Scale

Research Report

for Adaptive Testing Assessment

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 2

Overview of this Research Report

The purpose of this report is to provide the validity research for the Everything DiSC

®

assessment and

profiles. Section 1 includes background and research on the assessment, specifically on the Everything

DiSC assessment, the DiSC

®

scales that are derived from this information, and the circumplex

representation of the model. Sections 2-5 provide research on the application-specific models used in

Everything DiSC Management, Everything DiSC Sales, Everything DiSC Workplace

®

, and Everything

DiSC Productive Conflict. Section 6 provides the research for the 18 additional scales in Everything DiSC

Work of Leaders

®

. Section 7 provides the research for the Everything DiSC Comparison Report. The

Appendices contain more detailed information on the Everything DiSC assessment research.

Table of Contents

Section 1: Everything DiSC

®

Assessment Research ............................................................................... 4

The DiSC

®

Model .......................................................................................................................... 4

Assessment and Scoring ............................................................................................................... 5

Overview of the Validation Process ................................................................................................ 6

Reliability ....................................................................................................................................... 7

Validity ........................................................................................................................................ 12

Summary of the Validation Results ............................................................................................... 25

Section 2: Everything DiSC

®

Management Research ........................................................................... 26

Background ................................................................................................................................ 26

The Research .............................................................................................................................. 26

Summary of the Validation Results ............................................................................................... 32

Section 3: Everything DiSC

®

Sales Research ....................................................................................... 33

Background ................................................................................................................................ 33

The Research .............................................................................................................................. 33

Summary of the Validation Results ............................................................................................... 38

Section 4: Everything DiSC Workplace

®

Research ............................................................................... 39

Background ................................................................................................................................ 39

The Research .............................................................................................................................. 39

Summary of the Validation Results ............................................................................................... 42

Section 5: Everything DiSC

®

Productive Conflict Research ................................................................... 43

Background ................................................................................................................................ 43

The Research .............................................................................................................................. 43

Summary of the Validation Results ............................................................................................... 47

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assessments. 3

Section 6: Everything DiSC Work of Leaders

®

Research ...................................................................... 48

Background ................................................................................................................................ 48

The Validation Process ................................................................................................................ 48

Internal Reliability ......................................................................................................................... 48

Intercorrelations Among the Work of Leaders Scales .................................................................... 48

Correlations Among Work of Leaders Scales and DiSC

®

Scales ................................................... 52

Section 7: Everything DiSC

®

Comparison Report Research ................................................................. 54

Background ................................................................................................................................ 54

Selection of the Continua within Each Report ............................................................................... 54

Scoring of the Continua ............................................................................................................... 55

Internal Reliability ......................................................................................................................... 56

Intercorrelations Among the Continua Scales ............................................................................... 56

Summary of the Validation Results ............................................................................................... 57

Section 8: Appendices ........................................................................................................................ 58

Appendix 1. Everything DiSC

®

Assessment Development Sample Demographics ......................... 58

Appendix 2. Percent of Variance Accounted for by Gender ........................................................... 59

Appendix 3. Correlation Between the Everything DiSC Assessment and the 16PF......................... 60

Appendix 4. Correlation Between the Everything DiSC Assessment and the NEO-PI-R ................ 62

Appendix 5. References............................................................................................................... 64

Note: If you are interested in a deeper overview of the DiSC

®

model, research, and interpretation, we

encourage you to read the Everything DiSC

®

Manual—our comprehensive guide to the research that

supports the Everything DiSC suite of assessments. Available through your Everything DiSC Authorized

Partner, Amazon, and Wiley.com, this manual is an essential reference tool for anyone facilitating

Everything DiSC solutions.

Section 1: Everything DiSC

®

Assessment Research

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®

assessments. 4

Section 1: Everything DiSC

®

Assessment Research

The DiSC

®

Model

The foundation of DiSC

®

was first described by William Moulton Marston in his 1928 book, Emotions of

Normal People. Marston identified what he called four “primary emotions” and associated behavioral

responses, which today we know as Dominance (D), Influence (i), Steadiness (S), and Conscientiousness

(C). Since Marston’s time, many instruments have been developed to measure these attributes. The

Everything DiSC

®

assessment uses the circle, or circumplex, as illustrated below, as an intuitive way to

represent this model. Although all points around the circle are equally meaningful and interpretable, the

DiSC model discusses four specific reference points.

Dominance: direct, strong-willed, and forceful

Influence: sociable, talkative, and lively

Steadiness: gentle, accommodating, and soft-hearted

Conscientiousness: private, analytical, and logical

Figure 1. Circumplex DiSC Model

Section 1: Everything DiSC

®

Assessment Research

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®

assessments. 5

Although some people tend equally toward all of these regions, research indicates that most of us lean

toward one or two. Each person who takes the Everything DiSC

®

assessment is plotted on the circle,

also known as the Everything DiSC Map. The example in Figure 1 shows a person (represented by the

dot) who tends toward the D region, but also somewhat toward the i region. This represents a Di style.

This person, therefore, is probably particularly active, bold, outspoken, and persuasive, as these qualities

generally describe people who share both the D and i styles. The distance of the dot from the center of

the circle is also meaningful. People whose dots fall toward the edge of the circle, as shown in Figure 1,

are much more inclined toward their DiSC styles and are likely to choose the priorities of that style over

those of other styles. People whose dots fall close to the center of the circle are less inclined toward a

particular style and find it fairly easy to relate to the priorities of other styles.

Assessment and Scoring

The Everything DiSC assessment asks participants to respond to statements on a five-point ordered

response scale, indicating how much they agree with each statement. These responses are used to form

scores on eight scales (standardized to have a mean of zero and standard deviation of one) that are

located around the DiSC

®

circle, as shown in Figure 2. The eight scales are as follows:

D measures a direct, dominant disposition using adjectives such as aggressive, strong-willed, and

forceful.

Di measures an active, fast-paced disposition using adjectives such as dynamic, adventurous, and bold.

i measures an interactive, influencing disposition using adjectives such as sociable, lively, and talkative.

iS measures an agreeable, warm disposition using adjectives such as trusting, cheerful, and caring.

S measures an accommodating, steady disposition using adjectives such as considerate, gentle, and

soft-hearted.

SC measures a moderate-paced, cautious disposition using adjectives such as careful, soft-spoken, and

self-controlled.

C measures a private, conscientious disposition using adjectives such as analytical, reserved, and

unemotional.

CD measures a questioning, skeptical disposition using adjectives such as cynical, stubborn, and critical.

Section 1: Everything DiSC

®

Assessment Research

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®

assessments. 6

Figure 2. Eight DiSC

®

Scales

During the assessment process, the respondent’s variance on each of the eight scales is calculated. If

the variance on a particular scale is above a predetermined cut-off, the participant is presented with

additional items for that scale. In this way, the assessment can gain more certainty with regard to the

respondent’s true score. This process mirrors those used in other adaptive testing assessments.

An individual’s scores on the eight scales are then used to plot the individual on the Everything DiSC

®

Map, as represented by a dot. (Note that these eight scale scores are not directly reported in the

profiles.) The Everything DiSC Map is divided into 12 sections, or styles, each representing 30 degrees

within the circle. Feedback is largely based on the section in which the dot falls. Other factors, such as

the dot’s distance from the center of the circle and the individual’s priorities, are also reflected in the

feedback.

Overview of the Validation Process

Psychological instruments are used to measure abstract qualities that we can’t touch or see. These are

characteristics like intelligence, extroversion, or honesty. So how do researchers evaluate these

instruments? How do we know whether such tools are actually providing accurate information about

these characteristics or just generating haphazard feedback that sounds believable? Simply put, if an

instrument is indeed useful and accurate, it should meet a variety of different standards that have been

established by the scientific community. Validation is the process through which researchers assess the

Section 1: Everything DiSC

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®

assessments. 7

quality of a psychological instrument by testing the tool against these different standards. This paper is

designed to help you understand these different standards and see how the Everything DiSC

®

assessment performs under examination.

Validation asks two fundamental questions:

1. How reliable is the tool? That is, researchers ask if an instrument measures in a consistent and

dependable way. If the results contain a lot of random variation, it is deemed less reliable.

2. How valid is the tool? That is, researchers ask if an instrument measures accurately. The more that a

tool measures what it proposes to measure, the more valid the tool is.

Note that no psychometric tool is perfectly reliable or perfectly valid. All psychological instruments are

subject to various sources of error. Reliability and validity are seen as matters of degree on continuous

scales, rather than reliable/unreliable and valid/invalid on dichotomous scales. Consequently, it is more

appropriate to ask, “How much evidence is there for the reliability of this tool?” than, “Is this tool

reliable?”

Reliability

When we talk of reliability in relation to profiles such as DiSC



assessments, then we are referring partly

to the tool’s stability and partly to its internal consistency.

Stability refers to the tool’s ability to yield the same measurements over a period of time. This is generally

tested by having the same people complete the tool’s questionnaire twice, with a suitable time interval

between the two measurements (the so-called test-retest.) The results are then compared to determine

how strongly they relate to each other (or correlate). If a person’s DiSC style remains unchanged, a stable

tool should produce results that are quite similar between two different administrations. In reality,

however, it is almost impossible to obtain perfect test-retest reliability on any sophisticated psychological

test, even if the individual in question does not change on the measured attribute. This is because test

results are influenced by a variety of extraneous factors that are unrelated to the characteristics that the

test intends to measure. For instance, someone who is tired during one testing may answer differently

than she will on a second testing when she is well-rested. Similarly, another person may respond to a

Section 1: Everything DiSC

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®

assessments. 8

test differently depending on the mood he is in. Generally speaking, the longer the interval between two

test administrations, the greater the chance that these random variables can artificially lower the test-

retest reliability of an instrument. In other words, the longer the time period between two testings, the

lower we would expect the test-retest reliability to be.

In practical terms, the stability of DiSC

®

(i.e., test-retest reliability) is measured by asking a group of

respondents to take a DiSC instrument and then asking those same respondents to take the same test

again at a later time. This stability can be quantified in the form of a reliability coefficient, which is a

statistic that is generated by looking at the mathematical relationship between a group’s initial scores on

an instrument and their subsequent scores. Reliability coefficients range between 0 and +1. The closer

that a correlation coefficient is to +1, the more stable the instrument is considered to be. Researchers

generally use the following guidelines to help them interpret these test-retest reliability coefficients:

coefficients above .70 are considered acceptable, and coefficients above .80 are considered very good.

The eight scales of the Everything DiSC



assessment have been measured for their test-retest reliability

over a two-week period and the following coefficients were found:

Table 1. Scale Test-Retest Reliabilities

Scale

Reliability

Di

.86

i

.87

iS

.85

S

.86

SC

.88

C

.85

CD

.85

D

.86

N = 599

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These results suggest that results produced by the Everything DiSC

®

assessment are quite stable over

time. Consequently, test takers and test administrators should expect no more than small changes when

instrument is taken at different times. As the period between administrations increases, however, the

divergent results of these administrations will become more and more noticeable.

Note that even over very short intervals an instrument’s results can show small changes. In fact, it is

unlikely that two administrations of a test will yield the exact same results on any sophisticated

psychological instrument. When such changes are observed in DiSC

®

, however, the fundamental

interpretation of the results will usually be the same.

Internal consistency evaluates the degree of correlation among questions that profess to measure the

same thing. That is, each of the eight scales in the DiSC model is measured using a series of different

items (i.e., questions in the form of statements, such as I am direct, I tend to take the lead, I want things

to be exact, I am always cheerful). Researchers recognize that if all of the items on a given scale (e.g., the

D scale) are in fact measuring the same thing (e.g., Dominance), they should all correlate with each other

to some degree. In other words, all of the items on a scale should be consistent with each other. A

statistic called Cronbach’s alpha is usually regarded as the best method of evaluating internal

consistency.

Figure 3. D Scale Items

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assessments. 10

Cronbach’s alpha expresses the degree of correlation as a specific number, which typically varies

between 0.0 and 1.0. If the value of alpha is 0.0, then there is no relationship among the

items/statements on a given scale. On the other hand, if all the statements in a questionnaire measure in

an identical fashion, then the value of alpha will be 1.0, which indicates absolute internal consistency.

Cronbach’s alpha is calculated separately for each of the assessment’s eight scales.

The following guidelines are frequently used to evaluate the quality of a scale’s internal reliability: alpha

values above .70 are generally considered acceptable and satisfactory, alpha values above .80 are

usually considered quite good, and values above .90 are considered to reflect exceptional internal

consistency. In fact, alpha values that are too high may indicate that the items on a scale are redundant

or too similar. In such cases, many of the instrument’s items may provide very little new information

about a respondent.

Alpha coefficients were calculated for a sample of 752 respondents. The demographics of this sample

are included in Appendix 1. The scales on the Everything DiSC

®

instruments demonstrate good-to-

excellent internal consistency, as shown by the alpha values listed in Table 2. All reliabilities are well above

.70, with a median of .87.

Table 2. Internal Consistency of the Everything DiSC

®

Scales

Scale

Number of Items

Cronbach’s Alpha

Di

9

.90

i

7

.90

iS

9

.86

S

10

.87

SC

12

.84

C

11

.79

CD

12

.87

D

8

.88

N = 752

Section 1: Everything DiSC

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®

assessments. 11

Analyses were also performed to understand the impact of the extra, adaptive questions that some

respondents receive if there is a large amount of variation within their responses to a single scale’s items.

That is, if the variance in a respondent’s ratings to a scale’s items is above a certain level, the respondent

is given five to ten extra items that continue to measure the trait assessed by the scale. For convenience,

the items that all respondents receive will be called “base items” and the items that only inconsistent

responders receive will be called “extra items.”

Table 3 shows the internal reliabilities for only those respondents who gave the most inconsistent

responses to a given scale’s items, measured by a high degree of response variance. In other words,

these are respondents whose scale preferences seemed most unclear. In the first bold column are the

alphas for those respondents using both the base items and extra items (which reflects how these

respondents are measured in the actual assessment). In the second bold column are the alphas for

those respondents using only the base items. With only the base items, the median alpha in this

subsample is .62. The median alpha when the extra items are included is .77. By comparing these two

columns, we can see the internal consistency is much higher for these unclear respondents when they

receive the extra items. In essence, these extra items are used to further gauge the target trait when the

normal assessment has produced unclear or variable results. The final column shows the percentage of

respondents in the sample who received extra items on a given scale. On average, 24% of respondents

received extra items on an individual scale.

Section 1: Everything DiSC

®

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®

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Table 3. Alpha Coefficients for High Variance Respondents

With Extra Items

Without Extra Items

Scale

Alpha

N

# Items

Alpha

N

# Items

%

Receiving

Extra

Items

Di

.80

170

14

.63

170

9

23

i

.82

105

12

.60

105

7

14

iS

.76

214

14

.58

214

9

28

S

.78

174

15

.64

174

10

23

SC

.76

223

17

.64

223

12

30

C

.78

261

19

.61

261

11

35

CD

.74

188

22

.63

188

12

25

D

.68

116

13

.34

116

8

15

Validity

As mentioned, validity indicates the degree to which a tool measures that which it has been designed to

measure. Assessing the validity of a psychological tool that measures abstract qualities (like intelligence,

extroversion, or honesty) can be tricky. There are, however, a number of basic strategies that

researchers use to answer the question, “How well is this instrument measuring what it says it’s

measuring?” The validation strategies discussed here fall under the heading of construct validity.

Construct Validity

Construct validity examines the validity of a tool on a highly theoretical level. A construct is an abstract

idea or concept (such as intelligence, dominance, or honesty) that is used to make sense of our

experience. The Di scale of the Everything DiSC

®

instruments, for example, measures a particular

construct (i.e., the tendency to be bold, adventurous, and fast paced). This “bold” construct, in turn, is

theoretically related to a variety of other constructs. For instance, it is reasonable to assume that

someone who is very bold will not be particularly cautious in nature. Thus, bold tendencies and cautious

tendencies are theoretically linked in a negative manner. Consequently, if our measure of a bold tendency

Section 1: Everything DiSC

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assessments. 13

has high validity, people scoring high on the Di scale should score relatively low on a scale measuring

cautiousness, such as the SC scale. This is essentially what researchers do when they examine

construct validity. First, they specify a series of theoretical relationships (e.g., the construct of boldness is

theoretically related to the constructs of X, Y, and Z). Then, they test these theoretical relationships

empirically to see if the relationships actually exist. If the proposed relationships do exist, the instrument

is thought to have higher validity.

Scale Intercorrelations

As you might imagine, there are a variety of different ways to test construct validity. First, we can examine

the validity of an instrument as a whole. Instruments like the Everything DiSC

®

assessment propose an

underlying model in which the scales have a specific relationship to each other. Researchers examine the

actual relationship among the scales to see if they reflect the theoretical relationship proposed by the

model.

The DiSC

®

model proposes that adjacent scales (e.g., Di and i) will have moderate correlations. That is,

these correlations should be considerably smaller than the alpha reliabilities of the individual scales. For

example, the correlation between the Di and i scales (.50) should be substantially lower than the alpha

reliability of the Di or i scales (both .90). On the other hand, scales that are theoretically opposite (e.g., i

and C) should have strong negative correlations. Table 4 shows data obtained from a sample of 752

respondents who completed the Everything DiSC assessment. The correlations among all eight scales

show strong support for the model. That is, moderate positive correlations among adjacent scales and

strong negative correlations are observed between opposite scales.

Section 1: Everything DiSC

®

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®

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Table 4. Scale Intercorrelations

Scale

D

Di

i

iS

S

SC

C

CD

D

.88

Di

.46

.90

i

.14

.50

.90

iS

-.37

.04

.47

.86

S

-.69

-.31

.03

.57

.87

SC

-.62

-.73

-.56

-.13

.34

.84

C

-.19

-.43

-.70

-.49

-.18

.45

.79

CD

.42

-.14

-.37

-.68

-.66

-.08

.26

.87

Cronbach’s alpha reliabilities are shown in bold along the diagonal, and the correlation coefficients among scales are shown

within the body of the table. Correlation coefficients range from -1 to +1. A correlation of +1 indicates that two variables are

perfectly positively correlated such that as one variable increases, the other variable increases by a proportional amount. A

correlation of -1 indicates that two variables are perfectly negatively correlated, such that as one variable increases, the other

variable decreases by a proportional amount. A correlation of 0 indicates that two variables are completely unrelated; N=752, as

shown in Appendix 1.

Because the Everything DiSC

®

assessment model proposes that the eight scales are arranged as a

circumplex, an even more strict set of statistical assumptions are required of the data. The pattern of

correlations for a given scale are expected to be arranged in a particular order. As can be seen in Table

5, the strongest theorized correlation for a given scale is labeled r

1

. The second strongest is labeled r

2

,

and so on. In this case, r

4

represents the correlation with a theoretically opposite scale. Consequently, r

4

should be a reasonably strong negative correlation. For each scale, we should observe the following

relationship if the scales support a circumplex structure: r

1

> r

2

> r

3

> r

4

.

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Table 5. Expected Scale Intercorrelations

Scale

D

Di

i

iS

S

SC

C

CD

D

1.00

Di

r

1

1.00

i

r

2

r

1

1.00

iS

r

3

r

2

r

1

1.00

S

r

4

r

3

r

2

r

1

1.00

SC

r

3

r

4

r

3

r

2

r

1

1.00

C

r

2

r

3

r

4

r

3

r

2

r

1

1.00

CD

r

1

r

2

r

3

r

4

r

3

r

2

r

1

1.00

Looking at Table 6, we do, in fact, observe a r

1

> r

2

> r

3

> r

4

pattern for each scale. In addition, we can

examine the magnitude of these correlations in comparison to the theoretically expected magnitudes.

The predicted magnitudes of r

1

, r

2

, r

3

, r

4

under a circumplex structure are listed in Table 4, as

described by Wiggins (1995). The “actual” r

x

values are the median correlations for a given r

x

. Although

the actual and predicted values are not exactly the same (a near impossible standard for practical

purposes), the magnitude of the actual and predicted correlation values is quite similar, thus providing

additional support for the DiSC

®

circumplex model and the ability of the Everything DiSC

®

assessment to

measure this model.

Table 6. Actual and Predicted Scale Relationships

r

1

>

r

2

>

r

3

>

r

4

.45

>

-.11

>

-.46

>

-.69

Actual (median)

.42

>

.03

>

-.36

>

-.73

Predicted

The Dimensionality of the DiSC

®

Model: Multidimensional Scaling (MDS)

A statistical technique called multidimensional scaling also adds support to the DiSC model as a

circumplex. This technique has two advantages. First, it allows for a visual inspection of relationship

among the eight scales. Second, this technique allows researchers to look at all of the scales

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simultaneously. In Figure 4, scales that are closer together have a stronger positive relationship. Scales

that are farther apart are more dissimilar. The circumplex DiSC

®

model predicts that the eight scales will

be arranged in a circular format at equal intervals.

As can be seen in Figure 4, the scales are arranged in a way that is expected by the DiSC model. (Keep

in mind that the original MDS rotation is presented below and this rotation is arbitrary.) Although the eight

scales do not form a perfectly equidistant circle (as predicted by the model), this theoretical ideal is nearly

impossible to obtain with actual data. The actual distance between the scales, however, is roughly equal,

providing strong support for the model and its assessment.

Figure 4. MDS Two-Dimensional Solution

Note: Stress = .01326; RSQ = .99825; N = 752

As can be seen above, all scales are closest to the scales that are theoretically adjacent to them in the

model. For instance, the Di is closest to the D scale and i scale, as predicted by the model. In addition,

scales that are theoretically opposite (e.g., i and C) are generally furthest away from each other on the

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plot. Consequently, this analysis adds strong support for the two-dimensional DiSC

®

model and the

ability of the Everything DiSC

®

assessment to measure that model.

Additionally, the S-stress of the model is .01326 and the RSQ value is .99825. These values reflect the

ability of a two-dimensional model to fit the data. Lower S-stress values are preferred (with a minimum of

0) and higher RSQ values are preferred (with a maximum of 1). Both of these values are almost ideal in

the data, suggesting that the two-dimensional DiSC model fits the participant data exceptionally well.

The Dimensionality of the Circumplex DiSC

®

Model: Factor Analysis

(Note that this section may require some statistical background to understand fully.)

To further explore the dimensionality of the model, a principle components factor analysis was performed

on all eight scales using a varimax rotation. The eigenvalues clearly reinforce the two-dimensional

structure underlying the eight scales, as shown in Table 7. Only two components demonstrate

eigenvalues above one, and both of these are well above one. Further, components 3 through 8 all have

eigenvalues that decrease smoothly and are meaningfully below one. Consequently, regardless of

whether we use Kaiser’s Criterion or a scree plot method of determining the number of factors to extract,

the number of retained factors is two, as predicted by the model.

Table 7. Factor Analysis Eigenvalues

Component

Eigenvalues

1

3.10

2

2.95

3

0.60

4

0.38

5

0.37

6

0.31

7

0.23

8

0.04

N = 752

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The rotated factor loadings are listed in Table 8. (Note that the loadings were rotated such that the

loadings reflect the original DiSC

®

rotation.) The pattern of loadings is as expected for a circumplex

model, as listed under the “Ideal Loadings” column. That is, with a circumplex model, we would expect

that some scales would have high loadings on one component and near zero loadings on the other

component (i.e., Di, iS, SC, and CD) and some scales would have moderately high loadings on both

components (e.g., D, i, S, and C).

Table 8. Factor Loadings for the Eight DiSC

®

Scales

Actual Loadings

Ideal Loadings

Scale

Vertical

Dimension

Horizontal

Dimension

Vertical

Dimension

Horizontal

Dimension

D

.51

-.73

.707

-.707

Di

.83

.09

1.000

.000

i

.56

.67

.707

iS

.06

.88

.000

1.000

S

-.76

.48

-.707

.707

SC

-.90

-.03

-1.000

.000

C

-.61

-.56

-.707

CD

-.09

-.85

-.000

1.000

Further, the pattern of negative and positive loadings is as expected. For example, the i and C scales

share no common dimensions, and consequently show an opposing pattern of negative loadings (the C

scale) and positive loadings (the i scale). However, the D and i scales would be expected to share one

component but be opposite on the other component. This is what we observe, since both scales are

negatively loaded on component 1, but have opposite loadings on component 2.

Table 9 shows the ideal and actual angular locations for the eight DiSC scales. The deviation column

indicates that the actual angles are very similar to the ideal angles. The absolute average deviation is 3.8,

which is lower than many of the interpersonal-based instruments currently available. Vector length, as

shown in the last column of Table 9, reflects the extent to which the scale is represented by the two

underlying dimensions (Kiesler et al., 1997). These values can range from 0.0 to 1.0. A length of .80 is

Section 1: Everything DiSC

®

Assessment Research

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®

assessments. 19

considered very good and a length above .90 is considered exceptional. The mean vector length of .87

suggests that the scales have a strong relationship with the dimensions they are intended to measure.

Table 9. Angular Locations for the Eight DiSC

®

Scales

Scale

Actual Angle

Ideal Angle

Deviation

Vector Length

D

325

315

10

.89

Di

6

0

6

.83

i

40

45

-5

.87

iS

86

90

-4

.88

S

122

135

-13

.90

SC

182

180

2

.90

C

223

225

-2

.82

CD

276

270

6

.85

Correlations with Other Assessments of Personality

Another method used to provide evidence of construct validity involves correlating an assessment with

other well-respected assessments of similar traits. For this purpose, a group of respondents took the

Everything DiSC

®

assessment and two established measures of personality: the NEO

®

Personality

Inventory – Revised (NEO PI-R

™

) and the Sixteen Personality Factor Questionnaire (16PF

®

).

The NEO PI-R is a 240-item assessment designed to measure the five-factor model of personality:

Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience (McCrae &

Costa, 2010). The 16PF is a 185-item assessment designed to measure sixteen primary personality

traits, as well as the five factor model of personality (IPAT, 2009). The assessment also provides scores

on nineteen additional scales in the following areas: self-esteem and adjustment, vocational interests,

social skills, leadership, and creativity.

The correlations among the Everything DiSC scales and the NEO PI-R and the 16PF are shown in

Appendices 3 and 4. For the purposes of interpretation, a summary is provided here. For each

Everything DiSC scale, the ten strongest correlations with either the NEO PI-R or 16PF are listed.

Section 1: Everything DiSC

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®

assessments. 20

The Di Scale. The scales listed in Table 10 reflect the active, socially influential disposition that is

measured by the Di scale. Although not listed in the table, this scale also demonstrated high correlations

with the Excitement Seeking (r=.51) and Achievement Striving (r=.48) scales of the NEO PI-R

™

. This

reflects the adventurous, pioneering aspects of the Di scale.

The i Scale. The scales listed in Table 11 reflect the extraverted, lively disposition that is measured by the

i scale, as well as some elements of social poise or competence. Although not listed in the table, this

scale also demonstrated high correlations with Positive Emotions (r=.50) and Self-consciousness (r= -.48)

scale of the NEO PI-R. The i scale also had high correlations with Social (r=.56) and Enterprising (r=.53)

vocational interest scales.

The iS Scale. The scales listed in Table 12 reflect the warm, accepting, and empathic disposition

measured by the iS scale. Although not listed in the table, the iS scale also had significant correlations

with the Emotional Sensitivity (r= .42) scale of the 16PF

®

. Significant negative correlations with the Angry

Hostility (r= -.46; NEO PI-R)), Tension (r= -.43; 16PF), and Anxiety (r= -.41; 16PF) scales reflect the more

cheerful, easy-going disposition measured by the iS scale.

Table 10. Strongest Correlations Between the Di Scale and the NEO PI-R

TM

and 16PF

®

Scale

Instrument

r

Assertiveness

NEO PI-R

.68

Creative Potential

16PF

.62

Independence

16PF

.60

Activity

NEO PI-R

.57

Emotional Expressivity

16PF

.56

Social Expressivity

16PF

.55

Dominance

16PF

.54

Social Control

16PF

.53

Enterprising

16PF

.53

Social Boldness

16PF

.52

Section 1: Everything DiSC

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®

assessments. 21

Table 11. Strongest Correlations Between the i Scale and the NEO PI-R

TM

and 16PF

®

Scale

Instrument

r

Social Expressivity

16PF

.74

Extraversion

16PF

.70

Social Boldness

16PF

.70

Extraversion

NEO PI-R

.69

Social Adjustment

16PF

.68

Gregariousness

NEO PI-R

.65

Social Control

16PF

.62

Liveliness

16PF

.62

Warmth

NEO PI-R

.60

Leadership Potential

16PF

.60

Table 12. Strongest Correlations Between the iS Scale and the NEO PI-R

TM

and 16PF

®

Scale

Instrument

r

Warmth

NEO PI-R

.61

Positive Emotions

NEO PI-R

.57

Empathy

16PF

.56

Trust

NEO PI-R

.55

Altruism

NEO PI-R

.53

Agreeableness

NEO PI-R

.52

Extraversion

NEO PI-R

.52

Extraversion

16PF

.51

Warmth

16PF

.49

Compliance

NEO PI-R

.47

The S Scale. The scales listed in Table 13 reflect the agreeable, peaceful, and accommodating

disposition measured by the S scale. The original conceptualization of the S scale also included a

Section 1: Everything DiSC

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®

assessments. 22

number of submissive tendencies, which is reflected by correlations with Compliance, Independence,

and Dominance. It is worth noting the Straightforwardness scale is designed to measure sincerity or

genuineness (rather than directness or bluntness), which is consistent with the S construct.

The SC Scale. The scales listed in Table 14 reflect the self-controlled, cautious, and passive disposition

measured by the SC scale. Although not listed in the table, the SC scale had significant positive

correlations with a number of scales, particularly on the NEO PI-R

™

. These include Self-Consciousness

(r=.44), Compliance (r=.41), and Modesty (r=.37).

The C Scale. The scales listed in Table 15 reflect the introverted and emotional reserved disposition

measured by the C scale. Although not listed in the table, the C scale had significant positive correlations

with the Self-reliance (r=.51; 16PF

®

), Self-consciousness (r=.41; NEO PI-R), and Privateness (r=.33;

16PF) scales. Correlations with the Order (r=.07; NEO PI-R), Perfectionism (r=.15;16PF), and

Conscientiousness (r=.11; NEO PI-R) scales were significant, but smaller than expected. It is important to

note that the C scale is designed to measure a reserved, methodical, analytical disposition rather than

directly measuring a preference for order.

Table 13. Strongest Correlations Between the S Scale and the NEO PI-R

TM

and 16PF

®

Scale

Instrument

r

Agreeableness

NEO PI-R

.67

Compliance

NEO PI-R

.65

Altruism

NEO PI-R

.47

Trust

NEO PI-R

.39

Straightforwardness

.39

Creative Potential

16PF

-.32

Independence

16PF

-.40

Dominance

16PF

-.45

Tension

16PF

-.45

Angry Hostility

NEO PI-R

-.53

Section 1: Everything DiSC

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®

assessments. 23

Table 14. Strongest Correlations Between the SC Scale and the NEO PI-R

TM

and 16PF

®

Scale

Instrument

r

Dominance

16PF

-.63

Social Adjustment

16PF

-.64

Enterprising

16PF

-.65

Social Boldness

16PF

-.66

Social Expressivity

16PF

-.67

Social Control

16PF

-.67

Emotional Expressivity

16PF

-.69

Independence

16PF

-.71

Creative Potential

16PF

-.72

Assertiveness

NEO PI-R

-.75

Table 15. Strongest Correlations Between the C Scale and the NEO PI-R

TM

and 16PF

®

Scale

Instrument

r

Liveliness

16PF

.61

Warmth

NEO PI-R

.57

Social

16PF

.56

Empathy

16PF

.55

Gregariousness

NEO PI-R

.53

Social Boldness

16PF

.52

Social Adjustment

16PF

.52

Extraversion

NEO PI-R

.51

Social Expressivity

16PF

.49

Extraversion

16PF

.47

Section 1: Everything DiSC

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®

assessments. 24

The CD Scale. The scales listed in Table 16 reflect the skeptical, challenging disposition measured by the

CD scale. Although not listed in the table, the CD scale had significant positive correlations with the

Vigilance (r=.31; which measures an expectation of being misunderstood or taken advantage of) and

Self-reliance (r=.30; which is opposed with group-orientation) scales of the 16PF

®

.

The D Scale. The scales listed in Table 17 reflect the forceful, outspoken disposition that is measured by

the D scale. Although not listed in the table, the D scale also had significant positive correlations with the

Social Boldness (r=.32; 16PF) and Activity (r=.32; NEO PI-R

™

) scales. As mentioned earlier, the

Straightforwardness scale of the NEO PI-R is designed to measure sincerity rather than bluntness. Low

scorers are described as more likely to manipulate others or to be cunning.

Table 16. Strongest Correlations Between the CD Scale and the NEO PI-R

TM

and 16PF

®

Scale

Instrument

r

Tension

16PF

.55

Angry Hostility

NEO PI-R

.51

Anxiety

16PF

.45

Positive Emotions

NEO PI-R

-.41

Altruism

NEO PI-R

-.42

Warmth

NEO PI-R

-.43

Empathy

16PF

-.44

Trust

NEO PI-R

-.47

Agreeableness

NEO PI-R

-.48

Compliance

NEO PI-R

-.55

Section 1: Everything DiSC

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®

assessments. 25

Table 17. Strongest Correlations Between the D Scale and the NEO PI-R

TM

and 16PF

®

Scale

Instrument

r

Dominance

16PF

.63

Independence

16PF

.60

Assertiveness

NEO PI-R

.55

Creative Potential

16PF

.51

Emotional Expressivity

16PF

.50

Enterprising

16PF

.44

Social Control

16PF

.35

Straightforwardness

NEO PI-R

-.35

Agreeableness

NEO PI-R

-.58

Compliance

NEO PI-R

-.63

Summary of the Validation Results

Evaluation of the Everything DiSC

®

assessment indicates that there is strong support for the reliability and

validity of this tool. Analyses suggest that the scales’ reliabilities are in the good-to-excellent range, with a

median coefficient alpha of .87 and a median test-retest reliability of .86. Analyses examining the validity

of the tool were also very favorable. The circumplex structure of the assessment conforms well to

expectations, as assessed by multidimensional scaling, scale intercorrelations, and factor analysis. The

relationships among the eight scales are highly supportive of the circumplex structure and strongly reflect

the expected pattern of correlations hypothesized under the DiSC

®

model. Correlations between the

Everything DiSC scales and the scales of the NEO PI-R

™

and the 16PF

®

provide additional support for

the validity of the assessment.

Section 2: Everything DiSC

®

Management Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 26

Section 2: Everything DiSC

®

Management Research

Background

Each Everything DiSC

®

instrument uses an application-specific model to give context to the report

interpretation. The management model in the Everything DiSC Management Profile, shown in Figure 5,

helps managers understand how they approach their work. The eight words around the map indicate the

top priorities of managers with different DiSC

®

styles. For example, the priorities of “S” managers are

Support, Reliability, and Collaboration. The development of this model was based on empirical data

gathered from both managers and employees.

The Research

First, participants with management experience (N=427) were presented with a series of statements

describing management tasks and asked the importance of each when working as a manager. For

instance, participants were asked to rate the importance of “Setting high expectations” on a five-point

scale, ranging from “Not Important” (1) to “Crucially Important” (5). Statements were grouped into eight

categories that represent the eight priorities on the circle above. Each category contained four to five

statements. The 36 individual statements are shown in Table 18.

Figure 5. Everything DiSC Management Model

Section 2: Everything DiSC

®

Management Research

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®

assessments. 27

Table 18. Statements Used to Measure the Priorities from the Manager’s Perspective

Priority

Statement

Action

Maintaining forward momentum on your team

Creating goals for the team that are inspiring

Getting new projects moving quickly

Encouraging the team to maintain an energetic pace

Encouraging people to take risks

Encouragement

Celebrating group victories

Praising people for good work

Letting people know that you're optimistic about their progress

Creating enthusiasm in the team

Collaboration

Building a sense of collaboration

Encouraging teamwork

Providing feedback in a way that's warm and understanding

Making sure that everyone's getting along

Support

Letting people know that you are there to help them out whenever they need it

Checking in with people to make sure they are doing ok

Taking time to listen to people's concerns and fears

Letting people know that you're patient with their mistakes

Reliability

Creating a stable work environment

Being consistent in your management

Checking to make sure people have the resources they need

Giving people time to adjust to changes

Providing people with clear guidelines for doing their work

Objectivity

Maintaining objectivity in your management decisions

Ensuring that decisions are based on logical analysis

Emphasizing the need for quality work

Making accuracy a top priority

Separating out emotions from facts when making decisions

Section 2: Everything DiSC

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®

assessments. 28

Table 18. Continued

Priority

Statement

Challenge

Challenging ideas that don't make sense to you

Questioning employee's actions when they don't seem logical to you

Letting people know when they aren't performing up to your standards

Questioning procedures or practices that aren't efficient

Providing people with new challenges

Drive

Constantly pushing yourself and others toward results

Creating a sense of urgency in the team

Getting results that are practical and concrete

Setting high expectations

After participants rated each statement, the average response for statements within a priority category

was calculated. Consequently, all participants had a category score for all eight priorities. These category

scores were then ipsatized by subtracting a mean score across all statements. Ipsatizing controls for

response bias and ensures that the category scores reflect the relative importance of the eight priorities

for a particular participant.

The category scores were then submitted to a multidimensional scaling analysis. This analysis allows

researchers to look at the relationship among the eight categories and determine if the categories relate

to each other in the manner predicted by the model. The results of the analysis are presented in Figure 6.

Categories that are closer together share more in common and categories that are further apart are more

dissimilar.

As expected, the eight priorities form a circular shape, with the priorities arranged as predicted by the

management model. That is, the sequence around the circle proceeds as follows: Action,

Encouragement, Collaboration, Support, Reliability, Objectivity, Challenge, and Drive. Although the eight

scales do not form a perfectly equidistant circle (as predicted by the model), this theoretical ideal is nearly

impossible to obtain with actual data.

Section 2: Everything DiSC

®

Management Research

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®

assessments. 29

To capture management priorities from the perspective of employees, a second study was performed. In

this study, 699 participants were asked to think of their previous experiences reporting to a manager.

They were then presented with a series of management tasks and asked to rate how important each was

for a manager to perform. For instance, participants rated how important “Taking time to listen to my

concerns and fears” was on a 5-point scale ranging from “Not Important” (1) to “Crucially Important” (5).

Again, statements were grouped into eight categories that represent the eight priorities in Figure 5. Each

category contained three to five statements. As described in the previous study, statement ratings within

a priority category were averaged and ipsatized to arrive at a category score. The individual statements

used in this study are shown in Table 19.

Figure 6. Multidimensional Scaling Results for Managers

Section 2: Everything DiSC

®

Management Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 30

Table 19. Statements Used to Measure the Priorities from an Employee’s Perspective

Priority

Statement

Drive

Setting high expectations

Creating a sense of urgency in the team

Getting quick results

Constantly pushing himself/herself and others toward results

Action

Maintaining forward momentum on our team

Creating goals for the team that are inspiring

Encouraging the team to maintain an energetic pace

Encouraging me to take risks

Encouragement

Celebrating group victories

Letting me know that he/she is optimistic about my progress

Creating enthusiasm in the team

Collaboration

Providing feedback in a way that's warm and understanding

Building a sense of collaboration

Encouraging teamwork

Making sure that everyone's getting along

Support

Letting me know that he/she is there to help me out whenever I need it

Checking in with me to make sure I'm doing ok

Taking time to listen to my concerns and fears

Letting me know that he/she is patient with my mistakes

Reliability

Creating a stable work environment

Being consistent in his/her management

Checking to make sure I have the resources I need

Giving me time to adjust to changes

Providing me with clear guidelines for doing my work

Section 2: Everything DiSC

®

Management Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 31

Table 19. Continued

Priority

Statement

Objectivity

Emphasizing the need for quality work

Ensuring that decisions are based on logical analysis

Maintaining objectivity in his/her management decisions

Making accuracy a top priority

Separating out emotions from facts when making decisions

Challenge

Challenging ideas that don't make sense to him/her

Questioning employee's actions when they don't seem logical

Questioning procedures or practices that aren't efficient

Providing me with new challenges

The priority category scores were then submitted to a multidimensional scaling analysis. The results of

this analysis are shown in Figure 7.

Figure 7. Multidimensional Scaling Results for Employees

Section 2: Everything DiSC

®

Management Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 32

As with the manager data, the priority categories are arranged in a circle. Further, the categories are

plotted in the expected order: Action, Encouragement, Collaboration, Support, Reliability, Objectivity,

Challenge, and Drive. The categories are not spaced in a perfectly even manner, but, again, this standard

is almost impossible to meet with real data.

Summary of the Validation Results

Overall, both of these studies provide strong support for the Everything DiSC

®

Management model. Two

separate data sets addressing management priorities from the perspective of both managers and

employees confirm that the eight priorities are arranged in a circular fashion in the predicted order. This

type of empirical support should give managers confidence that the Everything DiSC Management model

accurately reflects real-life management environments and is useful for understanding various

approaches to management.

Section 3: Everything DiSC

®

Sales Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 33

Section 3: Everything DiSC

®

Sales Research

Background

The application-specific model used in the Everything DiSC

®

Sales Profile, shown in Figure 8, helps

salespeople better understand themselves and their customers. In this model, the eight words around

the map indicate the priorities of both customers and salespeople of different DiSC

®

styles during sales

interactions. For example, the priorities of “i” salespeople and customers are Enthusiasm, Action, and

Relationships. The development of this model was based on empirical data gathered from both

customers and salespeople.

The Research

First, participants (N=1,047) were presented with a series of statements and asked the importance of

each when working with a salesperson. For instance, participants were asked to rate the importance of

“Working with a salesperson who is friendly and personable” on a five-point scale, ranging from “Not

Important” (1) to “Vitally Important” (5). Statements were grouped into eight categories that represent the

eight priorities on the circle in Figure 8. Each category contained two to four statements. The individual

statements for each category are shown in Table 20.

Figure 8. Everything DiSC Sales Model

Section 3: Everything DiSC

®

Sales Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 34

Table 20. Statements Used to Measure the Priorities from the Customer’s Perspective

Priority

Statement

Action

Being assured that things will happen quickly and easily once I make a decision

Getting things moving as soon as possible after the sale

Enthusiasm

Seeing a product/service that I'm excited about

Working with salespeople who are enthusiastic and passionate about the

product/service

Relationships

Working with salespeople who are friendly and personable

Working with salespeople that I connect with

Knowing that the salesperson doesn't see me as just another sales opportunity

Working with a sales person I enjoy talking to

Sincerity

Working with salespeople who are sincere

Working with salespeople who I sense are genuinely looking out for my best

interest

Working with a salesperson who genuinely seems to care about my needs and

concerns

Working with a salesperson who is a good listener

Dependability

Being sure that the salesperson is dependable

Working with salespeople who are thorough, careful, and responsible

Quality

Being sure that I'm getting the highest quality

Seeing demonstrations of the quality of the product/service

Competency

Being sure that the salesperson is competent to handle my business

Working with salespeople who are experts in their field

Results

Having salespeople show me how I can get immediate, practical results

Seeing how the product/service can have a big impact on my success

Seeing the immediate benefits of the product/service

After participants rated each statement, the average response for statements within a priority category

was calculated. Consequently, all participants had a category score for all eight priorities. These category

scores were then ipsatized by subtracting a mean score across all statements. Ipsatizing controls for

response bias and ensures that the category scores reflect the relative importance of the eight priorities

for a particular participant.

Section 3: Everything DiSC

®

Sales Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 35

The category scores were then submitted to a multidimensional scaling analysis. This analysis allows

researchers to look at the relationship among the eight categories and determine if the categories relate

to each other in the manner that the model predicts. The results of the analysis are presented in Figure 9.

Categories that are closer together share more in common, and categories that are farther apart are

more dissimilar.

Figure 9. Multidimensional Scaling Results for Customers

As expected, the eight priorities are arranged in a circular shape, with the priorities arranged in the

manner predicted by the sales model. That is, the sequence around the circle proceeds as follows:

Action, Enthusiasm, Relationships, Sincerity, Dependability, Quality, Competency, and Results. Although

the eight scales do not form a perfectly equidistant circle (as predicted by the model), this theoretical

ideal is nearly impossible to obtain with actual data.

Because the Everything DiSC

®

Sales model speaks to the priorities of salespeople as well as customers,

a second sample of data was collected on salespeople (N=1,800).

Section 3: Everything DiSC

®

Sales Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 36

In this study, salespeople were presented with sales behaviors such as “Showing the customer that

you're an expert in your field,” and asked to rate the importance of each statement on a five-point scale,

ranging from “Not Important” (1) to “Vitally Important” (5). Each category contained three to five

statements. Sample statements for each category are shown in Table 21.

Table 21. Statements Used to Measure the Priorities from the Salesperson’s Perspective

Priority

Statement

Action

Showing the customer that you can make things happen quickly and easily

Helping the customer see how they can use your product/service

immediately

Inspiring the customer that your product/service can help them right away

Enthusiasm

Getting the customer excited about your product/service

Creating enthusiasm in the customer

Having fun with the customer

Relationships

Developing a comfortable, friendly relationship with the customer

Building a personal connection with the customer

Being friendly, warm, and personable

Showing that you care about the customer as a person, not just as a

customer

Showing the customer that you empathize with his/her needs and concerns

Sincerity

Showing that you're sincere

Showing that you're genuinely looking out for the customer's best interest

Showing that you truly care about the customer's problems

Dependability

Showing that you and your product/service are a dependable choice

Showing that you'll be available to provide support after the sale

Showing that you're thorough and careful

Table 21. Continued

Priority

Statement

Section 3: Everything DiSC

®

Sales Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 37

Quality

Explaining the quality of your product/service

Showing that you can back up your claims with evidence

Making sure customers get all of the information they need to make an

informed decision

Competency

Demonstrating your expertise on the product/service you're selling

Showing the customer that you're an expert in your field

Showing the customer that you can get things done without wasting a lot of

their time

Backing up claims with specific information

Results

Showing the customer how you can get them immediate, practical results

Showing the customer that you can have an impact on their success

Getting the customer to see the benefits of your product/service

As described in the previous study, statement ratings within a priority category were averaged and

ipsatized to arrive at a category score. The category scores were then submitted to a multidimensional

scaling analysis. The results of this analysis are shown in Figure 10.

As with the customer data, the priority categories are arranged in a circle. Further, the categories are

plotted in the expected order: Action, Enthusiasm, Relationships, Sincerity, Dependability, Quality,

Competency, and Results. The categories are not spaced in a perfectly even manner, but again, this

standard is almost impossible to meet with real data.

Section 3: Everything DiSC

®

Sales Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 38

Figure 10. Multidimensional Scaling Results for Salespeople

Summary of the Validation Results

Overall, both of these studies provide strong support for the Everything DiSC Sales

®

model. Two

separate data sets addressing both customers’ and salespeople’s priorities confirm that the eight

priorities are arranged in a circular fashion in the predicted order. This type of empirical support should

give salespeople confidence that the Everything DiSC Sales model accurately reflects real-life sales

environments and is useful for understanding themselves and their customers.

Section 4: Everything DiSC Workplace

®

Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 39

Section 4: Everything DiSC Workplace

®

Research

Background

The application-specific model used in the Everything DiSC Workplace

®

Profile, shown in Figure 11, helps

people better understand how they approach their work. In this model, the eight words around the map

indicate the work priorities of people with different DiSC

®

styles. For example, the top priorities of people

with the “C” style are Accuracy, Stability, and Challenge. The development of this model was based on

empirical data gathered from working adults.

Figure 11. Everything DiSC Workplace Model

The Research

First, participants (N=2,270) were presented with a series of statements describing work tasks and asked

to rate the importance of each task to job effectiveness. For instance, participants were asked to rate the

importance of “Speaking up about problems” on a five-point scale, ranging from “Not Important” (1) to

“Crucially Important” (5). Statements were grouped into eight categories that represent the eight priorities

on the circle in Figure 11. Each category contained three statements that were used to form a scale. The

24 individual statements are shown in Table 22.

Section 4: Everything DiSC Workplace

®

Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 40

After participants rated each statement, these statements were ipsatized by subtracting a mean score

across all statements. Ipsatizing controls for response bias and ensures that the item ratings reflect the

relative importance of the eight priorities for a particular participant. The average ipsatized response for

statements within a priority category was then calculated. Consequently, all participants had a category

score for all eight priorities.

Table 22. Statements Used to Measure Each of the Eight Workplace Priorities

Priority

Statement

Action

Remaining active

Being on the lookout for new opportunities

Being open to taking risks

Enthusiasm

Showing enthusiasm for the projects you are working on

Being optimistic about the work you are doing

Encouraging people to have fun at work

Collaboration

Communicating frequently with the people you work with

Taking opportunities to collaborate with other people

Encouraging teamwork

Support

Letting people know that you are there to help out if they need it

Being patient with other people's mistakes

Delivering feedback in a tactful manner

Stability

Working at a consistent, steady pace

Creating schedules for projects

Following established rules or procedures

Accuracy

Taking extra time to ensure quality

Making decisions that are based on logic, not emotion

Taking time to analyze choices in-depth before making a decision

Challenge

Speaking up about problems

Questioning ideas that don't seem logical

Questioning procedures or practices that aren't efficient

Results

Being direct with your opinions and ideas

Constantly pushing yourself toward new goals

Setting high expectations for yourself and others

Section 4: Everything DiSC Workplace

®

Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 41

The category scores were then submitted to a multidimensional scaling analysis. This analysis allows

researchers to look at the relationship among the eight categories and determine if the categories relate

to each other in the manner predicted by the model. The results of the analysis are presented in Figure

12. Categories that are closer together share more in common and categories that are farther apart are

more dissimilar.

Figure 12. Multidimensional Scaling Results

As expected, the eight priorities are arranged in a circular shape, with the priorities arranged in the

manner predicted by the Everything DiSC Workplace

®

model. That is, the sequence around the circle

proceeds: Action, Enthusiasm, Collaboration, Support, Stability, Accuracy, Challenge, and Results.

Although the eight priority scales do not form a perfectly equidistant circle, this theoretical ideal is nearly

impossible to obtain with actual data.

Section 4: Everything DiSC Workplace

®

Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 42

Summary of the Validation Results

Overall, this study provides strong support for the Everything DiSC Workplace

®

model. Data from a large

sample of working adults suggest that the eight priorities are arranged in a circular fashion in the

predicted order. This type of empirical support should give DiSC

®

participants confidence that the

Everything DiSC Workplace model accurately reflects real-life workplace environments and is useful for

understanding various approaches to work.

Section 5: Everything DiSC

®

Productive Conflict Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 43

Section 5: Everything DiSC

®

Productive Conflict Research

Background

The application-specific model used in the Everything DiSC

®

Productive Conflict Profile, shown in Figure

13, helps learners understand how they approach conflict situations. The eight words around the map

indicate the top priorities of learners with different DiSC

®

styles. For example, the priorities of “S”

individuals are Harmony, Stability, and Reassurance. The development of this model was based on

empirical data.

Figure 13. Everything DiSC Productive Conflict Model

The Research

A total of 8,332 participants were asked to take the Everything DiSC Productive Conflict assessment in

preparation for an upcoming classroom training session. This assessment measured the eight DiSC

scales as well as eight Productive Conflict priority scales. These scales are shown in Table 23, along with

sample items included within each scale. Items were rated on a five-point Likert scale ranging from

Strongly Disagree to Strongly Agree. The Productive Conflict priority scales are standardized to have a

mean of zero and standard deviation of one.

Section 5: Everything DiSC

®

Productive Conflict Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 44

Table 23. Sample Items for the Productive Conflict Priority Scales

Scale

Sample Items

Assertion

When I'm in a conflict, I confront the topic without waiting

When I'm in a conflict, I tackle the issue head on

Expression

When I'm in a conflict, I tend to verbalize my emotions

When I'm in a conflict, I have a strong need to express my feelings

Reassurance

When I'm in a conflict, I'm still very empathetic with the other person

When I'm in a conflict, I'm eager to forgive the other person (even if I probably

shouldn't)

Harmony

When I'm in a conflict, the lack of harmony in the relationship really bothers me

When I'm in a conflict, I do whatever it takes to calm the situation down

Stability

When I'm in a conflict, the lack of stability in my world is very unnerving for me

When I'm in a conflict, I sometimes cave in just to make things stable again

Objectivity

When I'm in a conflict, I'm very disciplined at stepping outside myself and

analyzing the situation objectively

When I'm in a conflict, I sometimes cave in just to make things stable again

Justification

When I'm in a conflict, I'm great at quickly coming up with an airtight

justification for my position

When I'm in a conflict, I'm very good at logically dissecting and dismantling the

other person's argument

Control

When I'm in a conflict, I make sure I'm in control

When I'm in a conflict, I often take charge of the conversation

The priority scales were first submitted to a multidimensional scaling analysis, which allows researchers

to look at the relationship among the eight scales and compare this against the expected relationships,

as predicted by the model. The results of this analysis are presented in Figure 14. Scales that are closer

together share more in common and scales that are farther apart are more dissimilar.

Section 5: Everything DiSC

®

Productive Conflict Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 45

Figure 14. Multidimensional Scaling Results for Productive Conflict Priority Scales

The results suggest that the scales are related in a manner consistent with the conceptual model. That is,

the priority scales are arranged in a roughly equally spaced circle in the predicted order. For instance,

Harmony is equally distant from both Reassurance and Stability, and is between the two of them. Table

24 shows the intercorrelations among the priority scales.

Section 5: Everything DiSC

®

Productive Conflict Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 46

Table 24. Intercorrelations Among Productive Conflict Priority Scales

Priority Scales

Control

Assertion

Expression

Reassurance

Harmony

Stability

Objectivity

Justification

Control

-

.67

-.23

-.34

-.72

-.59

-.19

.47

Assertion

.67

-

.55

.02

-.50

-.81

-.43

.10

Expression

.23

.55

-

.49

-.07

-.58

-.70

-.23

Reassurance

-.34

.02

.49

-

.53

-.13

-.50

-.63

Harmony

-.72

-.50

.53

-

.38

-.06

-.58

Stability

-.59

-.81

-.13

.38

-

.42

-.11

Objectivity

-.19

-.43

-.50

-.06

.42

-

.22

Justification

.47

.10

-.63

-.58

-.11

.22

-

The intercorrelation matrix further suggests that the relationship among the priority scales are as

predicted by the theoretical model. That is, each scale has its strongest positive correlation with the two

scales adjacent to it. The degree of correlation among adjacent scales, however, does vary more than

expected. As well, all scales demonstrate their strongest negative correlation with scales that are

theoretically opposite, as shown in the grey shaded boxes.

Finally, Figure 15 shows the relationship among the priority scales and the DiSC

®

scales. The results

suggest that each priority scale tends to be most strongly correlated with the DiSC scale specified in the

theoretical model. For instance, the Control scale is most strongly correlated with the D scale.

Section 5: Everything DiSC

®

Productive Conflict Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 47

Figure 15. Multidimensional Scaling Results for Productive Conflict Priority Scales and DiSC

®

Scales

Summary of the Validation Results

Overall, these results provide support for the Everything DiSC

®

Productive Conflict model. The priority

scales are correlated in a manner predicted under the theoretical model and are correlated with the

DiSC

®

scales as expected. This type of empirical support should give managers confidence that the

Productive Conflict model accurately reflects real-life conflict approaches and is useful for understanding

various approaches to conflict.

Section 6: Everything DiSC Work of Leaders

®

Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 48

Section 6: Everything DiSC Work of Leaders

®

Research

Background

The Everything DiSC Work of Leaders

®

assessment includes 75 items in addition to the basic Everything

DiSC

®

assessment. These items are necessary to measure the 18 additional scales included on the

Everything DiSC Work of Leaders Profile.

Each of these items is comprised of two statements placed at opposite ends of a four-point continuum.

The rater is asked to choose the point on the continuum that best describes him or her. For instance,

one continuum has the statement “I am an optimist” on one end and the statement “I am a realist” on the

other. Each scale is standardized to have a mean of 0 and standard deviation of 1.

The Validation Process

The analyses presented below are based on a sample of 349 participants. The sample is 52% female

and 48% male. Within the sample, 90% of participants are between the ages of 25 and 60. The majority

of participants (52%) have at least some college. Ethnic backgrounds are as follows: African American

(6%), Asian American (5%), Caucasian (79%), Hispanic (6%), Native American (1%), and other (3%).

Internal Reliability

The median internal reliability alpha coefficient for these 18 scales was .81, as shown in Table 25. The

alphas range from .69 to .89. These results indicate that the Work of Leaders scales demonstrate good

to excellent internal reliability. These findings also suggest that each of these scales measures a single,

unified construct.

Intercorrelations Among the Work of Leaders Scales

Intercorrelations among the 18 Work of Leaders scales are shown in Tables 26 and 27. Coefficients

range from -.90 to .80, with a median of .04. Many of the stronger correlations are the result of

overlapping items among the scales. For instance, the Praise scale, which measures a tendency to give

praise to others at work, has many items in common with the Receptive scale, which measures a

tendency to come across as warm and welcoming.

Section 6: Everything DiSC Work of Leaders

®

Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 49

Overall, correlations are as expected and do not present many surprises. For instance, we would expect

a high positive correlation between the Adventurous scale and the Speaking Out scale, whereas we

would expect a high negative correlation between the Adventurous scale and the Planning scale.

Table 25. Internal Reliability Coefficients for Work of Leaders Scales

WOL Scale

Alpha

Number of Items

Remaining Open

.71

8

Prioritizing the Big Picture

.69

8

Being Adventurous

.75

7

Speaking Out

.85

13

Seeking Counsel

.74

4

Exploring Implications

.86

9

Explaining Rationale

.72

5

Structuring Messages

.80

5

Exchanging Perspectives

.72

14

Being Receptive

.89

30

Being Expressive

.88

14

Being Encouraging

.86

12

Being Driven

.86

19

Initiating Action

.87

13

Providing a Plan

.74

9

Analyzing In-Depth

.75

9

Addressing Problems

.85

22

Offering Praise

.82

11

Median

.81

10

Section 6: Everything DiSC Work of Leaders

®

Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 50

Table 26. Intercorrelations Among Work of Leaders Scales

Prioritizing Big Picture

Remaining Open

Being Adventurous

Speaking Out

Seeking Counsel

Exploring Implications

Explaining Rationale

Structuring Messages

Exchanging Perspectives

Prioritizing Big Picture

.73

.27

.31

.04

-.42

-.33

-.35

-.05

Remaining Open

.73

.32

.33

.14

-.43

-.37

-.47

.03

Being Adventurous

.27

.32

.66

.02

-.23

.02

-.19

-.29

Speaking Out

.31

.33

.66

.06

-.21

-.03

-.25

-.38

Seeking Counsel

.04

.14

.02

.06

-.02

-.10

-.07

.70

Exploring Implications

-.42

-.43

-.23

-.21

-.02

.53

.54

.06

Explaining Rationale

-.33

-.37

.02

-.03

-.10

.53

.40

-.19

Structuring Messages

-.35

-.47

-.19

-.25

-.07

.54

.40

.05

Exchanging

Perspectives

-.05

-.03

-.29

-.38

.70

.06

-.19

.05

Being Receptive

-.14

-.09

-.25

-.34

.35

.06

-.21

.08

.71

Being Expressive

.18

.23

.52

.80

.23

-.15

-.13

-.20

-.14

Being Encouraging

.12

.18

.10

.19

.44

-.04

-.27

-.04

.49

Being Driven

.17

.62

.72

-.10

-.17

.08

-.11

-.56

Initiating Action

.31

.37

.72

.76

.11

-.15

.02

-.19

-.23

Providing a Plan

-.71

-.90

-.32

-.29

-.13

.64

.42

.57

-.01

Analyzing In-Depth

-.01

-.11

.07

.15

-.15

.56

.59

.43

-.23

Addressing Problems

.17

.16

.40

.56

-.20

-.07

.23

-.13

-.64

Offering Praise

-.03

.04

.01

.03

.43

.04

-.17

.04

.59

Section 6: Everything DiSC Work of Leaders

®

Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 51

Table 27. Intercorrelations Among Work of Leaders Scales (continued)

Being Receptive

Being Expressive

Being Encouraging

Being Driven

Initiating Action

Providing a Plan

Analyzing In-Depth

Addressing Problems

Offering Praise

Prioritizing Big Picture

-.14

.18

.12

.17

.31

-.71

-.01

.17

-.30

Remaining Open

-.09

.23

.18

.17

.37

-.90

-.11

.16

.04

Being Adventurous

-.25

.52

.10

.62

.72

-.32

.07

.40

.01

Speaking Out

-.34

.80

.19

.72

.76

-.29

.15

.56

.03

Seeking Counsel

.35

.23

.44

-.10

.11

-.13

-.15

-.20

.43

Exploring Implications

.06

-.15

-.04

-.17

-.15

.64

.56

-.07

.04

Explaining Rationale

-.21

-.13

-.27

.08

.02

.42

.59

.23

-.17

Structuring Messages

.06

-.20

-.04

-.11

-.19

.57

.43

-.13

-.04

Exchanging Perspectives

.71

-.14

.49

-.56

-.23

-.01

-.23

-.64

.59

Being Receptive

-.09

.65

-.63

-.20

.10

-.24

-.86

.71

Being Expressive

-.09

.40

.56

.65

-.17

.04

.34

.29

Being Encouraging

.65

.40

-.15

.23

-.12

-.14

-.39

.80

Being Driven

-.63

.56

-.15

.64

-.16

.19

.71

-.28

Initiating Action

-.20

.65

.23

.64

-.31

.18

.39

.12

Providing a Plan

.10

-.17

-.12

-.16

-.31

.30

-.14

.01

Analyzing In-Depth

-.24

.04

-.14

.19

.18

.30

.26

-.13

Addressing Problems

-.86

.34

-.39

.71

.39

-.14

.26

-.50

Offering Praise

.71

.29

.80

-.28

.12

.01

-.13

-.50

Section 6: Everything DiSC Work of Leaders

®

Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 52

Correlations Among Work of Leaders Scales and DiSC

®

Scales

Correlations among the Everything DiSC Work of Leaders

®

scales and the DiSC

®

scales are shown in

Table 28. These correlations are largely as expected. The largest positive correlation for each of the DiSC

scales is as follows: Di-Adventurous, i-Expressive, iS-Encouraging, S-Receptive, SC-Exchanging

Perspectives, C-Providing a Plan, CD-Addressing Problems, D-Addressing Problems. Most Work of

Leaders scales show a significant correlation with several of the DiSC scales. Further, the pattern of

these correlations is consistent with the DiSC circumplex model. That is, if a given Work of Leaders scale

has a high positive correlation with a particular DiSC scale, then the Work of Leaders scale has a high

negative correlation with the DiSC scale on the opposite side of the DiSC circumplex. The correlations

range from -.85 to .87, with a median of .81.

Section 6: Everything DiSC Work of Leaders

®

Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 53

Table 28. Correlations Among Work of Leaders Scales and DiSC

®

Scales

Work of Leaders Scales

DiSC Scales

Di

i

iS

S

SC

C

CD

D

Remaining Open

.22

.11

.02

-.14

-.16

-.24

.08

.15

Prioritizing Big Picture

.23

19

.09

-.12

-.22

-.34

.08

.17

Being Adventurous

.83

.44

.04

-.27

-.73

-.44

-.03

.46

Speaking Out

.71

.51

.05

-.46

-.85

-.44

.16

.70

Seeking Counsel

.09

.38

.43

.22

-.10

-.46

-.32

-.12

Exploring Implications

-.13

-.14

-.07

.12

.14

.24

-.10

-.15

Explaining Rationale

.05

-.17

-.28

-.11

-.02

.26

.09

.08

Structuring Messages

-.11

-.17

-.05

.13

.16

.23

-.10

-.17

Exchanging Perspectives

-.26

.18

.57

.67

.31

-.28

-.54

-.65

Being Receptive

-.21

.25

.75

.78

.23

-.27

-.74

-.65

Being Expressive

.61

.74

.28

-.29

-.79

-.59

-.02

.52

Being Encouraging

.14

.53

.87

.39

-.25

-.52

-.60

-.23

Being Driven

.64

.27

-.29

-.72

-.71

-.16

.44

.74

Initiating Action

.83

.50

.09

-.29

-.75

-.44

-.04

.47

Providing a Plan

-.20

-.18

-.07

.14

.17

.34

-.10

-.16

Analyzing In-Depth

.13

-.14

-.23

-.17

-.12

.23

.11

.12

Addressing Problems

.36

.01

-.53

-.76

-.46

.01

.61

75

Offering Praise

.04

.47

.79

.54

-.11

-.43

-.68

-.33

.

Section 7: Everything DiSC

®

Comparison Report Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 54

Section 7: Everything DiSC

®

Comparison Report Research

Background

The Everything DiSC

®

Comparison Report allows any two Everything DiSC participants to see their

similarities and differences in six areas. The report includes a narrative that explains these similarities and

differences and guides participants in a discussion around them. Overall, the purpose of this report is to

improve communication and efficiency, while reducing tension and misunderstandings.

The Everything DiSC Comparison Report begins with a brief comparison of the two participants’ DiSC

®

styles. Each participant’s style is calculated from the participant’s responses to the Everything DiSC

assessment (discussed in Section 1 of this report). The focus of this section of the research report is on

the continua contained in the second section of the Everything DiSC Comparison Report. Figure 16

shows an example of one such continuum.

Figure 16. Continuum Example

Selection of the Continua within Each Report

For each report, nine continua are calculated. The names of these continua are shown in Table 29.

However, only the six continua that are expected to generate the most meaningful discussion for the

participants are presented in the Comparison Report. This ensures that participants are not overwhelmed

by the information and are better able to focus their discussions on meaningful topics.

Section 7: Everything DiSC

®

Comparison Report Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 55

Table 29. Everything DiSC

®

Comparison Report Continua

Soft-spoken—Forceful

Daring—Careful

Patient—Driven

Skeptical—Accepting

Outgoing—Private

Tactful—Frank

Accommodating—Strong-willed

Lively—Reserved

Calm—Energetic

A panel of DiSC

®

subject-matter experts reviewed each possible pairing on all nine continua and

developed an algorithm to determine which six continua would be presented within a given Everything

DiSC

®

Comparison Report. The decision rules used in creating this algorithm include:

 If possible, at least two continua showing similarities should be presented.

 If possible, at least two continua showing differences should be presented.

 Continua on which there are larger differences are more likely to be presented than continua on

which there are smaller differences.

 Among continua that have very high statistical correlations or conceptual overlap, only the continuum

judged to be most meaningful should be presented.

Although other decision rules were used to create this algorithm, those presented above represent the

major criteria. Within the report, the largest differences are presented first and the smallest differences (or

greatest similarities) are shown last.

Scoring of the Continua

Each of the nine continua are calculated using the same item responses that are used to calculate a

participant’s DiSC style. Although there is substantial overlap in the items used to calculate DiSC style

and continua scores, an individual’s continua scores are calculated separately from his or her DiSC style.

Section 7: Everything DiSC

®

Comparison Report Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 56

Therefore, it is possible to have a person who tends toward the S style, for example, who is more Daring

than Careful on that particular continuum, even though this is quite atypical for people with the S style.

The number of items on each continuum scale range from four to eleven, with a median of eight.

Internal Reliability

Alpha internal reliability coefficients were calculated for each of the nine continua, as shown in Table 30,

using a sample of 752 participants. These coefficients range from .74 to .88, with a median reliability of

.78. Therefore, these scales demonstrate adequate to excellent internal consistency. This finding

suggests that each of these continua scales is measuring a single, unified construct.

Table 30. Alpha Coefficients of the Continua Scales

Scale

Number of Items

Alpha

Soft-spoken—Forceful

13

.85

Daring—Careful

7

.75

Patient—Driven

10

.74

Skeptical—Accepting

12

.82

Outgoing—Private

8

.88

Tactful—Frank

8

.75

Accommodating—Strong-willed

11

.75

Lively—Reserved

12

.85

Calm—Energetic

11

.78

Intercorrelations Among the Continua Scales

Intercorrelations among the continua scales were calculated using a sample of 752 participants. As

shown in Table 31, many of the scale correlations are quite high, likely because these scales contain

overlapping items. Although these scales may appear repetitive, they are included because each is used

to help facilitate a different discussion between participants. For instance, the Calm-Energetic scale

correlates at -.83 with the Outgoing-Private scale. The Calm-Energetic scale, however, is used to

facilitate a discussion about the pace at which participants choose to complete tasks. On the other hand,

Section 7: Everything DiSC

®

Comparison Report Research

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 57

the Outgoing-Private scale is used to facilitate a discussion about such topics such as the need for

personal space versus the need for interaction.

Table 31. Continua Scale Intercorrelations

Soft-spoken—

Forceful

Daring—

Careful

Patient—

Driven

Skeptical—

Accepting

Outgoing—

Private

Tactful—

Frank

Accommodating—

Strong-willed

Lively—

Reserved

Calm—

Energetic

Soft-spoken—Forceful

-.59

.62

-.21

-.62

.66

.50

-.75

.64

Daring—Careful

-.59

-.74

.01

.50

-.33

-.24

.59

-.69

Patient—Driven

.62

-.74

-.07

-.48

.35

.26

-.63

.82

Skeptical—Accepting

-.21

.01

-.07

-.31

-.58

-.66

-.15

.06

Outgoing—Private

-.62

.50

-.48

-.31

-.13

.01

.89

-.63

Tactful—Frank

.66

-.33

.35

-.58

-.13

.78

-.29

.31

Accommodating—

Strong-willed

.50

-.24

.26

-.66

.01

.78

-.14

.19

Lively—Reserved

-.75

.59

-.63

-.15

.89

-.29

-.14

-.83

Calm--Energetic

.64

-.69

.82

.06

-.63

.31

.19

-.83

Summary of the Validation Results

Overall, this research provides strong support for the Everything DiSC

®

Comparison Report continua

scales. Data from a large sample of working adults suggest these scales have good internal reliability and

accurately reflect participants’ self-perceptions. This type of empirical support should give DiSC

®

participants confidence that the Everything DiSC Comparison Report provides a solid foundation for

participants to discuss their similarities and differences as a basis for relationships that are more

productive and enjoyable.

Section 8: Appendices

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 58

Section 8: Appendices

Appendix 1. Everything DiSC

®

Assessment Development Sample Demographics

Everything DiSC

®

Assessment Development Sample Demographics

Gender

Male

52

%

Female

48

%

Age

18-25

9

%

26-35

24

%

36-45

21

%

46-55

30

%

56 or older

16

%

Education

Some high school

1

%

High school graduate

16

%

Technical/Trade school

9

%

Some college

28

%

College graduate

32

%

Graduate/Professional degree

14

%

Heritage

African American

5

%

Native American

1

%

Asian American

5

%

Caucasian

80

%

Hispanic

6

%

Other

3

%

Employment

Secretary/Clerical

7

%

Executive

3

%

Mid-Level Management

6

%

Supervisory

2

%

Professional

10

%

Mechanical-Technical

2

%

Customer Service

3

%

Sales

4

%

Healthcare Worker

3

%

Teacher/Educator

6

%

Skilled Trades

4

%

Student

2

%

Other

48

%

N=752

Section 8: Appendices

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 59

Appendix 2. Percent of Variance Accounted for by Gender

Percent of Variance Accounted for by

Gender

Scale

Percent

D

5.1

Di

2.3

I

0.1

iS

5.2

S

6.2

SC

0.2

C

2.4

CD

4.2

N = 752

It is important to understand the relationship between gender and profile score. An analysis of variance

(ANOVA) was performed on the eight scale means across gender groups to determine any differences.

These differences are generally small. The largest differences are seen on the S scale, in which gender

accounted for 6.2% of scale variance. Women tended to score higher on the i, iS, S, and SC scales, and

men tended to score higher on the D, Di, C, and DC scales. Although statistically significant differences

were found on five of the eight scales, in practical terms these differences are not large.

Section 8: Appendices

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 60

Appendix 3. Correlation Between the Everything DiSC

®

Assessment and the 16PF

Correlation Between the Everything DiSC

®

Assessment and the 16PF

®

16PF

®

Scale

DiSC

®

Scales

Di

i

iS

S

SC

C

CD

D

Warmth

.15

.45

49

.25

-.30

-.51

-.31

-.01

Reasoning

-.16

-.24

-.18

-.11

.08

.23

.01

Emotional Stability

.21

.31

.38

.17

-.22

-.31

-.33

-.01

Dominance

.54

.28

-.14

-.45

-.63

-.24

.19

.63

Liveliness

.42

.62

.37

.06

-.45

-.55

-.27

.09

Rule Consciousness

-.21

-.03

.18

.23

.11

.07

-.23

-.20

Social Boldness

.52

.70

.35

-.10

-.66

-.60

-.19

.33

Sensitivity

-.17

.01

.15

.18

.10

-.05

.23

Vigilance

.07

-.15

-.33

-.27

-.04

.10

.31

.23

Abstractedness

.09

-.07

-.21

-.23

-.02

.01

.24

.15

Privateness

-.21

-.39

-.31

-.04

.31

.33

.17

-.10

Apprehension

-.29

-.26

-.11

.06

.22

.18

-.21

Openness to Change

.36

.19

.00

-.16

-.38

-.23

.08

.24

Self-reliance

-.25

-.47

-.39

-.17

.28

.51

.30

.01

Perfectionism

.10

.05

.00

-.11

.15

-.12

-.01

Tension

-.05

-.18

-.43

-.45

-.03

.24

.55

.20

Extraversion

.41

.70

.51

.12

-.52

-.67

-.34

.12

Anxiety

-.18

-.31

-.41

-.26

.15

.30

.45

.06

Tough Mindedness

-.16

-.18

-.12

.02

.23

.26

-.04

-.08

Independence

.60

.42

-.04

-.40

-.71

-.38

.14

.60

Self-control

-.18

-.12

.07

.18

.11

23

-.18

-.17

Realistic

.22

-.05

-.19

-.08

.09

.03

.20

Investigative

.06

-.23

-.31

-.22

.05

.26

.17

.13

Section 8: Appendices

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 61

(continued)

16PF

®

Scale

DiSC

®

Scales

Di

i

iS

S

SC

C

CD

D

Artistic

.36

.40

.16

-.11

-.45

-.41

.00

.23

Social

.30

.56

.45

.12

-.49

-.57

-.26

.14

Enterprising

.53

.21

-.17

-.65

-.50

-.10

.44

Conventional

.06

.07

.06

-.08

.08

-.18

-.02

Self-esteem

.39

.52

.40

.07

-.46

-.48

-.32

.17

Emotional Adjustment

.24

.32

.33

.15

-.21

-.30

-.36

.04

Emotional Expressivity

.51

.68

.38

-.06

-.64

-.60

-.24

.32

Emotional Sensitivity

.27

.45

.42

.14

-.42

-.52

-.23

.10

Social Control

.01

-.16

-.18

-.10

.07

.13

.07

.09

Social Expressivity

.55

.74

.41

-.04

-.67

-.66

-.24

.27

Social Sensitivity

-.37

-.26

-.09

.10

.30

.21

.15

-.22

Social Control

.53

.62

.30

-.13

-.67

-.52

-.16

.35

Empathy

.37

.60

.56

.22

-.44

-.57

-.44

.05

Leadership Potential

.47

.60

.40

.04

-.55

-.49

-.33

.20

Creative Potential

.62

.51

.07

-.32

-.72

-.41

.02

.51

Creative Achievement

.37

.19

-.09

-.27

-.35

-.11

.12

.26

N=552

Section 8: Appendices

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 62

Appendix 4. Correlation Between the Everything DiSC

®

Assessment and the

NEO-PI-R

™

Correlation Between the Everything DiSC

®

Assessment and the NEO-PI-R

™

NEO-PI-R

™

Scale

DiSC

®

Scales

Di

I

iS

S

SC

C

CD

D

Neuroticism

-.31

-.29

-.26

-.12

.26

.31

.28

-.10

Extraversion

.45

.69

.52

.10

-.57

-.63

-.34

.15

Openness to Experience

.27

.10

.06

-.05

-.27

-.10

-.03

.10

Agreeableness

-40

-.01

.52

.67

.35

-.05

-.48

-.58

Conscientiousness

.26

.09

.00

-.07

-.27

.11

-.11

.10

Anxiety

-.29

-.22

-.18

-.06

.23

-.10

Angry Hostility

.01

-.13

-.46

-.53

-.04

.17

.51

.30

Depression

-.30

-.34

-.30

-.08

.32

.30

.27

-.10

Self-consciousness

-.40

-.48

-.27

.00

.44

.41

.23

-.23

Impulsiveness

-.08

-.21

-.27

-.01

.05

.35

.14

Vulnerability

-.35

-.21

-.19

-.04

.34

.18

.21

-.14

Warmth

.25

.60

.61

.29

-.41

-.55

-.43

-.03

Gregariousness

.40

.65

.41

.16

-.42

-.59

-.36

.06

Assertiveness

.68

.49

.11

-.30

-.75

-.41

-.04

.55

Activity

.57

.47

.12

-.23

-.57

-.33

-.11

.32

Excitement Seeking

.51

.37

.11

-.09

-.42

-.32

-.13

.19

Positive Emotions

.25

.50

.57

.21

-.35

-.44

-.41

-.06

Fantasy

.15

.05

.04

-.04

-.15

-.11

.05

.06

Aesthetics

.20

.16

.14

.06

-.17

-.15

-.02

Feelings

.14

.23

.22

.02

-.29

-.20

-.07

.09

Actions

.43

.34

.16

.01

-.34

-.16

.09

Ideas

.33

.10

-.01

-.15

-.35

-.04

-.01

.23

Section 8: Appendices

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 63

(continued)

NEO-PI-R

™

Scale

DiSC

®

Scales

Di

I

iS

S

SC

C

CD

D

Values

.08

.01

.02

.00

-.14

-.04

.06

.02

Trust

.03

.26

.55

.39

-.08

-.27

-.47

-.21

Straightforwardness

-.28

-.03

.27

.39

.24

.05

-.27

-.35

Altruism

.02

.28

.53

.47

-.13

-.27

-.42

-.27

Compliance

-.27

-.01

.47

.65

.41

.00

-.55

-.63

Modesty

-.39

-.21

.09

.31

.37

.16

-.08

-.35

Tender Mindedness

.00

.16

.37

.27

-.12

-.18

-.28

-.12

Competence

.33

.19

.16

.05

-.35

-.07

-.21

.08

Order

.18

.12

.07

.06

-.16

.07

-.17

-.04

Dutifulness

.11

.19

.16

-.17

.00

-.22

-.06

Achievement Striving

.48

.31

.11

-.11

-.44

-.15

-.19

.20

Self-discipline

.30

.23

.118

.05

-.29

-.11

-.26

.08

Deliberation

-.12

-.11

.09

.26

.15

.18

-.22

-.26

Section 8: Appendices

Permission to reproduce only when used in conjunction with Everything DiSC

®

assessments. 64

Appendix 5. References

IPAT (2009). 16PF fifth edition questionnaire manual. Champaign, IL: Institute for Personality and Ability

Testing.

Kiesler, D.J., Schmidt, J.A., & Wagner, C.C. (1997). A circumplex inventory of impact messages: An

operational bridge between emotion and interpersonal behavior. In R. Plutchik & H. Conte (Eds.),

Circumplex models of personality and emotions. Washington, DC: American Psychological Association.

McCrae, R.R., & Costa, P.T., Jr. (2010). NEO inventories: Professional manual. Odessa, FL:

Psychological Assessment Resources.

Wiggins, J.S. (1995). Interpersonal adjective scales: Professional manual. Odessa, FL: Psychological

Assessment Resources.

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