IBA Certification Guide 2017

Introduction To Behavioral Analysis Online Course
Certification Guide
Introduction.. ................................................................................................. . 2
Section 1: Behavioral Styles: Theory and Background ..................... . 3
Comprehensive Review #1 .......................................................................... . 9
Section 2: Experience the DISC Assessment Yourself..........................10
Comprehensive Review #2...............................................................................11
Section 3: Interpretation of the DISC Personality System Profile ...... 12
Comprehensive Review #3 .......................................................................... 29

Comprehensive Review #4 .......................................................................... 33
Comprehensive Review #5 ............................................................................. 35
Section 4: Application of the Personality System Profile .................... 44
Case Study #1 Interpretation Notes..................................................................48

Answer Key to Comprehensive Reviews ...................................................63-64

Answer Key to Case Studies........................... ...........................................65-68
Additional Behavioral Style Blends .............................................................69-82
© Copyright 2017, The Institute for Motivational Living, Inc. All Rights Reserved. 1
Introduction
Over the last 30 years, the Institute for Motivational Living (IML) has developed and published
numerous behavioral instruments, courses and materials which have been used by individu-
als and organizations on six continents. Our materials have been used to build and restore
relationships, develop increased personal understanding, resolve conflicts, build teams and
maximize communication. The demand for professionally-trained individuals offering these
insights and services increases daily.
The purpose of this course is to provide you with a professional development tool as a
model to understand human behavior more profoundly. This course will introduce you
to the background and theory of the DISC language as well as prepare you to be
able to read graphs and interpret and analyze the results of the DISC assessment.
Today, human resource trainers and other professionals are being asked to provide solutions
for hard-to-solve situations. That’s because whenever people come together around a com-
mon goal, whether it’s improving sales or choosing where the family will vacation, misunder-
standing and conflict inevitably arise. On the job, that can mean a decrease in productivity
and sales. At home, misunderstanding can lead to stress and broken relationships.
The information contained in Introduction to Behavioral Analysis Course can be ap-

plied at work to empower employees for greater productivity or to assist in the formation of
self-directed work teams. Other uses include staff recruitment, self improvement, and team
building. It is also used on both the undergraduate and graduate levels in a number of
colleges and universities. It is our sincere hope that this course will be an instrument of
tremendous discovery and enlightenment for every facet of your life.
After successfully completing this course, you will receive your Certificate of
Course Completion in Introduction to Behavioral Analysis. Your next step is to
become Certified in DISC Behavioral Analysis through IML by completing The
Advanced Behavioral Analysis Course.
2 © Copyright 2017, The Institute for Motivational Living, Inc. All rights Reserved.
Behavioral Styles: Section
Theory and Background One
In this section, you will learn:
Why it is important to understand different behavioral styles
Historical origins of personality theory
Factors that contribute to the development of behavioral styles
A graphic model of human behavior and awareness
Principles of behavioral interaction
People Are Different...
Predictably Different!
D I
CORPORATE
OFFICE
BUSINESS
FAMILY
C FRIENDS
S
CHURCH
COMMUNITY
(As environment changes, style may change)
Notes:
The Development of DISC
?
“Psychological Types”
?
? “Who? What?
When? Why?”
Choleric
Thinking, Feeling,
Sensation, and Intuition
Carl Gustav Jung

1921
Sanguine
Phlegmatic Emotions of
Earth Normal People
Air Melancholy D
Fire I
S
Water Hippocrates
400 B.C.
C
Empodocles
444 B.C. William M. Marston
1926
Notes:
3
Contributing
Factors To Behavioral Style
1. Heredity
2. Role Model (Up to age 12)
3. Experiences (After age 8)
The Trust Model
Adapted from the Johari Window
others
Arena Blind Spots

open communication self discovery
self
Mask Potential
hidden unknown
Notes:
Behavioral Principles
ACTIVE STYLES
Product Oriented
% %
D Dominant
Direct
Active Influencing
Interactive
I
Decisive Interested in People
TASK ORIENTED STYLES
PEOPLE ORIENTED STYLES

S
TE
OP
SI
PO
PO
SI
OP
TE
S
Task Oriented People Oriented

S
TE
OP
SI
PO
PO
SI
OP
TE
S
% Passive
%
C Correct
Controlled
Compliant Process Oriented
Stable
Steady
Secure
S
PASSIVE STYLES
Principles
Of
Motivation
1. One person cannot motivate another person.
2. Yet, everyone is motivated.
3. People are motivated to do things for their own

personal reasons, not for someone else’s.
4. If person “A” understands the behavioral style of

person “B,” then person “A” can communicate
more effectively.
5. If person “A” knows more about person “B”

than person “B” knows about himself, then
person “A” can motivate person “B” to be
more productive.
*Note: This language should not be used to manipulate another

individual. Its purpose is to enhance communication.
Comprehensive Review #1: Section
Theory and Background One
At the end of this section, you should be able to

answer the following questions:
1. How many personality styles did Hippocrates identify, and what did he call them?
2. Name the four DISC styles and how they correspond to Hippocrates’model.
3. What are the four components of the Johari Window?
4. Name three factors that contribute to behavioral style.
5. Which behavioral styles are task oriented?
- Answers are listed on page 63 -
Experiencing the DISC Section
Personality Assessment Two
In this section, you will:
Experience the DISC Assessment by taking it online or
downloading a sample DISC report .pdf
Read a DISC profile report (yours or a sample version)
PLEASE NOTE:
In the remanider of the course, you will learn how to interpret the three
graphs generated by the DISC assessment and what each graph represents.
We would encourage you to experience the DISC assessment for yourself at

this time in the course so that you can see how the graphs are generated.
Completing a DISC assessment is not manditory. However, if you would like

to take the DISC assessment, you can generate your full, customized DISC
report for $26 USD. Please visit:
https://free.peoplekeys.com/
A free version of the report is available from this site, but in order to receive
the full report (with a graph page) you will need to upgrade to the full report.
If you choose not to take the DISC assessment, we have also provided a .pdf
copy of a sample report that will allow you to follow along with the course
instruction. You can download and print a copy by using the following link:
http://www.scribd.com/doc/73366650/2011-DISC-Sample
(These links also provided in the audio-video portion of this course.)
Experiencing the DISC Assessment Two
At the end of this section, you should be able to

1. How many graphs are contained in the profile and what does each graph represent?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. If your highest point on graph three is a “D”, what does this say about you?
Please list adjectives that describe a high D Style.
3. If your highest point on graph three is an “I”, what does this say about you?
Please list adjectives that describe a high I Style.
4. If your highest point on graph three is an “S”, what does this say about you?
Please list adjectives that describe a high S Style.
5. If your highest point on graph three is a “C”, that does this say about you?
Please list adjectives that describe a high S Style.
Interpretation of the DISC Section
Personality System Profile Three
Specific characteristics of each of the four major

behavioral styles
Ways to motivate each of the four behavioral styles
Ideal working environments for each behavioral style
How to distinguish between a person’s mask and core self
How to identify when a person is experiencing stress
Special Graph Configurations
How to interpret behavioral blends of more than one style
Compatibility of the four behavioral styles
The Personality System Overview
Dominant • Driver Influencing • Inspiring
D General Characteristics
Direct; Decisive
High Ego Strength
I General Characteristics
Enthusiastic
Trusting; Optimistic
Problem Solver Persuasive; Talkative
Risk Taker; Self-Starter Impulsive; Emotional
Value To Team Value To Team

Bottom-line organizer Creative problem solver
Places high value on time Great encourager
Challenges the status quo Motivates others to achieve
Innovative Positive sense of humor
Negotiates conflicts; peace maker
Possible Weaknesses
Oversteps authority Possible Weaknesses
Argumentative attitude More concerned with popularity than
Dislikes routine tangible results
Attempts too much at once Inattentive to detail
Overuses gestures and facial expressions
Greatest Fear Tends to listen only when it’s convenient
Being taken advantage of
Greatest Fear
Rejection
Compliant • Correct Stable • Steady
C General Characteristics
Accurate; Analytical
Conscientious; Careful
S General Characteristics
Good Listener; Team Player
Possessive
Fact-Finder; Precise Steady; Predictable
High Standards; Systematic Understanding; Friendly
Value To Team Value To Team

Perspective: “The anchor of reality” Reliable and dependable
Conscientious and even tempered Loyal team worker
Thorough in all activities Compliant towards authority
Defines situations; gathers, criticizes and
Good listener; patient and empathetic
tests information
Good at reconciling conflicts
Possible Weaknesses
Needs clear-cut boundaries for actions/
Possible Weaknesses
relationships Resists change
Bound by procedures and methods Takes a long time to adjust to change
Gets bogged down in details Holds a grudge; sensitive to criticism
Prefers not to verbalize feelings Difficulty establishing priorities
Will give in rather than argue
Greatest Fear
Greatest Fear Loss of security
Criticism
Highlighting Your Individual Style
Instructions:
Step 1: Identify your highest plotting point on Graph 3. If Graph 2 is drastically different, look at it also.
Step 2: Refer to the quadrant below that corresponds with your highest point: (D, I, S, or C).
Step 3: Checkmark the ___ if the word or statement describes you.
Step 4: Identify your second highest plotting point on the graph, refer to that quadrant below and repeat step 3.
My personal behavior is... My personal behavior is...
D __Demanding
__Determined
__Driving
__Ambitious
__Competitive
__Decisive
__Responsible
__Skeptical
I __Sociable
__Optimistic
__Mobile
__Polished
__Warm
__Poised
__Trusting
__Popular
__Pioneering __Logical __Enthusiastic __Verbal
__Strong-willed __Independent __Persuasive __Independent
I am motivated by... I am motivated by...

__New challenges and problems to solve __Flattery, praise, popularity, and acceptance
__Power and authority to take risks and make decisions __A friendly environment
__Freedom from routine and mundane tasks __Freedom from many rules and regulations
__Changing environments in which to work and play __Other people available to handle details
My ideal environment should include... My ideal environment should include...

__Innovative focus on the future __Practical procedures
__Non-routine, challenging tasks & activities __Few conflicts and arguments
__Projects that produce tangible results __Freedom from controls and details
__Freedom from controls, supervision and details __A forum to express ideas
__Personal evaluation based on my results, not my methods __Group activities in professional and social environments
My personal behavior is... My personal behavior is...
C __Conservative
__Calculating
__Low-keyed
__Stable
__Traditional
__Neat
__Systematic
__Accurate
S __Conservative
__Loyal
__Cooperative
__Relaxed
__Passive
__Patient
__Possessive
__Predictable
__Dependent __Tactful __Resistant to change __Consistent
__Cautious __Diplomatic __Reflective __Steady
__Systematic __Deliberate
I am motivated by...
__Standards of high quality I am motivated by...
__Limited social interaction __Recognition for loyalty and dependability
__Detailed tasks __Safety and security
__Logical organization of information __No sudden changes in procedure or lifestyle
__Activities I can start and finish
My ideal environment should include...
__Tasks and projects that can be followed through to My ideal environment should include...
completion __Practical procedures and systems
__Specialized or technical tasks __Stability and predictability
__Practical work procedures and routines __Tasks that can be completed one at a time
__Few conflicts and arguments __Few conflicts and arguments
__Instructions and reassurance that I am doing what is __A team atmosphere
expected of me
Behavioral Style Elements: The numbers below correspond to the
plotting points from Graph 3.
Arranged By Graph Value
+20 EGOCENTRIC Viewing everything in relationship to ENTHUSIASTIC Highly inspirational; intense

oneself; self-centered interest and zeal; visionary
+16 DIRECT Straightforward; not vague; frank +17 GREGARIOUS Fond of the company of others;
+15 DARING Possessing courage for some act; to +9 sociable; enjoys a crowd
+14 venture out +8 PERSUASIVE Having the power to persuade;
+13 DOMINEERING Imposing one’s own opinion and +7 influencing
+12 wishes; arrogant; overbearing IMPULSIVE Impelling, driving forward
DEMANDING Request boldly or urgently +6 EMOTIONAL Easily aroused to emotion; quick to
weep or show anger
FORCEFUL Full of force; powerful; vigorous
RISK TAKER Willing to take chances not ordinarily
+10 considered; hazardous in actions SELF-PROMOTING Ability to advance oneself in station
+9 ADVENTURESOME Exciting or dangerous undertaking and popularity
DECISIVE Settles a dispute, question, etc.; +5 TRUSTING Firm belief in the honesty, integrity,
reliability of another; faith
+8 showing decision
INFLUENTIAL Having great influence; powerful;
INQUISITIVE Inclined to ask many questions;
effective
curious
+3 AFFABLE Easy to approach and talk to;
SELF-ASSURED Certain; confident
pleasant and polite
+7 COMPETITIVE Rivalry; desiring a contest or match
SOCIABLE Enjoying the company of others;
+5 QUICK Prompt to understand or learn; sharp
friendly; agreeable; informal
+3 in discernment
+1 SELF-RELIANT Having reliance upon or confidence
in one’s own abilities +2 GENEROUS Willing to give or share; unselfish;
bountiful
CALCULATED Action determined by POISED Balanced; stable; having ease and
RISK-TAKER reasoning the risk dignity of manner
+0 SELF-CRITICAL Analyzing oneself; finding fault +1 CHARMING Attractive; fascinating; delightful
-2 UNASSUMING Not pretentious or forward; +0 CONFIDENT Sure of oneself; feeling certain; bold
-3 modest; retiring
SELF-EFFACING Making oneself inconspicuous
REALISTIC Tending to face facts; practical rather CONVINCING Persuading by argument of evidence;
than visionary causing to feel certain
OBSERVING Perceptive; watches over and guards
WEIGHS Consider both sides of an issue -1 DISCRIMINATING Able to make or see fine distinctions;
PROS & CONS before making a decision discerning
-4 UNOBTRUSIVE Doesn’t force oneself upon others
-6 without invitation CONTROLLED Restraining oneself; holding back emotion
CONSERVATIVE Tending to preserve established -2 RETIRING Drawing back from contact and
-7 traditions; opposing change publicity; reserved; modest; shy
-8 PEACEFUL Not quarrelsome; free from -5 SUSPICIOUS Tending to suspect; guarded; tending
disturbance or disorder; calm; quiet -7 to suspect fault or evil
PESSIMISTIC Practice of looking on the dark side of
things; expecting the worst
MILD Gentle or kind in disposition, action
or effect; not severe or harsh ALOOF Removed; distant in sympathy and interest;
-10 QUIET Not easily excited or disturbed; has a -8 reserved; cool
quiet disposition WITHDRAWN Retreating within oneself; shy; reserved;
-11 UNSURE Experiencing feelings of insecurity abstract
-13 and failure -9 SELF-CONSCIOUS Unduly conscious of oneself as an object of
-14 DEPENDENT Influenced, controlled, or determined notice; awkward
-21 by something or someone else -10
MODEST Not forward, but shy and reserved RETICENT Habitually silent or uncommunicative;
-19 disinclined to speak; reserved
Using Graph 3, find the “D” poing (this will be either a positive (+) or a negative (-) number). Then read the cluster
containing the adjectives relating to that range for the “D” value. Repeat for the “I,” “S,” and “C” values. Consider the
adjectives above and below the value as well.
PASSIVE Influenced or acted upon without +15 PERFECTIONIST One who strives for completeness and
+19 response; submissive +7 flawlessness; accurate
+11 PATIENT Enduring pain, trouble; refusing to +6 ACCURATE Careful and exact; free from errors
+10 be provoked as by an insult FACT-FINDER A searcher for truth; reality
+9 LOYAL Faithful to persons and ideals +5 DIPLOMATIC Tactful
+8 PREDICTABLE Behavior, actions, and reactions
+7 that can be easily foretold +4 SYSTEMATIC According to a system; orderly
TEAM-PERSON Enjoys being part of a group working
together toward a common goal
CONVENTIONAL Sanctioned by, or following customary usage
COURTEOUS Polite and gracious
SERENE Undisturbed; calm; tranquil; quiet +3 CONSCIENTIOUS Governed by one’s conscience; scrupulous;
+5 POSSESSIVE Feeling of ownership; characterized
+2 painstaking effort to achieve correctness
+4 COMPLACENT Self-satisfied; smug
+1 RESTRAINED Curbing or checking emotions
INACTIVE Not inclined to act; idle; dull; inert
HIGH STANDARDS Holds to a strong values system
+3 RELAXED Made looser, or less firm and tense
ANALYTICAL Dissecting a whole into its parts in order to

RESTRAINED Not showing feelings openly
discover their nature
+2 DELIBERATE Careful in considering; not rash or
+0 SENSITIVE Easily hurt; highly responsive intellectually
+1 hasty; slow; unhurried
-1 and emotionally
AMIABLE Having a pleasant disposition;
+0 friendly
-2 MATURE Fully grown, developed
-1 STABLE Not easily thrown off balance;
EVASIVE Tending or seeking to evade; not
enduring; steady; resisting change
straightforward, tricky; elusive
MOBILE Movable; showing emotional changes “OWN PERSON” Not easily affected by the opinions of others
in expression SELF-RIGHTEOUS Filled with or showing smug conviction, or
-2 OUTGOING Expansive; sociable; gregarious -3 one’s own righteousness
-3 ALERT Watchful; vigilant; ready; active; OPINIONATED Holding obstinately to one’s opinions
nimble -4 PERSISTENT Continuing, especially in the face of
-4 EAGER Keenly desiring; wanting very much; -5 opposition; willing to persevere
impatient or anxious INDEPENDENT Free from the influence or control of others;
self-confident
CRITICAL Characterized by careful analysis

-5 DISCONTENTED Dissatisfied; restless desire for RIGID Not bending or flexible; still; severe or strict
-6 something more or different FIRM Solid; hard; not moved easily; fixed; not
FIDGETY Nervous; uneasy -6 fluctuating; steady
-7 IMPETUOUS Acting suddenly with little thought; -7 STUBBORN Refusing to yield or comply; obstinate
-8 ARBITRARY Left to one’s own choice; based on one’s
whim; absolute
RESTLESS Characterized by inability to rest or
relax; uneasy; not quiet
FLEXIBLE Desire to alter; likes variety REBELLIOUS Resisting authority; opposing any control;
-9 FAULTFINDING Calling attention to defects; chronic defiant
-10 complainer -9 DEFIANT Open, bold resistance to authority
-11 SPONTANEOUS Acting without constraint OBSTINATE Determined to have one’s own way;
-12 FRUSTRATED BY Negative emotional reaction to lack -10 TACTLESS Lack of delicacy in handling of situations
STATUS QUO of change -12 that require diplomacy or sensitivity
-19 ACTIVE Characterized by much action or SARCASTIC Having the nature of, or characterized by,
emotion; busy; quick -16 sarcasm; sneering, taunting
Characteristics of the High ‘D’
“Active Positive Movement in

an Antagonistic Environment”
Extrovert, Doer, Optimist

The Leader: Decisive, Independent, Dominant, Direct,
Dynamic, Strong-willed
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
6. ________________________________________________________
Measures how a Notes:
D person solves
problems and
responds to
challenges
Intensity: The higher the ‘D’ value, the more active
and aggressive an individual will be in
trying to overcome problems and
obstacles. The lower the ‘D’ value, the
less of a need to control or be in a lead
position.
When in an
Antagonistic High ‘D’s’ respond aggressively and
Environment: decisively.
Emotion: The ‘D’ factor measures the emotion of

anger. Extremely high ‘D’s’ are quick to
anger. Extremely low ‘D’s’ are slow to
anger.
Behavioral Tendencies of the High ‘D’
Take time to read over the following lists. Circle all of the phrases that apply to you personally.
STRENGTHS LIMITATIONS
General Characteristics:
•Strong Willed •Unsympathetic and cold

•Productive •Insensitive and inconsiderate
•Decisive •Cruel and sarcastic
•Practical •Unforgiving
•Visionary •Self sufficient and domineering
•Optimistic •Argumentative and impatient
•Courageous •Opinionated and prejudiced
•Born leader •Proud
•Compulsive need for change •Crafty
•Must correct wrongs •Can’t relax
•Not easily discouraged •Won’t give up when losing
•Independent and self sufficient •Not complimentary or emotional
•Resolute •Impetuous
Relational Characteristics:
•Exerts sound leadership •Tends to over-dominate

•Establishes goals •Too busy for family
•Motivates family to action •Impatient with poor performance
•Knows the right answer •Won’t let children relax
•Organizes household •Tends to use people
•Has little need for friends •Too independent
•Will work for group activity •Can’t say, “I’m sorry.”
•Excels in emergencies •May be right, but unpopular
•Possessive
Occupational Characteristics:
•Goal oriented •Low tolerance for error

•Sees the whole picture •Doesn’t analyze details
•Organizes well •Bored by trivia
•Seeks practical solutions •Rash decision-maker
•Moves quickly to action •Rude or tactless
•Delegates work •Manipulative and demanding
•Insists on production •End justifies the means
•Stimulates activity •Work may become his/her god
•Thrives on opposition •Demands loyalty in the ranks
Thought: Any strength overused becomes a weakness.
Characteristics of the High ‘I’
“Active Positive Movement in a

Favorable Environment”
Outgoing, Optimistic, Outspoken

The Talker: Influencer, Enthusiastic, Inducer, Interested in People,
Emotional, Interactive, Demonstrative
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
6. ________________________________________________________

I person attempts to
influence or
persuade others
Intensity: The higher the ‘I’ value, the more verbal
and persuasive the person will be in
trying to influence others to his/her way
of thinking. The lower the ‘I’ value, the
more the person will use data and facts
in a nonverbal manner.
When in an
Antagonistic High ‘I’s’ will respond actively and may
Environment: try to negotiate some type of agree-
ment.
Emotion: The ‘I’ factor measures the emotion of

optimism. Extremely high ‘I’s’ are joyful
and optimistic. Low ‘I’s’ tend to be
more pessimistic.
Behavioral Tendencies of the High ‘I’
•Outgoing and charismatic •Undisciplined and weak-willed

•Warm and friendly •Restless and naive
•Talkative, life of the party •Disorganized and unproductive
•Compassionate and demonstrative •Undependable
•Generous and sincere at heart •Egocentric
•Good sense of humor •Exaggerates and compulsive talker
•Memory for stories •Fearful and insecure
•Enthusiastic and expressive •Dwells on trivia
•Good on stage •Egotistical and obnoxious
•Wide-eyed and innocent •Controlled by circumstances
•Lives in the present •Gets angry easily
•Changeable disposition •Seems phony to some
•Is liked by children’s friends •Keeps home in a frenzy

•Turns disaster into humor •Disorganized and forgetful
•Is the circus-master •Doesn’t listen to the whole story
•Makes friends easily •Needs to be center stage
•Thrives on compliments •Dominates conversations
•Envied by others •Answers for others
•Apologizes quickly •Fickle
•Likes spontaneous activities •Makes excuses
•Volunteers for jobs •Would rather talk than work

•Thinks up new activities •Forgets obligations
•Looks great on the surface •Doesn’t follow through
•Creative and colorful •Confidence fades fast
•Has energy and enthusiasm •Undisciplined
•Starts in a flashy way •Priorities out of order
•Inspires others to join •Decides by feelings
•Charms others to work •Easily distracted
•Wastes time talking
Characteristics of the High ‘S’
“Passive Aggressive in a
Favorable Environment”
Introvert, Watcher, Reserved

The Peace Maker: Sympathetic, Quiet, Steady, Stable,
Status Quo, Competent, Easygoing
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
6. ________________________________________________________
Measures the pace Notes:

S at which a person
undertakes activities
and responsibilities
Intensity: The higher the ‘S’ value, the more the
person prefers to start and complete
one project at a time. Also, the higher
the ‘S,’ the more resistance to change.
The lower the ‘S’ value, the faster the
pace and greater the desire for change.
When in an
Antagonistic The high ‘S’ will respond passively/
Environment: aggressively and seek to blend in.
Emotion: The ‘S’ factor measures emotional

expression. The higher the ‘S’ value,
the more difficult it is to read an indi-
vidual. The lower the ‘S’ factor, the
more a person is expressive of their
emotions.
Behavioral Tendencies of the High ‘S’
•Likable and diplomatic •Unmotivated and blase

•Efficient and organized •Spectator
•Dependable •Selfish and stubborn
•Conservative and practical •Stingy
•Reluctant leader •Self-protective
•Low-key personality •Indecisive and fearful
•Easygoing and relaxed •Unenthusiastic
•Patient and well balanced •Reticent
•Quiet, but witty •Avoids responsibility
•Sympathetic and kind •Quiet; will of iron
•Keeps emotions hidden •Too compromising
•Happily reconciled to life •Self-righteous
•Makes a good parent •Undisciplined and unchangeable

•Is not in a hurry •Doesn’t organize the home
•Can take the good with the bad •Takes life too easy
•Doesn’t get upset easily •Dampens enthusiasm
•Pleasant and enjoyable •Stays uninvolved
•Good listener •Indifferent to plans
•Dry sense of humor •Judges others
•Has several close friends •Sarcastic and teasing
•Competent and steady •Not goal oriented

•Peaceful and agreeable •Lacks self-motivation
•Has administrative ability •Hard to get moving
•Mediates problems •Resents being pushed
•Avoids conflicts •Lethargic and careless
•Good under pressure •Discourages others
•Finds the easy way •Observer
Characteristics of the High ‘C’
“Cautious, Tentative Response Designed
to Reduce Antagonistic Factors in an
Unfavorable Environment”
Introverted, Pessimistic, Soft-Spoken

The Thinker: Controlled, Analytical, Compliant, Competent,
Conscientious, Creative
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________

C person responds to
the rules and
regulations set by
others
Intensity: The higher the ‘C’ value, the more the
person will comply to rules set by
others. The lower the ‘C’ value, the
more an individual will challenge rules
and seek independence.
When in an
Antagonistic High ‘C’s’ will respond passively/aggres
Environment: sively and seek to justify their actions.
Emotion: The ‘C’ factor measures caution. The

higher the intensity of the ‘C,’ the more
an individual cautiously and analytically
moves forward. The lower the ‘C’ value,
the more fearless the individual.
Behavioral Tendencies of the High ‘C’
•Analytical and idealistic •Moody and negative

•Perfectionist and conscientious •Critical
•Loyal •Rigid and legalistic
•Sensitive •Self-centered and touchy
•Self-sacrificing •Revengeful
•Self-disciplined •Persecution prone
•Serious and purposeful •Unsociable
•Genius prone •Theoretical and impractical
•Talented and creative •Has false humility
•Artistic or musically gifted •Has selective hearing
•Philosophical and poetic •Introspective and low self-esteem
•Appreciative of beauty •Tends to hypochondria
•Sets high standards •Unrealistic goals

•Wants everything done right •Too meticulous
•Picks up after children •Becomes a martyr and sulks
•Sacrifices his/her own will •Lives through others
•Encourages scholarship and talent •Socially insecure
•Makes friends cautiously •Critical and unforgiving
•Content to stay in background •Holds back affection
•Avoids causing attentions •Antagonistic and vengeful
•Schedule oriented •Not people oriented

•Perfectionist, high standards •Depressed over imperfections
•Detail oriented •Chooses difficult work
•Persistent and thorough •Hesitant to start projects
•Orderly and organized •Spends too much time planning
•Economical •Prefers analysis to work
•Sees the problem •Self-deprecating
•Finds creative solutions •Hard to please
•Needs to finish what he/she starts •Sets unrealistic goals
•Likes charts, graphs, figures •Deep need for approval
Various Notes:
People exhibit different styles in different environments.
It is not a case of “One person ... One Style.”
Styles change in different environments, and styles also change over time.
Therefore, do not lock them into one style of behavior.
Style Intensity
High ... Decides for everyone
Low .... Decides not to decide D Decide ... Procrastinate
High ... You won’t get a word in

Low .... You won’t get a word out I Talk ... Listen
High ... No changes, please

Low .....Change in an instant S Routine ... Change
High ... Tons of data, no conflict

Low .... Don’t bore with facts and details C Facts ... Seat of Pants
D: Fastest way possible “Trust Me”

Task & I: Fun Way “Like Me”
Statements S:
C:
Easiest Way
Best, most efficient way
“Assure Me”
“Inform Me”
D: Force of Character “Do it!”

Methods of I: Verbal Persuasion “You can do it”
Control S:
C:
Slowing Down
Information
“We can do it”
“Let’s do it right”
D: Too forceful and aggressive

Communication I: Tends to talk too much
Pitfalls S:
C:
Too permissive of poor performance
Talks too little, too intellectual
Graph Meaning:
Each of the three graphs reveals a different snapshot of behavior, depending on the conditions of the
environment. Within a given environment, Graph 1 reveals the “Public Self,” Graph 2 displays the
“Private Self,” and Graph 3 portrays the “Perceived Self.”
These three graphs or “snapshots” are defined in detail below.
Graph 1 Graph 2 Graph 3

Mask, Public Self Core, Private Self Mirror, Perceived Self
Behavior Expected By Others Instinctive Response To Pressure Self Image, Self Identity
Everyone acts according to how they think Everyone has learned responses from the Everyone envisions him/her self in a particular
other people expect them to act. past: consequently, these are behaviors way. Graph 3 displays the mental picture that
which the person accepts about him/herself. one has of him/her self, the self image or self
This behavior is the public self, the person Under pressure or tension, these learned identity.
projected to others. behaviors become prominent.
Graph 3 combines the learned responses from
Sometimes, there is no difference between the This is the graph which is the least likely to one’s past with the current expected behavior
true person and their public self. However, change because these are natural and from the environment.
the public self can be very different from the ingrained responses. A person’s behavior
“real” person; it is a mask. under pressure may be drastically different Change in one’s perception can occur, but it is
than his/her behavior in Graphs 1 and 3. usually gradual and based on the changing
Graph 1 is generated by the “Most” choices demands of one’s environment.
on The Personality System, and has the
greatest potential for change.
Different Graphs Indicate Change or Transition

•If Graph 1 is different than Graph 2, the demands of the environment are forcing behavior that is not congruent
with the core, or instinctive behavior. In such a situation, a person trying to modify his/her behavior to meet the
demands of the environment will most likely experience stress.
•If Graph 1 is different than Graph 2, but similar to Graph 3, the individual has been able to successfully alter his/
her behavior to meet the demands of the environment without altering his/her core. This individual is probably
fairly comfortable with the behavior shown in Graph 3 (Perceived Self), and is probably not experiencing stress.
•If Graph 1 is different than Graph 3, an individual may be in a period of growth (and some discomfort) while he
she attempts to alter behavior to meet the demands of a new environment. A person’s behavior may fluctuate
during this period of adjustment.
Similar Graphs Indicate Few Demands For Change

An individual who perceives the current demands of the environment (Graph 1) to be similar to his/her
past (Graph 2) will have little need to change his/her self-perception (Graph 3). This may be due to any
of the following factors:
•The behavior demanded by the present environment is similar to demands in the past.
•This individual controls what others demand of him/her.

•The behavior demanded by the present environment is different than demands in the past. However, instead of
altering behavior, this person has chosen to augment style. To accomplish augmentation, this individual has
surrounded him/herself with people of complimentary styles, thus creating a team with combined strengths.
Special Patterns:
Transition Pattern (Chameleon Pattern)

This pattern is identified by the four plotting points being very close together; they appear tight.
This pattern is sometimes referred to as the Chameleon Pattern since there is a tendency to
blend in the styles around you or what you perceive is expected of you. The tighter the pattern
the more you move in and out of the four different patterns to satisfy your perception of what is
required. This is not a natural, permanent style, but more of gaining a comfort level in a new
situation.
The Transition Pattern often occurs when an attempt is made to manage changes due to any or
all of the following conditions: a new job, new home, going away to school, or changes in health.
Also, when we become exposed to environments which contain any or all of the following: lack
of goal clarity, insufficient action planning, confusion and/or uncertainty about situations, anxiety
about what is expected, lack of self-confidence, or lack of reinforcement and inadequate direction
—often bring about the Transition Pattern, which is an attempt to stabilize the stressful situation.
Individuals with this pattern exert the amount of energy necessary to satisfy needs or goals in all
four of the areas. These individuals exhibit behavior of D,I,S, and C roughly 25% of the time,
instead of behaving according to one natural, normal and instinctive style. Such behavior is
sometimes not as effective in managing their situation as their normal style might be, since only a
moderate amount of energy is given to each of the four areas.
A person showing the Transition Pattern may want to retake the profile focusing on a period in
the recent past when behavior was more natural, satisfying and comfortable. It is also very likely
that after the period of stress or change is over, the patterns will revert to a more expanded
pattern that would more closely reflect your natural style.
This pattern may be caused by: a) Transition in career, home, personal life; b) Unclear goals or
role that you are expected to perform; c) Pressure to do too much and take on many roles; d)
Trying to “outsmart” the instrument used in the assessment, and e) Overanalyzing the answers.
Above Midline Pattern (High Exertion Pattern)

All four plotting points fall above the midline. Individuals with this pattern are trying to be all things
to all people. They are responding to all four motivational tendencies of the D, I, S, and C and
are burned out from trying to handle widely differing demands. The purpose for this behavior is
to satisfy the need for self esteem and achievement, but these needs are more aptly fulfilled
through one of the more natural behavioral patterns. These individuals are often described as
overstimulated, overachievers and fast trackers. When in doubt, they rush ahead without
processing the situation; they DO more, hoping that something will work.
This behavior risks physical and emotional well-being, and the individual often asks him/herself,
“How much longer can I maintain this pace?” All human beings need to maintain a state of
homeostasis, which allows time to relax and recuperate before taking on new demands.
Homeostasis can be maintained by behavior that meets the individual’s need for dominance,
interaction, steadiness, and caution (DISC).
Help for people with the Above Midline Pattern: Determine which demands are 1) most critical
and 2) most immediate. Then, the rest of the demands should be 1) put on hold 2) delegated or
3) dealt with rationally.
role that you are expected to perform; c) Pressure to do too much and take on many roles; d)
Trying to “outsmart” the instrument used in the assessment, and e) Overanalyzing the answers.
Below Midline Pattern
All four plotting points fall below the midline. You may feel discouraged, disinterested, withdrawn,
overwhelmed, or defeated, and you feel a low energy level. You may not believe your needs
can be met, so you do not try to improve your situation or environment. This pattern is caused by
self-doubt, lack of confidence, feelings of underachievement, and “do nothing” tendencies.
Sometimes this behavior is learned early in life as a mechanism to handle fear and anxiety.
Productive self-management, healthy self-esteem and realistic solutions to problems are not
characteristics of the Below Midline Pattern. You need others to help you at this time to encourage
and support your efforts to break out of this pattern. To break out of this damaging behavior, try to
develop a heightened awareness of your behavior; this awareness can be raised by caring
friends, classmates, or family members. You may also want to talk with someone who can give
you a more objective and professional opinion about some of the things which are exerting
control over your feelings.
role that you are expected to perform resulting in stress that causes a lack of action in any arena;
c) Being unresponsive to problems (giving in and feeling no control); d) Trying to “outsmart” the
instrument used in the assessment, and; e) Overanalyzing the answers.
I/S/C Combination
This pattern is NOT a stressful pattern; it shows a
normal, but unique, behavioral style. When these
three plotting points are above the midline, these
Examples:
individuals can behave like a “D” IF their param-
eters of authority are clearly defined. Under such a
scenario, the I/S/C will show the decisiveness of the
“D” but the people-orientation of the “S” and “I.”
Interpretation of the Profile Three
At this stage in Section 3, you should be able to

1. Which behavioral style is family oriented and resists change the most?
2. Name the greatest fear for each of the four styles.
3. Describe how each style would attempt to control a circumstance or situation.
4. Which behavioral style might be more apt to read:

a.) Entrepreneur Magazine?
b.) Consumer Reports?
c.) Family Circle?
d.) People?
5. Name the four special patterns.
Steps to Graph
Interpretation
1
Look at Graph 3 and identify the high point. This establishes
the predominant, basic style. Once the style is identified,
review the relational characteristics on pages 17-24 of this
Certification Guide. Behavioral tendencies should also be
discussed.
2
Look at all the graphs to determine whether Transition, Above
or Below Midline patterns exist. These are indicators of
pressure, stress or ambiguity. If these patterns are revealed,
discuss them with the individual using tact and careful
consideration.
3
Examine the graphs to see if the dots move significantly from
graph to graph.
Example: A “D” above the midline in Graph 1 that drops

below the midline in Graph 2 shows a
significant change in that person’s behavior
when he/she is under pressure.
Sample Graph Interpretation:
I/S/C Combination
Jane Doe
Jane is a high “S.” Her two secondary characteristics are “I” and “C,” both of which are above the midline. Jane has
the tendency to be verbally expressive.
Jane can be patient. She is a very controlled individual, who moves with moderation and deliberateness in the
majority of her undertakings. Even under stress, she’ll project a fairly unruffled, unconcerned appearance. She’ll
approach many situations with care and concentration. Loss of security is her greatest fear; secondary fears are
rejection and criticism.
She is not extremely quick to change. However, because the “I” is relatively high, Jane has the capacity to change
more than the majority of high “S” patterns. She has the capacity to handle details, due to her “C” being positioned
near the top of the fourth quadrant. She is possessive of things, very family oriented, and loyal. She judges others
by their loyalty. Her basic goal is to have people accept her. She’ll support programs, and she has the capacity to
empathize.
Under pressure, Jane can be persuasive when the facts bear out her thoughts. She does not like dissension or
conflict, and disorganization would most likely bother her. She needs to act upon specific directions and will wait
until such orders are given to her. She is comfortable with status-quo, but given the necessary reasons, she’ll
change to meet the need.
The top series of graphs reveal significant stress in the
Case History: manager’s behavior on the job. He/she is not comfortable
with the current job requirements.
Manager The bottom series of graphs shows the same manager two
months later. He/she is much more comfortable with the
job, as shown by the wide spread of the plotting points.
What made the difference? An understanding of behavioral
styles and some alterations in job capacities.
Initial
Profile
2 Months
Later
Interpretation Three

1. Describe the three steps of graph interpretation:
2. Which graph is Jane Doe most comfortable in? How can you tell?
3. The Manager’s first set of graphs reveals that he/she is uncomfortable. What is the name of the
special pattern of the top graphs?
4. In the second set of graphs, the manager’s graphs are different. What is the significance of the wide spread
between the plotting points?
-Answers are listed on page 64-
Close encounters of the worst
Office Interaction kind in the work setting
The Mutual Admiration Society
Social Worker
An Office
Administrator
Interpretation Three
1. Based on the 3 graphs of the social worker, what are some general observations?
2. Is this person an aggressive or passive style?
3. Would the social worker work well with systems or procedures?
4. Is the office administrator comfortable in his/her present environment?
5. Would the office administrator enjoy administrative details?
Sample Graph
Interpretations
Q. What is this person’s focus?

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Q. What behavior and actions would you observe here?

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Notes: What are your resources for information when interpreting graphs?
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Main Behavioral
Style Blends More detailed Style
Blends on pages 69-83 at the
High ‘D’ back of the Certification Guide
1. D/I: Influencer/Concluder
Tends to be logical, critical, and incisive in their approach to attaining goals. D/I’s seek
authority and challenges, and they accomplish goals through people. If under pressure,
D/I’s may be blunt and critical.
Strengths: Extreme extrovert - loves activity, purposeful, productive,

promoter. Thrives on challenges, best motivator of people; a
convincing debater.
Weaknesses: Hostility, explosive anger, impatience, sarcastic, opinionated,

impetuous, manipulative, razor-sharp tongue.
2. D/S: Attainer/Achiever
Responds quickly to a challenge and has mobility and flexibility in approach. Tends to
be a versatile self-starter. Perseveres doggedly to achieve goals.
Strengths: Most subdued of the extroverts; accomplishes many tasks;

knows where he/she is going; organized; works hard; has
ability to stir others to use their skills.
Weaknesses: Never sure when he/she is joking; cutting tongue; won’t change
his/her mind easily; more worrisome than other D’s.
3. D/C: Challenger/Confronter
Acts positively and directly in the face of opposition. A forceful individual, will take a stand
and fight for position. Willing to take chances, and may overstep authority.
Strengths: Industrious and capable; combination of optimism and faith;

likes goals and details; thorough leader; quick and analytical
mind; decisive.
Weaknesses: Likes an argument; opinionated; sarcastic; harbors hostility and

resentment; tends to focus on tasks rather than people.
High ‘I’
4. I/D: Persuader/Convincer
Tends to behave in a poised, cordial manner displaying “social aggressiveness” in situa-
tions perceived to be favorable and unthreatening. Tends to exude charm, and strives to
establish rapport even at first contact with others. Accomplishes goals through people.
Strengths: Strongest extrovert; enthusiastic; possesses charisma of the

“I” along with the resolution of the “D;” very productive
individual.
Weaknesses: Talks too much; exposes weaknesses; is complimentary, but at

times can be cutting or insulting.
5. I/S: Advisor/Counselor
Tends to seek out people with enthusiasm and spark. An I/S is an outgoing person who
displays a contagious optimism and tries to win people through persuasiveness and
emotional appeal.
Strengths: Easy person to like; delightful co-workers; happy; carefree

spirit; helpful; understanding; good listener.
Weaknesses: Lacks follow-through; disorganized; lacks discipline; would

rather socialize than work; overly tolerant with non-producers.
6. I/C: Assessor/Teacher
Displays self-confidence in most endeavors with others. Always striving to win you over,
an I/C is reluctant to give his/her own point of view. Despite what situations may arise, I/C’s
feel able to act in order to attain success.
Strengths: Highly emotional; willing to promote projects of self or others;

good public speaker; creative.
Weaknesses: Dreamers; often fearful; may have self-condemning attitude;

sometimes has problems with anger; overly critical.
High ‘S’
7. S/D: Attainer/Achiever
Tends to be steady, consistent individual who prefers to deal with one assignment at a
time. He/she will usually direct skills and experience into areas requiring depth and
specialization. An S/D is steady under most pressures and strive to stabilize their
environment.
Strengths: Most active and fast moving “S;” good under pressure; practi-
cal; doesn’t want to venture beyond the norm; gives sound
advice; a good counselor.
Weaknesses: Sometimes stubborn; unyielding; fearful; can refuse to

cooperate; selfish about personal life.
8. S/I: Advisor/Agent
Tends to be a controlled and patient individual. He/she moves with moderation and
deliberateness in most undertakings. Even under stress, S/I’s will usually project a rela-
tively unruffled appearance. He/she generally approaches most situations with care and
concentration.
Strengths: Easy person to get along with; congenial; happy; people-

oriented; diplomatic; fun-loving; humorous; good
administrators.
Weaknesses: Lax in motivation and discipline; conservative about effort put

forth; fearful; insecure.
9. S/C: Peacemaker/Diplomat
Tends to be persistent, persevering individual who is not easily swayed once his/her mind
has been made up. He/She will set a pace and follow a precise system. S/C’s can be
rigidly independent when force is applied; exasperating others who want them to adapt or
change.
Strengths: Gracious; gentle; quiet; resists aggression of any kind; rarely

angry or hostile; dependable; exact; neat; passive.
Weaknesses: Fearful; selfish; negative; critical.
High ‘C’
10. C/D: Designer/Administrator
Tends to act in a careful, conservative manner and is reluctant to compromise position in
order to achieve goals. A strict adherer to policy, he/she may appear rigid in following a set
rule or formula. A C/D prefers an atmosphere free from antagonism and desires harmony.
Strengths: Both a perfectionist and a driver; has the facts and the ambition;
very prepared and well organized.
Weaknesses: Can be difficult to get along with; rarely satisfied with self; prone
to criticism and bitterness; finds it hard to forgive; shows intense
anger; can be a “nitpicker,” portrays disapproval.
11. C/I: Assessor/Reviewer

Tends to be a stickler for systems and order. A C/I makes decisions based on proven
precedent and known facts. Tries to meticulously meet standards that have been estab-
lished either by self or others. He/she can articulate data with great effectiveness.
Strengths: Wonderfully gifted classroom teachers; fact-oriented as well as

relational; low pressure person; not very adventurous.
Weaknesses: Big mood swings; highly emotional; self-pitying; analyzes things

too much; critical; often rigid; may have poor self concept.
12. C/S: Precisionist/Perfectionist

Exhibits a precise, detailed, stable nature. Systematic thinkers who tend to follow proce-
dures in both personal and work life. Act in a highly tactful, diplomatic manner and rarely
antagonize; very concerned with avoiding risk or trouble.
Strengths: Great scholars; organized; analytical; good natured; conscien-

tious; detail oriented; accurate.
Weaknesses: Easily discouraged; negative thinker; prone to depressive

thoughts; may have inner turmoil; stubborn.
The Compatibility of
Various Behavioral Styles
The Interaction Table

STYLES 1 Excellent 2 3 Good 4 5 Fair 6 7 Poor 8
D-D
D-I
D-S
D-C
I-I
I-S
I-C
S-S
S-C
C-C
Key: Human Relations

Work Tasks
Remember, a High ‘D’ may want: Remember, a High ‘I’ may want:
Authority, varied activities, prestige, freedom, assign- Social esteem and acceptance, freedom from details
D ments promoting growth, “bottom line” approach,

opportunity for advancement
DO:
I and control, people to talk to, positive working
conditions, recognition for abilities, opportunity to
motivate and influence others
• Be brief, direct, and to the point DO:

• Ask “what” not “how” questions • Build a favorable, friendly environment
• Focus on business; remember they desire results • Give opportunity for them to verbalize about ideas,
• Suggest ways for him/her to achieve results, be in people and their intuition
charge, and solve problems • Assist them in developing ways to transfer talk into
• Highlight logical benefits of featured ideas and action
approaches • Share testimonials from others relating to proposed
• When in agreement, agree with facts and ideas rather ideas
than the person • Allow time for stimulating, sociable activities
• When problems exist, discuss them in light of how they • Submit details in writing, but don’t dwell on them
will hamper accomplishment • Develop a participative relationship
• Create incentives for following through on tasks
DON’T:
• Ramble • Make generalizations DON’T:
• Be too sociable • Focus on problems • Eliminate social time • Interrupt
• Repeat yourself • Make statements without support • Do all the talking • Tell them what to do
While analyzing information, a High ‘D’ may: While analyzing information, a High ‘I’ may:
• Ignore potential risks • Lose concentration
• Not weigh the pros and cons • Miss important facts and details
• Not consider other’s opinions • Interrupt
• Offer innovative and progressive systems and ideas • Be creative in problem-solving
Remember, a High ‘C’ may want: Remember, a High ‘S’ may want:
C
Autonomy and independence, controlled work Security in situations, sincere appreciation from others,
environment, reassurance, precise expectations and
goals, exact job descriptions, planned change
DO:
S repeated work patterns, time to adjust to change, limited
territories of responsibility, identification in group, areas of
specialization
• Prepare your case in advance DO:

• Delineate pros and cons of proposed ideas • Create a favorable environment: personal and
• Support ideas and statements with accurate data agreeable
• Reassure them that no surprises will occur • Express a genuine interest in them as a person
• Submit exact job descriptions with precise explanation • Provide them with clarification for tasks and answers to
of how that task fits into the big picture “how” questions
• Review recommendations with them in a systematic • Present ideas or departures from current practices in a
and comprehensive manner non-threatening manner; give them time to adjust
• When agreeing, be specific. When disagreeing, • Clearly define goals, procedures and their role in the
disagree with the facts rather than the person overall plan
• Be patient, persistent, and diplomatic while providing • Assure them of personal follow-up support
explanations • Explain how their actions will minimize the risks
involved and how they will enhance current proce-
DON’T: dures
• Refuse to explain details
• Answer questions vaguely or casually DON’T:
• Be pushy, demanding or overly aggressive
While analyzing information, a High ‘C’ may: • Be too confrontational
• Become overly cautious and conservative
• Get too bogged down in details While analyzing information, a High ‘S’ may:
• Avoid or postpone decisions, especially if they • Be openly agreeable but inwardly unyielding
perceive a risk • Internalize their concerns and doubts
• Be an effective trouble shooter • Hesitate to share feedback during presentations
• Provide valuable support for team goals
Measures how a Measures how a
D person solves
problems and
responds to
I person attempts
to influence or
persuade others
challenges
Intensity: The higher the ‘I’ value, the more verbal
Intensity: The higher the ‘D’ value, the more active and persuasive the person will be in
and aggressive an individual will be in trying to influence others to his/her way
trying to overcome problems and of thinking. The lower the ‘I’ value, the
obstacles. The lower the ‘D’ value, the more the person will use data and facts
less of a need to control or be in a lead in a nonverbal manner.
position.
When in an
When in an Antagonistic High ‘I’s’ will respond actively and may
Antagonistic High ‘D’s’ respond aggressively and Environment: try to negotiate some type of agree-
Environment: decisively. ment.
Emotion: The ‘D’ factor measures the emotion of Emotion: The ‘I’ factor measures the emotion of
anger. Extremely high ‘D’s’ are quick to optimism. Extremely high ‘I’s’ are joyful
anger. Extremely low ‘D’s’ are slow to and optimistic. Low ‘I’s’ tend to be
anger. more pessimistic.
Measures how a Measures the pace

C person responds to
the rules and
regulations set by
S at which a person
undertakes activities
and responsibilities
others
Intensity: The higher the ‘S’ value, the more the
Intensity: The higher the ‘C’ value, the more the person prefers to start and complete
person will comply to rules set by one project at a time. Also, the higher
others. The lower the ‘C’ value, the the ‘S,’ the more resistance to change.
more an individual will challenge rules The lower the ‘S’ value, the faster the
and seek independence. pace and greater the desire for change.
When in an When in an
Antagonistic High ‘C’s’ will respond passively/ Antagonistic The high ‘S’ will respond passively/
Environment aggressively and seek to justify their Environment: aggressively and seek to blend in.
actions.
Emotion: The ‘S’ factor measures emotional
Emotion: The ‘C’ factor measures caution. The expression. The higher the ‘S’ value,
higher the intensity of the ‘C,’ the more the more difficult it is to read an indi-
an individual cautiously and analytically vidual. The lower the ‘S’ factor, the
moves forward. The lower the ‘C’ value, more a person expressive of their
the more fearless the individual. emotions.
Application of the Section
Personality System Profile Four
Four ways to apply the Personality System in

everyday life
How to use the Personality System in a marriage

relationship
How to apply the information from the Personality

System for use in hiring or recruiting, team building
and conflict resolution
4 Behavioral Tools
“Now that
For Applying Iknowmy
The Personality behavioral
style,what
System do I do
with it?”
1. Modify
Modification is a long term change in behavior. Attention is given to areas where
growth is needed. Habits take 21-28 days to make, and constant reinforcement is
needed to maintain the new behavior.
Three things are needed for change:
1. Choice: We must choose to change.
2. Repetition: Line upon line, precept upon precept.
3. Follow through (Closure): At this stage, we reach a completion of task.

We satisfy the goal and reap the benefits.
2. Capitalize
Every behavior style has several strengths. Capitalization is to identify a behavioral
strength and use it repeatedly, accentuating the positive. The precess of emphasizing
strengths is used in career planning.
3. Augment
This technique is used in team building. One person’s strength is used to offset another
person’s weakness. Example: A high “D” with secondary “I” will make decisions and
communicate them. Pair this with a high “C,” secondary “S” to get the facts and be
relational; and the combined effect will be very efficient. (The concept of augmenting is
to enhance overall productivity by utilizing strengths from every behavioral style.)
4. Blend
Blending is a short term change in behavior, which is designed to meet the needs of
another person, or to accommodate that person’s needs. Blending is often used in
sales.
Modification Process
Sample Graph Interpretations
Key: Original: Solid Line
1 Year Later: Dotted Line ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
2 Years Later: Broken Line

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Notes:
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Case Study 1: Married Couple
Husband
Wife
Interpretation Notes & Application Case Study 1
MARRIED COUPLE
Q: What strengths and weaknesses might exist for this couple?
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Q: List possible problem areas for each individual.

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Q: What areas of communication might need work?

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- Answers are listed on page 65-
Case Study 2: Hiring/Recruitment
Assistant
Principal
#1
Assistant
Principal
#2
SCENARIO: TWO ASSISTANT PRINCIPALS IN THE SAME SCHOOL
DISTRICT BEING REVIEWED FOR PROMOTION
Q: What characteristics do you observe for each principal?

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Q: Which Assistant Principal would you choose for the Principal’s position.
Why?
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Q: How would his/her behavior affect job performance?

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Case Study 3: Conflict Resolution
6th
Grade
Teacher
2nd
Grade
Teacher
SCENARIO: TWO TEACHERS HAVING
PROBLEMS WITH STUDENTS
Q: What potential problems do you see between these teachers and their
students?
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Q: What guidelines would you give the teachers to remedy the situation?
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Q: What action plan would you use to enhance effectiveness of these

teachers?
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Case Study 4: Team Building
Sales
Manager
Customer
Service
Financial
Manager
Shipping
Supervisor
Director
Assistant
SCENARIO: BUILDING AN EFFECTIVE TEAM
Q: What team members may experience conflict with one another? Why?
___________________________________________________________
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Q: Explain one behavioral strength which would add to the individuals’

Q: effectiveness on the job.
Sales Manager
Customer Service Rep.
Financial Manager
Shipping Supervisor
Director
Assistant
- Answers are listed on page 67-68-
Personal Growth Areas
Go from your comfort zones into your growth (GROAN) zoness! Effectiv team work requires each
team member to modify his/her behavioral style to some degree. Openness and adaptability will
reduce conflict and stress as well as enhance communication
D If you are a “D”:
•Strive to be an “active” listener.

II If you are an “I”:
• Weigh the pros and cons before

making a decision; be less impulsive.
• Be attentive to other team members’
ideas until everyone reaches a consen- • Be more results oriented.
sus. • Exercise control over your actions,
• Be less controlling and domineering. words and emotions.
• Develop a greater appreciation for the • Focus more on details and facts.
opinions, feelings and desires of • Remember to slow down your pace for
others. other team members.
• Put more energy into personal • Talk less; listen more.
relationships and courtesy.
• Consider and evaluate ideas from other
• Show your support for other team team members.
members.
• Concentrate on following through with
• Take time to explain the “whys” of your tasks.
statements and proposals.
• Be friendlier and more approachable.
C If you are a “C”:
• Concentrate on doing the right things,

not just doing things right.
S If you are an “S”:
• Be more open to change.

• Be more direct in your interactions.
• Be less critical of others’ ideas,
approaches and methods. • Focus on overall goals of the team
rather than specific procedures.
• Respond more quickly to accomplish
team goals. • Deal with confrontation constructively.
• Strive to build relationships with other • Develop more flexibility.

team members. • Increase pace to accomplish goals.
• Be more decisive. • Show more initiative.
• Focus less on facts and more on • Work at expressing your thoughts,
people. opinions and feelings.
• Take risks along with other team
members.
How Team Interaction is Affected
THE “HIGH D” THE “HIGH I”
HOW •If there is mutual respect, sees another High ‘D’ as driving, •Views the High ‘I’ as egocentric, superficial, overly optimistic,
visionary, aggressive, assertive, competitive, and optimistic. glib, too self-assured, and inattentive.
THE
•If mutual respect does not exist, sees another High ‘D’ as •Dislikes being “sold” by the High ‘I.’
HIGH argumentative, dictatorial, arrogant, domineering, nervous,
and hasty. •Becomes upset by High ‘I’s’ noncommittal generalizations.
D To Have An Effective Relationship:

Mutual respect must exist to avoid conflict. Both people must
understand one another’s realms and boundaries of authority.
To Have An Effective Relationship:
Must have direct communication; deal with issues in a straight
forward manner; negotiate commitments and goals on an
WORKS equal basis.
WITH
HOW •Views the High ‘D’ as argumentative, dictatorial, arrogant, •Views another High ‘I’ as stimulating, charismatic, outgoing,
domineering, nervous, and hasty. and optimistic.
THE •Resents being told what to do. •Will develop relationship quickly and relate well to each other.
•Frustrated when good ideas go unnoticed. •Will compete for recognition.
HIGH •Confused when charm doesn’t bring favorable response •Will strive to impress one another.
from the High ‘D.’
I
•Both tend to mix business with pleasure.
•May disregard budget restraints.
Must have direct communication; deal with issues in a straight To Have An Effective Relationship:
forward manner; negotiate commitments and goals on an Be friendly, complimentary, acknowledge each others’
WORKS equal basis. accomplishments. Listen sincerely instead of planning what to
WITH say next.
HOW •Views the High ‘D’ as argumentative, dictatorial, arrogant, •Views the High ‘I’ as egotistical, superficial, overly optimistic,
domineering, nervous, and hasty. glib, too self-assured and inattentive.
THE •Intimidated by the ‘D’s’ confrontational approach. •On the surface, relationship will look good.
•Will not get angry, but will get even. •Slows down the action and pace of High ‘I.’
HIGH •Withdraws and slows down the action. •High ‘S’ protects his/her position.
S
•Avoids taking a stand and confronting.
Must have direct communication; deal with issues in a To Have An Effective Relationship:
straightforward manner; negotiate commitments and goals on Be friendly, complimentary, listen to ideas and recognize High
an equal basis. ‘I’s’ accomplishments.
WORKS
WITH
HOW •Views the High ‘D’ as argumentative, dictatorial, arrogant, •Views the High ‘I’ as egotistical, superficial, overly optimistic,
domineering, nervous, pushy, and impetuous. glib, too self-assured and inattentive.
THE •Uses external authority to deflect the High ‘D’s’ demands. •High ‘C’s’ pessimistic attitude dampens High ‘I’s’ enthusiasm.
•Becomes defensive. •Highlights possible dangers and problems.
HIGH •Tension: High ‘C’ focuses on detail; High ‘D sees the “big •Insists on obtaining all the facts and details.
picture.”
C To Have An Effective Relationship:

Must have direct communication; deal with issues in a
straightforward manner; negotiate commitments and goals on
Be friendly, complimentary; listen to ideas and recognize High
I’s accomplishments.
WORKS an equal basis.
WITH
By Different Behavioral Styles:
THE “HIGH S” THE “HIGH C”
HOW •Views the High ‘S’ as impassive, nonchalant, apathetic, •Views the High ‘C’ as overly dependent, evasive, defensive,
accepting, possessive, complacent and non-demonstrative. too focused on details and too cautious and worrisome.
THE •Confrontational and direct approach may overwhelm the •Thinks that the High ‘C’ over analyzes and gets bogged
High ‘S.’ down in details.
HIGH •Views the High ‘S’ as slow moving.
•Quick pace of action and thinking may cause a passive- To Have An Effective Relationship:
D aggressive response from the High ‘S.’

Avoid pushing; recognize with sincerity the High ‘S’s’ good
Avoid pushing; recognize with sincerity the High ‘C’s’ good
work; be friendly, more easygoing, and steady-paced.
WORKS work; be friendly, more easygoing, and steady-paced.

WITH
HOW •Views the High S as impassive, nonchalant, apathetic, •Views the High ‘C’ as overly dependent, evasive, defensive,
accepting, possessive, complacent and non-demonstrative. too focused on details, too cautious and worrisome.
THE •Loses patience when High S doesn’t act quickly. •Will experience strain in communication:
•Can be a motivator and encourager to the High S. High ‘I’ is focused on people —High ‘C’ is focused on facts.
HIGH •May become frustrated when High S doesn’t express High ‘I’ is optimistic —High ‘C’ is pessimistic.
thoughts and feelings.
I
High ‘I’ sees “big picture” —High ‘C’ only sees details.
High ‘I’ is decisive —High ‘C’ is wary and cautious.
To Have An Effective Relationship: To Have An Effective Relationship:
Slow down; be more easy going; show appreciation Present facts clearly and be well prepared for discussion.
sincerely and establish a friendship with the High S. Above Remove any potential threats. Expect High ‘C’’s to express
WORKS all, don’t be pushy. doubts and give them time to evaluate data before making a
decision.
WITH
•Views another High ‘S’ as dependable, self-controlled, •Views the High ‘C ’as overly dependent, evasive, defensive,
HOW too focused on details, too cautious and compliant.
patient, kind, accommodating and attentive.
THE •Will be supportive to each other, but little will be •Similar to the High ‘C’ — does not hurry and is passive.
accomplished. •Both reluctant to make decisions.
HIGH •Will avoid confrontation and seldom disagree openly. •Translates the High ‘C’s’ coolness as personal rejection.
•To accomplish results, goals must be set by external means. •Pushes to build a relationship too soon.
S To Have An Effective Relationship:

Move at a steady pace; express appreciation; establish a
friendship with another High ‘S.’
Present the facts clearly and in an organized fashion. Be well
prepared for discussion, and expect High ‘C’ to express
WORKS doubts and questions. Provide time for them to evaluate all
information before making a decision. Remove any potential
WITH threats.
•Views the High ‘S’ as impassive, apathetic, too accepting and •Most likely views another High ‘C’ as a perfectionist who is
HOW accurate, thorough, systematic, agreeable and adaptable.
lenient, possessive, complacent and nonchalant.
THE •Agrees with the High ‘S’ on importance of cooperation, •Will work together well.
reducing risk and using caution in making decisions. •Will cooperate, devise careful plans and create extensive
HIGH •Concerned that High ‘S’ is not precise enough. control systems.
•Ignores the High ‘S’s’ need to develop a relationship. •High ‘C’s’ concern for being correct will override concern for
C To Have An Effective Relationship:

Be amiable and relaxed. Work at establishing a friendship
with the High ‘S.’ Show appreciation for tasks well done.
meeting deadlines.
•Will compete to see who can be the most correct.
Be natural and go at a slow pace; talk about facts and details.
WORKS Remove any apparent threats. Be well prepared; plan
carefully. Accept and encourage doubts and questions. Give
WITH ample time for evaluation before a decision is made.
© Copyright 2017, The Institute for Motivational Living, Inc. All Rights Reserved. page nineteen 59
Building An Effective Relationship: This worksheet can
Perceived What may cause
Name
Style tension and conflict?
1.
2.
3.
4.
Action Plan - Person 1 Action Plan - Person 2

These are things I will try to do: These are things I will try to do:
be used for teams in the workplace, on a family level, or in any other situation where group interaction is required.
What things can we do to What things can we do to

develop a better relationship? communicate better?
Action Plan - Person 3 Action Plan - Person 4

These are things I will try to do: These are things I will try to do:
Accentuate the Positive: Developing a Successful Team
Even though the characteristics below may not always be demonstrated, each style has the instinctive ability to contribute these
positive attributes to teams. Place a check mark in all boxes that apply to you.
D ❏ Instinctive leaders
❏ Autocratic managers — great in crisis
❏ Self-reliant
❏ Innovative in getting results
I
❏ Instinctive communicators
❏ Participative managers — influence and
inspire
❏ Motivate the team
❏ Maintain focus on goals ❏ Spontaneous and agreeable
❏ Specific and direct ❏ Respond well to the unexpected
❏ Overcome obstacles ❏ Create an atmosphere of well-being
❏ Provide direction and leadership ❏ Enthusiastic
❏ Push group toward decisions ❏ Provide direction and leadership
❏ Willing to speak out ❏ Express ideas well
❏ Generally optimistic ❏ Work well with other people
❏ Welcome challenges without fear ❏ Make good spokespersons
❏ Accepts risks ❏ Will offer opinions
❏ See the big picture ❏ Persuasive
❏ Can handle multiple projects ❏ Have a positive attitude
❏ Function well with heavy work loads ❏ Accomplish goals through people
❏ Good sense of humor
❏ Accepting of others
❏ Strong in brainstorming sessions
C S
❏ Instinctive organizers ❏ Instinctive relators
❏ “Do it yourself” managers — create and ❏ Participative managers — accomplish
maintain systems goals via relationships
❏ Strive for a logical, consistent ❏ Make others feel like they belong
environment ❏ Show sincerity
❏ Control the details ❏ Can see an easier way to do things
❏ Conscientious ❏ Focused and intuitive about people
❏ Evaluate the team’s progress and relationships
❏ Ask important questions ❏ Full of common sense
❏ Maintain focus on tasks ❏ Buy into team goals
❏ Offer conservative approaches ❏ Dependable
❏ Emphasize quality ❏ Identify strongly with the team
❏ Think logically ❏ Strive to build relationships
❏ Will share risks and responsibilities ❏ Provide stability
❏ Work systematically ❏ Consider elements of total project
❏ Will strive for consensus ❏ Realistic and practical
❏ Diplomatic ❏ Even-tempered
❏ Analyzes obstacles ❏ Provide specialized skills
❏ Show patience with others
❏ Loyal
Answer Graph
Key Interpretations
Comprehensive Review #1 Answers: (Questions, Pg. 9)
1. Hippocrates identified four personality or behavioral styles. He based this on the theory that differ-
ent fluids flowed throughout a person’s body, and these fluids influenced a person’s behavior. The
names of these fluids are: a.) Choleric b.) Sanguine c.) Phlegmatic d.) Melancholy
2. D = Choleric; I = Sanguine; S = Phlegmatic; C = Melancholy
3. a.) Arena b.) Blind Spots c.) Mask d.) Potential
4. a.) Heredity b.) Role models c.) Experiences
5. The high ‘D’ and the high ‘C’ styles are task oriented. They prefer to accomplish tasks, as
opposed to relating to people. Conversely, the high ‘I’ and the high ‘S’ styles are more people
oriented. They prefer to relate to others, as opposed to accomplishing tasks.
1. Three graphs - mask or public self, core or private self, mirror or perceived self.
2. You are decisive and dominant.
3. You are outgoing and talkative.
4. You are friendly, dependable, and a good team player.
5. You are precise and thorough.
1. Of the four behavioral styles, the high “S” is the most family oriented and displays the greatest
resistance to change.
2. The greatest fear of each style is the following:

D - being taken advantage of
I - loss of social approval, rejection
S - loss of security
C - criticism, antagonism, change in circumstances
3. Each style has its own way of controlling a circumstance or situation. Here is how they differ:
D - force of character
I - verbal persuasion
S - slowing down the process
C - information and detailed analysis
4. a.) D b.) C c.) S d.) I
5. a.) Transition b.) Above Midline c.) Below Midline d.) I/S/C combination
1. a.) Identify the predominant style by using the highest plotting point in Graph 3. Then review
relational and occupational characteristics on pages 17-24 of the Certification Guide.
b.) Determine if any special patterns exist and discuss them.
c.) Examine all three graphs to see if the dots move significantly from graph to graph.
2. Graph 2 - because the plotting points are spread far apart. She is most comfortable under stress.
3. a.) Graph 1: Above Midline

b.) Graph 2: Below Midline
c.) Graph 3: Transition
4. The wide spread between the plotting points indicates that the manager is much more comfortable
in the second set of graphs.
1. The social worker is profiled as I/D style. All three graphs are consistent, showing no real stress or
ambiguity. The spread of the plotting points are widest in Graph 2, indicating that this person is
most comfortable under stress and probably works well in a crisis.
2. This person is a very aggressive style. Both the ‘I’ and the ‘D’ are very action oriented and fast
moving.
3. This person would not work well with systems and procedures. The high I/D style is a person who
is not detail oriented and prefers change as opposed to known procedures.
4. The office administrator is not happy in the present environment. All three graphs are somewhat
tightly plotted, especially Graph 2, which fits the description of a Transition Pattern.
5. This person is an I/S blend and therefore very relational. The lower “D” reveals that he/she has a
hard time making decisions. He/she enjoys talking and relating to others but would have a hard
time making administrative types of decisions.
Sample Graph Interpretation Answer: (Questions, Pg.36)
Q1. This person is extremely task-oriented, since both the “C” and “D” are above the midline. He/she needs a
lot of information before making decisions and will focus single-mindedly on goals. See C/D Blend (pg. 47).
Q2. This person will most likely experience some inner conflict, since he/she has a high “I” (relational) and a
high “C” (task). This pattern is relatively tight, so he/she could experience the characteristics discussed
on pg. 32 under “Transition Pattern.” See C/I Blend (pg. 47).
*Resources = Introduction to Behavioral Analysis audio tapes, notes in Certification Guide and Sample
Graph Interpretations in Certification Guide. Remember, you can also call IML’s support services at
1-800-779-DISC.
Case Study #1: Married Couple Answers (Questions, Pg. 48)
Strengths: As a couple, these individuals have the potential to be complimentary in several ways.
The husband has an extremely low ‘I,’ and the wife’s ‘I’ is extremely high. If properly understood, this
difference could be an asset. If not properly understood, it could be a source of tension and conflict.
The husband also has a very high ‘C;’ and although the wife thinks she does, in reality her ‘C’ is very
low. Once again, this difference could bring balance and strength to the relationship.
Weaknesses/Potential Problem Areas: The same strengths of the relationship can very well
become the weaknesses if positive communication does not exist. Both of them have extremely low
“D’s,’ making it difficult for either to make a decision. In addition, the husband’s low ‘I’ and high ‘C’
could make it difficult for him to talk about his expectations. He may be prone to become very critical of
his wife’s performance and tasks. Under stress, each person reacts in an opposite manner. The
husband does not want to talk about things, and that’s all the wife wants to do. As a result, she is
unclear of what is expected of her, as indicated by the Above Midline pattern in Graph 1. In Graph 1,
the wife is trying to be all things to her husband; but, as Graph 2 indicates, her true self is really a
communicator. She is not detail oriented.
Communication Needs: The husband needs to communicate more effectively what his expecta-
tions are for his wife, and he needs to work on being more verbal with her in general. Also, it would be
helpful for this couple to talk about the difference between goal orientation vs. relationship orientation.
Clear parameters should be set for decision making.
Case Study #2: Hiring/Recruitment Answers (Questions, Pg. 50)
Characteristics: Candidate #1 is a steady profile. This person’s greatest fear is loss of security
and change; the secondary fear in Graph 3 is the fear of rejection. Referring to page 46, he/she is an
Advisor/Listener...easiest person to get along with and very congenial. His/her weakness might be a
lack of motivation. In Graph 3, all four dots are approaching Above the Midline, he/she feels good
about him/herself as an overachiever in the existing assistant principal position. However, he/she is
probably experiencing ambiguity and transition. When under pressure, all dots drop below the midline
except for the “S,” which means he/she is a pure “steady.” He/she might resist change, but would be
very people and relationship oriented. If we look at Graph 1, he/she perceives a need to be more
detailed than he/she really is, according to the self perception (Graph #3).
In contrast, Candidate #2 is a high ‘C’ in Graph 3 and therefore is very detailed and meticulous, as well
as systems oriented. The greatest fear would be criticism, with a secondary fear of loss of security and
change. Referring to page 47, the Perfectionist/Precisionist would be a great scholar in addition to
being organized and analytical. His/her weaknesses would be that he/she is easily discouraged, prone
to negative thinking and depression; under pressure he/she withdraws and becomes even less verbal,
due to the lower ‘I.’
Graph 3 (Self-Concept) shows rather tight patterns for both candidates. Since their patterns are wider
in Graph 1 (Public Self), both candidates are more comfortable operating in their mask (or what is
expected of them). Therefore, in the work setting, they will wear their masks instead of behaving
according to their instinctive styles (true selves).
Which assistant to choose?

I would choose #1 because he/she is much more people oriented than #2, who is task oriented. Candi-
date #1 is an ‘S/I’...very relational, easy to get along with, a motivator and a good communicator.
Candidate #1 would be much better with personnel, parents and students. The ‘C/S’ Perfectionist
(Candidate #2) would probably retreat under pressure, become less relational, and more task oriented.
Job Performance
The “S/I” would be relational and have a more positive attitude in pressure situations. Both candidates
would have difficulty in making decisions, due to the low “D.” However, a school is a very structured
environment, so parameters, guidelines and procedures would be clearly outlined. Candidate #2
would be less flexible in dealing with people and more prone to work within the systems and structure,
due to the “C” characteristic. The “S/I” would be able to create better moral amongst teachers, stir
motivation and relate will to the children. Because of his/her openness, children would be more prone
to talk and to share with Candidate #1.
CASE STUDY #3: CONFLICT RESOLUTION ANSWERS

(Questions, Pg. 52)
Potential Problems:
Teacher #1 is a ‘C/D’ profile, with the ‘S’ and ‘I’ below the midline. The ‘C/D’ profile on page 51 is a
Designer/Administrator. The strengths are a perfectionistic and driving nature; however, ‘C/D’s’ can be
very difficult to along with, since they are so task oriented. They are rarely satisfied with self and are
prone to criticism and bitterness. Because of the task orientation of the ‘C’ and the ‘D,’ this teacher
derives affection for the children based on what they DO, not necessarily who they ARE.
The ‘C/ would not be prone to positive relationships with teachers, children or parents; however, these
abilities can be developed if the “C/D” either; sees the need or, incorporates people skills into his/her
mask. Graph 2 shows that this individual could be prone to depression, since the pattern is a tight,
pure ‘C.’ This teacher would retreat and want to be alone when under pressure.
In Graph 1, the teacher perceives that the ‘C/D’ behavior is what is expected. It is evident that he/she
feels much more comfortable in the public role. Even though this person would be an exemplary
teacher, his/her people skills could be improved.
Teacher #2 is a tight, high ‘S’ with a secondary ‘D.’ Look at the blends on page 37-40. The ‘S/D’ is an
Attainer, which is the most active and fast moving ‘S.’ He/she is good under pressure and very practi-
cal but can also be stubborn, unyielding and fearful. In a second grade position, especially with the
tight pattern in Graph 3 (Self Concept), this teacher would present a very unyielding and uncoopera-
tive facade. Since the ‘I’ is low and goes even lower under pressure, he/she would be much more
nonverbal than a second grade teacher should be. Because this teacher is most comfortable under
pressure (shown by the wide spread of the plotting points), he/she is probably creating pressure for
surrounding individuals.
In Graph 1, the perceived expectation is to be a high ‘S;’ however this diametrically opposed to the
instinctive style (Graph 2), which is a ‘D.’ This person is in great conflict on the job, due to unclear
expectations and poor self concept (referring to the two tight patterns in Graphs 1 and 3). This
teacher would have difficulty with interpersonal relationships.
Guidelines:
Teacher #1 would need to be more people oriented. This could be accomplished since the ‘I’ is very
close to the midline and could be raised if a conscious effort was made. A support system should be
developed for moments of pressure, due to the depression prone instinct. The supervisor would need
to draw him/her out verbally and make a positive attempt towards communication.
Teacher #2 is really struggling in this position, since the most comfortable work mode is under pres-
sure. As a result, everyone else is probably being put under pressure in his/her attempt to work more
comfortably. Perhaps he/she would perform better in a higher grade. Due to a task oriented style
under pressure, an attempt to create positive self talk is necessary. By not being critical and demand-
ing under pressure, morale can improve around him/her. This teacher would need to attempt to turn
relationships and fun into a task. The self concept is in transition (Graph 3), and the teacher is feeling
that he/she does not measure up to expectations. A support system is needed to reinforce positive
self worth.
Action Plan:
Both would need their communication skills sharpened, and any type of training which focuses on verbal and
people skills could be very useful. They may want to consider teaching higher grades rather than elementary
levels. The administration would need to work with them and perhaps attend some parent-teacher meetings in
order to out blind spots in a positive way.
CASE STUDY #4: TEAM BUILDING ANSWERS

(Questions, Pg. 56)
Potential Conflicts:
The team members that would experience conflict would be those that are opposites in the DISC model
- the ‘D’ with ‘S,’ and the ‘I’ with the ‘C.’ There are three ‘D’ personalities: Sales Manager, Financial
Manager and the Director. All of these are task oriented and aggressive. The second graphs of each
page - Customer Service, Shipping Supervisor and Assistant - have more passive or people oriented
styles; these three people would have potential conflict with the more aggressive, task oriented people.
The intensity of the high ‘D’ of the Director, Financial Manager, and Sales Manager in Graph 2 (under
pressure) could trigger conflict with one another because they all want the last word. It is interesting to
notice that their ‘D’s’ are all in the same place under pressure. Only established authority will win here!
When the Director is under pressure, notice that the people characteristics fall below the midline, and
only a task oriented characteristic prevails. At this time, conflict with any of the other five could result.
Since the Director is so results oriented in this mode, people would be bypassed as the bottom line
becomes the major focus.
The Customer Service Representative and the Shipping Supervisor could experience conflict with any
of the high ‘D’s,’ since aggressive personalities think nothing of entering into their space.
The positive counterbalance to the above conflicts would be that everyone in the six sets of graphs has
an ‘I’ either above the midline or close to the midline; thus, positive communication, team building and
participative management can prevail.
Make sure that you refer to pages 17-24 to look at the strengths and weaknesses of each style in
particular. Then, use “How Team Interaction is Affected” on pages 58-59 to determine how you would
interact with these team members.
Behavioral Strength:
Turn to page 13 for the strengths of each of these styles and also look at their potential growth areas
on page 57. Make sure that you use both dominant and secondary styles found in Graph 3 as you
determine their strengths.
The Sales Manager (D/I) would be one of the strongest extroverts. He/she loves activity, is productive
and thrives on challenges. Because of these traits, he/she would be an excellent sales person. ‘D/I’s’
are convincing, influencing and would bring about positive results.
The Customer Service Representative (S/C) would be very gentle, easy to get along with and gra-
cious; he/she would rarely be angry or hostile. The ‘S/C’ would be very exact in approach and work
well within the system, and he/she would develop relationships and systematic programs through which
to service the customers.
The Financial Manager (D) would be very task oriented and would thrive on projects. He/she would
bring project after project to a conclusion. He/she would develop systems that would reach into new
dimensions of productivity and opportunity.
The Shipping Supervisor (C/S) is a perfectionist, well organized, analytical, conscientious and accu-
rate. His/her attention to detail would allow supplies to go out in a timely, precise manner which would
satisfy customers.
The Director (D/I) is a visionary, influencer, and concluder. He/she would be logical and very goal
oriented. Goals would be accomplished through people in a team fashion. He/she is an extrovert,
loves activity, is very productive, thrives on challenges, and is a good motivator of people.
The Assistant (I) is very relational and one of the easiest people to like. He/she would make a delight-
ful associate and would be very approachable and people oriented. He/she would be very good on the
phone, a good listener, and would create relationships around the Director that would complement the
task oriented style.
More Behavioral Style Blends
Instructions to find style blends:
Step 1: Using Graph 3 of the DISC profile, look at all of the plotting points above the midline.
Step 2: Refer to the quadrant below that corresponds to the highest, second highest, and in some cases, the
third highest plotting point, that appears ABOVE the midline. Example: D • I • S = Director.
Step 3: Turn to the page listed for the pattern name.
Behavior Style Pattern Name Turn to Page Behavior Style Pattern Name Turn to Page
D Pure D
D equal I
Establisher
Influencer
75
76
I Pure I
I•C
Communicator
Assessor
73
71
D•C Challenger 72 I•C•S Governor 76
D•C•I Chancellor 72 I•C•D Leader 77
D•C•S Attainer 71 I•D Persuader 80
D•I Concluder 73 I•D•C Leader 77
D•I•C Chancellor 72 I•D•S Reformer 81
D•I•S Director 75 I•S Advisor 70
D•S Attainer 71 I•S•C Governor 76
D•S•I Director 75 I•S•D Motivator 79
D•S•C Attainer 71
Behavior Style Pattern Name Turn to Page Behavior Style Pattern Name Turn to Page
C Pure C
C•D
Logical Thinker
Designer
78
74
S Pure S
S•C
Technician
Peacemaker
82
79
C•D•I Chancellor 72 S•C•D Inquirer 77
C•D•S Contemplator 74 S•C•I Advocate 70
C•I Assessor 71 S•D Attainer 71
C•I•D Chancellor 72 S•D•C Inquirer 77
C•I•S Mediator 78 S•D•I Attainer 71
C•S Precisionist 81 S•I Advisor 70
C•S•D Contemplator 74 S•I•C Advocate 70
C•S•I Practitioner 80 S•I•D Attainer 71
Advisor/Counselor/One Who is Merciful
Individuals who are Advisors exhibit warmth, sympathy and understanding in their approach to
people. They possess a casual kind of poise in most social situations. Many people will come to them
because Advisors are seen as good listeners. They typically do not attempt to force their ideas on
others, and in a conflict are likely to yield or be overly flexible. If the conflict is serious, they may
withdraw to avoid further conflict rather than work at resolution. They tend to take criticism of their work
as a personal affront. They can sometimes be overly tolerant and patient with non-producers. Advi-
sors prefer to deal with people on a personal, intimate basis in a low-pressure situation. Their manag-
ers should realize that Advisors tend to allow too much lead time on projects. They need personal
attention and compliments for assignments that are well done. Their best work will be done when a
public viewing or review is likely. They are instinctive team players and work best in an environment of
acceptance and serenity.
•I
Graph Characteristics: The Advisor’s graph is either I/S or
S/I, characterized by having both the “I” and the “S” traits being •
exhibited above the midline, while both the “D” and the “C” traits S
remain below the midline. The relative position of the “I” and the “S”
will determine if the individual is more active and communication •
focused (higher “I”) or more passive and team focused (higher “S”).
•
D C
Both positions will be extremely people oriented.
Advocate/Agent/One Who Makes Peace

Individuals who are Advocates are steady, sociable individuals who strive for positive relation-
ships at work and at home. They can tend toward individualism and independence if “I” is their second-
ary characteristic. If “C” is their secondary characteristic, they will be more passive and detail oriented.
Once they have made up their mind, it can be quite difficult to change the mind of an Advocate. They
like people to support them and their ideas; they tend to support the underdog. They may take oppos-
ing sides of a disagreement and leave feeling frustrated if things don’t go their way. Advocates need to
be accepted as part of a team. Decisions can be difficult for them to make unless their boundaries are
very clearly defined.
Graph Characteristics: The Advocate’s graph is ei- •

ther S/C/I or S/I/C, characterized by having the “I”, the “S” •I S
and the “C” traits being exhibited above the midline, while •
only the “D” trait remains below the midline. The relative C
position of the “I” and the “C” will determine if the individual
will face inner conflicts over being both expressive and re-
served. In any combination, the I/S/C blend can behave with
the decisiveness and determination of a “D” if their param- •
D
eters are clearly identified.
Assessor/Reviewer/One Who Reveals Value
Individuals who are Assessors are observant of details as well as the unique value of people.
They combine a concern for particulars with an awareness and appreciation for the people needed
to accomplish tasks; this lends to the development of open channels of communication. They will
frequently express an enthusiasm and optimism for accomplishing tasks, as well as being an en-
couraging influence to those around them. These are traits they derive from the “I” influence of the
character. However, their enthusiasm will be based upon a thorough assessment of the factors
required to achieve the goal, and their encouragement will be directed to the accomplishment of the
task at hand. Assessors are typically excellent judges of character, and will easily trust those who
meet their standards. Assessors can be counted on to do a good job, to value their associates and to
pay attention to details. They have a tendency to be competitive with themselves; they push them-
selves to do better in order to avoid any rejection or criticism. People who have this style often have
a unique teaching gift.
•I •
Graph Characteristics: The Assessor’s graph is ei- C
ther I/C or C/I, characterized by having both the “I” and the “C”
traits being exhibited above the midline, while both the “D”
and the “S” traits remain below the midline. The relative posi-
tion of the “I” and the “C” will determine if the individual is
more verbally focused (higher “I”) or more detail focused •
D •
(higher “C”). S
Attainer/Achiever/One Who Perseveres

Individuals who are Attainers exhibit an objective and analytical style. They can be fiercely inde-
pendent, but also enjoy working well as part of a team. Attainers derive their motivation from internal
rather than external sources; typically from personal goals and an inner drive to complete a task and be
considered “righteous” or “a winner.” Their task focus may override consideration for others, causing
them to appear uncaring and distant. When relationships are not good, this will cause them some
internal turmoil. They display a dogged determination, and can be successful at many things. Their
calm and steady character makes them a good leader, and gives them the ability to “plan their work
and work their plan”. Their resolute disposition contributes to their success, even when faced with
significant obstacles. Attainers may focus more on achieving the goal than on who achieves the goal
with them. Because this style does not quit easily and has the ability to “hang in there” for long periods
of time, they need to be encouraged to value and work on relationships, not simply the tasks involved in
reaching a goal.
•
D •
Graph Characteristics: The Attainer’s graph is char-
S
acterized by having both the “D” and the “S” traits being ex-
hibited above the midline, while the “C” and “I” traits may be
above or below the midline. The relative position of the “D” •I
and the “S” will determine if the individual is more task fo-
cused (higher “D”) or more team focused (higher “S”). •
C
Challenger/Confronter/One Who Searches
Individuals who are Challengers exhibit an awareness of problems coupled with a creative char-
acter. Due to their strong resolve, they can complete significant tasks in very little time. Using a great
deal of foresight, they examine all possible avenues when searching for a solution to a problem or
focusing on a project. Equal striving for correctness counterbalances their drive for tangible results.
They are perfectionistic and may vacillate in decision making. Challengers prefer working alone and
resent restrictions. Searching for details and facts, especially about the unfamiliar, they sometimes
ignore the emotional side of people. Their greatest fear is not being influential or of failing. They do not
get personally involved, as they are very task oriented and driven mainly by results. Although they are
emotionally restrained, a Challenger will speak the truth in any situation. They are willing and able to
challenge the status quo when they perceive a better way. They are not typically afraid to confront even
significant superiors with an issue. Challengers may be perceived as uncaring, since they focus on
facts and outcomes more than feelings and relationships. Challengers must learn to pace themselves
and be cautious of working too much without time for relaxation. Since their standards are high, they
have a tendency to be hard on themselves. They are excellent administrators and will find the way to
get the job done every time.
•
Graph Characteristics: The Challenger’s graph is D •
D/C, characterized by having both the “D” and the “C” traits C
being exhibited above the midline, while both the “I” and the
“S” traits remain below the midline. The “D” will be higher
above the midline than the “C”. The relative position of the •
“D” and “C” will determine if the individual is more analytical S
(“C”) or more driven and competitive (“D”).
•I
Chancellor/Judge/One Who Upholds the Truth

Individuals who are Chancellors exhibit an energetic style trying to keep others focused in order
to get things done. Outgoing by nature, they enjoy people; but this does not necessarily mean alle-
giance. They are determined individuals who are very sociable, but they also make sure the details are
attended to. Chancellors want things to be done properly, and they may finish projects themselves to
assure correctness and completeness as they desire respect and control. They sometimes neglect
careful planning and may jump into projects without thorough consideration. However, they require
correctness and are very aware of the deadlines. A Chancellor will seldom hesitate to initiate activity.
They are driven by the end results and desire to reach them quickly. They work tenaciously to resolve
problems, combining accuracy with quick thinking. Under pressure, Chancellors tend to express their
feelings without allowing others to share their opinions. When in dialogue, they want others to commu-
nicate clearly and concisely. Chancellors are always looking ahead to what new and exciting adven-
tures they can jump into next.
•
D •I •
Graph Characteristics: The Chancellor’s graph is D/I/
C
C, characterized by having the “D”, the “I” and the “C” traits
being exhibited above the midline, while only the “S” trait re-
mains below the midline. The relative position of the “I” and the
“S” will determine if the individual is more communication fo- •
cused (higher “I”) or more detail focused and analytical (higher S
“C”).
Communicator/Persuader/One Who Promotes
Individuals who are Communicators exhibit enthusiasm and optimism; they accomplish goals
through people. They love being around people, and therefore prefer not to work alone, believing “the
more, the merrier.” Operating with a high energy level, Communicators may become careless and
disorganized. Their communication skills are significantly above average. They desire social recogni-
tion and fear the loss of acceptance. When a difficult situation arises, a Communicator is most likely
to express every last feeling or withdraw to an emotionally safe position. Communicators trust people
very easily and appreciate receiving that trust in return. It is important for Communicators to con-
sciously and truly listen to people around them instead of thinking of what they are about to say next.
Inspiring and sometimes flattering, Communicators use their enthusiasm to generate a friendly and
team oriented environment.
Graph Characteristics: The Communicator’s graph is

•I
a pure “I”, characterized by having only the “I” trait being exhib-
ited above the midline, while the “D”, the “S” and the “C” traits
remain below the midline.
•
• S
D •
C
Concluder/Doer/One Who Gets Results

Individuals who are Concluders exhibit a tendency to be strong individualists. They are visionary,
progressive, and work hard to attain goals. They are forceful and direct. Concluders are curious and
have a wide range of interests. At times, they may appear to be cold or blunt because their task-
orientation tends to overtake their people-orientation. Concluders place high standards on themselves
and those around them, expecting goals to be met. They might appear to be critical when these stan-
dards are not met. Because they can have a very strong impact on people and motivate them to
achieve their goals, Concluders need to be especially sensitive to others around them. Concluders
tend to be short-tempered, especially when they feel that someone is taking advantage of them, for that
is one of their greatest fears. Thriving on activity, Concluders are constantly moving forward; they get
very frustrated when there is no goal they can strive to achieve.
•
D •I
Graph Characteristics: The Concluder’s graph
is D/I, characterized by having both the “D” and the “I”
traits being exhibited above the midline, while both the
“S” and the “C” traits remain below the midline. This is a
very active, fast-paced style. •
S
•
C
Contemplator/Processor/One Who Ponders
Individuals who are Contemplators exhibit a determination for the quality and completion of tasks.
Being analytical and logical, they are detail oriented and have high standards for themselves and oth-
ers. Contemplators are very centered on the task at hand, and are steady and dependable. They are
selective and analytical in relationships, thinking processes, and work situations. First evaluating the
facts and figures, they will take their time in making decisions, for they want to be precise. However,
they also operate with a competitive edge as they seek to accomplish the task. Since a Contemplator’s
fear is ridicule or criticism, they are sensitive to the people around them and strive to do their best.
When a Contemplator is involved, a job will always advance but quality will never be compromised.
The personal element in the Contemplator’s character gives them a concern and appreciation for
relationships. Contemplators are natural peacemakers because they possess the ability to logically
analyze a situation (“C”), have a concern for the relationships and a desire to preserve them (“S”), and
the decisiveness to bring parties together to deal with one another (“D”).
Graph Characteristics: The Contemplator’s graph • •

is C/D/S, characterized by having the “C”, “D”, and “S” D C
traits being exhibited above the midline, while the “I” re- •
mains below the midline. The relative position of the “S” S
and “C” will determine if the individual is more relation-
ship/people focused (“S”) or more focused on details
(“C”). •I
Designer/Administrator/One Who Creates
Individuals who are Designers exhibit a high task-orientation and are very sensitive to problems.
They are creative, determined, and analytical in their approach to effective problem solving, never
accepting a “quick fix.” Their goal is to have everything correct and in control while simultaneously
avoiding failure. Designers are able to initiate change and improvements, because of their administra-
tive skills. Because they sometimes feel that they are the only ones that can do a job right, Designers
will sometimes get bogged down and not allow others to help. Under pressure, they may come across
to others as aggressive or stubborn. It is important for Designers to be sensitive to the needs of others
around them in order to insure a positive environment. Since Designers value accuracy and precision,
high standards are maintained in all aspects of their work life.
Graph Characteristics: The Designer’s graph is C/D, • •

characterized by having both the “C” and the “D” traits being D C
exhibited above the midline, while both the “I” and the “S” traits
remain below the midline. The “C” will be higher above the mid-
line than the “D”.
I
• •
S
Director/Visionary/One Who Forges Ahead
Individuals who are Directors exhibit a fascinating ability to move people and tasks in a forward
direction because of their vision and people skills. Energetic and social, they tend to focus on overall
goals or the “big picture,” and may overlook details. Their focus allows them to be very assertive in
rallying others to adopt their vision. In any stressful situation a Director will act with gritty determination
and persevere to the end. Conflicts may arise rather frequently, but they do not dissuade Directors.
They need freedom to do things the way they believe things should be done and to be able to work at
their own pace, which is usually ahead of most others. It is very beneficial for a Director to look to
others who possess analytical skills to accumulate needed facts and figures so the details will be
attended to. They appreciate loyalty and love to help others reach their goals. Directors are creative,
hard working, and driven to achieve winning results.
D
•
Graph Characteristics: The Director’s graph is D/I/S, char- •I
acterized by having the “D”, the “I” and the “S” traits being exhib- •
ited above the midline, while only the “C” trait remains below the S
midline.
•
C
Establisher/Visionary/One Who Develops

Individuals who are Establishers exhibit a powerful, individualistic approach, especially towards
new challenges and opportunities; they frequently demonstrate a high ego strength. Establishers want
excitement and sometimes jump into new adventures before thinking them through fully. They can
make demands upon people and situations in order to accomplish their goals, and may be very direct
and uncommunicative under pressure. Establishers don’t always collect facts before making a deci-
sion. Establishers like to win at any cost. Establishers are opportunity creators; they possess a vision
of the ‘big picture’ and can move a project forward with great enthusiasm. When they are caught up in
accomplishing the task, they may tend to ignore the emotional side of the people involved. Establish-
ers should strive to achieve self-control and self-discipline while cultivating their emotional side in order
to be more sensitive of others’ feelings and perceived as friendly. Risk takers, people see them as
bold, confident, and courageous. Establishers are great visionaries who possess the enthusiasm to
make a new idea work without letting obstacles get in the way.
•
Graph Characteristics: The Establisher’s graph D
is a pure “D”, characterized by having only the “D” trait
being exhibited above the midline, while the “I”, the “S”
and the “C” traits remain below the midline. •I
•
S
•
C
Governor/Pilot/One Who Wins Over
Individuals who are Governors exhibit a high-energy factor, excellent communication skills, and
are caring and sensitive in nature. They are direct, friendly, can be enthusiastic, prefer to be informal,
and can be somewhat talkative. Since their greatest fears are rejection, criticism, and the loss of
security, they may worry too much about what others think. Governors want to be accepted as mem-
bers of the team and like to know exactly what is expected before they start new projects. They are
equipped with the ability to serve as a dominant leader if the parameters of authority are clearly de-
fined, and prefer to lead rather than to follow. They are very conscious about the quality of their work
and expect that they will receive social approval for a “job well done.” Governors use their excellent
communication skills to influence people with their knowledge of facts and their ability to analyze people
and situations. They are sincerely concerned about those around them and will work for “win-win”
results and resolutions.
Graph Characteristics: The Governor’s graph is either I/ •I

S/C or I/C/S, characterized by having the “I”, the “S” and the “C”
traits being exhibited above the midline, while only the “D” trait •
remains below the midline. The “I” characteristic is in the high- • C
est position. The higher the “I”, the more animated and commu- S
nicative the individual will tend to be. In any combination, the I/S/
C blend can behave with the decisiveness and
determination of a “D” if their parameters are clearly identified. •
D
Influencer/Advancer/One Who Inspires

Individuals who are Influencers exhibit a high-powered nature coupled with the ability to take a
creative idea and make it serve a practical purpose. They are likable people who are motivated both by
completing tasks and building relationships. Activity, energy, variety, and change excite them. The
equal “D” and “I” combination makes them a very active personality style. Influencers are confident,
goal minded, and they convince people to help them because of their outgoing and persuasive manner.
They will work on and complete projects independent of any assistance, if necessary, but prefer to
work with people. Influencers may be impatient and have little time for details; consequently, interest in
a project may be lost once the challenge is gone. They are excellent communicators and have a true
interest in people. Since they appreciate people who communicate clearly and concisely, Influencers
are not afraid of a good debate. Though they are good leaders and problem solvers; Influencers would
do well to pace themselves and take time to relax in their whirlwind life.
D• •I
Graph Characteristics: The Influencer’s graph has an equal
“D” and “I”, characterized by having both the “D” and the “I” traits
being exhibited above the midline at the same height, while both the
•
“S” and the “C” traits remain below the midline. S
•
C
Inquirer/Investigator/One Who is Consistent
Individuals who are Inquirers exhibit a patient, controlled, factual nature combined with a tenacity
to accomplish their goals. Considerate, modest individuals, they relate well to most people; however,
when necessary, they are able to take a stand. Close relationships are very important to them, but they
are selective in choosing their friends. They plan their work carefully, but aggressively, asking ques-
tions and collecting data. This is followed by consistent efforts in directed channels. Inquirers with “C”
as their secondary characteristic are typically slow to take initiative and do not adapt quickly to change.
However, if the “D” is the secondary characteristic, the individual will be more goal-oriented and ag-
gressive in their undertakings. Because of their dogged determination, Inquirers can be successful at
many things. They use logic and analysis to make decisions, and they can be firm, almost to the point
of stubbornness after making these decisions. Inquirers will rise to challenges and not back down
when they have strong feelings about the outcome. They are service oriented and very dependable.
Graph Characteristics: The Inquirer’s graph is either •

S/D/C or S/C/D, characterized by having the “D”, the “S” and • S
the “C” traits being exhibited above the midline, while only D •
the “I” trait remains below the midline. The relative position C
of the “D” and the “C” will determine if the individual will face
inner conflicts over being both expressive and reserved.
•I
Leader/Decisive/One Who Strengthens
Individuals who are Leaders exhibit a high task-orientation while also enjoying people. They will
typically be very good at recruiting people for teams or organizations. Leaders are friendly and like to
involve others, but they also like to see the tasks done right. Because of their desire to do things
correctly, they sometimes appear domineering and aggressive as pressure arises in a situation. It is
very beneficial to all when Leaders focus on listening more and considering the needs of others, espe-
cially in difficult times. Because of their excellent communication skills, Leaders are able to put strang-
ers at ease and make them comfortable. They influence others using their strong people skills and
their ability to reason and be logical; using their verbal skills to encourage and strengthen others.
When they are talking and giving opinions and information, they frequently display their ability to estab-
lish harmony and unity. Leaders are not bystanders; they are constantly involved. They desire the
excitement that comes with new adventures and meeting new people.
Graph Characteristics: The Leader’s graph is I/D/C •I

or I/C/D, characterized by having the “D”, the “I” and the “C”
traits being exhibited above the midline, while only the “S” • •
trait remains below the midline. The “I” will be the highest D C
characteristic.
•
S
Logical Thinker/Analytical/Objective One
Individuals who are Logical Thinkers exhibit a practical, proper, and discrete nature. They are
self-evaluating and may be critical of both themselves and others, though they seldom voice it, being
quiet and reserved. As criticism is their greatest fear, they are constantly striving for perfection. Logi-
cal Thinkers internalize information, analyzing issues over and over again. At times they may appear
cool and blunt due to their constant analyzing, but by becoming a little more sensitive and adaptable,
Logical Thinkers can be seen as more perceptive to the feelings of others. They make decisions
slowly based on facts and logic, not emotion, asking “how” and “why” questions. In the eyes of a
Logical Thinker, neatness equates with high quality and anything less is unacceptable. They like to
plan and organize every area of their life. A stable environment is best for Logical Thinkers as they
prefer to be slow and deliberate in their changes, not spontaneous. They require guidelines in their
task-oriented work style. Logical Thinkers hold to high standards and constantly strive to meet them.
Graph Characteristics: The Logical •

Thinker’s graph is a pure “C”, characterized by C
having only the “C” trait being exhibited above the
D
midline, while the “D”, the “I” and the “S” traits
remain below the midline.
•
•I
•
S
Mediator/Synthesizer/One Who Brings Together

Individuals who are Mediators exhibit a people-oriented style driven by correctness and loyalty.
The main goal of a Mediator is to accomplish a task with a team while maintaining a stable, harmonious
environment. Mediators see this as “the right way” to have a relationship. They are friendly, enthusias-
tic, informal, talkative, and may worry too much about what other people think. Mediators are very
sensitive to criticism; therefore, they are very conscious about the quality of their work, especially if
they expect to win social approval for a “job well done.” They are sensitive to the people around them
and will do their best to make the environment pleasing to others. Using their excellent communication
skills, Mediators can influence people by their knowledge of facts and ability to analyze people and
situations. They do not initiate confrontation, but when confronted have the ability to use their logic to
win the case. Mediators will often seek to bring resolution to conflict by exercising their analytical skills
(C) and their communication skills (I) to restore and establish relationships (S). They are friendly and
flexible, able to adapt very easily.
•
Graph Characteristics: The Mediator’s graph is C/I/ •I C
S, characterized by having the “I”, the “S” and the “C” traits
being exhibited above the midline, while only the “D” trait •
remains below the midline. The “C” characteristic is in the S
highest position. The higher the “C”, the more legalistic the
individual will tend to be. In any combination, the I/S/C •
blend can behave with the decisiveness and determination D
of a “D” if their parameters are clearly identified.
Motivator/Encourager/One Who is Committed
Individuals who are Motivators exhibit an encouraging style when motivated by a goal. They
prefer to lead or be in charge, but they can also serve as a helper. To be happy and fulfilled in a support
role, the Motivator needs recognition and appreciation. Motivators care about the people around them
and consider others’ feelings in their decision making. Exhibiting excellent abilities to deal with people,
they strive to find the way to accomplish tasks quickly and efficiently. Motivators possess strong
problem solving skills and prefer to achieve their goals by leading the group through diligence and
steadfastness. Determined and enthusiastic, Motivators will eagerly accept challenges and work hard
for positive outcomes to situations. They often equate failure and rejection; they need affirmation in
these situations. They have the ability to listen creatively and communicate effectively.
•I
Graph Characteristics: The Motivator’s graph is I/
•
S/D, characterized by having the “D”, the “I” and the “S”
• S
traits being exhibited above the midline, while only the “C”
trait remains below the midline. The “I” characteristic will D
be the highest on the graph.
•
C
Peacemaker/Diplomat/One Who is Faithful

Individuals who are Peacemakers exhibit a kind nature that is also very detail oriented. They care
about people and possess the qualities that make them very meticulous at task completion. They want
a steady environment which promotes security. Usually, they like to think issues through carefully,
weighing how a decision will affect people. Peacemakers want facts and figures before they will make
a decision. They feel uneasy when put in a situation where they feel deserted, or when forced to make
a quick decision; especially if their decision will affect others. Peacemakers like people, but prefer to
only have a few close friends. Given a choice, they would choose a small group rather than a crowd.
Since they are highly sensitive, Peacemakers do not handle criticism well, as they have tried to do their
best. Exactness is imperative in everything Peacemakers do. Often keeping their feelings to them-
selves, others may not be aware of their strong beliefs. Peacemakers are loyal to the leaders they
support, and are excellent people to have on the team.
•
S •
Graph Characteristics: The Peacemaker’s graph is S/C, C
characterized by having both the “S” and the “C” traits being ex-
hibited above the midline, while both the “D” and the “I” traits
remain below the midline. It is the higher “S” characteristic that
gives the Peacemaker the team oriented view they possess dif- •I
ferentiating them from the C/S – Precisionist. •
D
Persuader/Convincer/One Who Influences
Individuals who are Persuaders exhibit an outgoing spirit, a high interest in people, and the ability
to gain respect and admiration from varied types of individuals. They do business in a friendly way,
while striving to win others to their objectives and promote their point of view. Persuaders prefer free-
dom from routine, and they want authority as well as prestige. They need a variety of activities and
work more efficiently when others provide analytical data. They thrive when given assignments requir-
ing mobility and challenge. They may come across as nervous or fidgety, because they are always in
the middle of some activity. Persuaders would do well to remember that they do not always have to
take the lead position, and that they can be a supporter or helper as well. Persuaders want the people
around them to communicate efficiently and effectively. Sometimes Persuaders may be viewed by
others as overconfident. They may also seem aggressive or pushy; but this is simply a mechanism for
avoiding their fears - rejection and being taken advantage of. Overall, they are optimistic and motivat-
ing. Persuaders know how to get results through people!
•I
Graph Characteristics: The Persuader’s
graph is I/D, characterized by having both the “I” and •
the “D” traits being exhibited above the midline, while D
both the “S” and the “C” traits remain below the mid-
line. •
S
•
C
Practitioner/Realist/One Who is Steadfast

Individuals who are Practitioners exhibit an outgoing style with an analytical, cautious disposi-
tion. They develop friends easily and control themselves to the extent that they rarely antagonize
intentionally. Practitioners are caring, friendly, and competent. Being perfectionistic in nature, they will
isolate themselves if necessary to get the job done. Practitioners like to be in predictable situations -
“No surprises, please.” They are quality oriented individuals who seek approval for a job well done.
Practitioners can be counted on to do a good job and pay attention to detail while being aware of the
needs of the people around them. They have excellent interaction skills and use their knowledge of
facts to influence people. Because they want to be well liked, Practitioners may have a hard time in a
disciplinary role. They can be very effective by combining intuitive, logical, and analytical skills with
strong people skills. When they develop their skills to their full potential, Practitioners can be very
powerful leaders.
Graph Characteristics: The Practitioner’s graph is •

C
C/S/I, characterized by having the “I”, the “S” and the “C” •
traits being exhibited above the midline, while only the “D”
•I S
trait remains below the midline. The “C” characteristic is
in the highest position. The higher the “C”, the more
legalistic the individual will tend to be. In any combination,
the I/S/C blend can behave with the decisiveness and
determination of a “D” if their parameters are clearly •
identified. D
Precisionist/Perfectionist/Traditional One
Individuals who are Precisionists exhibit a precise, detailed, stable nature. They are systematic
thinkers who tend to follow procedures in both personal and business life. They act in a highly tactful,
diplomatic fashion and rarely antagonize their associates consciously, taking care to avoid conflict.
Extremely conscientious, they painstakingly require accuracy in work and maintain high standards.
Precisionists like a protected and secure environment with set rules and regulations, and dislike sud-
den changes. They like people, but prefer having only a few close friends. Exactness is of the essence
to Precisionists, and criticism (their greatest fear) is equated with failure. They can be counted on to
carry out tasks correctly. They want exact facts and figures before they will make a decision, and feel
uneasy when forced to decide anything quickly. Predictability and security are the greatest goals for a
Precisionist. This is true in all aspects of a Precisionist’s life; the more stable the environment, the
happier they are.
•
Graph Characteristics: The Precisionist’s graph is C/ • C
S, characterized by having both the “C” and the “S” traits be- S
ing exhibited above the midline, while both the “D” and the “I”
traits remain below the midline. It is the higher “C” character-
istic that gives the Precisionist the detail and/or procedure
oriented view they possess differentiating them from the S/C •I
– Peacemaker. •
D
Reformer/Statesman/One Who Commands Respect
Individuals who are Reformers exhibit a sociable and friendly nature, but they also like to drive
situations and be leaders. They accomplish tasks through their social skills. They are caring and
accepting of others. Reformers concentrate on the task at hand until it is completed, but know their
limitations and will ask for assistance when necessary. They are able to function not only as team
leaders, but team players; and they are happy to share credit with the team. They desire popularity and
recognition, and tend to have high trust in others. Reformers are constantly involved with projects and
people, and work in the forefront. They use their directness to solve conflicts. They are sensitive to
others’ feelings and will attempt to create a favorable environment for everyone. They have excellent
social skills and possess sincere empathy for people. This makes them good motivators of people.
They are optimistic and positive; Reformers always choose the “bright side” when evaluating people or
circumstances.
•I
Graph Characteristics: The Reformer’s graph is I/ •
D/S, characterized by having the “D”, the “I” and the “S” D •
traits being exhibited above the midline, while only the “S” S
trait remains below the midline. The “I” characteristic will
be the highest on the graph.
•
C
Technician/Specialist/One Who is Steady
Individuals who are Technicians exhibit a stable, consistent nature by working to maintain an
unchanging environment focused around people. Preferring supportive roles, they work well with many
of the other personality styles because of their controlled and modest behavior. They are patient, loyal,
and helpful to friends. Friendships are developed slowly and selectively. Technicians are not bored by
routine and work best with guidelines and rules that are clearly spelled out. Technicians’ greatest fear
is loss of security, and sudden changes are difficult for them. They need time to adjust to changes and
are reluctant to let go of the “old way of doing things.” They prefer to approach change as a step-by-
step process, not an event. Once a Technician has made a decision, they will tend to stick to it, even
stubbornly, because much time has gone into the decision-making process. They have a hard time
saying “no,” and they seek peace at almost any cost. Avoiding conflict, they tend to internalize their
feelings. A Technician will adopt a tenacious attitude, even in tough times; and can be relied upon to
stay true through it all. But beware of mistaking their desire for peace as weakness; once you have
pushed them to their limit - they are immovable.
•
S
Graph Characteristics: The Technician’s graph is a
pure “S”, characterized by having only the “S” trait being
exhibited above the midline, while the “D”, the “I” and the “C”
traits remain below the midline.
•I
•
D •
C

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Introduction To Behavioral Analysis Online Course

Section 1: Behavioral Styles: Theory and Background ..................... . 3

Comprehensive Review #1 .......................................................................... . 9

Section 2: Experience the DISC Assessment Yourself..........................10

Comprehensive Review #2...............................................................................11

Section 3: Interpretation of the DISC Personality System Profile ...... 12

Comprehensive Review #3 .......................................................................... 29

Section 4: Application of the Personality System Profile .................... 44

Case Study #1 Interpretation Notes..................................................................48

Answer Key to Comprehensive Reviews ...................................................63-64

Additional Behavioral Style Blends .............................................................69-82

The information contained in Introduction to Behavioral Analysis Course can be ap-

In this section, you will learn:

Why it is important to understand different behavioral styles

Historical origins of personality theory

Factors that contribute to the development of behavioral styles

A graphic model of human behavior and awareness

Principles of behavioral interaction

Carl Gustav Jung

2. Role Model (Up to age 12)

3. Experiences (After age 8)

Arena Blind Spots

PEOPLE ORIENTED STYLES

Task Oriented People Oriented

1. One person cannot motivate another person.

2. Yet, everyone is motivated.

3. People are motivated to do things for their own

4. If person “A” understands the behavioral style of

5. If person “A” knows more about person “B”

*Note: This language should not be used to manipulate another

At the end of this section, you should be able to

3. What are the four components of the Johari Window?

4. Name three factors that contribute to behavioral style.

5. Which behavioral styles are task oriented?

- Answers are listed on page 63 -

In this section, you will:

Experience the DISC Assessment by taking it online or

downloading a sample DISC report .pdf

Read a DISC profile report (yours or a sample version)

We would encourage you to experience the DISC assessment for yourself at

Completing a DISC assessment is not manditory. However, if you would like

(These links also provided in the audio-video portion of this course.)

At the end of this section, you should be able to

- Answers are listed on page 63 -

In this section, you will learn:

Specific characteristics of each of the four major

Ways to motivate each of the four behavioral styles

Ideal working environments for each behavioral style

How to distinguish between a person’s mask and core self

How to identify when a person is experiencing stress

Special Graph Configurations

How to interpret behavioral blends of more than one style

Compatibility of the four behavioral styles

Dominant • Driver Influencing • Inspiring

Value To Team Value To Team

Compliant • Correct Stable • Steady

Value To Team Value To Team

My personal behavior is... My personal behavior is...

I am motivated by... I am motivated by...

My ideal environment should include... My ideal environment should include...

My personal behavior is... My personal behavior is...

+20 EGOCENTRIC Viewing everything in relationship to ENTHUSIASTIC Highly inspirational; intense

ANALYTICAL Dissecting a whole into its parts in order to