Tue, Feb 7, 2012
In this lesson and videoconference, we will begin to understand the different working environments that bring out the best in people. Students will discover how people receive and filter information differently, and learn ways to communicate in ‘their language’. By speaking in the other person’s language, one can quickly build rapport, and get a positive response. Students will also discover their unique personality style and gain a better understanding of themselves. Students will learn to build understanding and rapport with different personalities in the workplace.
Research has found that characteristics of behavior can be grouped into four major "personality styles" and they tend to exhibit specific characteristics common to that particular style. All individuals possess all four, but what differs from one to another is the extent of each.
For most, these personality types are seen in shades of grey rather than black or white, and within that, there is an interplay of behaviors, otherwise known as blends. The determination of such blends starts with the primary (or stronger) type, followed by the secondary (or lesser) type, although all contribute more than just purely the strength of that "signal".
Having understood the differences between these blends makes it possible to integrate individual team members with less troubleshooting. In a typical team, there are varying degrees of compatibility, not just toward tasks but interpersonal relationships as well. However, when they are identified, energy can be spent on refining the results.
Each of these types has its own unique value to the work place, ideal environment, general characteristics, what the individual is motivated by, and value to the team.
DISC is used by many companies, HR professionals, organizations, consultants, coaches and trainers. DISC is a powerful yet easy-to-use, research-validated learning model that will help people understand and appreciate the styles of the people with whom they work. The result is more effective and productive working relationships.
The assessments classify four aspects of behavior by testing a person's preferences in word associations.
DISC is an acronym for:
- Dominance – relating to control, power and assertiveness
- Influence – relating to social situations and communication
- Steadiness – relating to patience, persistence, and thoughtfulness
- Compliance – relating to structure and organization
These four dimensions can be grouped in a grid with "D" and "I" sharing the top row and representing extroverted aspects of the personality, and "C" and "S" below representing introverted aspects. "D" and "C" then share the left column and represent task-focused aspects, and "I" and "S" share the right column and represent social aspects. In this matrix, the vertical dimension represents a factor of "Assertive" or "Passive", while the horizontal dimension represents "Open" vs. "Guarded".
EXPLANATION of DISC scores. Remember that DISC is an acronym for:
- Dominance – relating to control, power and assertiveness
- Influence – relating to social situations and communication
- Steadiness – relating to patience, persistence, and thoughtfulness
- Compliance – relating to structure and organization
- Dominance: People who score high in the intensity of the "D" styles factor are very active in dealing with problems and challenges, while low "D" scores are people who want to do more research before committing to a decision. High "D" people are described as demanding, forceful, egocentric, strong willed, driving, determined, ambitious, aggressive, and pioneering. Low D scores describe those who are conservative, low keyed, cooperative, calculating, undemanding, cautious, mild, agreeable, modest and peaceful.
- Influence: People with high "I" scores influence others through talking and activity and tend to be emotional. They are described as convincing, magnetic, political, enthusiastic, persuasive, warm, demonstrative, trusting, and optimistic. Those with low "I" scores influence more by data and facts, and not with feelings. They are described as reflective, factual, calculating, skeptical, logical, suspicious, matter of fact, pessimistic, and critical.
- Steadiness: People with high "S" styles scores want a steady pace, security, and do not like sudden change. High "S" individuals are calm, relaxed, patient, possessive, predictable, deliberate, stable, consistent, and tend to be unemotional and poker faced. Low "S" intensity scores are those who like change and variety. People with low "S" scores are described as restless, demonstrative, impatient, eager, or even impulsive.
- Compliance: People with high "C" styles adhere to rules, regulations, and structure. They like to do quality work and do it right the first time. High "C" people are careful, cautious, exacting, neat, systematic, diplomatic, accurate, and tactful. Those with low "C" scores challenge the rules and want independence and are described as self-willed, stubborn, opinionated, unsystematic, arbitrary, and unconcerned with details.
Objectives
Students will:
- Identify their natural personality style strengths and challenges
- Research DISC assessments
- Analyze strengths of different DISC results
- Give examples of how different personality styles work together in the workplace
- Match career opportunities to personality styles and interests
Pre-Activity:
Teacher will read this poem to the students.
Watch Your Thoughts
Watch your thoughts;
They become your words.
Watch your words;
They become your actions.
Watch your actions;
They become your habits.
Watch your habits;
They become your character.
Watch your character,
For it becomes your destiny.
If I am not for myself, who will be for me?
If I am only for myself, what am I?
And if not now, when?
Teacher will hand out copies of this poem.
Divide the students into six groups, assigning one stanza per group to be discussed and reported back to the class. Allow only two or three minutes for the group discussion and then allow each group to report back to the class for one minute each.
LESSON ACTIVITIES
Teacher will explain that each person has his or her own natural personality style and the students will research the four main DISC assessmemts. Students will complete Internet research on DISC and as they research, have each student keep track of the styles that he/she seems to fit and finally select the one that best describes him/her.
Break the students into small groups based on their personality styles. If one or more of the styles has a large number of members, divide it into two or more groups to ensure that everyone has a chance to participate fully. Give each group enough copies of their own style description from Personality Styles so that each student has his/her own sheet. Have the small groups quickly discuss theCharacteristics of their personality style and give examples of how these characteristics fit them.
The students will then be asked to describe what the best way is for others to “get along with” people of their personality type. Based on the information researched and their own experiences, let them discuss with their group. Have them also discuss and recommend types of jobs their personality type might be interested in.
Reconvene as a whole group and let each group briefly report their answers.
Ask the students whether there is any personality trait that seems to fit the persons who work in a specific career. (The answer to this question is a matter of point of view.) Discuss requirements and motivations for some specific careers.
Post Activities
Assign students to write a one-page summary of their own personality strengths and challenges including those that will be of value in a career setting.
Discuss with students these 12 steps in building an effective and cohesive team:
- Clarify the team's common goals and purposes.
- Clarify each person's role in achieving the common purpose.
- Clarify the needs of the team's external or internal customers or clients.
- Don't stifle conflicts when they arise, but allow them to come to the surface.
- Work out effective ways to resolve conflicts based on the needs of the specific team.
- Make sure there is a manager by holding employees responsible for meeting goals or helping to solve problems.
- Make sure team meetings aren't management-centric. This allows for the development of team synergy.
- Allow team members to provide input into their jobs by encouraging them to make suggestions.
- Make sure there is room for minority or unpopular views.
- Appraise and reward the team as a whole.
- Appraise and reward each employee individually and include a review of their teamwork.
- Celebrate team milestones and successes.
National Academic Standards
Language Arts
CLE 3001.1.2. Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
3001.1.7.Use previously learned strategies to determine and clarify word meanings (e.g., roots, affixes, textual context).
CLE 3001.2.7.Speaking: Participate in work teams and group discussions.
3001.2.7.Listening: Listen actively in group discussions by posing relevant questions and by eliminating barriers to communication.
3001.2.15.Speaking: Employ effective presentation skills, including good eye contact, careful enunciation, appropriate rate and volume, and relaxed body language.
3001.2.16.2.Behavior of Individuals within the Group: Contribute relevant and appropriate information and ideas that move the team towards its goal.
3001.2.16.3.Behavior of Individuals within the Group: Ask relevant, focused questions.
3001.2.16.4.Behavior of Individuals within the Group: Gain the floor in orderly, respectful ways and listen with civility to the ideas of others.
3001.2.16.5.Goals and Aims of the Group: Understand the purpose for working as a team and work according to that purpose.
3001.2.16.6.Goals and Aims of the Group: Articulate the goals for the team work, based on general task assigned.
Cost is $75 per session.
Patsy Partin, M.Ed
Director, Virtual School
Vanderbilt University
2007 Terrace Place
Nashville, TN 37203
