The Vitru Field Manual

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05/20/15

The Vitru Field Manual

(888) 427 9348 www.govitru.com

©2015 Vitru Inc.

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FIELD MANUAL

Work Value Narratives & Coaching Tips

Contents 1-5 Narratives & Coaching 6-9 Interpreting Personality 10-13 Learning Styles

Status Those that value Status need to be known as a leader in a distinct industry. These individuals value having a prestigious reputation and are driven by being part of a company with a respectable reputation and by having the work being done well regarded by others. MOTIVATION TIP

DEMOTIVATION TIP

Emphasizing that performance is well regarded by others

Encouraging consideration of what others will think

Rewards Those that value Rewards work most diligently when compensated with monetary rewards. These individuals thrive in work environments where goals are clearly defined and where the emphasis is placed on achieving these goals. MOTIVATION TIP

DEMOTIVATION TIP

Providing tangible paths to bonuses or higher pay

Emphasizing the potential for financial gain

Citizenship Those that value Citizenship are socially responsible and place a high priority on ethics and sustainability. Their emphasis on social responsibility and ethics determines the way decisions are made and their behaviors in both their work and personal lives. Whatever the individual does, contributing to society is a top priority. MOTIVATION TIP

DEMOTIVATION TIP

Discussing how decisions are socially responsible

Verbally affirming that work outcomes are socially responsible

Commerce Those that value Commerce focus on growth and have a strong drive for the bottom line. They want to see the company of which they are a part continue to gain market share. These individuals are highly engaged and motivated to perform in a business where earnings, profitability, and revenue are indicators of success. MOTIVATION TIP

DEMOTIVATION TIP

Demonstrating how performance bolsters company growth

Prioritizing company financial gain

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Challenge Those that value Challenge thrive on the opportunity to participate in difficult and demanding work. To engage in complex projects where a clear path has yet to be defined stimulates them. MOTIVATION TIP

DEMOTIVATION TIP

Highlighting difficult challenges to overcome to achieve success

Acknowledging that tasks are difficult or cumbersome

Stability Those that value Stability desire to be part of a well respected organization. Being part of an organization that has an established history and that is admired by its peers and revered for its consistent performance enables these individuals to do their best work. MOTIVATION TIP

DEMOTIVATION TIP

Reinforcing how well an organization is established

Explaining an organization’s stability

Creativity Those that value Creativity desire to transform new and imaginative ideas into reality. These individuals are most easily engaged in a business where their ability to exercise artistry, ingenuity, inventiveness, and resourcefulness are valued. MOTIVATION TIP

DEMOTIVATION TIP

Encouraging creativity or imagination in decision-making and work activities

Offering open-ended opportunities to apply creativity

Service Those that value Service are energized by helping others and surpassing the expectations of colleagues and customers. These individuals thrive in a work environment that promotes the establishment of high standards that lead to maximizing client, peer, and leadership satisfaction. MOTIVATION TIP

DEMOTIVATION TIP

Establishing standards and expectations that maximize customer satisfaction

Prioritizing customer satisfaction ahead of other outcomes

Innovation Those that value Innovation will thrive in organizations where opportunities are provided to apply inventiveness and ingenuity. These individuals seek to bring modernization to processes and frequently introduce contemporary methods to mature operations. MOTIVATION TIP

DEMOTIVATION TIP

Encouraging creativity or imagination in decision-making and work activities

Offering open-ended opportunities to apply creativity

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Teamwork Those that value Teamwork seek collaborative solutions and employ group efforts to overcome challenges. These individuals prefer working with others to working alone. These individuals emphasize synergy. MOTIVATION TIP

DEMOTIVATION TIP

Providing opportunities for team members to collaborate

Enforcing collaboration with coworkers

Quality Those that value Quality have an eye for craftsmanship and detail and have an appreciation of people’s expertise. These individuals see the importance of paying close attention to detail and are bothered when details are under-appreciated or ignored. These individuals expect their employer to set high standards; therefore, they thrive in such an environment because of the shared belief in taking the time to complete projects to the best of their ability. MOTIVATION TIP

DEMOTIVATION TIP

Maintaining the pursuit of excellence and high quality craftsmanship

Affirming high standards and expectations of quality

Support Those that value Support prefer organizations that invest in their employees by providing resources and support to accomplish personal and professional goals. These individuals thrive in a work environment where the personal growth of employees is made a high priority. MOTIVATION TIP

DEMOTIVATION TIP

Mentoring and providing opportunities for growth and development

Encouraging development opportunities

Opportunity Those that value Opportunity thrive on clear pathways for advancement. These individuals prefer to work in company cultures where leadership provides the guidance, outline, and recognition needed to create career opportunities within the organization. These individuals are motivated by the knowledge that their contributions are noticed and that opportunities for promotion are provided. MOTIVATION TIP

DEMOTIVATION TIP

Providing clearly outlined opportunities for career advancement

Emphasizing future long-term career opportunities

Balance Those that value Balance recognize the importance of a balanced work life and personal life and separate time for play, work, and family. They prefer a work environment where the business makes balancing work life and personal life possible through its commitment to both business and personal success.

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Balance Continued... MOTIVATION TIP

DEMOTIVATION TIP

Stressing the importance of personal life outside of work

Openly considering personal life in conjunction with work responsibilities

Structure Those that value Structure seek a clearly defined organization with rules for how work is completed. These individuals prefer a business that has a consistent and predictable work environment with clearly established procedures. MOTIVATION TIP

DEMOTIVATION TIP

Establishing consistency through clearly defined rules and expectations

Enforcing a high degree of structure

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FIELD MANUAL

Interpreting Your Vitru 5 Personality Results

Contents 1-5 Narratives & Coaching 6-9 Interpreting Personality 10-13 Learning Styles

The Vitru 5 The Vitru 5 assessment is a personality or ‘workstyle’ inventory, designed to measure five broad factors found to be related to job satisfaction, employee commitment, turnover and employee performance across a wide variety of jobs, industries, and countries. The Vitru 5 is based on the Five Factor Model of personality. Building on international research begun in the 1930s, this model, sometimes referred to as the ‘Big Five’ is now generally recognized by researchers as the standard for personality assessment worldwide. In addition to being based on a scientifically developed model, rather than one consulting firm’s or one Psychologist’s proprietary model, the Vitru 5 was developed utilizing the responses of thousands of actual job applicants — not employees or students. We believe that these two attributes help make the Vitru 5 superior to many other tools available for the selection of employees.

Understanding the Five Personality Factors The Vitru 5 measures the following five major dimensions of workstyle or personality:

Sociability (Introverted vs. Extroverted) Higher-scoring individuals tend to be more active, talkative, social, assertive, outgoing and action-oriented. Lower-scoring individuals tend to be more quiet, reserved, private, comfortable working alone and allowing other to take the lead in work situations.

Negotiation (Challenger vs. Adapter) Higher-scoring individuals tend to be more accommodating, trusting, tactful, polite, generous and cooperative. Lower-scoring individuals tend to be more opinionated, direct, skeptical, and critical.

Focus (Flexible vs. Focused) Higher-scoring individuals tend to be more controlled, dependable, deliberate, thorough, focused and organized. Lower-scoring individuals tend to be more informal, changeable, spontaneous, flexible, and creative / ‘out of the box’ thinkers.

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Stress (Resilient vs. Reactive) Higher scorers tend to be more calm, composed, sedate, confident and stresstolerant. Lower-scorers tend to be more sensitive, alert, wary, vigilant and reactive.

Curiosity (Preserver vs. Explorer) Higher scorers tend to be more insightful, curious, open to change and new experiences. Lower-scorers tend to be more practical and conventional, preferring ‘tried and true’ ways of doing things.

1) Sociability This factor describes comfort levels with external stimuli.

INTROVERTED

AMBIVERT

EXTRAVERT

Introvert Typically, you are a serious, quiet, and private person who may opt to write or email instead of talking to others. You prefer working alone, and others may consider you to be a loner. Ambivert You have the tendencies of both extraversion and introversion, which come out at different times and different situations. At times, you are serious and private, while other times you may be talkative and sociable. You tend to move easily from working with others to working alone. You have a moderate threshold for sensory stimulation and may tire of it after a while. Extravert You prefer to be around other people and are talkative, enthusiastic, sociable, and fun loving. You often become the formal or informal leader. You may not be a good listener because you tend to dominate the conversation.

2) Negotiation This factor is an estimate of the point at which you tire of being defiant and turn to acts of submission.

CHALLENGER

NEGOTIATOR

ADAPTER

Challenger You relate to authority by being skeptical, touchy, guarded, persistent, ©2015 Vitru Inc.

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and competitive. You may come across as hostile, rude, self-centered or combative. Negotiator You can shift between competitive and cooperative situations and usually push for a win-win strategy. Adapter You tend to relate to authority by being tolerant, humble, and accepting. You may come across as naïve, submissive, conflict-averse, and even unprincipled because you will yield your position.

3) Focus This dimension describes your capacity to focus attention on sustained, repetitive, goal-focused behavior.

FLEXIBLE

BALANCED

FOCUSED

Flexible You tend to approach goals in a relaxed, spontaneous, open-ended way. Your mind can switch tracts on the run. You may be a procrastinator or viewed as casual about responsibilities or disorganized. Balanced You tend to keep work demands and personal needs in balance. You can switch from focused activities to spontaneous diversions. Focused You work towards goals in a disciplined, dependable fashion. You proceed in a linear, sequential manner, with a strong will to achieve. You typically consolidate your time, energy and resources in pursuit of your goals.

4) Stress This factor estimates the point at which your fight-or-flight response is triggered.

RESILIENT

RESPONSIVE

REACTIVE

Resilient You tend to respond to stressful situations in a calm, secure, and rational way. Typically, you are stress-free, guilt-free, and urge-resistant. You may appear to others to be too laid back and relaxed, and some may even perceive you

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to be uncaring, lethargic, insensitive, or unaware of problems. You may need to take others’ concerns more seriously if you want to nurture good working relationships. Responsive You are responsive and tend to be calm, secure, and steady under normal circumstances. You have a moderate threshold for handling workplace stress. Reactive You are reactive and tend to respond to most situations in an alert, sensitive, concerned, attentive, excitable, or expressive way. Under stress, you may appear anxious, tense, restless, depressed, easily discouraged, temperamental or worried. In tough times, you need time to vent your frustrations or alleviate your concerns before you’re ready to tackle the next job challenge. You may fill the role of conscience or emotional barometer for your team or organization.

5) Curiosity This factor reflects your openness or originality — your level of curiosity versus comfort with familiar territory.

PRESERVER

MODERATE

EXPLORER

Preserver You are practical and down to earth. You approach work with efficiency and are comfortable with repetitive activities. Others may view you as conservative, narrow in your thinking, set in your ways, or even rigid. Moderate You tend to be somewhat down to earth, but you’ll consider a new way of doing something if convinced. You aren’t known for your creativity or curiosity, but you appreciate innovation and efficiency. Explorer You tend to have many broad interests and like to be on the cutting-edge. You are often curious, introspective, and reflective, seeking new experiences and thinking about the future. You may be easily bored. Others may view you as impractical or unrealistic.

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Vitru 5 Personality Dimensions’ Implications on Learning

FIELD MANUAL

Contents 1-5 Narratives & Coaching

© Copyright The Owner’s Manual for Personality at Work by Pierce J. Howard, Ph.D, and Jane Mitchell Howard, MBA

6-9 Interpreting Personality 10-13 Learning Styles

The need for stability factor estimates the point at which one’s fight-or-flight response is triggered. Reactive learners (High N) •

Need a stress-free environment. If they’re bothered by something, they will address the issue openly, discuss it, and deal with it.



Need a stress-free environment. If they’re bothered by something, they will address the issue openly, discuss it, and deal with it.



Appreciate having an instructive leader or facilitator.



Must be sure to process failure; for example, they should be asked, “How will you approach this differently next time?” Ways to fail should be minimized so that they don’t take it personally and become unmotivated.



Need protection from potential sources of stress, such as noise or an extremely hot or cold room, in the immediate environment.

Responsive learners (Moderate N) •

Generally prefer a balance of learning strategies involving praise; for example, they do not want too much praise and encouragement, which can become tiresome; but they do not want too little either because they need a certain amount of praise



Prefer to have supervisors periodically check in with them to see how things are going.

Resilient learners (Low N) •

Need only a minimum of leadership; supervisors should be available to them but let them work independently as much as possible.



Need to be addressed calmly: they tend to be put off by emotional appeals, especially if they are also a challenger (Low A).

The sociability factor describes comfort levels with external stimuli. Extrovert learners (High E) •

Desire learning activities that bombard the senses with colors, light, wind, smells, texture, tastes, and fragrances; they emphasize physical activity.

© Copyright The Owner’s Manual for Personality at Work by Pierce J. Howard, Ph.D, and Jane Mitchell Howard, MBA

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Desire physical rewards, such as food, picnics, or sports.



Match their high energy in an authentic way; for example, they will correlate their energy to their tempo of talking or walking.



Need opportunities to exercise leadership roles. They rarely want or need privacy because being in the thick of activity is the norm for them.



Should engage in a dyad, a relationship between two people, as a helpful way to learn to be more comfortable with solitude.



Desire tasks that are by nature active and social, such as discussing, demonstrating, interviewing, acting out, role playing, collaborating, leading, investigating, reporting, or working on a committee.

Ambivert learners (Moderate E) •

Prefer a balance between participation in loud, boisterous activity and quiet seat-work.

Introverted learners (Low E) •

Can function well in groups as long as precautions are taken: allow them to prepare for group discussion by making notes, getting organized, developing a plan, preparing visuals or demonstrations, making a script or preparing a written agenda or plan ahead of time.



Prefer tasks that are calm and quiet by nature, such as reading, writing, accounting/working with finances, drawing, organizing, computing, collecting, storing, or observing.



Prefer tasks that appeal to their uniqueness as a person.

The originality factor concerns one’s level of curiosity versus his comfort with familiar territory. Trailblazer learners (High O) •

Have twenty-four-hour-a-day curiosity, so others should feel free to use diverse examples to illustrate a concept.



Dislike working with a particular kind of activity for too long: they like variety.



Should be verbally recognized when they persist in a particular activity for an extended period because they may become uncomfortable staying with a single experience for a long time. Their long-term



Success will depend on their being able to defer the need for variety on occasions when they need to deal with monotonous, repetitious details.



May be chaotic and lack integration, coordination, and a clear sense of priorities.



May need help to establish priorities and to become organized. They can be encourage to take time out to do it for themselves.



Perform well roles such as designer, creative writer, brainstormer, interviewer, or interpreter on a team. Others should appeal to their interest in theory and aesthetics.

© Copyright The Owner’s Manual for Personality at Work by Pierce J. Howard, Ph.D, and Jane Mitchell Howard, MBA

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Shaper learners (Moderate O) •

Prefer a balance of learning strategies involving both exploration of new and different topics and practice and development of expertise in the more familiar ones.



Prefer to have unfamiliar concepts or subjects introduced through familiar elements so that they can build on their identification with these elements.



Prefer to learn with just enough structure to get started: too much will bore them and too little may frustrate them because of their need for a minimum level of structure.

Traditionalist learners (Low O) •

Have a narrow range of interests, so one should build on their existing interests; for example, use a sport or hobby example to explain mathematical concepts.



Do not possess a strong curiosity, especially about unfamiliar subjects. One should present them with questions and options rather than expecting them to derive their own.



Prefer learning to be introduced in small steps, linking each step to the next before putting a whole model together.



Should be encouraged to perform in such roles as counter, assembler, data analyst, builder, technical writer, or observer on a team. Others should appeal to their typical financial and economic values.

The agreeableness factor is an estimate of the point at which one tires of being defiant and turns to acts of submission. Adapter learners (High A) •

Have very little appetite for competition and prefer cooperative methods.



Tend to submit, defer, or otherwise give in to others in an argument or disagreement; they should be paired with a negotiator (Middle A).



Are more trusting than most; they should be encouraged to develop a healthy skepticism, ask questions, and look out for their own needs in other ways.

Negotiator learners (Moderate A) •

Prefer a balance of learning strategies involving both highly competitive activities and activities that demand cooperation.



Should be encouraged to build on their natural inclination to favor win-win situations and be used as negotiators or facilitators. They should not be used in a “buddy” role, such as class monitor or timekeeper, or in a “teacher’s-pet” role. Others should not point them out as the best example or spend excessive time in dialogue with them.

© Copyright The Owner’s Manual for Personality at Work by Pierce J. Howard, Ph.D, and Jane Mitchell Howard, MBA

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Challenger learners (Low A) •

Have a heavy appetite for competition and a strong need to win; they enjoy debates, simulations, and other activities in which clear winners exist.



Often identify with “masculine” values, behaviors, and attitudes, such as aggressiveness, competition, dominance, and hierarchy. Learning strategies, such as debates, competitive simulation games, and evaluative activities, that involve these “masculine” values, work best with them.



Tend to dominate or beat the other person down in an argument; they should be paired with a negotiator who will serve as a buffer.

The focus factor describes one’s capacity to focus attention on sustained, repetitive, goal-focused behavior. Driver learners (High C) •

Are motivated by traditional indicators of achievements: rankings, awards, status symbols or titles, high grades or scores, broken records.



Set one or more goals and pursue them without being distracted by unrelated activities. They need assistance in setting appropriate goals; otherwise, they may ferociously pursue goals that are nonproductive.



Can delay their need for rewards or recognition until completion of the work. One should not specify the rewards or incentives in advance for driver learners because their imagination may be stifled.



Naturally prefer and work well with structure, rules and guidelines. They should be encouraged to resist their need to structure things when it would be premature. They should be encouraged just to explore the situation instead.

Aligner learners (Moderate C) •

Prefer learning strategies involving both highly structured, focused activities and spontaneous ones.



Prefer to have the bare outlines of a plan introduced so that they can fill in the details.



Prefer working for a moderate amount of time on one activity and then switching to a second activity; they will then alternate between the two.

Agile Learners (Low C) •

Typically resist activities that require them to proceed from beginning to end without interruption; they are “parallel processors,” who enjoy being involved in several processes simultaneously.



Typically are not organized; they will need someone to provide suggestions or other specific ways to help them organize their learning activities and work space.



They should be paired with a driver to facilitate organization.



They need to have their small victories recognized.

© Copyright The Owner’s Manual for Personality at Work by Pierce J. Howard, Ph.D, and Jane Mitchell Howard, MBA

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