Activity – Communication Style Self-Assessment On each line, read the 4 choices, and select (by placing a checkmark) the

word or phrase that is most descriptive of you. There is no such thing as a ‘best style, so do not choose what sounds ‘best . !hoose one per line working from left to right, going across.

1.__ Like to analyze __ Like to interact 2.__ Objective .__ Lo!ical &.__%onsistency ). __Order +. __Val"e details /.__ %ontrolled 2.__ %omposed 4.__ %a"tio"s 15.__ 6ormal 11.__Detac$ed __ Emotional __ Enco"ra!in! __ 'pontaneity __ %ooperation

__Like to Decide __ Practical __ #o t$e Point __ Determination __ *es"lts

__Like to Explore __ Visionary __ %reative __ (nsi!$t __ %oncepts __ Val"e ideas

__ ,ored -it$ details__ Val"e .acts __ Personable __ Empat$etic __ Ent$"siastic __ (n.ormal __ 'entimental

__ 0ction1oriented __ Dreamer __ 3"ick __ 'ensible __ 7otivatin! __ (mpatient __ (mplementer __ Plain talk __ Driven __ *eality __ Direct __ Val"e present events ______#otal __(ntellect"al __ Ori!inal __ (nspirin! __ Preocc"pied __Developer __ Possibilities __ Distant __ %$an!e __ %omplex __ Val"e ."t"re ______#otal

12.__Problem1solver__'"pporter 1 .__Data 1&.__ %ritical 1). __ #r"t$ 1+.__ Precise __ 6eelin!s __ 7oody __ 8armony __#act."l

1/.__ Val"e __Val"e 0cc"rate past #ime tables events ac$ievements ______#otal ______#otal

Characteristics of the Four Styles of Communication

Positives Thinkers         0re !ood at p"ttin! t$in!s in order. 8ave a talent .or analyzin! a problem or sit"ation 7ake objective decisions based on lo!ic #end to be brie. and b"sinesslike Val"e acc"racy and preciseness #reat people .airly 6ollo- policies and r"les 0re so"!$t o"t .or problem solvin! abilities

Negatives Thinkers      %an be overly ca"tio"s or too slo7i!$t miss t$e .orest .or t$e trees %an $"rt ot$er9s .eelin!s 7i!$t not !ive eno"!$ positive .eedback #$eir knack .or rememberin! policy: ad$erin! to policy and attention to detail can ca"se a 6eeler to t$ink t$e #$inker is lookin! .or t$in!s to criticize

Feelers       0re !ood at b"ildin! rapport and comm"nicatin! tact."lly %onsider t$e impact on ot$er people -$en makin! decisions 8ave a talent .or empat$izin! and creatin! $armony 0re nat"rally .riendly and $ave a !ood sense o. $"mor #ake an interest in t$e person be$ind t$e job #reat eac$ person "ni;"ely

Feelers       Overly personalize sit"ations *elations$ips can clo"d j"d!ment 7i!$t overlook important details Lack o. plannin! can ca"se disor!anization 7ay spend too m"c$ time socializin! 0sk a .eeler <$o- are yo"= and t$ey -ill tell yo" more t$an yo" ever -anted to kno-.

"ences o.t$in!s can be improved 0re able to identi.or !ettin! t$in!s done 7ake decisions ."l: determined: practical and do-n1to1eart$ 8ave a talent .skills 8ave !reat ima!inations 6oc"s on $o. actions?decisions @nder stress may alienate ot$ers 7ay be poor listeners o.ollo-1t$ro"!$ on tasks 7ay procrastinate     .lon! it -ill take. $o."t"re and are !ood: lon!1 ran!e planners Love to learn ne.Positives Sensors        0re reso"rce."ickly based on .y creative sol"tions and .ten interr"pt 7i!$t create Amesses9 .acts and past experience 6oc"s on actions: res"lts and re-ards Like to !et to t$e <bottom line= or <c"t to t$e c$ase= Enjoy t$e present moment >ork steadily -it$ a realistic idea o.res$ and novel approac$es Intuitors        0bsent1minded= scattered Lon! on vision: s$ort on action 0void nitty1!ritty: $ates p$one covera!e 8ard to read 7ay come across as As"perior9: arro!ant: or condescendin! 7ay not . Negatives Sensors      (mp"lsive %ompetitive 0!!ressive (mpatient Disre!ard lon!1term conse.or ot$ers to Aclean "p=    Intuitors  0re visionary: seem to see into t$e .

FOUR MAJOR STY !S OF COMMUN"CAT"ON Everyone $as t$eir o-n major and minor comm"nication style t$ey can "se in t$eir -ork and personal li.o"r primary styles.eelin!s Experiencin! mainly based on personal sensory perceptionsC9j"st do it9 style %onceivin!: projectin!: ind"cin! 'ensor (nt"itor .as$ion 6eeler *elatin! to and "nderstandin! experience t$ro"!$ emotional reactions and response to .e based "pon . 0lso: t$ere are be$avior patterns associated -it$ eac$ styleB STY ! #$inker FUNCT"ON 0nalyzin!: orderin! in lo!ical .

#$ey are o.6O@* 70DO* '#ELE' O6 %O77@F(%0#(OF Feeler# 8o.ective in anticipatin! or predictin! t$e -ay ot$ers may respond or react to a projected c$an!e or action. t$eir . Ot$ers -ill seek t$em o"t .eel: as representin! A.ectiveB #$ey may be seen as people -$o are more concerned -it$ t$e process o. interaction t$an -it$ t$e content or action t$at people are interactin! abo"t.re. 'ome may see t$em as de.act= and t$"s increase t$e likeli$ood o. #$ey are likely to be e.or t$eir abilities to sort o"t complex emotional problems and sit"ations: to interpret t$e meanin!s o."nctionB Primary 6eelers are likely to be perceived as bein! dynamic and stim"latin!.eelin!.er t$at ot$ers .. 7any -ill see t$em as people -$o rely less on lo!ic and t$o"!$t t$an on <!"t . be$avior or to assess t$e climate or morale o."l..eelin!s abo"t t$in!s. a !ro"p."nctionI t$an t$ey do in analyzin!: comm"nicatin! and interpretin! -$atever is takin! place. .eel <or t$e -ay people and t$in!s emotionally <strike= t$em. #$ey seem to take t$eir o-n emotional reactions and -$at t$ey in. #$ey are able to note discrepancies bet-een speec$ and expression or bet-een o"t-ard be$avior and inner . #$ey are people -$o can promote c$an!e in -ays t$at -ill red"ce resistin! . #$ey are likely to be <-arm= and closely in to"c$ -it$ ot$ers.orces <be."ently act on t$e basis o.ten seen as perceptive and insi!$t.ten read and assess or!anizational politics -it$ acc"racy and insi!$t.act. #$ey "s"ally are able to demonstrate t$e ability to be sensitive to t$e needs and -ants o. Primary 6eelers at t$eir least e.= %onse.ensive and over1reactive and ot$ers may criticize t$em .ore t$e ."lly planned.or t$eir s"bjectivity. #$ey may seem more preocc"pied -it$ makin! an emotional impact on ot$ers or pers"adin! t$em to move: t$an bein! concerned as to -$et$er or not s"c$ movements $ave been t$o"!$t o"t or care. #$ey may be seen as $avin! m"c$ less interest in developin! concepts: plans or pro!rams Hor in systematically !ettin! t$em to . #$ey are sensitive to t$eir o-n motives and t$ose o. #$ey can o."ently: t$ey . Primary 6eelers at t$eir bestB 0t t$eir best: t$ey are likely to be tr"ly perceptive and a-are G skilled in comm"nication and a patient: empat$etic listener and observer. cooperation: team-ork and pro!ress. ot$ers.Primary 6eelers typically . ot$ers.

#$ey may be perceived as somet$in! o.. ."l action and c$an!e."nction "nder stressB @nder stress: t$ey r"n t$e risk o.orts to dra.or action. 8o. . @nder press"re: o.#$ey may be criticized .l"ct"ate .an latent emotional sparks into real . @nder stress t$eir moods may .Primary 6eelers . an intri!"er -$o: in t$eir -ell1intended e..ot$ers o"t: tend to .or t$eir emotionalism -$ic$ many may see as a s"bstit"te . bein! perceived by ot$ers as s"bjective: imp"lsive and ins".or meanin!. ot$ers do not s$are t$eir concerns abo"t t$e importance o. #$ey may overstep t $eir desire to be bold and o"tspoken or dramatic and play to t$e !allery G possibly lackin! $"mility or !ood sense."estion t$eir credibility.ten t$ey may be seen as bein! t$in1skinned or over1reactive. 'ometimes t$is ca"ses ot$ers to .eelin!s o.ires: all t$e -$ile seemin! disappointed (. t$e moment ca"sin! some-$at "neven or possibly erratic be$avior."ite -idely and react to t$e .iciently deliberate.eelin! as t$e necessary cornerstone . #$ey may also be seen as some-$at cavalier abo"t details or pr"dent meas"res val"ed by ot$ers.

#$ey tend to . #$ey o."nction and are o. Primary (nt"itors enjoy creatin! t$eir o-n str"ct"re o"t o. #$ey are not acc"stomed to takin! t$in!s .. #$ey "s"ally are able to see pro. t$eir ideas as t$ey do. #$"s: t$ey .ten perceived as .ten reveal very excellent ima!inations."ite impatient and irritated -it$ ot$ers -$o demand detailed evidence or do not see t$e val"e o. Primary (nt"itors at t$eir bestB >$en t$ey are at t$eir best: t$ey -ill be seen as leaders and as visionaries G people -$o can c"t t$ro"!$ t$e smoke screens o. t$eir o-n. #$ey . t$e sit"ation. disorderJ t$ey excel -it$ ima!inative tasks and sit"ations demandin! a lon!1term vie-. !reat val"e t$at ot$ers $ave missed. t$eir insi!$ts and contrib"tions t$at t$ey may not see t$e necessity o."nctionB Primary (nt"itors typically . (ndeed: at times t$ey may seem ."nction as people -$o seems to $ave !ood vision and ability to see relations$ips bet-een t$in!s t$at many ot$ers to not "nderstand or are "nable to compre$end. #$ey may o.ectiveB 0t t$eir least e.itable nedirections or sol"tions o. 'ometimes people say t$ey seem to be in a -orld o. . Primary (nt"itors at t$eir least e.or !ranted. t$e tedio"s nitty1 !ritty."ently brin! "p .6O@* 70DO* '#ELE' O6 %O77@F(%0#(OF "ntuitor 8o. #$e o. t$e po-er and val"e o.Primary (nt"itors typically . #$ey "s"ally resent bein! placed in a sit"ation -$ere t$ey are: in any sense: A$emmed in= or re.ective: Primary (nt"itors may be seen as <too lon! on visionJ too s$ort on action= #$ey are individ"als -$o may avoid some o.ten be so convinced o."ired to t$in! or operate in a str"ct"red: -ell1de.ten seem to $ave an "ncanny ability to anticipate or to project G to <kno-= prior to many ot$ers9 kno-in!. doc"mentin! or provin! t$em to t$e satis. ot$ers.re.ast and deep t$inkers.action o.oc"s on t$e cr"x o.res$ and novel approac$es and ideas.ined manner. tradition or past practices and .."estion t$emselves and ot$ers.

ten t$ey may be criticized . Primary (nt"itors o.ense o. #$ey are apt to .ten .= 0t times: "nder stress: Primary (nt"itors can become .as$ion.orms or tryin! to adapt t$em to t$e inp"ts made by ot$ers. t$eir approac$ is concept"ally so"nd t$an testin! it or $elpin! ot$ers to !ain . (n t$e last instance: t$ey may seem to be more concerned -it$ t$e development and de.rom it in a "tilitarian .ied i. t$eir ideas t$an in translatin! t$em into more "sable ."nction "nder stressB >$en Primary (nt"itors are "nder stress: t$ey r"n t$e risk o.or bein! overly abstract or t$eoretical. bein! seen by ot$ers as detac$ed or overly intellect"alized. t$e sit"ation and may even be seen as e!o1centered or bein! in an <ivory to-er."ite indi."ite ri!id: "ncompromisin! and impractical. .erent to t$e reality o. 'ometimes people see Primary (nt"itors as actin! <s"perior= or bein! condescendin! in t$eir comm"nications.eel more satis.. #$ey -ill be seen as .O.

"ite skeptical o.or pro!ress and top1.ten are seen as consistent prod"cers G lo!ical res"lt1!etters as opposed to individ"als -$o are primarily visionaries or idea people.ore: t$ey .. 6or t$ese reasons: t$ey may be criticized . "ntested ideas and emotional .Primary #$inkers typically ."nction in a steady: tenacio"s manner. #$ey -ill o. t$e moment.rom tradition.ten .itable project. action. ot$ers..ectiveB 0t t$eir least e."nctionB Primary #$inkers typically . .rom -$at $as been proven o"t in t$e past G at least "ntil s"c$ ideas or plans or pro!rams $ave been t$oro"!$ly analyzed: tested and revie-ed in t$e li!$t o.ten be seen as people -$o can c"t t$ro"!$ t$e smoke1screens o. #$ey can very . #$ere.ore takin! a position or makin! a commitment. bein! overly ca"tio"s: overly met$odical or overly lo!ical. <$al.re. t$eir o-n initial reactions and .ten t$ey are acc"sed o. Primary #$inkers at t$eir bestB >$en t$ey are at t$eir best: t$ey may be seen as consistent . 'ometimes t$ey -ill be seen as st"mblin! blocks to actions t$at represent depart"res . ot$er possible alternatives. #$ey rely on t$eir observations and rational principles -$ile avoidin! emotionalism and skepticism to-ard novel depart"res .orces .ervor.6O@* 70DO* '#ELE' O6 %O77@F(%0#(OF Thin$er 8o. #$ey may become so involved in -ei!$in!: testin!: researc$in! and c$eckin!: t$at ot$ers perceive t$em as indecisive.re."ently be $i!$ly e.."ently -o"ld rat$er <sleep on= a ne.."lly be. #$ey very o. 8ence: t$ey are o.ective: t$ey may be seen as overly1ca"tio"s and conservative G individ"als -$o at times may emp$asize deliberation to t$e de1emp$asis o.ective in or!anizin! t$emselves and ot$er to researc$ and plan. >$en t$ey try to deal -it$ c$an!e: basin! t$eir actions on rational principles: t$ey may sometimes be vie-ed as ri!id or do!matic.orm"lations as -ell as t$ose o.or bein! mec$anistic or impersonal. !reat $elp in exec"tin! a lo!ical: painstakin! and pro. #$ey conscio"sly avoid !oin! o.li!$t t$inkers as -ell as doers.idea and revieit care.1cocked= or bein! s-ept alon! by t$e needs o. Primary #$inkers at t$eir lease e. O. 'ometimes people see t$em as non1spontaneo"s or <dry= or <cold=. #$ey are o.

opport"nities.eel "nder press"re: t$ey may seem . Ot$ers .eel t$at t$ey may be anxio"s to proceed b"t not at t$e expense o. #$ey may be seen as more concerned -it$ t$e iss"e o."nction "nder stressB >$en Primary #$inkers are "nder stress: t$ey may rely too $eavily on t$eir style and can r"n t$e risk o. m"c$ risk. bein! seen by ot$ers as ri!id: overly ca"tio"s and insec"re.eelin!s o. . to"c$= in t$e sense t$at t$ey may seem task1oriented and "n-illin! to depart .8o. t$ose aro"nd t$em and <o"t o."l and timely exploitation o. t$eir correct assessments t$an -it$ t$e reso"rce. >$en t$eir associates ."ite disinterested in t$e $"man .Primary #$inkers .rom t$eir establis$ed met$ods and ro"tines.

I: t$en t$ey may . t$eir action.= #$ey can be criticized . t$e -ay. t$eir direct experience H-$o -ill do -$atJ $o-J .ind it di.. Primary 'ensors -ill "s"ally be seen as decisive.it is accomplis$ed.rom occ"rrin!. #$ey "s"ally impose $i!$ standards o. #$is is so beca"se t$ey tend to learn best: not on a concept"al or t$eoretical basis: b"t on t$e basis o. Primary 'ensors at t$eir bestB 0t t$eir best: t$ey are likely to be seen as dynamos G A8erc"lean= -orkers -$o: once $avin! committed t$emselves to at task: -ill move mo"ntains to make t$e "ndertakin! a s"ccess.ailin! to consider s"."rt$er -it$ t$e matter.eel com.. mission and p"rpose to ot$ers.asically: Primary 'ensors are doers."lly and determinedly G movin! sometimes seemin!ly ins"rmo"ntable obstacles o"t o. t$eir primary means o. projects and tasks at once: and yet o. #$ey are seen as reso"rce."l: -ell1or!anized: pra!matic and $ard1drivin!..-ill -e kno. Primary 'ensors . 'ometimes people see t$em as spirited and do-n1to1eart$ 1 able to convey a sense o.ectiveB #$ey may be seen as . t$ey cannot "nderstand a proposed action in terms o. immediate: direct: personal experience. relievin! anxiety or preventin! -asted time .ter t$ey $ave been able to prove to t$emselves t$at t$e proposed action is likely to -ork. 'ensors tend to move a$ead reso"rce. #$ey t$rive on -orkin! on a -ide variety o..Primary 'ensors typically .as$ion as t$o"!$ t$ey -ere sayin!: <(t9s t$e !ame t$at co"nts: so -$y -aste time talkin! abo"t it or in considerin! alternatives to t$e !ame.icant steps in t$e plannin! process.ten to ot$ers demonstrate -$at seems to be an incredible ability to !et t$in!s done."nctionB .. (.or imposin! t$eir . Primary 'ensors at t$eir lease e.or -$at p"rposeJ $o. #o t$is de!ree: t$ey are probably likely to be seen as constr"ctively impatient or tireless.iciently t$e lon!1ran!e conse."ences o.ortable abo"t committin! to "ndertakin!s or even to ot$er preliminary steps only a. 3"ick decision1makin! is important to t$em beca"se actin! is one o. #$ey may be seen as so1action1oriented t$at t$ey <s$ort circ"it= si!ni.ic"lt or "ndesirable to proceed . (n a sense: sometimes t$ey dispense -it$ ca"tion and analysis in a cavalier .6O@* 70DO* '#ELE' O6 %O77@F(%0#(OF Sensor# 8o. "tility on t$emselves and ot$ers.

"nction "nder stressB @nder stress: Primary 'ensors r"n t$e risk o.ensively over1reactive to t$e di. s"ccess not as ne!ative re. 'ometimes t$ey . #$ey tend to over1emp$asize s$ort1term res"lts and act imp"lsively G tryin! to drive ot$ers to t$eir -ill G rat$er t$an adoptin! strate!ies based on t$e concepts: plans or . opinions t$at represent resistance .expectations .Primary 'ensors . ot$ers. bein! seen by ot$ers as anti1 intellect"al G as demonstratin! <t"nnel vision= or bein! de. t$eir o-n style: b"t as evidence t$at ot$ers are not s". @nder t$e stress o..ail"res: t$ey may see t$e lack o. 8o. ot$ers.or action and movement. .lection o. .eelin!s o. #$ey are likely to constr"e loyalty as a de!ree to -$ic$ ot$ers a!ree -it$ t$em and $elp t$em Heven t$o"!$ t$ey t$ink t$ey are -ron!I.ail to assess t$is impact "pon ot$ers and are seen as bein! opinionated or biased.eelin!s o.iciently loyal or ind"strio"s to make t$eir project -ork..or drive: $i!$1speed and zealo"sness onto ot$ers. @nder stress: t$ere is a tendency on t$eir part to ride ro"!$1s$od over t$e .erence o.

ective %omm"nicator Deliberative Pr"dent >ei!$s alternatives 'tabilizin! Objective *ational 0nalytical "N!FF!CT"%! APP "CAT"ON (mp"lsive 7anip"lative Over1Personalizes 'entimental Postponin! K"ilt1ridden 'tirs "p con.road1!a"!ed %$arismatic (dealistic (deolo!ical (ntellect"ally tenacio"s E.%$aracteristics 0ssociated >it$ t$e 'tyles STY ! !FF!CT"%! APP "CAT"ON 'pontaneo"s Pers"asive Empat$etic Probin! (ntrospective Loyal Krasps traditional val"es Dra-s o"t ..eelin!s o.1to"c$ Do!matic (mpractical Verbose (ndecisive Over1ca"tio"s Over1analyzes @nemotional Fon1dynamic Over1serio"s: ri!id %ontrolled and controllin! #8(FLE* .lict '"bjective 6EELE* (F#@(#O* @nrealistic <6ar1O"t= 6antasy1bo"nd 'cattered Devio"s O"t1o. ot$ers Ori!inal (ma!inative %reative .

.irst: t$en t$inks Lacks tr"st in ot$ers Domineerin! 0rro!ant 'tat"s1seekin!: sel.'EF'O* Pra!matic 0ssertive: directional *es"lts1oriented %ompetitive %on.ident Objective G bases opinions on -$at $e?s$e act"ally sees Doesn9t see lon!1ran!e 0cts .1 involved.

yo"r reactions (nt"itors • • • Love to respond to an intellect"al c$an!e Like to t$ink abo"t important !oals and iss"es Feed time and breat$in! space Eo" can re-ard t$em byB • Val"in! t$eir creativity by enco"ra!in! it in disc"ssionsJ allo-in! t$inkin! time • 0llo-in! t$em to desi!n t$eir o-n !oals?objectives • P"ttin! t$em -it$ people -$o -ill val"e t$eir skills • #akin! t$e time to talk -it$ t$em abo"t t$in!s t$at are interestin! to t$em #$inkers • • Love to be ri!$t and $ate to be -ron! Like to take t$eir time to !et t$in!s done .or t$em to $elp • Permittin! creative and expressive activities • '$arin! t$e personal part o.ort • 0llo-in! opport"nities .eelin!s Eo" can re-ard t$em byB • Praisin! a !ood e.7otivatin! and *e-ardin! t$e 6o"r Primary 'tyles 6eelers • • • Enjoy personal attention Like bein! $elp."l to ot$ers Like $earin! abo"t and expressin! ..

• Like -orkin! -it$ ot$ers -$o appreciate t$eir capabilities Eo" can re-ard #$inkers byB • • • • • Praisin! neatness Praisin! completion o. -ork Praisin! t$oro"!$ness and detail 0llo-in! t$em to set t$eir o-n learnin! and testin! sc$ed"le Kro"pin! t$em -it$ people -$o appreciate t$em 'ensors • • • Love to take action Enjoy takin! a leaders$ip role Like to start ne."l projects • Providin! opport"nities . ."iet -ork • Praisin! completion o.ic: active responsibilities .projects Eo" can motivate 'ensors byB • Permittin! activities a.or leaders$ip roles • Kivin! 'peci.ter completion o. s"ccess.

"ite in.ace or p$one contact. Like to <!ossip. Papers and .ices in.Dia!nosin! %omm"nication 'tyles in Ot$ers 6EELE*' #elep$one .ace1to1. Oral and >ritten %omm"nication Dress O.= (n -ritin!: . Like color.iles etc. #end to be more e.ective in oral t$an -ritten comm"nication as t$ey convey m"c$ in.ace: <or!anized= "nderneat$ in a personal -ay only t$ey can "nderstand.ice Decor .= #$ey like -arm colors: anti.. .avor t$e personal note over ot$er . are likely to be messy on t$e s"r.ormal p$oto!rap$s o.amily.ormal..orms."estions abo"t ot$er9s -ell1bein!: etc."l: in.e$avior Don9t seem to distin!"is$ bet-een b"siness and personal calls in t$e sense t$at t$ey are likely to be .ormal clot$es. Do not like to -rite at1len!t$: pre.er . #ends to personalize t$eir s"rro"ndin!s: make t$eir o. (nterject $"mor: personal associations: ..ormal and some-$at <$omey.lection: interest: ent$"siasm and impact Dress is more accordin! to o-n mood t$an to s"it ot$ers9 expectations."es: bi! live plants: mementos: snapMs$ots rat$er t$an .

e$avior >ordy: sometimes aloo.ten seem erratic: s-itc$in! .essor:= 7ay be too -rapped "p in .ten complex..."l o."t"re !oals to t$ink abo"t daily appearance."NTU"TORS #elep$one . (mpersonal. 7ay -onder o. t$e ne-est . O. time. Fot mind. Oral and >ritten %omm"nication Dress O."rnis$in!s and dNcor..erence tables: inspiration1 pads on -alls.ices resemblin! mini t$ink1tanksJ ro"nd con. 7ay be like t$e absent1 minded pro..1beat periodicals.ice Decor .. on tan!ents.or idealistic -ork: comm"nity service and pet ca"ses. #$ose in <t$ink= occ"pations and pro. Letters and memos are idea1oriented: verbose: tec$nically1oriented: and o.rom lon! silences to <lect"re= mode.essions $ave o. 0dd citations . Likely to demonstrate t$eir ima!ination in t$eir selection o. 8ard to predict. (n conversation o.

#$ey select . . List speci.e$avior <. in. 'ometimes s"!!est !ro"nd r"les . Ordered: meas"red manner..ics. #$inkers like t$eir -ork s"rro"ndin!s to be practical and non1distractin!."l b"t conventional.iceJ -ell1tailored: <correct= in non1-ork atmosp$ere.ormality and color.: <'$all -e be!in -it$ yo"r a!enda or mineO= Letters and memos are lo!ical: easy to .lection may be stripped o. Little voice in."siness1like in o.lat= @s"ally more conservative: <proper= @nass"min!: "nderstated.ective in -ritin! t$an speakin! beca"se tone and in..."siness1like= b"t lack1l"ster. .T&"N'!RS #elep$one .ten more e.or p$one conversation: i.."rnis$in!s t$at are taste..eelin!: monotonal and <. Likely to $ave c$arts .or b"siness "se: reports and re. 6e.e. O.lection. Oral and >ritten %omm"nication Dress O.ice Decor .erence -orks nearby.to"c$es o. Dress invariably appropriate to circ"mstances.ollo-: -ell t$o"!$t t$ro"!$.

8andle several p$one calls sim"ltaneo"sly.ormal: simple: . (nterr"pt. animals $"nted: tennis trop$ies: mo"nted . time= or <"nnecessary evil= rat$er t$an as action. Very brie. *esent $avin! to -rite: see it as a <-aste o.ice Decor . 'ensors are too b"sy to be neat: too action1 oriented to be concerned -it$ ima!e "nless t$ey $ave a stron! #$inker back1"p style. Oral and >ritten %omm"nication Dress O. Desk is likely to be bi!: messy.e$avior 0br"pt. Feed to control t$e conversation."nctional clot$es are t$e order o. $ard1c$ar!in! cl"tter. 7ementos: i. 'taccato.. (n.is$: racin! prints.ancy. >ritten comm"nication is action1oriented: "r!ent. any: connote actionB $eads o.. Ket to t$e point: expect ot$ers to do same.S!NSORS #elep$one . Kenerate atmosp$ere o. >ant to be neat: b"t not .: sometimes careless in notes and memos t$ey das$ o. t$e day..

..or -$at yo" do -ell and try to do it more.are .rom yo"rs and -it$ -$om yo" can develop a plan . #o $elp -it$ t$is e. on t$e back .e$avior (nto 7ore Prod"ctive .ective on1site inspection or assistance is not limited to one sin!le style o. *at$er t$an s-eatin! abo"t -$at yo"9re not: yo" s$o"ld pat yo"rsel.erred style: t$e one yo" may be t$e -eakest in. di... over1 doin! yo"r pre.lendin! %ontrollin! Excess .ers .ic"lty.ort: listed belo.lict.erred style more o.ectiveness d"rin! on1site -ork is related to $o. t$e main points -e $ave been rein.orcin! in t$is trainin! is t$at e..ectively.. #$"s: t$e .-ell inspectors "se t$eir pre.acility "pon -$om yo" can call to a"!ment yo"r style: -$ic$ -ill provide c$ecks and balances to it: is t$e second strate!y. 'tyles !enerally are more e.i. 6indin! people in yo"r .t$ strate!y is to identi. #$is strate!y entails .y yo"r o-n style G rat$er t$an tryin! to c$an!e it G and t$en to blend it -it$ ot$ers yo" -ork -it$: in order to !et t$e -ork done more e. #$is strate!y involves selectin! a key person -$ose style is di. m"scles.rom t$e ot$ers in t$at it comes into play only "nder de. Ca(itali)ing #$is strate!y involves .or better comm"nication and compatibility...ective -$en varied -it$ sit"ations and people. #$e ot$er strate!ies are "sed in normal everyday sit"ationsJ b"t -$en t$e scre-s ti!$ten: t$e dan!er o. dealin! -it$ people.indin! ne.opport"nities to "se yo"r pre.ten.e$avior One o.or #"rnin! Less1E.ive basic strate!ies: ranked $ere in order o.erred style or styles.erent .ensive conditions: -$en t$ere9s stress or con.y circ"mstance and people -$o tri!!er yo"r excesses 0"!mentin! Extendin! .'trate!ies ..J yo"9re j"st exercisin! a less1developed set o. Eo"9re still not tryin! to c$an!e yo"rsel.ective . E.erred style arises.indin! lo-1risk opport"nities to practice yo"r least pre. #$is strate!y di. #$e emp$asis $ere is on tryin! to identi.

"ses . • 7ore -illin! to c$ecko"t t$eir .and develop personal plans to control t$e excesses and t$eir ca"ses. • 6reer at or!anizin! ot$er people Htakin! more leaders$ipI • 7ore -illin! to $elp a !ro"p la"nc$ projects instead o. . People -it$ lo.eelin!s and be spontaneo"s.inis$in! tasks t$an makin! t$em per. • 7ore -illin! to compete even t$o"!$ t$ey may lose.etter at talkin! and t$inkin! at $i!$er levels o.rom becomin!B • 7ore conscio"s o. conscienceI and today9s actions9 e. • 7ore t$o"!$t.:= instead o.t$eir o-n .it . People -it$ lo.rom becomin!B • 7ore action1oriented • 7ore concerned -it$ . • .'ensor scores may bene. 7(''(FK 'L(LL' People -it$ lo.it . j"st criticizin!."l in decision1makin! Hless imp"lsiveI.ect.rom becomin!B • 7ore str"ct"red and or!anized.eel com.etter at seein! relations$ips bet-een ideas. • 7ore time1related and on time. • . abstraction. ot$er people9s .eelin!s into -ords t$at ot$ers can "nderstand: instead o. • 7ore !oal1oriented H!et t$in!s doneI.6eeler scores may bene. explainin! -$y it can9t be done= or <-on9t -ork= • 7ore concerned -it$ prod"cts: timeliness and d"e dates t$an process and plannin!."l in translatin! ot$er people9s . • 7ore creative and innovative.ideas. • 6reer to . People -it$ lo. • 7ore -illin! to say <-$at -o"ld $appen i.or old ideas.it .indin! ne.#$inker scores may bene.= • . <t$at -on9t -ork beca"se.eelin!s. • 7ore $elp.acts.ortable."l in makin! ot$ers .(nt"itor scores may bene.ollo.it .rom becomin!B • 7ore open to ne.ects on it.etter at . • 7ore $elp. • 7ore interested in t$e .."t"re Hecolo!y: next !eneration: iss"es o.

• 7ore -illin! to take risks. .