Assessment test(s) - DiSC, TKI, Kolb

Pre-employment Test

Resources DISC – examines observable human behavior

TKI – conflict management

Kolb – determines candidates learning style

Competency testing o Business / Scenario Caseso Management Caseso Technical skills

DISC

Personality and Behavioral Style

Testing Resources

What is DISC?o DISC measures your personality and behavioral style.

o It does not measure intelligence, aptitude, mental health or values.

o DISC profiles describe human behavior in various situations, for example:

• how you respond to challenges, • how you influence others, • your preferred pace and • how you respond to rules and procedures.

DISC

DISC Model

Dominance Emphasis on shaping the environment by overcoming opposition to accomplish results

Priorities Getting immediate results Taking action Challenging self and others

Influence Emphasis on shaping the environment by influencing or persuading others

Motivated by Social recognition Disapproval Loss of influence Being ignored

Steadiness Emphasis on cooperating with others within existing circumstances to carry out the task

You will notice Patience Team person Calm approach Good listener Humility

Conscientiousness Emphasis on working conscientiously within existing circumstances to ensure quality and accuracy

Fears Social criticism Slipshod methods Being wrong

Think about what type of personality works well for your department or specific job role.

D & I profiles D

DC – challenge, results, accuracy

Influences others by: High standards, determination

Overuses: Bluntness; sarcastic or condescending attitude

Would increase effectiveness through: Warmth, tactful communication

D - results, action, challenge

Influences others by: Assertiveness, insistence, competition

Overuses: The need to win, resulting in win/lose situation

Would increase effectiveness through: Patience, empathy

DI – action, results, enthusiasm

Influences others by: Charm, bold action

Overuses: Impatience, egotism, manipulation

Would increase effectiveness through: Patience, humility, consideration of others’ ideas

I

ID – action, enthusiasm, results

Influences others by: Ability to think creativity, charisma

Overuses: Impulsiveness, outspokenness

Would increase effectiveness through: Focusing on the details, patience, listening to others

I – enthusiasm, action, collaboration

Influences others by: Charm, optimism, energy

Overuses: Optimism, praise

Would increase effectiveness through: Being more objective, following through on tasks

IS – collaboration, enthusiasm, support

Influences others by: Agreeableness, empathy

Overuses: Patience with others, indirect approaches

Would increase effectiveness through: Acknowledging others’ flaws, confronting problems

S & C profilesS

SI – collaboration, support, enthusiasm

Influences others by: Showing empathy, being patient

Overuses: Kindness, personal connections

Would increase effectiveness through: Saying “no” if necessary, addressing issues

S – support, stability, collaboration

Influences others by:

Overuses: Modesty, passive resistance, compromise

Would increase effectiveness through: Displaying self-confidence, revealing true feelings

SC – stability, support, accuracy

Influences others by: Diplomacy, self-control, consistency

Overuses: Willingness to let others lead, humility

Would increase effectiveness through initiating change, speaking up

C

CS – stability, accuracy, support

Influences others by: Practicality, attention to detail

Overuses: Traditional methods, sense of caution

Would increase effectiveness through: Showing flexibility, being decisive, showing urgency

C – accuracy, stability, challenge

Influences others by: Logic, exacting standards

Overuses: Analysis, restraint

Would increase effectiveness through: Acknowledging others’ feelings, looking beyond data.

CD – challenge, accuracy, results

Influences others by: Strict standards, resolute approach

Overuses: Bluntness, critical attitude

Would increase effectiveness through: Cooperation, paying attention to others’ needs

DISC

TKI

Conflict Management

Testing Resources

Measure’s a person’s behavior in “conflict situations”

Definition of conflict: a) competitive or opposing action of incompatibles:

antagonistic state or action (as of divergent ideas, interests, or persons)

b) mental struggle resulting from incompatible or opposing needs, drives, wishes, or external or internal demands

TKI

TKI

“conflict situations” are those in which the concerns of two people appear to be incompatible.

A person’s behavior in such as situation can be describe as o Assertiveness – the extent to which the person attempts to

satisfy his/her own concernso Cooperativeness – the extent to which the person attempts

to satisfy the other person’s concerns

TKI – styles of behaviorThe two basic scopes of behavior define five different modes: Competing Collaborating Compromising Avoiding Accommodating

TKI styles – Competitive

Competing = assertive and not cooperative

You try to satisfy your own concerns at the other person’s expense

Classic win/lose scenario: you can only win when your adversary does not

TKI styles – Collaborating

Collaborating = assertive and cooperative

Actively seeks to make sure everyone is heard, while still asserting your own position

Tries to find a win-win solution that completely satisfies all parties

TKI styles - Accommodating

Accommodating = unassertive and cooperative

Try to satisfy the other parties concerns while neglecting your own

Attempt to sustain the relationship, by not being assertive and pushing for what you want

TKI styles - Compromising

Compromising = has characteristics of both assertiveness and cooperativeness

Both parties have some “pain points”

Attempt to find a solution that somewhat address both parties concerns

TKI styles - Avoiding Avoiding = unassertive

and uncooperative

Ignore the issues

The conflict is not addressed and sidestepped without trying to address either parties concerns

TKI Conflict Management - insight to your staffs’ conflict

resolution process will enable you to mediate issues/concerns between them

Team Building – improve team performance by quickly resolving problems

Leadership – allows you to identify and develop leaders within your department

Retention – knowing the conflict management style of your employees will make them feel like their voices are being heard resulting in a more engaged employee

Benefits of TKI

KolbLearning Style

Testing Resources Kolb is based on the idea that individuals move through

a process of learning based on experiences and observations, which result in personal concepts, theories, and ideas

Kolb proposed that an individual's learning style was the product of two pairs of preferences we have in how we approach the task of learningo Concrete Experience - CE (feeling) vs Abstract Conceptualization - AC (thinking)

o Active Experimentation - AE (doing) vs Reflective Observation - RO (watching)

Kolb

Kolb’s Learning Cycle Four stages of Kolb’s

Learning Cycle are:o Concrete Experience – CE

(feeling)

o Abstract Conceptualization – AC (thinking)

o Active Experimentation – AE (doing)

o Reflective Observation – RO (watching)

Concrete Experience (CE) This stage of the learning cycle emphasizes

personal involvement with people in everyday situations. In this stage, the learner would tend to rely more on feelings than on a systematic approach to problems and situations. In a learning situation, the learner relies on the ability to be open-minded and adaptable to change.

Abstract Conceptualization (AC)

In this stage, learning involves using theories, logic and ideas, rather than feelings, to understand problems or situations. Typically, the learner relies on systematic planning and develops theories and ideas to solve problems.

Active Experimentation (AE) Learning in this stage takes an active form -

experimenting with changing situations. The learner would take a practical approach and be concerned with what really works, as opposed to simply watching a situation.

Reflective Observation (RO) In this stage of the learning cycle, people

understand ideas and situations from different points of view. In a learning situation the learner would rely on patience, objectivity, and careful judgment but would not necessarily take any action. The learner would rely on their own thoughts and feelings in forming opinions.

Learning Styles Those preferences are a combination of both how we approach

a task and how we respond to and assimilate the experience

In approaching a task (processing) we have a preference for either doing or watching, and

In responding to the experience we have a preference for either feeling or thinking

o The combination of these preferences creates four main learning styles

• Diverging • Assimilating• Converging• Accommodating

Kolb

Learning Styles

Diverger (feeling and watching) – CE / RO

prefers to watch rather than do likes to gather information and

brainstorm will use imagination to problem solve is able to look at things from different

perspectives generates ideas and prefers group

work learning is sensitive, imaginative and emotional will have broad cultural interests is interested in people will listen with an open mind will accept personal feedback.

Assimilator (thinking and watching) – AC / RO

requires good, clear explanation rather than practical opportunity

prefers readings, lectures, exploring models and theories

needs time to think things through will have a concise, logical approach to

learning will organize information clearly and

logically considers ideas and concepts are important creates models/theories will have a preference for abstract ideas and

theories - less focused on people

Converger (thinking and doing) – AC / AE)

solves problems uses learning to find solutions to

practical situations prefers technical tasks likes to experiment with new ideas, to

simulate and to work with practical applications

finds practical uses for ideas and problems

prefers practical problem solving rather than dealing with social or interpersonal issues

Accommodator (feeling and doing) – CE / AE

prefers learning that is "hands-on" acts on "gut" and intuition rather than

logic takes a practical, experiential approach is attracted to new challenges and

experiences relies on others for information and

problem solving rather than carry out own analysis

prefers to work in teams sets targets and actively works to

achieve them

Kolb – cont’d Knowing an employee’s (and your own) learning

style enables learning / instructions to be orientated according to the preferred method

Everyone responds to and needs the stimulus of all types of learning styles to one extent or another

It is a matter of tailoring the experience to best fit with the given situation and the employee’s learning style preferences