Everything DiSC® Classic Assessment - Feedback Manual The manual contains suggested guidelines on how you may structure and deliver personal feedback on the basis of DiSC® Classic results, including creating relevant hypothesis about the respondent’s behavior, strengths and challenges. During the session, focus mainly on the elements which are relevant to the respondent. Allow the respondent to confirm, reject and/or comment on your assumptions and flexibly adapt your approach. Remember that DiSC measures some important elements of personality and that characteristics not measured by DiSC are also likely to come into play. Always use Graph III as the basis for interpretation as this is the best indicator of a respondent’s DiSC style. For extended feedback sessions, you may use Graph I and Graph II as optional, supplementary interpretation tools. When discussing the respondent’s behavior, use words that describe the behavioral characteristics associated with the DiSC styles and avoid ‘technical’ expressions such as “You show high-D behavior”. Brief Feedback Session A. Briefly explain the four DiSC styles, and what the respondent’s score on each dimension suggests B. If relevant, explain what the respondent’s combination of high scores suggests C. Optionally, include an extract of the respondent’s Classical Pattern A. Briefly explain the four DiSC styles and what the respondent’s score on each dimension suggests The DiSC Classic Graph III suggests how you perceive yourself when you are at work. DiSC measures four traits discussed as “styles”: Dominance (D): direct, strong-willed, and forceful A person who displays high D behavior typically prefers to be in control. D This person is results-oriented, determined, decisive and direct when communicating. He/she will often be competitive, take up challenges and does not see problems as obstacles but as things to solve and/or fix. (Feel free to describe other examples of characteristic D-behavior) Your high/moderate/low score on the D scale may suggest that: High D-score: Your behavior may resemble the behavior outlined above. Low D-score: You may be less competitive and not as results-oriented. On the other hand, perhaps you are more modest, undemonstrative or quiet, and may display organized and calm behavior. Moderate D-score: Your score in the middle area of the graph suggests that you neither clearly display nor reject D-behavior. It may also suggest that you are flexible, and can choose to display some Dbehavior in some situations, and/or display moderate D-behavior in other situations. © 2008 Inscape Partners International. Revised 2009. 1 Influence (i): sociable, talkative, and lively A person who displays high i behavior is typically outgoing and enthusiastic. i This person tries to persuade others and creates results by getting others involved in tasks or projects. He/she is happy to express emotions, thoughts and ideas and often uses many words. He/she can be good at making contact with others. (Feel free to describe other examples of characteristic i-behavior) Your high/moderate/low score on the i scale may suggest that: High i-score: Your behavior may resemble the behavior outlined above. Low i-score: You may be more reserved and not have much of a need to influence others. In addition, You may be less emotional and prefer to meet new people in a quiet and controlled setting. Moderate i-score: Your score in the middle area of the graph suggests that you neither clearly display nor reject i-behavior. It may also suggest that you are flexible and can choose to display some ibehavior in some situations, and/or display moderate i-behavior in other situations. Steadiness (S): gentle, accommodating, and even-tempered A person who displays high S behavior typically likes to work on tasks that he/she can complete while working with others. S This person tends to be patient and loyal, and prefers things to be predictable and stable. He/she typically likes to work following a certain method or approach and may be good at dealing with other people. (Feel free to describe other examples of characteristic S-behavior) Your high/moderate/low score on the S scale may suggest that: High S-score: Your behavior may resemble the behavior outlined above. Low S-score: You may be more spontaneous and change-oriented and may not have a great need for predictability and stability. Moderate S-score: Your score in the middle area of the graph suggests that you neither clearly display nor reject S-behavior. It may also suggest that you are flexible, and can choose to display some Sbehavior in some situations, and/or display moderate S-behavior in other situations. Conscientiousness (C): reserved, analytical, and logical A person who displays a high C behavior typically likes to work to improve already established products or services. C This person tends to be analytical, conscientious and likes to be able to have a comprehensive view of a task. Most often he/she works systematically, and has a good grasp of the details involved with a task. (Feel free to describe other examples of characteristic C-behavior) Your high/moderate/low score on the C scale may suggest that: High C-score: Your behavior may resemble the behavior outlined above. Low C-score: You may be informal and might prefer to develop ideas and strategies independently of those that already exist. You may also be unstructured in your way of working. Moderate C-score: Your score in the middle area of the graph suggests that you neither clearly display nor reject C-behavior. It may also suggest that you are flexible and can choose to display some C-behavior in some situations, and/or display moderate C-behavior in other situations. You may also consider the respondent’s level of intensity, using the adjectives in the Intensity Index which describe High, Medium and Low behavior for each DiSC® style. © 2008 Inscape Partners International. Revised 2009. 2 B. If relevant, explain what the respondent’s combination of high scores suggests You have 2 high scores – a primary and secondary style. This combination typically suggests that you focus on: D+i action and extroversion D+S control and relations D+C tasks and facts i+S people and relations i+C extroversion and analysis S+C organizing and analysis Take into account that a high D with a backup i does not manifest itself the same way as a high D with a low i or as a high D with a backup C – the behavior of these persons may be quite different. If the respondent only has a primary style use the description in section A above. If the respondent has three high scores, you may find it useful to include extracts from the Classical Pattern description. C. Optionally, include an extract of the respondent’s Classical Pattern The Classical Profile Patterns represent a DiSC® profile that is informed by each of the four styles, not just one, and a way to provide a more holistic and integrated picture of the respondent. © 2008 Inscape Partners International. Revised 2009. 3 Extended Feedback Session Start with the Brief Feedback Session described in section A, then continue with: D. High/low scores on the scales and the number of high scores E. The Classical Profile Patterns F. Optionally, exploring Graph 1 and Graph II Differences D. High/Low Scores on the scales and the Number of High Scores ‘Characteristic Profiles’ ‘Flexible Profiles’ (The respondent has scores in segment 6-7 and 1-2) (The respondent has scores in segment 3, 4 and/or 5) Your combination of very high and very low scores on the scales suggests that your behavior is probably more distinct in relation to each of the particular styles. Your scores are all positioned in the middle area of the graph at a moderate level, suggesting that your behavior is probably more flexible. Continue by discussing the respondent’s number of high scores. Most people score high on a combination of the four scales; 2 high scores is the most common DiSC® Classic result∗. 1 high score 2 high scores 3 high scores Your behavior may be evident and unambiguous to others. Your behavior will probably be distinct in relation to …. (describe the behavioral style associated with the respondent’s highest score). Your level of flexibility in your behavior and how evident and unambiguous your behavior is to others depends on whether your scores are very high or closer to the middle area of the graph. Your behavior may be more flexible than the behavior of persons with only 1 or 2 high scores. Also, others may find you less easy to read as your behavior may vary in different situations. On the other hand, it may be more difficult or stressful for you to adjust and adapt your behavior to the needs of a given situation than it would be for persons with e.g. 2 or 3 high scores. (Describe the respondent on the basis of their two highest scores). You are probably flexible and can choose to … (describe the respondent on the basis of their three highest scores). ∗ © 2008 Inscape Partners International. Revised 2009. Based on US Sample. 4 E. The Classical Profile Patterns In general, consider which assumptions you may have about the respondent’s behavior based on their Classical Pattern. As the description of the Classical Pattern is based on the exact Classical Pattern profile, you may need to adjust your interpretation to the respondent’s specific profile, taking into account any differences in scores on each scale. Remember that there will be individual differences in how a Classical Pattern is expressed depending on the particular shape of the respondent’s profile. F. Optionally, Exploring Graph I and Graph II Differences Graph I (most responses) and Graph II (least responses) may be used as optional, supplementary tools for interpretation, building on the differences between the respondent’s two graphs. When a respondent has a moderate score or a characteristic score on any given DiSC® scale on Graph III, you may further compare the Graph 1 and Graph II scores to create additional hypotheses and questions for the feedback session. Moderate Scores Clear responding ≈ Average on style High score Mixed responding ≈ Variable on style Higher (or moderate) score Lower (or moderate) score Low score Graph I Graph II Graph I Graph II In this situation, the respondent consistently responds to (almost) no questions on a given scale as Most or Least – resulting in a moderate score in Graph III. In this situation, the respondent responds to the questions on a given scale as both Most and Least – also resulting in a moderate score on Graph III. This suggests that the person is neither high nor low in this area; you may assume that he/she will be roughly average on this particular DiSC style. This suggests that the person has some characteristics that are high in this area and some that are low; you may assume that he/she will be (very) variable on this particular DiSC style. To others, the person’s behavior related to this style will probably seem middle-of-the road. Consider exploring these areas during the feedback session: • In which situations is this middle-of-the-road style an advantage? In which situations is it a disadvantage? • How is this middle-of-the-road style integrated with the other three styles? To others, the person’s behavior related to this style will probably seem either very flexible; in some contexts the person will show a lot of this style, in other contexts very little, varying and adapting their behavior according to the situation. Alternatively, the person’s behavior will seem very selective. Each of the four DiSC styles contain smaller facets within them; this person may display only some select facets of the particular style while not displaying other facets of the style at all. E.g. having the directness and strong will of a high D without the forcefulness. Consider exploring these areas: • Which behavior is displayed in which situations? • To which extent is this behavior deliberately adapted to the situation? And/or: • Which facets of the style are more relevant to this person? • How are these facets integrated with the other styles? © 2008 Inscape Partners International. Revised 2009. 5 Characteristic Scores Marked responding (high) ≈ demonstration of style Marked responding (low) ≈ absence of style High score High score Low score Graph I Graph I Graph II Low score Graph II Here the respondent responds to (nearly) all questions on a given scale as Most and (almost) no questions on the same scale as Least – resulting in a characteristic, high Graph III score. The respondent responds to (almost) no questions on a given scale as Most and (nearly) all questions on the same scale as Least – resulting in a characteristic, low Graph III score. This suggests that the person is characteristic in this area; you may assume that he/she will show a marked demonstration of this particular DiSC® style. This suggests that the person is characteristic in this area; you may assume that he/she will show a marked absence of this particular DiSC style. To others, the person’s behavior related to this style will probably seem very clear, clearly displaying the characteristics of the style in most contexts. To others, the person’s behavior related to this style will probably seem very clear, clearly not displaying the characteristics of the style in most contexts. In both situations, consider exploring these areas during the feedback session: • • In which situations is this clear behavior an advantage? In which situations is it a disadvantage? When is a clear behavior a sign of priorities? When does it become too much/too little? Feedback on Special Patterns In addition to the Classical Profile Patterns, there are three special patterns: G. The Tight Pattern H. The Undershift Pattern and the Overshift Pattern In these cases, the respondent’s pattern of responses does not match any of the commonly occurring profiles. This situation occurs infrequently and a personalized report is not available for the DiSC Classic online versions. When giving feedback to a respondent with a Special Pattern include the hypotheses and descriptions below. G. The Tight Pattern Tight Patterns occur when all four plotting points are positioned in the middle area of the graph or close to it. This situation occurs infrequently; typically in ½ to 2% of a given population∗. Generally speaking a Tight Pattern may indicate flexibility or doubt: a) General flexibility, ability to adapt and balance between the four behavior styles. b) A temporary picture due to a period of transition or feeling unsure about current requirements. c) The respondent felt pressured to respond to the assessment in a certain way, unsure of how to respond or changed focus while responding. Always consider the first hypothesis and avoid implying to the respondent that a Tight Pattern is ‘wrong’. ∗ © 2008 Inscape Partners International. Revised 2009. Based on indications across the DiSC Classic language versions. 6 Tight Pattern indicating flexibility You show a roughly equal preference for each of the different DiSC® styles. You probably find that you are equally motivated by a number of different tasks and that you are trying to adapt to changing demands. You can probably draw from each of the four DiSC styles as needed. In some situations, your adaptability may have some limitations. Your perspective may at times be neglected or disregarded. Also, you may find it difficult to stand out from the crowd and identify a single solution about which you’re passionate. (Elaborate and explore as needed). Also consider exploring these areas during the feedback session: • • • How natural is each of the four styles for the person? How well does each DiSC style describe the person? Is the person very flexible at adapting to all four styles – or are two or three of the styles a better fit than others? Might this flexibility be stressful in certain situations, the person feeling like he/she is adapting too far and trying to be everything to everyone? Temporary Tight Pattern Sometimes the reason for an equal DiSC pattern is a period of transition or upheaval due to significant changes in a person’s life. As a result, you may be re-thinking some of your ideas about yourself and how you relate to others but a more clearly defined behavioral style may again emerge. It could be appropriate for you to retake the profile after a few weeks or to retake it now with a clearer focus. Also, consider exploring these areas: • • • • Is the person in a period of transition for external or personal reasons? For some reason, does the person currently feel particularly required or motivated to behave flexibly and adapt to different situations? Is the person feeling unsure about which behaviors the current situation requires e.g. due to ongoing changes? Under more usual circumstances, which style(s) would be a better fit than others? Tight Pattern caused by an unclear focus It may be helpful for you to retake the profile again with a clearer focus. H. The Undershift Pattern and the Overshift Pattern The Undershift and Overshift Patterns Overshift Pattern Undershift Pattern Classical Patterns represent combinations of high and low scores, whereas an Undershift Pattern or Overshift Pattern occurs when all four scores are positioned in the lower or upper portion of the graph. This might indicate that you consider all four behavioral styles to be of equally low or high importance. However, this situation occurs very infrequently, and is unlikely to reoccur when you respond to the instrument again. The Undershift Pattern or Overshift Pattern can be caused by the fact that you have been unsure of how to respond to the profile or have changed focus while responding. It may be helpful to retake the profile now with a clearer focus. Also, you may review graph scores for the possibility of errors made when computing or plotting the scores. © 2008 Inscape Partners International. Revised 2009. 7