Personality Dimensions® Statistics

PD Stats Robot (Patent Pending)
PD Stats Robot (Patent Pending)

It’s that time of year again when the PD Stats Robot (patent pending) finally gets to take a rest after crunching a year’s worth of Personality Dimensions® workshop statistics.  The PD Stats Robot and the rest of the staff at Career/LifeSkills Resources Inc. would like to thank all of the Certified Trainers who took the time to send in their workshop statistics over the past year.  Collecting workshop statistics allows us to do further research on the reliability and validity of Personality Dimensions®.  If you look at the Primary Colour Breakdowns over the past 11 years, you will notice very little change with them over time.  Full statistics for the Canadian market, including this year’s are published every year in July and are posted at: http://www.personalitydimensions.com/published-statistics

Collecting workshop statistics also helps us in creating new products.  For example, the job categories found in Career Dimensions™ were taken directly from the statistics reported to us by Certified Trainers. Your statistics also helped us in developing PD for Youth™.

We ask that every time you conduct an Introductory or Application Session that your keep track of your participants’ Primary Colour Preference, and Introversion/Extraversion preference.  You can find a form on the disk included with your Building Blocks/Manual to do this.  Statistics can then be faxed in to 905-760-0113, or emailed to stats@clsr.ca.  You can also submit your statistics through the web at: http://www.personalitydimensions.com/submit-your-statistics.

Once received at our office, our PD Stats Robot (patent pending) diligently processes and categorizes every number and colour submitted!  Also remember to submit your statistics even if you are administering Personality Dimensions® Online.  Remember that the assessment component isn’t the final word on an individual’s primary colour, especially if scores are close; clarification also comes from the Brightening Group exercises in a workshop.

Personality Dimensions® – Greetings from Hong Kong

It seems like yesterday when I delivered my very first Personality Dimensions® workshop in Hong Kong in July 2005 at the Chinese University of Hong Kong, Continuing Education Program!  From then onward, we started training qualified Personality Dimensions®  Trainers in Hong Kong, and translating the materials into Chinese.  To date, we are an active network of 1,171 Level 1 Trainers and 53 Level 2 Facilitators in Hong Kong, Mainland China, and Macau!  We have developed the Chinese Participant pack (which is translated from the English Basic version), Chinese Dimension Cards, Chinese Picture Card and Poster Card, Chinese Career Dimensions, and Personality Dimensions® Manual and Building Blocks.

2016-06-09 20.40.23We held our very first Talking in Colour on January 23, 2016 which was well attended by trainers, and we decided we should continue this tradition so that the trainers have a platform to share their experiences and learn about new Personality Dimensions®  materials.

Stay tuned for the pre-order of Chinese PD for Youth.   We have just completed the translation of the PD for Youth Dimension and Picture Cards, PD for Youth Participant Pack, and PD for Youth Power Point Presentation CD.   We will be posting the link for pre-ordering in the next week or two!   The items will be offers at 30% discount during the pre-order period.  We have also begun the translation of the 2nd edition of the Personality Dimensions® Manual and Building Blocks.  Last but not least, we are working on the development of the Chinese PD-Online system.  We encountered major programming problems, which delayed our launch in the beginning of 2016.  We have to painfully decide to scrap the whole system and start from scratch again.  The good news is we have found a great programmer, who is working on the system as we speak.  The expected delivery date of the Chinese PD- Online system is October 2016.  We will keep you posted of any new developments.

Please feel free to drop me a line or two…or drop by when you venture out to Hong Kong!

Have a great summer!

 

Angela ShikAngela Shik, PhD MSW is a PD Master Trainer the Director of Dr Motivate  – Distributor of Personality Dimensions materials in Hong Kong, Mainland China, Macau, and Taiwan.  She can be reached at angela@drmotivate.com.  Her office is at Level 15 Langham Place, 8 Argyle Street, Mong Kok, Kowloon, Hong Kong.

Personality Dimensions® – Certificate of Attendance

PD Certificate of attendanceWe asked … and you answered! Yes, you wanted a “certificate of attendance” that certified Personality Dimensions Certified Trainers® can provide for your workshop attendees and we have one available.

Check out http://www.personalitydimensions.com/additional-resources to see what we’ve come up with. It is modifiable – you can either print out and hand write in the name of the participant and the date, then sign each certificate or you can create a file that you can modify to include the name of the participant and date in a pre-printed format, then print out each certificate and sign them personally.

We included a brief overview of some of the key points that are covered in an introductory Personality Dimensions® workshop and that we felt would add value to the certification if it was part of an employment portfolio.

Rather than have the certificate generally available to all who might visit the website, you must request that the file be sent to you. It will only, of course, be sent to Personality Dimensions Certified Trainers.

Keep your comments and suggestions coming … we listen!

Personality Dimensions® – Happy Canada Day!

Happy-Canada-Day-2015-1

Happy Canada Day from all the staff at Career/LifeSkills Resources Inc. – Personality Dimensions’ publisher.  Our office will close at 3:30pm EST (thanks boss!), and will reopen Monday July 4th.  Have a safe and happy long weekend!

Personality Dimensions® – Congratulations!

Congratulations to the latest class of Personality Dimensions Level I and Level II trainers.  Master trainers Michael Tudor and Larry Konyu shared their years of experience with this group to get them ready to go out on their own!  Find out more about Michael and Larry and the training they offer at their website at www.kondor.ca.


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Personality Dimensions® and Creativity

wciw

World Creativity and Innovation Week, April 15 – 21 is a dedicated time worldwide to inspire new action, create novel ideas, make new decisions; solve problems in new ways, do something new, support new thinking, partner with new people, hold new conversations, use a new pair of eyes. It’s is a global launch pad for new ideas, new decisions and new actions.  www.wciw.org

 

What is Innovation?

Management expert Peter Drucker calls innovation, “change that creates a new dimension of performance” (Hesselbein, et al 2002).

Innovation could not exist without creativity. To create new dimensions of performance, we need new ideas and new criteria. And we need to be personally involved, working from our restlessness with integrity.

 

Why Is Creativity Important in Innovation?

Creativity is the foundation of innovation-it’s the source and expression of new ideas and new solutions. We create when we feel a restlessness to improve or change the status quo-meaningfully, responsibly, wisely, and with impact. Innovation, on the other hand, is the successful implementation of a new idea with agreement from others. Demands for innovation are increasing in each industry sector and area of personal concern. You, your colleagues, and your children will be challenged to revise your decision-making criteria to fit the future you want given the resources at hand-and to have faith and confidence in your ability to meet new challenges and recognize new opportunities.

 

What Does Creativity Involve?

Creativity involves transformation-a thorough or dramatic change in form, structure, process, appearance, or character-of a person, a process, a product, or an environment. In other words, when creativity is involved, movement away from a less desirable present toward a more fulfilling and engaging future occurs. Creativity is a condition of our species; it is natural. From creativity, new life begins. In business, you express your creativity by imagining, wondering, planning, reasoning, and communicating new ideas and solutions. You discuss, analyze, structure, and prove why these new ideas will work to yield greater returns.

 

Why Do You Create?

Restlessness prompts you to create-to contribute to making the world and your place in it more purposeful, beautiful, efficient, sustainable, and comfortable. Sometimes you create to experiment with new ideas because your perceptions have shifted to embrace new viewpoints and learning. Sometimes your create because external environmental conditions have changed. In essence, you create when you decide to or are moved to look for and invent new pathways and new solutions.

 

Do We All Create the Same Way?

How one person identifies creativity may not match how another does. We all experience restlessness as a source of creativity. What each of us is restless about and how we go about dealing with that restlessness is personal and patterned according to our temperament pattern. How each of the four temperament patterns approach creativity is highlighted in this book.

 

How Does It Feel to Create?

How you feel about yourself, risk taking, and your influence on the environment impacts how you create. When you engage in a creative act, you enter uncharted territory. You may feel intrigued, confident, engaged, curious, and eager to explore while others may simultaneously fear abandonment, loss of security or social status, and being overwhelmed with more work. How you feel about proceeding and your attitude toward success impacts your actions. Emotions are part of the system of creating. Positive emotions support new actions more than negative ones.

You can promote positive creative experiences. Choose to make a difference. Rather than focus on what you feel you lack, appreciate your desire to move forward. Replace skepticism toward risking with a curiosity to learn from successes and failures. Generate enthusiasm for the good you might find. Promote your sense of self worth by devising a new dimension of performance for yourself, your team, and your company.

 

The Bottom Line

Creativity is personal and results from a restlessness to improve current or future conditions. Innovation is societal. It results from applying creativity to meet the established criteria for success. For success in innovation, others’ needs and values must be met.

Creativity results from restlessness. Innovation results from creativity.

 

How Temperament/Personality Dimensions® Influences Creativity

You have the capacity to more fully express your true nature when your temperament pattern’s core needs and values are being met. When they are not met, you will do what you can to balance your energy to create equilibrium.

Becoming aware of your temperament pattern/Personality Dimensions® and those of the people around you gives you freedom to choose, act, and generate and consider ideas from many different viewpoints. It’s a gift to the creativity equation-four sources of knowledge, four sources of imagination, and four sources of evaluation from which to choose to invent and implement surprisingly relevant and new solutions.

 

The Four Temperament Motivations for Using Creative Thinking

Authentic Blue

Championing a cause, encouraging others, unifying diverse factions, improving relationships among people, inspiring others, revitalizing morale, interpreting trends from a human dimension, empathizing with others, developing human potential, seeking common ground, mediating disputes.

Authentic Blues want to make a difference in meaningful ways. They synthesize and harmonize the human spirit to maximize group synergy and output.

Organized Gold

Assessing situations for safety and security, sequencing processes, getting the right amount to the right people and not the wrong amount to the wrong people, enforcing procedures, stabilizing chaos, specifying resources, protecting group accord and progress, organizing people and things, making plans more efficient.

Organized Golds effectively structure and standardize to maximize group cohesion minimize chaos in the human experience.

Inquiring Green

Analyzing systems, building prototypes, defining challenges, searching for systemic inefficiencies, designing models, conceptualizing potentials, classifying competencies, questioning ideas, forecasting, exploring probabilities, envisioning futures, hypothesizing, deducing rudiments of global truths, inventing strategies.

Inquiring Greens understand the human experience from a conceptual base. They identify the variables, systems, and ideas used to model theories for consideration.

Resourceful Orange

Adapting to the needs of a situation, performing with skill and panache, negotiating agreements, entertaining others through speech and action, making things happen, responding to the needs of the moment, improvising and troubleshooting, varying applications.

Resourceful Oranges manipulate opportunities in the immediate environment to produce impactful and simple solutions. They cater to the sensual experience of the human spirit.

 

 

Adapted from Marci Segal, Quick Guide to the Four Temperaments and Creativity: A Psychological Understanding of Creativity. Used with permission.  Available at www.clsr.ca.

 

MarciMarci Segal, MS, founder of World Creativity and Innovation Week April 15-21 frees people’s thinking so they can create new futures. She has traveled the world as a creativity expert for over 30 years, working with senior teams, inspiring audiences, and engaging leaders in conversations that demystify creativity and bring it into everyone’s reach. Marci is Canada’s first Master of Science graduate in Creativity and Change Leadership from the International Center for Studies in Creativity at Buffalo State College, an author of three books, and loves living in Canmore.

Find Marci on FacebookTwitter, and LinkedIn.

Personality Dimensions® – Top 10 Traits of Introverts

Introvert MonthIntroversion was once a topic that many felt uncomfortable speaking about. Now, we see many publications which outline the psychological principles of Introversion, and the strengths that Introverts provide within the worlds of business, parenting, and relationship building. Remember Introversion isn’t about how shy you are, it’s about where you get your energy! The following top 10 traits outline some key information, which can help provide validation for Introverts and those who care about them.

 

10) Introverts often run internal dialogues to themselves.

9) Introverts often feel a strange sense of duality: They feel like they’re missing out, but want to be a part of things at the same time.

8) Introverts aren’t “anti-social” they’re “anti-draining”.

7) Introverts make up approximately 50% of the world’s population.

6) Introverts find “downtime” re-energizing.

5) Introverts find traditional networking draining and difficult.

4) Introverts find new situations and parties exhausting.

3) Introverts are generally very observant.

2) Introverts are generally great listeners.

1) Introverts generally dislike “small talk”.

 

NancyNancy Tavares-Jones, MC, RP, CCC is a registered psychotherapist in Toronto, Ontario.  She has a thriving private practice, and is an on-site trauma responder for organizations needing immediate on-site support.  She is a self-proclaimed “personality type geek”, and loves to help people learn more about themselves and others.  Feel free to visit and connect with her at www.personalitytype.me.

Personality Dimensions® – Raising Awareness of Learning Styles

Personality Dimensions®  of Year 5/6 Students and Teachers – Raising Awareness of Learning Styles and the Implications for Educators

 

Introduction

“When someone is teaching us in our most comfortable style, we learn.” (McCarthy, 1980)

Personality Dimensions® uses the metaphor of colour to describe the four types of learners and how they need to be responded to (Tudor & Konyu, 2011). Based on the Learning Style descriptors of Bernice McCarthy, these types are:

  • Authentic Blue or Type 1 – Innovative Learners
  • Inquiring Green or Type 2 – Analytic Learners
  • Organised Gold or Type 3 – Common Sense Learners
  • Resourceful Orange or Type 4 – Dynamic Learners

In addition, Personality Dimensions® incorporates an understanding of Introversion and Extraversion preferences and the impact of these preferences, not only on the individual – by recognising how they are energised – but also on how others see and relate to them. According to Tudor and Konyu, “the Introversion/Extraversion function will impact…the participatory needs of the learner.”
Personality Dimensions®

Personality Dimensions® (PD) is a human relations model, presented in an interactive workshop format. Its strength lies in its self-discovery process and balanced learning style delivery. The Colour picture card depictions of the four temperaments are designed to help participants retain the information. They often begin to immediately apply this information to their lives.

 

Personality Dimensions® and Temperament Theory

Personality Dimensions® relies heavily on earlier theorists as well as independent studies. Theorists responsible for developing the concept of four temperaments are the ‘pre-psychological theorists: Hippocrates; Galen; Avencena; Kant, and the late 19th to mid-century theorists: Adickes; James; Spranger; Kretschmer; Jung and Fromm (Campbell, 2014).

Temperament Theory states that individuals are born with a predisposition to act and interact in certain ways to meet underlying needs. The term “Temperament Styles” was introduced by Keirsey in his seminal book Please Understand Me II (Keirsey, 1998). His publication contains in-depth descriptions of the four Temperaments: Intuitive Feeler (NF), Intuitive Thinker (NT), Sensing Judger (SJ) and Sensing Perceiver (SP).

Personality Dimensions® has added descriptors (as above) that reflect important aspects of each Temperament Style – Authentic Blue (NF), Inquiring Green (NT), Organized Gold (SJ) and Resourceful Orange (SP).

Personality Dimensions® states that we are all a “blend” of the four Temperaments and, although we have a preferred Temperament Style – Core self – other Colours are available to us in varying degrees – Developed self and Contextual self (Berens, 2010).

 

Background

Since 2004, the author has delivered Personality Dimensions® to the corporate sector, Not-for-profit organisations and universities for multiple applications including: developing leadership cultures which engage employees, team building, developing people skills, improving communication, building relationships; raising awareness of learning and teaching styles; and career development. In 2009, a simplified format of the self-assessment, PD for Youth, was developed by the publishers, at the behest of the author. For the first time, anywhere, PD for Youth was introduced into the level 4 school curriculum (grade 5/6) of Melbourne Metropolitan schools.

At any level of education, Personality Dimensions® can assist students to recognise their learning styles, and to discover their natural skills and talents. It validates students for who they are and can, thereby, build self-worth – the vital component of confidence. Personality Dimensions® can also foster an understanding of others – building empathy and respect. Thus, it lays the foundation for developing two pillars of emotional intelligence: self-awareness and awareness of others.

 

The Study

Over a period of six years, 398 students (in years 5 and 6) and 48 teachers, at seven schools located in the Yarra Ranges, Manningham and Whitehorse Councils, undertook the Personality Dimensions® assessment.

A total of ten workshop programs were facilitated, each with a minimum of 12 students and their respective teachers. Results for a teacher professional development day are included in this study. (Principals results were excluded unless they had direct teaching responsibilities).

School Year of workshop
Warrandyte Primary S 2010 & 2011
Yering, Chum Creek & Gruyere PS 2012
Wonga Park PS 2012, 2013, 2014, 2014, 2015
Anderson Creek PS 2012
Orchard Grove PS 2014

 

Results

First preference colours were collated and the percentages of teachers versus students were compared. The table and chart below show the comparisons.

Authentic Blue (Keirsey – NF) Type 1 – Innovative Learners Inquiring Green (Keirsey – NT) Type 2 – Analytic Learners Organised Gold (Keirsey – SJ) Type 3 – Common Sense Learners Resourceful Orange (Keirsey – SP) Type 4 – Dynamic Learners
Teachers

n=48

52.1%

6.3% 31.2% 10.4%

Students

n=398

29.4% 11.8% 12.6%

46.2%

 

Discussion

This data show an under-representation of both Resourceful Orange and Inquiring Green teachers in these Primary Schools. Authentic Blue and Organised Gold teachers comprise over 80 per cent of teachers. Authentic Blues and Organised Golds have a higher ratio of teachers to students with the same temperament. This is advantageous to their similarly traited students, because the way they teach is the way their temperaments learn.

Each temperament presents special challenges to their non-similarly traited teachers. However, as Resourceful Orange students constituted 46.2 per cent of students, and the ratio of Resourceful Orange teachers to students is grossly disproportionate, the discussion will focus on the ramifications on learning for this cohort, as an example. It is not to be construed that these students are the most difficult to teach or that they require the most adaptation by a non-Resourceful Orange teacher.

Resourceful Orange students are dynamic learners and as such need an active, changing environment. They learn through movement (Robinson & Aronica, 2009) and this is likely to be considered as hyperactivity, by teachers with temperaments whose learning needs are different. They are action and hands-on learners and prefer to be manipulating, operating or making something (Tudor & Konyu, 2011). Sitting at a desk is anathema to them.

A failure to understand the needs of Resourceful Orange students may result in a relatively high number of these students unable to thrive in the conventional school system. Indeed, the author has observed a preponderance of this temperament in disengaged adolescent and young adult clients, whose parents turned to her to provide career counselling for their children. (A study of “at-risk” students would be needed to confirm this observation).

So, how well are teachers of different temperaments able to provide a learning environment which engages Resourceful Orange students?
The Authentic Blue preference endows people with innate temperament traits which enable them to “read others very well and adjust their communication style to meet the situation…. They are intuitive and sensitive to the needs of others… They are empathic and very good at inspiring and motivating others to reach their full potential” (McKim, Detailed Descriptions of the Four Temperaments, 2013). Authentic Blue teachers can mirror others’ behaviour to build rapport, so they are adaptable and able to provide an empathic learning environment for all the other Temperaments.

These Authentic Blue traits were corroborated in a separate adult study conducted by the author (a NeuroPQ® assessor) with Dario Nardi and presented as a concurrent session at the Brisbane AusAPT conference (Riddle & Nardi, 2014). The study, which focused on Personality Dimensions and Emotional Intelligence (EQi), found that Authentic Blues scored high in the EQi cognitive skills areas of the neo-cortex (F7, T4 and T5 and O2) related to “Awareness of Others” and “Managing Others” including: social rapport (they are able to mirror others’ behaviour); intuitive listening; sensitivity to facial expressions and social feedback ( they notice how other people respond to them and adjust their behaviour to aid, conform or appease) and attention to body language (Nardi, 2014).

On the down-side, Authentic Blues are “very concerned about the impact of process” (McKim, Tying it all Together, 2013) and so they tend to give what may be perceived as lengthy explanations. Resourceful Orange students have no time for wordy details and prefer to jump in and get going.

The Organized Golds are caring and concerned with the well-being of others. They show this by being highly organised and efficient. They see rules, procedures and routine as necessary to make things easier for people to understand (McKim, Detailed Descriptions of the Four Temperaments, 2013). However, these very attributes are all key learning stressors for the Resourceful Orange Temperament (Tudor & Konyu, 2011). Organized Golds do things in a particular way and this involves prioritising, planning and having timeframes. Whereas, Resourceful Oranges are multi-taskers – often doing several things at once – and they like to do things in their own way and in their own time. Resourceful Orange students may feel constrained and view the Organized Golds’ approach as “authoritarian” and perceive their feedback as criticism – further learning stressors.

The results of the NeuroPQ study showed that Organized Golds’ scores were weak in the F7 and O2 regions of social rapport and attention to body language, so they may tend to be less intuitively aware of others [than Authentic Blues] so may not see the need to adapt their style to provide learning environments which suit the Resourceful Orange student.

Inquiring Greens are innately curious and focussed on the pursuit of knowledge. They need to “know” and are comfortable when they can explain how and why they “know” (McKim, Detailed Descriptions of the Four Temperaments, 2013). Semantics tend to make Resourceful Orange students phase-out – they prefer action to discussion and analysis (McKim, Tying it all Together, 2013). In addition, Inquiring Greens present information as abstract concepts – a further learning stressor for the Resourceful Orange student (Tudor & Konyu, 2011).

The results of the NeuroPQ study showed that Inquiring Greens were weak in the F7 and O2 regions of social rapport and attention to body language, so they, like Organized Golds, may not instinctively provide learning environments which suit the Resourceful Orange student.

 

Outcomes of Introduction of Personality Dimensions® into Primary School Curriculum.

In this study, teachers observed the environments which different temperaments valued and which allowed them to work at their best. Teachers reported that seeing their students from a new perspective helped them to better understand their needs, skills and challenges. This enabled them to construct strategies to connect students to their style of learning. They were now able to better plan and develop their lessons so they could appeal to, and engage, each of the temperaments.

Furthermore, teachers commented that “it was great for students to understand their Colours and [validate] how they learn. The students were “now able to use this language of Colour to their advantage” and apply it to achieving their full potential. “This has given them transferable skills and knowledge for the future.”

One Principal reported that “Personality Dimensions® will definitely stick in my head better than others I have done”. A teacher relayed that “None of the other programs I have done were as useful in the classroom as this one.”

 

Conclusions and Implications

There is a high ratio of Authentic Blue and Organized Gold teachers to their same temperament students, which is advantageous for these students.

The innate traits of Authentic Blue endow them with the ability to adapt to the learning needs of disparate Temperaments. Organized Golds and Inquiring Greens do not have these innate traits.

It is noted that Inquiring Green teachers are largely under-represented in the Primary schools in this study. The effect on Inquiring Green students has not been discussed in this article.

There is a pronounced disparity in the ratio of Resourceful Orange teachers to students of the same Temperament. The implications on learning, for this Temperament, have been discussed, as an example.

Primary school provides the foundation for learning. It is essential that educators have an understanding of the learning needs of the diverse temperaments in order to provide learning environments and strategies that maximise education. An understanding of Introversion and Extraversion preferences is also necessary to meet the participatory needs of the learner. Personality Dimensions® provides a user-friendly approach to help achieve these educational goals.

Awareness is the key. Not all temperaments are able to innately “read” the learning styles of their non-similarly traited students. The author recommends the introduction of Personality Dimensions® into teacher education and professional development. This will enable teachers to expand their toolkit of strategies to maximise the learning experience of all temperaments. Combined PD workshops for teachers and their students can assist teachers to recognise the behaviours of the disparate temperaments and to adjust their communication and teaching styles, accordingly.

 

References

Berens, L. (2010). Understanding Yourself and Others: An Introduction to the 4 Temperaments. Huntington Beach, CA: Telos Publications.

Campbell, S. (2014). History of Personality Dimensions. Retrieved from Personality Dimensions CLSR Canada: http://www.personalitydimensions.com/#!history/ckqh

Keirsey, D. (1998). Please Understand Me II. Del Mar, CA: Prometheus Nemesis Book Company.

McCarthy, B. (1980). The 4Mat System: Teaching to Learning Styles with Right/Left Mode Techniques. Barrington, Illinois: Excel Inc. Retrieved from ISBN0-9608992-0-0

McKim, L. (2013). Detailed Descriptions of the Four Temperaments. Personality Dimensions [Facilitator] Manual Ed 2. Concord, Ontario, Canada: Career/Lifeskills Resources Inc.

McKim, L. (2013). Tying it all Together. Personality Dimensions – A Guide for Facilitators Ed 2. Concord, Ontario, Canada: Career/Lifeskills Resources Inc.

Nardi, D. (2014). Cognitive Skills Profile. Neuroscience of Personality: Certification Workshop. Los Angeles, California, USA: Radiance House.

Riddle, C., & Nardi, D. (2014). Leadership Qualities (EQi) for Career Development. AusAPT 11th Bienniel Conference. Brisbane.

Robinson, K., & Aronica, L. (2009). The Element. New York: Viking.

Tudor, M., & Konyu, L. (2011). Personality Dimensions: A Guide for Facilitators and Teachers. Concord, Ontario, Canada: Career/Lifeskills Resurces Inc.

 

Acknowledgements

The author wishes to acknowledge the invaluable contribution of Catherine Gerhardt, Level I Personality Dimensions® facilitator. Cathy was trained and accredited by the author. Her excellent organisation and presentation of the workshops has been a pivotal aspect of this study. Cathy’s diligent collection and reporting of temperament preference statistics has enabled the author to produce this study. http://www.classroomconnections.com.au
The author is grateful for the comprehensive proof-reading and suggestions by Denise Hughes and Julia Bartrim, which have enriched this article.

 

Author

Cecile Riddle MHealthSc (HRM) LaTrobe; Fellow, Career Development Association of Australia; Member, Australian Association of Personality Type

 

About the Author

cecileCecile Riddle is a Coach, Mentor and Learning Facilitator who specialises in developing emotionally intelligent leaders. She is an International Master Trainer of Personality Dimensions® and trains assessors to be internationally certified as Personality Dimensions® Level I facilitators.
For more information: http://www.primeperformance.com.au

 

This article was first published in the Australian Association of Personality Type Magazine, Summer Ed. 2016

Personality Dimensions® – Tech Support’s Top Ten

tech-contact-support-ss-1920PD-Online™ has been growing in popularity ever since it was first launched in 2007.  Trainers love the flexibility it allows them with different report options, and the time savings it creates in a workshop.  The addition of Retirement Dimensions™ and Career Dimensions™ gives Personality Dimensions® Certified Trainers even more options for working with clients.  These popular assessments are available on www.clsrassessments.com.  We’ve aimed to make the process of delivering Personality Dimensions® online as seamless as possible, but occasionally we all run into roadblocks we just can’t figure out; that’s why we have our resident tech support expert, Angie.  Angie has put together her list of the top 10 tech support questions she receives to help guide Personality Dimensions® trainers through the administration process.

Tech Support’s Top Ten

  1. How do I add a user/participant? There are 4 ways to add a participant. Note that an email address is required to add a user.
    • Individually via the Add a User button located at the bottom-middle of the Main Facilitator Control Page
    • Via CSV Upload tool located at the bottom-left of the Main Facilitator Control Page
    • Via the Client Management Key set up on your website, allowing users to register themselves to your facilitator account
    • Lab Link, which is similar to the Client Management Key, also allows for offline registration

 

  1. Where can I find a report? There are two ways to access reports.
    • Via the report icon (white rectangle with a green arrow) at the end of the participant’s name listed on the Main Facilitator Control Page. This will bring you to the user’s contact information page. Click on the same icon within this page to access the report
    • The “View Reports” button located on the left side of the Main Facilitator Control Page

 

  1. Why can’t the report be sent directly to the assessment taker?
    • Reports cannot be emailed directly to the participant as our assessments follow the standards set by the CPA and APA. The report must be sent to the facilitator as they are certified to interpret the report’s results

 

  1. I forgot my password. Can you tell me what it is?
    • Tech Support doesn’t have a master list of passwords. Passwords can be reset via the “Forgot Password?” button just above the login fields on our website

 

  1. How long does it take for the assessment results/report to be available?
    • The assessment report is usually available minutes after the assessment has been completed. The system will send an email advising the facilitator when the report is ready

 

  1. How long are reports kept?
    • Reports are retained for 180 days before they are purged from the system. We suggest that facilitator’s save a copy of each report should they require it for future use

 

  1. What’s the difference between the PD Profile report and the PD Professional report?
    • The main difference is how detailed the report is

 

  1. The system won’t let the assessment taker proceed?
    • This normally occurs when all questions have not been answered. Check to see that all questions have been answered

 

  1. I tried to register myself, but the system won’t accept it, why?
    • Typically, it’s because your email address is already registered in our system. We use the email address as the unique identifier.

 

  1. Why do all the options show up on the Personality Dimensions® report, when all cards were not selected for the assessment?
    • The report layout is consistent for all PD assessments. If some (or all) cards are not included in the assessment, the report will show ‘0’ for that card rather than ‘1’, ‘2’, ‘3’, or ‘4’

 

If you aren’t using PD-Online™ yet, and would like to give it a try for yourself, send us an email and we will set you up with your own CLSRAssessments account.  If you are already using your account, and run into any problems, you can always click on the “Help” button from your account, or email resident tech support expert Angie at techsupport@clsr.ca.

Personality Dimensions® at Church

Church communities may not be seen as a good prospect from a revenue perspective, which is true. It is something I choose to do as a way of “giving back” and do not charge a fee, only asking them to offset direct expenses, including access to PD online. It does take a commitment of time, and can be most rewarding when you see people make the link between communication/personality and church.

I’ve worked with United Churches in Ontario as well as this one United Methodist Church in Florida. One common “concern” voiced by a few participants is that the Bible is the only information they need, and when we are able to help them create linkages between personality style and the Bible, it is another way of looking at the gospels, and linking it back to how we have different perspectives and expectations in church based on our personality type.

This particular church in Florida seats 1750 people, has 2 services weekly, and has a 600 student Christian school attached, so it is pretty big. The “music” program, called Worship & Arts, has at least 100 people involved, mostly volunteers. I started working with this group about 8 years ago, and am a member as well, so have been able to follow their “growth” which has been truly awesome.

In addition to the Worship & Arts team, I’ve facilitated sessions with the church staff, volunteer leadership and the entire school staff and teachers over the years, making Personality Dimensions® part of their “culture”. In the past, we linked it to team building, leadership, conflict, and other communication strategies, so this was the first time that we linked it to “church”, and it was really awesome how it worked out so well.

For this session, we had 50 participants, mostly part of Worship & Arts and a couple of extra church staff, which made for a lot of great interaction. Of the 50 participants there were: 14 Authentic Blues, 16 Organized Golds, 12 Inquiring Greens, and 8 Resourceful Oranges.  We had a 3 hour session including dinner and covered different activities or “themes”. For the first activity over dinner, participants were asked to do the following:

 

With your “color” team, discuss the following questions over dinner. As much as possible, find answers that all can agree with. Write your answers on the flip chart paper provided. Be prepared to share your team’s answers with the rest of the color groups after dinner.

After taking time to discuss the questions, and enjoy their dinner the groups came up with some very fitting, and creative responses…

 

  1. Name three aspects or attributes of this church community that appeal most to your “colour” group.
Authentic Blue Organized Gold Inquiring Green Resourceful Orange
Friendly – warmth Vacation Bible School Open table, all in Music
music Office Staff Efficiency Evolving to include Theatrics
bible study/small group Small Groups/Bible Study No edicts! Humor
food No Debt   Welcoming
Prayer shawls Modern, well-maintained facilities    
Stephen Ministers      
Community outreach/missions    
Spiritual growth    

 

  1. List three ways in which (church) demonstrates “all ages, all in” that appeal to your “colour” group.
Authentic Blue Organized Gold Inquiring Green Resourceful Orange
Worship & Arts/music/God rodz Operation Christmas Child Inclusion, worship & arts Children’s moments
Missions all inclusive Youth Mission Trips Explore unknown Ministries for all ages
School and Church together:  600 students on site Fund raising Respect for tradition All ages on platform singing
Children’s moment in service Children’s choirs Home for recovering Catholics!  
Shining Lights/special needs Age inclusive praise team & participation in services    
Shoe Boxes, Reindeer Run – all inclusive      

 

  1. As we grow older/mature, our spiritual needs tend to change or grow. Identify more/other ways in which (church) could address the spiritual needs of your “color” group – at least one answer for each age group:
    • Preschool up to middle school/junior high
    • Teens to young adults
    • Families with young children
    • Mid-range adults (40 to 60 approximately)
    • “Mature” adults (60 up)
  Authentic Blue Organized Gold Inquiring Green Resourceful Orange
Preschool up to middle school/junior high All inclusive mission activities Include Prayer at children’s activities Encourage questioning Spray park/splash park
Teens to young adults H.S. Group/mall/social activities Confirmation; help with career planning and life skills Exposure to other beliefs Coffee bar; charging station
Families with young children MOPS, Santa, Egg Hunt, Parent child banquet, intergenerational activities, mentoring, prayer partners, give parents a break – child care More emphasis on unchurched families w/children who participate; More interaction with older members Provide stable environment Involve youth assisting w/young families
Mid-range adults (40 to 60 approximately) Singles, dancing Wing men’s’ group Maintain perspective (Life balance) Care (small) groups *to meet each other
“Mature” adults (60 up) Empty Nesters, small groups, disciple Mentoring and tutoring children and families, and vice versa Respecting tradition (big picture) Facebook Tutorial classes (technology

 

  1. Name a scripture, parable or bible story that appeals most to your “color” group.
Authentic Blue Organized Gold Inquiring Green Resourceful Orange
Jonah, Prodigal Son, Daniel Martha and Mary when Jesus was at their home King Solomon Moses parting the red sea@ (Exodus 14:21)
Naomi & Ruth Turn water into wine Noah David and Goliath! (Matthew 14:22-36
Ten Commandments Peter walking on water
Mark 89:29 “Who Do You Say That I Am?”

 

Our final activity was not based on scripture, one of those team bridge building games.  The participants started in brightened color groups, and then we mixed them up 2 or 3 times, plus handed out the behavior cards to cause even more confusion.  It definitely proved that crazy unstructured teams are not effective, but they did have a lot of fun and built four really cool bridges as you can see in the pictures below.

 

Participants were given the following directions:

You will be put into teams, then read all of these instructions. Team Leaders will be assigned to lead a team and will meet separately while the “building” teams read these instructions and plan their bridge building – DO NOT START BUILDING UNTIL YOUR TEAM LEADER TELLS YOU TO START

Using the materials given, and one extra item of your choosing, you will be building a bridge that can achieve the following:

Can support the weight of a bible

A bible can pass under it without touching it

Some creative design feature makes the bridge different and memorable

Spread out and look at the materials in your bag to help you plan how you will build your bridge

You have ten minutes to plan – during which you may not start building

When your Team Leader says “start building”, you then have ten minutes to build your bridge

PD at Church2

 

PD at Church

 

The most important part of this was to see that each “color” could identify pretty good responses to each question, and they were different from each other color, to truly emphasize how we filter perceptions through our “Personality Dimensions”.

 

Karen Rae ShortKaren Rae Short has been privileged to work with numerous organizations in the public and private sector across Canada, frequently applying personality type to coaching and workshop design and delivery. As a True Colors facilitator, she was delighted when Personality Dimensions® was first introduced and has been a Personality Dimensions® Facilitator and supporter since day one. With 20 plus years of workshop design and delivery, Karen enjoys a “dual” lifestyle, travelling from Tampa Florida to work with her Canadian clients during the winter months, and working the rest of the year from her Canadian home in London Ontario. She can be reached at karenraeshort@gmail.com.