Strong professional relationships can further your career, fulfillment, and satisfaction. Whether you're among classmates, professors, work peers, supervisors, or people who might be helpful one day -- this report can help you build and make the most of these relationships.
Your personalized report contains the following chapters:
At Work Guidance: Tips to improve interactions with your colleagues, managers and subordinates at work.
Barriers & Challenges to Success: Situations or personality features that might get in the way of successful professional interactions.
Interaction Mistakes to Avoid: This chapter has been written to help someone else to interact with you. Self-awareness can help you avoid difficult situations.
Building Relationships & Networking: An activity to become a more effective networker and build strong professional relationships.
Meeting Effectiveness: An activity to help you become more effective in meetings.
Evaluating Career Options & Crafting a Career Plan: An activity to help your career search process.
Beth typically loves to be able to share in discussion of the theories and models she is using. It also works well for Beth to have her manager identify the theory or model being used as long as it is a logically accurate fit. Beth's pursuit of perfection, using the right models and holding herself to higher standards means that sometimes it is hard for her to provide deadlines for when tasks will be done.
Beth is typically great with helping colleagues develop their competence and understanding the theories of why they are doing it the way they are. Her focus on abstract theories sometimes misses the emotional support that certain coworkers need.
For Beth, she will often find a creative logical solution to implement rather than have the argument directly. When the argument does come up, then Beth is likely to focus on logical methods to finding a solution. If she has not found a workaround solution and the issue is left to fester, then sometimes it can result in an explosive argument.
Beth is typically very good at taking complex theories and finding ways to display and share them very effectively in her presentations. She typically does her best work on her presentation while alone or with only one or two other experts. If there are too many people involved in building the presentation or lots of emotional issues than Beth is likely to find working on the presentation very taxing.
For Beth, it is typically very important that any goals being set fit into the logical situation at her work. Beth likely prefers focusing on goals that directly relate to her and her projects. If either setting the goals or achieving the goals requires a lot of interaction with others and is dependent on their success then Beth will likely be frustrated.
Beth is typically very good at understanding the correct ideal theoretical arrangement for the team. She is very good at understanding the logical order for the team that allows each person to expand their skills and still get the job done effectively. While Beth is typically patient with people as they learn new skills if a team member continues to make the same mistake repeatedly than Beth can become very frustrated.
Beth is likely to prefer leading by doing her best to help make sure each person is doing their best. She will probably have a focus on leading through a logical and rational approach. Sometimes her preference for logical approaches can leave others feeling disconnected.
Beth is likely to prefer delegating by gathering information and then determining what makes the most logical sense before delegating. Beth is probably most comfortable when everyone keeps things at a logical level. Her approach to gather information and confirm accuracy can sometimes not enough attention is paid to dates and deadlines.
Beth is likely to work well with a high degree of independent time to refine the her projects. All her work towards perfection is likely to mean that when suddenly presented with a deadline she can adapt and produce well.
Beth is likely to really appreciate being given feedback that is logical and relates to process at hand. Beth is probably very good and continually refining her thinking as she gets more data. Beth may sometimes fail to give an appropriate reaction to emotional feedback.
Beth can address her limiting belief by taking a proactive approach. When taking part in a discussion, she can say:
Beth can show interest this way even if she feels out of place making casual conversation. She can also use other peoples’ responses as a basis for her next comments or to spur conversation.
A simple strategy that can help Beth be more confident in networking is for her to be ready to share some of her best qualities. Having prepared a quick, simple statement about what makes her special is a great help to both Beth and the person with whom she is trying to network. It adds clarity to the interaction and helps put people at greater ease.
Three adjectives likely to describe Beth well are:
Analytical, truth seeking and rational
Tell Beth that being able to identify and talk about her unique strengths is more meaningful and powerful than merely reciting from her resume or simply listing her skills. Encourage Beth to use these three words when asked to share something about herself, preparing examples from her own life to illustrate these characteristics.
Because networking is so often misunderstood, it’s important to demystify it. These activities will help Beth become more skillful at, and less intimidated by networking – challenging her assumptions and showing her how to apply what she has learned. Networking, by its very nature, is about doing. The two activities provide a starting place for Beth to develop, and hopefully enjoy, this highly useful practice – giving her a means to tap into resources she might not have realized she has.
It is a decision making framework based on the Jungian cognitive functions. The Z-Process focuses on working through the four ways people gather information and the four ways they make decisions. The Z-Process aligns with Visual Type™.The relative size of the boxes in Visual Type™ can be a good representation of how much time a person is likely to focus on the complementary questions and often skipping questions in the smallest boxes
Look to the present and immediate needs and explore what is currently available
Experiencing the immediate context; noticing changes and opportunities for action; being drawn to act on the physical world; accumulating experiences; scanning for visible reactions and relevant data; recognizing “what is”
Look to the past, traditions and what worked and focus on consistency
Reviewing past experiences; “what is” evoking “what was”; seeking detailed information and links to what is known; recalling stored impressions; accumulating data; recognizing the way things have always been
Look to the new and different ideas and explore many possibilities
Interpreting situations and relationships; picking up meanings and interconnections; being drawn to change “what is” for “what could possibly be”; noticing what is not said and threads of meaning emerging across multiple contexts
Look to how things connect, the future and predict possible outcomes
Foreseeing implications and likely effects without external data; realizing “what will be”; conceptualizing new ways of seeing things; envisioning transformations; getting an image of profound meaning or far-reaching symbols
Decide based on measurable goals and drive towards objectives
Segmenting and organizing for efficiency; systematizing; applying logic; structuring; checking for consequences; monitoring for standards or specifications being met; setting boundaries, guidelines, and parameters; deciding if something is working or not
Decide based on logically correct or incorrect and evaluate the best approach
Analyzing; categorizing; evaluating according to principles and whether something fits the framework or model; figuring out the principles on which something works; checking for inconsistencies; clarifying definitions to get more precision
Decide based on people's needs and empathize with others
Connecting; considering others and the group—organizing to meet their needs and honor their values and feelings; maintaining societal, organizational, or group values; adjusting and accommodating others; deciding if something is appropriate or acceptable to others
Decide based on ethically right or wrong and sync with individual values
Valuing; considering importance and worth; reviewing for incongruity; evaluating something based on the truths on which it is based; clarifying values to achieve accord; deciding if something is of significance and worth standing up for