TTI Behaviors & Motivators - Sales

Behaviors and MotivatorsSales Version

Erik WilsonAccount Executive12-22-2014

"Achievement Begins With Action"Action Learning CorporationPO Box 1089Prior Lake, MN [email protected]

Copyright © 1984-2013. Target Training International, Ltd.

Introduction Where Opportunity Meets Talent®

The TTI Success Insights® Behaviors and Motivators Report was designed to increase theunderstanding of an individual's talents. The report provides insight to two distinct areas:behaviors and motivators. Understanding strengths and weaknesses in both of these areas willlead to personal and professional development and a higher level of satisfaction.

The following is an in-depth look at your personal talents in the two main sections:

Behaviors

This section of the report is designed to help you attain a greater knowledge of yourself as well asothers. The ability to interact effectively with people may be the difference between success andfailure in your work and personal life. Effective interaction starts with an accurate perception ofoneself.

Motivators

This section of the report provides information on the why of your actions, which with applicationand coaching, can tremendously impact your valuing of life. Once you know the motivations thatdrive your actions, you will immediately be able to understand the causes of conflict.

1Erik Wilson


Action Learning [email protected]

Introduction Behaviors Section

Behavioral research suggests that the most effective people are those who understandthemselves, both their strengths and weaknesses, so they can develop strategies to meetthe demands of their environment.

A person's behavior is a necessary and integral part of who they are. In other words, much of ourbehavior comes from "nature" (inherent), and much comes from "nurture" (our upbringing). It isthe universal language of "how we act," or our observable human behavior.

In this report we are measuring four dimensions of normal behavior. They are:

How you respond to problems and challenges.

How you influence others to your point of view.

How you respond to the pace of the environment.

How you respond to rules and procedures set by others.

This report analyzes behavioral style; that is, a person's manner of doing things. Is the report100% true? Yes, no and maybe. We are only measuring behavior. We only report statementsfrom areas of behavior in which tendencies are shown. To improve accuracy, feel free to makenotes or edit the report regarding any statement from the report that may or may not apply, butonly after checking with friends or colleagues to see if they agree.

"All people exhibit all four behavioralfactors in varying degrees of intensity."

–W.M. Marston

2Erik Wilson



Sales CharacteristicsBased on Erik's responses, the report has selected general statements to provide abroad understanding of his sales style. This section highlights how he deals withpreparation, presentation, handling objections, closing, and servicing. The statementsidentify the natural sales style he brings to the job. Eliminate or modify any statementthat is not true based on sales training or experience.

Erik becomes highly excited about what influences him. He usually displaysthis emotion when he is attempting to influence people. Socially and verballyaggressive, he loves to meet strangers and begin conversations. This is agreat attribute when new territory is opened, or new accounts are dictated bybusiness conditions. Detail work is not Erik's forte. He enjoys "people overthings" and may procrastinate when faced with time-consuming, detail work.He prefers to be evaluated on his results, not the paper work. He consistentlymeets the challenge of persuading people to his point of view. Some buyersmay desire less talk and more facts. Erik may be seen as somewhat impulsive.He likes new products and often is the first in his neighborhood to buy the latestthings. He prefers to sell new, innovative products or services. In fact, he oftenuses creative ways to sell his products or services. He prefers to sell a newclient on himself first rather than his product or service. This reflects his naturalapproach. When he buys, he also prefers to be sold in this manner.

Erik may not answer objections completely. He often treats them lightly andmay "tap dance" around the objections or use sales puffery to answer them. Hemay use sales aids with his presentation. His usage sometimes depends on hisability to be organized; that is, he occasionally forgets to replenish his supply ofsales aids or feels he can verbalize the presentation without them. Hefrequently uses emotion and active body language in his sales presentation.With some buyers this could be detrimental because they may see him as beingsuperficial. He succeeds in projecting self-confidence in his salespresentations. This self-confidence evolves from his belief in himself and hisproducts or services. This may cause him to become frustrated if a prospectattacks either him or his product. If he gets into one of his "oversell" modes, hemay cause the objections to be raised. However, he will welcome theobjections and answer them to the best of his ability. He may use humor in hispresentation, which may help or hinder, based on the style of the buyer.Excessive humor may cause him to ramble and not provide sufficient time forthe presentation.

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Sales Characteristics Continued

Erik may promise more than he can deliver to close a sale. He does intend todeliver what he says, but he has difficulty finding the time to provide what hepromises. His optimism makes him believe he can deliver. He can be seen asa good closer. However, he may postpone the close until giving the completesales pitch. Observers have actually seen him sell the product and then buy itback. He should guard against excessive talking and close at the appropriatetime. Erik's listening skills may cause him to miss some closing opportunities.He may be thinking about what he is going to say next and miss the buyingsignal. He can be guilty of overservicing the accounts he feels are personalfriends. To him, friendship is important and he may overlook certain requests tomaintain the friendship. Erik probably has several favorite closes. He needs toevaluate the way he is using them and if they are appropriate to the salessituation. Sometimes he tries too hard to accommodate the buyer with service.He will resent his effort if the account doesn't live up to its potential.

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Behavioral SellingOverview

The Behavioral Selling Overview reflects Erik's natural and adapted styles within each phase ofthe Behavioral Selling Model. Erik's natural style reflects his native, intuitive selling behavior.Erik's adapted scores reflect the behavior that Erik believes necessary in each phase ofbehavioral selling.

The level of effectiveness that Erik either possesses naturally or is able to modify or "mask" isalso shown. The higher the score, the more effective Erik is at that phase of the sale. The lowerthe score, the greater challenge Erik has in terms of delivering specific behavior required forsuccess within that phase.

The amount of difference between a salesperson's adapted and natural styles is also key. Thegreater the difference, the greater potential for stress.

PROSPECTING0 1 2 3 4 5 6 7 8 9 10

7.75 8.25

AdaptedNatural

FIRST IMPRESSION0 1 2 3 4 5 6 7 8 9 10

8.25 8.75

AdaptedNatural

QUALIFYING0 1 2 3 4 5 6 7 8 9 10

7.00 6.75

AdaptedNatural

DEMONSTRATION0 1 2 3 4 5 6 7 8 9 10

8.50 9.00

AdaptedNatural

INFLUENCE0 1 2 3 4 5 6 7 8 9 10

8.50 8.75

AdaptedNatural

CLOSING0 1 2 3 4 5 6 7 8 9 10

6.75 7.25

AdaptedNatural

0-5.0=POOR 5.1-6.6=FAIR 6.7-7.6=GOOD 7.7-8.8=VG 8.9-10=EX

5Erik Wilson



Potential Strengths or Obstacles toBehavioral Selling SuccessThe Behavioral Selling Model is a scientific, professional selling process. TheBehavioral Selling Overview outlines Erik's performance tendencies within eachspecific phase of the Behavioral Selling Model.

Prospecting: The first phase of the Behavioral Selling Model. It is the phase ofthe sale where prospects are identified, detailed background information isgathered, the physical activity of traditional prospecting is coordinated and anoverall strategy for face-to-face selling is developed.

In the Prospecting Phase, Erik MAY have a TENDENCY to:

Not do a thorough and/or objective job of evaluating the potential of aprospect.

Have a great deal of trouble in managing the travel detail and challengesof territory management.

Be unrealistically optimistic in appraising the promise, potential, credit andlong term value of an account.

Work primarily from referrals and existing business rather than run the riskof facing the hostility of rejection from new prospects.

First Impression: The first face-to-face interaction between a prospect and thesalesperson, this phase is designed to enable the salesperson to display his orher sincere interest in the prospect...to gain positive acceptance and to developa sense of mutual respect and rapport. It is the first phase of face-to-face trustbuilding and sets the face-to-face selling process in motion.

In the First Impression Phase, Erik MAY have a TENDENCY to:

Prefer to sell a new account over servicing an old account. This isespecially true if the old account has little potential or requires an ongoingsupply of detail facts and data to support their continued purchasedecisions.

Rely on style, dress, interpersonal and verbal skills rather than indisplaying a sincere interest in the prospect on a one-on-one basis.

Miss verbal and non-verbal buying signals.

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Potential Strengths or Obstacles toBehavioral Selling Success

Be very optimistic and enthusiastic and is good at generating the sameenthusiasm in others. Sometimes his exuberance is what sells hisproduct or services. Occasionally, however, buyers may be offended byhis overuse of energized optimism.

Qualifying: The questioning and detailed needs analysis phase of theface-to-face sale, this phase of the Behavioral Selling Model enables thesalesperson to discover what the prospect will buy, when they will buy andunder what conditions they will buy. It is allowing the prospect to identify andverbalize their level of interest, specific wants and detailed needs in the productor service the salesperson is offering.

In the Qualifying Phase, Erik MAY have a TENDENCY to:

Think in terms of the big picture and to look for big picture solutions ratherthan specific, detailed solutions to problems.

Ask questions that will allow him to proceed with his own agenda.

Tune out others and to tune in only to himself.

Prematurely jump to the Demonstration Phase, thereby violating the firstrule of behavioral selling. May also make his entire presentation in anon-sequential, random order.

Demonstration: Much different from traditional "demonstration" or "productpresentation," this phase allows the salesperson to demonstrate his or herproduct knowledge in such a way that it fulfills the stated or implied wants,needs, or intentions of the prospect as identified and verbalized in theQualifying Phase.

In the Demonstration Phase, Erik MAY have a TENDENCY to:

Demonstrate things that his product or service will do that may not haveanything to do with the prospect's real needs.

Use emotion in his sales presentation. This is often coupled withexcessive gestures. This could prove to be detrimental with some buyers.They may see him as being too superficial.

Oversell or talk his way out of a sale by focusing on irrelevant things.

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Potential Strengths or Obstacles toBehavioral Selling Success

Not have all the necessary brochures and collateral sales tools available.

Influence: What people believe enough, they act upon. This phase is designedto enable the salesperson to build value and overcome the tendency that manyprospects have to place little belief or trust in what is told to them. It is thisphase of the sale that solidifies the prospect's belief in the supplier, product orservice and salesperson.

In the Influence Phase, Erik MAY have a TENDENCY to:

Stress benefits that are important to him, rather than identifying those thatare important to the prospect.

Overly rely on friendship to make the sale.

Tell the complete story and miss closing opportunities.

Overlook asking satisfied customers to help in securing new prospects orto ask for positive letters of satisfaction.

Closing: The final phase of the Behavioral Selling Model. This phase is askingthe prospect to buy, dealing with objections, handling any necessary negotiationand completing the transaction to mutual satisfaction.

In the Closing Phase, Erik MAY have a TENDENCY to:

Promise more then he can ever possibly deliver in order to close a sale.He fully intends to deliver what he says, but he has difficulty finding thetime to deliver on his promises. His optimism always makes him believehe can fulfill any promise.

Not clarify what he thinks he hears when an objection is raised. He needsto follow all objections with a question to clarify what he actually heardand to determine what the prospect is really saying.

Be positive and direct with closing questions. Specifically, he will be bothfriendly and persistent as he attempts to close the sale.

Cause objections to be raised if he gets into one of his oversell modes.However, he will welcome the objections and answer them to the best ofhis ability.

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Value to the OrganizationThis section of the report identifies the specific talents and behavior Erik brings to thejob. By looking at these statements, one can identify his role in the organization. Theorganization can then develop a system to capitalize on his particular value and makehim an integral part of the team.

People-oriented.

Positive sense of humor.

Inner-directed rather than tradition-directed--brings fresh ideas for solvingproblems.

Verbalizes his feelings.

Accomplishes goals through people.

Negotiates conflicts.

Big thinker.

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Checklist for CommunicatingMost people are aware of and sensitive to the ways with which they prefer to becommunicated. Many people find this section to be extremely accurate and importantfor enhanced interpersonal communication. This page provides other people with alist of things to DO when communicating with Erik. Read each statement and identifythe 3 or 4 statements which are most important to him. We recommend highlightingthe most important "DO's" and provide a listing to those who communicate with Erikmost frequently.

Ways to Communicate:

Leave time for relating, socializing.

Appeal to how he will benefit or be admired.

Provide ideas for implementing action.

Provide testimonials from people he sees as important.

Use enough time to be stimulating, fun-loving, fast-moving.

Clarify any parameters in writing.

Look for his oversights.

Offer special, immediate and extra incentives for his willingness to takerisks.

Ask for his opinions/ideas regarding people.

Use the carrot approach when appropriate.

Provide solutions--not opinions.

Provide a warm and friendly environment.

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Checklist for Communicating Continued

This section of the report is a list of things NOT to do while communicating with Erik.Review each statement with Erik and identify those methods of communication thatresult in frustration or reduced performance. By sharing this information, both partiescan negotiate a communication system that is mutually agreeable.

Ways NOT to Communicate:

Kid around too much, or "stick to the agenda" too much.

Be dogmatic.

Talk down to him.

Leave decisions hanging in the air.

Be curt, cold or tight-lipped.

"Dream" with him or you'll lose time.

Drive on to facts, figures, alternatives or abstractions.

Ramble.

Let him overpower you with verbiage.

Legislate or muffle--don't overcontrol the conversation.

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Selling TipsThis section provides suggestions on methods which will improve Erik's communications when selling to differentstyles. The tips include a brief description of typical people in which he may interact. By adapting to thecommunication style desired by other people, Erik will become more effective in his communications with them. Hemay have to practice some flexibility in varying his communication style with others who may be different fromhimself. This flexibility and the ability to interpret the needs of others is the mark of a superior salesperson.

When selling to a person who is ambitious,forceful, decisive, strong-willed, independent andgoal-oriented:

Be clear, specific, brief and to the point.Stick to business. Give an effective presentation.Come prepared with support material in awell-organized "package."

Factors that will create tension:

Talking about things that are not relevant to theissue.Leaving loopholes or cloudy issues.Appearing disorganized.

When selling to a person who is magnetic,enthusiastic, friendly, demonstrative andpolitical:

Provide a warm and friendly environment.Don't deal with a lot of details, unless they wantthem.Provide testimonials from people they see asimportant.


Being curt, cold or tight-lipped.Controlling the conversation.Driving on facts and figures, alternatives,abstractions.

When selling to a person who is patient,predictable, reliable, steady, relaxed and modest:

Begin with a personal comment--break the ice.Present yourself softly, nonthreateningly andlogically.Earn their trust--provide proven products.


Rushing headlong into the interview.Being domineering or demanding.Forcing them to respond quickly to your questions.

When selling to a person who is dependent, neat,conservative, perfectionist, careful andcompliant:

Prepare your "presentation" in advance.Stick to business--provide fact to support yourpresentation.Be accurate and realistic--don't exaggerate.


Being giddy, casual, informal, loud.Wasting time with small talk.Being disorganized or messy.

12Erik Wilson



Ideal EnvironmentThis section identifies the ideal work environment based on Erik's basic style. Peoplewith limited flexibility will find themselves uncomfortable working in any job notdescribed in this section. People with flexibility use intelligence to modify theirbehavior and can be comfortable in many environments. Use this section to identifyspecific duties and responsibilities that Erik enjoys and also those that createfrustration.

Forum for his ideas to be heard.

Work with a results-oriented team.

Assignments with a high degree of people contacts.

Freedom from control and detail.

Democratic supervisor with whom he can associate.

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PerceptionsSee Yourself as Others See You

A person's behavior and feelings may be quickly telegraphed to others. This sectionprovides additional information on Erik's self-perception and how, under certainconditions, others may perceive his behavior. Understanding this section willempower Erik to project the image that will allow him to control the situation.

Self-PerceptionErik usually sees himself as being:

Enthusiastic Outgoing

Charming Inspiring

Persuasive Optimistic

Others' Perception - Moderate Under moderate pressure, tension, stress or fatigue, others may see him asbeing:

Self-Promoting Glib

Overly Optimistic Unrealistic

Others' Perception - ExtremeUnder extreme pressure, stress or fatigue, others may see him as being:

Overly Confident Talkative

Poor Listener Self-Promoter

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DescriptorsBased on Erik's responses, the report has marked those words that describe hispersonal behavior. They describe how he solves problems and meets challenges,influences people, responds to the pace of the environment and how he responds torules and procedures set by others.

Demanding

Egocentric

DrivingAmbitiousPioneering

Strong-WilledForceful

DeterminedAggressiveCompetitive

DecisiveVenturesome

InquisitiveResponsible

Conservative

CalculatingCooperative

HesitantLow-Keyed

UnsureUndemanding

Cautious

MildAgreeable

ModestPeaceful

Unobtrusive

Dominance

Effusive

Inspiring

MagneticPolitical

EnthusiasticDemonstrative

PersuasiveWarm

ConvincingPolishedPoised

Optimistic

TrustingSociable

Reflective

FactualCalculatingSkeptical

LogicalUndemonstrative

SuspiciousMatter-of-Fact

Incisive

PessimisticMoody

Critical

Influencing

Phlegmatic

RelaxedResistant to ChangeNondemonstrative

Passive

Patient

Possessive

PredictableConsistentDeliberate

SteadyStable

Mobile

ActiveRestless

AlertVariety-OrientedDemonstrative

ImpatientPressure-Oriented

EagerFlexible

ImpulsiveImpetuous

Hypertense

Steadiness

Evasive

WorrisomeCareful

DependentCautious

ConventionalExacting

Neat

SystematicDiplomaticAccurateTactful

Open-MindedBalanced Judgment

Firm

IndependentSelf-WilledStubborn

Obstinate

OpinionatedUnsystematic

Self-RighteousUninhibited

ArbitraryUnbending

Careless with Details

Compliance

15Erik Wilson



Natural and AdaptedSelling StyleErik's natural selling style of dealing with problems, people, pace and procedures maynot always fit the sales environment. This section is extremely important as it willidentify if a salesperson's natural style or adapted style is correct for the current salesenvironment.

PROBLEMS - CHALLENGES

Natural Adapted

Erik is somewhat conservative in hisapproach to solving problems andusually doesn't push potentialprospects to make quick high-riskdecisions. He will accept challengesby being quite calculating in hisresponse to the challenge. He willbe quite cooperative by nature andattempt to avoid confrontation as hewants to be seen as a salespersonwho is "easy" to work with.

Erik sees no need to change hissales approach from his basic styleas it is related to solving problemsand challenges.

PEOPLE - CONTACTS

Natural Adapted

Erik is enthusiastic about his abilityto influence others. He prefers anenvironment in which he has theopportunity to deal with differenttypes of individuals. He is trustingand also wants to be trusted.

Erik sees no need to change hisapproach to influencing others to hisway of thinking. He sees his naturalstyle to be what the environment iscalling for.

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Natural and AdaptedSelling Style Continued

PACE - CONSISTENCY

Natural Adapted

Erik enjoys a sales environment thatneeds a consistent approach. Hewill change approach if the newdirection is meaningful andconsistent with past experience. Heenjoys selling quality products thathe feels are reliable and dependable.

Erik feels that the sales environmentdoesn't require him to alter the wayhe deals with activity level andconsistency.

PROCEDURES - CONSTRAINTS

Natural Adapted

Erik is striving to be independent andself-directed. He is most comfortablein a sales environment where rulesand procedures can be interpreted tomeet the needs of his customer incertain situations.

The difference between Erik's basicand adapted sales style is notsignificant and he sees no need tochange on this factor.

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Adapted StyleErik sees his present work environment requiring him to exhibit the behavior listed onthis page. If the following statements DO NOT sound job related, explore the reasonswhy he is adapting this behavior.

Adaptable in meeting the needs of clients or customers.

Verbally stressing the benefits of his product or service.

Independent in approaching customers or clients.

Setting his own agenda for results.

Using persuasive skills.

Unafraid to overstep authority when necessary to make a sale.

Exhibiting excitement about his service or product.

Using a creative approach in selling new and innovative services orproducts.

Using great social strengths in approaching new prospects.

Uninhibited in making a creative sales presentation.

Excited about available new products or services.

Generating enthusiasm in others.

Meeting customers either formally or informally.

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Keys to MotivatingThis section of the report was produced by analyzing Erik's wants. People aremotivated by the things they want; thus, wants that are satisfied no longer motivate.Review each statement produced in this section with Erik and highlight those that arepresent "wants."

Erik wants:

Rewards to support his dreams.

No close supervision.

Freedom from many rules and regulations.

No restrictions to hamper results.

Flattery, praise, popularity and strokes.

Freedom from control and detail.

Exposure to those who appreciate his sales results.

Participation in meetings on future planning.

Freedom to talk and participate in sales meetings.

Sales meetings that allow him to ventilate his emotions.

A manager who practices participative management.

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Keys to ManagingIn this section are some needs which must be met in order for Erik to perform at anoptimum level. Some needs can be met by himself, while management must providefor others. It is difficult for a person to enter a motivational environment when thatperson's basic management needs have not been fulfilled. Review the list with Erikand identify 3 or 4 statements that are most important to him. This allows Erik toparticipate in forming his own personal management plan.

Erik needs:

To focus conversations on work activities--less socializing.

Documentation of expected sales results.

Better organization of record keeping.

To handle routine paperwork only once.

To relax and pace himself.

Bottom-line measurement.

Recognition that limits and rules do exist (and why).

Help on controlling time and setting priorities.

To be informed of things which affect him.

To maintain focus on results and not sacrifice productivity just to makeeveryone happy.

Objectivity in managing a sales territory.

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Time WastersThis section of your report is designed to identify time wasters that may impact youroverall time use effectiveness. Possible causes and solutions will serve as a basis forcreating an effective plan for maximizing your use of TIME and increasing yourPERFORMANCE.

Poor Filing SystemA poor filing system is one that has no predetermined method for subjectmatter grouping. It is one that you may understand but is not usable by otherswho may need to retrieve information from your files.

Possible Causes:

Have not determined or prioritized subject matter groupings

Categorize by emotions

Possible Solutions:

Set up a cataloging system that you AND others can use easily

Have someone assist you in setting up a system

Use cross-referencing indexes

Computerize information

ProcrastinationProcrastination is the process of delaying action. It is also the inability to beginaction.

Possible Causes:

Priorities have not been set

Do not see projects or tasks clearly

Overwhelmed with commitments

Hope that time will solve or eliminate the problem

Fear of failure

Possible Solutions:

Set goals and establish priorities

Break large projects into small steps and do one at a time

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Natural Style

100

90

80

70

60

50

40

30

20

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0

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43

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76

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56

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35

21Erik Wilson



Time Wasters Continued

Agree to follow established priorities

Consider consequences if it doesn't get done

Remind yourself that you will avoid the stress of putting something off untilthe last minute

Open Door PolicyAn open door policy in this context refers to giving unlimited and unmonitoredaccess to anyone who wishes to see you.

Possible Causes:

Want to be seen as supportive and available

Want the social interaction of people dropping by

Have a difficult time saying "no"

Use people interruptions as a way of procrastinating or justifying misseddeadlines

Possible Solutions:

Set aside time to "close your door" and work on projects

Set aside time to interact with co-workers

Learn to prioritize activities and say "no" to low priorities

Place your desk so that it is not always in "view" of those who pass by

Avoid eye contact with people who walk by your desk or office

DaydreamingDaydreaming is being preoccupied with non-task or non-work relatedthoughts. It is being easily distracted from at-hand tasks and focusing on pastor future events for prolonged periods of time.

Possible Causes:

Being a creative thinker and always thinking of new ideas

Being more excited about the future than the here and now

Bring personal problems to work

See work as routine and unexciting

Adapted Style

100

90

80

70

60

50

40

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20

10

0

D

41

I

74

S

62

C

34

Natural Style

100

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50

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10

0

D

43

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76

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56

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35

22Erik Wilson




Experience stress from working on something too long

Focus on past pleasant experiences as a way of coping with routine andstress

Possible Solutions:

Learn to read body signals for fatigue

Change routine

Remind yourself that worrying about personal problems interferes withyour productivity

Set tasks/objectives

Cluttered DeskA cluttered desk is one that is overloaded by papers, supplies and equipmentto the point of impacting the ability to be productive.

Possible Causes:

See organizing and filing activities as a waste of time

Want everything at fingertips

Do not conceptualize a system for grouping information and materials

Have not established a timeline for tasks or projects

Possible Solutions:

Handle each piece of mail only once, i.e. pitch it, file it or delegate it

Set up (or have someone else set up) an information storage and retrievalsystem

Get off mailing lists that are of no interest to you

Remind yourself that the time it takes to open "junk" mail robs you of timefor more important tasks

Establish a time limit for certain projects and only have current projectmaterial on your desk

Adapted Style

100

90

80

70

60

50

40

30

20

10

0

D

41

I

74

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62

C

34

Natural Style

100

90

80

70

60

50

40

30

20

10

0

D

43

I

76

S

56

C

35

23Erik Wilson




Long LunchesLong lunches are those that extend beyond the normal time for eating. Theycould be kept within a specific time frame but are not.

Possible Causes:

Get involved in the excitement of conversation and forget about time

See long lunches as a networking opportunity

Like doing business in a social, non-threatening environment

Use long lunches as a way to avoid unpleasant tasks, people or the workenvironment

Possible Solutions:

Set a specific time for lunch and STICK TO IT

Have meetings in the office

Set meetings right after lunch

Have working lunches

Adapted Style

100

90

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41

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74

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62

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34

Natural Style

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50

40

30

20

10

0

D

43

I

76

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56

C

35

24Erik Wilson



Areas for ImprovementIn this area is a listing of possible limitations without regard to a specific job. Reviewwith Erik and cross out those limitations that do not apply. Highlight 1 to 3 limitationsthat are hindering his performance and develop an action plan to eliminate or reducethis hindrance.

Erik has a tendency to:

Tell the complete story and miss closing opportunities.

Be more concerned with popularity than tangible results, if popularity isrewarded.

Have difficulty planning and controlling time.

Need to be more factually-oriented and talk a bit slower.

Dislike call reports, etc.

Not answer objections completely, or tap dances around the objections.

Give away products or services to make client happy.

Adapted Style

100

90

80

70

60

50

40

30

20

10

0

D

41

I

74

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62

C

34

Natural Style

100

90

80

70

60

50

40

30

20

10

0

D

43

I

76

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56

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35

25Erik Wilson



Action Plan

Professional Development

1. I learned the following behaviors contribute positively to increasing my professionaleffectiveness: (list 1-3)

2. My report uncovered the following behaviors I need to modify or adjust to make me moreeffective in my career: (list 1-3)

3. When I make changes to these behaviors, they will have the following impact on my career:

4. I will make the following changes to my behavior, and I will implement them by ____________:

26Erik Wilson


Action Plan

Personal Development

1. When reviewing my report for personal development, I learned the following key behaviorscontribute to reaching my goals and the quality of life I desire: (list 1-3)

2. The following behaviors were revealed, which show room for improvement to enhance thequality of my life: (list 1-3)

3. When I make changes to these behaviors, I will experience the following benefits in my qualityof life:

4. I will make the following changes to my behavior, and I will implement them by ____________:

27Erik Wilson


Behavioral HierarchyThe Behavioral Hierarchy graph will display a ranking of your natural behavioral stylewithin a total of twelve (12) areas commonly encountered in the workplace. It will helpyou understand in which of these areas you will naturally be most effective.

1. Frequent Interaction with Others - Dealing with multipleinterruptions on a continual basis, always maintaining a friendlyinterface with others.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.0

6.2*

2. People Oriented - Spending a high percentage of time successfullyworking with a wide range of people from diverse backgrounds toachieve "win-win" outcomes.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

7.5

6.8*

3. Customer Relations - A desire to convey your sincere interest inthem.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

7.2

6.6*

4. Versatility - Bringing together a multitude of talents and awillingness to adapt the talents to changing assignments as required.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

6.5

5.3*

5. Frequent Change - Moving easily from task to task or being askedto leave several tasks unfinished and easily move on to the new taskwith little or no notice.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

6.2

5.2*

6. Following Policy - Complying with the policy or if no policy,complying with the way it has been done.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

6.0

6.9*

7. Consistency - The ability to do the job the same way.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

5.5

6.5*

* 68% of the population falls within the shaded area.

Adapted Style

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90

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0

D

41

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74

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62

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34

Natural Style

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0

D

43

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56

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35

28Erik Wilson



Behavioral Hierarchy

8. Urgency - Decisiveness, quick response and fast action.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

5.0

4.3*

9. Competitiveness - Tenacity, boldness, assertiveness and a "will towin" in all situations.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

5.0

4.7*

10. Follow Up and Follow Through - A need to be thorough.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

5.0

6.3*

11. Analysis of Data - Information is maintained accurately forrepeated examination as required.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

3.5

5.5*

12. Organized Workplace - Systems and procedures followed forsuccess.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

3.0

5.2*

* 68% of the population falls within the shaded area.SIA: 41-74-62-34 (16) SIN: 43-76-56-35 (15)

Adapted Style

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34

Natural Style

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29Erik Wilson



Style Insights®

Graphs12-22-2014

Adapted Style

Graph I

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D

41

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62

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34%

Norm 2014 R4

Natural Style

Graph II

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D

43

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56

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35%

Norm 2014 R4

T: 8:03

30Erik Wilson



The Success Insights®

Wheel

The Success Insights® Wheel is a powerful tool popularized in Europe. In addition to the text youhave received about your behavioral style, the Wheel adds a visual representation that allows youto:

View your natural behavioral style (circle).

View your adapted behavioral style (star).

Note the degree you are adapting your behavior.

If you filled out the Work Environment Analysis, view the relationship of your behavior to yourjob.

Notice on the next page that your Natural style (circle) and your Adapted style (star) are plotted onthe Wheel. If they are plotted in different boxes, then you are adapting your behavior. The furtherthe two plotting points are from each other, the more you are adapting your behavior.

If you are part of a group or team who also took the behavioral assessment, it would beadvantageous to get together, using each person's Wheel, and make a master Wheel thatcontains each person's Natural and Adapted style. This allows you to quickly see where conflictcan occur. You will also be able to identify where communication, understanding andappreciation can be increased.

31Erik Wilson



The Success Insights®

Wheel12-22-2014

D

IS

CCONDUCTO

R

PE

RS

UA

DE

R

PROM

OTER

RELATER

SUPPORTER

CO

OR

DIN

AT

OR

ANALYZER

IMPLEMENTOR 1

2

3

45

6

7

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4142

43

44

45

46

47

484950

51

52

53

54

55

56

57

5859

60

Natural: (15) RELATING PROMOTER

Adapted: (16) PROMOTING RELATER

Norm 2014 R4

T: 8:03

32Erik Wilson



Introduction Motivators Section

Knowledge of an individual's motivators and attitudes help to tell us WHY they do things.A review of an individual's experiences, references, education and training help to tell usWHAT they can do. Behavioral assessments help to tell us HOW a person behaves andperforms in the work environment. This report measures the relative prominence of sixbasic interests or motivators (a way of valuing life): Theoretical, Utilitarian, Aesthetic,Social, Individualistic and Traditional.

Motivators help to initiate one's behavior and are sometimes called the hidden motivatorsbecause they are not always readily observed. It is the purpose of this report to help illuminateand amplify some of those motivating factors and to build on the strengths that each personbrings to the work environment.

Based on your choices, this report ranks your relative passion for each of the six motivators. Yourtop two and sometimes three motivators cause you to move into action. You will feel positivewhen talking, listening or doing activities that satisfy your top motivators.

The feedback you will receive in this section will reflect one of three intensity levels for each of thesix motivators.

Strong - positive feelings that you need to satisfy either on or off the job.

Situational - where your feelings will range from positive to indifferent based on other prioritiesin your life at the time. These motivators tend to become more important as your topmotivators are satisfied.

Indifferent - your feelings will be indifferent when related to your 5th or 6th motivator.

Your Personal Motivators Ranking1st Individualistic Strong

2nd Traditional Strong

3rd Social Situational

4th Aesthetic Situational

5th Utilitarian Indifferent

6th Theoretical Indifferent

33Erik Wilson

Copyright © 1989-2013. Use by Target Training International, Ltd. permitted under license agreement. All rights reserved.


Individualistic/PoliticalThe primary interest for this value is POWER. Research studies indicate that leadersin most fields have a high power value. Since competition and struggle play a largepart in all areas of life, many philosophers have seen power as the most universal andmost fundamental of motives. There are, however, certain personalities in whom thedesire for direct expression of this motive is uppermost; who wish, above all, forpersonal power, influence and renown.

General Characteristics

Erik has a strong desire to be his own person.He surprises others with spontaneous ideas or responses.He experiences a feeling of accomplishment in being recognized forcompleting a tough assignment in a creative way.Enjoys work and assignments which give him stature in the eyes of othersand evokes respect.Prefers to make his own decisions about how an assignment or project isto be accomplished.Brings a lot of energy that needs to be put to good use.Likes to have his own niche; the place where he can excel.

Value to the Organization

Ability to take a stand and not be afraid to be different in either ideas orapproaches to problem solving.Brings creative ideas.Not afraid to take calculated risks.Desires to be an individual and celebrate differences.Brings a variety of different and energetic ideas to the workplace.Enjoys making presentations to small or large groups, and is generallyperceived as an engaging presenter by his audience.

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70

40 40 41 42 45 44THE. UTI. AES. SOC. IND. TRA.

34Erik Wilson



Individualistic/Political

Keys to Managing and Motivating

Create an environment that provides security while it encourages takingappropriate risks.Provide an environment where Erik has space to demonstrate his uniquecontributions to the team.Be patient in allowing for expression of his uniqueness and sense ofhumor.Erik brings a variety of strengths to the team that may not have beenutilized. Explore the possibilities of expanding these opportunities.Be open to new ideas Erik may offer, and realize that he may do things abit differently than standard operating procedure.

Training, Professional Development and LearningInsights

Attempt to provide enough creative space for him to express hisuniqueness.Allow for some experimental or non-routine types of options.Link some of the benefits of the learning activity to enhancing ability tomake a special and unique contribution to the team.

Continuous Quality Improvements

May spend excess time telling (or selling) an audience on his uniqueness,rather than discussing the topic at hand.Some values clashes may be reduced if awareness of the needs of othersand awareness of the job parameters and protocol are used to govern hishigh Individualistic behavior.Needs to listen more and speak less.

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


35Erik Wilson



Traditional/RegulatoryThe highest interest for this value may be called "unity," "order," or "tradition."Individuals with high scores in this value seek a system for living. This system can befound in such things as conservatism or any authority that has defined rules,regulations and principles for living.


Has a moderately high drive for routine and order.Is highly organized on projects.Is concerned with respecting the responsibilities of self and others.Believes in obedience to the promises he makes.Likes to know how to do something before doing it so that it gets donecorrectly the first time.Maintains a strong attention to quality control issues and procedures.Relies on a sense of security that comes from studying and adhering toprocedures and routines.


High attention to details.Stays focused on the aspects important to the completion of the project.Helps bring structure to any project, task, or assignment.Produces accurate, detailed results.Has a high sense of accomplishment that comes from seeing a detailedproject through to completion, with high quality control.


Tell him why he is responsible for a specific job or procedure. If it makessense to him, he will have a positive attitude toward it.Stick to the prescribed schedule or flow chart.Maintain routine to maintain accuracy.Don't present criticism in front of co-workers.Allow enough flexibility for him to establish and test his own proceduresand methods.

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


36Erik Wilson



Traditional/Regulatory


Prefers individual activities, or those with high structure, detail or protocol.Tends to be very well disciplined in learning and professionaldevelopment situations.Likes to know why a learning project is being initiated and why he needsto be involved.


If rules are set as "must follow," be certain they are enforced for all.Needs to relax a bit more and have fun.Needs to look more at the big picture when trying to solve problems.

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


37Erik Wilson



Social/AltruisticThose who score very high in this value have an inherent love of people. TheSocial/Altruistic person prizes other people and is, therefore, kind, sympathetic andunselfish. They are likely to find the Theoretical, Utilitarian and Aesthetic values coldand inhuman. Compared to the Individualistic value, the Social/Altruistic personregards helping others as the only suitable form for human relationships. Researchinto this value indicates that in its purest form, the Social/Altruistic interest is selfless.


Shows an appropriate and realistic approach to helping others, withoutbeing an extremist.Has the ability to balance decisions about whether or not to share withand help others.Able to balance own needs against the needs of others, and work in waysthat both achieve and succeed.Can support and understand the positions of individuals with either ahigher or lower Social/Altruistic score.Can bring a sense of stability to issues around this Social/Altruisticdimension.


Brings flexibility to the team regarding this Social/Altruistic area. He isable to say "yes," but also knows where to draw the line and say "no,"when appropriate.Projects a stabilizing and realistic influence on the team.Able to appreciate the needs of individuals with either a higher or lowerSocial/Altruistic score.Demonstrates the ability to help and go the extra mile without a negativeimpact on his own responsibility and work load.Is not an extremist, and therefore is able to bring balance to the teamwhen Social/Altruistic issues emerge.

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


38Erik Wilson



Social/Altruistic


Remember that Erik shows a practicality and realism regarding helpingothers.Recognize that this middle ground between the extremes of selfishnessand selflessness may be an appropriate stabilizing force.Erik brings a balance between the extremes of giving and taking withregard to team efforts and organizational competition.Support the strength that he brings in being a balance between those whomay give too much away, versus those who may not give enough.


Explore the professional development insights from some of the otherValues scales to determine more specific preferences.He shows flexibility in preferences of training activities to include bothteam-oriented as well as independent work.Becomes engaged in training activities because he sees it as a part ofnecessary growth and professional improvement.


It is important to review other Values drives for a more complete look atareas for quality improvement.May occasionally feel conflict as to whether or not to participate in certainservice or "giving" activities.Erik should allow space for those who differ on this Social/Altruistic scale,and remember that all Values positions are positions deserving respect.

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


39Erik Wilson



AestheticA higher Aesthetic score indicates a relative interest in "form and harmony." Eachexperience is judged from the standpoint of grace, symmetry or fitness. Life may beregarded as a procession of events, and each is enjoyed for its own sake. A highscore here does not necessarily mean that the incumbent has talents in creativeartistry. It indicates a primary interest in the artistic episodes of life.


Shows an appropriate and realistic approach to Aesthetic appreciationwithout being an extremist.The need for and appreciation of beauty is determined on an individualbasis and is not generalized in terms of the total work around him.Has an interest in form and harmony, but also understands there may bemore important factors when making decisions.Can support and understand the positions of individuals with either higheror lower Aesthetic scores.Brings a sense of balance and stability to a variety of job-related Aestheticissues that might emerge.


Brings flexibility to the team regarding this Aesthetic area: able to see theissues and positions from a variety of sources with a sense of balance.Is a stabilizing and realistic influence on the team.Able to appreciate the needs of both the higher or lower Aestheticindividuals on the team.Shows ability to help and go the extra mile without a negative impact onhis own responsibility and work-load.Not an extremist, and therefore when Aesthetic issues emerge Erikdemonstrates an awareness of form and harmony and responds asneeded on the job.

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


40Erik Wilson



Aesthetic


Remember that he shows a practicality and realism regarding Aestheticvalues and positions.This middle ground between the extremes of higher and lower Aestheticissues may be an appropriate stabilizing force.Check for other Values drives that may be higher or lower than thisAesthetic value in order to gain a better idea of specific keys to managingand motivating.Support the middle ground strength that he brings between variouspositions on team issues.


Explore the professional development insights from some of the otherValues scales to determine more specific preferences.He is a flexible participant in training and development programs.Can become engaged in training activities because he sees it as a part ofnecessary growth and professional improvement.


He may need to take a more visible position with the team on someissues within the organization.May feel conflict as to whether or not to participate in certain teamactivities, unless there is some area where his creativity may be used.Allow space for those who differ on this Aesthetic scale, and rememberthat all Values positions are positions deserving of respect.

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


41Erik Wilson



Utilitarian/EconomicThe Utilitarian/Economic score shows a characteristic interest in money and what isuseful. This means that an individual wants to have the security that money brings notonly for themselves, but for their present and future family. This value includes thepractical affairs of the business world - the production, marketing and consumption ofgoods, the use of credit, and the accumulation of tangible wealth. This type ofindividual is thoroughly practical and conforms well to the stereotype of the averagebusinessperson. A person with a high score is likely to have a high need to surpassothers in wealth.


Since this value's area may help to determine one's money-motivation,the results indicate that Erik may be motivated more by things other thana high paycheck (although that may still be important.)Check the full results and graph to determine those values that wereranked in a higher field than the Utilitarian/Economic area.Erik's score indicates a lower interest in materialistic things, or that he hasalready achieved a level of material security.While not driven by money, he may be sensitive to perceived inequities inwages and salaries, and does not want to be taken advantage of in thatprocess.Using money or materials as a yardstick to measure or impress others isnot important.Tends to be easy-going and supportive of others on the team.Motivated by money to have needs met, but money itself is not a primarydriving factor.


Sees a wider spectrum of the picture, not just the economic view.Has a high want, desire, and need to help people. (Internal or external tothe organization.)Rarely (if ever) looks at a project with a "what's in it for me?" perspective.Enjoys monetary compensation, but especially enjoys a different type ofpaycheck: perhaps that of someone saying, "Thank you very much forhelping me."Sensitive and responsive to the "people-side" of work related activities.Has an attitude of "We're all in this together, so let's work together."

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


42Erik Wilson



Utilitarian/Economic


Needs recognition for innovative, creative work, not just for doing hisassigned responsibilities.Provide a variety of work projects or tasks.Remember that "helping hands" behind the scenes are as important asthe highly visible ends of a work project.Provide sincere recognition for contributions.Consider the strengths of the "total person" when considering rewardsand incentives. Perhaps consider intangible or environmental rewards.


Comes to a training or development function typically without a "What's init for me?" attitude.He may enjoy a more cooperative learning style.Prefers less competition between learning groups.


Tends to over commit both on and off the job, such as with communityorganizations, etc.May not hear the "revenue-clock" ticking on some projects.Needs coaching to increase return-on-investment awareness or profitmotivation.

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


43Erik Wilson



TheoreticalThe primary drivers with this value are the discovery of KNOWLEDGE and appetite forLEARNING. In pursuit of this value, an individual takes a "cognitive" attitude. Such anindividual is nonjudgmental regarding the beauty or utility of objects and seeks only toobserve and to reason. Since the interests of the theoretical person are empirical,critical and rational, the person appears to be an intellectual. The chief aim in life is toorder and systematize knowledge: knowledge for the sake of knowledge.


Aware of job parameters and details, but prefers to learn only that whichis necessary to complete the job assignment.Will learn those things necessary for the successful completion of the jobtasks, and may not desire to go further into specific details or theory.May rely on intuition in making decisions, rather than getting boggeddown in theory and minutia.May leave specific details of a project to others on the team, and placetrust in their coaching and judgment when decisions are made.May prefer to spend his time and energy on tasks other than gainingknowledge about the fine-tuned technical details of products and services.May learn more by doing and observing than in traditional learningsituations.May bring a high sense of urgency to the task. Wants to learn and get thejob done quickly.Likes to spend time learning things that have a direct impact on what heneeds to accomplish as a professional.May prefer to work on many things with only partial stakes, rather thangetting bogged down in only one function or role.


May bring a constant sense of efficiency to specific job tasks.Ability to perform many jobs and tasks with little training or assistance.Doesn't waste time on information that is not needed for the task.Focused on the task, goal or vision, and completes his responsibility onschedule.Can get people on board for a cause.

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


44Erik Wilson



Theoretical


Provide some attempts to reduce the amount of technicalknowledge-based requirements.Avoid getting Erik bogged down in minute detail whenever possible.Emphasize the general and big-picture focus on projects rather than thehighly technical details.Provide opportunity for independence in performing tasks related to theprojects.Offer information that is relevant to the task, but no more.


Avoid getting bogged down in academic minutia.Hit only those essential items that relate to increased success orefficiency on projects.Link training and professional development to other areas of the Valuesgraph where peaks occur.


Has potential for ignoring certain rules, regulations, protocol, orknowledge which is integrally important to the success of a project.Occasionally ignores an important rule, procedure, or protocol in order toexpedite processes.Create a balance between minimum details and those details necessaryto maintain quality control.

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


45Erik Wilson



Motivators - Norms & Comparisons

For years you have heard statements like, "Different strokes for different folks," "to each his own,"and "people do things for their own reasons, not yours." When you are surrounded by peoplewho share similar values, you will fit in with the group and be energized. However, whensurrounded by people whose values are significantly different from yours, you may be perceivedas out of the mainstream. If the differences are understood, each brings strengths to theequation. If not understood, these differences can induce stress or conflict. When confrontedwith this type of situation you can:

Change the situation.

Change your perception of the situation.

Leave the situation.

Cope with the situation.

This section reveals areas where your values may be outside the mainstream and could lead toconflict. The further away you are from the mainstream on the high side, the more people willnotice your passion about that value. The further away from the mainstream on the low side, themore people will view you as indifferent and possibly negative about that value. The shaded areafor each value represents 68 percent of the population or scores that fall within one standarddeviation above or below the national mean.

Norms & Comparisons Table - Norm 2014Theoretical

Utilitarian

Aesthetic

Social

Individualistic

Traditional

Mainstream

Mainstream

Mainstream

Mainstream

Mainstream

Mainstream

- 68 percent of the population - national mean - your score

Mainstream - one standard deviation of the national meanPassionate - two standard deviations above the national meanIndifferent - two standard deviations below the national meanExtreme - three standard deviations from the national mean

46Erik Wilson



Motivators - Norms & Comparisons

All of your attitude scores fall within one standard deviation of the national mean. This means that68% of the population have similar attitudes and feelings on each of the six attitudes. Having allyour scores close to the national mean indicates the following:

You will be seen by others as a team player.

You will be able to relate to a large percentage of our society.

You will have less conflict with other people.

You will have a larger selection of friends and careers than most people.

47Erik Wilson



Personal Interests, Attitudes and ValuesYour motivation to succeed in anything you do is determined by your underlyingvalues. You will feel energized and successful at work when your job supports yourpersonal values. They are listed below from the highest to the lowest.

1. Individualistic/Political - Rewards those who value personalrecognition, freedom, and control over their own destiny and others.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

5.5

4.7*2. Traditional/Regulatory - Rewards those who value traditionsinherent in social structure, rules, regulations and principles.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

5.3

4.5*3. Social - Rewards those who value opportunities to be of service toothers and contribute to the progress and well being of society.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

5.0

5.7*4. Aesthetic - Rewards those who value balance in their lives, creativeself-expression, beauty and nature.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

4.8

3.3*5. Utilitarian/Economic - Rewards those who value practicalaccomplishments, results and rewards for their investments of time,resources and energy.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

4.7

6.0*6. Theoretical - Rewards those who value knowledge for knowledge'ssake, continuing education and intellectual growth.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

4.7

5.8** 68% of the population falls within the shaded area.

MI: 40-40-41-42-45-44 (THE.-UTI.-AES.-SOC.-IND.-TRA.)

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70


48Erik Wilson



Motivation Insights®

Graph12-22-2014

15 15

20 20

25 25

30 30

35 35

40 40

45 45

50 50

55 55

60 60

65 65

70 70

40 40 41 42 45 44Score

national mean

Norm 2014

THE. UTI. AES. SOC. IND. TRA.

Rank 6th 5th 4th 3rd 1st 2nd

T: 5:16

49Erik Wilson



Motivators Wheel™12-22-2014

THEORETICAL406th

UT

ILIT

AR

IAN

405th

INDIVIDUALISTIC

451stAESTHETIC

414th

SO

CIA

L

423rd

TRADITIONAL

442nd

T: 5:16

50Erik Wilson



Values Action PlanThis Action Plan is your tool to contribute to the process of self-development and continuous improvement.As you have reviewed information in this document, please respond to the items below as they relate toyour specific professional environment.

Area 1: The greater or global mission of the team or organization.

In the space below indicate briefly one or two areas of strength that you bring to the greatermission of the organization at large.

Area 2: An immediate or shorter-term mission, task or purpose of a smaller group ofpeople with whom you work on day-to-day operations.

In the space below, indicate briefly one or two areas of strength (different from those above), thatyou bring to the shorter-term tasks or day-to-day operations.

51Erik Wilson



Quality Improvement Action PlanIn the area below, respond briefly as indicated. Base your answers on some of the informationand results presented in this document.

Action Point 1: Things I will keep on doing.

Indicate three things that you are doing very well already, and that you plan to keep on doing.

1.

2.

3.

Action Point 2: Things I will modify or change slightly.

Indicate 2 things that you will modify, adjust, or change slightly in order to increase personaleffectiveness.

1.

2.

Action Point 3: Things I will stop doing, or try to eliminate.

Indicate one thing that you will try to stop doing in order to increase personal effectiveness.

1.

Today's Date: ________________ Date to review with mentor or peer: _______________

52Erik Wilson



Team Building Summary of WorkplaceValuesPick the most important item in each category from your report in the topic areas indicated.Leave a line blank if no primary item emerges to you. This summary sheet is to be used as aprimary point of dialogue between you, your peers, and your manager, provided that all havecopies of their own information. This communication should be a two-way process.

(Remember, these items are related to one's intrinsic drive factors, their 'hidden motivators' notreadily observable. These items are of critical importance to one's long range success. This listilluminates why we do what we do.)

General Characteristics1. Theoretical _________________________________________________________________________________________________________________________________________

2. Utilitarian/Economic __________________________________________________________________________________________________________________________________

3. Aesthetic __________________________________________________________________________________________________________________________________________

4. Social/Altruistic______________________________________________________________________________________________________________________________________

5. Individualistic/Political ________________________________________________________________________________________________________________________________

6. Traditional/Regulatory ________________________________________________________________________________________________________________________________

Value to the Organization1. Theoretical _________________________________________________________________________________________________________________________________________


3. Aesthetic __________________________________________________________________________________________________________________________________________




53Erik Wilson



Team Building Summary of WorkplaceValuesKeys to Managing and Motivating:

1. Theoretical _________________________________________________________________________________________________________________________________________


3. Aesthetic __________________________________________________________________________________________________________________________________________




Training, Professional Development and Learning Insights:1. Theoretical _________________________________________________________________________________________________________________________________________


3. Aesthetic __________________________________________________________________________________________________________________________________________




54Erik Wilson



Team Building Summary of WorkplaceValuesContinuous Quality Improvement:

1. Theoretical _________________________________________________________________________________________________________________________________________


3. Aesthetic __________________________________________________________________________________________________________________________________________




Continuous Quality Improvement: (choose two items from any values areas)1. __________________________________________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________________________________________

55Erik Wilson



TTI Behaviors & Motivators - Sales

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