Personality Dimensions – Musings from the Back Office

PD Quadrant smallI was watching television the other night, a courtroom drama, and my ears picked up as the lead actor stood up from behind a table, straightened her jacket and said, “With all due respect … .” Really?! What came next didn’t extend a whole lot of respect to anyone.

That got me thinking. It’s easy to laugh at others, belittle them or make them the butt of insensitive jokes or careless statements. And we can easily be worn down when we’re on the receiving end. For years now we have emphasized the importance of making a positive impact in each and every Personality Dimensions® workshop. As facilitators, this often means re-framing or rephrasing things that come up that might be hurtful to others, or, in other words, constitutes “colour bashing.”

For that very reason, one of the hardest projects under the Personality Dimensions umbrella that I have been involved with was working with Lynda McKim, and later with the team of reviewers, to develop the In Conflict cards. We needed to be sensitive to a myriad of things that might be unintentionally hurtful or harmful and yet, at the same time, make the cards as useful as possible.

I love it when I can laugh at myself – and with some of the stuff I get into it’s a good thing I came with a strong sense of humour – and that’s why I enjoy watching The Lighter Side of Talking in Colour: it always gives me a good chuckle or two.

It’s great to have permission to laugh at myself and with others as we enjoy learning about how others see us. Hope you’re having a day littered with little moments that you can look back at and, at the very least, smile when you think about them.

 

Denise Hughes is the Director and owner of Denise HeadshotCareer/LifeSkills Resources Inc. and general editor of Personality Dimensions® materials and products. She just noticed the calendar and realized it is just past the 41st anniversary of her introduction to career and type and temperament materials. Those experiences and the expertise she gained through her years with the Guidance Centre, University of Toronto, and now with CLSR, continue to shape the direction that both Career/LifeSkills Resources and Personality Dimensions® take.

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® – Colourful Travel

ParaglidingA while ago I was speaking with Lynda McKim. She was, as usual, making plans to travel. To say that Lynda likes to travel is about as understated as possible! I still vividly remember the photos she showed me following a trip that she and Rob, her late husband, had taken – of Lynda zip-lining from treetop to treetop! The grin on her face was unmistakable (Rob was quite happy to serve as official photographer, from the safety of the ground, as I recall).

Now, Lynda’s favourite travel companion is her cousin.  If her cousin can’t go, Lynda will change her plans until they can go together.  They spent 24 hours a day, for 31 days, in Europe and never even got the least bit annoyed with each other.  They both love seeing the same things, skipping the same things, eating the same things, spending money on the same things, scrimping on the same things and, most of all, doing the same things (although Lynda did confide that her cousin was a little hesitant about the para-gliding at first, but Lynda didn’t push and, surprise, surprise, they both went para-gliding in the end … and LOVED it).

Lynda said that she hasn’t ‘coloured’ her cousin, but she would be very surprised if she’s not very similar to Lynda, Resourceful Orange/Authentic Blue or Authentic Blue/Resourceful Orange. I’ve always admired Lynda’s “wow, there’s a chance to walk on a tightrope, let’s give it a try!” approach to life and it sounds like she and her cousin both enjoy the spontaneous freedom so typical of Resourceful Oranges that such an opportunity provides them with. On the other hand, being in the close company of someone for such a long period of time, and always agreeing with the other person is clear representation of the wonderful warm and caring values of Authentic Blues.

Speaking with Lynda brought to mind another conversation I had several years ago with a colleague who was planning a major trip with her husband. I asked her what her plans were, were there specific places or things that they wanted to experience or were they just going to see what evolved and enjoy whatever presented itself. Marilyn was almost horrified at the thought of just  letting the trip unfold on its own. She was absolutely adamant that it was essential that she be totally involved in planning every aspect of the trip to ensure that they didn’t miss anything that was important to them. She said that she and her husband enjoyed researching, planning, and looking forward to their travels almost as much as the trip itself. Marilyn’s need to do comprehensive research into places of interest is absolutely in line with her Inquiring Green preference and her love of actually planning the actual trip fits so well with her second colour preference of Organized Gold.

I know that para-gliding and zip-lining hold little appeal to me (but I have perfected the art of holding the coats/bags/other stuff that shouldn’t go on rides and waving and smiling at the same time), I can lose myself for hours on end in a museum. Likewise, hiking old railroad tracks in Algonquin Park and observing the forest, animals and birds or the night sky holds tremendous appeal to me. My kids were always thankful that their father enjoyed taking them to amusement parks, baseball cages and go-karts when they were young! Isn’t it interesting how we “are” who we are, even when we are at our most relaxed.

 

Denise Hughes is the Director and owner of Denise HeadshotCareer/LifeSkills Resources Inc. and general editor of Personality Dimensions® materials and products. She just noticed the calendar and realized it is just past the 41st anniversary of her introduction to career and type and temperament materials. Those experiences and the expertise she gained through her years with the Guidance Centre, University of Toronto, and now with CLSR, continue to shape the direction that both Career/LifeSkills Resources and Personality Dimensions® take.

Personality Dimensions® – Musings from the Back Office

team-coach-clipart-3We often get inquiries from people who have been introduced to Personality Dimensions® for the first time and want to make it available in another language or to another country and culture. That is how, for example, the Chinese and Spanish materials have and are being developed. But it’s a much longer process than having the English materials translated, which surprises the would-be translator. In fact, the straight translation is the easiest, and least-costly part of the process. We insist that once the materials are translated they are tested with a variety of individuals to make sure that what has been done is appropriate to that culture. Direct translation  is only one part of the equation; where the final materials will make the most impact is when they are culturally appropriate and easily understood across the spectrum of peoples who speak that language.

 

This translation process is a natural outgrowth of the development process that we use for all Personality Dimensions® materials. Most of the original materials were written by one author, Lynda McKim, but each was tried, tested and evaluated individually and in focus groups by professional temperament and type facilitators across the country. The recommendations that came out of each of these evaluations, and we had a filing cabinet full of them, resulted in second, third and fourth revisions of the original materials. These revisions were then further evaluated by Personality Dimensions® Master Trainers and used in groups to ensure that the revisions “worked.” The result was that Personality Dimensions® materials are not simply the thoughts of one author but, rather, are shaped and evolved through the collaborative approach of everyone involved. This process continues today for every component that is developed. Playing a part in that process has shown me the value that everyone, and every temperament, makes to the whole. Considering my strong Inquiring Green preference that came as a real revelation; I distinctly remember cringing at the thought of group work back in my school days.

We are all different! Personality Dimensions® workshops remind us of that every single time, no matter how many you’ve lead or been part of. The power of PD is that it allows us to acknowledge who we are and how we are most comfortable and then helps us to see the differences in each of us and learn from them, instead of dismissing or diminishing them. As one person put it, “Personality Dimensions® helps people think and live outside of their own box.” I think you’ll agree.

 

Yours from the rainbow that begins with Inquiring Green

 

Denise Hughes is the Director and owner of Denise HeadshotCareer/LifeSkills Resources Inc. and general editor of Personality Dimensions® materials and products. She just noticed the calendar and realized it is just past the 41st anniversary of her introduction to career and type and temperament materials. Those experiences and the expertise she gained through her years with the Guidance Centre, University of Toronto, and now with CLSR, continue to shape the direction that both Career/LifeSkills Resources and Personality Dimensions® take.

Personality Dimensions® – Musings from the Back Office

2015As I write this a local radio station is playing seasonal music in the background, yet another reminder that this year is almost at a close. In some ways it seems like we were just welcoming this year into existence and in others I can’t believe it’s only been one year!  Looking back I’m amazed at what took place. In addition to packing up and moving – lock, stock and barrel (or, in our case, boxes and boxes and boxes) – to our new location in Aurora, Ontario, we managed to bring out revisions to both the Personality Dimensions® Manual and the Building Blocks Facilitator Guide. Our sincere thanks to Lynda McKim, Scott Campbell, Carole Cameron and everyone else who made this possible. And, thanks to the input from Personality Dimensions® Trainers, we also created the new PD for Youth materials.

So, what does 2016 hold? Dr. Angela Shik and her team are hard at work creating the Chinese version of the on-line Personality Dimensions® assessments which will launch in January. In addition to all her hard work in Hong Kong and China, Angela is also opening a California-based office and has already done work using both the English and Spanish materials in that area. Our hats are off to Angela!

Emil Boychuk, along with a great team of facilitators and educators, is putting the final touches  on a new resource for use in the classroom – a Personality Dimensions® Awareness Workshop for Students (suggestions for a more creative title are welcome!). We are planning to introduce this to you late winter/early spring of 2016. We have tentative plans for several other Personality Dimensions® happenings, including some face-to-face and/or web-based learning and networking opportunities… so stay tuned.

You may have noticed that you didn’t get a Christmas greeting card from us this year. Instead, we are making a donation to the local Salvation Army in support of community outreach programs. Cards have always been part of the traditions I was raised in so this has been a bit of a rethink for me. But the reality of how great the needs of the community are was made clear to me after I spent time working to register people who need the help of the Sally Ann to get through this Christmas.

My wish for you is that the joy and beauty of the season make this an especially warm and happy holiday for you and yours. We look forward to joining you in making our world a better place in 2016.

Yours, from the back office … Denise

 

Denise Hughes is the Director and owner of Denise HeadshotCareer/LifeSkills Resources Inc. and general editor of Personality Dimensions® materials and products. She just noticed the calendar and realized it is just past the 41st anniversary of her introduction to career and type and temperament materials. Those experiences and the expertise she gained through her years with the Guidance Centre, University of Toronto, and now with CLSR, continue to shape the direction that both Career/LifeSkills Resources and Personality Dimensions® take.

Personality Dimensions® – Musings from the Back Office

Why Was Personality Dimensions® Developed?

listening dog

Every once in a while someone will ask me why we developed Personality Dimensions®. To answer I tell the story of a meeting of career counsellors and resource people that took place in the late ‘80’s. I had taken along a pile of new things that I thought the group would be interested in knowing about and was seated at my usual place at the back of the room. This was a great group of people; we knew each other well and took great delight in sharing information and networking, all with the goal of providing the best for the students we helped. Since this meeting was in the Toronto area it was well attended with about 50 or 60 people present. From the front of the room the head of career services for the largest public school board in Canada called to me and asked if I knew of something that they could use with students who were on track to be early school leavers. These kids had had enough, wanted out and wouldn’t be sticking around; and the career counsellors and educators were looking for something that would help them as they moved into this new phase of their lives. She asked for something that would help the students learn about themselves, perhaps understand why they didn’t do well in the school environment and maybe help them in their job hunt. Oh, and by the way, it couldn’t look like anything else they had done at school! A tall order, for sure!

That was the very beginning of how I became involved in working with temperament theory models. Personality Dimensions® evolved as we realized that far more research needed to be done, both on the tool itself and on the theory that it supported, to make the theory more usable and acceptable in the Canadian cultural context. We asked for input from facilitators, counsellors, educators and individuals from all walks of life on what would make it as useful and valuable as possible and how the final tool should look. And these folks were very generous in their support. They participated in the baseline survey we devised to determine statistical validity; some attended Focus Groups across the country and we paid attention to every concrete suggestion made for any and all aspects of the system.

So, in short, Personality Dimensions® was developed because we listened. You asked for it, you shaped it and you continue to evolve it through your suggestions, comments and feedback. And I promise you that we’ll keep listening and trying to help just like we did way back in the late ‘80’s (or, as my kids used to say, “back when dinosaurs roamed the earth and Mom was young”).

Yours, from the back office … Denise

 

Denise Hughes is the Director and owner of Denise HeadshotCareer/LifeSkills Resources Inc. and general editor of Personality Dimensions® materials and products. She just noticed the calendar and realized it is just past the 41st anniversary of her introduction to career and type and temperament materials. Those experiences and the expertise she gained through her years with the Guidance Centre, University of Toronto, and now with CLSR, continue to shape the direction that both Career/LifeSkills Resources and Personality Dimensions® take.

Personality Dimensions® – Musings from the Back Office

Why do the Picture Cards look like they do?

Did you know that when we were in the initial research, development and design phases for Personality Dimensions® we purposely looked to provide images on each of the Picture Cards that would be reflective of our cultural mosaic?

Years prior to our work on Personality Dimensions® I met a gentleman who taught in the largest school board in Canada. He was taking an introductory workshop to another temperament tool that used cards as part of its methodology. He seemed to be truly enjoying himself and contributed greatly to the discussions and learning so I was very surprised (and I don’t think I was alone in this) when, at the end of the workshop, he said that he enjoyed the workshop but could not use the tool with his students. His students were from a variety of ethnic and cultural backgrounds and he felt that they would not be able to relate to the images on the cards. I carried that memory for a long time and, while I’ve lost touch with that gentleman, it is thanks to his insightful comments, and those of others along the way, that the images on the Personality Dimensions picture cards are as reflective of as many different cultures as possible.

Personality Dimensions® Picture Cards Authentic Blue, Inquiring Green, Organized Gold, Resourceful Orange
Keep in touch; you never know when you might offer a thought or observation that will affect positive change in the future.

Yours, from the back office … Denise

Denise Hughes is the Director and owner of Denise HeadshotCareer/LifeSkills Resources Inc. and general editor of Personality Dimensions® materials and products. She just noticed the calendar and realized that not only is this the first day of Autumn, but it also is just past the 41st anniversary of her introduction to career and type and temperament materials. Those experiences and the expertise she gained through her years with the Guidance Centre, University of Toronto, and now with CLSR, continue to shape the direction that both Career/LifeSkills Resources and Personality Dimensions® take.

Personality Dimensions® – Musings from the Back Office

aurora welcome signAfter 17 years at one location we finally pulled up stakes and have moved to Aurora, Ontario. And, we are almost at the point of knowing where things are! This is marvelous; we have spent the last three weeks tripping over boxes and just generally trying to find things – it’s been a great team-building experience as we’ve all gone off on various scavenger hunts for just about anything and everything! The shelves are now full, the boxes are folded up and stored away, plants are being coxed back to life and we’ve even got a few pictures on the walls.

One unexpected, and very pleasant, bonus has been how many clients have dropped by to visit!. We’ve been quite amazed. I guess that they, like us, appreciate not having to get into the traffic heading into Toronto. It’s been truly great seeing old friends again – and meeting people we’ve spoken with on the phone or kept in touch with via e-mail, but haven’t actually met in person. If you are ever in Aurora we hope you’ll drop by to say hello. As the motto of the Town of Aurora states: “You`re in good company!”

 

Denise Hughes is the Director and owner of Denise HeadshotCareer/LifeSkills Resources Inc. and general editor of Personality Dimensions® materials and products. She just noticed the calendar and realized that not only is this the first day of Autumn, but it also is just past the 41st anniversary of her introduction to career and type and temperament materials. Those experiences and the expertise she gained through her years with the Guidance Centre, University of Toronto, and now with CLSR, continue to shape the direction that both Career/LifeSkills Resources and Personality Dimensions® take.