others.Registers an awareness of a variety of nuances in the surroundingsbefore others are aware of them.Cares about the feelings of others on the team, and is supportive oftheir creative ideas.Form and harmony provide him with memorable experiences.Fady uses his aesthetic talent to impress others.


Demonstrates a high regard for the feelings and emotions of others onthe team.Enthusiastic and willing to work and contribute to the team efforts increative ways.Fady looks for and appreciates the beauty in things and shares thatwith others.Believes that personal creativity is limited by external, not internalboundaries.Can bring creative ideas to the table.Has a desire to go beyond the required job description and to seethings in new ways.

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Aesthetic


Remember that Fady tends to like to be himself in the things he does,and may balk at constraints on his self-expression.Provide flexibility to allow for some of his spontaneous ideas orsolutions.Monitor that he is not being overly creative and imaginative to thepoint that the practical side of his own work suffers.Support his willingness to bring form or harmony to haphazardsystems or workspace areas.Remember that Fady brings a high creativity factor to the things hedoes. Amplify this strength.

Training, Professional Development and LearningInsights

Learning and professional development should be linked to thepotential of being more effective in developing creative solutions toproblems.Courses and training should help amplify the need to understand theexpanse of his imagination and inventiveness.Learning successes can be linked to increasing his personalunderstanding of form, harmony and the big picture.


Tends to get bogged down in too much imagination and "what-if"scenarios at the expense of being practical.Tends to spend too much time being concerned with balance in theworkplace.May get into creative mode too much, with little feeling for the practicalside of organisational situations and efforts.

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Individualistic/PoliticalThe primary interest for this value is POWER. Research studies indicate thatleaders in most fields have a high power value. Since competition and struggleplay a large part in all areas of life, many philosophers have seen power as themost universal and most fundamental of motives. There are, however, certainpersonalities in whom the desire for direct expression of this motive is uppermost;who wish, above all, for personal power, influence and renown.


Generally not considered an extremist on ideas, methods, or issues inthe workplace.Has the ability to take a stand on an issue when necessary, to yieldposition when necessary, and to do both with equal sincerity.Has the ability to take or leave the limelight and attention given forspecial contributions.Shows the ability to take a leadership role when asked, and also to besupportive team member when asked.Fady would not be considered controversial in his workplace ideas ortransactions.


Considered flexible and versatile without being an extremist.Able to see both sides of the position from those with higher and lowerIndividualistic scores.Able to mediate between the needs of the higher and lowerIndividualistic members of the team.Able to take a stand with emphasis, or to be a more quiet membersupporting a position.Able to lead or follow as asked.

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Individualistic/Political


Fady is socially flexible. He can assume an appropriate leadershiprole for a team; or, be a supportive team member as the situationrequires.Remember that Fady shows the ability to get along with a wide varietyof others without alienating those with opinions in extreme positionson the spectrum.Fady is able to be a balancing or stabilising agent in a variety ofteam-related issues without being an extremist on either side.Fady brings an Individualistic drive typical of many professionals.Seek his input to gain a centre-lane perspective on an organisationalissue related to this Values scale.


Able to be a flexible participant in training and development programs.Tends to enjoy both team-oriented and individual/independentlearning activities.Please check other higher and lower Values areas to obtain additionalinsight into learning preferences.


Without necessarily picking sides, he may need to take a stand onsome issues related to individual agendas.To gain additional insight, examine other Values drives to determinethe importance of this Individualistic drive factor.Allow space for those with higher Individualistic drives to expressthemselves in appropriate ways.

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


Believes it is important to have collegial relationships with both higherand lower Traditional/Regulatory types.Can support and understand the position of both higher and lowerTraditional/Regulatory types.Believes in the importance of group or team efforts, but also feels thatindividual rights should be honoured.Accepts authority, but also feels that personal opinions should behonoured in making decisions.May challenge the rules within safe boundaries to express individualideas.Brings a sense of balance and stability to a variety of job-relatedissues that might emerge.May be able to serve as a bridge between those on the team withhigher Regulatory drives and those with lower Regulatory drives.Typically will not get bogged down in minutia, nor will he ignore detailswhen decision-making.This value needs to be compared against other higher- andlower-scoring values to determine his driving factors.


Demonstrates an awareness of the necessary protocol and anappreciation of working in creative problem-solving ways that mightchallenge that protocol.Brings flexibility to the team. Follows precedent when necessary andable to set new precedent when necessary.Fady is able to walk the line between following the rules and bendingthe rules, and knowing the difference.Shows respect for protocol and standard operating procedure withoutbecoming overly rigid.May be perceived by others on the team as neither rigid norundisciplined, but rather as one who is responsible and mature inapproach to corporate and organisational protocol.

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Traditional/Regulatory


Remember that Fady has the flexibility to follow procedures whennecessary, and to set new procedures when necessary.Support the strength that Fady brings to the team in being a stabilisingforce between those who want to follow protocol and those who wantto challenge the protocol.Remember that Fady has the ability to be a balancing and stabilisingagent on operations, procedures, and protocol issues, without beingan extremist toward either side.Fady brings a procedure-drive typical of many business professionals.Include his perspective in order to gain a middle-groundunderstanding of issues.


May show flexibility in preference of professional developmentactivities to include both individual structured activities, as well asactivities of a more creative and unstructured design.Tends to be participatory in learning and professional developmentsituations without trying to re-write the curriculum.Is able to engage in professional development activities as asupportive member of the team.


May need to state opinions or take a visible position on someprocedural or protocol issues.May need to take a firmer stand or position on some team issues.May need to examine other Values drives to determine the importanceof this Traditional/Regulatory drive factor.

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Utilitarian/EconomicThe Utilitarian/Economic score shows a characteristic interest in money and whatis useful. This means that an individual wants to have the security that moneybrings not only for themselves, but for their present and future family. This valueincludes the practical affairs of the business world - the production, marketing andconsumption of goods, the use of credit, and the accumulation of tangible wealth.This type of individual is thoroughly practical and conforms well to the stereotypeof the average businessperson. A person with a high score is likely to have a highneed to surpass others in wealth.


The lower Utilitarian/Economic drive here indicates that he may not besolely motivated by competitive financial incentives such asaccelerated commissions in the compensation plan.Check the full results and graph to determine those values that wereranked in a higher field than the Utilitarian/Economic area.The lower score here also indicates that he may have already begunto reach his own level of financial security, to the extent that thingsother than money may now become motivating drives.Fady's score indicates a lower interest in materialistic things, or thathe has already achieved a level of material security.While not driven by money, he may be sensitive to perceivedinequities in wages and salaries, and does not want to be takenadvantage of in that process.Using money or materials as a yardstick to measure or impress othersis not important.Tends to be easy-going and supportive of others on the team.Motivated by money to have needs met, but money itself is not aprimary driving factor.


Sees a wider spectrum of the picture, not just the economic view.Has a high want, desire, and need to help people. (Internal orexternal to the organisation.)Enjoys monetary compensation, but especially enjoys a different typeof paycheck: perhaps that of someone saying, "Thank you very muchfor helping me."Sensitive and responsive to the "people-side" of work relatedactivities.

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Utilitarian/Economic


Avoid measuring his performance by an economic incentive only.Structure job enrichment strategies into the reward system, not justeconomic rewards.Provide a variety of work projects or tasks.Avoid mundane tasks.Remember that "helping hands" behind the scenes are as importantas the highly visible ends of a work project.


Comes to a training or development function typically without a "Whatis in it for me?" attitude.May prefer team-oriented activities to work and share ideas withothers.Prefers less competition between learning groups.


May not hear the "revenue-clock" ticking on some projects.Needs coaching to increase return-on-investment awareness or profitmotivation.Needs training on tools to help him do the job more effectively.

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Social/AltruisticThose who score very high in this value have an inherent love of people. TheSocial/Altruistic person prizes other people and is, therefore, kind, sympatheticand unselfish. They are likely to find the Theoretical, Utilitarian and Aestheticvalues cold and inhuman. Compared to the Individualistic value, theSocial/Altruistic person regards helping others as the only suitable form for humanrelationships. Research into this value indicates that in its purest form, theSocial/Altruistic interest is selfless.


Other values tend to take a higher motivational priority than thisSocial/Altruistic scale.Places a business "guard" on his trust level, perhaps as a result ofbeing burned in the past and attempting not to let it happen again.Has a tendency to have a strong work ethic that is projected to others."I've worked hard and have been persistent, and others should beable to do that for themselves."Has learned to say "No" when asked to do things that may notcontribute to the bottom line (either his own or the organisation's).Tends to be more "self-concerned" than "other-concerned" in terms ofmeeting needs and sharing time, talent and energy.May look at those scoring higher as selfless types who are giving theirsecurity away.May be generous to charities outside of the job, but may balk atdisplaying that same generosity in the workplace.Motivated and driven in Values areas other than the Social/Altruistic.


Survivor in the business arena, even in the midst of heavycompetition.Not easily swayed in terms of emotional issues.Good business sense.

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Social/Altruistic


Be careful not to overload assignments with too many coaching orcounselling activities since he may not perceive an immediatebusiness gain from those activities.Appeal to the practical side that Fady shows.Fady scores like those who set their own goals. Use those goals asprimary motivators.Do not be emotional or paternal.Have your idea or approach make "business sense."


Link learning and professional development to other items of greaterself-interest.Find areas of the training that relate to increased business opportunityor advancement.Connect learning and training goals to bottom-line increases andsuccesses.


Some perceive a "selfishness-factor" on certain projects or whensharing information resources with the team.Seen as overly "guarded" by some, especially those who tend to bemore open and sharing in a business sense.Needs to be more open and receptive to others.

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Motivators - Norms & Comparisons

For years you have heard statements like, "Different strokes for different folks," "to each hisown," and "people do things for their own reasons, not yours." When you are surrounded bypeople who share similar values, you will fit in with the group and be energised. However,when surrounded by people whose values are significantly different from yours, you may beperceived as out of the mainstream. If the differences are understood, each brings strengthsto the equation. If not understood, 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 values may be outside the mainstream and could leadto conflict. The further away you are from the mainstream on the high side, the more peoplewill notice your passion about that value. The further away from the mainstream on the lowside, the more people will view you as indifferent and possibly negative about that value. Theshaded area for each value represents 68 percent of the population or scores that fall withinone standard deviation above or below the national mean.

Norms & Comparisons Table - Intl Norm 2014Theoretical

Utilitarian

Aesthetic

Social

Individualistic

Traditional

Passionate

Extreme

Passionate

Extreme

Mainstream

Mainstream

- 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

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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 opportunitiesto advance your knowledge. Others may struggle with the amount of time and resourcesyou are willing to invest to learn new things. They might think you should stop learningand start doing.

You have a strong desire to become all you can be (self actualization). You will tend tostrive for balance, form and harmony in all areas of your life. Others may not understandyour subjective way of reasoning and may feel you are somewhat unrealistic. Yourappreciation of the world around you and the environment may appear extreme to them.

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

Understanding people who view the world based on return on investment will frustrateyou. Other things are more important to you.

Your self-reliance will cause you to feel uncomfortable around people who are alwaystrying to help you or be too nice to you.

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Motivation Insights®

Graph20/4/2015

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70

63 28 49 23 47 42Score

national mean

Intl Norm 2014

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

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

T: N/A

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Motivators Wheel™20/4/2015

THEORETICAL631st

UT

ILIT

AR

IAN

285th

INDIVIDUALISTIC

473rdAESTHETIC

492nd

SO

CIA

L

236th

TRADITIONAL

424th

T: N/A

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Values Action PlanThis Action Plan is your tool to contribute to the process of self-development and continuousimprovement. As you have reviewed information in this document, please respond to the items belowas they relate to your specific professional environment.

Area 1: The greater or global mission of the team or organisation.

In the space below indicate briefly one or two areas of strength that you bring to the greatermission of the organisation at large.

Area 2: An immediate or shorter-term mission, task or purpose of a smaller group ofpeople with whom you work on day-to-day operations.

In the space below, indicate briefly one or two areas of strength (different from those above),that you bring to the shorter-term tasks or day-to-day operations.

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Quality Improvement Action PlanIn the area below, respond briefly as indicated. Base your answers on some of theinformation and results presented in this document.

Action Point 1: Things I will keep on doing.

Indicate three things that you are doing very well already, and that you plan to keep on doing.

1.

2.

3.

Action Point 2: Things I will modify or change slightly.

Indicate 2 things that you will modify, adjust, or change slightly in order to increase personaleffectiveness.

1.

2.

Action Point 3: Things I will stop doing, or try to eliminate.

Indicate one thing that you will try to stop doing in order to increase personal effectiveness.

1.

Today's Date: _______________ Date to review with mentor or peer: _____________

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Team Building Summary of WorkplaceValuesPick the most important item in each category from your report in the topic areas indicated.Leave a line blank if no primary item emerges to you. This summary sheet is to be used as aprimary point of dialogue between you, your peers, and your manager, provided that all havecopies of their own information. This communication should be a two-way process.

(Remember, these items are related to one's intrinsic drive factors, their 'hidden motivators'not readily observable. These items are of critical importance to one's long range success.This list illuminates why we do what we do.)

General Characteristics1. Theoretical ___________________________________________________________________________________________________________________________________

2. Utilitarian/Economic ____________________________________________________________________________________________________________________________

3. Aesthetic ____________________________________________________________________________________________________________________________________

4. Social/Altruistic________________________________________________________________________________________________________________________________

5. Individualistic/Political __________________________________________________________________________________________________________________________

6. Traditional/Regulatory __________________________________________________________________________________________________________________________

Value to the Organisation1. Theoretical ___________________________________________________________________________________________________________________________________


3. Aesthetic ____________________________________________________________________________________________________________________________________




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Team Building Summary of WorkplaceValuesKeys to Managing and Motivating:

1. Theoretical ___________________________________________________________________________________________________________________________________


3. Aesthetic ____________________________________________________________________________________________________________________________________




Training, Professional Development and Learning Insights:1. Theoretical ___________________________________________________________________________________________________________________________________


3. Aesthetic ____________________________________________________________________________________________________________________________________




Continuous Quality Improvement:1. Theoretical ___________________________________________________________________________________________________________________________________


3. Aesthetic ____________________________________________________________________________________________________________________________________




Continuous Quality Improvement: (choose two items from any values areas)1. ____________________________________________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________________________________________

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