A Deep Dive Into My Personality
- Joseph Gerke, PE
- May 26, 2020
- 23 min read
(Note: in 2018 I took a class called Communication and Business Behavior, which focused on understanding one's self and well as others. This is my final paper for that class)
Executive Summary of Personality Assessments
16 Personalities Assessment (Myers-Briggs): ENFP-T, the campaigner. People with my personality "need to know that they have the freedom to be innovative – they can quickly lose patience or become dejected if they get trapped in a boring role" (16Personalities.com).
The DRiV: I am an advocate, one who tends to be enthusiastic, creative, and growth-oriented. I care about having influence and being very relational. My main drivers in the meaning category were living with purpose and leaving a legacy, and were my strongest drivers overall. Next followed creativity in the leadership category, and honesty in the relationship category.
Personal Assessment of Management Skills: I am in the bottom quartile, below average proficiency.
Emotional Intelligence: Above normal emotional intelligence.
Locus of Control Scale: Balanced locus of control between internal and external, but much closer to the internal side.
Cognitive Style Indicator: My dominant style is creating, I am average in the knowing style, and planning was my least preferred cognitive mode.
Creative Style Indicator: I rely heavily on imagination and investment
CHAPTER 1: DEVELOPING SELF-AWARENESS
The Need for Self-Awareness
Our world is changing at a rapid pace, and it seems that innovation is affecting every area of work and life. Expectations placed upon leadership are continuing to grow, as are the ways to share and influence others. Now more than ever, there is a great need for leaders to know themselves in order to thrive and to help others.
Assessment Summary 1.1 – 16 Personalities Assessment. This assessment uses the language of the Myers-Briggs Type Indicator, which shows a person’s introverted or extraverted preferences. This results show where we are on a spectrum in the five main areas of modern psychology: extraversion mindset, openness to experience, conscientiousness, agreeableness, and neuroticism.
This test said I was an ENFP-T, the campaigner. I had a strong preference to being extroverted and intuitive, and I had a slight preference to evaluate situations based on feeling rather than analyze them. My tendency toward turbulence in my identity was slightly above neutral, which seems accurate to my perceptions. People with my personality "need to know that they have the freedom to be innovative – they can quickly lose patience or become dejected if they get trapped in a boring role" (16Personalities, 2018).
I can identify with this statement; as I pursue my current career with enthusiasm and world-changing ideas, I realize that the mundane side of engineering often leaves me feeling robbed of passion and fulfillment. So the strengths of the ENFP seem to describe me when I am operating at my best, and the weaknesses described are certainly a part of my daily struggles. I do not think that I am prone to emotional outbursts, but I realize that I could benefit from more healthy outlets for my frustration.
I noticed that my personality type was only noticed in 2% of the population, and that may explain why I often feel like I am so different from other people. I must be passionate about what I do, and I find the most fulfillment in helping others. This knowledge will help me as I continue to refine my skills and make decisions about future employment.
Assessment Summary 1.2 – The DRiV. The model that this assessment uses is focused on what drives and drains a person. There are four main areas that it measures: leadership, relationship, productivity, and meaning. The leadership category is broken down into two sub-categories- impact and insight. The relationship category is also divided into two sub-categories- connection and harmony. The DRiV test uses the top and bottom drivers to predict a DRiV profile, which depends upon their influential and relational patterns.
The DRiV says I am an Advocate, one who tends to be enthusiastic, creative, and growth-oriented. I care about having influence and being very relational. My main drivers in the meaning category were living with purpose and leaving a legacy, and were my strongest drivers overall. Next followed creativity in the leadership category, and honesty in the relationship category were my next strongest drivers. Finally, my productivity category was pretty low, showing that I am not driven to do every task 100%. I am more flexible in this area and like to be a part of various activities.
Assessment Summary 1.3 – The PAMS. The Personal Assessment of Management Skills showed that I was in the bottom quartile, below average proficiency. I am not surprised, as I have not focused on management skills within the past 5 years of work; I have always reported to my boss and rarely supervise other engineers at my small engineering firm. I was in the third quartile for communicating supportively, but in the bottom quartile in all other areas.
Assessment Summary 1.4 – The Johari and Nohari. My Johari results were a bit scattered, with the only two results showing more than 50% agreement: friendly (83%) and kind (50%). I am glad that I had these results and that so many people saw other good qualities about me. I like being all things to all people and being a friend to all is certainly a good goal. One surprise was that someone said I was organized; I do not feel very organized, as I often bounce from one task to another (low rigor on the DRiV), but I appreciate the comment.
I sent the Nohari out to a few people, but only 2 responded and the results were not conclusive.
Assessment Summary 1.5 – Emotional Intelligence. This test measures the person’s ability to relate and respond to emotions in other people. There are four main areas, with a maximum score of 30 points: awareness, control, diagnosis, and response to emotions.
I registered with an overall score of 65, which meant that I was slightly above normal emotional intelligence. My awareness was a 30 out of 30, my control was a 15, and both emotional diagnosis and response had 20 points. I feel that this is relatively accurate, and it is revealing that I struggle most in emotionally charged situations, where I should maintain my course even if it is difficult.
One anecdote that both affirms and motivates me in this area is the ability to relate to my sisters; they have noticed that I have improved in listening to them and responding in such a way that the relationship is protected and nourished, even when they are making different decisions than in the past.
Assessment Summary 1.6 – Locus of Control Scale. The locus of control is related to what a person believes about their destiny. If they feel that they can do nothing to influence their future, and all effort is futile, they are said to have a low locus of control. A person with a high locus of control will take responsibility for a success or failure, and believe that they can command their future.
My score came in at a balanced locus of control between internal and external, but much closer to the internal side. This was also the top quartile of the population that was surveyed, which indicates that most people have a lower locus of control. I honestly do not believe that everything is under my control, possibly due to the family culture I was raised in or my apparent life experiences, but I believe I need to do my part and that good things come to people who prepare themselves. I also think that it would be too much pressure to live as though everything depended on me; relationships and community are important factors in finding one’s destiny. It could be possible that I do not want to have too much personal control as I am fulfilled through being a part of something bigger than myself.
Assessment Summary 1.7 – Core Self-Evaluation Scale (CSES). The CSES measures self-concept, which is defined as one’s view of themselves, self-confidence, control over your life, and positive emotions. My score measured as moderate, which I felt was accurate. A score of 3.9 or above is considered a high self-concept, and my score was 3.6. I do not feel that I have had much success in my career thus far, and I am starting to realize that I need to seek training and learn new skills so that I can move into areas where my personality and drivers are being harnessed for their full potential. I believe this will increase my self-concept as I make incremental changes for the future.
Integrating the Assessments
I am coming out of a hard season regarding my self-concept and locus of control, but I am growing and beginning to believing more accurate things about myself. Recently I have been able to start learning in different settings other than my job, and this has had a positive impact, as I become more aware of my strengths and drivers. I am thankful for a structured educational and spiritual community that have challenged me to grow and be a part of a focused mission, as this is very important for my personality type.
The DRiV helped me understand that I look for meaning in every situation. I want to know the purpose behind my life and the work I do; I want to leave a legacy with my career and join the movement that is redeeming the earth. I realize that I come back to these principles often when I am searching for answers, and they have been a guiding principles in my life. It is also helpful to know that not everyone is fulfilled by these factors, but that I have been created to advocate for other people and I will be most fulfilled by working with this in mind.
The DRiV along with the 16 Personalities test gave me the most insight into my daily thought processes, and I believe that the two tests showed very similar ideas in the results. For instance, the fifth highest driver in the DRiV test was charisma, and the 16 Personalities test showed that my turbulence mixed with being an extrovert meant that I frequently interact with a crowd and show positive emotion regularly, sometimes too much. I realize this is true, and that I frequently use charismatic ways of operation to feel like I am making progress and to initiate positive interactions with others. Many times at the end of the day I will realize that my face muscles are hurting because I have been smiling all day!
Another surprise from the Johari was that I thought I was pretty observant, but no one else chose this for me. Relating back to my 16 Personalities test, it shows that I am much more intuitive than observant, so I want to learn to operate better in that natural tendency, not how I think I need to be.
I am excited to grow, as I believe my role as an advocate and campaigner will require high emotional intelligence, especially as I interact with people from around the world. I have rarely needed to confront someone about a situation that needed to change at work, and I do not have many chances to delegate and oversee other people’s work. I certainly want to grow in these areas and move into other roles involving interpersonal communication.
Applying the Assessments
The revelations about how I operate and what drives me is helping me to grow in self-esteem and locus of control. Some actions steps I plan to take as I move forward are as follows:
1. I will continue to share these results with my community, so I can receive feedback and gain a deeper understanding of myself and better serve others.
2. Ask my coworkers how they see meaning: do they believe it drives everything, or are some things just meaningless to them?
3. Consciously relax my face muscles throughout the day, rather than revert to smiling all the time. Instead, I will think about what each situation needs.
4. Sit down with Travis Maxwell, a leader at my church, to learn how he gained such high emotional intelligence and how I can improve to be like him.
CHAPTER 2: MANAGING STRESS
The Need for Stress Management Skills
Assessment Summary 2.1 – Stress Management Assessment. This assessment measures a person’s ability to eliminate stressors, develop resiliency, and apply coping strategies to stressors that are inescapable. My stress management score was a 41, which showed that I have a low ability to process stress. I was in the bottom quartile for eliminating stressors, in the second quartile for developing resiliency, and in the top quartile for developing coping strategies.
Assessment Summary 2.2 – Time Management Assessment. The name of this assessment conveys all you need to know, and the categories measured relate to every day settings as well as managerial roles at work. The results showed what I suspected, that I have ineffective time management practices and am in the bottom quartile. I realized by taking the test that there are some strategies that I have not thought of before; relating to the stress management survey, I have many stressors that I allow to steal my time instead of attacking them on my own terms.
Assessment Summary 2.3 – Coping Strategies Inventory. Coping strategies and an ability to handle stress are learned skills that can make life more successful. This inventory identifies different ways to apply coping strategies to stressors that are inescapable….
Assessment Summary 2.4 –Cognitive Style Indicator. This assessment attempts to indicate a person’s preferred way of thinking, and has three areas: planning, knowing, and creating style. My dominant style is creating, and planning was my least preferred cognitive mode. I was highly above the mean population of test-takers in creative style, above average in knowing style, and slightly below average in planning.
Integrating the Assessments
It looks like I mostly rely on my creativity to come up with ways to cope, instead of strategizing on how to eliminate stressors entirely, which would be the most effective pursuit. As the DRiV assessment showed, I value flexibility and desire harmony, but if I put in the extra effort to confront a stressful situation that can be remedied, I will have more resilience for the situations that I can’t change.
My weakness in planning is coming out in time and stress management. I am realizing that I need help in my ability to make effective plans and manage my resources so that I can live an effective life. I also need to have an action plan for my day and focus on achieving my goals, as I will get more done this way. Although I delight in serving others, I am the only one who is responsible for managing my life and personal responsibilities.
I also realize that I do not have enough physical outlet for stress, like a regular exercise schedule. Finally I believe this class will give me a lot of wisdom and so I plan to invest my time in reading the book and doing the assignments, so I can get better at preventing stressful situations. I think by growing in these areas I will become more resilient and grow in my ability to have positive outlets for stress.
Applying the Assessments
The revelations about how I operate and what drives me is helping me to grow in self-control and managing daily challenges
1. I've asked my father-in-law to help me to grow in my ability to swim and bike, as he is a consistently healthy athlete. Biking to work at least once a week has been helpful, and I plan to continue this mode of transportation that serves a function and helps me stay healthy
2. I also have been making an effort to build a stronger community with other guys in my neighborhood, meeting with them every other week to talk and relax.
3. I am seeking help from mentors about setting goals and developing my focus, so that interruptions can be dealt with as I work towards a greater vision
CHAPTER 3: SOLVING PROBLEMS ANALYTICALLY AND CREATIVELY
As leaders, solving problems is an essential part of the job.
Assessment Summary 3.1 – Problem Solving, Creativity, and Innovation
Overall, I scored 91 points out of 132, which places me in the low ability range. My highest facet of problem solving was fostering creativity and innovation, as my 32 points placed me in the second quartile. I was in the bottom quartile for analytical and creative problem solving. As I was taking this test, I was thinking mostly about interpersonal problems, in which I apparently need some improvement. But I also solve engineering problems all day, so I believe the analytical score may be a little low.
Assessment Summary 3.2 – Innovative Attitude Scale
I scored a 39 on this assessment, which puts me in the “High Innovative Attitudes” range. I believe this is accurate, as I am always looking for ways to create and grow.
Assessment Summary 3.2 – Creativity Scale
I scored a 2.9 on this assessment, which puts me in the normal creativity zone. I love operating creatively as some of these assessments have shown, but my perception of my own success at creativity is low.
Assessment Summary 3.3 – Creative Style Indicator
This assessment is based on the idea that there are competing outlets of creativity, and that there are internal vs. external focuses along with flexible vs. stable prioritization. It is easiest to imagine these values on a Cartesian plane, as shown in Figure 1. This indicator correlates imagination with adhocracy, incubation with a clan orientation, investment with a market orientation, and improvement with a hierarchical focus.
The assessment indicated that I rely heavily on imagination and investment (as shown in Figure 2), while internal improvement is in 3rd place and incubation is my last priority.
The assessment also indicated that I was in the bottom quartile for each area I was tested, which I assume indicates that I did not feel strongly about my success in any one area compared to the other students who took this test.
Assessment Summary 3.4 – Cognitive Style Indicator
This assessment measures a person’s preferred cognitive style between three areas: creating, planning, and knowing. My results where definitively in favor of creating with 4.25 points, which correlates to an above average score. My Knowing style was slightly above average with 4.0 points, and my planning style was below average with 3.75 points.
Integrating the assessments
While I enjoy operating creatively, I don’t feel that I am very successful at it where I currently live and work. My current profession values people who can do repetitive tasks quickly and efficiently, and those who have an extremely solid understanding of engineering mechanics. However, I need a job where I am engaged and influencing others towards a cause. I realize that these jobs must be earned, and preparation is required to get there.
It is telling that my incubate and improve scores where low. As discussed in chapter 2, I do not have strong internal planning abilities, and these are also areas that I do not have built in mentorship. I also do not have a strong hierarchy at work, where the qualifications would be obvious at the different tiers of an organization, so this is hard for me.
Applying the Assessments
Some ways I would like to change my behavior:
1. Take every opportunity to grow in confrontation at my current work setting, and start by going through a list, as time allows: defining the problem, listing and evaluating solutions, documenting the agreement, and then agreeing on a method of evaluating the results.
2. I plan to seek guidance from businessmen who have been through various stages of growth, and who know how to incubate an idea and internally improve an organization.
CHAPTER 4: BUILDING RELATIONSHIPS BY COMMUNICATING SUPPORTIVELY
The Importance of Effective Communication
Assessment Summary 4.1 – Communicating Supportively Assessment. This assessment measures three components in a person’s communication ability. Knowledge of coaching and counseling is the first component, and the score placed me into the second quartile (13 points). This low score was a surprise, as I enjoy coaching and counseling, but might make sense, as I don’t have regular opportunities to engage in this activity in my present situation. The next component is providing effective negative feedback, which also placed me in the second quartile (26 points). I believe this is accurate, as I have recently become aware of my tendency to be overly positive.
The final area was supportive communication, which I scored in the top quartile (56 points). This is a very broad area, and there is not specific information given about this component on how to improve. Assessment Summary 4.2 – Communication Styles Assessment. This assessment compares 4 different styles of supportive communication that are useful in challenging situations. My highest area was in reflecting (9/12), followed by deflecting (6/12), probing, (5/12), and finally advising (4/12).
Reflective communication is the most supportive style in conflict, and I have been learning more about this mode of operation recently. While my first thought is to try to fix a problem, I have realized that a person needs to feel understood first before I can help them. It was logical that deflecting was second, as I often feel that I need to deflect blame away from others or myself in an attempt to take pressure off to perform perfectly.
Integrating the assessments
As was discussed in the 16 personalities test, my extroversion and turbulence may contribute to a communication style where I feel the need to minimize negative feedback. This world is filled with negative news and negative media, so I feel a subconscious need to counteract all the stress and provide hope. My DRiV scores relate to this problem as well, as I often feel disillusioned when my ability to live a purposeful life seems diminished. I try to fight it by focusing only on the positive, when it might be helpful for me to receive or give help in the form of negative feedback. My number one draining attribute is inclusion, which encourages divergent thought. My desire to focus on what is pure and wholesome is not shared by everyone, and in order to be a high performer, some conflict is healthy.
I am also recognizing the need to grow in my ability to be a coach and a counselor, and to recognize when the situation is appropriate for this form of communication. Even though I greatly desire to influence others positively, these assessments are indicating that I need to learn how to help people in my sphere of influence and help them to help me. Relating back to the coping strategies chapter, I need to learn how to eliminate stressors. As an example, one of my coworkers seems to always ask me questions when I am trying to focus on solving problem in order to meet a deadline. I usually put my work aside in order to help him, but I realize that I could probably counsel him in such a way that we are both able to do our job more effectively. That may include communicating some negative information, such as “I don’t have time to help you right now, but check back with me at lunch time.”
Applying the Assessments
Some ways I would like to change my behavior:
1. Schedule a time each week to write down positive and negative feedback for others
CHAPTER 5: GAINING POWER AND INFLUENCE
Building and Using Influence Wisely
Assessment Summary 5.1 – Gaining Power and Influence Assessment. This assessment measures a person’s ability to gain and use power and influence both personally and as part of their position. I ranked in the second quartile (132 points), which relates to a low ability. In the personal characteristics the test measures in regards to power and influence, my lowest score was in the area of effort (7 points), and highest in the area of legitimacy (12 points). In the positional characteristics, my lowest score was relevance (10 points) and highest was flexibility (12 points).
The assessment also compares a person’s ability to use and resist influence, plus the ability to increase authority. My score was the highest in using influence (26 points), but lowest in resisting influence (10 points). I had 16 points in the last category.
Assessment Summary 5.2 – Using Influence Strategies. This assessment measures our propensity to use three different styles of influence: retribution, reciprocity, and reason. I ranked in the second quartile for the first two style, and in the third quartile for reason. I believe this is accurate, as I enjoy creating a culture of collaboration in my home and at work, and I prefer to be honest with people instead of forcing them to do what I want.
Integrating the assessments
Influence is very important to me, and I gladly use reason when trying to move someone in a positive direction. This assessment indicates my need for growth in the effort I use in gaining influence, and also in my defense strategies when I need to resist others influence attempts when they are not conducive towards my growth. The DRiV pointed out that my potential ability to influence others may be threatened by my dislike of deliberation.
One of my main goals at DBU is to learn the character and behavior of effective servant leaders. While I understand some of the principles, I currently do not have a role model that I can emulate in this area.
Applying the Assessments
Some ways I would like to change my behavior:
1. Develop a “leadership council” where I can talk about ways to gain influence and identify non-helpful influencers
CHAPTER 6: MOTIVATING OTHERS
Increasing Motivation and Performance
Assessment Summary 6.1 – Diagnosing Poor Performance & Enhancing Motivation. This assessment attempts to measure the ability to create effective work settings for one’s self and followers. My results placed me in the lowest quartile, showing a below-average ability. Of the various sub-groups, enhancing ability (12/20 points), and setting goals (7/10 points were my weakest areas.
Assessment Summary 6.2 – Diagnosing Poor Performance & Enhancing Motivation. This questionnaire helps identify seven areas that impact performance, which are perception, training, necessary aptitude, resources, expectations, incentives, and salient rewards. My overall score was 56 points, which placed me above average. My strongest areas where resources and expectations, (both 10/10 points) and my weakest areas where in the rewards (5/10 points) and training (6/10 points) category. This shows that I understand what is expected of me at work, and I have the resources to accomplish these tasks, but the rewards and training are not adequate to get me to where I want to be.
Integrating the assessments
Both assessments show my need of training, and that I need to grow in my ability to set goals and be rewarded for my accomplishments. I have been aware of this generality for some time, and my reward for helping my wife finish PA school is that I now get to be in grad school and learn how to really set goals. For work, I usually try to meet deadlines, but there is usually no built-in reward that translates to higher meaning or greater relational connection, so I have not seen remarkable performance. I have thankfully made it to a new season, where I have an engineering license and experience on which to build.
I had never heard the concept that a goal could be treated more as a hypothesis than a binding commitment. I believe that I am hesitant to set goals where I feel like I might fail, but if I change my focus to testing hypothesis and tuning my actions to meet my life purpose, I am sure I will see growth. As was made evident earlier, I want to establish a legacy of virtue and meaning, so if I see my actions building towards this, I will be more motivated and perform better. I also am currently seeking training through grad school and other relationships; I want to research proven ways to develop a career, grow as a developer of people, and become suited to help engineers around the world.
Applying the Assessments
Some ways I would like to change my behavior:
1. Talk with my boss about how to pursue new rewards; namely, the ability to apply my knowledge from grad school into the workplace. If I can find ways to get the normal work done and have time to devote to learning new skills, I will be more motivated.
2. Continue to ask for help to increase performance at my current job
CHAPTER 7: MANAGING CONFLICT
Interpersonal Conflict Management
Our world is full of conflict, and the ability to manage and benefit from interpersonal interactions is key for growth. Even though it is a cliché, finding the win-win situation is a basic principle that helps people thrive.
Assessment Summary 7.1 – Managing Interpersonal Conflict. This quiz breaks down conflict into three types: initiating a complaint, responding to criticism, and mediating a conflict. My overall score was 106 out of 144, which placed in the bottom quartile. My lowest area of ability was managing conflict, followed by initiating a complaint. My ability to respond to criticism (38/44 points) was above average, but it is obvious where I need to grow.
Assessment Summary 7.2 – Managing Interpersonal Conflict. This assessment measures one’s versatility in using five different strategies in conflictive situations, and gives a score for each area. If the behavior could be plotted on a Cartesian plane, the x axis would be the ability cooperate, and the y axis would be the level of assertiveness. The most unassertive and uncooperative behavior is labeled as avoidance; the most cooperative and assertive style is collaboration. My overall score was a 72 out of 100, which placed me in the third quartile of versatility. My highest behavior was collaboration (17/20 points) followed by accommodation (16/20 points), and my lowest was forcing (10/20 points). It is evident that I value being cooperative, but the center of gravity for these behaviors in almost at the midway point between assertive and unassertive.
Integrating the assessments
It is evident that I love to be in harmonious relationships where people are working towards a common goal, and that I do not like to force situations to change. The DRiV supports this finding, as authority was one of my top 5 drainers. I realize that in some situations, especially when the general culture is not conducive to the things I want, a confrontation may need to happen. I do not confront very much in my job, and have assumed that things must continue as they are currently. But I will patiently wait for opportunities to give my feedback.
Applying the Assessments
Some ways I would like to change my behavior:
1. Seek wisdom about how best to broach this subject with my boss
2. Set a deadline for myself to see changes, or take alternative action. For example: if nothing has changed in the next year, seek alternative employment
CHAPTER 8: EMPOWERING & ENGAGING OTHERS
Freedom to Succeed
Assessment Summary 8.1 – Effective Empowerment and Engagement. This assessment measures a person’s ability to empower others. My overall score was 127 points out of 156, which relates to a low ability, and in the second quartile of all test takers. One of my lowest areas was my ability to model what empowerment looks like to others.
Assessment Summary 8.2 – Personal Empowerment Assessment. This assessment measures how much I feel empowered at my current workplace. My score was 23.75 points, which relates to a low sense of empowerment. The maximum possible score was 35 points, and the line between low and normal is 30 points. The assessment divided empowerment into 5 sub categories, and my scores were as follows: Self-efficacy (4.75 out of 7 points), Self-determination (4.5 out of 7 points), Personal consequences, (3.75 out of 7 points), Meaning (4.75 out of 7 points), and finally Trust (6 out of 7 points).
Integrating the assessments
The reality that I don’t feel that there are many personal consequences for my performance is alarming, but not surprising. My tendency towards turbulence from the 16 Personalities and need for impact from the DRiV point to the tendency I have towards rethinking my work and desiring to improve; as an ENFP, if I don’t see improvement, I am prone to be discouraged. Of course I am still honest at work but I certainly have been struggling with feeling empowered.
Applying the Assessments
Some ways I would like to change my behavior:
1. Create personal consequences for myself, and share them with an accountability partner.
2. Create a framework for meaning, with celebrations along the way when a goal has been accomplished
CHAPTER 9: BUILDING EFFECTIVE TEAMS AND TEAMWORK
Teamwork Makes the Dream Work
Assessment Summary 9.1 – Team Development Behaviors Assessment. This assessment measures a person’s ability to develop high-performing teams. My overall score was 86 points, which relates to low ability. There are three areas, and I assume that each one had a total of 40 points possible. In the first behavior, designated as team leadership, I had 37 points. Next was diagnosing and facilitating team development, which was 33 points. My lowest score was being an effective team member, which was only 16 points.
Assessment Summary 9.2 – Diagnosing the Need for Teambuilding Assessment. This assessment attempts to measure my current company’s need for team building based on the presence or lack of certain behaviors. Out of 50 points possible, the score from my assessment was 32 points. This related to a high need for team building. The dividing line between moderate and high need was 30 points.
Integrating the assessments
As has been discussed in chapter 3 and chapter 6, the way I interact with my current work situation needs improvement. I am beginning to consider that my contribution to the overall team dynamics may be lacking, and that I have a great need to learn how to fill the gaps in my company. From the DRiV, loyalty and persistence were some of my main drainers. This may be another contributing factor, as I want to creatively address the issues I see, but am not naturally gifted in the areas needed to see positive development.
Applying the Assessments
Some ways I would like to change my behavior:
1. Ask various older engineers what they see as key to being an effective team member at my current company
CHAPTER 10: LEADING POSITIVE CHANGE
Leadership
Creating or improving a culture from the inside takes courage and determination.
Assessment Summary 10.1 – Leading Positive Change Assessment. This evaluation breaks down a person’s ability to lead positive change based on three areas: personal capability, ability to mobilize others, and capacity to create positive deviance. I placed in the third quartile for the first two abilities, but only the 2nd quartile for capacity to create positive deviance.
Assessment Summary 10.2 – Positive Practices Survey. This survey measures various components of a high-performing workplace or team. My results where mostly above average, with one glaring deficit in the inspiration category. My workplace seems adept at showing forgiveness, respect, compassion, and care to our team, as we were 25 percentage points above average in these areas. We were only average when it came to finding deeper meaning. My results indicate that I felt that my workplace is about 25 percentage points below average when it comes to finding inspiration, which is defined as sharing enthusiasm and energizing myself and my team.
Integrating the assessments
The mindset of being the best that is possible is challenging for me. I don’t even know what’s possible in my career, nor do I know how to measure my progress to get there. I also don’t routinely share what has inspired me to work as an engineer with others. However, as mentioned before, my DRiV reported that meaning and purpose are extremely important for me. My belief in the teachings of Jesus offer the most foundation for what I consider meaningful, and I continue to believe that there is an eternally significant purpose for me at my company.
One thing I have continued to do in the realm of positive deviance is to eat lunch away from my desk. Everyone else in my company always eats lunch at their desk, but I have chosen to create a work-life balance that includes a break for socializing face to face. I have been joined by a new coworker who often eats with me, and this has led to some positive conversations. I would like to continue this trend in other areas, especially related to best practices in teamwork. With creativity as my main thought process, I have been thinking of other ways to create this positive deviance, but so far have not had great success.
Applying the Assessments
Some ways I would like to change my behavior:
1. Seek out successful, servant-hearted businessmen and found what steps they took to become who they are, and find out ways to measure their progress, and then create a plan that I can follow with measurable goals.
2. Volunteer at upcoming STEM events for children, so I can share my passion for engineering with them and network with other engineers.
REFERENCES
16Personalities. (2018). ENFP personality | 16Personalities. [online] Available at: https://www.16personalities.com/enfp-personality [Accessed 5 Dec. 2018].
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