Description
Assessing and Analyzing your Personality with the Indigo/TriMetrix DNA Assessment (20%)
Individual assignment
For this assignment, refer to your own personal Indigo TriMetrix DNA assessment report.
Write a paper starting with an introduction and then for part one, comment on your DISC style and on
your top two or three Skills, Driving Forces and Motivators (refer to these sections of the assessment
report). Explain what your awareness of these results means for you. What will you do differently? What
do you want to improve upon or work on? Describe what you believe to be the two strongest and weakest
areas of your personality, with reference to the assessment results?
If you have work experience, please use your past professional experience to provide examples of those
skills, motivators and driving forces in action. If you do not have work experience, then refer to examples
from school or family interactions.
In part two, explore how those traits of yours may impact your career and work performance based on
your current or aspirational career path. Which traits are likely to be key to your success? Which traits will
you have to be careful to work on, improve upon or regulate? How will you do this?
Finally, in part three, develop a written action plan (with actual concrete steps you?ll take) to improve in
those areas you identified above as needing your attention.
At the end of the paper include a short conclusion. No abstract nor table of contents is necessary.
Organise your paper with proper APA headings.
Support your paper with 6-8 scholarly research sources, with one being your textbook.
The paper should be between 1,600 and 1,800 words (not including cover page and references) and
written using APA format. Adhering as closely as possible to the word count target is part of the exercise,
requiring you to be selective with the information you include and ensuring everything you include adds
value.
Paper Outline
Introduction
Part-1: Your DISC style
Part-2: Impact of your traits on your career
Part-3: Action Plan
Conclusion
Submit your paper to the Turnitin dropbox on the course Moodle page.
Before you get started, please carefully review the marking rubric below.
Appendix ? A
Assessment Rubric for TriMetrix DNA Assessment
1-4 Scale
1
Percentage Score
0-59
Grades
Mastery Level
F
Weigh
t
Studen
t Score
2
3
4
60-67
68-71
72-75
76-79
80-84
85-89
C
B-
B
B+
A-
A
90-100
A+
Beginning
Developing
Competent
Mastery
Below Standard
Approaching
Standard
At Standard
Exceeds Standard
50
Key elements are
not adequately
covered.
Content is not
comprehensive,
has inaccuracies
and is not
persuasive.
Displays lack of
understanding of
relevant theory.
Points not
adequately
supported by
references.
Research is lacking
in content and
quality. No use of
TriMetrix results.
Key elements are
mostly covered.
Content is mostly
accurate but lacks
persuasiveness.
Displays some
understanding of
relevant theory.
Points mostly
supported by
references.
Research is lacking
in content and
quality. Some use
of TriMetrix
results.
Key elements are
adequately
covered.
Content is
accurate and
persuasive.
Displays adequate
understanding of
relevant theory.
Points supported
by references.
Research is
adequate in
content and
quality. Fair use of
TriMetrix results.
Key elements are
completely
covered.
Content is
comprehensive,
accurate and
persuasive.
Displays superior
understanding of
relevant theory.
Points fully
supported by
specific
references.
Research is
superior in content
and quality.
Substantial use of
TriMetrix results.
20
Introduction
provides poor level
of background of
paper
Structure of paper
is not clear and is
difficult to follow
train of thought
process
Conclusion does
not follow logically
from body of
paper
Critical Thinking is
lacking: missing
logical
argumentation &
reasoning,
concrete examples
& valid inferences
Introduction
provides
background of
paper missing
some key
elements
Structure of paper
is not clear and it
is not easy to
follow train of
thought process
Conclusion follows
from body of
paper but misses
key points
Critical Thinking is
not fully present:
missing key points
of logical
argumentation &
reasoning,
concrete examples
& valid inferences
Introduction
provides good
level of
background of
paper
Structure of paper
is clear and train of
thought process is
understandable
Conclusion mostly
follows logically
from body of
paper
Critical Thinking is
present: logical
argumentation &
reasoning shows,
reasonable
examples & valid
inferences are
made
Introduction
provides superior
level of
background of
paper
Structure of paper
is very clear and
easy to follow
train of thought
process
Conclusion follows
logically from body
of paper
Critical Thinking is
present through:
logical
argumentation &
reasoning,
concrete examples
& valid inferences
Standard Level
Subject Matter
Answering
questions and
results of research
Organization &
Critical Thinking
Demonstration of
thought process
and analysis of
problem and
resolution using
own thoughts and
ideas
Style & Mechanics
APA
10
7th Ed. APA
Manual is not
followed or there
are significant
errors in:
title page &
references pages.
In-text citations,
paraphrasing and
direct quotes are
quite inadequate
but do not rise to
the level of
plagiarism
7th Ed. APA
Manual is followed
with significant
errors in:
title page &
references pages.
In-text citations,
paraphrasing and
direct quotes are
lacking but do not
rise to the level of
plagiarism
7th Ed. APA
Manual is followed
with minor errors
in:
formatted title
page, formatted
references pages,
in-text citations,
paraphrasing and
direct quotes are
adequately used in
the correct context
7th Ed. APA
Manual is followed
with no errors
including:
properly
formatted title
page, properly
formatted
references pages,
in-text citations
are correctly used,
paraphrasing and
direct quotes are
properly used in
the correct context
10
Grammar and
sentence structure
has major
problems
following standard
English rules and
reads with
difficulty with
major errors in
punctuation and
spelling
Grammar and
sentence structure
has problems
following standard
English rules and
reads with some
difficulty with
errors in
punctuation and
spelling
Grammar and
sentence structure
mostly follows
standard English
rules and reads
reasonably well
with few errors in
punctuation and
spelling
Grammar and
sentence structure
follows standard
English rules and
reads well with
excellent
punctuation and
spelling
10
Sentences are
lacking in
completeness,
clearness,
conciseness and
are not wellstructured.
Transitions do not
maintain flow of
thought.
Words are
ambiguous.
Tone is
inappropriate to
audience/assessm
ent. Colloquial
language or
inappropriate use
of paraphrasing is
used.
Sentences need to
be more complete,
clear, concise and
well-constructed.
Transitions do not
maintain flow of
thought well.
Words are not
precise and have
some ambiguity.
Tone is not
appropriate to
audience/assessm
ent. Colloquial
language or
inappropriate use
of paraphrasing is
used too much.
Sentences are
mostly complete,
clear, concise and
well-constructed.
Transitions mostly
maintain flow of
thought.
Words are mostly
precise with little
ambiguity.
Tone is mostly
appropriate to
audience/assessm
ent. Colloquial
language or
inappropriate use
of paraphrasing is
used sparingly.
Sentences are
consistently
complete, clear,
concise and wellconstructed with
strong, varied
structure.
Transitions
consistently
maintain flow of
thought.
Words are quite
precise and
unambiguous.
Tone is completely
appropriate to
audience/assessm
ent. No colloquial
language or
inappropriate use
of paraphrasing
used.
Application of the
requirements of the
7th APA manual to
create a
standardized
formatted report
Grammar/Punctuat
ion/ Spelling
Use of proper
English language
grammar, spelling
and punctuation to
create a readable
paper.
Readability & Style
Clarity of thought
and appropriate
level of language
use that brings the
author’s thoughts
and ideas to the
reader.
Marks
100
Copyright ? 2006-2022.
Target Training International, Ltd.
Edward
Top 5 Skills
Behaviors
D
Personal Skills Ranking
1
Futuristic Thinking
100
2
3
4
Mentoring/Coaching
90
Understanding Others
5
Creativity and Innovation
I
S
C
80
Diplomacy/Tact
D = Dominance
I = Influencing
S = Steadiness
C = Compliance
70
Strengths
60
The ideal right hand to a goal-driven leader.
50
Leads by example and in a quiet and methodical way.
Methodically follows a strategy to achieve.
40
Will take a firm stance when his position or status is
questioned.
Willing to be the support system behind the cause.
Will be persistent about moving toward the greater
cause.
Accommodating and pleasing others is one of his
natural talents.
Motivators
High S’s tend to be
steady, patient, and
predictable.
30
20
10
0
37
42
85
45
1. Individualistic/Political – Rewards those who value personal recognition,
freedom, and control over their own destiny and others.
0
10
20
30
40
50
60
70
80
90
100
72%
Value to a Team
55*
Respect for authority and organizational
structure.
2. Social – Rewards those who value opportunities to be of service to others and
contribute to the progress and well being of society.
0
10
20
30
40
50
60
70
80
90
100
62%
Builds good relationships.
43*
3.resultsUtilitarian/Economica
d
nrewards for their-Rewardsinvestmentsthoseofwhotime,valueresourcespracticalandaccomplishments,energy.
0
10
20
30
40
50
60
70
80
90
Turns confrontation into positives.
100
60%
Good listener.
52*
Consistent and steady.
4.self-expression,A
ic- Rewardsbeauty andthosenature.whovalue balance in their lives, creative
th
s
e
0
10
20
30
40
50
60
70
80
90
100
60%
Dependable team player.
45*
5. Traditional/Regulatory – Rewards those who value traditions inherent in
social structure, rules, regulations and principles.
0
10
20
30
40
50
60
70
80
90
100
30%
45*
6. Theoretical – Rewards those who value knowledge for knowledge’s sake,
continuing education and intellectual growth.
0
10
20
30
40
50
60
70
80
90
100
17%
60*
Copyright ? 2006-2022. Target Training International, Ltd.
1-27-2022
www.indigoproject.org
Edward
ABOUT YOU
Everyone is different and there is no right or wrong way to be. These paragraphs describe how you likely show
up in your natural style.
Edward tends to build a close relationship with a relatively small
group of associates. He is often seen as practical and objective. He
sometimes finds it difficult to relax until all the work is completed.
Leisure time activities often include friends and family. He likes to
start and finish activities. Others who work with him know they can
depend on him. Edward can be spontaneous and casual in familiar
circumstances. The familiar atmosphere allows spontaneity when
he is in his comfort zone. Others see him as a good neighbor, since
he is always willing to help those he considers to be his friends. He
likes to set his own pace. When others try to rush him, he feels
threatened and may balk. He looks to people for support and innersatisfaction as a way to reach his personal goals. Edward is a team
player but can also exhibit a desire for independence. He is good
at concentrating in order to listen and learn. He is not easily
distracted by peripheral activity.
Edward can be sensitive to the feelings of others and is able to
display real empathy for those who are experiencing difficulties.
Once he makes a decision, he can be organized in carrying it out.
When challenged he can become objective, searching hard for
facts and figures. This may be his way of defending his decisions.
He is persistent and persevering in his approach to achieving goals.
Edward often thinks over major decisions before acting. He prefers
to plan his work and work his plan. Others may find it refreshing to
have him on their team. He prefers to take time to analyze
situations that can be felt, touched, seen, heard,
personally observed or experienced. He uses logic to assist him in
decision making. This tendency is helpful to others in his group.
Edward is somewhat reserved with those he doesn’t trust or
know. After trust has been established, he may be open and
candid. Sometimes he will withdraw from a verbal battle. If he
feels strongly about an issue, he may retreat to gather his
resources and then return to take a stand! He remains aloof from
active participation in unfamiliar groups. He will talk more,
however, in a group of people he trusts and has known for a long
time. He tends to be possessive of information; that is, he doesn’t
voluntarily share information with others outside of his team. This
may be a blessing, or a curse, to his superiors. Rarely does he
display his emotions; that is, he projects a good poker face. Others
may get the feeling that he is unfriendly, when in reality he
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Edward
ABOUT YOU
is not. He likes having others initiate the conversation. He can
then assess the situation and respond accordingly. He likes to
know what is expected of him in a working relationship and have
the duties and responsibilities of others who will be involved
explained. Communication is accomplished best by well-defined
avenues. He is more motivated by logic than emotion. To him,
logic represents tangible research.
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Edward
YOUR NATURAL AND ADAPTED BEHAVIORAL STYLES
Adapted Style
Natural Style
The graphs represent your behavioral
styles based on the DISC model.
D
I
S
C
D
100
100
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
0
I
S
C
There is no “correct” score. Your
personal style is a unique blend of
D, I, S, and C.
D stands for dominance.
I stands for influencing.
S stands for steadiness.
C stands for compliance.
A score over 50 indicates that you are
“High” in that behavior. A score under
50, indicates “Low”. Scores close to
the middle indicate a more adaptable
style in this category.
The graph on the right represents your
28 45 83 58
natural style and the graph on the left
represents how you feel like you have
to “adapt” your behavior based on
current circumstances.
37 42 85 45
D, the red bar on the graphs, stands for Dominance. High D’s tend to be direct, forceful, results oriented, and
bold. Low D’s tend to be non-confrontational, low key, cooperative, and agreeable.
Famous high D’s are Lionel Messi, Princess Leia (Star Wars), Steve Jobs, and Tyra Banks.
Famous Low D’s are the Dalai Lama, Yoda (Star Wars), Malala Yousafzai, and Drake.
I, the yellow bar on the graphs, stands for Influencing. High I’s tend to be enthusiastic, persuasive, and talkative.
Low I’s tend to be good listeners, reflective, skeptical, and factual.
Famous high I’s are Jimmy Fallon, Jennifer Lopez, Jar Jar Binks (Star Wars), and Oprah Winfrey.
Famous low I’s are Abraham Lincoln, Anakin Skywalker/Darth Vader (Star Wars), Mark Zuckerberg, and Adele.
S, the green bar on the graphs, stands for Steadiness. High S’s tend to be patient, predictable, and calm. Low
S’s tend to be change oriented, restless, and impatient.
Famous high S’s are Michelle Obama, Gandhi, Duchess Kate Middleton, and Obi-Wan Kenobi (Star Wars).
Famous low S’s are Kevin Hart, Elon Musk, Finn (Star Wars), and Lady Gaga.
C, the blue bar on the graphs, stands for Compliance. High C’s tend to be analytical, detail oriented, and
cautious. Low C’s tend to be independent, unsystematic, and less concerned with details.
Famous high C’s are Neil Degrasse Tyson, JayZ, Supreme Court Justice Sonia Sotomayor, and C-3PO (Star Wars).
Famous low C’s are Rosa Parks, Ellen Degeneres, Han Solo (Star Wars), and Justin Bieber.
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Edward
DESCRIPTORS
Based on Edward’s responses, the report has marked those words that describe his personal behavior. They
describe how he solves problems and meets challenges, influences people, responds to the pace of the
environment and how he responds to rules and procedures set by others.
Driving
Inspiring
Ambitious
Magnetic
Relaxed
Passive
Careful
Pioneering
Enthusiastic
Strong-Willed
Persuasive
Possessive
Systematic
Determined
Convincing
Predictable
Accurate
Poised
Consistent
Open-Minded
Competitive
Decisive
Patient
Cautious
Optimistic
Steady
Venturesome
Trusting
Stable
Dominance
Influence
Steadiness
Exacting
Balanced Judgment
Diplomatic
Compliance
Calculating
Reflective
Mobile
Cooperative
Factual
Active
Hesitant
Calculating
Restless
Self-Willed
Cautious
Skeptical
Impatient
Obstinate
Agreeable
Logical
Modest
Suspicious
Peaceful
Matter-of-Fact
Unobtrusive
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Incisive
Pressure-Oriented
Firm
Independent
Unsystematic
Eager
Uninhibited
Flexible
Arbitrary
Impulsive
Unbending
6
Edward
PERCEPTIONS
A person’s behavior and feelings may be quickly telegraphed to others. This section provides additional
information on Edward’s self-perception and how, under certain conditions, others may perceive his behavior.
Understanding this section will empower Edward to project the image that will allow him to control the
situation.
See Yourself As Others See You
Self-Perception
Edward usually sees himself as being:
Considerate
Good-Natured
Team Player
Thoughtful
Dependable
Good Listener
Others’ Perception
Under moderate pressure, tension, stress or fatigue, others may see him as being:
Nondemonstrative
Unconcerned
Hesitant
Inflexible
Under extreme pressure, stress or fatigue, others may see him as being:
Possessive
Detached
Stubborn
Insensitive
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Edward
DISC REFERENCE GUIDE
Find your DISC Graph on the Indigo summary page: Take note of scores furthest away from 50 on the DISC
graph (high or low). These are the behaviors that will stand out most for you. Reference “stand-out” scores
below. Various combinations of stand-out DISC factors will influence communication styles and environmental
needs. For example, a High D, Low C will need a fast-paced, results-oriented environment with lots of freedom.
However, a High D, High C will need an environment where results can be achieved through structure, quality,
and attention to detail. If all scores are near the middle , you are likely adaptable to many environments.
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Edward
DRIVING FORCES GRAPH
Eduard Spranger first defined six primary types or categories to define human motivation and drive. These six
types are Theoretical, Utilitarian, Aesthetic, Social, Individualistic and Traditional. The 12 Driving Forces? are
derived by looking at each motivator on a continuum and describing both ends. All of the twelve descriptors are
based on six keywords, one for each continuum. The six keywords are Knowledge, Utility, Surroundings,
Others, Power and Methodologies. Focus on activities and work that relate to your highest driving forces
scores.
Instinctive
100
75
Knowledge
50
25
0
Intellectual
25
50
75
100
82
6
Selfless
100
Utility
75
50
25
0
Resourceful
25
50
75
100
32
50
Objective
100
75
Surroundings
50
25
0
Harmonious
25
50
75
100
26
54
Intentional
100
75
Others
50
25
0
Altruistic
25
50
75
100
26
56
Collaborative
100
75
Power
50
25
0
Commanding
25
50
75
100
17
64
Receptive
100
75
Methodologies
50
67
25
0
Structured
25
50
75
100
21
– Denotes Primary Driving Force
T: 14:40
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Edward
MOTIVATOR REFERENCE GUIDE
Find your motivators on the Indigo summary page: Connecting with the top two motivators are most
important. A secondary motivator supports the first motivator; for example, a “Social/Theoretical” will use
knowledge to help people. But a Social/Utilitarian will want to help people in an efficient and results-oriented
way. A Social/Individualistic wants to help in their own way. NOTE: The third motivator might be important as
well, especially if it is above the Adult Mean. And the last motivator may be important to avoid!
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