Management Values/Styles

The way in which you manage situations and supervise people depends on more than the

12 MAP2 competencies. McGregor’s management theory of X and Y (embedded in the

MAP2 assessment) advances the notion that your values (perceptions, expectations, opin-

ions, etc.) regarding work and workers have a strong bearing on how you apply your com-

petencies in supervising others.

To provide additional insight into your style, MAP2 took you through two self-assessments:

Communication Response Style and Personal Style Assessment. Your Communication

Response Style helps you to see how you are likely to respond to others at work. Indeed,

the way in which we communicate with others is the most reliable indicator of our

management style.

The Personal Style Assessment examines four behavior patterns that are present in dif-

ferent degrees as part of your personality: Thinker, Intuitor, Feeler, Sensor. Do not be mis-

led by these four labels; they were established by Carl Jung many years ago.

On the 12 MAP2 competencies, higher percentiles are an indication of better performance.

However, higher scores on the styles and values are not necessarily better than lower ones.

There are no right or wrong styles and values. Rather, your scores are appropriate or inap-

propriate to the individual, the situation, and the organization’s culture and climate.

Management Values/Styles

1 |

Theory X/Theory Y

Interpretation

In his book, The Human Side of Enterprise, Douglas McGregor presented two highly influen-

tial ways of viewing people’s motivation in the workplace, known as Theory X and Theory Y.

Theory X assumes that people are lazy, dislike and shun work, lack ambition, dislike respon-

sibility, seek security before advancement, and prefer to be led. In these circumstances,

management must persuade, reward, punish, control, and direct people’s activities.

Under Theory X, management approaches can range from a “hard” to a “soft” approach. The

hard approach relies on coercion, implicit threats, close supervision, and tight controls;

essentially an environment of command and control. The soft approach is permissive and

seeks harmony, with the hope that in return employees will cooperate when asked to do so.

However, neither of these extremes is optimal. The hard approach often results in hostility,

purposely low productivity, and hardline demands. The soft approach results in ever-

increasing requests for more rewards in exchange for ever-decreasing productivity.

By contrast, Theory Y assumes that people have a psychological need to work, and want

achievement and responsibility. Under Theory Y, the essential task of management is to

arrange organizational conditions and methods of operation so that by directing their

efforts toward organizational objectives, people can achieve their own goals. People who

agree with Theory Y believe that, for most people, work is as natural as play—that people

have the capacity for self-control, that motivation arises from higher-order needs such as

self-esteem and achievement, and that people, if properly managed, will be more than

willing to take on responsibility. Finally, Theory Y says that people can be creative and

team spirited, and that few organizations make use of these inherent abilities that their

people have.

According to McGregor’s theory, the role of a manager is not to ask, “Which theory of

human nature is right?” but, “What is the reality of our job situation, and how can I moti-

vate my group to keep them involved and contributing?” In other words, whether you as a

manager adhere to Theory X or Theory Y will be reflected in how you relate to and com-

municate with your people in different circumstances.

The table on the following page summarizes some of the assumptions that underpin the X

and Y theories.

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MAP 2/EXCEL 2 Performance Improvement

Underlying Assumptions about

Theory X and Theory Y Management Styles

Theory X Assumptions

Theory Y Assumptions

People are naturally lazy; they prefer to do

People are naturally active; they set goals and

nothing.

enjoy striving to reach them.

People work mostly for money, status, and

People seek many satisfactions in work: pride in

rewards.

achievement, enjoyment of process, sense of

contribution, pleasure in association, and

stimulation of new challenges.

The main force keeping people productive in

their work is fear of being demoted or fired.

their work is a desire to achieve their personal

and social goals.

People remain children, only larger; they are

People normally mature beyond childhood; they

naturally dependent on leaders.

aspire to independence, self-fulfillment, and

responsibility.

People expect and depend on direction from

People close to the situation see and feel what is

above; they do not want to think for themselves.

needed, and are capable of self-direction.

People need to be told, shown, and trained in

People who understand and care about what

proper methods of work.

they are doing can devise and improve their own

methods of doing work.

People need supervisors who will watch them

People need to sense that they are respected,

closely enough to be able to praise good work

capable of assuming responsibility, and able to

and reprimand errors.

self-correct.

People have little concern beyond their

People seek to give meaning to their lives by

immediate, material interests.

identifying with larger causes.

People need specific instruction on what to do

People need ever-increasing understanding; they

and how to do it; larger policy issues are none of

need to grasp the meaning of the activities in

their business.

which they are engaged; they have cognitive

hunger as extensive as the universe.

People appreciate being treated with courtesy.

People crave genuine respect from their fellow

man.

People are naturally compartmentalized; work

People are naturally integrated; when work and

demands are entirely different from leisure

play are too sharply separated, both deteriorate.

activities.

People naturally resist change; they prefer to stay

People naturally tire of monotonous routine and

in familiar territory.

enjoy new experiences; to some degree everyone

is creative.

Jobs are primary and must be done; people are

People are primary and seek self-realization; jobs

selected, trained, and fitted to pre-defined jobs.

must be designed, modified, and fitted to people.

People are formed more by heredity, childhood,

People constantly grow; it is never too late to

and youth; as adults they remain relatively static;

learn; they enjoy learning and increasing their

“old dogs don’t learn new tricks.”

understanding and capability.

People need to be inspired, pushed, or driven.

People need to be released, encouraged, and

assisted.

Management Values/Styles

3 |

More recently, the field of transactional analysis (TA) brings a pair of terms to help our

understanding of Theory X/Theory Y: Parent-Child (Theory X) and Adult-Adult (Theory Y).

The table below makes the distinction clear:

Theory X and Theory Y Values

PARENT

ADULT

(Theory X)

(Theory Y)

Nurturing (Soft X)

Judgmental (Hard X)

SICK

CHILD

(Theory X)

You’re Not OK

You’re OK

VIEW OF OTHERS

When we approach situations and people with the attitude that we are right and others are

not (I’m OK, you’re not OK), we are operating from the parent state. There are two kinds of

parent behavior: The nurturing parent tends to protect subordinates—to gather them

under one’s wings. This manager (Soft X) wants to be recognized as a friend.

In contrast to the nurturing parent, the judgmental parent (Hard X) tends to believe that

employees may be lazy or inadequate, and will typically do only what is expected of them.

This manager believes that pay, working conditions, and incentives are the tools a supervi-

sor must work with in order to induce employees to work, since the work itself is not con-

sidered to be sufficiently attractive in and of itself.

Most people will have a score on both scales (X and Y). If one of your scores is high and one

score is low, you show a clear preference for the high score.

If both scores are equal, you have developed a strong management style, responsive to both

types of employees and situations: Adult-Adult and Parent-Child.

Of course, there are no right or wrong answers. The appropriateness of your two scores

depends upon the work environment, the people you supervise, and your own evolution as

a manager, as well as the specific situations in which you are expected to manage every day.

The next four pages will describe how a Theory X style manager and a Theory Y style man-

ager are likely to perform in each MAP2 competency area. Note: This is only a general

guide, as actual performance will depend on the situation.

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MAP 2/EXCEL 2 Performance Improvement

The Administrative Competencies

Parent-Child

Adult-Adult

(Theory X)

(Theory Y)

Managing and

Activity oriented; wants to see

Results oriented; there should be

Prioritizing Time

employees keeping busy the whole

quiet times and moments for reflec-

time.

tion and planning.

Manages the time of others who

Trusts employees to manage their

cannot be expected to know the

own time and does not second-guess

priorities.

them on priorities.

Everything must get done sooner or

Getting everything done is not as

later, so keep working. Time is

important as getting the right things

something you spend.

done. Time is something to invest.

Expects employees to be available

Recognizes that employees have

whenever they are needed; putting in

many priorities and are not always

time is of primary importance.

available; achieving results is more

important than putting in time.

Setting Goals and

Assigns tasks and activities, often

Assigns goals and standards; explains

Standards

without explanation of why (goals).

what the results should look like and

why.

Tells employees the details of how a

Lets employees work out the details

goal or standard should be met.

of how a goal or standard should be

met.

Believes that employees do not need

Believes that employees have a criti-

or want to know goals and standards.

cal stake in knowing the goals and

Believes that they are happy as long

standards and that the tracking of

as they are busy.

performance toward them is a key

source of motivation.

Sets personal goals that may be

Sets personal goals that are chal-

unrealistically high or low, since the

lenging but achievable, since the

activity is often seen as threatening.

activity is seen as one of growth and

development.

Planning and

There is no time to plan or schedule.

Planning, scheduling, and controlling

Scheduling Work

Besides, things never go according to

are part of every job. We must take

plan anyway, so why bother?

time to make time.

Sees activity as productive (visible

Sees planning as working. Effective

output) and may distrust planning as

planning should enable employees to

a poor substitute for working.

work smarter rather than harder.

Planning and scheduling are respon-

Planning and scheduling are part of

sibilities of management, since

any task or assignment and are the

employees cannot be expected to

responsibility of everyone. Managers

know how to handle it.

and employees must confer on how

to handle it.

Management Values/Styles

5 |

The Cognitive Competencies

Parent-Child

Adult-Adult

(Theory X)

(Theory Y)

Identifying and

Believes that management has the

Believes that the employees closest

Solving Problems

responsibility and superior

to the problems are in the best posi-

experience to solve problems, and

tion to solve them, given proper

employees should not attempt it

training and coaching.

themselves.

Sees empowerment as a threat to

Sees empowerment as a means of

quality, as unprepared employees

affixing responsibility with teams and

attempt to solve problems them-

work groups, where it belongs.

selves.

May at times be more interested in

Avoids blaming employees; prefers to

affixing blame than in resolving

view problems as opportunities for

problems.

learning.

Sees problems as an error on

Sees problems as a natural part of

someone’s part.

any endeavor.

Making Decisions and

It is the role of a manager to make

Many decisions can and should be

Weighing Risk

decisions and the role of employees

made by employees. Managers and

to put these decisions into action.

employees should work out, in

advance, the types of decisions each

is responsible for.

Tends to base decisions on subjective

Tends to base decisions on objective

factors and gut feelings. The process

data. Weighs the alternatives on dif-

is sometimes emotional.

ferent factors, sometimes with a

decision matrix. Takes a rational,

unemotional approach.

Tends to not gather information from

Empowerment means more

sources and may make uninformed

effectiveness for everyone.

decisions or no decision at all.

Employees will be more committed

to the successful outcome of a

decision that they researched and

made.

Thinking Clearly and

Tends to oversimplify and to polarize

Tends to see many shades of gray

Analytically

issues as black and white.

when analyzing employees and

situations.

Often unaware of personal bias or of

Solicits opinions and viewpoints of

alternative ways of viewing things.

others so as to get a broader percep-

tion of things.

May lead with the heart and follow

Keeps facts and feelings separate,

with the head.

treating reason and emotion with

equal respect.

Jumps to premature conclusions;

Takes time to weigh evidence,

does not look for evidence or assign

explore alternatives, test assump-

weight; is easily victimized by faulty

tions, and evaluate the soundness of

logic.

the input (premises) and output (con-

clusions).

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MAP 2/EXCEL 2 Performance Improvement

The Communication Competencies

Parent-Child

Adult-Adult

(Theory X)

(Theory Y)

Listening and

May not spot gaps or inconsistencies

Probes to confirm understanding and

Organizing

in what others are saying.

get closure.

Believes that people say what they

Believes that employees are not

mean and mean what they say.

always sure what they want to say.

Fails to summarize or confirm under-

Confirms and seeks closure with

standing. Assumes that message

summary: “Let me see if I understand

clarity is the speaker’s responsibility.

what you’ve been saying. You feel

that…”

Often better at listening for facts and

Pays much attention to the speaker’s

content than for feelings and intent.

intent as to the message content;

works to answer the question,

“Why are you telling me this?”

Giving Clear

Believes that one person is the

Believes that both parties have infor-

Information

sender and the other is the receiver

mation to give and get, and that this

of information. Therefore, the ability

is done via dialogue.

to make an effective (one-way)

presentation is the key to influencing

others.

Believes that attitudes are hard to

Believes that attitudes can be

change but that it can be done by

changed better by asking questions

conveying the right information.

than by giving information—

deductive (Socratic) discussion and

dialogue rather than inductive

lecture.

Sees breakdowns in communication

Sees communication as a two-way

as the other person’s fault: “You

street; both parties are responsible

didn’t listen when I told you.”

for making sure that understanding is

complete.

Getting Unbiased

Does not probe for verification.

Believes that the speaker deserves

Information

full attention and a clean slate (no

prior listener bias or assumptions of

source credibility).

Often better at listening for factual

Probes for feelings “Why are you tell-

information than for feelings and

ing me this?” as well as for fact

thoughts.

“What information are you

conveying?”

Uses directive questions that tend to

Uses the full repertoire of questions

bias the respondent into saying what

(directive, nondirective, self-

is expedient (i.e., the reply is often

appraisal, probes) to get the full

guarded, incomplete, and phrased in

message (content and intent).

acceptable terms).

Management Values/Styles

7 |

The Supervisory Competencies

Parent-Child

Adult-Adult

(Theory X)

(Theory Y)

Training, Coaching,

The glass is half empty...there is so

The glass is half full...we can train our

and Delegating

much that our employees must learn

employees by building on what they

and so little time to teach it (show

already know (Socratic, deductive

and tell, inductive method).

method).

My role is to tell employees what

My role is to help employees learn by

they need to know to perform

experience with hands-on activity in

effectively.

a low-risk, fail-safe environment.

Employees are dependent on me to

Employees are self-dependent as

share my experience and knowledge.

long as we provide the needed

resources (mentors, coworkers,

instructors).

May believe that training can and

Believes that training of one’s team is

should be delegated to HRD.

too important to be delegated (it can

only be abdicated!)

Sees the teacher’s role as active and

Sees the learner’s role as active and

the learner’s as largely passive, sub-

teacher’s role as an arranger of

missive, listener—“don’t interrupt or

learning experiences—welcomes

challenge.”

interruptions and challenges.

Appraising People

The judgmental manager (Hard X) is

Gives regular feedback, both compli-

and Performance

critical and hard to please, whereas

mentary and corrective, so that both

the nurturing manager (Soft X) gives

types are seen as normal and

overall and general encouragement

welcome. Such feedback is thus

without pinpointing specific correct

reinforcing (i.e., effective in shaping

and incorrect behavior.

the desired behavior).

Sometimes waits until annual

Gives regular feedback so that annual

appraisal to evaluate. Performance

appraisals are surprise-free—a time

reviews contain surprises and may be

for taking inventory, identifying

emotional.

trends, and planning future growth

actions.

Wants the employee to know how

Wants the employee to do a self-

he/she “stacks up” in the eyes of a

appraisal and thus internalize the

superior’s expectations.

standards and the responsibility (self-

management).

Disciplining and

Sees discipline as a negative action

Sees discipline as a constructive

Counseling

that may be taken to punish to make

action that must be taken to restore

a point or get even.

behavior to desirable levels.

It is the person who is unacceptable

It is the behavior that is unacceptable

and must be corrected.

May avoid discipline in the hope that

Sees the need to correct inappropri-

the problem or deviation will go away

ate behavior when it is first recog-

or get better on its own.

nized, before it becomes habit and

thus harder to correct.

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MAP 2/EXCEL 2 Performance Improvement

On-the-Job Activities to Consider

There is no one prescriptive strategy that will fit everyone’s managerial situation. You must

develop your own personal plan if you want to become a stronger, more effective manager.

The four questions below will help to guide your development efforts.

Based on my scores, what is my overall managerial style in most situations, and is this

consistently applied in most of my management actions? If not, where might this

change?

____________________________________________________________________________________________________

To what degree is my managerial style appropriate/inappropriate to the nature of my

work and the type of people I manage?

____________________________________________________________________________________________________

What one or two actions can I take based on my Theory X and Theory Y scores that

could improve my managerial effectiveness?

____________________________________________________________________________________________________

What other comments or thoughts occur to you given the data presented in this profile?

____________________________________________________________________________________________________

Management Values/Styles

9 |

Communication Response Style

Interpretation

A vital ingredient of effective communication is being aware of the power you have to affect

how the other person(s) will respond to you. The more effectively you listen and respond

to others, the more they become aware—even subconsciously—of your responsiveness. As

a result, they are more likely to respond positively when your turn comes to talk. In short,

your response style serves as a model for those you communicate with and is likely to

influence their response style when it is their turn to listen.

If we want to be effective in our dealings with others, it is important to know the kinds of

things we do that cause distrust and misunderstanding. Do you ever hear complaints such

as “I’d like to help Joe, but he won’t listen to anything I say”? Or perhaps you have heard

this one: “Why do they all go to Janet to discuss their problems? I’m their supervisor… not

her.” By developing an awareness of our response style and how it affects others, we can

work on developing more effective response patterns. By knowing the behaviors we use

that turn people off or that influence them to feel understood, we can expand our ability to

influence others positively.

The pages that follow contain a description of the four response styles. All four were pre-

sent in each of the items in the Communication Response Style (CRS) assessment, and you

should already have your four scores to reflect the strength of each style. Here is what each

score means.

Empathic Response

The empathic response is a nonjudgmental reply that captures the essential theme and/or

feeling expressed. This communication mode reflects a positive attitude, sorts out elements

of personal value, and goes all the way in making the communication a two-way exchange.

A person in this mode will listen between the lines for underlying meanings, will keep an

open mind by staying out of a judgmental framework, and will focus on what will be useful

rather than on what is wrong. This person concentrates on fostering respect, rapport, trust,

and understanding.

By holding back on our rebuttals, we can keep a more objective point of view. The empathic

response stimulates the other person by being attentive, alert, and interested in their needs.

Such responses encourage the other person to elaborate on their ideas and feelings. They

will be willing to open up to the degree that we remain nonjudgmental and noncritical. The

empathic listener is like a mirror, reflecting what the other person is feeling. This leads

people to open up, comfortable in the assurance that they can talk openly without being

criticized or judged.

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MAP 2/EXCEL 2 Performance Improvement

A major element of this communication style is that the empathic responder avoids the

temptation to give advice. When people are given the opportunity to talk about and think

through their problems, they have a better understanding of the implications of their

problem and will be able to work out their own action plan. Although empathic responders

avoid suggesting a solution, they can still remain a resource person who can share

information when appropriate. It is important to remember that you do not have to agree

with what a person is saying to be an empathic listener. Your empathy extends to their

feelings and what they might be experiencing; it need not extend to their actions.

Critical Response

The critical response expresses judgment or evaluation that the other person often per-

ceives as a put-down. This response often results from our natural tendency to judge

others, either approvingly or disapprovingly. This responding style often challenges what

people say and why they feel the way they do. Even though people may tell you that they

want feedback and evaluation, most people do not take kindly to criticism, regardless of the

spirit in which it was given. Indeed, as Mark Twain once wrote, there is no such thing as

constructive criticism.

Because a critical response is often perceived as a threat, it increases the emotional level of

the other person, who feels turned off, labeled, and categorized, and they may choose not to

respond. When we become critical, we are likely to “get hooked” into negative feelings that

will cloud our objectivity and cause us to jump to false or premature conclusions.

Many factors can lead us to make critical responses. One is the pressure of time and con-

flicting priorities (i.e., we have other things to do rather than listen to another person’s

problems). Another is that the values and ideas of the other person may differ from our

own, thus biasing us. Still another is that we have our own experiences and needs, and in

our desire to share these with others, we inadvertently adopt ways that are easily con-

strued as being critical or judgmental.

There are three unfortunate outcomes of the critical response. The other person (1) feels

rejected or put down, (2) will usually retreat or “clam up,” and (3) will not have a chance to

release the feelings and emotions that may be begging for expression. We all give way to

critical responses from time to time. What is important is that we know when it is happen-

ing and work to overcome the problems that our critical responses may create.

Searching Response

The searching response asks for additional information. Sometimes we need more facts

and feelings in order to understand the other person. Sometimes the additional infor-

mation will help us get to the root of a problem. Sometimes we want to help the other per-

son to “ventilate” and thereby express their emotions. These are all good reasons for using

a searching response.

Management Values/Styles

11 |

But there are times when a searching response is inappropriate. Too many questions can

be felt as interrogation—a feeling of being “grilled” or given the “third degree.” Then, too,

we sometimes ask questions to fulfill our own needs, not because we are concerned for the

other person. This may disrupt their train of thought. At times we are so busy thinking up

our next question that we fail to listen to the other person’s response to our last question.

The timing of a searching response is very important. For example, consider the person

who is speaking emotionally and in fragmented sentences, describing a current experience

(e.g., something dear to them that was just stolen). Even though we have a lot of questions

to ask, we might want to use a few empathic ones first (“Sounds like you’re really at a loss”

or “You must feel awful, having lost a family heirloom”) to get their emotional level down to

the point where they can think objectively and talk coherently. Then, when you feel they

can be logical and analytical, you are ready to use the searching response.

Advising Response

The advising response is a recommendation that tells the other person what to do or not

do. When we are busy thinking of solutions while the other person is talking, we cannot lis-

ten fully to what he or she is saying.

There is a common myth that many people perpetuate: the notion that when someone

comes to us with a problem, it is our job to solve it, or at least to tell them what to do. Even

when people report on something they have done (successfully or unsuccessfully), we feel

obligated to tell them what to do next.

When we give another person advice, we deprive them of the chance to talk through the

problem or opportunity. This kind of communication mode tends to build dependency rela-

tionships. The best help we can give others is to enable them to work out their own solu-

tions. People feel more self-confident and behave more maturely (independently) when

they can plan and organize their own situations rather than have others tell them what to do.

Sometimes we give advice out of a genuine desire to help. Sometimes our recommenda-

tions are prompted by our own ego needs—for status, prestige, power, etc. But whatever

our motivation, advice is usually given at the expense of the other person’s personal and

professional development. It is okay to supply information, ideas, and facts, but we hinder

others when we give them advice on things they need to work out for themselves.

Analyzing Your Scores

The CRS assessment has been completed by thousands of people. The scores showed that the

Advising response was used most often, the Searching response was second, the Empathic

response was third, and the Critical response was last.

People in a variety of occupations make up the population that has gone through the CRS.

They evidently see their job as giving advice. However, the Advising response, like the

Critical response, can get in the way of effective listening by short-circuiting the flow of

information from the other person. In most interactions, these are not desirable responses

to use.

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MAP 2/EXCEL 2 Performance Improvement

Similarly, the Searching response can sometimes interrupt the other person’s flow of

thought or introduce personal biases (since the other person will answer your questions

with information that meets your need to know but may or may not meet his/her needs).

This leaves the Empathic response as the most useful means of drawing people out and

collecting information without distorting it. Yet this response is the least natural to most

people.

Two of our four responses—Critical and Advising—are rarely appropriate in adult-to-

adult communications. Better results can usually be obtained by using other response

styles.

The other responses—Empathic and Searching—are responses that treat the other

person as a fellow adult. These are desirable responses. As noted earlier, the Empathic

response is appropriate whenever you want other persons to ventilate their emotions and

express their feelings. The Searching response is appropriate whenever you need

additional information and can get it without interrupting the flow or biasing the reply.

The following table shows communication response styles related to each of the 12 MAP2

competencies.

Management Values/Styles

13 |

Communication Response Styles

(If Predominant Style/Possible Behaviors)

Competency

Empathic

Critical

Searching

Advising

Managing and

May tend to be

May be abrupt with

May be effective

May take control of

Prioritizing

casual time

interruptions, even

time managers in the

interruptions and

managers; easy to

hostile, but can be

moment, getting to

schedule next steps

Time

interrupt because

good time managers.

the point quickly if

to solve problem.

they care about the

perhaps a bit too

relationship; need

clinically.

to impose a time

management

discipline.

Setting Goals

May be difficult to

May analyze and

Effective at guiding

May prefer to provide

pin down on spe-

evaluate the goals of

others to independ-

specific advice on

and Standards

cifics or metrics;

others and be openly

ent thinking on goal

how to improve goal

but good at helping

critical rather than

setting, rather than

others flesh out

taking a guiding

fixing the problem

helping the other

realistic goals and

approach to improve

themselves.

person do this them-

the steps needed to

outcomes.

selves.

achieve them.

Planning and

May be too willing

Likely to use plan-

Will seek to find the

Will offer the answer

Scheduling

to compromise

ning/scheduling

answer to why a

to planning/

plans in the face of

mechanisms to hold

problem or missed

scheduling issues.

Work

adversity; may

others accountable.

project point

empathize with

occurred.

others like failings.

Identifying and

Will likely want to

Will analyze the

Good at fleshing out

Prefers to jump to

Solving

hear and offer all

options for solutions;

the problem and

solutions and offers

perspectives on a

quick to identify

ensuring that all

opinions freely.

Problems

problem and how

drawbacks.

facets are considered.

to approach it.

Making

May make deci-

More likely to probe

May probe for deci-

Prefers decisiveness

Decisions and

sions and weigh risk

for “unturned stones”

sion rationale or

and will offer a deci-

in a more open,

in responding to the

more information to

sion when confronted

Weighing Risk

consensus-oriented

decisions of others.

understand decisions/

by uncertainty; may

discussion.

thinking.

gloss over weighing

risks.

Thinking Clearly

Approach may be

Will be quick to point

Will seek more facts,

May jump to conclu-

and Analytically

to gently guide

out or correct faulty

attempting to

sions too quickly;

others’ analysis by

premises or other

identify faulty and

needs to advise based

nurturing open

flaws in thinking or

true premises; needs

on facts and other

disclosure of

opinions of others.

to keep the objective

verifiable factors and

others’ thinking.

in mind.

information.

Listening and

Likely good listen-

Need to listen more

Will focus on organ-

Favors organizing to

Organizing

ers but may need

for emotional content

izing so will probe for

get to the point and

to consider the

to avoid an overly

more information in

get to action. Needs

business objective

critical response. First

an attempt to under-

to listen more and

as well as relating

think, “What’s right?”

stand; may cross

lead instead of

to another’s issues.

not “What’s wrong?”

examine.

providing answers.

| 14

MAP 2/EXCEL 2 Performance Improvement

Communication Response Styles (concluded)

Competency

Empathic

Critical

Searching

Advising

Giving Clear

Possibly not a

A strength, but needs

Probably not a

Needs to stop, collect

Information

strength, focus is

to stop and think first

strength. Needs to

thoughts, and provide

on relationship.

in order to give

recognize when to

clear information

Needs to learn to

rounded feedback as

provide information

rather than opinion

recognize when

opposed to critical

directly.

based information.

simple facts are

feedback.

called for. May

guide other person

to seeing more

clearly on their own.

Getting

Effective drawing

Needs to be careful

Likely a strength, but

Desire to jump to

Unbiased

others out but

not to put others on

also needs to be

solutions can lead to

needs to keep the

the defensive, which

aware that question-

biased approach.

Information

objective in the

will make achieving

ing can eventually

Needs to guard

forefront to shape

this competency

result in a defensive,

against asking for

questions that will

especially challenging.

less disclosive

information to sup-

achieve the purpose.

posture.

port preconceived

notions.

Training,

Likely to be stronger

Needs to stay positive

Needs to keep unit

Likely to want to

Coaching, and

building relation-

and reward achieve-

objectives in the

over-manage, needs

ships and less strong

ment. May tend

forefront and use

to hold back and

Delegating

guiding/directing

toward Theory X

questioning, two-

lead/ guide direct

others toward

behaviors and views.

way communication

reports toward goals.

achieving goals.

to engage direct

reports.

Appraising

May be overly posi-

May use appraisals to

Will be effective

Likely a strength, but

People and

tive and fall short

unintentionally pun-

seeking causes for

needs to lead the

on requiring hard

ish. Needs to lead

underperformance,

direct report in a self-

Performance

steps and goals to

discussion with recap

but needs to stick to

examination rather

achieve over the

of successes and keep

a system to ensure

than doing all the

next time frame.

a positive forward-

that appraisals

telling.

thinking outlook.

satisfy their purpose.

Disciplining and

Likely to resist this

Likely a strength but

Could be successful

Likely a strength, but

Counseling

competency, but

should endeavor to

getting to root

needs to focus on

can use relationship

employ the carrot as

causes of issues but

providing very clear

strength to help

a motivator since the

needs to focus on

parameters in this

influence the

objective is to correct

the unambiguous

kind of discussion.

desired changes.

problem performance.

nature of correcting

the problem.

Management Values/Styles

15 |

On-the-Job Activities to Consider

Personal Interpretation and Plan of Action

My most frequent response is the ______________________________________________________ response.

My next most frequent style is the _____________________________________________________ response.

My next to least frequent style is the __________________________________________________ response.

My least frequent style is the ___________________________________________________________ response.

Based on the order of responses noted above, I would conclude that my communication

response style might best be described as follows:

________________________________________________________________________________________________________

The implication of my response style is that in my communication with others, I will have

to make a conscious effort to:

________________________________________________________________________________________________________

I will know that I’ve been successful when the other person I’m communicating with begins to:

________________________________________________________________________________________________________

| 16

MAP 2/EXCEL 2 Performance Improvement

Personal Style Assessment

Interpretation

The four behavior patterns explored here were first recognized and researched by the

Swiss psychoanalyst, Carl Jung, whose book, Psychological Types, set forth a remarkably

advanced theory of personality.

According to Jung, what really accounts for our personality differences is the mixture of

four patterns of behavior that each of us possesses. We are all a combination of Intuitor,

Thinker, Feeler, and Sensor. This mixture is genetically determined, Jung believed, and can

be seen in infants at an early age. Teachers in the elementary grades have no difficulty in

identifying the mixture in their students. Here is what each of the four children typically

looks like:

• The Intuitor sits alone, seemingly daydreaming. In reality, this child is forming

global concepts, integrating experience in different ways, looking for meaning in each,

and constantly searching to know the “why” behind each “what.” Being told that

something is true is not enough; the intuitor must discover it from personal

experience.

• The Thinker has a strong need to be correct. This child demonstrates a structured

and systematic approach to learning, gathering facts rather than ideas. The thinker

is logical, organized, and systematic, and enjoys collecting and processing infor-

mation and giving much attention to detail and precision.

• The Feeler enjoys dealing with the moods, feelings, and emotions of self and others.

Learning is visceral as much as verbal. This child is empathetic, sentimental, and in

tune with the feelings of others. Feelers are more concerned with the reactions of

others than with objective reality.

• The Sensor is a here-and-now, action-oriented, learn-by-doing child who must grab

the rock or the frog and hold it to know it is reality. This student dissipates anxiety

through action rather than by imagining, analyzing, or feeling. Restless and squirmy,

the Sensor is tapping feet or fingers while the mind races ahead at 75 mph.

Although your mixture of these four behavior patterns might change slightly over time,

they are inborn and relatively stable. Thus, the same characteristics that we just observed

in children will be equally apparent as they grow into adults.

The value of knowing your stronger and weaker styles is explained by the concept known

as styleflexing. Simply put, we will be much more effective in understanding others and

helping them to understand us if we are able to flex, or modify, a natural style when we rec-

ognize that the person with whom we are communicating has a different mixture from our

own. Suppose you are a high Sensor and are trying to sell an idea to someone who is a low

Sensor but a high Feeler. You will probably do better if you flex your natural tendency to

“come on strong.” Instead of overwhelming a Feeler by listing all the advantages of your

idea, you do better by appealing to the Feeler’s natural tendency to talk about the feelings

that your idea elicits, and perhaps discuss how others have reacted to it.

Management Values/Styles

17 |

As you can see in the table on the following page (middle and right columns), every charac-

teristic associated with the four personality styles can be viewed as either a strength or a

weakness. Your strengths, if carried to extremes, will be seen as weaknesses.

No one style is better or worse than the others, and all four styles are present in each of us.

Some people have a fairly even balance over the four styles. Such a person should find it

easier to styleflex than would, say, a low Intuitor who is trying to communicate with a high

Intuitor; there is less distance to move. Most people, however, have a primary style that

they have developed over the years. This style has little to do with intelligence or profes-

sional competence. All of us draw on all four styles in our communication with others.

However, our primary style is our most “natural”—the style we use most often and feel

most comfortable with.

| 18

MAP 2/EXCEL 2 Performance Improvement

PRIMARY

TYPICAL

TYPICAL OFFICE DECOR OR

COMMUNICATING

TELEPHONE BEHAVIOR

SURROUNDINGS

STYLE

INTUITOR

Worthy but aloof. Impersonal. Goes

Intuitors are likely to demonstrate

off on tangents. Not mindful of your

their imagination in their selection of

time.

new-wave furnishings and decor.

Those in "think" occupations and

professions have offices resembling

many mini think-tanks: round

conference tables, chalkboard or

notes pinned to walls, offbeat

periodicals.

THINKER

"Business like" but lackluster. Little

Thinkers like their work surroundings

voice inflection. Ticks off specifics.

to be correct and non-distracting.

Ordered, measured manner.

They select furnishings that are

Sometimes suggests ground-rules for

tasteful but conventional. Likely to

phone conversation, i.e., "Shall we

have charts for business use, reports,

begin with your agenda or mine?"

and reference works nearby. Few

touches of informality and color.

FEELER

Warm and friendly, sometimes

Feelers tend to personalize their

seemingly too much so. Doesn't seem

surroundings, make their offices

to distinguish between business and

informal and somewhat "homey."

personal calls in the sense that he’s

They like warm colors, antiques; big,

likely to be quite informal. Interjects

live plants, mementos, snapshots

humor, personal associations,

rather than formal photographs of

question about one's well-being, etc.

family. Papers and files, etc., are likely

Likes to "gossip." Talks incessantly.

to be messy on the surface,

Feels rude if hangs up fast.

"organized" underneath in a personal

way only they can understand.

SENSOR

Abrupt. Staccato. Gets to the point,

Sensors generate atmosphere of hard-

expects others do the same.

charging clutter. Mementos, if any,

Interrupts. Needs to control the

connote action. Desk is likely to be big,

conversation.

messy. Sensor is too busy being neat,

too action-oriented to be concerned

with image unless coupled with a

strong thinker back-up style.

Management Values/Styles

19 |

Typical Style

When Seen as

of Dress

Effective:

Ineffective:

Hard to predict. May be like

original

unrealistic

“absent-minded professor,” more

imaginative

“far-out”

into ideas than image, a la Howard

creative

fantasy-bound

Hughes. May be too wrapped up in

broad-gauged

scattered

future goals to think about daily

charismatic

devious

appearance. Alternatively may

idealistic

out-of-touch

have imaginative self-concept that

intellectually tenacious

dogmatic

may reflect in clothes from

ideological

impractical

stunning to outlandish.

Conservative, “proper.” Unas-

effective communicator

verbose

suming, understated. Dress

deliberative

indecisive

invariably appropriate to circum-

prudent

over-cautious

stance. Business-like in office: well-

weighs alternatives

over-analyzes

tailored, “correct” in non-work

stabilizing

unemotional

atmosphere. Coordinated and

objective

nondynamic

tasteful but without color or

rational

controlled and controlling

excitement.

analytical

over-serious, rigid

Dress is more according to own

spontaneous

impulsive

mood than to suit others’ expecta-

persuasive

manipulative

tions. Likes colorful, informal

empathetic

over-personalizes

clothes. Often has sentimental,

grasps traditional values

sentimental

favorite articles of clothing. Some-

probing

postponing

times shows a hankering for old-

introspective

guilt-ridden

fashioned touches or “costume”

draws out feelings of others

stirs up conflict

effects.

loyal

subjective

Informal, simple, functional clothes

pragmatic

doesn’t see long-range

are the order of the day. Wants to

assertive

status seeking

be neat but not fancy. Tends to

directional

self-involved

categorize: everyday or dress-up. If

results-oriented

acts first then thinks

Sensors see the occasion as being

objective

lacks trust in others

“special,” they throw simplicity to

competitive

domineering

the wind; their competitive zeal

confident

arrogant

then rises to the surface, and they

may “out-class” everyone.

| 20

MAP 2/EXCEL 2 Performance Improvement

There are two premises that underlie the value of learning about the four personal styles.

One is that by knowing our own primary and secondary styles, we can become less

sensitive to the way others see us, as just discussed. The other premise is even more valua-

ble: by determining the primary style of any party we are talking with, we can then com-

municate with them in their own style and be that much more likely to be understood and

accepted. This is the concept of styleflexing, mentioned earlier.

Thus, if you just presented an idea and need feedback on how you have come across, here is

how you might word your question for each of the four styles:

To the

How does this concept strike you? What do you think of the direc-

Intuitor:

tion I’m heading?

To the

Based on your own analysis of the situation, how would you weigh

Thinker:

the facts I’ve presented?

To the

At this point, I have a need to know how you feel we’re tracking

Feeler:

and what kind of reaction you’ve got so far…

To the

I hope I haven’t bored you with more detail than you need. What

Sensor:

do you see as the payoff here? And what action comes next?

Although most people take to the concept of styleflexing the way a duck takes to water,

there are those who see it as “phony.” The usual reason goes something like this: “if two

people want to understand one another, they can listen and ask questions and communi-

cate in their own natural styles. Trying to guess the style of another person and then mimic

it can get in the way and be distracting to both parties.”

This may be true. But it is also true that the successful styleflexer will get comments like

this: “Thanks for being open enough to share your analysis of the pros and cons”… “I appre-

ciate your taking the time to boil it down for me”… “Now we’re on the same wavelength.”

In fact, most of us have difficulty communicating with some people. We feel that “the

chemistry just isn’t right” or that “we’re talking past one another.” Jung’s four communica-

tion styles offer a possible explanation for the difficulty: one person’s high primary style

was low for the other person. If either party had been able to styleflex to meet the other’s

primary style, then communication might have been more successful.

The following table shows personal styles related to each of the 12 MAP2 competencies.

Management Values/Styles

21 |

Personal Styles

(If Predominant Style/Possible Behaviors)

Competency

Intuitor

Thinker

Feeler

Sensor

Managing and

Likely not the best

Likely a strength; will

Likely to be a weak

Strength is prioritiz-

Prioritizing Time

time manager;

use time manage-

time manager, needs

ing and focusing on

needs to impose a

ment when the need

to use objectives to

results, but may fall

few key time man-

arises, but may sacri-

stay on track and

short of completing

agement principles

fice relations to some

manage time against

tasks. Needs to com-

to keep the impor-

extent to keep self

own tendencies.

plete objectives

tant things on track.

efficiently on track.

before jumping to

the next key thing.

Setting Goals and

May bite off more

Can be effective but

Must guard against

Needs to will self to

Standards

than they can chew.

needs to push past

perceptions of col-

consider strategy

Needs to rein in

indecisiveness/fear of

lateral, interpersonal

first, and then dive

enthusiasm and

failure and commit to

damage from inter-

into the goals and

keep goals attaina-

goals that are chal-

fering with setting

actions that are

ble and concrete.

lenging to achieve.

goals and standards.

needed to achieve

results now.

Planning and

Knows what needs

A real strength. Once

Really needs to self-

May act first, without

Scheduling Work

to get done but may

goals are accepted

impose some plan-

planning. Will benefit

resist using disci-

will be deliberate and

ning mechanisms.

from imposing a few

plined mechanisms

effective in planning

Works more natu-

key planning princi-

to systematize get-

but needs to guard

rally as the lubricant

ples on own and

ting from A to Z.

against over-analyzing.

to ensuring others’

others’ work.

plans move along in

the right direction.

Identifying and

Likely a strength;

Likely a strength, for

Likely to bring

A strength; clarifies

Solving Problems

seeing problems and

dealing with complex

important perspec-

and focuses well,

identifying alterna-

problems but may

tive to team prob-

needs to force self to

tives. May need help

over-analyze simple

lems but may benefit

take a little extra

selecting best solu-

problems to the point

from a problem-

time evaluating

tion and following

of slowing action.

solving methodology

alternatives before

through.

for individual

forcing to action.

problems.

Making Decisions

May be idealistic in

Strong analytical

Will benefit from

Strong, action-

and Weighing

making decisions,

decision maker, but

decision-making

oriented decision

Risk

should employ prac-

needs to guard

tools and techniques

maker. Needs to slow

tical decision-

against analysis-

to ensure considera-

down enough to

making tools and

paralysis.

tion of objective,

ensure nothing criti-

techniques.

practical business

cal is overlooked.

factors.

Thinking Clearly

Resists a disciplined

A strength; likely

May act as the con-

Prefers action to

and Analytically

approach to consid-

brings a rational,

science in team deci-

analysis. Will benefit

ering issues, but

deliberate thought

sion processes. May

from imposing a best

creative bent can

process that is less

have a political per-

practice for analyzing

pull in factors others

likely to overlook key

spective that can be

complex decisions,

may overlook.

factors.

valuable in assessing

situations, or strate-

business situations.

gies.

| 22

MAP 2/EXCEL 2 Performance Improvement

Personal Styles (concluded)

Competency

Intuitor

Thinker

Feeler

Sensor

Listening and

Creative/imaginative

Usually a good lis-

A strength, will draw

Not a strength; needs

Organizing

bent may influence

tener; will harvest

others out through.

to take a disciplined

a high need to con-

information efficiently

approach to listening

sciously decide to

but may need to

as part of general

focus in order to

apply feedback skills

strategy to rein in a

listen well.

to help get the most

nearly impulsive need

complete picture.

to take action.

Giving Clear

Can be clear and

A strength, but may

Naturally persuasive,

Can be overwhelm-

Information

persuasive, but may

use a lackluster,

needs to use emo-

ing. Would be better

take a creative

mechanical delivery.

tional appeal as ap-

served to provide

approach and may

Needs to think about

propriate but strive

more rationale prior

go off track.

and communicate the

to include hard facts

to jumping to action.

motivating factors.

in communication.

Getting Unbiased

Needs to withhold

Should be an effec-

Good at drawing

Needs to avoid lead-

Information

judgment and con-

tive interviewer but

others out, but

ing other person into

sider information on

needs to avoid a cross-

needs to use this skill

providing the infor-

its own merits.

examination style

to focus on getting

mation that justifies

Needs to learn to

that could put the

facts and hard

one’s own precon-

probe for objective

other person on the

information.

ception. Avoiding

information not just

defensive and inhibit

self- bias is as impor-

that which supports

the information pro-

tant as avoiding bias

preconceptions.

vided.

in the other person.

Training,

May have some dif-

May delegate drudg-

Can be strong relat-

May tend toward

Coaching, and

ficulty with dele-

ery rather than

ing to others,

Theory X. Excellent

Delegating

gating. Needs to use

developmentally.

therefore needs to

coach in urgent situa-

management by

Needs to accept

make an effort to

tions but needs to

objectives to keep

imperfection in

keep coaching

provide direction

business actions

others and keep the

focused on

without micro-

focused where they

end goal of improving

performance.

managing.

belong.

performance in mind.

Appraising

May not like the

May excel with

Probably as uncom-

Likely prefers fast,

People and

nitty-gritty details of

appraisals as with

fortable with apprais-

continuous feedback

Performance

performance

most structured exer-

als as his/her direct

as opposed to struc-

appraisal but under-

cises but needs to

reports. Important

tured episodes that

stand its need for

guard against rigidly

for him/her to

may not reflect per-

progressing toward

imposing a system of

embrace fast, con-

formance in action.

goals.

evaluation that at

tinuous feedback to

May believe they are

times might miss

create a habit of

not worth the

important facets of

performance

analytical effort.

performance.

dialogue.

Disciplining and

Needs to be careful

Will follow ground

May be good at get-

Likely to be practical,

Counseling

to follow procedure

rules and may be

ting others perspec-

direct, and forceful,

here and should

somewhat cold and

tive on an issue

leaving little room for

avoid overreacting.

detached in a disci-

requiring discipline.

misinterpreting con-

May not be tolerant

plinary situation.

Needs to follow pro-

sequences if an issue

of transgressions

cedure and draw

is not resolved.

that fall outside own

clear lines for cor-

values.

recting behavior.

Management Values/Styles

23 |

On-the-Job Activities to Consider

Your Personal Style

Based on your scores, describe your personal style below:

____________________________________________________________________________________________________

How would others who know you well describe your personal style? Would they agree

fully with your description above? Or would they emphasize other attributes or traits?

(If you have had other people evaluate your style, compare their raw score ratings with

your own self-ratings.)

____________________________________________________________________________________________________

Based on your answers to numbers 1 and 2, list three to four of your greatest strengths

and weaknesses.

Greatest Strengths

Greatest Weaknesses

4. What actions might be taken by you and/or your immediate work group to get full mileage

from your strengths and to deal with your weaknesses?

____________________________________________________________________________________________________

| 24

MAP 2/EXCEL 2 Performance Improvement