San Diego, California

DISCcertThe DISC Certification Experts

Presents

Communication Strategies Using DISC

Ever ask yourself…

2

Is there another way?

DISC FYI …

3

• Behavioral Styles

– Focus is on external, observable behaviors measured by one’s openness & directness.

• How to use this Report

– Part 1: Understanding your own personal style

– Part 2: Action Plans for interaction

Adaptability… stretch, flex

• Apply Your Strengths or Modify Your Style to meet needs of a given situation or relationship.

Question . . .

• If you go to Italy, it would be wise to try and speak which language?

• Increase Receptivity!

5

Visiting Four Countries

• Before visiting other countries, learn basic words & actions• Your native language (or style) remains your most familiar language.

6

Professional Athlete

Coach/Entertainer Professor Scientist

ominant nteractive teady ompliant

Identify Your Natural Style

Page 5DISC Report

D I S C

Sample Graphs

Focus on Graph II - Natural

Circle highest point(s.) D I S C

Activity

Left Side of Room Right Side of Room

Based on the highest point on your Graph II - Natural– Go to your side of the room.

Please Write the Following on Page 5

9

Energy Line

Styles Assessment NOT Skill Assessment

Adapting Style Graph I

Snapshot ofOne Workday

Natural StyleGraph II

Real You – 24/7At Work or Home

STYLE - High D - Problem Solver (Quick)

10

Energy Line = Determines Preference

in Asserting.

High Intensity = Problem Solve NOW!(FYI… May rush into decision making.)

Low Intensity = Process First, thenSolve Problem

Strong “D” – Professional Athlete

I S C

STYLE - Low D – Problem Solver (Cautious)

• Thinks before deciding on a solution

• Prefers to reflect before selecting a conclusion.

• Priority is to first gather information, then determine best options.

• Can develop SKILL to make quick decisions if needed.

11

Energy Line = Determines Preference

in Asserting.

High Intensity = Problem Solve Now

Low Intensity = Process First, thenSolve Problem

I S C

STYLE - High I – People (Expressive)

12

Energy Line = Determines preference in Influencing.

High Intensity = Gets energizedaround people(FYI … Enthusiasm can overpower.)

Low Intensity = Prefers Calm Interactions

D S C

Strong “I” – Coach/Entertainer

STYLE - Low I – People ( Reserved)

• Prefers to be behind the scenes, not center stage.

• Approaches interactions in a more reserved manner.

• More apt to observe before engaging in conversation with someone new.

• Can learn SKILL to be outspoken, speak in front of groups.

13

Energy Line = Determines preference in Influencing.

High Intensity = Get energizedaround people

Low Intensity = Prefers calm interactions

D S C

STYLE - High S – Plan (Methodical)

14

Low Intensity = Spontaneous

D C I

Strong “S” - your example?

Energy Line = Determines preference In Planning.

High Intensity = Orderly plans. Supportive.(Fyi … May want to keepThings status quo.)

STYLE - Low S – Plan (Spontaneous)

• May have a plan and then quickly changes to a whole new approach.

• If project is not fun or exciting, may generate new strategies to get themselves motivated.

• Prefers others do the planning.• Can develop SKILL to be

organized and follow timelines.

15

Energy Line = Determines preference In Planning.

High Intensity = Orderly plans. Supportive.

Low Intensity = Prefers to be pontaneous, brainstorm lots of ideas.

D C I

STYLE - High C – Procedures ( Accuracy)

16

.

D S I

Strong “C” - your example?

High Intensity = Analyzes, prefers procedures.(Fyi … Can get stuck in details.)

Energy Line = Determines preference to doing details,

Low Intensity = Big Picture.Conceptual.

STYLE - Low C – Procedures (Sees Possibilities)

• Changes the rules if they don’t seem to fit the situation.

• Independent.• Has a “Can Do” attitude.• Results don’t always have to

be 100%.

17

Energy Line = Determines preference to doing details,

High Intensity = Analyzes, prefers procedures.

Low Intensity = Big Picture.Conceptual.

D S I

•Can learn the SKILL of doing accurate paperwork.

Group Graph

19

Potential for Tension among Participants

Add Names Here

Add Names Here

Add Names Here

Add Names Here

Graphs I & II - Similar

• If both Adapting Style & Natural Style are similar:

– You tend to use same behavioral traits across environments.

– Work feels inline with how you would like to be communicating.

20

=

Page 5 of your report

Adapting Style Graph I

Natural StyleGraph II

Graphs I & II - Different

• If Adapting Style is significantly different than Natural Style:

– Going out of comfort zone (style) to get job done.

– Shows flexibility.

– If prolonged, can cause stress.

• Helpful – recall what responsibilities you were carrying out the day you took the DISC.

21

=

Adapting Style

Graph I

Natural Style

Graph II

Page 5 of your report

22

Comparing

Graph II “Real You” with

Graph I “Snapshot of 1 Day at Work”

Comparing DISC Graph II with I

23

Start with Graph II and yellow marker.

Example:D is a little below Energy Line.

Worksheet:Under “D”, the word “Calculating” is in similar location.

Start with Graph II

24

Example:I is at top of Graph II.“Animated”is yellow.

S is in middle of 5.“Patient”is yellow.

C is below the 2.“Arbitrary” is yellow.

Then connect yellow.

Continue process with I, S, C

25

D towards top of 2.“Indirect”is blue.

I a little below top of 6.“Inspiring”is blue.

S is bottom of 1.“Risk-taker” is blue.

C is bottom of 1.“Big-Picture” is blue.

Now, do process with Graph I with different color marker

26

Instructions – Example:Start with Graph II, yellow under D.D is at “Calculating.”

On the Graph I, blue under D.D is at “Indirect.”

Count words in between, with yellow as benchmark.

Example:Blue word is 3 words below Yellow word.

Write down “3” at bottom of page-Next to “D Goes Down.”

Graph Gap Analysis – Provides Insights

27

nteractive• Brings a sense of

enthusiasm• Easily negotiates

conflicts between teams

ominant• Asks questions

that challenge tradition

• Works quickly to resolve issues

teady• Excels at calming

disagreements• Looks for different

approaches

ompliant• Clarifies complex

issues• Demonstrates

technical expertise

Strengths

28

nteractive• Recognition for

skills and insights• Power to control

own career path

ominant• Authority equal to

responsibility• Opportunities to

express ideas and opinions

teady• Sincerity from

groups and peers• Sufficient time to

adjust to change

ompliant• Tasks completed

right first time• Projects highly

specialized

Motivators

I

29

nteractive• Be engaging and

fast-paced• Provide immediate

incentives for them

ominant• Get to the point

quickly; Don’t ramble• Be prepared to

handle some objections

teady• Be candid, open

and patient• Provide assurance

on their input and suggestions

ompliant• Present ideas

logically• List pros and cons

of suggestions you make

Communication Tips

I

30

Activity

• Pair and Share– Turn to person next to you– From your DiSC report, share one Strength, one

Area for Improvement, one Motivator and one Communication tip.

– Let the other person share the same information with you

– Switch partners with another person and share the same information.

31

10 Minute Break

32

Activity

• What If…– Go stand next to your dominant style letter– Write on your blank flipchart page your first,

uninhibited reaction to the following scenarios:– A. Your employee accuses you of playing favorites with another of

your subordinates– B. Your employee’s performance has declined dramatically over

the last 2 months– C. Your employee is extremely bright but rude and abrasive to you

and others.

– Sit down when finished.

Identify Your Employee’s Style

Identify Your Employee’s Style

List 3 Employees:

1. ______________ Style _____ Project ______2. ______________ Style _____ Project ______3. ______________ Style _____ Project ______

Situational Leadership

The SLII® Model

© 2003 The Ken Blanchard Companies. All rights reserved. Do not duplicate •

Item 15467 • V080103

The SLII® Model

“Easy? Practical? Then what’s getting in the way?”

Beliefs – that don’t produce positive results.

Communication Styles –relying on one’s natural communication style.

The SLII® Model

Common Manager Beliefs that don’t produce positive results.

In General…

I manage others like I’d like to be managed.I manage others like I’ve been managed.I manage others based on what comes natural to me.In order to be fair I manage all employees the same.Employees should adapt to my management style.Not all employees can be high achievers.

The SLII® Model

Common Manager Beliefs that don’t produce positive results.

Managing New Employees…

For some reason new managers rarely delegate.I tell new employees just to come to me with questions.A sharp new employee doesn’t need written expectations.I let new employees try it on their own & then give direction.I tell new employees what I want & I expect them to do it.I tell employees they just need to have more confidence in themselves.

The SLII® Model

Common Manager Beliefs that don’t produce positive results.

Managing High Achievers…

High achievers really don’t need to be managed.High achievers can get lazy & regress.High achievers don’t need direction on brand new assignments.I never micro-manage.High achiever in one area means they are in all areas.

The SLII® Model

Your Leadership Style (Impact)

Dominant – like to DelegateInteract – like to TalkSteady – like to Help Compliant – like Accuracy

Problem – Relying only on one’s natural communication style to manage can cause terrible Mismatching.Communication Style is a preference not a skill.Diagnosis & Flexibility are the management skills.

Situational Leadership

D (Delegate)

I (Talk)

S (Help)

C(Accuracy)

Situational Leadership

D (Delegate)

Situational Leadership

I (Talk)

Situational Leadership

S (Help)

Situational Leadership

C(Accuracy)

Situational Leadership

Determine employee level Part One

Part TwoDetermine best leadershipstyle for the employee

Part ThreeFlex, then decide on actionsteps for support

Situational Leadership Activity

Scenario 1: Your employee has been doing the same job for 4 years and seems bored.

Scenario 2: Your new employee is very eager to learn but is insisting that (s)he can ‘figure it out themselves’

Scenario 3: Your employee has been doing a good job for a year but still seems unsure of their abilities and nervous and uncomfortable when called on to do something extra

Scenario 4: Your employee has expressed an interest in creating and implementing a new program

Activity, Part 2

• With a partner, answer the following questions on your large white paper:

• Scenario:• Development level: • Key indicators: • Leadership style needed:

Situational Leadership Activity

• On Leadership Style Document • Up on the top write one of your employee’s initials, and the key project or responsibility they are focused on. • Based on the one responsibility, write down where they need to be managed on the right.•Turn to the person next to you and without disclosing who the person is, tell them why you think they are at the level they are.

• On the left, put down where you actually are managing them (where your DiSC profile is).

• On the bottom, put down what you will be doing differently based on the difference between where you are versus where they need you to be.

Tips for your discussions

Situational Leadership Action Plan

Refer to your list of Employees

1. _______________________________2. _______________________________3. _______________________________

Please jot down a specific insight to help with your discussions with each employee.

Career Counseling

• Employees want to know that you are interested in their development

• Mid-year performance review is a good time to discuss your employee’s aspirations.

• Offer support with resources, coaching, mentoring and encouragement

Up Is Not the Only Way

Move Laterally to another functionMove up to a higher position

Move down to start down a new career path

Enrich by changing

the nature of the job

so it is more

challenging

Move out by

relocating to a

different organizatio

n

Adapted from “Up is not the only Way”

Lateral Movement

• Defined as a change in job, no increase in pay, status or level of responsibility

• Effective when an employee wants to increase marketability or wants to work at something they consider more enjoyable

• As a Manager you can promote the employee’s abilities within the organization

Job Enrichment

• Defined as changing the nature of the job so it is more challenging and stimulating

• Effective when the job is within a team environment so cross training and delegation is encouraged

• As a Manager you can identify the organizational need that can be met by your employee

Moving Down

• Defined as a downward move to start a new career or move into a new career path

• Effective when the employee wants to return to hands-on work, wants to acquire critical competencies for long term career choices, and to create job sharing options

• As a Manager you can listen to and understand employee challenges and offer this as an option instead of losing them

Moving Up

• Defined as a promotion• Effective when the employee’s abilities match the

needs of the organization• As a Manager you can help your employee to

understand the organization’s strategic direction, delegate assignments to them that will help them prepare for the next level. Encourage them to remember that everything they do should contribute to their reputation for reliability, results and innovation

Moving Out

• Defined as relocating to a different organization• Effective when performance is not acceptable or the

employee does not fit with the values and culture of the organization, or when the other strategies are not viable options

• As a Manager you can communicate on a regular basis to your employee

Help the Employee Make a Plan

• The biggest obstacle to career growth is not lack of opportunity; it is inertia!

• Explore steps to take.

In closing

• Did we cover everything?• One thing you learned today.