Assessment - The Conover Company

Evidenced-based assessment
Cloud-based convenience
8.5 million administrations
120 MASTER AND DOCTORAL LEVEL RESEARCH PAPERS
Goal Setting
Personal Responsibility™
Transition
Tools for Success®
Planning
1
Conover® Online™ Professional removes the limitations of traditional software systems. Now you can access
any part of our Conover® system any time on any computer or mobile device.
Conover® Online™
Professional
At Work
At Home
• Any Computer, Anytime
• Supplemental PDFs
1
Less
Expensive
In the Community
• Accessible from Home
• Viewer Account
• Mobile Devices
• Supporting Apps
5 Benefits of Web-Based Assessment Systems
2
Easy to
Set Up
3
Easy to
Support
4
Easy to
Use
5
Easy to
Take With You
With the flexibility of our online system, you now have options:
Delivery:
Availability:
Accountability:
Cost:
Self-directed learning
Computers – Mac and Windows
Mobile Devices – iPhone®, iPod touch® and iPad®
Anytime, anywhere, 24/7, 7 days a week
Real time data tracking on all delivery devices
$10.00 per credit* (quantity discounts available)
No
No instal
nee
ls.
sup d for I
T
por
t.
* A credit can be used for one title for one user within Conover® Online™ Professional. Users may enter and exit that program as
many times as they wish and will have unlimited access to that program until they have completed the entire unit. Conover® Online™
Professional credits never expire.
2 Conover® Online™ Professional
Credits
Credits are how you deliver content to your users in Conover®
Online™ Professional. They allow you to create customized
learning plans for your users that are individualized based on
their specific needs.
Cloud-Based Convenience
Once an assignment is made, the users have access to that
assignment until they fully complete the unit. Because the
entire program is cloud-based, it will save users’ progress when
they exit and pick up right where they left off when they log
back in - even if it’s on a different computer or device.
Pay Only for What You Use
Think of Conover® Online™ Professional as a giant software
vending machine. Credits are the currency that buys you the
candy bar. This means that you never overpay, because you are
only charged for what you actually use. You can buy anything
in the machine, but you don’t pay just to have access to it - you
only pay for what you actually “consume”. Easy on Any Budget
There’s no minimum purchase, so it’s very easy to get started,
even on a limited budget.
Best of all, credits are only $10 each.
Conover® Online™ Professional
3
Goal Setting
Personal Responsibility™ - Managing Goal Achievement
Nothing is more important to success than the ability to set, manage, and achieve personal goals. This
assessment and skill enhancement system focuses on core skills related to personal responsibility and
managing goal achievement. Personal Responsibility puts the emphasis where it belongs, on the individual.
It puts the focus on the ability to set clear, attainable goals and then to manage oneself to the successful
completion of these goals. Personal Responsibility helps users sort through how well they accept responsibility
for their own actions–whether they are successful or not. When failure occurs, do people in your organization
procrastinate, blame others, and then engage in victim thinking? If they do, then our Personal Responsibility
program will help them overcome these self-defeating behaviors and teach them the skills of personal
responsibility.
OPEN TO CHANGE & IMPROVEMENT
Skills to:
Develop
Strengthen
Goal Setting
Self-Efficacy
Values Congruence
Achievement Drive
Supportive Environment
Self-Esteem
Self-Control
Self-Management
Problem Solving
Resiliency
Self-Improvement
Personal Responsibility
Enhance
The low Values Congruence score suggests persons whose
values are not consistent with their goals. The high Goal
Setting scale indicates an ability to set goals. However,
since values are indicative of what really matters, goals will
most likely be abandoned for they are not perceived as
important (Values Congruence). Another area of concern
is the low Self-Control and Personal Responsibility scales.
This suggests persons who could let a lack of control
over their emotions interfere with their ability to follow
through with commitments to their goals. They have a
high Self-Improvement score which shows a strong desire
to improve performance in these areas. This type of chart
is indicative of individuals who are good candidates for
specific skill training.
How it Works
The core assessment is the Personal Responsibility Map™, which focuses on twelve core skills related to personal
responsibility in setting and achieving goals. The system also contains the Personal Responsibility Survey™
which is a 360-degree assessment (an assessment done by others who know the individual). The Personal
Responsibility Map and Personal Responsibility Survey provide scale-specific measures of behaviors related to
high achievement and personal well-being. Results of the two assessments can be printed and compared.
Assessments are electronically scored and all results are presented and explained to the user. Users gain an
understanding of where they are and where they need to go.
4
Transition
Tools for Success®
Planning
Goal Setting
Personal Responsibility™
Skill Enhancement Component
The entire skill enhancement system consists of over 60 hours of
interactive, multimedia learning activities, listening activities, and
post-assessments. There are also several individual/group activities.
The skill enhancements include:
Goal Achievement Potential
Self-Management Related to Personal Responsibility
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Goal Setting
•
Self-Efficacy
Values Congruence •
Achievement Drive
Supportive
Environment
Self-Esteem
Self-Control
Self-Management
Problem Solving
Resiliency
•
•
Self-Improvement
Personal Responsibility
Management System
All assessments and instruction are self-administered and electronically integrated into our management
system, eliminating the expensive and time-consuming activities of assigning, scoring and reporting results.
Program accountability is electronically built into the system.
The system assesses user skills...
...then scores, interprets and assigns skillenhancement activities based on assessment results...
...and finally delivers skill-enhancement activities.
Learned skills, if practiced, become habits in 21 days.
While doing all this, the management system is tracking , scoring, benchmarking, storing and printing
information on each user in the system.
Credibility
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•
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Over 30 years in research and development
Built off of the initial research and development of our Personal Skills Map® (The Success Profiler®)
Initial norm base of 2,000 participants
Users include corporations, government agencies, education and workforce development programs.
Goal Setting
Personal Responsibility™
Transition
Tools for Success®
Planning
5
Use the entire system or select from the following components:
Personal Responsibility Map
Personal Responsibility Survey
Skill Enhancements
Skill Enhancements include over 60 hours of interactive, multimedia learning activities, listening
activities, and post-assessments. There are also 88 hours of individual/group activities.
The skill enhancements include:
Goal Achievement Potential
• Goal Setting – teaches how to create clear, specific, written goals or objectives with plans and target
dates for reaching them.
• Self-Efficacy – covers how to improve view of possibilities or extent to which people’s goals are internally
viewed as within their possibilities, given their individual knowledge, skills and environments.
• Values Congruence – teaches how to develop a healthy balance between personal values, beliefs and
desired goals.
• Achievement Drive – covers how to increase the level of desire, effort and commitment exerted
toward individual goals.
• Supportive Environment – explains how the extent to which friends, family or peers have impact on
an individual’s achievement and how they can positively encourage people in their goals.
• Self-Esteem – teaches how to increase the degree to which people have confidence in and value
themselves and feel worthy to enjoy goal achievement.
Self-Management Related to Personal Responsibility
• Self-Control – teaches the ability and self-discipline to handle personal feelings and emotions in
difficult life circumstances.
• Self-Management – teaches how people learn to manage their own individual time, talents and
abilities and focus these on clear objectives.
• Problem Solving – covers how to improve the ability and willingness to objectively work through
roadblocks and use creative thinking skills to arrive at desirable goal solutions.
• Resiliency – teaches the steps to proactively work through processes and activities and cause bottomline results to happen.
• Self-Improvement – helps people learn to be open to change and to learning and to constantly look
for ways to improve themselves.
• Personal Responsibility – improves the level of individual commitment people are willing to make in
setting clear goals and then assuming full responsibility for their achievement.
Each skill enhancement includes the Make It Work section (see pages 19-21).
PROCRASTINATION = BLAME = VICTIM THINKING
6
Transition
Tools for Success®
Planning
Goal Setting
Personal Responsibility™
Social/Emotional Learning
The Success Profiler®
What is The Success Profiler?
The Success Profiler is a systematic, research-based assessment and skill-building system designed for social/
emotional development.
The Turnover Process
Some companies hire for Reason 1, some companies for Reasons 1 and 2, but most
companies lose people because of Reason 3.
Reason 1
Reason 2
Education
Certifications
Titles
Skills
Credentials
Training
Knowledge
Experience
Attitude
Adaptability
Self-Esteem
Commitment
Stress Management
Time Management
Decision Making
Drive Strength
Motivation
Assertion
Superficial
Knowledge & Experience
Social/Emotional Skills
Smile
Composure
Looks
Dress
Communication Skills
Manners
Interests
Goals
Reason 3
If social/emotional skills are so crucial, then why don’t you address them in your
hiring assessment and training systems?
How It Works
The Success Profiler consists of assessment and skill enhancement
components.
Assessment Component
There are 16 core assessments and over 30 related assessments.
Each assessment is designed to build a map of where the person is in
relation to the particular success profile. Assessments are electronically
scored and all results are presented and explained to the user. Users
gain an understanding of where they are and where they need to go.
Skill Enhancement Component
The entire Skill Enhancement System consists of over 50 hours of
interactive, on-line, multimedia learning activities, listening
activities, and post-assessments. There are also several off-line
individual/group activities.
Social/Emotional Learning
The Success Profiler™
Transition
Tools for Success®
Planning
7
There are currently skill enhancements for the following areas:
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Self-Esteem
Interpersonal Assertion
Interpersonal Awareness
Empathy
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Drive Strength/Motivation
Decision Making
Time Management
Sales Orientation/Leadership
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•
Commitment Ethic
Stress Management
Physical Wellness
Management System
All assessments and instruction are electronically integrated into our management system, eliminating the expensive
and time-consuming activities of assigning, scoring and reporting results, and freeing up the program administrator
to help where needed. Program accountability is electronically built into the system.
The system assesses user skills...
...then scores, interprets and assigns skillenhancement activities based on assessment results...
...and finally delivers skill-enhancement activities.
Learned skills, if practiced, become habits in 21 days.
While doing all this, the management system is tracking , scoring, benchmarking, storing and printing information on
each user in the system.
Credibility
•
•
•
•
•
•
8.5 million administrations and counting
Norm base of over 35,000 participants
120 master and doctoral-level research papers, books and articles
Validation correlations with: MMPI 16PF EPPS
Over thirty years of research
Users include hundreds of educational and workforce development programs, government agencies and
corporations such as:
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•
8
Honeywell
Apple Computer
Canadian Air Force
Austin Community College
Boeing
Control Data
Department of Corrections
Workforce Development Programs
Blue Cross
Michelin Tire
Transition
Tools for Success®
Planning
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•
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•
Lab Safety Supply
Dallas Community College
1700 U. S. Army J.R.O.T.C. Schools
McHenry County Community College
Skyline Technical High School (Charter School)
Spotted Eagle High School
Maxwell Air Force Base
Miami-Dade School District
Los Angeles Unified School District
And more!
Social/Emotional Learning
The Success Profiler™
Systems Available
The Success Profiler currently consists of the following components.
Use the entire system or select from the following components:
Personal Skills Map (See page 10)
Winning Colors (See page 11)
The Change Profile
Designed to assist individuals to address change and to learn to adapt to change. (See page 12)
The Customer Service Profile
Designed to enhance one’s ability to read, understand and service customers’ needs. (See page 13)
The Hiring Profile
Designed to assist in the hiring of workers who can adapt to changes and learn new skills. The Hiring
Profile should not be used as the only tool in the hiring process, but should be used in conjunction with
other assessment tools and processes.. (See page 14)
The Leadership Profile
Designed to develop an openness to accept responsibility to develop the core foundation skills of
leadership. (See page 14)
The Learning Profile
Designed to enhance the learning process so that new skills can be learned and utilized. (See page 15)
The Sales Profile
Designed to build the self-confidence and skills necessary to improve ability to sell oneself, a product or a
service. (See page 15)
The Sensitivity Profile
Designed to improve sensitivity to self and others and to understand and respect the individual differences
in each of us. (See page 16)
The Team Profile
Designed to increase users’ abilities to learn to accept responsibility and to function successfully as
members of a team. (See page 16)
The Violence Prevention Profile
Designed to help reduce stress at school, at work and at home by helping users learn how to increase selfrestraint and compassion and to relate better to others. (See page 17)
Skill Enhancements (See page 18)
Social/Emotional Learning
The Success Profiler™
Transition
Tools for Success®
Planning
9
The Success Profiler®
The Personal Skills Map®
The Personal Skills Map is the core assessment tool and heart of the system. It is designed to identify social/
emotional intelligence in order to assist users to be more successful in life and at work. It is designed to identify
and remove defensiveness to change as well as to create a “buy-in” attitude making personal change and
growth possible. The Personal Skills Map assessment approach is a positive and person-centered guide that
suggests possible directions for skills training and learning experiences fostering healthy personal growth
and development. Competencies covered in this assessment have been identified as the key competencies
needed for personal and career success. The Personal Skills Map has over 30 years of research and development
behind it.
RESISTIVE TO CHANGE
SAMPLE PROFILE of the PERSONAL SKILLS MAP
Skills to:
Develop
Strengthen
Enhance
Low
Normal
High
Self-Esteem
Interpersonal Assertion
Interpersonal Awareness
Empathy
Drive Strength/Motivation
Decision Making
Time Management
Sales Orient./Leadership
Commitment Ethic
Stress Management
Physical Wellness
Interpersonal Aggression
Interpersonal Deference
Change Orientation
POTENTIAL TURNOVER PROBLEM
SAMPLE PROFILE of the PERSONAL SKILLS MAP
Skills to:
Develop
Strengthen
Enhance
Low
Normal
High
Self-Esteem
Interpersonal Assertion
Interpersonal Awareness
Empathy
Drive Strength/Motivation
Decision Making
Time Management
Sales Orient./Leadership
Commitment Ethic
Stress Management
Physical Wellness
Interpersonal Aggression
Interpersonal Deference
Change Orientation
This chart is indicative of individuals who seem to have lots of drive and
commitment to deliver but are resistant to personal change. The Decision Making
and Time Management skill levels imply that these are people who work hard
rather than smart. Interpersonal Awareness is not a strong area, and probably the
need to have close friendships is not as great as the need to work hard. Persons with
this profile most likely believe that if they just work hard, they can get by without
change. They have very little ability to cope with change due to their low SelfEsteem, Stress Management and Physical Wellness levels. The need to change is
low and, as a result, no need is seen to make personal change. (Change Orientation
includes the degree to which a person is ready for and willing to change.)
The major causes of people dropping out usually have nothing to do with
the school or job, but rather are centered around their perceptions of reality.
When students or employees perceive that they are not liked, feel that they
are inadequate, or perceive there is no real reason for staying where they are,
they are more likely to quit and look for a place where they will feel accepted,
where they feel they can do the job. These three components tend to manifest
in the Self-Esteem, Interpersonal Awareness, and Drive Strength scales. Any
one of these three can indicate that students or employees may leave their
work. It’s not what is true that is important, but what is perceived to be true.
Credibility
•
•
•
•
•
10
8.5 million administrations and counting
Norm base of over 35,000 participants
120 master and doctoral-level research papers, books and articles
Validation correlations with: MMPI 16PF EPPS
Users include hundreds of educational and workforce development programs as well as government
agencies and corporations such as Apple Computer, Austin Community College, Boeing, Community
Technology Centers (Milwaukee Public Schools), Cooperative Educational Service Center 2-Wisconsin,
Dallas Community College System, Educational Service Center 6-Texas, Honeywell, Illinois Youth Center–
St. Charles, Job Corps, 1700 Junior ROTC (nationwide), Lakeside Curative Services, Michelin Tire, Spotted
Eagle High School, University of Nevada-Las Vegas, The Ohio State University, U.S. Air Force, Canadian
Military (Leadership Development), University of Texas Charter Schools, and hundreds more.
Transition
Tools for Success®
Planning
Social/Emotional Learning
The Success Profiler™
The Success Profiler®
Winning Colors®
For a better understanding of both self and others, Winning Colors considers behaviors in terms of developing
the four parts of self: the leadership part of self (Builder), the thinking part of self (Planner), the team-building
part of self (Relater and the action part of self (Adventurer). Mature, good communicators are able to call upon
and use those clusters of behaviors or parts of self as required by the situation. Most people are a combination
of at least two of these behavioral strengths–one dominating and one supporting–with at least some aspects
of the others as well. Most assessments and personality inventories are focused on “type” casting based on
heredity. Winning Colors, instead, identifies present behavioral communication strengths and shows how
others may be nurtured and developed.
Brown, or Builder, is like earth and shows leadership and decisiveness. Browns usually enjoy leading and
being up front with people by expressing themselves openly and directly.
Green, or Planner, is like the ocean, with deep, hidden, changing currents. Planners enjoy planning new
and better ways of doing things. They know the underlying details are important and they make sure that
everything is brought into consideration before making an important decision.
Blue or Relater, is like the sky and shows openness and feeling. Relaters usually enjoy being with people
and have a high regard for emotions. Relaters know that feelings are important and will bend their needs
to accommodate others.
Red, or Adventurer, is like the fire of the sun and shows excitement and action. Adventurers usually enjoy
being where the action is and bringing fun and thrills into the routine of daily life. Adventurers are at their
best in a time of crisis.
People who have learned these behavioral trends and how to identify them in the people they work with
will have a better understanding of what drives another person’s behavior and how to better work with that
individual by avoiding conflict. Successful people have learned that all four behavioral trends are important
to possess to obtain a specific goal or objective.
Social/Emotional Learning
The Success Profiler™
Transition
Tools for Success®
Planning
11
The Success Profiler®
The Change Profile
The number of variables that factor into success or failure is infinite. The necessary skills reach far beyond the
basic tasks of a job itself to include the ability to adapt to change. The Change Profile is a component that
identifies and enhances emotional intelligence factors associated with adapting to change and learning new
skills. If the system detects that users have barriers to change, The Change Profile provides skill enhancements
to remove those barriers.
Assessments
The act of change requires that every individual affected by the change makes a firm commitment to be
supportive and actively involved in the change. The Change Profile incorporates several assessments to
enhance involvement and commitment level. The assessments included in The Change Profile are:
•
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•
12
The Vision Description Form for Change identifies the vision for change in an organization to ensure
everyone is on the same page. Unified change cannot be achieved without a clear vision shared by all
The Commitment Map assesses the commitment level of the people who are key to the change process.
Scores reflect the level of commitment of the change sponsors within an organization. A higher score
suggests the organization faces a higher risk of failure due to low commitment levels of key people.
The Synergy Map assesses the ability to work with others and build synergy in the change process. A
high score reflects a high risk of failure due to a lack of the personal skills required to change successfully.
The Impact Map evaluates key personnel to determine if they possess the skills necessary to sell the
change process and make a positive impact. Higher scores reflect greater risk of failure in selling the
change project to others.
The Resistance Map assesses the level of resistance and identifies the source of resistance that an
organization may face during the change process. Higher scores reflect a greater risk of failure to
complete the project.
Transition
Tools for Success®
Planning
Social/Emotional Learning
The Success Profiler™
The Success Profiler®
The Customer Service Profile
Let’s face it, the job of a successful customer service representative is an emotional rollercoaster. The ability
to control one’s emotions is a key skill for all your employees but especially so for your customer service
department. The Customer Service Profile is an assessment system for the identification and skill enhancement
of social/emotional factors known to increase the effectiveness of customer service representatives.
Assessments
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•
The Customer Service Map was developed from research which identified common emotional
intelligence characteristics and the resulting behaviors of high-achieving customer service
professionals. By completing, scoring and profiling the results of The Customer Service Map, individuals
will gain an understanding of how they see themselves currently applying skills that are known
essentials to a high-achieving customer service professional. The scales are divided into two major
categories–Personal Skills Dimensions and Customer Contact Dimensions.
Communication Style
Under Stress
Intrapersonal Skills
Interpersonal Skills
Problematic
Behavior
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Interpersonal
Assertion
Self-Esteem
Self-Control
Resiliency
Time Management
Empathy
Trust
Rapport
Conflict Resolution
Problem Solving
•
Interpersonal
Aggression
Interpersonal
Deference
The Customer Service Survey is a 360-degree assessment. The Customer Service Survey is an external
(done by someone who knows the individual) rating system and is intended to validate skills claimed
by the test taker of The Customer Service Map.
Social/Emotional Learning
The Success Profiler™
Transition
Tools for Success®
Planning
13
The Success Profiler®
The Hiring Profile
The Hiring Profile assists in the identification of social/emotional factors
known to help one adapt to change, learn new skills, and commit to an
organization. Rather than attempting to address the knowledge and
skills needed on the job, the focus is on the emotional intelligence skills
needed for successful hiring. This profile utilizes our internationally
recognized Personal Skills Map (see page 10) with over 150 doctorallevel research papers and over 8.5 million administrations. The facts
speak loud and clear.
After the candidate has been hired, if barriers were identified, the
system provides skill enhancement to remove those barriers.
DISCLAIMER: The contents of these programs are designed to assist in the hiring of individuals who can adapt to change and learn new skills. This program should be
used in conjunction with the normal interviewing and hiring procedures. Further, the user should adhere to and follow all local, state and federal employment laws.
The user understands and agrees that its use of The Hiring Profile is at user’s own risk. The Hiring Profile and its content is provided “AS IS”. Oakwood Solutions LLC
(“Oakwood”) disclaims all warranties of any kind, either implied or expressed, including warranties of merchantability and fitness for a particular purpose. Note: The
use of assessments to evaluate an applicant’s honesty or integrity may be restricted in certain jurisdictions. Oakwood shall not be responsible for or liable for any
indirect, incidental, consequential, special, exemplary, punitive, or other damages. In no event will the total, aggregate liability of Oakwood, arising from, relating to,
or connected with The Hiring Profile or its contents, exceed the fees paid to Oakwood for the assessment.
No employee, agent, or representation of Oakwood has the authority to bind Oakwood to any other oral and/or written representations or warranties.
The Success Profiler®
The Leadership Profile
The focus of The Leadership Profile is on the identification and skill enhancement of social/emotional factors
known to help one become a more effective leader or manager.
Assessments
The Leadership Profile Assessments include:
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•
14
The Vision Description Form for Leadership identifies the vision for organizational leadership. Without a
clear vision, leadership will fail.
The Leadership Skills Map is a self-assessment of skills that are necessary to successfully lead others. The
assessment ranks individuals on leadership skills such as character, charisma, attitude, competence,
courage, accomplishment, problem solving, conflict resolution, vision, focus, assertion, empathy,
influence, motivation and nurturance.
The Leadership Skills Survey is a 360-degree assessment, to be completed by someone who knows the
individual well. It is intended to validate the skills claimed by the taker of the Leadership Skills Map.
The Integrity Map assesses key traits necessary for successful leadership. This assessment ranks individuals on
traits such as trust, consistency, commitment, responsibility, confidentiality, teamwork, sharing and honesty.
Transition
Tools for Success®
Planning
Social/Emotional Learning
The Success Profiler™
The Success Profiler®
The Learning Profile
The Learning Profile identifies and enhances social/emotional factors related to learning.
Assessments
•
The Cognitive Map helps individuals discern which method of
learning is most effective for them so that new behaviors can
be learned and habits can be changed for the better. While
there is no right or wrong way to learn, knowing which style
works best greatly enhances the ability to learn Scales rank
visual language, visual numerical, auditory language, auditory
numerical, kinesthetic, individual, or team learner, oral feedback,
and written feedback.
The Success Profiler®
The Sales Profile
Selling is a very emotionally driven activity. In recent research, emotional intelligence is credited as having a
major impact on the successful performance of a sales person. How one deals with failure and rejection is a
major component of EQ and a component of this profile.
Assessments
•
•
The Sales Success Map was developed from research which identified common emotional intelligence
characteristics and the resulting behaviors of high-achieving customer service professionals. By
completing, scoring and profiling the results of The Sales Success Map, individuals will gain an
understanding of how they see themselves currently applying skills that are known essentials to a
high-achieving sales professional. The scales are divided into two major categories–Personal Skills
Dimensions and Customer Contact Dimensions.
The Sales Success Survey is a 360-degree assessment. The Sales Success Survey is also an external (done
by others who know the individual) rating system. It is intended to validate skills of the test taker of
The Sales Success Map.
Personal Skills Dimensions
Customer Contact Dimensions
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Achievement Drive
Contact Initiation
Time Management
Self-Esteem
Rapport
Empathy
Presentation
Impact
Social/Emotional Learning
The Success Profiler™
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Feedback Management
Closing
Service Management
Transition
Tools for Success®
Planning
15
The Success Profiler®
The Sensitivity Profile
The Sensitivity Profile identifies and enhances social/emotional factors known to increase sensitivity and
appreciation of diversity.
Assessments
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The Sensitivity Map is a tool to help individuals identify core sensitivity traits within themselves. The
assessment ranks users on individual sensitivity (intrapersonal) and sensitivity to others (interpersonal),
as well as overall sensitivity.
The Sensitivity Survey is a 360-degree assessment, completed by someone who knows the individual
well. It is designed to validate the traits claimed by the taker of The Sensitivity Map.
The Scales:
PART I : SELF
• Self-Esteem
• Intrapersonal Awareness
PART II : OTHERS
• Interpersonal Awareness
• Empathy
• Spontaneity of Emotions
PART III : OVERALL RATING OF SENSITIVITY
• Overall Rating of Sensitivity
The Success Profiler®
The Team Profile
The Team Profile identifies and enhances social/emotional factors known to develop effective team-building skills.
Assessments
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•
16
The Vision Description Form for Team spells out the vision for teams within an organization. Teams
cannot be successful unless every member understands the vision.
The Integrity Map assesses key traits necessary for successful leadership/team building. This assessment
ranks individuals for traits such as trust, consistency, commitment, responsibility, confidentiality,
teamwork, sharing and honesty.
Transition
Tools for Success®
Planning
Social/Emotional Learning
The Success Profiler™
The Success Profiler®
The Violence Prevention Profile
The Violence Prevention Profile identifies and develops social emotional factors known to help individuals build
character and avoid violence.
Assessments
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The Violence Prevention Map is a tool to
gauge how individuals perceive their own
abilities to control their behavior and get
along with other people, especially in
stressful, hostile or threatening situations.
A higher score indicates a higher risk of
violent behavior.
The Violence Prevention Survey is a
360-degree assessment, done by someone
who knows the individual well. It is intended
to validate skills claimed by the taker of the
Violence Prevention Map.
The Violence Prevention Group Survey is a
tool to gauge how a group perceives their
overall safety within their organization. The
assessment provides the organization with
a quick read on how safe individuals feel
and gives valuable information about key
areas for improvement in order to create a
safer environment.
A Word on Predicting Violence
While the assessment tools included in this profile appear, on the surface, to help predict violence, they are
not foolproof (no such single assessment is infallible when dealing with human behavior) and should be
used in conjunction with other clinical judgements, self reports, and group reports to assess potential for
violence. This will minimize the chance that a threatening situation will escalate to the point of violence.
Always learn to treat potential violence seriously. It is highly recommended that, upon completion of the
assessments, individuals complete the skill enhancements assigned to them.
Social/Emotional Learning
The Success Profiler™
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Planning
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The Success Profiler®
Skill Enhancement System
The skill enhancements include over 50 hours of interactive multimedia learning activities, listening activities
and post-assessments. There are also 77 hours of additional individual and group activities. The skill
enhancements include:
• Self-Esteem – this skill building unit covers step-by-step instructions
on how to improve self-esteem—a perceived level of personal worth.
Our research on this skill indicates that it is the most fundamental of
all the skills and it relates to major aspects of mental health and a
healthy personality.
• Interpersonal Assertion – teaches how to effectively use direct,
honest, and appropriate expression of thoughts, feelings and
behaviors in dealings with others. It also covers how to be direct and
honest in communicating with others without violating the rights of
the other person.
• Interpersonal Awareness – improves one’s ability for appropriate
social, emotional, and physical distance in verbal and non-verbal
interactions with others.
• Empathy – covers how to sense, understand, and accept another person’s thoughts, feelings and behaviors.
Empathy is a primary characteristic of a skilled communicator. Persons with strong empathy tend to be
sociable and outgoing.
• Drive Strength/Motivation – teaches core motivation and goal-setting abilities. Drive strength includes
an ability to marshal energy and motivation toward the accomplishment of personal goals.
• Decision Making – improves skills in formulating and initiating effective problem-solving procedures. The
ability to make decisions is a key ingredient of self-acceptance and positive self-regard.
• Time Management – covers how to organize and use time to further individual and career goals. Ability
to manage time is an ingredient in self-regard, sensitivity to needs and perseverance in completing tasks.
• Sales Orientation/Leadership – teaches the basics of how to positively impact and influence the actions
of other people. The ability to influence others in a positive way is an important aspect of leadership/sales.
• Commitment Ethic – teaches how to complete projects and job assignments dependably and successfully.
Persons with strong commitment ethic are usually perceived as dependable and committed by others, are
inner-directed and persevere in completing projects regardless of difficulties encountered.
• Stress Management – teaches how to manage stress and anxiety. Persons with skills in managing stress
positively are competent managers of time and are flexible, self-assured, stable and self-reliant.
• Physical Wellness – covers step-by-step procedures to improve healthy attitudes and living patterns that
are important to physical health and well being. Physical wellness is highly correlated to positive stress
management and high self-esteem. Persons with high scores have developed high levels of self-control of
potentially harmful behavior patterns.
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Transition
Tools for Success®
Planning
Social/Emotional Learning
The Success Profiler™
Make It Work
Upon completion of a skill enhancement unit, the Make It Work section is administered. This part of the
program begins the difficult process of taking new knowledge (cognitive) and incorporating this knowledge
into one’s daily behavior. In other words, this is where we begin to address the difficult task of changing habits.
In order to change a habit, one must take the new knowledge (cognitive) and incorporate that into one’s
feelings (emotions) and actions (behavior) in order to unfreeze old habits and freeze new habits.
In this process, knowledge (cognitive) must be merged with feelings, emotions and behaviors (effective) in
order to make a permanent habit change.
The tools in the Make It Work section of the program are intended to be used for a period of 21 days. These
tools, along with the individual and group activities are to be used to change habits.
Included in the Make It Work section are:
Changing My Behavior
This section is intended to help users evaluate their use of a targeted skill. It is a short assessment that takes
a few minutes and helps users to see areas in need of development:
2.
Facing problems head-on and avoiding difficult or stressful situations.



I do this all the time, and I do it well.
I do this some of the time, but I need to improve.
I don’t do this, and I know I should.
My Action Plan
The Action Plan is where it all starts. The Action Plan is intended to help users take information that they have
just learned and put it into a plan that can be incorporated into their daily lives. It also includes affirmation
statements to help users change what they say, what they think, what they feel and how they behave:
Date: __________________
My Goals Page for Self-Esteem
In order for change to take place you must practice what you have just learned. Begin by stating the
goals you need to set in order to make change happen.
Goal: ______________________________________________________________________________
Obstacle: ___________________________________________________________________________
Solution: ___________________________________________________________________________
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Summary
The Summary section is a review of the general knowledge and information that has been learned in the
Skill Enhancement Unit. The references are also included for further reading. This information should be
taken by the users and kept to be reviewed on a daily basis. Keep in mind that the program functions on the
concept of twenty-one days to change a habit. Yet all of the activities are designed to help provide learning
experiences for those twenty-one days:
Summary of Self-Esteem
Definition: Self-esteem is the level of personal satisfaction related to attitudes, beliefs, and general
behavior. Your level of self-esteem affects the way you react to the world.
“Of all the judgments that we pass in life, none is as
important as the one we pass on ourselves, for that
judgment touches to the very center of our existence.”
—Nathaniel Brandon
Listening Activity
There are eleven different Listening Activities, one for each skill-building unit. The Listening Activity is
intended to help one develop the positive self-talk needed to help develop and learn to use the new skills
learned in the skill-building unit.
Post-Assessment
The Post-Assessment is to be completed after individuals have completed their 21-day journey for
incorporating the knowledge of a particular skill into their daily lives. It will give users a glimpse of just how
far they have come on their success journey.
Reminder: M = Most of the time; S = Some of the time; L = Least of the time.
SELF-ESTEEM POST-ASSESSMENT
Now, let’s see how things have changed for you ...
1. M/2 S/1 L/0 I am a cheerful person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. M/2 S/1 L/0 I solve my problems quite easily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. M/2 S/1 L/0 I am satisfied with my student or employee relationships . . . . . . . . . . . . . . . . . . . . . . . . .
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Transition
Tools for Success®
Planning
Social/Emotional Learning
The Success Profiler™
Supplemental Materials
The Supplemental Materials are intended to reinforce learning in the skill-enhancement units of the Success
Profiler. The Supplemental Materials are PDFs of Individual and Group Activities to reinforce key concepts
covered in the skill-enhancement units.
Social/Emotional Learning
The Success Profiler™
Transition
Tools for Success®
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21
Anger Management Program™
Road rage, murder, rape, and child abuse are just a few of the many tragedies
our society suffers as a result of violence. Violent behavior is often the result
of stressful events that trigger the inability to control an overwhelming sense
of anger. The Anger Management Program teaches a positive alternative to
violence, and in turn helps to develop a healthy personality.
The Anger Management Map is the core assessment in this program. The map
looks at empathy, the ability to put oneself in someone else’s shoes. Assertion,
the skill that helps people communicate effectively, honestly and appropriately
is ranked, along with the opposite traits of aggression (anger) and deference
(fear). Since stress is usually the trigger for anger, stress management is
assessed. The map also emphasizes the importance of change orientation,
which is the degree to which people are motivated for change. This scale is a
reliable predictor of the potential for success through training.
Skill Intervention Units:
•
Interpersonal Assertion
•
Empathy
•
Stress Management
• Interpersonal Assertion – teaches how to
effectively use direct, honest, and appropriate
expression of thoughts, feelings and behaviors
in dealings with others. It also covers how to be
direct and honest in communicating with others
without violating the rights of the other person.
• Empathy – covers how to sense, understand, and
accept another person’s thoughts, feelings and
behaviors. Empathy is a primary characteristic
of a skilled communicator. Persons with strong
empathy tend to be sociable and outgoing.
• Stress Management – teaches how to manage
stress and anxiety. Persons with skills in
managing stress positively are competent
managers of time and are flexible, self-assured,
stable and self-reliant.
Each skill enhancement module consists of
approximately 4-5 hours of interactive learning
activities, listening activities, and post-assessments
(total 15 hours).
Each skill enhancement includes the Make It Work
section (see pages 37-39).
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Social/Emotional
Transition
Tools for Success®
Planning
Learning
Anger Management
The Anger Management Program™
Bullying Prevention Series™
There are many programs addressing the issue of bullying. Most programs
focus on the knowledge or cognitive side rather than the effective or
emotional side of the bullying process. The Bullying Prevention Series
focuses on developing a healthy personality (emotionally competent)
in which personal psychological needs are met. This series utilizes the
following procedure:
Assessment – Intervention – Post Assessment
The series is broken into two parts: The Giver (or bully) and the Receiver
(or target). Both parts focus on the different psychological factors
related to the Giver and the Receiver. The typical bullying cycle must
include the act of aggression (Interpersonal Aggression) on the part of the Giver and a sign of submission
(Interpersonal Deference) by the Receiver. When these two essential elements are present, the bullying cycle
proceeds to feed on itself over time. This cycle is most easily broken at its initial onset, but it can be broken at
any later point in its progression by removing either one of its two key ingredients. Both assessments measure
the degree to which the individual is open to change to learn new skills (Personal Change Orientation).
The Bullying Prevention Series is a research-based assessment and intervention system to help build the
necessary personal skills to stop the bullying cycle in its tracks.
The Giver
This unique assessment and intervention system focuses on core personal effectiveness skills needed to avoid
becoming a Giver in the bullying process.
Skill Intervention Units:
•
•
Interpersonal Assertion
Self-Esteem
•
•
Empathy
Stress Management
•
Sales Orientation/Leadership
• Interpersonal Assertion—This is the desired trait. It addresses how to effectively use direct, honest and
appropriate expression of thoughts, feelings and behaviors in dealing with others.
• Self-Esteem—This is a critical skill for the Giver. Self-esteem is a perceived level of personal worth. Givers
may use bullying as a way of boosting self-esteem by demeaning others.
• Empathy—Empathy covers how to sense, understand and accept another person’s thoughts, feelings and
behaviors. A lack of empathy allows Givers to avoid feeling the negative effects of their behavior.
• Stress Management—Stress Management is the ability to manage stress and worry. Stress is the trigger
for aggressive, abusive behavior.
• Sales Orientation/Leadership—This area covers the basics of how to positively impact and influence the
actions of other people. The key word in this definition of leadership is positively. Most Givers possess
strong leadership skills, however they use these skills in a negative, rather than a positive, manner.
Bullying Prevention Series
Social/Emotional
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Tools for Success®
Planning
Learning
23
The Receiver
This program consists of an assessment and skill intervention system that focuses on the core personal
effectiveness skills needed to avoid becoming The Receiver in the bullying process.
Skill Intervention Units:
•
•
Interpersonal Assertion
Self-Esteem
•
•
Stress Management
Self-Control
•
Resiliency
• Interpersonal Assertion—This is the desired trait. It addresses how to effectively use direct, honest and
appropriate expression of thoughts, feelings and behaviors in dealing with others.
• Self-Esteem—This is a critical skill for the Receiver as well as the Giver. Self-Esteem is a perceived level of
personal worth. Low levels of Self-Esteem correlate highly with Interpersonal Deference. High levels of
Self-Esteem correlate with the desired skill of Interpersonal Assertion.
• Stress Management—This is the ability to manage stress and worry. When stress is unmanaged, Receivers,
who tend to be passive or deferring, will turn to aggression and anger.
• Self-Control—This is the ability to handle personal feelings and emotions in difficult life situations. SelfControl is a key skill for the Receiver to learn and use because SelfControl takes away the reward that the
Giver is seeking in a bullying situation.
• Resiliency—This includes the ability to proactively work through processes and activities and cause
bottom-line results to happen. Resiliency enables an individual to recover from previous abusive situations
and to help prevent future negative encounters.
Personal Giver Map Results
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Social/Emotional
Transition
Tools for Success®
Planning
Learning
Personal Receiver Map Results
Bullying Prevention Series
Conover Online Professional
®
™
Changes the Game
Assessment & Skill Building
Anytime. Anywhere.
Conover® Online™ Professional
25
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About These Exciting And Affordable Programs!
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Our webinars are structured to fit your time frames and needs. All you have to do is email us, call us, or go to
our website and let us know the dates and times you have available. We do the rest. Here is how it works:
STEP 1
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Select a date and time and
sign up for a webinar.
On the date and the time
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Click the link.
It will automatically connect
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That’s all there is to it. It is like having a professional sales consultant on-site without the hassle and commitment
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800-933-1943
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