Personality Dimensions® – Winning Workshop Strategies

Winning Workshop StrategiesI have been going through a number of the support materials for Personality Dimensions® lately. Many are, or will soon be, under revision and as they come up for revision you will also see that instead of being in traditional print editions that the latest editions will be produced on USB drives.

It’s been an interesting exercise and I’ve been reacquainting myself with many of the products. One that I am currently revisiting is Winning Workshop Strategies. This collection of exercises, strategies and techniques, and the accompanying actual group feedback information is powerful. The content makes a strong contribution to the Personality Dimensions® model and is tremendously valuable, especially if you are working with smaller groups. When we published Winning Workshop Strategies we intended it to be a natural extension of the basic materials covered in Building Blocks.

I’m just flipping through the appendices and seeing the notes in sections such as Team Building/Conflict Management (Strengths We Bring to a Team; Potential Team Work Weaknesses; Sources of Conflict; Preventions or Solutions); Conflict Resolution (Sources of Conflict; Behaviours/Responses; Needs/Solutions); Capitalizing On Differences (Getting Cooperation; Rewarding Performance); Lesser Known Qualities or Traits; and the Identifying the Person at Risk (Feeling Good; Feeling Bad) charts all  provide a wealth of great information for strengthening the development of your clients’ Personality Radar – and work toward greater understanding of and respect for everyone else. And I haven’t touched on all the other materials in this handy little resource.

If you’re looking for some great ideas for techniques and exercises for your Personality Dimensions® workshops I highly recommend that you take a look at Winning Workshop Strategies. In fact, I’m so enthusiastic about this book that I’ve authorized a special sale of it at $26.00 per copy* (plus taxes and shipping). The regular price is $40.00 so that’s a 35% discount – from now until September 15th, 2017, while quantities of the print edition last! Enjoy your summer!

Onward and upward 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.

*Please note, this offer is available for orders placed with Career/LifeSkills Resources Inc. in Canada only.  Pricing and offers may vary with local distributors.

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® Colourful Strengths

The power of Personality Dimensions® is in the whole experience; it is part assessment and part self-discovery process.  After individuals complete their assessments, they get to work with others with the same Dimensions to help clarify and reinforce their results.  One of the first questions groups are asked to answer is “what are your natural strengths?”  Since launching in 2004, hundreds of thousands of people have experienced a Personality Dimensions® Introductory Session. With all these people you would think that there would be a huge number of different answers to this question, but in fact we keep seeing the same ones over and over again.  So here it is… the top 10 strengths each of the four Personality Dimensions® see in themselves…

PD-Strengths

 

It’s great that these same responses keep coming up over and over again, but what happens if you are facilitating a group, and you are missing representation from one of the Dimensions?  It can easily happen; statistically there are fewer Inquiring Greens and Resourceful Oranges than there are Authentic Blues and Organized Golds.  Knowing this could be a challenge, especially to new Personality Dimensions® Trainers, we created Phantom Groups – Virtual Flip-Charts for Personality Dimensions® Brightened Groups.  Phantom Groups are, simply, sample representative flip-charts from previous groups.

 

The flip-charts selected to appear in Phantom Groups are reproductions of actual flip-charts created by Personality Dimensions® groups over an eight year period. They are typical representations, not tailored to any special groups, just as you would expect to be generated at an introductory workshop. The contents are an accurate reproduction of what each group contributed, using computer graphics to make them easier to read.  Lynda McKim, who compiled the Phantom Groups charts, saved these and carried them with her to each Introductory Workshop, just in case she needed them.  Now, instead of carrying an awkward mailing tube, with flip-chart papers, you only need the Phantom Groups disc in your toolbox.