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  • DISCcert Delivers

    The Premiere DISC Certification Program

    The Ultimate in DISC Training Resources

    Copyright by DISCcert 03-26-13

    DISCcert Delivers

    DISC Training Packet

  • DISCcert 855.459.6648 [email protected]

    DISC Training Outline _____________________________________________________________________________________________________

    Training Prep ____________________________________________________________________________________________________ 1.Check to make sure both Graphs are Valid (See last Page of Packet) 2.Print Worksheets & Handouts 3.Print extra copy of each Persons Graph I & II 4.Have green & blue Highlighter for each Person 5.Decide which DISC DVD segments are the best match

    Training Lesson Plan (Allow approximately 30 to 45 minutes)

    Timing Min Topic PPT # Packet / # Participants Resources

    __ to __ 15 Cover, 3 Ps, Outline 1 - 3 --- ---

    __ to __ 15 Part 1 - DISC Model 4 --- --- DISC Refers to? 5 --- --- Country DISC Story 6 --- --- Divide & Conquer 7 - 9 Divide & Conquer / 1 2 DISC Report e-Graphs - Pg 5 DISC DVD Pure Styles 10 11

    __ to __ 30 Part 2 Your Style 12 --- --- Write on Pg 5 13 Debriefer-Script / 3 DISC Report e-Graphs- Pg 5 (If you did prior one-on-one DISC Debriefs, ask attendees what you had them write on their Page 5.) Style High D 14 21 --- --- Overview of YOUR Graph II 22 24 Overview YOUR Graph II / 4-5 Worksheet - Tool Group Breakdown- Graph II 25 Group Breakdown-Graph II Handout - Reference __ to __ 15 Graph I & II Comparison 26 33 Graph I & II Comparison / 6-7 Worksheet Tool (If you did prior one-on-one DISC Debriefs, only review PPT Slide 26 & 27.)

    __ to __ 15 Part 3 All Styles 34 --- --- Strengths, Motivators, Tips 35 40 Summary of D Style / 8 DISC Report Summary Pg 12

    __to__ 45 Part 4 Practicing 41 --- --- How to Identify Styles 42 44 --- Job Aids - Distribute (Alternative DISC Report Four Basic Styles Overview Pg 14) DISC DVD 45 46 --- Job Aids - Reference (If a Management Training, select The Meeting. If General or Team Building, select Effective Communications.) What style is Joan? 47 50 --- Job Aids Reference Decoding Emails 51 52 Email Decoder /9 Worksheet - Tool Emailing a D,I,S,C / 10-13 Handout

    __ to __ 15 Part 5 Get Results 53 --- --- Identifying Styles Activities 54 60 Action Plan 4 Styles/ 14-15 DISC Report Action Plan Pg23 Summary, Thank You 61-62 --- ---

  • DISCcert 855.459.6648 [email protected] Page 1

    Divide and Conquer Category: Application Goal: Observing behaviors provides clues to anothers communication style. Materials: Flipchart Paper, Magic Springs from Oriental Trading Preparation: Post 1 flipchart sheet for each style in a corner of the room.

    Grouping: For majority of activity, participants are grouped by style. Timing: Total of 15 Minutes.

    (5 Min) Moving (5 Min) Explaining Pace & Priority (5 Min) Meeting Scenario

    Assignment: Ask Ds & Is to go to back and Ss & Cs to come to front of room. Assignment: After people move

    Ask Ss & Cs Describe how the Ds & Is got in line? (Typical Responses: They rushed over; some of them are still talking & laughing!)

    Ask Ds & Is Describe how the Ss & Cs got in line? (Typical Responses: Took their time, making sure they were standing in right spot.)

    State Youll find that we will be able to use our own training session today as a laboratory Allowing us to identify styles in real time.

    Assignment: Request Everyone move to the corner where your Primary Style is; D,I,S,C.

    Explain: Stand by Ds & Is, explain D & Is Paceis Fast, Charge..

    Stand by Ss & Cs explain Ss & Cs Paceis Cautious, Reflective.

    Explain: Stand by Ds & Cs explain Ds & Cs Priorityis Task

    (Mention: Ds more goal oriented, Cs did the goal get done correctly!)

    Stand by Is & Ss, explain Is & Ss Priorityis People. (Mention: Ss more team oriented, Is more PARTY!)

    D I C S Trainer

    C S

    D C

    I S

    D I

    Assignment: Ask Please circle your highest Graph II point(s.)

    D & I C & S Trainer

    (Back of room)

    (Front of room)

    D I C S

    D I C S

  • DISCcert 855.459.6648 [email protected] Page 2

    Divide and Conquer



    Meeting Stand in the middle of the room. Wonder why some folks initially have conflicts? Scenario: Heres an example that offers some explanation. Think about a non-productive meeting.

    Point to Ds: Get frustrated when others will never give you an answer? (YES!) Point to Ss: Ever feel youre being pressured to answer? (Yes.)

    Ask Large Group as you point Ss - Pace? (Cautious) Priority? (People) Ask Large Group as you point Ds -Pace? (Fast) Priority? (Task)

    Ask Ss: Would you be willing, when asked for an answer during a meeting, respond with something like? I will get back to you by end of day with e.g. timeline, budget. (Yes) Then take a step towards me, towards the center of the room.

    Ask Ds: Would you be willing to give them to end of the day to get an answer to you? (Yes) Then take a step towards me, in the center. So, if the center of the room represents the main objective of having a more productive meeting, then with just a little effort put forth, everyone is on target to make that happen.

    Point to Cs: Ever feel like people arent taking their work seriously? (Yes.) Point to Is: Ever feel like some people are taking work way too seriously? (YES!)

    Ask Large Group as you point to Is - Pace? (Fast) Priority? (People) Ask Large Group as you point to Cs - Pace? (Cautious) Priority? (Task)

    Ask Cs: Would you be willing to give the people who love to interact, 5 minutes of the beginning of the meeting to have a howdy-duty-time? (Yes) Then take a step towards me in the center.

    Ask Is: Would you be willing to try & limit yourself to 5 minutes of howdy-duty-time?(Yes) Then take a step towards me in the center. Now youre all closer to the center, the main objective of having a more productive meeting, with just a little effort put forth, , everyone is on target to make that happen.

    Closing: So with a little bit of effort/stretching - we all come closer to having what we all want

    more productive meetings. So, to inspire you to keep stretching, head on back to your seats & open your Magic Springs box and S-T-R-E-C-H. And note that as you stretch the magic spring.. it becomes easier to stretch. So the more you are willing to stretch, when needed during a meeting, the easier it becomes.

    Closing Option: Ask Please head back to your seat, but first do some stretchingand we all know It gets easier. Same process in stretching in styles, the more we stretch the easier it gets. Special Note: Sometimes someone will pop-up with Yeahbut, what if youre the only one

    stretching? Not fair! Ask themWho is the only person you can really control? You? And, I can guarantee you if YOU dont stretch, then the meeting or situation most likely will not get better, but, if you are willing to stretch, at least it takes the edge off of the tension for you.



  • DISCcert 855.459.6648 [email protected] Page 3

    The Debriefer - Script






    Instruct: To the right of your 2 Graphs, write D, then below an I, then S, & then a C. Next to D write Dominant, next to I - Interact, next to S - Steady, next to C - Compliant."

    Say: It seems that society has painted the word compliant with a negative connotation, so lets add, what I refer to as the Positive Ps.

    Instruct: Next to Dominant write Problem Solve. Next to Interact write People. Next to Steady write Plan, next to Compliant write Procedures.

    Say: We all have some D, I, S, C in us. The greater the intensity/intensities that is what determines our Primary DISC Style.

    Instruct: By The Adaptive Style, Graph I, write Snapshot of 1 Day at Work. Instruct: Go to your DISC Report Cover Page, to locate the date you actually took your DISC Assessment. Then transfer that date by your Graph I, as well. For example, if your DISC cover page says 01-16-2013 then write 01-16-2013 by your Graph I .

    Say: We all know each day at work is not always the same. The 3 main influencers for each day at work for us are - your actual Responsibilities, the Role you played & who you Related to.

    Instruct: By Natural Style, Graph II, write 24/7 & in CAPS write WORK AND HOME. Say: Graph II represents the combination of ones:

    Nature - the DNA we are born with & Nurture our environmental influencers from family & society.

    Intro Instruct: In your printed DISC Report, please turn to page 5.

    Say: I first want to provide clarity around your e-graphs. Please write the following on your page 5.

    Instruct: At the top of your page, please write Style not Skill Assessment.

    Say: DISC assesses preferences not performance.

    Instruct: Locate the horizontal, bold lines in each Graph. In between the two Graphs, write Energy Line.

    Say: We all have points above and below the Energy Line.

    FYI: Interesting insight on the formation of your actual Graphs I & II. Researchers discovered that people have more clarity around what they LEAST like. For example, my LEAST favorite food is liver. So, it doesnt matter when or where you ask me that question, 24/7, at WORK or HOME, my answer will always be liver. So, your Graph II is based on your LEAST selections when you took the DISC Assessment.

    Researchers also discovered that people change their options when selecting what they like MOST. For example, my favorite food selection depends upon several factors (or influencers) what time of the day it is, where I am, One day I might say pancakes is my favorite food & another day I might say pizza. So, your Graph I is based upon your influencers during the day you took the DISC Assessment; what Responsibilities you had, your Role you played & who you were Relating to. So, your Graph I is based upon your MOST selections when you took the DISC Assessment.

  • DISCcert 855.459.6648 [email protected] Page 4

    Overview of YOUR Graph II Worksheet - Instructions

  • Overview of Your Graph II Problem Solve People Plan Procedures

    D I







    Quick Expressive Methodical Detailed

    Strong Willed Optimistic Consistent Logical

    Determined Collaborative Stable Conventional

    Contemplative Modest Flexible Tenacious

    Reflective Subtle Restless Changeable

    Cautious Composed Risk-Taker Conceptual

    Creating Powerful Results Together Copyright by DISCcert 2011

    C S

  • DISCcert 855.459.6648 [email protected] Page 6

    Graph I & II Comparison Worksheet - Instructions

    Name_______________________________________ Date_________________________

    Intro 1. Objective is to provide you with more insight to the value of Graph I, by comparing it with

    Graph II.

    2. If your two graphs are different, thats fine. It typically means that the day you took the

    assessment you needed to adapt/flex/stretch to get the job done. (Out of your comfort zone.)

    3. If your two graphs are the same, thats fine too. It typically means that the day you took the

    assessment you were able to communicate the way you would prefer and still get the job



    4. Please line-up your Graph II energy line with this Worksheet.

    5. Start with Graph II, locate D point. Draw imaginary line to word on Worksheet.

    Now highlight the corresponding word using your GREEN highlighter. Continue process with I,S,C.and draw lines to connect the words.

    6. Next go to Graph I, locate D point. Draw imaginary line to word on same Worksheet.

    Now highlight the corresponding word using your BLUE highlighter. Continue process with I,S,C, and draw lines to connect the words.

    Determining Gap 7. To determine the differences in the 2 Graphs in a meaningful way, we start with GREEN D


    8. Then count to the BLUE D. Write the count at bottom of page.

    (If count from Green to Blue went in up direction, then write count next to D went up ___.) (If count from Green to Blue went in down direction, then write count next to D went down ___. ) Apply this same process for the other three styles I, S, & C.

    What does the Gap mean 9. If your count is 7 or more for D,I,S,C The corresponding explanations may provide

    insight as to what there was a need for you to flex/stretch/adapt. (This shows you are

    willing to flex.) If you can not recall what you were specifically doing that day, think of what

    job responsibilities might require you to stretch in such a matter.

    10. However, important to ask yourself: Does this stretch occur just occasionally or does it

    represent a much longer period of time? If one has a stretch for long period of time, may

    still be providing excellent work, but prolonged, intense stretching requires an enormous

    amount of effort. May want to consider if there are any changes that could reduce such a

    constant stretch.

    11. If your Graph I & II were the same, that means you were able to get your job done within

    your comfort zone. However, the goal is to not stay in that mode day in and day out,

    otherwise one is not stretching to accommodate others way of communicating.

  • DISCcert 855.459.6648 [email protected] Page 7

    Graph I & II Comparison Worksheet





    What does the Gap mean? -If your Graph I & II are the same, thats fine. It means you were able to get your job done within your comfort zone. (However, the goal is to not stay in that mode day in and day out, otherwise one is not stretching to accommodate others way of communicating.)

    -If your Graph I & II are different, thats fine too. It means that the day you took the assessment you needed to adapt/flex/stretch to get the job done. You were willing to step out of your comfort zone to do what the situation required.

    -Compute the difference between your Graph II & I, with each style; D,I,S,C. If the count is 7 or more, the corresponding explanations often provide insight as to why there was a need for you to flex/stretch/adapt.

    -If you cannot recall what you were specifically doing that day, think of what job responsibilities might have required you to stretch in such a manner. This can provide you increased understanding as to what you may experience in future situations that necessitate flexing.

    -Important question to ask yourself:

    Does this stretch occur occasionally or does it represent a much longer period of time? If it represents a long period of time, it is helpful to remember it takes more effort to accomplish tasks. You may want to explore how you could accomplish the same assignment, but with an approach that does not entail such prolonged adaptation.

    -If there is a gap, what understanding does it provide you? __________________________________________________________________________________________________________________________________________________________________________________________________________________









    D goes UP ____ BECAME MORE ASSERTIVE Pressure, Deadline, Demand, Decision now, Crisis D goes DOWN ____ BECAME LESS ASSERTIVE Following through on Task. Increased Paperwork.

    I goes UP ___ BECAME MORE OUTGOING Leadership responsibilities, e.g. Meeting Leader. I goes DOWN ___ BECAME LESS OUTGOING Changes in Policy, Management, Procedures.

    S goes UP ___ BECAME MORE METHODICAL Planning, Reporting, Attend Meetings. S goes DOWN ___ BECAME LESS METHODICAL Time Crunch, Staff Reduced, Increased Workload

    C goes UP ___ BECAME MORE CAUTIOUS New Procedures, Management Change C goes DOWN ___ BECAME MORE RISK TAKER Deadline moved up. Resources Reduced.

  • Summary of D Samples Style

    DISCcert 858.459.6648 [email protected] Page 8

    Pairing Up Activity 2 Options

    1.General Group Training Objective Learn about other styles.

    -Do your best to put opposite styles in pairs or trios.

    -Ask them to share Strengths, Motivators, Communication Tips.

    2. Team Building Session* Objective Improve communications.

    -Determine sets of pairs prior to the session.

    -Ask them to share Strengths, Motivators, Communication Tips.

    -In addition, ask them to ask their partner, Do I include your communication

    tips when I interact with you?

    -This exchange is confidential, although you are moving around in your

    Professional Ease-Dropper role.

    *Spinach Story: Ever had a spinach salad for lunch & you go back to work &

    attend a lot of meetings and go home & then look in the mirror and what

    do you see? And you ask yourself Why didnt .. (somebody tell me??)

    You would have been embarrassed when they told you,..but, now youre

    humiliated. Wouldnt you like to know if you had spinach on your teeth

    right now?

    *Introductions Story: Ever met someone & you didnt quite get their

    name? But, you tell yourself, Thats okay, Im sure Ill never see them

    again. Andyes you see them again. This time you still dont get their

    name, but youre sure that was just a fluke & youll never see them again.

    And.. you dobut, this time you are expected to introduce them to

    someone else. And they look at you and ask If you didnt know my

    namewhy didnt you ask before? Similar situations happen at work.

    Someone does something that bugs you, but you tell yourself they wont do

    it again. And things then move along, to the point they have now done it

    5 times, but, youre concerned if you say something to themthey are now

    going to ask you Why didnt you tell me in the first place? So morale of

    the story here is.. we dont have crystal balls & sometimes we might step

    on someones toes at work & it might take awhile before they tell

    youdont make them wrong for finally telling YOU!

    Push-back may pop-up during large group presentation or during the above Pairing-Up Activity.

    Script: What narrative do you not agree with? When you listen to their response, do you hear any of the following Skill Words.

    Skill words require effort. Style words energize.

    -I have learned to -It comes easy for me to

    -I can do that now -Just feels so natural to

    -My job requires -This job is what I wanted.

    -I use to be that way -Ive always

    Script: It sounds like you have accomplished the ability to (e.g. listen patiently.)That required effort on your behalf right?

    Response: Is typically, Yes.

    Script: Because you have worked on that ability, that actually describes your development in the skill.

    Thats great. But, remember, the DISC Assessment does not measure skill, only style.[email protected]

  • DISCcert 855.459.6648 [email protected] Page 9

    Email Decoder

    Please read email & circle words/ items that indicate the communication style. Write the DISC Style in the box. Helpful Criteria is below. D I S C - Greeting? Business Happy Friendly Formal - Formatted? Brief Space for Thorough Detailed - Word Choice? Notification Party Productive Serious

  • DISCcert 855.459.6648 [email protected] Page 10

    DISC Tips Emailing an D

    What is a D? Dominant Quick Tip...Email is preferred way of communicating. It's a "D" Email When : Starts with: A directive instead of a salutation. Example: Send quarterly report ASAP! Format: Short, to-the-point statements & bulleted lists. Example:

    In my office tomorrow at 8:30 sharp. Send results now: * Latest Profit & Loss Summary * Update on Focus Group results * Status on the Smith account Tone: Formal, urgent & authoritative. Example: Your work last week was acceptable, but what about today? Power Cues: Executes control through confrontation, debating & testing. Example: WHAT IS THIS?? What were you thinking?! FIX it NOW! When E-mailing a "D" : Pace:

    Write email as if it's a text message. Immediate response is best; longer elapsed time = less credibility. Example: Consider it done.


    Be organized. Keep it to one key point per e-mail. Be Brief, Be Bright, Be Gone! Example:

    See charts below. Tests are positive. You were right again! Provide:

    Solid solutions with justification. Keep to the facts. Example:

    Here are 3 best options and why: A - Reduces our costs by 10%, B - Increases productivity by 5%, C - Combination of A&B but 50% higher upfront investment required.


    Always include your complete contact information to expedite their response, even in replies. Example:

    Name & Company Job Title/Position

  • DISCcert 855.459.6648 [email protected] Page 11

    DISC TIPS Emailing an I

    What is an "I"? Interact Quick Tip...Email is for sharing thoughts and feelings.

    It's an "I" Email When: Starts with:

    Friendly, enthusiastic, energetic & uplifting greeting in a conversational style. Example: Shelly, THANK YOU!! Your referral is now my largest client. I owe you lunch. Format:

    Covers multiple topics in one email, often mixing personal with business. Example: Check out this cool article on leveraging our technology to connect with people. I'm starving, where's the lunch spot today? Tone:

    Optimistic, inspirational, & appreciative. Example: You folks rock!! For the 3rd month in a row, you beat the deadline! KUDOS! Cues:

    Expressive, seeks recognition, comfortable with "tooting their own horn." Example: Wow..I'm flying high - got a raise - going golfing with CEO & vacation

    starts Friday!

    When E-mailing an "I": Pace:

    Write with feeling & share short stories. Example: "Things are going well! Last week I fought with the copy machine; this week we're friends again! LOL." Format:

    Include emoticons; using symbols to express emotions. e.g. smiley face : ) Example: "Hi Jim, I'm psyched about our assignment. We're going to kick butt!!!! - Dan : )" Provide:

    Admiration for their specific accomplishments & achievements. Example: Excellent presentation! Great info & so're hilarious! Closing:

    Be sure to include an acknowledgement and/or compliment. Example:

    Jan, again, thank you for an awesome job! ~Brandon.

  • DISCcert 855.459.6648 [email protected] Page 12

    DISC TIPS Emailing an S

    What is an "S"? Quick Tip...Email is for building personal relationships.

    It's an "S" Email When: Starts with:

    Friendly salutation. Will ask for input from all members, very inclusive. Example: "Hi everyone, I hope all is well. Do you think we should get together this afternoon to share ideas about the Awards Luncheon?" Format:

    Well organized. The greeting is followed by an apprehensive/polite request. Example:

    "Pat, glad to hear conference went well. When you have time today, please review the attached outline & provide edits." Tone:

    Sincere, supportive, cooperative & diplomatic. Likes to promote teamwork. Example: "I appreciate your hard work on a first class presentation to HQ. Jane's writing, Eyra's graphics & Ted's IT skills made the difference." Cues:

    Tentative about making decisions. Defers to others. Avoids conflict. Example:

    "I better check with IT first to make sure the timing is right. I'll try to get back to you by tomorrow, but it may take longer."

    When E-mailing an "S": Pace/Tone:

    Calm, low-key. Offer reassurance & appreciation. Example: "Casey, you're right. Checking with IT first will help avoid any implementation problems. Thanks for always being so thorough."


    Well planned. Friendly opening followed by a well-structured message, with invitation to receive their feedback. Example: "Good idea to connect over lunch. Here are the action items we discussed. 1. I'll contact vendors. 2. You'll contact customers. 3. Progress check on 15th. Sound on track?" Closing:

    Considerate, sincere, recognition & acknowledgment. Thank them in advance for their help when appropriate. Example:

    "...I could use your help outlining our next project meeting's agenda...Your assistance last time really helped me prioritize. Thank you in advance, Taylor."

  • DISCcert 855.459.6648 [email protected] Page 13

    DISC TIPS Emailing a C

    What is a "C"? Compliant Quick Tip...Office is doing quality work.

    It's a "C" Email When:

    Starts with: Purpose, task-oriented & data-driven. Example: "In response to your inquiry, the prototype results indicate a 75% match to your requirements. See attached documents." Format: Logical structure, includes all data. Example: "For the following reasons, it is critical to reassess the budget allocation for the next quarter. Tone: Formal, business like, conveys expertise. Example: "It will require three additional weeks to adequately evaluate whether product #018 is a viable option.

    When E-mailing a "C": Pace: Incorporate time for them to analyze and prepare a well-constructed response. Example: "Would you review the attached documentation & give me your feedback by next week?" Tone: Exact, professional, serious & task-oriented. Example: "I think your comprehensive analysis of market trends is exactly the information the executive team needs for its strategic planning session." Format: Organized. Include justification for conclusions. Example: "Based on what I have read, research indicates it would be prudent to consider product #018, because of its consistently superior filter system."

  • DISCcert 855.459.6648 [email protected] Page 14

    Action Plans With All Four Styles

    Instruction: Turn to Page 23 in DISC Report, Action Plan for All Four Styles.

    Explanation: Overview of 4 Styles; D, I, S, C

    Each quadrant has 2 sections Left - style characteristics Right - actions for desired outcome

    The 4 Styles have 2 orientations Pace (How Fast or Cautious) Priority (Focus on People or Task) - dealing with situations. - when accomplishing objectives.

    Ask: Please write at Top, where D & I meet: Pace = Fast

    (You can mention: D focus - decisive / I focus generate) Bottom, where S & C meet: Pace = Cautious

    (You can mention: C focus - procedure/ S focus - reflective) Right, where I & S meet: Priority = People

    (You can mention: I focus fun / S focus team) Left, where D & C meet: Priority = Task

    (You can mention: D focus - goal/ C focus - process)

    Learning Activity Step 1 - Purpose is APPLICATION -Determine a co-workers Natural Style, not in the training session. -Not sure of their style? Then, picture them in a network situation. -Which of the following statements would be the best fit? Business Network Scenario Walks in, passes out 50 business cards then leaves. = D Walks in, announces Im here! then heads for food. = I Quietly walks in, looks for person they know. = S Walks in looking at watch ready to leave. = C

    Learning Activity Step 2 Assess First put by Characteristics that match co-worker. (May include more than 1 style.)

    Then put by the Actions under So You ,

    that you are currently are you using when interacting with co-worker.

    Then put

    by the remaining Actions under So You = Your Action Plan. (See image below for example.)

    Tip for the Future If you are not sure what someones DISC Style is - Then start your conversation as if your co-worker is a S

    If you are interrupted & asked to get to the point = D

    If you are interrupted & their fishing vacation is now focus = I

    If they listen patiently = S

    If they listen & then ask Why? Why? Why? = C

  • Action Plans With All Four Styles


    Think logically Display reasoning

    Want facts and highlights Provide concise data

    Strive for results Agree on goal and boundaries, then


    Characteristics: So You


    Characteristics: So You

    Concerned with being #1 Show them how to win, new Concerned with approval and appearances

    Seek enthusiastic people and situations

    Show them that you admire and like them

    Behave optimistically and provide upbeat setting

    Think emotionally Support their feelings when possible

    support or get out of their way

    Like personal choices Allow them to do their thing, within limits

    Like Changes Vary routine

    Prefer to delegate Look for opportunities to modify their

    Want to know the general expectations

    Need involvement and people contact

    Like changes and innovations

    Avoid involved details, focus on the big picture

    Interact and participate with them

    Vary the routine; avoid requiring long-

    term repetition by them

    work-load focus Want others to notice THEM Compliment them personally and often

    Want others to notice accomplishments

    Compliment them on what theyve done

    Often need help getting organized

    Do it together

    Need to be in charge Let them take the lead, when appropriate, but give them parameters

    Tendency towards conflict If necessary, argue with conviction on points of disagreement, backed up with facts; dont argue on a personality basis

    Look for action and stimulation

    Surround themselves with optimism

    Want feedback that they look good

    Keep up a fast, lively, pace

    Support their ideas and dont poke

    holes in their dreams; show them your positive side

    Mention their accomplishments, progress and your other genuine appreciation


    Characteristics: So You


    Characteristics: So You

    Concerned with aggressive approaches

    Approach them in an indirect, non- threatening way

    Concerned with stability Show how your idea minimizes risk

    Think logically Show reasoning Think logically Show reasoning

    Seek data Give it to them in writing

    Want documentation and facts

    Provide data and proof

    Need to know the process Provide explanations and rationale

    Like personal involvement Demonstrate your interest in them

    Utilize caution Allow them to think, inquire and check before they make decisions

    Need to know step-by-step sequence

    Provide outline or one-two-three instructions as you personally walk them through

    Prefer to do things themselves

    Prefer to do things

    When delegating, let them check before they make decisions

    When delegating, let them check on

    Want others to notice their patient perseverance

    Compliment for their steady follow- through


    Want others to notice their accuracy

    Gravitate toward quality control

    others progress and performance

    Compliment them on their thorough- ness and correctness when appropriate

    Let them assess and be involved in the process when possible

    Avoid risks and changes Give them personal assurances

    Dislike conflict Act non-aggressively, focus on common interest or needed support

    Accommodate others Allow them to provide service or support for others

    Avoid conflict Tactfully ask for clarification and assistance you may need

    Look for calmness and peace

    Provide relaxing, friendly atmosphere

    Need to be right Allow them time to find the best or correct answer, within available limits

    Enjoy teamwork Provide them with a cooperative group

    Like to contemplate Tell them why and how

    Want sincere feedback that theyre appreciated

    Acknowledge their easygoing manner and helpful efforts, when appropriate

    Copyright 2010 Alessandra & Associates, Inc. All rights reserved.

    DISCcert 858.459.6648 [email protected] Page 15

    Say: Please refer to your DISC Report & turn to page 23.[email protected]

  • DISCcert 855.459.6648 [email protected]

    3 Invalid DISC Graphs

    There are 3 profile patterns that are invalid and cause confusion:

    1. Over shift All plotting points above the line. 2. Under shift All plotting points below the line.

    3. Tight All plotting points near the energy line.

    Unusual Graphs or Graphs that do not seem to be on target can be caused by a person who is:

    1. Overanalyzing by taking too long to respond. 2. Under pressure to be all things to all people. (Over shift Graph only.) 3. Experiencing a significant emotional event or a personal trauma. (Tight Graph only.) 4. Attempting to outsmart the instrument.

    (Least likely reason.)

    STRONG Suggestions: Facilitate the participant in taking another assessment. Instruct them during the first few forced-choice selections to ensure they are completing the assessment with: 1. Work environment in mind. 2. How they prefer to communicate at work.

    3. If they are not sure of word definition, have them hover the mouse over the word. A group of synonyms will appear.

    4. Often helpful if respondent starts with their Least selection and works towards Most selection.