lifo orentations basic info

8/13/2019 LIFO Orentations Basic Info

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LIFO Orientations

Welcome to Life Orientations

Peak performance organisations are made up of peak performing

individuals and teams with exceptional communication skills!

The LIFO Method is a unique performance improvement system that is the foundation forthree core training programs:

Maximising Individual Performance

Building ea! erformanceTeams

"eveloping #xceptional Communication Skills

Further training programs are availa$le %hich use the LIFO Method for specific $usinessapplications:

Leadershipfor ea! erformance

ea! erformanceSales

Optimising NegotiationOutcomes

Resoling Conflict for &uccess

Time !anagementMaximised

Coachingfor ea! erformance

Wh" should I use the LIFO !ethod#

$elo% are some interesting statistics that could &e costing "ou mone"' 'ecent reports have suggested that a$senteeism represents a ma(or cost for

)ustralian $usinesses* ) +,,- study conducted $y the recruitment company Morganand Ban!s found that sic! leave %as costing )ustralian $usinesses .+*/0 $illion ayear*

) Turnover 1 )$senteeism study conducted $y 2allis in +,,- 3 +,,45 found that

4+6 of )ustralian %or!ers admitted to fa!ing sic!ies* They also discovered thathappy employees %ho feel they have a comforta$le %or!place5 have a goodrelationship %ith their $oss5 feel competent in %hat they are doing and %ho connect at

a social level %ith their co7%or!ers use much less sic! leave than their unhappycounterparts*

The total cost of %or!ers compensation claims in )ustralia for stress related

conditions is estimated at over .+,, million every year* )ccording to the 8ational2ealth and &afety 9ommission5 %or!7related stress accounts for the longest stretchesof a$senteeism*

&tress can have a ma(or effect on %or! performance* &ome of the consequences of

%or!place stress include a$senteeism5 diminished performance5 negative attitude andcynicism5 decline in commitment and creativity5 and a decreased a$ility toconcentrate5 learn and interact %ith other employees ;*

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The 2udson survey entitled ;5 in determining a company@s reputation as an employer5 0A6of employees vie% treatment and support offered as extremely important@* )lsorated as extremely important@ %ere the relationship $et%een management and staff0/6>5 and training and development offered to employees /?6>*

)ccording to an international study $y the Future Foundation ;Cetting the edge in

the 8e% eople #conomy= +,,4>5 poorly performing employees cost )ustralian$usinesses ./*D $illion a year* The study also concluded the follo%ing:

o ?/6 of employees leave their (o$s $efore they $ecome competent*

o It ta!es an average of seven months for an employee to $ecome competent in

their role*o #mployers spend ?+6 of their time redoing or correcting mista!es $y other

team mem$ers*o Managers $elieve the top +/6 of performers are +*E times more competent

than the $ottom +/6 of employees* )ccording to "r ohn &ullivan in ;#nd equal treatment@ todayG Focus on top

performers= +,,4>5 top performers almost al%ays exceed the performance of average%or!ers $y %ell over +/6* In fact5 organisations that have estimated the performancedifferential $et%een average and top performing employees have found that it is often-,,6 higher* &ullivan also found that managers typically spend A,6 of their time%ith +,6 of their team %ho are considered to $e underperforming5 and A,6 of the

profita$le activities %ithin their department come from +,6 of their employees*

(o% does the LIFO !ethod %ork#

The LIFO Method offers a fast5 effective and lasting path to improve performance ofindividuals5 teams and organisations through:

reducing ineffective $ehaviour and targeting the strategies that %or!5

getting rid of self7 or team7inflicted $arriers to achieving high performance5

giving insight and understanding into %hat ma!es people tic!5 there$y improving

communication and motivation5 improving personal organisation and focus5

improving pro$lem7solving strategies5

coping more effectively in stressful situations5 and increasing personal s!ills of persuading5 influencing5 delegation and planning*

The easy-to-use personal style surveys highlight each persons preferred way of doing

things,

both in normal circumstances and under stress.

Life Orientations effectiveness is due to a number of unique factors:

it is not a test and there are no right or %rong ans%ers5 (ust a recognition of %hypeople approach tas!s and people in different %ays5

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the feed$ac! you receive is all a$out you not you compared to a statistical average

person>5 and is po%erful %hilst $eing straightfor%ard5 the feed$ac! is accurate $ecause the survey requires you to identify %hat you

actually do5 not %hat you %ould li!e to do or thin! others %ant you to do5 the issues that arise from the feed$ac! are relevant and practical5 and give a ro$ust

$asis for choosing ne% improvement strategies quic!ly5 it is a facilitator of personal exploration rather than a cold diagnostic tool that forces

people into a narro% stereotype5 the LIFO Method helps people identify their strengths in relation to %hen things

are going %ell and also %hen they are faced %ith opposition5 stress or conflict5 Life Orientations can identify %hen someone is overdoing their strengths and as a

result not getting the results they envisaged5 it is a dynamic measure5 %hich means that it can $e used time and again to chec! on

personal development*

Worldwide Practitioners

More than eight million people in +A countries have experienced the $enefits of training andcoaching programs utilising the LIFO Method*

LO is now available in "ustralia and #ew $ealand!

From the Boardroom to the &hop Floor:

H Creater leadership initiatives

H More effective strategic planningH #xceptional sales resultsH #nhanced customer relationsH 'educed employee a$senteeism and stress leaveH 'educed employee turnoverH Better use of time and resourcesH Increased accounta$ility

**and much more

The LIFO Stor"

%he LO &ethod originated in '()*as a positive and structured tool to supplementorganisational development5 T7groups5 and sensitivity training* These ne% group methodshelped people learn ho% to improve themselves $y studying each othersJ $ehaviour5thoughts5 and feelings* 2o%ever5 many participants o$(ected to the method as too un7structured5 personal5 and em$arrassing for people %ho %or! together*

'esponding to these concerns5 "r* &tuart )t!ins5 %ith consultant "r* #lias orter5developed the Life Orientations &urvey and the Life Orientations Method $ased on the%or! of #rich Fromm5 9arl 'ogers5 and )$raham Maslo%* In ?D0A5 the Life Orientations&urvey %as presented $y "r* )t!ins and his partner "r* )llan Katcher in the 2uman

Factors in Management course at 9L) and %ith such diverse clients as the )merican9ancer &ociety5 Mattel Toys5 Ceneral Foods5 *&* &teel5 and the &tate of 9alifornia*

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eople %ere fascinated %ith the non7critical5 easy7to7accept interpretation of their surveyresults and %ere delighted %ith the o$(ective %ay in %hich they could no% tal! to eachother a$out their strengths* )fter the fun and surprise of classifying their $ehaviour5 they

$egan to as! %hat they could do %ith their ne%7found self7a%areness and understanding*

To ans%er these questions5 "r* )t!ins extended the Life Orientations Method $eyonddiagnosis to include six developmental strategies779onfirming5 9apitaliing5 Moderating5&upplementing5 #xtending5 and Bridging77for performance improvement* To simplify andaid memory5 the Life Orientations trademar! %as shortened $y "r* )t!ins to LIFO5 acontraction of Life Orientations*

)t!ins and Katcher soon found the demand for the LIFO Method outstripped theirdelivery capacity5 so they started licensing organisational trainers in the LIFO Methodand developing %or!$oo!s to accelerate learning* In ?DE05 Katcher $egan to focus hisLIFO practice internationally5 appointing agents in many countries5 and focusing onexecutive coaching5 team$uilding5 and O" applications* )t!ins directed LIFO programs

in the nited &tates5 %ith emphasis on the developmental strategies applied to managementdevelopment5 individual productivity5 communications5 and team%or!* 2e named thisdevelopmental emphasis LIFO Training*

&ince then5 the LIFO Method and LIFO Training have $een used $y over A millionpeople in +,5,,, organisations in +A countries*

One of KatcherJs earliest LIFO agents5 Business 9onsultants5 Inc*5 apan5 gre% to $ecomeone of the largest consulting firms in apan and one of the largest users of LIFO Trainingin the %orld* &ince ?DEA in apan alone5 ?5??E50-/ people have completed a LIFOsurvey*

B9on5 as it is also !no%n5 purchased )llan Katcher International5 Inc*5 in +,,, and &tuart)t!ins5 Inc*5 in +,,? in order to integrate the %orld%ide reach and expertise of the t%ocompanies* The firms %ere merged in Octo$er +,,? to $ecome B9on LIFO International5Inc*5 %hich is no% the sole source for the LIFO Method and LIFO Training %orld%ide*

!$TI erses LIFO

Less T"pecasting and !ore $ehaioural Change

&tyles7$ased instruments are popular training tools $ecause they reduce the complexities ofhuman $ehaviour do%n to a managea$le num$er of NtypesN or Nstyles*N They give people a

feeling of quic! insight into themselves and others* They provide a common language fortal!ing a$out similarities and differences* et some of the $est learning possi$ilitiesinherent in these instruments are often overloo!ed* )nd sometimes these instrumentsactually reinforce stereotypes that limit our understanding of people*

Personalit" T"pes ersus Strategies for Change

Most styles7$ased instruments are $ased on the assumption that differences in $ehaviourarise from different personality types* This $elief can $e a $arrier to $ehavioural change

$ecause a personality NtypeN is fixed 77 it is not su$(ect to choice or change* eople say to

themselves5 NIf that is the %ay that I am5 if thatJs me5 %hy should I changePN They may even

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%onder5 N2o% can I changePN Typing people provides them %ith information a$out whothe+ are5 $ut it does not offer them guidelines a$out how to improve their performance,

LIFO Training ta!es a fundamentally different approach from typing or la$elling* It holdsthat you are not one type or another: it demonstrates that people prefer some $ehavioural

styles more than others* Though it $egins %ith a styles7$ased instrument5 it does nottypecast people* The LIFO &urvey descri$es differences in behaviour5 rather thanperception and (udgment as does the Myers7Briggs ersonality Type Indicator MBTI>*eople are %illing and a$le to change %hat they do* erception and (udgment are much lessamena$le to change*

Changing what people dobeats telling them who they are.

To support the emphasis on $ehavioural change5 the LIFO style la$els end %ith the suffix5i7n7g* This suggests a process5 not a fixed Nproduct*N For example5 people are descri$ed asNpreferring the &upporting Civing &tyle5N or Nacting in a &upporting Civing %ay*N

Preference not Competence

The LIFO styles also descri$e $ehaviouralpreferences5 not competencies* articipantsare not la$elled5 (udged5 or limited $y their survey results* La$elling someone %ith a

personality type can $ecome an excuse for su$standard performance* NIJm no good at that77 IJm (ust not that type of person*N>

Freedom from Categorical )udgments

In LIFO training5 differences in $ehaviour are descri$ed quantitativel+5 not qualitatively*

There is no reference to good or $ad5 right or %rong5 strong or %ea!* Qualitative orcategorical (udgments often lead to oppositional thin!ing 77 Nmy %ayN vs* Nyour %ayN 77%hich can promote conflict5 impede team%or!5 and ma!e people less %illing to changetheir $ehaviour*

The LIFO survey identifies a personJs relative preferencefor four $asic $ehaviouralstyles or patterns* #veryone uses all four $asic $ehavioural patterns* They (ust use them tovarying degrees* Of the people ta!ing the LIFO survey5 //6 prefer using t%o stylesregularly5 %hile -?6 use three styles and /6 use all four styles %ith a$out the samefrequency* That leaves only D6 preferring to use (ust one style most of the time*

We are not one st+le or another - we prefer some st+les more than others,

The MBTI yields a single5 four7%ord Npersonality typeN la$el5 %hich is a constructed $yselecting one %ord from each of four %ord pairingsRfor example5 N#xtroverted &ensingThin!ing udging*N These la$els are determined $y a process of Nsemantic differential5N in%hich one rates oneself on a scale %ith one %ord at one end of the scale and another %ordat the other end* MBTI results are represented in terms of the %ords at the extreme end ofthe scales5 %hich form eitherSor categories such as Nintrovert vs* extrovertN>* The resultingNpersonality typesN do not adequately express the %ide range of $ehaviours in $et%een thet%o extremes* This approach transforms quantitativedifferences into categoricaldifferences*


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amNRreinforcing attitudes that can $loc! real $ehavioural change* )s a result5 it canincrease communication gaps $et%een people instead of $ridging them*

* +uantitatie ,ie% of Strength Leads to -reater $ehaioural Change

In contrast to the categorical la$els of the MBTI approach5 LIFO theory vie%s $ehaviouralong a continuum5 from Ntoo littleN at one end to Ntoo muchN on the other* The notion isthat %e all tend to underusesome strengths5 and overuseothers* #ither extreme can ma!eus less effective and can $e perceived $y others as an irritating %ea!ness*

LIFO training eliminates the concept of personal N%ea!ness5N %hich creates a defensivelearning climate*


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strengths and a little bit moreof other strengths* This strength7$ased feed$ac! is muchmore li!ely to $e perceived as helpful and supportive* eople are therefore more li!ely to

accept and act upon it*

People learn to use a little bit more of some strengths

and a little bit less of other strengths.

Si0teen T"pes ersus Four St"les

There are sixteen different MBTI personality types* It can $e difficult for %or!shopparticipants to remem$er the meaning of each type5 let alone understand the differences$et%een them* The complexity of the categories ma!es it hard for people to learn ho% to

recognie other peopleJs NtypesN and therefore determine the most effective communicationstrategies for influencing them* In contrast5 there are (ust four $asic LIFO $ehaviour

styles5 or orientations to life5 %hich are much easier to remem$er* This conceptualsimplicity follo%s the psychologist Ceorge KellyJs Nmini7maxN principle: any $ehavioural

construct should include the minimum num$er of concepts required to explain the

maximum range of $ehaviours*

The simplicity of LIFO theory does not oversimplify the diversity of human $ehaviour* Infact5 it does a far $etter (o$ of explaining the extraordinary variety of %ays that people

$ehave* It does this $y identifying a personJs relative preferencefor the four $asic LIFOcategories under $othfavourableand unfavourableconditions* et the smaller num$er ofconcepts ma!es it easier for participants to learn5 remem$er5 and apply the information in

practical %ays that improve their performance*

The simplicity of LI!" theory encompasses the e#traordinarydiversity of human

behaviour.

LIFO St"le Preferences are Situational

The %ord pairs that form the MBTI semantic differentials are not presented in any context*ou simply rate yourself in the a$stract* In contrast5 the LIFO survey is highly contextual*


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$alf the population behaves differently under stress.

$e"ond 1iagnosis to Improing Performance

LIFO %or!$oo!s5 training materials5 and performance support tools ena$le participants tolin! their LIFO survey results to six performance improvement strategies to attain clearly

defined development goals* These materials focus on appl+inginformation to improveperformance5 rather than on information for informationJs sa!e or5 even %orse5 la$ellingpeople so that their $ehaviour can $e predicted* redictions tend to $e self7fulfilling5 andonce a person has $een la$elled5 his or her options for $ehavioural change may actually $e

reduced instead of expanded*

LO training focuses on improving performance0 not 1ust diagnosing patterns,

/er"da" Language2 Practical Focus2 and /ase of *dministration

LIFO training uses everyday language5 free of psychological terms and (argon5 ma!ingthe concepts easy to understand and to discuss* 9ontrast the LIFO style la$el N&upporting

CivingN %ith the MBTI la$el NIntroverted &ensing Feeling udging*N

In LIFO %orkshops participants practice ne% skills that enhance productiit"2

communication2 and team%ork2 and the" %ork together to deelop practical action

plans to use these skills to attack immediate2 real.%orld pro&lems3

The LIFO instrument can $e administered in (ust ?/ to +, minutes*


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LIFO training is used in numerous applications5 including team $uilding5 managementand supervisory development5 leadership training5 interpersonal communication5 selling

styles5 and conflict resolution*


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hopefully meeting them through constant striving through improvement* Failure to meetsuch goals often leads to disappointment5 disillusionment and guilt*

In conflict situations there is a desire to deal %ith the other person in a fair and reasona$le%ay %ith the expectation that there %ill $e reciprocity* There is little interest in trying to

ta!e advantage of the other person and great distaste and discomfort for emotionalconfrontations* Often5 it is difficult to directly as! for something one %ants or expects5hoping for the other person to recognise the need and gratify it*


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5If I get results &" &eing competent and sei7ing opportunit"2 the good things in life

%ill &e there for the taking36

5I alue action36

2oals:

$e competent3 -et results3

.trengths:

Persistent2 initiating2 urgent2 directing3

Of ma(or concern is getting things accomplished that one desires 3 and quic!ly* The person%ho emphasises this orientation has high confidence in hisSher capa$ility5 in the $elief thatgiven dedicated energy and imagination any pro$lem can $e solved 3 and usually5 if %ithinthe area of hisSher !no%ledge and experience5 through personal involvement* &uch a person

has an interest in ;ma!ing hay %hile the sun shines= and ta!ing advantage of opportunitiesthat arise* 9onsequently5 time is of utmost importance* Further5 there is a tendency to trustone@s o%n intuitive assessment of situations5 or to rely on experts %ho one trusts and5having done that5 to marshal the resources necessary to ma!e things happen* This is alsoaccompanied $y an en(oyment of the po%er of decision7ma!ing and the delight inautonomous functioning* 9hallenges and variety intrigue such a person* 9onsequentlysomeone %ho favours this orientation is usually involved in many activities* There is a

$elief in individual responsi$ility and capa$ility*

5 expressing desires directly to eliminate confusion5

indicating specifically %hat one is loo!ing for5

ma!ing decisions quic!ly5

gathering resources and directing them against the tas!5

letting others !no% %here they stand %ith himSher5

$eing %illing to ta!e ris!s5

staying on top of %hat is happening5

acting directly to sho% %hat is needed5

confronting differences5

ta!ing charge %hen there is no action5

exercising initiative to get things done5 and

acting independently*

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The consering 4 holding.on orientation

Philosoph+:

5If I think &efore I act and make the most of %hat I8e got2 I can &uild up m" suppl"

of the good things in life36

2oals:

$e careful3 -et it right3

.trengths:

S"stematic2 anal"tical2 maintaining2 tenacious3

The person %ho relies heavily on this orientation is interested in minimising loss andoptimising gains* There is a !een interest in getting things done accurately and thoroughly*)nalysis5 planning5 systems and routines are used to minimise ris! and assure that

everything is $eing handled properly* 9are5 caution5 organisation and good systematicha$its are therefore highly valued* One %ould feel that it@s a lot easier and less expensive5to ma!e sure one !no%s %hat one %ants to do5 has surveyed alternatives to determine the

$est and most economical %ay to do it5 has planned ho% to get it done %ith resourcesavaila$le and follo%s7up systematically to assure that things have $een done according to

plan* There is a $elief that more things get out of hand $ecause people lose focus andconcentration 3 $ecome distracted5 instead of staying %ith one thing fully until it isfinished* olicies and procedures are follo%ed rigorously* Once systems5 policies and

procedures have $een esta$lished this person favours follo%ing them until someone provesthere is a $etter %ay 3 or one that ma!es more sense* )ttention is paid to small details as%ell* 9onsequently there is emphasis on appropriate documentation and information

retrieval systems*

In disagreements !een attention is paid to the accuracy of facts and information5 the qualityof reasoning involved and the systematic covering of all aspects of the issue* There is acalm and deli$erate manner preferred to deal %ith such situations5 a reluctance to engage inemotional $ehaviour and a preference for spending time on research $efore $ecominginvolved in arguments* Once engaged in de$ate5 only $etter facts or superior logic %ill

prevail in overcoming this person@s vie%s* There is no rush to achieve resolution and onecan hang on doggedly despite pressure*

) similar deli$erateness5 emphasising research and analysis5 characterises the approach to

extreme stress situations* Once understanding of %hat is involved is clear5 then efforts aremade to organise a planned approach to remedy the situation* Information is gathered as

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efforts progress to assess %hat is involved5 to !eep trac! of events and to evaluateperformance* Long term resolutions are favoured to immediate relief*

%+pical behaviours:

dou$le chec!ing %hat has happened5 esta$lishing a clear structure for %or! efforts5

carefully analysing %hat is involved $efore acting5

documenting %hat happens5

calling attention to the need for information $efore ma!ing decisions5

spending effort to assure clarity of instructions5

thoroughly revie%ing all the details involved5

adhering to schedules and $udgets5

attention to costs %hen considering proposals5

maintaining calmness %hen crises arrive5

assuring o$(ective and fair evaluations5

ma!ing sure everything is treated in an organised and systematic fashion5 chec!ing the logic and facts that underlie a position5

encouraging attention to details5

assuring adherence to policies and procedures5

providing consistent $ehaviour5 and

requesting appropriate planning and organisation for meetings*

The adapting 4 dealing.a%a" orientation

Philosoph+:

5If I please other people and fill their needs first2 then I can get the good things in life

that I8e %anted all along36

5I alue harmon"36

2oals:

9no% people3 -et along3

.trengths:

/mpathetic2 tactful2 fle0i&le2 enthusiastic3

) $asic consideration is the desire to have people li!e and admire you* There is !eeninterest in $eing included $y others in activities and groups* ) person %ho emphasises this

orientation en(oys %or!ing %ith people5 finds the challenge of ne% relationships excitingand !no%s that once one gets to understand people one can influence them a lot* There is

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effort spent o$serving as %ell as $eing friendly and socia$le* There is the realisation thatunderstanding ho% a person thin!s and feels5 %hat heSshe values and %hat heSshe issensitive to provides important !eys to gain acceptance and colla$oration* This person hasalso learned that it is important to !eep oneself open to ne% experiences5 to $e enthusiasticand %illing to experiment5 and to $e flexi$le in relating to people*


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Relia&ilit" and ,alidit" of the LIFO Personal St"le Sure"

an %ibbles &" 34antab,50 &.c 3London5

ntroduction

9ommon questions from potential licensees and from participants completing a ersonal&tyle &urvey are ;2o% relia$le is this surveyP= ;Is it relevant to me at %or! or at home>P=and ;)re the results accurateP= These are important questions and must $e ans%ered clearlyif the results of the survey are to have any credi$ility for that person* The difficulty is thatthe questions can $e ans%ered in a num$er of different %ays depending on the perspectiveof the questioner and their degree of understanding of the issues of relia$ility and validity inthe design of $ehavioural surveys* This note see!s to give licensees a frame%or! fordealing %ith $oth the technical and non7technical questioner*

%hat does &psychometric' mean(

This term is %idely used to descri$e a$ility5 aptitude5 $ehavioural and personality surveysand questionnaires* Literally ;metric= means measure and ;psycho= means mind 3 itsdictionary definition is ;the science of measuring mental capacities and processes=* This isdone through the collection and interpretation of survey data* The ersonal &tyle &urvey%as designed using psychometric principles of survey construction*

%he difference between a test and a surve+

) test is designed to measure some aspect of a$ility5 aptitude5 personality or motivation

against a pre7determined standard* otentially it can $e threatening to the participant5 asthere is inevita$ly a sense of pass or fail in the analysis* It is therefore5 important that theuse of tests is demonstrated to $e o$(ective5 fair and appropriate* Tests of personality5 forexample5 commonly have measures of:

fa!ing good

fa!ing $ad and

consistency

to ensure the results are not distorted*

The $enefits of this process are that it is o$(ective as far as possi$le> and usually rigorous*The potential disadvantages are that it is threatening and can $e a mystery to the participant%ho is trying to understand ho% the results %ere arrived at*

%he Personal .t+le .urve+s are not tests and should never be described or used as such,

#very$ody scores ?,,6* #ach survey simply see!s to measure ho% the person completingit prefers to $ehave %hen things are going %ell favoura$le conditions> and %hen they areexperiencing stress or conflict unfavoura$le conditions>* The surveys are not situationspecific and are not a predictor of effective or ineffective $ehaviour 3 each person@s profile

is capa$le of $eing effective or ineffective depending on their understanding and

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management of their $ehavioural strengths and potential %ea!nesses* 8evertheless theresults can $e very po%erful5 giving people insights into ho% to:

ma!e more of their strengths5

ma!e more effective use of the strengths of others5

minimise potentially inappropriate or ineffective $ehaviour5 and get on %ell %ith people %ho are not li!e them*

)nsuring the reliability and validity of the personal style survey findings

The ersonal &tyle &urvey is constructed as a ;forced choice ran!ing= of four differentendings to each statement* The process of forcing the person completing the survey tochoose $et%een 4 $ehaviours quic!ly is designed to access the individual@s sub-consciousself-understandingand to $ring it into conscious understanding through feed$ac! anddiscussion of the survey results*

Because the process is non7threatening it is possi$le to openly discuss and confirm thesurvey findings %ith the client 3 ;"oes this feel or sound accurate to themP= The licenseecan encourage them to discuss and validate the findings %ith friends and colleagues* It isimportant to ensure that they choose someone who the+ trust to know them and to have aconstructive opinion to offer* If necessary5 they should $e allo%ed to modify the findingsto create a ;$est fit= profile of their $ehaviour*

2o%ever5 some aspects of traditional relia$ility and validity measures are helpful* Belo% isa description of the measures and ho% they relate to the ersonal &tyle &urvey*

*eliability

&urvey scores vary from one measurement to another* ) range of factors may cause this:

differing degrees of effort

variations in attention levels

administration

health

circumstances etc*

The precision or consistency of measurement displayed $y a survey is referred to as itsrelia$ility* It is normally expressed in terms of a statistic 3 the correlation coefficient5 oftenreferred to as the relia$ility coefficient*

The three most common types of relia$ility measure are:

Test 3 retest* This compares the results of the same survey $eing completed $y the

same candidate at different points in time* ersonal &tyle &urvey 3 ersion T%o* This compares the results of t%o or more

forms of the same survey completed $y the same group of su$(ects* Internal consistency* This measures the performance of all items questions> in a

survey $y comparing the t%o halves of the survey 3 the split7half technique or usingthe Kuder7'ichardson relia$ility coefficient the mean of all split7half coefficients>*

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'elia$ility coefficients are usually expressed as a num$er $et%een ,*? and ?*,* )coefficient of ,*+ %ould suggest a much lo%er level of relia$ility than a coefficient of ,*0* Itshould $e $orn in mind ho%ever that this is strictly incorrect5 as the figure is onl+ anestimate based on a particular group of people, t is not 1ust the statistic but the qualit+ of

the stud+ from which it was derived which needs to be understood,

It is important for any survey to measure consistently and %ith a reasona$le degree ofaccuracy* The relia$ility coefficient for the ersonal &tyle &urvey %as derived using9ron$ach@s coefficient alpha and is reported $elo% from an analysis $y "r )llan Katcherco developer of the Life Orientations Method> for the eight scales:

%est6retest stud+ 7 8+ 9r "llan atcher

The reporting of the sta$ility of test results over time is usually reported as part of the dataaround the performance of any psychological instrument* TestSretest data has a less clearmeaning %ith regard to test relia$ility than internal consistency data* 2o%ever5 it cannot $edetermined %hether the person has changed over time5 has reported him or herself from t%o

different standpoints not test7related> or %hether the survey evo!es different !inds ofreporting at different times* There is also the attenuation pro$lemU on the second completionof the survey5 it is no longer really ne% 3 even though in the study reported $elo%5 meaning%as not put on the test $et%een the first and second administration* &till5 in all5 one shouldexpect some amount of sta$ility if the test measures salient varia$les5 though apparentshortcomings are very hard to interpret*

The ersonal &tyle &urvey %as administered to 0- graduate students and then re7administered after five %ee!s* The su$(ects %ere not given their scores or any informationa$out the meaning of the survey until after the second administration* The simple product7moment correlations are as follo%s:

Orientations Faoura&le :nfaoura&le

&upporting S Civing7in ,*4D ,*/-

9ontrolling S Ta!ing7over ,*0? ,*/E

9onserving S 2olding7on ,*0+ ,*0,

)dapting S "ealing7a%ay ,*0D ,*-D

It is of interest to see %hether the Life Orientations Method style descriptions changefrom one administration to the next* #ach pair of test profiles %as analysed to note %hetherthe $asic descriptions changed* The results of this analysis are as follo%s:

Orientations Faoura&le :nfaoura&le

&upporting S Civing7in ,*/4 ,*/4

9ontrolling S Ta!ing7over ,*E, ,*0?

9onserving S 2olding7on ,*0- ,*40

)dapting S "ealing7a%ay ,*0? ,*-E

?E


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8o change favoura$le> -A of 0-0,68o change unfavoura$le> -? of 0-4D68o change considering $oth> ?D of 0--,6

#ven though -,6 of those tested sho%ed virtually identical scores on $oth administrations5it %as suspected that those %ho sho%ed a clearly predominant style preference %ould $eless li!ely to changeU that is5 if the test really measures some genotype varia$les* )gain5 thetest %as considered in t%o parts5 the ;favoura$le= style and ;unfavoura$le= style* +?su$(ects sho%ed a predominant style choice / points more than any other score> on the;favoura$le= scales and of those5 ?45 or 0E65 sho%ed the same style preference on thesecond administration* +, su$(ects sho%ed a predominant ;unfavoura$le= style %ith ?05 orA,65 sho%ing no change on the second ta!ing*

These same data %ere also examined to pic! out those su$(ects %ho had clear ;favoura$le=and ;unfavoura$le= styles that %ere the same5 another gross measure of strength of

preference* Of the +E %ho sho%ed such a pattern on the original administration ?E5 or 0-65sho%ed no change %ith the second administration* The expectation that those %ho haveclear style preferences are less li!ely to change over time is strongly supported*

Overall5 it is evident that the ersonal &tyle &urvey measures pretty much the same thing inpeople over time though5 as stated earlier5 the interpretation of less than perfect sta$ility isdifficult* &ome anecdotal evidence suggests that changes in scores could $e due to su$(ectsfocusing on different parts of their lives as they too! the test at different times5 or that theycould respond differently according to mood* One person reported some progress in his

personal therapy $et%een the first and second administrations5 and felt the second testresults reflected more %hat he %as going after and the first a rather pessimistic vie% ofhimself* But this sort of evidence only adds to the confidence in the survey@s relia$ility andusefulness*

e+ Points on the ;eliabilit+ of the Personal .t+le .urve+

In demonstrating %hy the survey should $e considered to $e relia$le it is important to ma!ethe follo%ing points:

Trac! record 3 the survey has $een in use internationally in all the ma(or developed

countries for over +/ years* Our experience of using the survey5 com$ined %ith data from our licensees is used

to constantly improve the product range* Translations into other languages are carefully chec!ed $y experienced survey

developers from each country for accuracy in terms of the culture and linguisticnuances 3 rather than (ust literally translated*

Over A million people have completed the survey*

The model is $ased on %ell respected and soundly $ased psychological theories:

o #rich Fromm in Man For 2imself

o the strengthS%ea!ness paradox

o 4 $ehavioural orientations

o 9arl 'ogers the founding father of client centred therapy

o client centred development

o communication congruency

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The standard statistical measure of relia$ility often quoted is to achieve a correlation

coefficient of ,*E or a$ove* 2o%ever this measure is relevant for sychometric Tests5often used in isolation from other dataG The ersonal &tyle &urvey is not a test5 itsstructure can $e easily explained 3 its results can therefore $e chec!ed and exploredopenly and fully %ith the participant* Therefore a lo%er measure of statistical

relia$ility5 ,*4 3 ,*0 is perfectly accepta$le* 9onclusions are easily understood $y the participants and $ecause the process is

non7threatening> can $e openly chec!ed against previous scores and reasons fordifferences explored (ointly to esta$lish confidence in the findings*

uture 9evelopments

The technically minded %ill $e a%are that the transparent construction of the survey limitsits performance in testSretest* 2aving completed the survey once completing the samesurvey at a later date can allo% some unconscious manipulation of data 3 if the individualhas had feed$ac! on their profile unli!e the study descri$ed a$ove> they may ans%er on

the second occasion as they thin! they should* Licensees may not $e a%are that %e alreadyhave aPersonal .t+le .urve+ 7


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overloo!ed if a survey is to $e accepted $y participants or psychometrically> untrainedmanagerial staff*

Content.anal"tic alidit"One sometimes hears test users spea! of content7analytic validity %here the item content of

a test has $een analysed and related su$(ectively to a$ilities that are of assumed importancein the (o$* )s an illustration5 the argument might go:


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2o%ever5 although a test may $e of high concurrent validity it does not necessarily meanthat it %ill $e useful in predicting later performance*

Predictie alidit"This is the extent to %hich a test predicts some future outcome or criterion* This is of

crucial importance in personnel selection and placement* T%o difficulties in relation to thisform of study are:

The timescales for underta!ing studies are often lengthy reducing the practical use

of the findings* 'esults can $e distorted $y the tests themselvesU for example5 measuring %hether

individuals assessed as high flyers achieved their potential can produce false results*&uccess may $e partly a function of $eing identified $y tests as having potentialenhancing prospects rather than data on individual potential identified $y testing

$eing validated $y actual performance leading to career progression*

&tatistical $enchmar!s for validity studies are set at much lo%er levels than relia$ility 3usually a correlation of $et%een ,*+7,*- as opposed to ,*07,*E for relia$ility reflecting thedifficulty of achieving secure findings in validity studiesG

The Personal tyle urvey and alidity

Of the non7empirical measures only face validity has any relevance 3 the other non7empirical measures are seriously fla%ed and therefore inapplica$le*

The %hole range of ersonal &tyle &urveys has very high face validity according to

feed$ac! received from licensees and course participants over many years* The reasons forthis are:

The transparency of the analysis 3 clients can see ho% the results are derived*

The ;deceptive= simplicity of the model 3 it is easily understood $y participants yet

also produces po%erful insights into their $ehavioural strategies* 9omparison of the feed$ac! %ith self perception 3 the forced choice ran!ing is

actually accessing su$7conscious self7understanding and $ringing it into consciousanalysis 3 giving the client more choices to consider*

The a$ility to cross reference the survey findings %ith the vie%s of others %ho !no%the individual either in discussion or from analysis of the results of the ersonal

&tyle Feed$ac! &urvey>*Face validity is important for $oth the user and the administrator of the survey to haveconfidence in the appropriateness of the instrument in individual5 team or organisationaldevelopment*

Faith and 9ontent7)nalytic validity are unsound measures and should $e discounted*

The empirical measures all presuppose some form of testing as they all require some formof standard to measure the survey against:

content validity depends on %hat purpose the survey is $eing used for to measure

the content against*

+?


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concurrent validity and predictive validity are $oth trying to measure against a set of

performance characteristics*

The difficulty here is that the ersonal &tyle &urvey is not designed to measure

performance or abilit+ 7 onl+ behavioural preferences* )s it is not used in isolation as atest there is no $asis for doing such studies* ) num$er of studies do exist on the use of thesurvey in career development and assessment centres $ut these are measuring the overalleffectiveness of the process i*e* the com$ination of instruments and exercises 3 not theersonal &tyle &urvey on its o%n* Information from licensees consistently indicates that thesurvey is very useful in processes %here other instruments and processes can validate itsresults* It provides a helpful focus5 %hich can $e explored in more depth %ith the othertechniques*

Conclusion

The ersonal &tyle &urvey is one of the most %idely used $ehavioural surveys in the %orld*Because of the open process %hich is employed it is one of the most relia$le andmeaningful insights an individual can have into their su$conscious self7understanding* Theindividual completing the survey can validate the findings against their self7experience andagainst the !no%ledge of them that others have* This information can $e used to amend andextend the analysis provided $y the survey results5 %hich ensures a refinement ofmeasurement5 %hich is su$tler and more ro$ust than a statistical coefficient in isolation*

The a$ility of the individual to understand5 explore and chec! out the survey results againstreal life data creates a more meaningful and valid outcome than a validity study can provide

3 the understanding and o%nership of the conclusions are %ith the client rather than the

coachScounsellor* &tatistically the level of confidence achieved $y validity studies is muchlo%er than that derived from relia$ility studies and there are numerous examples %heredifficulties in measuring %ith confidence and fla%ed study techniques can all too oftenundermine the quality of the data generated*

sing a statistical frame%or! toprovethe relia$ility and validity of findings canunintentionally> disempo%er clients as it is perceived $y many as an incomprehensi$le;$lac! $ox= %hich can create unnecessary threat and provo!e caution and scepticism %hichis inhi$iting and unhelpful in a development setting*

In contrast the ersonal &tyle &urvey and associated development exercises give the client

o%nership of the analysis using a client-centred process5 promoting understanding and theconfidence to consider ne% $ehavioural choices validated $y their self7understanding andthe feed$ac! of friends and colleagues*

(o% It Works;

Team mem$ers or individuals can get constructive feed$ac! from up to ?+ people5

online*

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Individuals can request feed$ac! from their colleagues5 $oss5 su$ordinates5 friends

or family*

Trainers or managers can ena$le all the mem$ers of a team to give online feed$ac!

to one another*

2elps each person to $ecome more effective in !ey relationships and increase their

productivity*

Fits into many applications such as: Team Building5 Leadership5 9oaching5 &elfdevelopment*

LIFO Training HelpsPeople Manage TheirStrengths

LIFOTraining focuses on strengths 77 on %hatJs right a$outleaders5 teams5 and individuals* It $egins $y identifying each

personJs $asic orientation to life and %or!* Based on thisinformation5 it offers po%erful learning strategies for greater

personal productivity5 increased influence %ith !ey people5 andmore effective team%or!*

Flexible, Half-Day LIFO Training Worshops

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LIFO Training is the core performance improvement technology for three essentialperformance improvement programs:

$ridge the Communication -ap

Individuals and teams $ecome more effective in getting through5 getting agreement5 and

getting action %hen dealing %ith !ey people at home and at %or!* They learn ho% to:

1. Recognize other people's most preferred channels of communication.

2. Translate their messages so they answer the key questions that are uppermostin other people's minds.

$uild Colla&oratie Team%ork

articipants develop s!ills that ena$le them to %or! together more productivity as a team*They learn ho% to:

1. Inventory team strengths.

2. tilize individual differences for greater participation!. "ontrol team e#cesses to avoid wasting time and resources$. %vercome team &lind spots so the team can see all sides of pro&lems and make

un&iased decisions.

$reak the Productiit" $arrier

articipants $uild confidence and self7esteem $y understanding and appreciating theirstyles5 strengths5 and uniqueness* They learn ho% to:

1. void overusing their most preferred strengths so they don't waste time andenergy or have a negative impact on others.

2. (et help from people with different styles and strengths to fill in their &lindspots and provide a wider perspective in planning and solving pro&lems.

-* Become more versatile in their approach to people and pro$lems $y using more ofthe strengths of their least preferred styles*

!ight "easons Why O#r Progra$san% Materials &re So !ffe'ti(e

)Progressi(e Mastery)earning activities are carefully sequenced so

participants &uild confidence as they quickly acquirerelevant skills* attitudes and insights.

*Self !(al#ation Instr#$entation+urveys* checklists* open,ended questions* and otherself,evaluations ena&le participants to ascertain whatthey most need to learn.

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+& o$$on Lang#age an% a on'ept#al Fra$eor#veryday language5 a structured approach5 and the lin!ing of !ey concepts insimple patterns facilitate discussion and shorten learning time*

.Personali/e% LearningThe learning tools are highly evocative. They serve as -cognitive Rorshachtests- which allow participants to learn from their own e#periences rather

than using a&stract models* simulations* or case studies.

0& "e'or% of Written "esponsesarticipants %rite do%n their responses $efore discussing them* They gain a senseof o%nership and clarity a$out their o%n responses and are protected from $eingunduly influenced $y the reactions of others* This also gives them a permanent

record of their o%n individual learning*

1S$all 2ro#p Dis'#ssionsfter writing down their responses* participants &reak into pairs or trios fordiscussion. This ena&les them to e#plore their own feelings* gain feed&ack

from others* and develop commitment to following practical action plans.

3

O#r Progra$s &re Thoro#ghly "esear'he%, !(al#ate% an% Teste%fter analyzing the needs of industries and organizations* our professionalstaff of instructional designers and master trainers reviews the e#isting

literature* develops programs* tests them in pilot groups* and revises themuntil we know they work well.

4O#r Progra$s &re Designe% For 5oth Parti'ipants an% Trainers%ver thirty five years of e#perience in trainer training* consulting withmanagers* and conducting training programs have given us great

understanding and respect for the real,world requirements for effectivetraining. e create programs that can &e easily transferred to in,house

trainers when that &ecomes the most practical method for facilitating learningin a wider audience or for follow,up sessions.

Lea%ership De(elop$ent

/evelop !0 )eaders with )I3%4 )eadership +kills

2ro !ffe'ti(e Lea%ersthro#gho#t 6o#r Organi/ation 7Leaders Who Will...

o$$#ni'ate a i%e-angle (ision ith$axi$#$ appeal

Inspire a'tion a$ong all types of folloers

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Mae effe'ti(e %e'isions be'a#se they seeall si%es of iss#es

The 1eelop ? Leaderscourse goes far $eyond merely providing leaders %ith -0,Vfeed$ac!* It develops $readth of vision and $ehavioral versatility so leaders can providedirection to a %ider range of follo%ers and implement plans that %onJt run into pro$lemsdue to missing information* articipants learn ho% to:

Direct and inspire in ways that tap into the rich variety of their followers'

values and goals.

Plan and implementin ways that factor in the widest possi&le range of

e#ternal conditions* organizational factors* and personnel resources.

Lea%ership Sills Learne%This practical %or!shop can $e easily ad(usted to meet the varying needs of executives5managers5 and team leaders* articipantJs learn in %ays that are appropriate to eachorganiational level ho% to:

Create plans that5

o Take into consideration all relevant information a&out &oth e#ternal and

internal conditions.

o Incorporate diverse viewpoints so all stakeholders feel engaged andcommitted.

Direct others&ased on5

o "lear decisions.

o The confidence to commit in the face of uncertainty

o The a&ility to hold others accounta&le for desired outcomes.

Implement actions through effective systems for5

o /elegating tasks

o (etting feed&ack

o "orrecting errors.

Inspire othersto work with vigor and determination to achieve organizational

goals.

Lea%ership ore on'epts#ffective leaders exhi$it certain s!ills that differentiate them from people %ho do not leadas effectively* This program teaches four fundamental sets of skills that must $e masteredin order to $e effective as a leader* These s!ills include $oth leadership skills andmanagement skills$ecause one cannot lead %ell %ithout also managing %ell* These fours!ill sets are:

Leadership Skills

?* "irecting +* Inspiring

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!anagement Skills-* lanning

4* "oing

6ffective leaders must demonstrate versatility in practicing each of these skill sets.

They need to take into account the variety of values* goals* needs* opportunities* andresources present in their organization and in their organization's environment.

(enuine versatility ensures that they don't overlook important issues due to &lind spotsor fail to take needed actions due to a personal reluctance to act in certain ways.

Pre(ie It 8o --The LIFOLea%ership Style S#r(ey

There is no one special type of person %ho is especially effective as a leader* One can leadothers in many different %ays* 2o%ever for maximum influence5 it is important to leadothers the way they want to be led* &ince different people respond to different styles ofleadership5 an effective leader must $e a$le to***

Inspire people with a vision of possi&ilities...

ande#press urgency to act now.

"olla&orate with others to ensure mutual commitment...

and swiftly choose a clear course of action.

nalyze situations and evaluate the options...

ande#periment and e#plore possi&ilities.

re you aware of your special approach to leading others7 nd are you aware of

alternative approaches that could &e even more effective in certain situations7 Todetermine the approaches that you are most comforta&le with ,, and those that

you need to master to &ecome even more effective ,, click the link &elow.

Tea$ 5#il%ing

8uild Teams that ork with )I3%4 (roup +kills

5#il% Tea$s that Wor reate a 'li$ate of

tr#st

"esol(e ongoing'onfli'ts an%#npro%#'ti(e%isagree$ents

Fill in gro#p blin% spots

Sti$#late the open floof infor$ation

This %or!shop utilies the LifeOrientations Method to help teams set

priorities and maximie the contri$utionsof all team mem$ers* It encourages real

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pro$lem7solving and real team%or! %ithout creating hassles5 hard feelings5 or harshconfrontation*

It creates long7lasting results $y ena$ling participants to:

+ee situations from multiple points of view Take advantage of diversity ,, rather than resisting it

Tea$or Sills Learne%Teams who complete this half,day* )ife %rientationsworkshop will5

Inventory team strengthsso each mem&er can

contri&ute the most.

Identify areas for improvementusing

constructive language that minimizesdefensiveness.

Give helpful feedbackthat encourages positive changes in &ehavior.

Utilize individual differencesfor greater participation of all group mem&ers*

Develop total perspectivefor seeing all sides of pro&lems.

Make unbiased decisionsthat take into account all points of view for more

relia&le results.

Take focused actionto avoid wasting time and resources.

Tea$or ore on'eptsThe Life Orientations approach to $uilding team%or! utilies the follo%ing six $uilding

$loc!s5 or competencies5 for $uilding high performing teams:

Confirming trengths!cknowledge team mem&ers' strengths.

Treating "egatives Positively!(ive feed&ack that promotes positive

&ehavioral change.

Utilizing Differences!Incorporate the unique strengths of each team mem&er.

#isioning the $hole!/evelop !0 degree perspective for &etter plans and

decisions.

Getting %greement!6ncouraging the e#pression of differences and using them

productively to develop creative solutions.

Controlling &'cesses!Improve performance &y eliminating wasted effort.

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Teams identify specificstrategies for moderating theire#cesses and e#tending theirwork styles to incorporate theproductivity factors they tendto overlook. They then create

an action plan that utilizeswhat they have learned to

accomplish a specific* work,related goal.

Pre(ie It 8o --o$patibilty Strategies forHigh Perfor$ing Tea$s

ro$lems in team dynamics usually have their origin in the conflictingvie%s and approaches of different team mem$ers* If team mem$ers donJt!no% ho% to resolve these conflicts5 team%or! $rea!s do%n and

productivity can grind to a standstill* But if they can resolve these conflicts5

their differences can $e a source of tremendous creativity and dynamism*

9ompata$ility is usually thought of as a trait: eople either get along orthey donJt* But compati$ility is actually a skill* The Compati&ilt"Strategies Com&ine.*.St"leutilies the Life Orientations Method tosho% people three important things a$out potentially conflictfulrelationships:

The possi&le &enefits of the relationship

The pro&lems that are most likely to arise

+trategies for solving those pro&lems to ensuresustained productivity

o$$#ni'ation

8ridge the "ommunication (ap with )I3%4 Interpersonal +kills

Mae o$$#ni'ation Pay Off Stop asting ti$e be'a#se of $is#n%erstan%ings &(oi% errors %#e to fa#lty or in'o$plete

infor$ation Mae s#re others get yo#r $essage

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The $ridge the Communication -apcourseena$les people to get through to others moreeasily5 o$tain agreement %ith less effort5 and getthings moving quic!ly* articipants learn ho% to:

(ecognizeother people's most

preferred channels of communication.

Translatetheir messages so they

answer the key questions uppermost inother people's minds.

o$$#ni'ation SillsLearne%

In this half7day or full7day %or!shop5 teams and individuals learnho% to:

(educe resistance and increase acceptance &y

using communication strategies tailored to the needs oftheir audience.

Create a non)defensive* open atmosphere in which

information flows more freely* leading to more effective

planning and decision making.

(esolve differences in values* priorities* and

interpretations of information for identifying mutuallysatisfying solutions

To a''o$plish these goals, parti'ipants learn ho to9

(ecognize+Identify other people's preferred

ways of communicating &y what they do*say* write* and ask.

Translate+d9ust their requests* proposals*

and presentations to match other people'spreferred ways of communicating.

%ns,er+ddress the key questions

uppermost in other people's minds that must&e answered to win their support.

o$$#ni'ation oreon'epts

The Colden 'ule is a timeless moral precept: N"o unto others as

you %ould have others do unto you*N nfortunately5 this doesnJt%or! very %ell as a guide to effective communication* The

-,


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Communication trategies lide)%)tyle!n on,the,9o& -slide,rule- for improved communication.


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Pro%#'ti(ity Sills Learne%

In this half,day or full,day workshop*

teams and individuals learn how to applyfive strategies for greater individual and

team productivity5

1. Confirming! 8uild confidenceand self,esteem &y understandingand appreciating your unique

values* goals* and strengths.

2. Capitalizing!+eek situations

that &ring out the &est in you ,,that allow you to use your ownspecial strengths to the fullest.

!. Moderating!void overusing your

most preferred strengths so you don'twaste time and energy or have a

negative impact on others.$. upplementing!(et help from people

with different strengths and viewpointsto fill in your &lind spots and provide awider perspective when planning andsolving pro&lems.

>. &'tending!/eveloping greaterversatility in your approach to people

and pro&lems &y using your least

preferred strengths more frequently.

Pro%#'ti(ity ore on'eptsQuality5 quantity5 economy5 and accepta$ility 77 these are the four fundamental factors inindividual and team productivity* The five strategies taught in $reak the Performance$arrier %ith LIFOProductiit" Skills give individuals and teams the s!ills they need to!eep the four productivity factors in $alance for sustained high performance*

?* ;


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our o%n unique mix of values5 goals5 and priorities*

In the %or!shop $reak the Performance $arrier %ith LIFOProductiit" Skills5participants articulate the values5 goals5 and priorities that shape their approach to %or!*They learn ho% to manage their $ehavior to !eep the four productivity factors in $alance*

Pre(ie It 8o --The Pro%#'ti(ity Worboo

The Productiit" Work&ook ena$les participants to apply LIFOproductivity strategies to develop their o%n unique strengths and createindividualied performance improvement plans* It includes the LIFO&urvey5 illustrative charts and summary ta$les5 and step7$y7step exercisesfor s!ill practice* It confirms personal strengths5 areas of potential excess5

and techniques for developing greater versatility and overcoming $lind7spots in planning5 pro$lem solving5 and decision ma!ing*

Perfor$an'e oa'hing

3acilitate 8reakthrough =erformance with )I3%4 =erformance


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Identify the values* goals* and strengthsthat drive your clients to produce

their &est work.

Diagnose the time),asting ,ork habits that limit their productivity.

Pinpoint ho, they may alienate others* making it more difficult for them to

gain agreement and support for their plans and pro9ects.

Uncover the blind spotsthat are likely to cause them to make faultydecisions.

Monitor their progressand give them constructive feed&ack to ensure

sustained success.

oa'hing ore on'eptsMany people vie% $ehavior in terms of $asic categories77 right or %rong5 good or $ad5strong or %ea!5 my %ay vs* your %ay* This %ay of seeing things can ma!e it more difficultto change our patterns of $ehavior $ecause %e assume %e have to stop doing the N%rongNthings and start doing the NrightN things*

In fact5 our $ehavior exists along a continuum5 %ith Ntoo littleN on one end and Ntoo muchNon the other* #ither extreme undermines our productivity and can $e seen $y others asirritating %ea!ness* &ome%here $et%een these t%o extremes lies a place of $alance %here%e display (ust enough of the appropriate strengths to accomplish %hat %e %ant mostefficiently*

In our erformance 9oaching Training rogram5 you %ill learn ho% to help clientsformulate and implement realistic performance improvement plans $ased on t%ofundamental strategies:

Doing moreof the &ehaviors that they tend to overlook or neglect* so they canachieve their goals more easily.

Doing lessof the &ehaviors that they tend to overuse* so they stop wasting

time and alienating others.

tiliing a quantitative approach to managing strengths %ill increase your clientsJacceptance of your recommendations and increase their confidence that they can succeed*

Pre(ie It 8o -- & Poerf#l oa'hing

-/


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ToolOnce you complete our erformance 9oaching Training rogram5 you %ill $e a$le togenerate &trength Management'eports for your clients* This comprehensive

developmental report:

"reates a more open coaching climate

nchors learning in your clients' personal e#perience

@ighlights key performance issues

=rovides recommendations for improving performance

6#tends learning &eyond your coaching sessions

lifo orentations basic info

Documents