®

TriMetrix HD
Management-Staff Coaching

Sam Sample
12-20-2019

Copyright © 2006-2020. Target Training International, Ltd.

Table of Contents
Introduction - Where Opportunity Meets Talent 4
Introduction - Behaviors Section 5
General Characteristics 6
Value to the Organization 8
Checklist for Communicating 9
Checklist for Communicating - Continued 10
Communication Tips 11
Perceptions - See Yourself as Others See You 12
The Absence of a Behavioral Factor 13
Descriptors 14
Natural and Adapted Style 15
Adapted Style 17
Time Wasters 18
Areas for Improvement 21
Behavioral Hierarchy 22
Style Insights® Graphs 25
The Success Insights® Wheel 26
Introduction - Motivators Section 28
Traditional 29
Theoretical 30
Social 31
Aesthetic 32
Utilitarian 33
Individualistic 34
Navigating Situations Outside Your Comfort Zone 35
Motivators - Norms & Comparisons 37
Motivators Hierarchy 39
Motivation Insights® Graph 40

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd.
Table of Contents Continued

Motivators Wheel™ 41
Introduction - Integrating Behaviors and Motivators Section 42
Potential Behavioral and Motivational Strengths 43
Potential Behavioral and Motivational Conflict 44
Ideal Environment 45
Keys to Motivating 46
Keys to Managing 47
Introduction - Acumen Indicators Section 48
Summary of Acumen Capacity 49
World View 50
Self View 51
External Clarity and Awareness 52
Internal Clarity and Awareness 53
Summary of Capacity for Problem Solving 54
External Problem Solving and Decision Making 55
Internal Problem Solving and Decision Making 56
Reaction Index 57
Business Performance Summary 58
Dimensional Balance 60
Introduction - Competencies Section 61
Development Indicator 62
Competencies Hierarchy 63
Well Developed Competencies 67
Developed Competencies 68
Moderately Developed Competencies 71
Competencies Needing Development 74
Getting the Most From Your Report 77

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd.
Introduction Where Opportunity Meets Talent

The TriMetrix® HD Coaching Report was designed to increase the understanding of an

individual's talents. The report provides insight to four distinct areas: behaviors, motivators,
acumen and competencies. Understanding strengths and weaknesses in each of the four areas
will lead to personal and professional development and a higher level of satisfaction.

The following is an in-depth look at your personal talents in the four main sections:

Behaviors
This section of the report is designed to help you attain a greater knowledge of yourself as well as
others. The ability to interact effectively with people may be the difference between success and
failure in your work and personal life. Effective interaction starts with an accurate perception of
oneself.

Motivators
This section of the report provides information on the why of your actions, which with application
and coaching, can tremendously impact your valuing of life. Once you know the motivations that
drive your actions, you will immediately be able to understand the causes of conflict.

Integrating Behaviors And Motivators

This section of the report will help you blend the how and the why of your actions. Once you can
understand how your behaviors and motivators blend together, your performance will be
enhanced and you will experience an increase in satisfaction.

Acumen Indicators
This section of the report will help you truly understand how you analyze and interpret your
experiences. Your acumen, keenness and depth of perception or discernment, is directly related
to your level of performance.

Competencies
This section presents 25 key competencies and ranks them from top to bottom, defining your
major strengths. The skills at the top highlight well-developed capabilities and reveal where you
are naturally most effective in focusing your time.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 4
Introduction Behaviors Section

Behavioral research suggests that the most effective people are those who understand
themselves, both their strengths and weaknesses, so they can develop strategies to meet
the demands of their environment.

A person's behavior is a necessary and integral part of who they are. In other words, much of our
behavior comes from "nature" (inherent), and much comes from "nurture" (our upbringing). It is
the universal language of "how we act," or our observable human behavior.

In this report we are measuring four dimensions of normal behavior. They are:

How you respond to problems and challenges.

How you influence others to your point of view.

How you respond to the pace of the environment.

How you respond to rules and procedures set by others.

This report analyzes behavioral style; that is, a person's manner of doing things. Is the report
100% true? Yes, no and maybe. We are only measuring behavior. We only report statements
from areas of behavior in which tendencies are shown. To improve accuracy, feel free to make
notes or edit the report regarding any statement from the report that may or may not apply, but
only after checking with friends or colleagues to see if they agree.

"All people exhibit all four behavioral

factors in varying degrees of intensity."
–W.M. Marston

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 5
General Characteristics
Based on Sam's responses, the report has selected general statements to provide a
broad understanding of his work style. These statements identify the basic natural
behavior that he brings to the job. That is, if left on his own, these statements identify
HOW HE WOULD CHOOSE TO DO THE JOB. Use the general characteristics to
gain a better understanding of Sam's natural behavior.

Sam is family-oriented. He may go to great lengths to ensure the "happiness"

of his personal or work family. He likes to win through persistence. He uses his
strong, steady tendencies to accomplish his goals. When people are involved,
he may not always be precise about the use of his time. He is eager to please
others. He wants others to be satisfied and he may go out of his way to
accommodate others, sometimes even to his own discomfort. Sam may not
project a sense of urgency like some people with different behavioral styles.
Others see him as a good neighbor, since he is always willing to help those he
considers to be his friends. He looks to people for support and
inner-satisfaction as a way to reach his personal goals. He can be friendly with
others in many situations, but primarily with groups of established friends and
associates. He is sociable and enjoys the uniqueness of each human being.
When the time is right, Sam can stand up aggressively for what he believes.
Once Sam has come to a decision, others may find it difficult to change his
mind. If changes are inevitable, and he sees enough benefits, they will be
made.

Sam can be sensitive to the feelings of others and is able to display real
empathy for those who are experiencing difficulties. He often thinks over major
decisions before acting. He prefers to plan his work and work his plan. Others
may find it refreshing to have him on their team. He is good at analyzing
situations that can be felt, touched, seen, heard, personally observed or
experienced. His motto is, "facts are facts." Sam is persistent and persevering
in his approach to achieving goals. He finds making decisions easier when he
knows that others he respects are doing the same thing; he then has a feeling
of stability and "family." Once he has arrived at a decision, he can be Adapted Style Natural Style
tough-minded and unbending. He has made his decision after gathering much
D I S C D I S C
data, and he probably won't want to repeat the process. 100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

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0 0

12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 6
General Characteristics Continued
Sam likes a friendly, open style of communication. He is quick to pick up on
group dynamics and skilled in fitting in with a group. He brings both speaking
and listening skills to the group. He likes to know what is expected of him in a
working relationship and have the duties and responsibilities of others who will
be involved explained. Communication is accomplished best by well-defined
avenues. He usually is considerate, compassionate and accepting of others;
however, on some occasions can become stubborn. Stubbornness surfaces
when his ideals and beliefs are confronted. Sam will be open with those he
trusts; however, reaching the required trust level may take time.

Adapted Style Natural Style

D I S C D I S C
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90 90

80 80

70 70

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50 50

40 40

30 30

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 7
Value to the Organization
This section of the report identifies the specific talents and behavior Sam brings to the
job. By looking at these statements, one can identify his role in the organization. The
organization can then develop a system to capitalize on his particular value and make
him an integral part of the team.

Patient and empathetic.

Works for a leader and a cause.

People-oriented.

Adaptable.

Respect for authority and organizational structure.

Flexible.

Dependable team player.

Adapted Style Natural Style

D I S C D I S C
100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 8
Checklist for Communicating
Most people are aware of and sensitive to the ways with which they prefer to be
communicated. Many people find this section to be extremely accurate and important
for enhanced interpersonal communication. This page provides other people with a
list of things to DO when communicating with Sam. Read each statement and identify
the 3 or 4 statements which are most important to him. We recommend highlighting
the most important "DO's" and provide a listing to those who communicate with Sam
most frequently.

Ways to Communicate
Support your communications with correct facts and data.

Provide personal assurances, clear, specific solutions with maximum

guarantees.

Be sincere and use a tone of voice that shows sincerity.

Give him time to ask questions.

Use scheduled timetable when implementing new action.

Be prepared.

Provide a friendly environment.

Start, however briefly, with a personal comment. Break the ice.

Ask "how?" questions to draw his opinions.

Take your time and be persistent.

Define clearly (preferably in writing) individual contributions.

Watch carefully for possible areas of early disagreement or dissatisfaction.

Show sincere interest in him as a person. Find areas of common

involvement and be candid and open. Adapted Style Natural Style

D I S C D I S C
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90 90

80 80

70 70

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50 50

40 40

30 30

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 9
Checklist for Communicating Continued
This section of the report is a list of things NOT to do while communicating with Sam.
Review each statement with Sam and identify those methods of communication that
result in frustration or reduced performance. By sharing this information, both parties
can negotiate a communication system that is mutually agreeable.

Ways NOT to Communicate

Be haphazard.

Be abrupt and rapid.

Keep deciding for him, or he'll lose initiative. Don't leave him without
backup support.

Talk to him when you're extremely angry.

Offer assurance and guarantees you can't fulfill.

Make promises you cannot deliver.

Give your presentation in random order.

Be domineering or demanding; don't threaten with position power.

Force him to respond quickly to your objectives. Don't say "Here's how I
see it."

Patronize or demean him by using subtlety or incentive.

Push too hard, or be unrealistic with deadlines.

Adapted Style Natural Style

D I S C D I S C
100 100

90 90

80 80

70 70

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50 50

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 10
Communication Tips
This section provides suggestions on methods which will improve Sam's communications with others. The tips
include a brief description of typical people with whom he may interact. By adapting to the communication style
desired by other people, Sam will become more effective in his communications with them. He may have to
practice some flexibility in varying his communication style with others who may be different from himself. This
flexibility and the ability to interpret the needs of others is the mark of a superior communicator.

When communicating with a person who is When communicating with a person who is
dependent, neat, conservative, perfectionist, ambitious, forceful, decisive, strong-willed,
careful and compliant: independent and goal-oriented:

Prepare your "case" in advance. Be clear, specific, brief and to the point.
Stick to business. Stick to business.
Be accurate and realistic. Be prepared with support material in a
well-organized "package."
Factors that will create tension or
dissatisfaction: Factors that will create tension or
dissatisfaction:
Being giddy, casual, informal, loud.
Pushing too hard or being unrealistic with Talking about things that are not relevant to the
deadlines. issue.
Being disorganized or messy. Leaving loopholes or cloudy issues.
Appearing disorganized.

When communicating with a person who is When communicating with a person who is
patient, predictable, reliable, steady, relaxed and magnetic, enthusiastic, friendly, demonstrative
modest: and political:

Begin with a personal comment--break the ice. Provide a warm and friendly environment.
Present your case softly, nonthreateningly. Don't deal with a lot of details (put them in writing).
Ask "how?" questions to draw their opinions. Ask "feeling" questions to draw their opinions or
comments.
Factors that will create tension or
dissatisfaction: Factors that will create tension or
dissatisfaction:
Rushing headlong into business.
Being domineering or demanding. Being curt, cold or tight-lipped.
Forcing them to respond quickly to your Controlling the conversation.
objectives. Driving on facts and figures, alternatives,
abstractions.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 11
Perceptions
See Yourself as Others See You
A person's behavior and feelings may be quickly telegraphed to others. This section
provides additional information on Sam's self-perception and how, under certain
conditions, others may perceive his behavior. Understanding this section will
empower Sam to project the image that will allow him to control the situation.

Self-Perception
Sam usually sees himself as being:

Considerate Thoughtful

Good-Natured Dependable

Team player Good listener

Others' Perception - Moderate

Under moderate pressure, tension, stress or fatigue, others may see him as
being:

Nondemonstrative Hesitant

Unconcerned Inflexible

Others' Perception - Extreme

Under extreme pressure, stress or fatigue, others may see him as being:

Possessive Stubborn

Detached Insensitive

Adapted Style Natural Style

D I S C D I S C
100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 12
The Absence of a Behavioral Factor
The absence of a behavioral factor may provide insight into situations or environments
that may cause tension or stress. Based on research, we are able to identify
situations that should be avoided or minimized in a person's day-to-day environment.
By understanding the contribution of a low behavioral style, we are able to better
articulate a person's talents and create environments where people can be more
effective.

Situations and circumstances to avoid or aspects needed within the

environment in order to minimize behavioral stress.

Avoid environments that focus on constant innovation.

Avoid situations where competition is a primary factor.

Needs a manager or work-team that has the ability to extract information

as opposed to being required to volunteer information.

Understanding that the need to adapt is unavoidable at times, below are

tips for adapting to those with D above the energy line and/or tips for
seeking environments that will be conducive to the low D.

Focus on one task at a time to assure quality in problem solving.

Remove from short term, multifaceted projects and focus on long-term

single objectives.

Seek an environment that allows for a humoristic approach to conflict

situations.

Adapted Style Natural Style

D I S C D I S C
100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 13
Descriptors
Based on Sam's responses, the report has marked those words that describe his
personal behavior. They describe how he solves problems and meets challenges,
influences people, responds to the pace of the environment and how he responds to
rules and procedures set by others.

Driving Inspiring Relaxed Cautious

Ambitious Magnetic Passive Careful

Pioneering Enthusiastic Patient Exacting

Strong-Willed Persuasive Possessive Systematic

Determined Convincing Predictable Accurate

Competitive Poised Consistent Open-Minded

Decisive Optimistic Steady Balanced Judgment

Venturesome Trusting Stable Diplomatic

Dominance Influencing Steadiness Compliance

Calculating Reflective Mobile Firm

Cooperative Factual Active Independent

Hesitant Calculating Restless Self-Willed

Cautious Skeptical Impatient Obstinate

Agreeable Logical Pressure-Oriented Unsystematic

Modest Suspicious Eager Uninhibited

Peaceful Matter-of-Fact Flexible Arbitrary

Unobtrusive Incisive Impulsive Unbending

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 14
Natural and Adapted Style
Sam's natural style of dealing with problems, people, pace of events and procedures
may not always fit what the environment needs. This section will provide valuable
information related to stress and the pressure to adapt to the environment.

Problems - Challenges
Natural Adapted

Sam uses a laid-back and peaceful Sam sees no need to change his
approach to problem solving. He approach to solving problems or
tends to solve problems in a reactive dealing with challenges in his present
and team-oriented manner. Sam environment.
tends to be unobtrusive and avoids
confrontation so he can be seen as a
true team player.

People - Contacts
Natural Adapted

Sam is sociable and optimistic. He is Sam sees no need to change his

able to use an emotional appeal to approach to influencing others to his
convince others of a certain way of thinking. He sees his natural
direction. He likes to be on a team style to be what the environment is
and may be the spokesman for the calling for.
team. He will trust others and likes a
positive environment in which to
relate.

Adapted Style Natural Style

D I S C D I S C
100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 15
Natural and Adapted Style Continued

Pace - Consistency
Natural Adapted

Sam is comfortable in an Sam sees his natural activity style to

environment in which there are few be just what the environment needs.
projects going on concurrently. He is What you see is what you get for
appreciative of the team concept and activity level and consistency.
feels quite secure in an environment Sometimes he would like the world to
where the need to move from one slow down.
activity to another quite quickly is
held to a minimum.

Procedures - Constraints
Natural Adapted

Sam is independent by nature and Sam shows little discomfort when

somewhat self-willed. He is open to comparing his basic (natural) style to
new suggestions and can, at times, his response to the environment
be seen as somewhat freewheeling. (adapted) style. The difference is not
He is most comfortable in an significant and Sam sees little or no
environment where the constraints need to change his response to the
can be "loosened" for certain environment.
situations.

Adapted Style Natural Style

D I S C D I S C
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90 90

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70 70

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50 50

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 16
Adapted Style
Sam sees his present work environment requiring him to exhibit the behavior listed on
this page. If the following statements DO NOT sound job related, explore the reasons
why he is adapting this behavior.

Limited or prepared changes in routine.

Exhibiting patience and good listening skills.

Being cordial and helpful when dealing with new clients or customers.

Diplomatic cooperation in team interaction.

Adherence to established guidelines and procedures.

Presenting a practical, proven approach to decision making.

Consistency of task performance.

Being a good "team player."

Freedom from confrontation.

Undemanding of others' time and attention.

Logical solutions.

Being cooperative and supportive.

Being conservative, not competitive, in nature.

Adapted Style Natural Style

D I S C D I S C
100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 17
Time Wasters
This section of your report is designed to identify time wasters that may impact your
overall time use effectiveness. Possible causes and solutions will serve as a basis for
creating an effective plan for maximizing your use of TIME and increasing your
PERFORMANCE.

Postpone The Unpleasant

Postponing the unpleasant is similar to procrastinating but is usually a
continual reprioritizing of daily tasks. It is often a way to delay something that
is not enjoyable.

Possible Causes:

Like low-conflict environments and relationships

Want to feel the success of accomplishment so the simple tasks are done
first

Possible Solutions:

Change your routine and, for one week, do the unpleasant tasks first
See the accomplishment of unpleasant tasks as an equal or even greater
achievement of success
Reward yourself for every unpleasant task that you complete without
postponing
Confront those people who are causing you discomfort and discuss the
problems

Failure To Clarify Precise Responsibilities With

Manager
The failure to clarify precise responsibilities with your manager assumes that
you have a full understanding of his/her expectations. It infers that your
manager understands your job and concurs with your assessment of
Adapted Style Natural Style
requirements.
D I S C D I S C

Possible Causes: 100 100

90 90

80 80
Unsure of how you will be perceived 70 70

60 60
Don't want to overstep authority 50 50

40 40
Want to be a team player 30 30

Want to help everyone so you don't object to the manager when requests 20 20

10 10
are being made that are not your responsibility 0 0

12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 18
Time Wasters Continued

Possible Solutions:

Have informal conversations with the manager about his/her expectations

Share with manager your expectations
Clarify with peers and other managers your duties and responsibilities
Read and discuss articles on "management by objectives"

Resisting Change
Resisting change is the process of consciously or subconsciously not
participating in the change process. Measures of resistance may be active or
passive, not doing things the new way, or making excuses for not having tasks
accomplished.

Possible Causes:

Need a high degree of security

Like to maintain the status quo
Routine/procedures have worked in the past
One specific aspect of a proposed change violates sense of values
A specific change is not seen as contributing to successful
accomplishments

Possible Solutions:

Acknowledge that change is a natural part of any job

Develop the habit of writing down all of the pros and cons of a specific
change
Evaluate each objection to a change
If there is one specific objection that is overriding the ability to change, Adapted Style Natural Style
share the specific concern with those involved and seek advice or input
from others D I S C D I S C
100 100

90 90

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30 30

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 19
Time Wasters Continued

Habits
A habit is a specific thought, behavior or way of doing something that was
acquired by repetition or by reinforcement from self and/or others.

Possible Causes:

Have established routines that are comfortable

Routine creates a feeling of security
Resist change for change's sake
Have been praised repeatedly for a specific behavior

Possible Solutions:

Evaluate habits and decide which contribute to your accomplishments and

which deter you from success
Try new ways of performing a certain task
Ask others for recommendations on different approaches
Consciously practice changing your routine

Adapted Style Natural Style

D I S C D I S C
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90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 20
Areas for Improvement
In this area is a listing of possible limitations without regard to a specific job. Review
with Sam and cross out those limitations that do not apply. Highlight 1 to 3 limitations
that are hindering his performance and develop an action plan to eliminate or reduce
this hindrance.

Sam has a tendency to:

Take criticism of his work as a personal affront.

Need help in prioritizing new assignments.

Not take action against those who challenge or break the rules or
guidelines.

Be dependent on others for decisions, even if he knows he is right.

Hold a grudge if his personal beliefs are attacked.

Yield to avoid controversy--attempt to avoid the antagonistic environment.

Have difficulty establishing priorities. Have a tendency to make all things

a number one priority--may have trouble meeting deadlines.

Not let others know where he stands on an issue.

Underestimate his abilities.

Adapted Style Natural Style

D I S C D I S C
100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

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12 66 86 52 15 66 90 48

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 21
Behavioral Hierarchy
Your observable behavior and related emotions contribute to your success on the job.
When matched to the job, they play a large role in enhancing your performance. The
list below ranks your behavioral traits from the strongest to the weakest.

1. Customer-Oriented - Identify and fulfill customer expectations.

0 10 20 30 40 50 60 70 80 90 100
87 Natural
64*
80 Adapted
62*
2. People-Oriented - Build rapport with a wide range of individuals.
0 10 20 30 40 50 60 70 80 90 100
85 Natural
65*
85 Adapted
62*
3. Consistent - Perform predictably in repetitive situations.
0 10 20 30 40 50 60 70 80 90 100
75 Natural
61*
78 Adapted
64*
4. Interaction - Frequently engage and communicate with others.
0 10 20 30 40 50 60 70 80 90 100
70 Natural
60*
60 Adapted
55*

* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 22
Behavioral Hierarchy Continued

5. Following Policy - Adhere to rules, regulations, or existing

methods.
0 10 20 30 40 50 60 70 80 90 100
68 Natural
60*
72 Adapted
63*
6. Persistence - Finish tasks despite challenges or resistance.
0 10 20 30 40 50 60 70 80 90 100
67 Natural
61*
70 Adapted
64*
7. Analysis - Compile, confirm and organize information.
0 10 20 30 40 50 60 70 80 90 100
45 Natural
53*
50 Adapted
59*
8. Versatile - Adapt to various situations with ease.
0 10 20 30 40 50 60 70 80 90 100
45 Natural
54*
47 Adapted
52*

* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 23
Behavioral Hierarchy Continued

9. Organized Workplace - Establish and maintain specific order in

daily activities.
0 10 20 30 40 50 60 70 80 90 100
40 Natural
51*
45 Adapted
57*
10. Frequent Change - Rapidly shift between tasks.
0 10 20 30 40 50 60 70 80 90 100
40 Natural
52*
38 Adapted
50*
11. Competitive - Want to win or gain an advantage.
0 10 20 30 40 50 60 70 80 90 100
20 Natural
49*
20 Adapted
47*
12. Urgency - Take immediate action.
0 10 20 30 40 50 60 70 80 90 100
12 Natural
43*
13 Adapted
43*

SIA: 12-66-86-52 (34) SIN: 15-66-90-48 (18)

* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 24
 ®
Style Insights Graphs
12-20-2019

Adapted Style Natural Style

Graph I Graph II

D I S C D I S C
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90 90

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30 30

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0 0

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Norm 2017 R4

T: 12:40

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 25
 ®
The Success Insights Wheel
The Success Insights® Wheel is a powerful tool popularized in Europe. In addition to the text you
have received about your behavioral style, the Wheel adds a visual representation that allows you
to:

View your natural behavioral style (circle).

View your adapted behavioral style (star).

Note the degree you are adapting your behavior.

Notice on the next page that your Natural style (circle) and your Adapted style (star) are plotted on
the Wheel. If they are plotted in different boxes, then you are adapting your behavior. The further
the two plotting points are from each other, the more you are adapting your behavior.

If you are part of a group or team who also took the behavioral assessment, it would be
advantageous to get together, using each person's Wheel, and make a master Wheel that
contains each person's Natural and Adapted style. This allows you to quickly see where conflict
can occur. You will also be able to identify where communication, understanding and appreciation
can be increased.

Sam Sample
Copyright © 1992-2020. Target Training International, Ltd. 26
 ®
The Success Insights Wheel
12-20-2019

C 8
IMPLEMENTOR 1
D
9 CO
ER
24 ND
10
YZ

U
AL

CT
23 25
40
AN

OR
26 11
39
7 56 41 27
42
22 2
55
38 43 12
COORD ATOR

54 28

PERSUADER
60 57
44
IN

21 37 53
45 29 13
52
59 58
36 46
20 51 30
6 47
14
50
35 49 48 3
31
SU

19
R

34
32
TE

15
PP

33
O

R
O

TE M
18 O
R
17
16
PR

S 5
RELATER 4 I

Adapted: (34) RELATING SUPPORTER (FLEXIBLE)

Natural: (18) RELATING SUPPORTER

Norm 2017 R4
T: 12:40

Sam Sample
Copyright © 1992-2020. Target Training International, Ltd. 27
Introduction Motivators Section

Knowledge of an individual's motivators help to tell us WHY they do things. A review of an

individual's experiences, references, education and training help to tell us WHAT they can
do. Behavioral assessments help to tell us HOW a person behaves and performs in the
work environment. The Personal Motivators & Engagement report measures the relative
prominence of six basic interests or motivators (a way of valuing life): Theoretical,
Utilitarian, Aesthetic, Social, Individualistic and Traditional.

Motivators help to initiate one's behavior and are sometimes called the hidden motivators
because they are not always readily observed. It is the purpose of this report to help illuminate
and amplify some of those motivating factors and to build on the strengths that each person
brings to the work environment.

Based on your choices, this report ranks your relative passion for each of the six motivators. Your
top two and sometimes three motivators cause you to move into action. You will feel positive
when talking, listening or doing activities that satisfy your top motivators.

The feedback you will receive in this section will reflect one of three intensity levels for each of the
six motivators.

Strong - positive feelings that you need to satisfy either on or off the job.

Situational - where your feelings will range from positive to indifferent based on other priorities
in your life at the time. These motivators tend to become more important as your top
motivators are satisfied.

Indifferent - your feelings will be indifferent when related to your 5th or 6th motivator.

Your Personal Motivators Ranking

1st Traditional Strong
2nd Theoretical Strong
3rd Social Situational
4th Aesthetic Situational
5th Utilitarian Indifferent
6th Individualistic Indifferent

Sam Sample
Copyright © 1990-2020. Target Training International, Ltd. 28
Traditional
The highest interest for this motivator may be called "unity," "order," or "tradition."
Individuals with high scores for this motivator seek a system for living. This system
can be found in such things as conservatism or any authority that has defined rules,
regulations and principles for living.

Sam will be very helpful to others who share the same beliefs.

At times Sam can be overly rigid in evaluating others against his standard.

Seeking to resist the temptation of an eclectic view, Sam will attempt to

foster and protect his own belief system to ensure that consistency of
thought and action are carried to a conclusion.

A suitable position for Sam is one that is highly structured and gives him
the authority to control the structure.

Rules and regulations should be adhered to.

He will use a logical approach in formulating a plan of action to

understand and live by his beliefs.

Sam wants the security and the consistency of his belief system and will
move toward those with similar tendencies.

Sometimes he believes in causes so strongly that he will champion the

cause.

Exchanging ideas with others within the framework of his belief system
sets the parameters, and it is up to others to change, not him.

He places a high value on life and wants others to follow his examples for
living.

Once Sam has made up his mind on an issue, he will rarely change his
mind even if logic dictates he could be wrong.

Sam seeks a system for living and wants others to follow the system of his
choice.
100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

10 10

THE. UTI. AES. SOC. IND. TRA.

52 38 47 50 25 88

Sam Sample
Copyright © 1990-2020. Target Training International, Ltd. 29
Theoretical
The primary drive with this motivator is the discovery of TRUTH. In pursuit of this
drive, an individual takes a "cognitive" attitude. Such an individual is nonjudgmental
regarding the beauty or utility of objects and seeks only to observe and to reason.
Since the interests of the theoretical person are empirical, critical and rational, the
person appears to be an intellectual. The chief aim in life is to order and systematize
knowledge: knowledge for the sake of knowledge.

Sam is comfortable around people who share his interest for knowledge
and especially those people with similar convictions.

He may have difficulty putting down a good book.

Sam is very good at integrating past knowledge to solve present

problems.

Sam has the potential to become an expert in his chosen field.

He will usually have the data to support his convictions.

A comfortable job for Sam is one that challenges his knowledge.

100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

10 10

THE. UTI. AES. SOC. IND. TRA.

52 38 47 50 25 88

Sam Sample
Copyright © 1990-2020. Target Training International, Ltd. 30
Social
Those who score very high for this motivator have an inherent love of people. The
social person prizes other people and is, therefore, kind, sympathetic and unselfish.
They are likely to find the Theoretical, Utilitarian and Aesthetic attitudes cold and
inhuman. Compared to the Individualistic motivator, the Social person regards helping
others as the only suitable form for human relationships. Research indicates that in its
purest form, the Social interest is selfless.

Sam's desire to help others (even to his own detriment) or decision not to
help others, is reviewed on an individual basis.

Sam will definitely attempt to help an individual or group overcome a

predicament, but only if they have "touched the right chords" within him.

100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

10 10

THE. UTI. AES. SOC. IND. TRA.

52 38 47 50 25 88

Sam Sample
Copyright © 1990-2020. Target Training International, Ltd. 31
Aesthetic
A higher Aesthetic score indicates a relative interest in "form and harmony." Each
experience is judged from the standpoint of grace, symmetry or fitness. Life may be
regarded as a procession of events, and each is enjoyed for its own sake. A high
score here does not necessarily mean that the incumbent has talents in creative
artistry. It indicates a primary interest in the artistic episodes of life.

The need for the appreciation of beauty is determined on an individual

basis and is not generalized in terms of the total world around him.

At times Sam will look for the beauty in all things.

Sam may desire fine things for his spouse or family members.

There could be a specific area that is of great interest to him. For

instance, he may be appreciative of the natural beauty of mountains and
streams, but may not be overly impressed by the works of Picasso or
Rembrandt.

100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

10 10

THE. UTI. AES. SOC. IND. TRA.

52 38 47 50 25 88

Sam Sample
Copyright © 1990-2020. Target Training International, Ltd. 32
Utilitarian
The Utilitarian score shows a characteristic interest in money and what is useful. This
means that an individual wants to have the security that money brings not only for
themselves, but for their present and future family. This motivator includes the
practical affairs of the business world - the production, marketing and consumption of
goods, the use of credit, and the accumulation of tangible wealth. This type of
individual is thoroughly practical and conforms well to the stereotype of the average
business person. A person with a high score is likely to have a high need to surpass
others in wealth.

Money and material possessions are not a high priority for Sam.

Sam will accept his financial situation and not strive to change it.

He is motivated by internal beliefs and does not feel compelled to impress

others with material things.

There is not a tremendous need for Sam to have great sums of money.

Sam will not use money as a scorecard to impress others.

Sam will use his money to satisfy his true motivation.

Financial security is not a necessity, but a long-term goal.

Sam will not be swayed or motivated by what he feels are excessive

material goals.

Overemphasizing the value of money will bore Sam and turn him off.

Sam will seek a comfort level in his standard of living and try to maintain
that level.

100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

10 10

THE. UTI. AES. SOC. IND. TRA.

52 38 47 50 25 88

Sam Sample
Copyright © 1990-2020. Target Training International, Ltd. 33
Individualistic
The primary interest for this motivator is POWER, not necessarily politics. Research
studies indicate that leaders in most fields have a high power drive. Since competition
and struggle play a large part in all areas of life, many philosophers have seen power
as the most universal and most fundamental of motives. There are, however, certain
personalities in whom the desire for direct expression of this motive is uppermost; who
wish, above all, for personal power, influence and renown.

Sam feels that struggles should be the burden of the team, not just the
individuals.

As long as Sam's belief systems are not threatened, he will allow others to
set the tone and direction of his work.

Stability is a primary concern. Patience and fortitude will win in the long
run.

Sam's passion in life will be found in one or two of the other dimensions
discussed in this report.

Being in total control of a situation is not a primary motivating factor.

He will not attempt to overpower others' points of view or change their

thinking.

Sam will be less concerned about his ego than others may be.

100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

10 10

THE. UTI. AES. SOC. IND. TRA.

52 38 47 50 25 88

Sam Sample
Copyright © 1990-2020. Target Training International, Ltd. 34
Navigating Situations Outside Your
Comfort Zone
The information on this page will highlight areas in which you may struggle relating to
based on your lowest motivator. The information will teach you how to manage your
way through discussions focusing on your number six motivator.

Tips for Communicating with "High Individualistic" utilizing your Traditional.

As you read through the communication tips, think about the following
questions:

How does the mindset of a high Individualistic contribute to today's

workforce?
How do Individualistics contribute to the world, your professional
life and your personal life?

A high Individualistic wants not only to control his own destiny, but the destiny
of others.

Strive to understand what the Individualistic wants to control and how his
desires can be accomplished in the organization. How can the two
connect this with the traditions and founding principles of the
organization in order to advance your mission?

The desire to have an impact on the organization through the

preservation of the traditions and the Individualistic's desire to have
control in general can be partnered once the Individualistic has buy-in to
the system. Position the Individualistic as the leader for the cause.

When a high Individualistic feels strongly about a situation, he may apply the
"All is fair in love and war" philosophy.

Validate that the current goal and process for achieving it aligns with the
traditions of the organization. If not, a strong voice will be necessary in
protecting the principles while giving the high Individualistic a way to be
seen as the person advocating for the organization. 100 100

90 90

A powerful partnership can be created when both parties are on the 80 80

same page. The energy and passion for what's believed in and wanted 70 70

60 60
is second to none. Use this to move the organization forward while 50 50
protecting the organizational philosophies and allowing the Individualistic 40 40
to be seen as a leader. 30 30

20 20

10 10

THE. UTI. AES. SOC. IND. TRA.

52 38 47 50 25 88

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 35
Navigating Situations Outside Your
Comfort Zone
Controlling the situation is important to a high Individualistic, but he also wants
to have the public recognition.

Work together to create something people want to follow that's based on

the founding organizational principles, and put the Individualistic in
charge of moving the group toward the common mission.

Persuade the high Individualistic to become a member of the cause with

a quick path toward leading the team. Be sure both parties have
commonalities in philosophies and that they align with the organization.

A high Individualistic will have strong feelings about the legacy he is striving to
create and eventually will leave behind.

Determine if the legacy you are following is in line with the legacy the
Individualistic is creating. If so, communicate the importance of having
sustainable and repeatable processes that will keep the legacy alive.

If lacking alignment, work towards helping the Individualistic establish

pillars that can be the foundation. Connect with others that can
articulate the organizational differences in ways that can help the
Individualistic build a stronger legacy.

100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

10 10

THE. UTI. AES. SOC. IND. TRA.

52 38 47 50 25 88

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 36
Motivators - Norms & Comparisons
For years you have heard statements like, "Different strokes for different folks," "to each his own,"
and "people do things for their own reasons, not yours." When you are surrounded by people
who share similar motivators, you will fit in with the group and be energized. However, when
surrounded by people whose motivators are significantly different from yours, you may be
perceived as out of the mainstream. These differences can induce stress or conflict. When
confronted with this type of situation you can:

Change the situation.

Change your perception of the situation.

Leave the situation.

Cope with the situation.

This section reveals areas where your motivators may be outside the mainstream and
could lead to conflict. The further away you are from the mainstream on the high side, the more
people will notice your passion about that motivator. The further away from the mainstream on
the low side, the more people will view you as indifferent and possibly negative about that
motivator. The shaded area for each motivator represents 68 percent of the population or scores
that fall within one standard deviation above or below the national mean.

Norms & Comparisons Table - Norm 2017

Theoretical Mainstream

Utilitarian Mainstream

Aesthetic Mainstream

Social Mainstream

Individualistic Indifferent

Traditional Extreme

- 68 percent of the population - national mean - your score

Mainstream - one standard deviation of the national mean

Passionate - two standard deviations above the national mean
Indifferent - two standard deviations below the national mean
Extreme - three standard deviations from the national mean

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 37
Motivators - Norms & Comparisons
Areas in which you have strong feelings or passions compared to others:

You have chosen a system for living that you believe in. All of the decisions in your life are
made according to the principles of your system. Your principles mean more to you than
money or success. Others may feel you impose your standards on the rest of the world and
may see you as being judgmental. They may think you exhibit a "holier than thou" mindset.
They may believe you are closed-minded.

Areas where others' strong feelings may frustrate you as you do not share their same passion:

You can be frustrated by others who are always jockeying for position and control.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 38
Motivators Hierarchy
Your motivation to succeed in anything you do is determined by your underlying
motivators. You will feel energized and successful at work when your job supports
your personal motivators. They are listed below from the highest to the lowest.

1. Traditional/Regulatory - Rewards those who value traditions

inherent in social structure, rules, regulations and principles.
0 10 20 30 40 50 60 70 80 90 100
88
47*
2. Theoretical - Rewards those who value knowledge for knowledge's
sake, continuing education and intellectual growth.
0 10 20 30 40 50 60 70 80 90 100
52
60*
3. Social - Rewards those who value opportunities to be of service to
others and contribute to the progress and well being of society.
0 10 20 30 40 50 60 70 80 90 100
50
43*
4. Aesthetic - Rewards those who value balance in their lives, creative
self-expression, beauty and nature.
0 10 20 30 40 50 60 70 80 90 100
47
43*
5. Utilitarian/Economic - Rewards those who value practical
accomplishments, results and rewards for their investments of time,
resources and energy.
0 10 20 30 40 50 60 70 80 90 100
38
50*
6. Individualistic/Political - Rewards those who value personal
recognition, freedom, and control over their own destiny and others.
0 10 20 30 40 50 60 70 80 90 100
100 100
25 90 90

57* 80 80

70 70

60 60

50 50

40 40

30 30

20 20

10 10

THE. UTI. AES. SOC. IND. TRA.

* 68% of the population falls within the shaded area.
52 38 47 50 25 88

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 39
 ®
Motivation Insights Graph
12-20-2019

100 100

90 90

80 80

70 70

60 60

50 50

40 40

30 30

20 20

10 10

THE. UTI. AES. SOC. IND. TRA.

Score 52 38 47 50 25 88
Rank 2nd 5th 4th 3rd 6th 1st
national mean

Norm 2017

T: 12:30

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 40
Motivators Wheel™
12-20-2019

L THE
IO NA OR
T ET
ADI IC
AL
TR 88 52
1st 2nd

UTILITARIAN
SOCIAL

50 38
3rd 5th

47 25
AE 4th 6th T IC
ST IS
HE AL
TIC DU
IV I
IND

T: 12:30

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 41
Introduction Integrating Behaviors and Motivators Section

The ultimate power behind increasing job satisfaction and performance comes from the blending
of your behaviors and motivators. Each individually is powerful in order to modify your actions,
but the synergy of blending the two moves you to a whole new level.

In this section you will find:

Potential Behavioral and Motivational Strengths

Potential Behavioral and Motivational Conflict

Ideal Environment

Keys to Motivating

Keys to Managing

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 42
Potential Behavioral and Motivational
Strengths
This section describes the potential areas of strengths between Sam's behavioral style
and top two motivators. Identify two to three potential strengths that need to be
maximized and rewarded in order to enhance on-the-job satisfaction.

Great at maintaining a system or process.

Steady communicator of structure and process and the way it "should" be.

Methodical and reliable researcher.

Great at retrieving information for decision makers he trusts.

Expresses all that is great about a system of living.

Always looking to say or do the "right" thing.

Will bring high energy and enthusiasm to the researching process.

Volunteers his knowledge on many subjects.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 43
Potential Behavioral and Motivational
Conflict
This section describes the potential areas of conflict between Sam's behavioral style
and top two motivators. Identify two to three potential conflicts that need to be
minimized in order to enhance on-the-job performance.

Difficultly making ambiguous choices when confronted with changing the

system.

Can come off passive/aggressive especially when beliefs are challenged.

Will have difficulty in establishing priorities in learning new matters.

Struggles in adapting to new situations without preparation.

May over look contradictions in his own way of living.

Will be frustrated when new and exciting opportunities conflict with the
system.

Ability to learn is diminished due to his lack of focus on one thing.

May present facts and figures with too much emotion.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 44
Ideal Environment
This section identifies the ideal work environment based on Sam's basic style and top
two motivators. People with limited flexibility will find themselves uncomfortable
working in any job not described in this section. People with flexibility use intelligence
to modify their behavior and can be comfortable in many environments. Use this
section to identify specific duties and responsibilities that Sam enjoys and also those
that create frustration.

A stable and predictable environment.

Little conflict between people.

Democratic supervisor with whom he can associate.

Flexibility to attend tradeshows and seminars in order to gain information

and share with others.

Information to support the reasons for change.

Realistic deadlines that are based on the appropriate amount of

information gathering.

Ability to celebrate the success of a project being completed within the

ideal paradigm.

An environment that instills a sense of security through the reliance on an

established system.

To be seen as a reliable and trustworthy team player working for the

organizational system.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 45
Keys to Motivating
This section of the report was produced by analyzing Sam's wants. People are
motivated by the things they want; thus wants that are satisfied no longer motivate.
Review each statement produced in this section with Sam and highlight those that are
present "wants."

Sam wants:
A manager who practices participative management.

A support system to do the detail work.

Rewards to support his dreams.

The opportunity to share knowledge with others.

An opportunity to methodically layout research and work through the

information-gathering process.

To have the right information to support others so he can feel secure with
how the job is being done.

Recognition for his ability to recruit others to the new idea, structure or
belief.

An understanding that the resistance to change comes from loyalty to the

system.

Time to adjust to changes as it relates to systems and structure.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 46
Keys to Managing
In this section are some needs which must be met in order for Sam to perform at an
optimum level. Some needs can be met by himself, while management must provide
for others. It is difficult for a person to enter a motivational environment when that
person's basic management needs have not been fulfilled. Review the list with Sam
and identify 3 or 4 statements that are most important to him. This allows Sam to
participate in forming his own personal management plan.

Sam needs:
To handle routine paperwork only once.

Help on controlling time and setting priorities.

Participatory management.

To understand that others do not share the same excitement for new
ideas as he does.

To showcase areas of expertise when appropriate.

To understand the expected pace for exploring new theories and

opportunities.

To be realistic about his ability to influence people to his way of thinking.

To understand that not all situations are black and white and discussions
need to happen to facilitate an actionable process.

Support in his need to protect the processes and systems of the

organization in a stable and loyal way.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 47
Introduction Acumen Indicators Section

Research shows that the most effective people understand themselves and develop strategies to
meet the demands of their environment. The Acumen Capacity Index (ACI) report helps
individuals accurately perceive the world around them as well as themselves.

The Acumen Indicators Section is designed to help an individual truly understand themselves,
how they analyze and interpret their experiences. A person's acumen, keenness and depth of
perception or discernment, is directly related to their level of performance. The stronger a
person's acumen, the more aware they are of their reality in both their external and internal world.

This section explores both how a person interacts with the external world and from a personal
perspective. There are seven primary areas that this section will explore:

Summary of Acumen Capacity

World View
Self View
External Concentration Score
Capacity for Problem Solving
Reaction Index
Business Performance Summary
Dimensional Balance

Be sure to read the entire section with an open mind. Everyone has areas where they can
improve. Use the content of this section while working with your mentor, professional coach or
manager in order to make improvements, both personally and professionally.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 48
Summary of Acumen Capacity
The Dimensions section measures Sam's ability to understand each of the dimensions individually as
well as the ability to differentiate the value elements in situations.

Individuality (People/Me)

Practical Situations (Tasks/Roles)

System & Order (Systems/Future)

Distinction Index (Judgment)

Individuality - relates to the development of your ability to recognize

WELL DEVELOPED

individuality in others and individuality within yourself. How well do you

understand others? How well developed is your own self identity?

Practical Situations - relates to the development of your ability to recognize

the value in situations in the outside world and within one's own roles in life.
How well do you understand all aspects of practical situations? How well do
you understand your roles in life?

Systems and Order - relates to the development of your ability to recognize

systems and order in the world and within yourself. How well do you
understand structure and organization in the world? How well do you
understand your self-organization and future direction?
DEVELOPED

Distinction Index - relates to your development of the ability to differentiate

values in general in the world as well as within oneself.

We will be exploring this information in more detail over the next two pages in
the World View and Self View sections.
NEEDS DEVELOPMENT

Sam's World View

Sam's Self View

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 49
World View
This is how Sam sees the world around him. This view measures his clarity
and understanding of people, tasks and systems. It could also be looked at in
terms of feeling, doing and thinking from an external standpoint. The
statements below are based primarily on the 3 dimensions found on the World
View side of the dimensional balance page. The statements will be listed in
scoring order from highest to lowest.

Sam places the most value on personal or professional relationships with

others.

Sam can form and maintain close affiliations with others.

Sam relies and depends on relationships with others.

Sam is resourceful and will try to solve problems himself, rather than
asking for help.

Sam can be cooperative when it comes to following the rules or a specific

plan.

Sam looks at things and events to help ideas come together to create
better systems.

Sam has the ability to become action-oriented in order to complete the

task at hand.

Sam compares and chooses options to achieve the best outcome from a
practical sense.

Sam has the capacity to focus his attention on the activity or task at hand.

Sam delegates specific assignments or tasks from a base of authority or

from the overall plan.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 50
Self View
This is how Sam sees himself. This view measures his clarity and
understanding of himself, his roles in life and his direction for the future. The
internal dimensions are a reflection of him from both personal and professional
viewpoints. The statements below are based on the 3 dimensions found on
the Self View side of the dimensional balance page. The statements will be
listed in scoring order from highest to lowest.

Sam has a grasp of his actual accomplishments.

Sam could benefit from a clearer understanding of who he is as an

individual.

Sam has a moderate sense of self worth.

Sam has an idea of where he wants to go and who he wants to become in

the future.

Sam could be more concerned about the concepts that guide him forward
and shape his future.

Sam has an understanding of the concepts that guide him forward and
shape his future.

Sam has the ability to perform and fulfill his roles in life.

Sam could benefit from developing a stronger understanding of his current

roles and activities.

Sam identifies with personal and professional roles.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 51
External Clarity and Awareness
Clarity of Performance measures a person's ability to recognize what’s relevant in situations, their ability for
focusing on, understanding and valuing all three dimensions evenly in the outside world. Situational
Awareness is the measurement of Sam's viewpoint of the reality in the outside world. Both the Clarity of
Performance and Situational Awareness should be evaluated by taking the Emotional Bias Distortion Score
in to account. Does Sam have a clear view of the outside world to go with his level of balance and reality?

External Clarity of Performance: The level of balance based on Sam's ability to evaluate people, practical
and theoretical situations in the outside world.

Sam lacks some sense of proportion in viewing the world, as

he lacks some clarity in terms of tasks and practical matters.

Sam lacks some clarity in terms of practical matters and as

such has a moderately developed sense of proportion about
the world. Unbalanced Balanced
Clarity Clarity
Based on your current level of balance, where is the greatest
impact: people, tasks or systems?

Is your level of balance appropriate for your

professional/personal life and path?

External Situational Awareness: Your level of reality based on your perception of the outside world.

Sam has moderate understanding of the reality of the world

in terms of people, tasks and systems.

Sam has moderate awareness of the reality of the world.

How realistic is your world perception or your expectations of the Idealistic Realistic
world in terms of people, tasks and systems?

How is this level (or lack) of expectations or perception impacting

you?

Emotional Bias Distortion: This could also be referred to as your external blind spots as shown
on the Dimensional Balance page. The higher the score the less clear your world view is in terms
19 of people, tasks and systems. Scores over 20 can moderately affect the impact of your External
Clarity of Performance and Situational Awareness. Scores over 40 can greatly cloud these areas.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 52
Internal Clarity and Awareness
Clarity of Performance measures a person's ability to recognize what’s relevant in situations, their ability for
focusing on, understanding and valuing all three dimensions evenly within one's self. Situational
Awareness is the measurement of Sam's viewpoint of the reality within his own world. Both the Clarity of
Performance and Situational Awareness should be evaluated by taking the Emotional Bias Distortion
description in to account. Does Sam have a clear view of himself to go with his level of balance and
expectations?

Internal Clarity of Performance: The level of balance based on Sam's ability to evaluate who you are, your
roles and your future.

He is comfortable handling all types of internal situations and

issues.

Sam has a clear focus when evaluating himself, his roles

and future direction.
Unbalanced Balanced
Based on your current level of balance, where is the greatest Clarity Clarity
impact: you as a person, your roles or your future?

How does this level of balance impact you (positive/negative) in

your current situation?

Internal Situational Awareness: Your level of expectations based on your perception of yourself, your roles
and your future.

Sam has good awareness in terms of himself, role and

direction.

Sam has realistic expectations for himself, his job and his
future.
Unrealistic Realistic
How realistic is your self perception or your expectations in terms
of you as a person, your roles and your future?

What insights have you discovered about yourself that could be

further developed?

Emotional Bias Distortion: This could also be referred to as your internal blind spots as shown on
the Dimensional Balance page. The higher the score the less clear your self-view is in terms of you
28 as a person, your roles and your future. Scores over 20 can moderately affect the impact of your
Internal Clarity of Performance and Situational Awareness. Scores over 40 can greatly cloud these
areas.
Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 53
Summary of Capacity for Problem Solving

Individual Situations

Practical Situations

Theoretical Situations

Problem and Decision Index

Reaction Index

Individual Situations - relates to the development of your ability

WELL DEVELOPED

to recognize the importance within situations concerning the

individuality of others and concerning one's own individuality.

Practical Situations - relates to the development of your ability

to recognize the importance within practical situations and in
situations concerning one's own roles in life.

Theoretical Situations - relates to the development of your

ability to recognize the importance within systems and in
situations requiring self-discipline.
DEVELOPED

Problems and Decisions - relates to the development of your

ability to recognize the importance within situations in the world
and in oneself.

Reaction Index - relates to the development of your ability for

organizing one's reactions when confronted with situations in the
world and within oneself.
NEEDS DEVELOPMENT

Sam's World View

Sam's Self View

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 54
External Problem Solving and Decision
Making
The following scores will identify Sam's ability to identify and solve specific types of
problems as well as his ability to make balanced decisions in the outside world.

Capacity for Solving Problems Involving People - The ability to identify

and solve problems related to the individuality of people.
0 10 20 30 40 50 60 70 80 90 100
84
86*

Capacity for Solving Practical Problems - The ability to identify and

solve problems related to tasks and practical situations.
0 10 20 30 40 50 60 70 80 90 100
76
82*

Capacity for Solving Theoretical Problems - The ability to identify and

solve systems, structural and theory-based problems.
0 10 20 30 40 50 60 70 80 90 100
84
81*

Capacity for Problem Solving and Decision Making in the Outside

world - The ability to perceive all relevant information regarding people,
tasks and systems. The higher your score, the more balanced your
problem and decision making will be.
0 10 20 30 40 50 60 70 80 90 100
86
79*

* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 55
Internal Problem Solving and Decision
Making
The following scores will identify Sam's ability to identify and solve specific types of
problems as well as his ability to make balanced decisions within one's self.

Problem Solving Ability Within One's Self - The ability to identify and
solve problems related to your own individuality.
0 10 20 30 40 50 60 70 80 90 100
76
77*

Problem Solving Ability Within One's Roles - The ability to identify and
solve problems related to your personal and/or professional roles in life.
0 10 20 30 40 50 60 70 80 90 100
72
75*

Problem Solving Ability Regarding One's Future - The ability to identify

and solve problems with regard to your future direction and self-discipline.
0 10 20 30 40 50 60 70 80 90 100
76
75*

Capacity for Problem Solving and Decision Making Within One's Self -
The ability to perceive important aspects regarding your individuality, your
roles and your future. The higher your score, the more balanced your
problem solving and decision making will be.
0 10 20 30 40 50 60 70 80 90 100
66
66*

* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 56
Reaction Index
The Reaction Index is determined by looking at Sam's External Control and Internal Control. The
combination of this information will identify one's ability for appropriate responses in difficult situations.

External Control: The ability to appear to be rational and in control when facing problems or crises.

His capacity to organize and discipline his reactions when

confronted with outside problems is developed.

He shows some discipline and organization when reacting to

conflict, primarily dealing with problems involving other
people. Emotional Rational

He shows some discipline and organization when reacting to

conflict, primarily dealing with problems involving practical
situations.

He shows some discipline and organization when reacting to

conflict, primarily dealing with problems involving systems
and theories.

Internal Control: The ability to remain in conscious command of one's internal self when confronted with
difficult circumstances and to respond rationally.

His capacity to organize and discipline his reactions when

confronted with problems within himself is developed.

He shows some discipline and organization when reacting to

conflict, primarily dealing with problems involving his own
individuality. Emotional Rational

He shows some discipline and organization when reacting to

conflict, primarily dealing with problems involving his roles in
life.

He shows some discipline and organization when reacting to

conflict, primarily dealing with problems involving
self-discipline.

* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 57
Business Performance Summary
The Business Performance Summary will identify Sam's ability to solve problems and concentrate during
challenging times and ability to make balanced decisions.

Balanced Decision Making - The ability to make consistently sound and timely decisions in
one's personal and professional life.
0 10 20 30 40 50 60 70 80 90 100
74
70*

External Concentration Index - The ability to remain focused and manage distractions on
issues relative to people, practical and theoretical situations.
0 10 20 30 40 50 60 70 80 90 100
71
75*

Emotional Bias Distortion: This could also be referred to as your external blind spots
as shown on the Dimensional Balance page. The higher the score the less clear your
19 world view is in terms of people, tasks and systems. Scores over 20 can moderately
affect the impact of your External Concentration score awareness. Scores over 40 can
greatly cloud these areas.

Internal Concentration Index - The ability to remain focused and manage distractions on
issues relative to you, your roles and your future.
0 10 20 30 40 50 60 70 80 90 100
86
67*

Emotional Bias Distortion: This could also be referred to as your internal blind spots
as shown on the Dimensional Balance page. The higher the score the less clear your
28 self-view is in terms of you as a person, your roles and your future. Scores over 20 can
moderately affect the impact of your Internal Concentration score awareness. Scores
over 40 can greatly cloud these areas.

- External - Internal - Combined External and Internal

* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 58
Business Performance Summary Continued

Attitude Index: The Attitude Index measures your current outlook regarding your external or
world view at the time when you completed the assessment. This is a very sensitive
measurement and may pick up on something that has affected you within a few days or even
several weeks of completing this assessment.

Apprehensive - worried

Suspicious - disbelieving

Resistant - defiant, challenging, opposing

Angry - annoyed, irritated Pessimistic Optimistic

Uneasy

Fear - concern

Have there been any negative events in the last 30 to 60 days that are still affecting you today?

If yes, have you noticed any differences in your behavior?

Who if anyone, have you talked to about this event?

Emotional Bias Distortion: This could also be referred to as your external blind spots as shown
on the Dimensional Balance page. The higher the score the less clear your world view is in terms
19 of people, tasks and systems. Scores over 20 can moderately affect your Attitude Index. Scores
over 40 can greatly cloud your outlook.

* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 59
Dimensional Balance
World View Self View

People Tasks Systems Me Roles Future

100 100

90 90

81
80 80

70 72
70

60 60

50 50

40 40

30 30

20 20

10 10

0 0
Understanding Practical Systems Sense of Self Role Awareness Self Direction
Others Thinking Judgment

Clarity 88 74 82 78 68 70
Bias
Blind Spot 12 26 18 22 32 30

50 50 50 50 50 50

100 100 100 100 100 100 100 100 100 100 100 100
- + - + - + - + - + - +

Rev: 0.92-0.84

Overvaluation Intrinsic Population mean

Mixed valuation Extrinsic 81 External Clarity Average
Undervaluation Systemic 72 Internal Clarity Average

T: 7:44 Sam Sample

Copyright © 2006-2020. Target Training International, Ltd. 60
Introduction Competencies Section

Your success in any job depends on the value of your contribution to the organization. Managers,
mentors and professional coaches can encourage, advise and guide you as you grow
professionally. However, the ultimate responsibility for your career development is yours and
yours alone.

This report is designed to assist you in managing and developing your career. For many jobs,
personal skills are as important as technical skills in producing superior performance. Personal
skills are often transferable to different jobs, whereas technical skills are usually more specific.

Your development of these personal skills are categorized into four levels:

1) Well Developed

2) Developed

3) Moderately Developed

4) Needs Development

While personal skills are certainly important for career development, it is not necessary to fully
develop every one. In fact, development of a personal skill may not benefit your career if it isn't
required in your current job. In order to optimize your career potential, it is best to focus your
development efforts on the personal skills that are required in your current job, or the job you
want.

Be sure to read the entire report with an open mind. Everyone has areas where they can
improve. Before deciding to work on developing personal skills you have not yet fully developed,
you may want to discuss the report with a trusted peer, mentor or professional coach. You may
even wish to share the report with your manager. In most cases, management takes a very
positive view of individuals who wish to develop their skills.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 61
Development Indicator
This section of your report shows your development level of 25 personal skills based on your responses to
the questionnaire. The 25 personal skills have been categorized into four levels; based on means and
standard deviations. Well Developed, Developed, Moderately Developed and Needs Development.

Personal Skills Ranking

1 Conflict Management
2 Empathy
3 Understanding & Evaluating Others
4 Flexibility
5 Problem Solving Ability
6 Conceptual Thinking
7 Decision Making
8 Personal Accountability
9 Resiliency
10 Planning & Organizing
11 Self-Management
12 Customer Focus
13 Goal Achievement
14 Diplomacy & Tact
15 Persuasion
16 Interpersonal Skills
17 Creativity
18 Negotiation
19 Employee Development/Coaching
20 Teamwork
21 Leadership
22 Presenting
23 Continuous Learning
24 Written Communication
25 Futuristic Thinking

Note: Don't be concerned if you have not developed all 25 personal skills. Research
has proven that individuals seldom develop all 25. Development of the most
important personal skills needed for your personal and professional life is what
is critical.

Well Developed Developed Moderately Developed Needs Development

T: 19:46

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 62
Competencies Hierarchy
Your unique hierarchy of competencies is key to your success. Knowing what they
are is essential to reaching your goals. The graphs below rank your competencies
from top to bottom.

1. Understanding & Evaluating Others - The capacity to perceive

and understand the feelings and attitudes of others.
0 10 20 30 40 50 60 70 80 90 100
88
81* D
2. Flexibility - Agility in adapting to change.
0 10 20 30 40 50 60 70 80 90 100
78
76* D
3. Problem Solving Ability - Anticipating, analyzing, diagnosing, and
resolving problems.
0 10 20 30 40 50 60 70 80 90 100
78
75* D
4. Conflict Management - Addressing and resolving conflict
constructively.
0 10 20 30 40 50 60 70 80 90 100
77
52* WD
5. Conceptual Thinking - The ability to analyze hypothetical situations
or abstract concepts to compile insight.
0 10 20 30 40 50 60 70 80 90 100
74
73* D
6. Decision Making - Utilizing effective processes to make decisions.
0 10 20 30 40 50 60 70 80 90 100
74
70* D

Development Legend

WD = Well Developed
D = Developed
MD = Moderately Developed
ND = Needs Development
* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 63
Competencies Hierarchy
7. Personal Accountability - A measure of the capacity to be
answerable for personal actions.
0 10 20 30 40 50 60 70 80 90 100
73
72* D
8. Resiliency - The ability to quickly recover from adversity.
0 10 20 30 40 50 60 70 80 90 100
72
72* D
9. Self-Management - Demonstrating self control and an ability to
manage time and priorities.
0 10 20 30 40 50 60 70 80 90 100
71
74* MD
10. Empathy - Identifying with and caring about others.
0 10 20 30 40 50 60 70 80 90 100
67
36* WD
11. Customer Focus - A commitment to customer satisfaction.
0 10 20 30 40 50 60 70 80 90 100
57
63* MD
12. Goal Achievement - The ability to identify and prioritize activities
that lead to a goal.
0 10 20 30 40 50 60 70 80 90 100
57
68* MD
13. Diplomacy & Tact - The ability to treat others fairly, regardless of
personal biases or beliefs.
0 10 20 30 40 50 60 70 80 90 100
53
59* MD
14. Persuasion - Convincing others to change the way they think,
believe or behave.
0 10 20 30 40 50 60 70 80 90 100
53
55* MD

* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 64
Competencies Hierarchy
15. Planning & Organizing - Utilizing logical, systematic and orderly
procedures to meet objectives.
0 10 20 30 40 50 60 70 80 90 100
50
48* D
16. Employee Development/Coaching - Facilitating and supporting
the professional growth of others.
0 10 20 30 40 50 60 70 80 90 100
43
68* ND
17. Interpersonal Skills - Effectively communicating, building rapport
and relating well to all kinds of people.
0 10 20 30 40 50 60 70 80 90 100
37
68* MD
18. Teamwork - Working effectively and productively with others.
0 10 20 30 40 50 60 70 80 90 100
30
63* ND
19. Creativity - Adapting traditional or devising new approaches,
concepts, methods, models, designs, processes, technologies and/or
systems.
0 10 20 30 40 50 60 70 80 90 100
27
48* MD
20. Leadership - Achieving extraordinary business results through
people.
0 10 20 30 40 50 60 70 80 90 100
20
61* ND
21. Negotiation - Facilitating agreements between two or more parties.
0 10 20 30 40 50 60 70 80 90 100
20
38* MD
22. Presenting - Communicating effectively to groups.
0 10 20 30 40 50 60 70 80 90 100
17
61* ND

* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 65
Competencies Hierarchy
23. Continuous Learning - Taking initiative in learning and
implementing new concepts, technologies and/or methods.
0 10 20 30 40 50 60 70 80 90 100
10
61* ND
24. Written Communication - Writing clearly, succinctly and
understandably.
0 10 20 30 40 50 60 70 80 90 100
3
54* ND
25. Futuristic Thinking - Imagining, envisioning, projecting and/or
predicting what has not yet been realized.
0 10 20 30 40 50 60 70 80 90 100
0
28* ND

* 68% of the population falls within the shaded area.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 66
Well Developed Competencies
This section of your report lists and describes competencies that are well developed
based on your responses to the questionnaire. The statements listed below describe
the consistent actions of individuals who are well developed in these competencies.
Read each statement and think of when and where you have consistently
demonstrated the actions described.

Conflict Management: Addressing and resolving conflict constructively.

Readily identifies and addresses issues, concerns or conflicts.

Recognizes opportunities for positive outcomes in conflict situations.
Reads situations quickly and accurately to pinpoint critical issues.
Listens to gain understanding of an issue from different perspectives.
Diffuses tension and effectively handles emotional situations.
Assists people in adversarial positions to identify common interests.
Strives to settle differences equitably.
Settles differences without damaging relationships.

Empathy: Identifying with and caring about others.

Demonstrates genuine concern for others.

Respects and values people.
Perceives and is sensitive to the emotions people experience.
Expends considerable effort to understand the real needs, concerns and
feelings of others.
Advocates for the interests, needs and wants of others.
Demonstrates cross-cultural sensitivity and understanding.
Takes personal and/or professional risks for the sake of others.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 67
Developed Competencies
This section of your report lists and describes the competencies in which you are
developed based on your responses to the questionnaire. The statements listed
below describe the consistent actions of individuals who are well developed in these
competencies. Read each statement and think of when and where you have
demonstrated the actions described.

Understanding & Evaluating Others: The capacity to perceive and understand

the feelings and attitudes of others.

Demonstrates awareness of how actions will directly and indirectly impact

others
Listens to others attentively
Demonstrates regard for and sensitivity to the feelings of others
Values and respects the diversity of others and their beliefs

Flexibility: Agility in adapting to change.

Responds promptly to shifts in direction, priorities and schedules.

Demonstrates agility in accepting new ideas, approaches and/or methods.
Effective in juggling multiple priorities and tasks.
Modifies methods or strategies to fit changing circumstances.
Adapts personal style to work with different people.
Maintains productivity during transitions, even in the midst of chaos.
Embraces and/or champions change.

Problem Solving Ability: Anticipating, analyzing, diagnosing, and resolving

problems.

Anticipates, identifies and resolves problems or obstacles.

Utilizes logic and systematic processes to analyze and solve problems.
Defines the causes, effects, impact and scope of problems.
Identifies the multiple components of problems and their relationships.
Prioritizes steps to solution.
Develops criteria for optimum solutions.
Evaluates the potential impact of possible solutions and selects the best
one.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 68
Developed Competencies
Conceptual Thinking: The ability to analyze hypothetical situations or abstract
concepts to compile insight.

Demonstrates ability to forecast long range outcomes and develop

suitable business strategies
Identifies, evaluates and communicates potential impacts of hypothetical
situations
Defines options to leverage opportunities in achieving business goals
Develops plans and strategies that lead to desired strategic outcomes

Decision Making: Utilizing effective processes to make decisions.

Demonstrates an ability to make difficult decisions in a timely manner.

Gathers relevant input and develops a rationale for making decisions.
Evaluates the impact or consequences of decisions before making them.
Acts decisively despite obstacles, resistance or opposition.
Accepts consequences of decisions.
Willing to correct erroneous decisions when necessary.
Defends rationale for decisions when necessary.

Personal Accountability: A measure of the capacity to be answerable for

personal actions.

Accepts personal responsibility for the consequences of personal actions

Avoids placing unnecessary blame on others
Maintains personal commitment to objectives regardless of the success or
failure of personal decisions
Applies personal lessons learned from past failures to moving forward in
achieving future successes

Resiliency: The ability to quickly recover from adversity.

Continues toward goals in the face of difficulty and adversity

Handles criticism and rejection from others with objectivity
Recovers quickly from personal setbacks
Moves past unforeseen obstacles without unnecessary delay

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 69
Developed Competencies
Planning & Organizing: Utilizing logical, systematic and orderly procedures to
meet objectives.

Works effectively within established time frames and priorities.

Utilizes logical, practical and efficient approaches.
Prioritizes tasks for optimum productivity.
Develops procedures, processes and systems for order, accuracy,
efficiency and productivity.
Anticipates probable effects, outcomes and risks.
Develops contingency plans to minimize waste, error and risk.
Allocates, adjusts and manages resources according to priorities.
Monitors implementation of plans and makes adjustments as needed.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 70
Moderately Developed Competencies
This section of the report list and describes the competencies in which you are
moderately developed based on your responses to the questionnaire. Very few
individuals are well developed in all 25 competencies. The statements listed below
describe consistent actions of individuals who are well developed in these
competencies. Read each statement and place an X next to those that describe
actions you need to demonstrate in order to fulfill the requirements of your job.

Self-Management: Demonstrating self control and an ability to manage time

and priorities.

Independently pursues business objectives in an organized and efficient

manner
Prioritizes activities as necessary to meet job responsibilities
Maintains required level of activity toward achieving goals without direct
supervision
Minimizes work flow disruptions and time wasters to complete high quality
work within a specified time frame

Customer Focus: A commitment to customer satisfaction.

Consistently places a high value on customers and all issues related to

customers
Objectively listens to, understands and represents customer feedback
Anticipates customer needs and develops appropriate solutions
Meets all promises and commitments made to customers

Goal Achievement: The ability to identify and prioritize activities that lead to a
goal.

Establishes goals that are relevant, realistic and attainable

Identifies and implements required plans and milestones to achieve
specific business goals
Initiates activity toward goals without unnecessary delay
Stays on target to complete goals regardless of obstacles or adverse
circumstances

Diplomacy & Tact: The ability to treat others fairly, regardless of personal
biases or beliefs.

Maintains positive relationships with others through treating them fairly

Demonstrates respect for others
Understands and values differences between people
Respects diversity in people

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 71
Moderately Developed Competencies
Persuasion: Convincing others to change the way they think, believe or
behave.

Utilizes the knowledge of other's needs, wants, beliefs, attitudes, and

behavior to promote a concept, product or service.
Builds trust and credibility before attempting to promote concepts,
products or services.
Understands and utilizes compliance-producing behaviors to influence
others such as authority, being likeable, proof of the prior compliance of
others, limited availability, sampling or giving something away to create a
sense of obligation.
Uses logic and reason to develop rational arguments that challenge
current assumptions, attitudes, beliefs, and behavior.
Identifies and addresses the social, emotional, economic, and practical
barriers that prevent people from complying.
Adapts techniques and approaches to the needs and wants of those being
influenced.

Interpersonal Skills: Effectively communicating, building rapport and relating

well to all kinds of people.

Strives for self-awareness.

Demonstrates sincere interest in others.
Treats all people with respect, courtesy and consideration.
Respects differences in the attitudes and perspectives of others.
Listens, observes and strives to gain understanding of others.
Communicates effectively.
Sensitive to diversity issues.
Develops and maintains relationships with many different kinds of people
regardless of cultural differences.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 72
Moderately Developed Competencies
Creativity: Adapting traditional or devising new approaches, concepts,
methods, models, designs, processes, technologies and/or systems.

Notices unique patterns, variables, processes, systems or relationships.

Expresses non-traditional perspectives and/or novel approaches.
Synthesizes and/or simplifies data, ideas, models, processes or systems.
Challenges established theories, methods and/or protocols.
Encourages and promotes creativity and innovation.
Modifies existing concepts, methods, models, designs, processes,
technologies and systems.
Develops and tests new theories to explain or resolve complex issues.
Applies unorthodox theories and/or methods.
Imagines new or revolutionary concepts, methods, models, designs,
processes, technology, systems, products, services or industries.

Negotiation: Facilitating agreements between two or more parties.

Understands both parties must get something they want before

agreement is feasible.
Listens to identify and understand what each party wants.
Determines what each party is willing to accept in an agreement.
Establishes a non-threatening environment, conducive to open
communication for discussing possible terms of agreement.
Develops the terms for an agreement.
Ensures each party understands the terms of agreement.
Binds agreements between parties with verbal and/or written contracts.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 73
Competencies Needing Development
Very few individuals are well developed in all 25 competencies. This section of your
report lists and describes the competencies you have not yet developed based on
your responses to the questionnaire. The statements listed below describe the
consistent actions of individuals who are well developed in these competencies. Read
each statement and place an X next to those that describe actions you need to
demonstrate in order to fulfill the requirements of your job.

Employee Development/Coaching: Facilitating and supporting the professional

growth of others.

Expresses confidence in others' ability to perform.

Identifies developmental needs.
Encourages initiative and improvement.
Provides opportunities for training.
Gives new, difficult and/or challenging work assignments.
Acknowledges and praises improvements.
Trains, coaches and mentors others to develop.
Views mistakes as opportunities for learning.
Promotes learning and growth.

Teamwork: Working effectively and productively with others.

Respects team members and their individual perspectives.

Makes team mission and objectives a priority.
Works toward consensus when team decisions are required.
Meets agreed-upon deadlines on team assignments and commitments.
Shares responsibility with team members for successes and failures.
Keeps team members informed regarding projects.
Supports team decisions.
Recognizes and appreciates the contributions of team members.
Behaves in a manner consistent with team values and mission.
Provides constructive feedback to team and its members.
Responds positively to feedback from team members.
Raises and/or confronts issues limiting team effectiveness.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 74
Competencies Needing Development
Leadership: Achieving extraordinary business results through people.

Inspires others with compelling visions.

Takes risks for the sake of principles, values or mission.
Builds trust and demonstrates integrity with a noticeable congruence
between words and actions (walks their talk).
Demonstrates optimism and positive expectations of others.
Delegates appropriate responsibilities and authority.
Involves people in decisions that affect them.
Addresses performance issues promptly, fairly and consistently.
Adapts methods and approaches to the needs and motivations of others.
Makes decisions to avoid or mitigate the negative consequences for
people.
Demonstrates loyalty to constituents.

Presenting: Communicating effectively to groups.

Organizes information to be presented in succinct, logical sequence.

Presents information in ways that makes abstract or complex concepts
clear and understandable.
Effectively utilizes language, word-pictures, stories, metaphors and
humor.
Utilizes a wide range of non-verbal communication or body language such
as speech inflection, voice modulation, eye contact, facial expression and
gestures.
Implements a variety of visual and auditory devices to capture and invoke
the audience's senses, participation and interest.
Projects authenticity, confidence, conviction and passion.
Appeals to and engages the heart and mind of the audience.
Tailors presentation to the interests, needs and wants of audiences.
Establishes and delivers content objectives.
Communicates in ways that elevate audience awareness and
understanding.
Communicates in ways that enlighten, educate, challenge and persuade
the audience to think, believe or behave in a specific way.
Is recognized and relied upon as an effective spokesperson.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 75
Competencies Needing Development
Continuous Learning: Taking initiative in learning and implementing new
concepts, technologies and/or methods.

Demonstrates curiosity and enthusiasm for learning.

Takes initiative in acquiring and mastering the skills and knowledge
requirements of a position.
Keeps abreast of current or new information through reading and other
learning methods.
Actively interested in new technologies, processes and methods.
Welcomes or seeks assignments requiring new skills and knowledge.
Expends considerable effort and/or expense on learning.
Genuinely enjoys learning.
Identifies applications for knowledge.
Is considered a knowledgeable resource by others.

Written Communication: Writing clearly, succinctly and understandably.

Writes in ways that make abstract concepts, issues and information clear
and understandable.
Utilizes a wide range of appropriate writing techniques and methods.
Succinctly presents objective or subjective viewpoints and arguments.
Achieves communication objectives by organizing information in logical
sequences that lead readers to come to natural conclusions.
Determines what information needs to be communicated.
Skillfully utilizes written language to convey key messages and meaning.
Effectively involves readers in the material.
Adjusts writing style to specific audiences as needed.

Futuristic Thinking: Imagining, envisioning, projecting and/or predicting what

has not yet been realized.

Demonstrates an ability to connect the dots and see the big-picture.

Observes and analyzes the forces driving current reality that may have
long-term effects.
Utilizes foresight and intuitive perception as well as factual events to draw
inferences.
Recognizes, supports and/or champions progressive ideas.
Anticipates future trends or events.
Envisions possibilities others may not.
Imagines and/or predicts changes in current reality based on deductive
and conceptual reasoning.

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 76
Getting the Most From Your Report
Questions about the personal skills you are well developed in:

Are you using the personal skills you are well developed in more in your personal or
professional life?
How is your development of these personal skills contributing to your success?
How can you use these personal skills to advance your career, get a promotion or secure a
better job?
Do other people know that you are well developed in these personal skills?
If not, what would be the benefit of sharing this information with them?

Questions about the personal skills in which you are developed and moderately developed:

How has not fully developing these personal skills hindered your ability to succeed personally
or professionally?
Which of these personal skills might help you the most personally, if you developed them
more thoroughly?
Which of these personal skills might help you the most professionally, if you developed them
more thoroughly?

Questions about the personal skills you have not yet developed:

Which of these personal skills might help you the most personally, if you developed them?
Which of these personal skills might help you the most professionally, if you developed them?

Sam Sample
Copyright © 2006-2020. Target Training International, Ltd. 77