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SMPP PART TWO:

DEVELOPING AND MANAGING MY RELATIONAL STYLE

O.J. Squeeze

[Disclaimer: This student sample is unedited and should not be considered an authoritative template for this assignment. This paper does not fully comply with assignment expectations or APA Guidelines, yet it does head in the right direction. Do not copy any part of student’s original work or delete material to use its shell as a template.]

Liberty University Seminary

201340 Fall 2103

PACO500-B43 LUO

Professor: Dr. Roscoe Ridley

Running head: SMPP PART TWO 1

SMPP PART TWO: DEVELOPING AND MANAGING MY RELATIONAL STYLE 15

September 8, 2013

ABSTRACT

This report was the second of a two part study in to the personality profile of O.J. Squeeze. The study introduced results from several testing centers that use the DISC model and the M-BTI model for evaluating and discussing personality traits. This study presents relational style data from Similarminds.com, DISCpersonalitytesting.com, and Humanmetrics.com. A compare/contrast was conducted against the backdrop of the Internal Change Report on DISC and M-BTI styles. This report introduced this student’s relational alignment with a predetermined careseeker as well as a mentor of choice. Wisdom strategies were developed to positively influence this writer’s personal and professional growth and development.

TABLE OF CONTENTS

Introduction……………………………………………………………………………………….4

Mentor’s DISC & M-BTI Confirmation 4

Student’s M-BTI Report 5

SMPP Part 2 Questions and Answers 7

Demonstrating Fit 7

Communicate and Connect with a Care-Seeker 10

Communicating With Student’s Mentor 11

Conclusion……………………………………………………………………………………….12

References 13

Grading Rubric 15

In Part 2, this student continues the development and management of his relational style against the backdrop of the four main DISC styles, a predetermined care-seeker from the course’s Case Study, and a mentor/mentee relationship. Insights from the readings and assessments began to inform the development of best fit strategies.

Mentor’s DISC & M-BTI Confirmation

The student’s mentor’s name is Chuckles. His mentor stated that he is “S/I/D” type personality. Chuckles recognized the report stated that he was a dominant “S” type, which he thought was described as helpful and relaxed. He agreed with Carbonell’s ( 2008) assessment that he is soft spoken and adverse to trouble or change (p. ?). He agreed that he is very comfortable in his own skin and helpful and results oriented at the same time. Comment by Dwight Rice: When author's name is mentioned, the pub date should follow. When an assertion is this specific, then pagination is also required.

Chuckles mentioned that he had taken a Jung test before and he remembered that his score reflected he was part of only 1% of the total population. He agreed, by and large, that he was an extrovert but also related to being a feeling oriented person as opposed to a thinking type of person (Similar Minds, 2013). Chuckles felt that his combination allowed him to easily identify with and relate to others as they expressed their problems and issues.

Student’s M-BTI Report

Quick views of the two reports posted above reflect differences that can found between two iterations of the same type of personality test. The first Jung Test Results as reported by Similar Minds (2013) showed responses identified the subject as more extroverted than introverted, more sensing than intuitive; more thinking than feeling; and more judging than perceiving, all by more than a 2 to 1 basis. The numbers suggested that the subject is solidly in the “ESTJ” personality type. It predicts that “ESTJ” types would make great administrators and are very strong willed and natured (Similar Minds, 2013); while the Human Metrics’ report labels the subject as a “ENTJ” type with a very strong preference of judging over perceiving. There is one variance between the two reports; the intuition and the sensing component. Similar Minds reports a 2 to 1 preference towards sensing while Human Minds relates a moderate preference of intuition over sensing. It is difficult to explain the difference, due to unfamiliarity with testing questions but generally the tests are in agreement.

Joe Butt (2013) gives his analysis of the “ENTJ” type as follows; the “ENTJ” type is a natural leader with high tendencies to marshall and direct. While forward and direct, he can lead with the charm and finesse of a world leader or the insensitivity of a cult leader. They have larger than life personalities and are comfortable in crowds or telling stories. “ENTJ” types are decisive and tend to be doers. “ENTJ” types are very resolute in conflict as well.

David Keirsey (2013) labels the “ENTJ” as a Fieldmarshal. This type is very organized and analytical; while always having a plan to accomplish his goals. The “ENTJ” types are natural leaders and it is evident from a very early age; they have a great tendency to provide structure and direction wherever they are. They tend to build starters and builders and are very goal oriented. “ENTJ” types are generally very good communicators. They tend to take high ranking positions and enjoy those responsibilities (Keirsey, 2013).

There is agreement in the Human Metrics (2013) determination of career choices for the “ENTJ” type. It reports they gravitate to occupations that require good analytical, organizational, intellectual, and planning skills. They would be found in technological and management consulting companies. The web site named careers such as Law, Counseling, Politics, Engineering, Higher Education, Computer Programming and Business Management as highly attractive to the “ENTJ” type.

Overall the Jung Test using the M-BTI indicators compare favorably with the Carbonell (Uniquely You Professional Profile, 2013) DISC testing results, though the two tests measure different things. DiSC Classic describes behavior based on how people view themselves in their various environments. The Myers-Briggs Type Indicator describes how

people approach the environment intellectually and attitudinally and how they process information (Inscape Publishing, 1996). DISC Classic attempts to explain how normal human emotions can lead to behavioral differences in people while, The M-BTI attempts to consider both conscious and unconscious forces that affect behavior and how they correlate to peoples varying personality traits. These tests are not designed to yield identical results but will rather serve to enhance each other, in determining how personality types can relate to each other (Inscape Publishing, 1996).

All the aforementioned personality tests convey the subject as a driven, goal oriented, thinking, decisive and outgoing. All three tests reflect the subject as analytical and organized; all traits that support his leadership ability. All the positions or career choices tend to reflect high intellect and a strong ability to communicate.

SMPP Part 2 Questions/Answers

How will you demonstrate fitness with each of the core DISC styles?

“D” Communication – As conveyed by the Data Dome site, “D’s” are quick minded and agenda oriented. They need to see the value of an event quickly or they will leave or tune out. The “D” oriented counselor should recognize that the counselee does not need much back ground information. The counselee is an intelligent and quick study, so bullet points are advised when communicating but be ready and able to provide details if called for (Inc, Data Dome, 2013). “D” types could benefit from the “Talker / Listener” card from Petersen (2007) as it would provide structure and the counselor could introduce it as a tool to ensure all parties have equal say and as a time saver.

Learning Styles – Disc profiles states that “WHAT?”, is the primary question asked by “D” types. They gravitate to structure both in what is to be taught and in what they are to learn. As intellectuals they have opinions about many things and those presuppositions can cloud their objectivity. “D” types have little tolerance for the unimportant things and may make learning sessions difficult as they may not see the value of the action or material (DISC Profiles, 2013).

Potential blind spots – Dominant personality styles lend to misinterpretation of intent; they can easily be viewed as rude, aggressive, and insensitive (Squidoo LLC., 2013). The counselor would be wise to note these attributes and not react in kind especially if they are “D” type counselors. The counselor would not be incorrect to begin sessions quickly and get to the point directly but not insensitively.

“I” Communication – The “D” counselor would note that “I” styles are chatty and will over talk because they feel that is what is expected of them. As such the “I” types listening skills are not the best as they are always talking or thinking about what to say next (Inc, Data Dome, 2013). The counselor would do well to incorporate the “Talker / Listener” card from Petersen’s (2007) Why Don’t We Listen Better? It is a non-confrontational way to ensure that talkative “I” types stay on task and mind the boundaries if the counseling session.

Learning Styles – Disc profiles states that “WHO?” is the question that “I” types ask when learning. They love new ideas and get excited over learning new material. “I” types are fun loving and enjoying learning where they are active participants. They learn best is fast paced and stimulating environments (DISC Profiles, 2013).

Potential blind spots – “I” types are talkers and may easily waste time in talking and not listening (Squidoo LLC., 2013). The “D” type counselor would be wise to manage the environment by continuing to bring any conversation back around to the point at hand. As management is a strong point of the “D” type, this should not be difficult to accomplish.

“S” Communication – “S” demonstrate behaviors that would support good listening. They prefer things proceed at a slower pace so that they are better able to take in as much information as possible regarding the issue at hand (Inc, Data Dome, 2013). For the “S” type, Petersen’s (2007) “Talker / Listener” card answers the how question of how the sessions will proceed and provides a boundary for communication that should not offend any other personality type.

Learning Styles - Disc profiles states that “HOW?” is the question “S” types ask when learning. They would like to know the procedures and steps involved in resolving solutions. Providing “S” types with checklists and action plans are good way to enhance their learning capacities (DISC Profiles, 2013).

Potential blind spots – “S” types may be subject to getting run over due to their desire to avoid conflict. They are concerned with others feelings and may not take action so as not to offend (Squidoo LLC., 2013). The “D” type counselor should reassure them that change is sometimes uncomfortable but often necessary; in fact doing nothing is more harmful than any action could be. The counselor should set boundaries for any interactions, thereby providing support for all parties involved.

“C” Communication – “C” types are also very good listeners. They too use conversation as an opportunity to gather information. They are very attentive and are detail oriented. They do not hesitate while communicating, with good listening and competent communication skills makes them effect in the area of problem resolution (Inc, Data Dome, 2013). The “C” can utilize Petersen’s (2007) effective questioning techniques; one is identified as “Play Detective” (p. ?). It enables the listener to ask probing questions thereby appealing to “C” types desire to gather information and organize details.

Learning Styles - Disc profiles states that “WHY?” is the question “C” types ask when learning. Analytical in nature they too appreciate plans and schedules. Information is important and they will ask a lot of questions. To assist the “C” learner, the counselor should provide information and details as to plans and progress for problem resolution (DISC Profiles, 2013).

Potential blind spots – “C” types can become victim to analysis paralysis, in other words they can be so cautious and planning that they never move towards resolution. (Squidoo LLC., 2013) They often miss opportunities will contemplating the next move. The “D” type counselor would be wise to provide structure that calls for a decision and an action, both in consideration of a time table.

How will you communicate and connect with a predetermined care-seeker from the case study?

The character that will be evaluated is Bruce, the father. Bruce is the classic “D” type personality. Carbonell (2008) identifies him as direct, driven and goal oriented. He is very decisive in nature and sticks to business. He reflects “D” type attributes of being aggressive, assertive, and stimulated by challenges. He will often work too hard and it is often at the forfeiture of other equally important areas in his life. He is very serious about his success and all that it means for his family, loved ones, and employees (Harrison, 2007).

As a “D” type Bruce will be an excellent communicator but may need some assistance in expressing his feelings. In addressing this issue, SBSPC would be best utilized. The counselor should ask first where he would be most comfortable in deciding where to hold the sessions. The counselor should give him only a few choices thereby appealing to his decisive and controlling nature. In counseling him, the best avenue would be to allow him to describe what he believes will be optimum results for the compromising situations. The counselor would suggest he reflect on times when things were perfect and what were the things that contributed to those times (Kollar, 2011, p. ?). What would it look like when he and Brody actually had a positive healthy relationship? The counselor should then encourage Bruce by noting it was good that he first be able to share that information but too be able to identify that the relationship can indeed be better.

Some challenges that “D” types have are appearing insensitive. To other personality types it can convey hopelessness and lack of love or emotion. By making him aware that other may not always respond the way he does would alert Bruce to pay more attention when dealing with others. “D” type personalities can be loving but often times have difficulty in conveying true feelings and that realization is the beginning of the corrective process (Carbonell, 2008, p. ?).

How will you communicate and connect with your mentor?

This student’s mentor stated that he is “S/I/D” type personality, though his dominant trait is the “S” type, which is described as helpful and relaxed. He is soft spoken, adverse to trouble or change, and is very comfortable in his own skin. As it compares to this subject’s “D” type personality there must be an agreement or understanding between the two of us that each style is inherently different and do different communication types. Carbonell (2008) suggests “The first step in solving people problems is controlling your feelings.” (p. 232). Once you have gained control of your feelings, he then suggests this mentee recognize differences and consider how to demonstrate fit. Taking these steps may help to diffuse most conflicts. For instance while this subject may raise his voice because he can be very demanding and decisive, he must check responses to be softer and kinder in nature. With regard to the Hallmark Purpose of becoming a better man of God, it speaks directly to this student’s need to recognize that both understand, hear, and respond to situations differently. So in any discussion this mentee might suggest/ask that his mentor further expand thoughts, placing positive emphasis on the opinions and decisions at which he arrives. Kollar (2011) termed this solution focused communication (p. ?).

“S” type personalities are easily irritated by inflexibility, anger, and insensitivity. “D” types would do well to recognize early this fact and takes steps to not be so rigid and unfeeling in compromising situations. The “D” should not try to manipulate or intimidate “S’s”, as they are very perceptive and intuitive (Similar Minds, 2013). “D’s” should speak slowly and use soft words and vocal tones (Carbonell, 2008, p. 236).

CONCLUSION

This student gleaned insight for building bridges with each of the four main DISC styles. In so doing, he was able to consider how this might look with a predetermined careseeker from the Case Study as well as his mentor. Relational style language was further informed from the Myers-Brigg Type Indicator and subsequent comparison with the DISC profile.

References Bradley, A. (2013). Resources unlimited workplace profile. Inscape Publishing. Butt, J. (2013, September). Extraverted intuitive thinking judging. Retrieved September 6, 2013, from http://typelogic.com/entj.html Carbonell, M. (2008). How to solve the people puzzle: Understanding personality patterns. Uniquely You Resources. Carbonell, M. (2013). Uniquely you profession profile report. Blue Ridge: Uniquely You. DISC Profiles. (2013, September). Different DiSC Profile Behavioral Styles – Learn In Different Ways. Retrieved September 8, 2103, from http://www.discprofiles4u.com/blog/2012/different-disc-profile-behavioral-styles-learn-in-different-ways/ Discus professional DISC personality profiling. (2013, August 28). Retrieved August 28, 2013, from http://www.axiomsoftware.com/disc/interpretations/interactive-guide-to-disc-profile-interpretation.php Harrison, J. K. (2007). Crossroads: A story of forgiveness. Hallmark Hal of Fame Productions. Hawaii, U. o. (2013). Personal report of communication apprehension. Honolulu. Human Metrics. (2013, September). Jung typology tests. Retrieved September 6, 2013, from http://www.HumanMetrics.com/cgi-win/JTypes1.htm. Inc, Data Dome. (2013). DISC behavior data dome. Retrieved September 7, 2013, from http://datadome.com/newsblog/tag/disc-behavior/ Inscape Publishing. (1996). A comparison of DISC Classic and the Myers - Briggs type indicators research report . Inscape Publishing. Keirsey, D. (2013, September). Keirsy.com Fieldmarshal. Retrieved September 6, 2013, from http://www.keirsey.com/4temps/fieldmarshal.asp Kollar, C. A. (2011). Solution -focused pastoral counseling: An effective short term approach for getting people back on track. Grand Rapids: Zondervan. Petersen, J. C. (2007). Why don't we listen better? Communicating & connecting in relationships. Portland: Peterson Publications. Psych Tests. (2013, Saugust 28). Testyourself.psychtests.com. Retrieved from Testyourself.psychtests.com: http://testyourself.psychtests.com/bin/transfer?req=MnwyMTUxfDExNTA1NTB8MXwx&refempt= Similar Minds. (2013, September). Similar minds new personlity test. Retrieved September 3, 2013, from http://similarminds.com/personality_tests.html Squidoo LLC. (2013). Strengths and blind spots for each DISC style. Retrieved September 6, 2013, from www.squidoo.com/discstrengths

Solving My People Puzzle: Part 2 Grading Rubric

Criteria

Points Possible

Points Earned

Description of Ineffectiveness with other Relational Styles

· Description of ineffectiveness with each of the 4 DISC styles was supported with evidence from the readings & assessments

· Where appropriate, evidence of flat brain tango and communication traps was supported with pertinent example and insights from readings

40

Strategies for Increasing Effectiveness with other Relational Styles

· Concise strategy provided for communicating & connecting, problem solving, and conflict management with each DISC style

· Each strategy provided evidence from the readings and assessments to support plan of action

· Mentor identified and rationale provided for asking his/her collaboration in increasing your relational effectiveness

· Where appropriate, spiritual formation truths, insights, and techniques were integrated into each strategy

20

Application to a Predetermined Care-seeker

· Care-seeker from Case Study identified

· Care-seeker’s possible DISC style identified and concisely described

· Challenges to demonstrating fit with care-seeker clearly described and supported from the readings and assessments

· Strategy for building rapport and demonstrating fit with care-seeker’s style was satisfactorily supported from the readings and assessments.

20

Additional Insights from the Myers-Briggs Type Indicator

· M-BTI style satisfactorily identified with concise description

· Evidence from assessment provided to support increased effectiveness in communicating & connecting with other relational styles

10

Readability and current APA Style

· Spelling and grammar are correct.

· Sentences are complete, clear, and concise.

· In-text citations and References used appropriately and correctly.

10

Total

100