Consulting Psychologists Press

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Consulting Psychologists Press
History
J a ill Schutz, Ph.D.
Submarine Personnel
J a onsulting Psychologists
Press
J a evised SelfScorable
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Selfareness = Key
J Personal/Professional Development
J Employee/Management elations
J areer Development
J Team uilding
J Leadership Development
J Emotional ntelligence
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JD
·Expressed nclusion (e
·anted nclusion (
·Expressed ontrol (e
·anted ontrol (
·Expressed ffection (e
·anted ffection (
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üour | esults: Ho to
Score the SelfScorable

recognition influence closeness
elonging leing rmth
rticition resonsi ility sensitivity

m TTL
ht I refer to o
ho much I initite
EXPESSED
d dd
o serv le ction
TTL
m
ho much I nt
others to initite
TED

ho much I refer
to e the reciient
TTL TTL TTL ELL

LUS TL ||ET ddd

d d d
d
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Ho thers May See üou

anted nclusion
a. May take rejection as
devastating.
2. May think being aay is
missing the action.
3. May take lack of
acknoledgment as negative
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[ anted nclusion
a. May feel invitations are
obligations.
2. May not ant to be singled
out.
3. May consider group time
asteful.
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High anted ffection

a. May find a lack of concern
as insensitive
2. May need continuous
feedback.
3. May find distance from
others a personal loss.
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Lo anted ffection

a. May find reassurances as
superficial
2. May become offended by
personal questions.
3. May find emotions as
distracting even your on.
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anted ontrol
a. May perceive any
structuring as inadequate
2. May consider standard
procedures as important
3. May take sole
responsibility as burdensome
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[ anted ontrol
a. May not ant any control.
2. May feel pressured by
plans and stressed by structure.
3. May find competitive
behavior annoying.
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J n instrument for emotional
intelligence aareness
· Selfareness
· ommunication
· uilding elationships
· onflict Management
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J½
·ids in understanding one¶s

behavior and its effect on others
· ncreases your aareness of your

natural strengths and eaknesses
·Suggests possibilities for

improving the ay you relate to
others
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|
J½
·lmost anytime t is short,

quick to take and score, and
surprisingly insightful. t is
often used to compliment other
instruments.
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Learning bjectives
J History
J Theory
J | Model
J dministration & nterpretation
Guidelines
·results = strengths
·patterns
J pplication Exercises
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Learning bjectives (cont.
J ase Studies
· personal relationship groth
· team building
· career development
· management development
J esearch
· organizational
· correlations ith the MT
J Tools for nterpretation
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Theory
J ndividual Motivated by THEE
nterpersonal eeds
· Y : the amount of belonging,
attention, and recognition desired in
social settings.
· : the level of influence,
structure, and responsibility desired.
·£ : the level of rapport, armth,
and support desired.
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Theory
J The | helps give insight into a
client¶s degree of interpersonal
understanding on several levels:
· Y : The illingness to include
others or be included.
· : The illingness to manage
and be managed.
·£ : The illingness to express
and receive affection
· The | to kno hen to call
these things into play.
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Theory
Group Development
Y Y
Y
£ Y
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Theory

£
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The | Model: Page 4
ntroduction to | in rganizations
Y Y Y
Y

½

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The | Model
Y Y Y
Y
Y

Y
Y

Y
Y
Y

Y

½

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The | Model
Y YY
Y

want other people to invite feel ost co fortable want others to act war ly
e to belong. enjoy it when working in welldefined toward e. enjoy it when
others notice e. situations. try to get clear people share their feelings
expectations and instructions. with e and when they
½ encourage y efforts.

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The | Model
YYY

Y
ake an effort to include try to exert control and ake an effort to get close

others in y activities. try influence over things. enjoy to people. a co fortable
to belong, to join social organizing things and expressing personal feelings
groups² to be with people directing others. and try to be supportive of
as uch as possible. others.
want other people to invite feel ost co fortable want others to act war ly
e to belong. enjoy it when working in welldefined toward e. enjoy it when
others notice e. situations. try to get clear people share their feelings
expectations and instructions. with e and when they
½ encourage y efforts.

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| dministration
General
J verage time = a minutes
J 4 tems
J Six questions ith nine variations
J Group or individual administration
J Guttman scoring method
J Selfscorable/onsite scoring
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| dministration
Specific
J Establish a nonthreatening
atmosphere
J Give an overvie of the purpose
J Emphasize non
judgmental/developmental
J epetitive items yet independent
J Pass it out/others sit quietly
J Prediction of scores before scoring
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evised SelfScorable Î
!
"

#$ %
%

#&
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To Dimensions of nterpersonal
eeds

recognition influence closeness
elonging leing rmth
rticition resonsi ility sensitivity

m
ht I refer to o
ho much I initite
o serv le ction

m
ho much I nt
others to initite
ho much I refer

to e the reciient
| m
| ndividual ell
Scores: ie üour Personal
ell Scores

J Ú [½

J ! "#Y "

J $ % & Y

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Strength of üour nterpersonal
eeds:
D ( D ( D (

£
Y
Lo = to Medium = to a2 High = a3 to a
'
J"
J (

J

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Total ehavior: Expressed
to (Lo
to a (Medium
2 to 2 High
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Total ehavior: anted
to (Lo
to a (Medium
2 to 2 High
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Total ehavior
# ( ) ½
(
ù *

ù
ù *

# ( + ½

(
ù
ù

ù

# ' ½

ù
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Strength of üour nterpersonal eeds:
( $
.

Ú [½
Y
,Y

,
!! "#Y "[½
Y

,
$% "#Y "Y
Y
,
& Y
Y -
,
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General nterpretation
Guidelines
J ompare actual scores ith
predicted ones
J ote highest and loest scores
J Look for relationships ithin scales
J Highest score = most socially
comfortable
J o good or bad results
J Examine relationship beteen total
expressed and total anted scores
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P tt r s f | lfill t
l si ( a
# Y Y [ # Y Y
i l t rs li t i l . f r r l ti s i s s
j t rt it t r i i t. i t r sts s ills.
½ ¶t li t t t ff fr i f r ti ¶ r t r ³ l it s f ´t l t t rs
Y Y t s. wt t w tt i l .
w it f r t rs t i it t j i t .
t i it ti s t ft t r r f r w r i wit s ll r f
t w r ¶t s w . l .
i s w i s i l i f r i t fri s i s t
[ ½ ts t tt . w r .
Y Y s l t r f l t t j is r i it ti s t
w r i wit . s i l ts.
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Patterns of eed |ulfillment
ontrol (page aa
# [ #
li e to pro ide stru ture for ot ers I a ept ontrol from t ose in aut orit
I or er ard and t en i a and I am not interested in gaining influen e
let ot ers run t e s o I am a lo al and ooperati e follo er
½
I relate ell to aut orities in t e

organi ation
I en o ta ing ontrol and eing re ogni ed I prefer not to ma e important de isions
I am un omforta le delegating I don t ant to e losel super ised
responsi ilit I an e stu orn and re ellious
[ ½ I an e er ompetiti e and demand
perfe tion from ot ers
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Patterns of eed |ulfillment
ffection (page aa
# £ £ [ # £ £
am friendl open and optimistic elie e t at too muc selfdisclosure is

alue trust ort iness unprofessional
½ a e difficult controlling interruptions no more a out colleagues t an t e
£ £ at or no a out me
ma a e difficult sa ing no to
re uests to ta e on more or
am generall friendl ut am selecti e tend to e tas oriented and usiness
a out close relations ips li e
use praise to moti ate ot ers ut find it feel uncomforta le it e pressi eness
[ ½ unnecessar m self or affection at or
£ £ limit close or ing relations ips to a en o m pri ac
select fe
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S-ar putea să vă placă și

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·Expressed ffection (e

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