Helping a Professional find their Dream Job

Sometimes talented professionals don’t fit in a given corporate culture. A common response is to doubt oneself and try to fit in. Fortunately, this professional did a MindSonar profile.

During the intake he told the MindSonar professional that he had had previous jobs that ‘fitted like a glove’. He felt happy, appreciated and was able to contribute. His last two jobs, however, had not been a great success. He felt his managers didn’t trust him and he was making a lot of mistakes. Overlooking his previous job experiences, he noticed the ‘missing ingredient’: the feeling that there was a safety net while learning.   

In his MindSonar profile he focused on a previous job when he had a 100% ‘safety net experience’. He discovered that ‘autonomy’ and ‘positive feedback’ were very important criteria for him to feel proud of his professional abilities. MindSonar helped him to understand the unique combination of meta programmes that supported his “100% safety net experience”. A combination, that immediately explained why he didn’t fit in with the present corporate culture: this was not their dominant way of thinking. 

He rewrote his resume, reconsidered his job outlook and found  an authentic way of presenting himself during job interviews (focusing on his uniqueness). He was successful: he found his dream job within a few weeks!

The MindSonar professional running this project was Jascha Kamstra (Netherlands). Look her up in the Registry.    

How Options Decimated the Amsterdam Mafia

Thinking ‘in options’ means that you like to explore many different possibilities. The counterpart to options thinking is thinking ‘in procedures’: sticking to a step-by-step plan. Most people in coaching, consulting, et cetera, are fans of options thinking. Options are creative. Options thinking makes new things possible. Procedures are for bookkeepers and menial workers….

Thinking in options however, can have its downside too.Continue reading

Developing Leadership in the Dutch Military

For many years, when an officer in the Dutch military was being prepared for a high ranking position, they started a leadership development training, working on their communication, strategic skill, and leadership competencies.

At the beginning of the training a MindSonar profile was made and the candidate defined their own strengths and weaknesses as a high ranking officer. Their MindSonar profile was related to the competencies they wanted to develop (they chose five from a list of twelve competencies defined by the military).

The Meta Programs and criteria in their MindSonar profile were seen as a ‘lever’ to better enable them to develop these competencies. An officer might, for instance, want to develop a thinking style that had stronger ‘towards,’ ‘general,’ ‘people’, and “structure” Meta Programs, combined with more ‘yellow’ criteria (personal development and systems overview). During the year the officer had several conversations with the MindSonar professional. At the end of the course, another measurement was done to determine if the target competencies had indeed been developed.The MindSonar professional running this project was Marjan Kos (Netherlands). Look her up in the Registry.

MindSonar is a Layered Cake

When you are reading this, you probably understand that MindSonar is a contextualized measuring system, rather than a standard test. MindSonar measures your mindset in a given context. And we assume that you may have a different mindset in different contexts. I often express this in a simple metaphor: “Give uncle Fred three glasses of whiskey, and he is a different person”. If we compare it with personality tests, MindSonar is more like a thermometer and less like a box of rubber stamps. 

Now that we are mixing metaphors anyway, I would also like to point out that MindSonar is like a layered cake. Let’s have a look at how the layers will be different in different applications of MindSonar.

Layer one is measuring Meta Programs and Graves Drives. Layer two is defining a combination and what that combination does in a given context.

Layer one is always the same: defining the mindset (thinking styles and value types).

Layer two can be different, depending on the purpose we use MindSonar for. In recruiting f.i., we are looking for combinations that work well in a certain context (a job, a role, a set of tasks). This is the benchmark. We then compare candidates with that benchmark. Depending on how big the project is, we may even apply statistics to support our benchmark.

The cherry on the cake is the application, the added value. In this case: selecting a candidate that will do well in that job. Or maybe I should phrase that more carefully: a candidate that has the right mindset for that job.

Like I mentioned before: what the second layer of the cake is made of, depends on what we want to use MindSonar for. In coaching – rather than recruitment – we usually start off with a combination that creates problems in that context for that person. This combination describes how the problem arises. So in coaching, layer two is a problematic, undesirable combination.

The coaching cake has – in this phase – a different cherry too. Here the added value is understanding how the problem arises. In a sense you are baking two cakes here. That second cake, with a different layer on the same basis: the desired thinking patterns and value set for that context. What kind of mindset would this client rather have? What kind of thinking could solve the problem, or even prevent it from arising at all? Often this is a fairly simple formula saying: “More of this and less of that”. “More of this meta program and less of that meta program. More oft his Graves Drive and less of that one”.

In team building, a third example, the top layer is different again. Now it consists of looking at the interaction. How do the different mindsets of the people in the group influence each other? And how does that explain – or describe – the strengths and challenges of the team?

In team building too, just like in coaching, there are desired and problematic combinations, but now they are mixes, rather that simple combinations. In this case the cherry is not finding the optimal mindset, but rather finding and propagating the optimal interaction of mindsets.

Pro’s and con’s
The good thing about all this is, that you can calibrate MindSonar to the situation you are using it in. MindSonar will be more accurate for that situation than any standard test could be. In a sense you are constructing a new benchmark – however informally – every time you use MindSonar.

There is also a price to pay: you – as the MindSonar professional – will have to determine the benchmark for that context. Usually, of course, you will involve the client in this. It is work you need to do. You will have to mix and bake that second layer, before you can eat the cake. That makes the measurement more relevant and accurate for that context than a standard test. But is is also more work than using a standard test.

An example
To give an example, let’s assume there is a standard test for empathy. I haven’t dived into this, but there is probably a test like that somewhere. It might have a name like NCEES “The North Carolina Emotional Empathy Scale”. Measuring ‘The ability to feel what somebody else feels’.

Now, if I am hiring a group of new coaches for students in my university, I would want them to be reasonably empathic. So I could give candidates for the job this imaginary empathy test, the NCEES. And I might also want to find candidates who are congruent, and persuasive, and dependable, so I could give them tests for these three qualities too. I might end up with a whole bunch of tests, depending on how specific I want to get. This presupposes, by the way, that I have a pretty good idea of what qualities a good student coach has and what tests are available. I might even find a test for coaching ability somewhere, although that would probably not be focused on coaching students, specifically.

The advantage of the standard approach is, that I can start right away. Break out the tests and start measuring! Although, in actual practice, it might still take me quite a lot of reading  and evaluating to assemble a good testing kit. But let’s say I have done this before, I know what I want to measure and where to find good tests, so I can do this quickly. In the layered cake metaphor: I can get started without baking the second layer. A time saver. But there is a downside: I don’t know how well my combination of standard tests predicts coaching performance with our students in our university.

Enter MindSonar. I start by baking the second layer of the cake. I identify positive examples; happy and effective student coaches working at my university.  I profile them and I calculate their average profile. I discuss this with my positive examples, the effective coaches – whom I now know, since I just profiled them and I probably discussed their profiles with them. Based on my average profile plus the input of my experts, I define a benchmark profile. This is what I use to select candidates. It is more work, but with this benchmark I am much more likely to be  measuring something that is relevant for my university. And I have come know several experts, which may also come in handy during the selection process.

Motivation: ‘What’ or ‘How’ or both?

MOTIVATION: ‘WHAT’ OR ‘HOW’ OR BOTH?

Content oriented theories and process oriented theories of motivation
MindSonar is a process oriented instrument. Many authors have distinguished between content oriented theories and process oriented theories of motivation (Graham and Weiner, 1996). 

Content theories
A content theory is a system of constructs that are linked logically together, explaining why people behave as they do in which conditions. They want to predict what happens if the conditions change (McAuley et al., 2007). Content theories of motivation concern themselves with what people want.

An example of a content theory is Maslow’s ‘Hierarchy of needs’ theory (Maslow 1943). Maslow defines 5 sets of goals (basic needs), arranged in a hierarchy. Each of these goals has a specific content: physiological needs, safety needs, belongingness and love needs, esteem needs and self-actualisation.

Process theories
Process theories, on the other hand, attempt to provide a generalised explanation of processes and the behaviors these processes lead to, describing the major conditions necessary for explaining the process. They want to describe how people think, what the processes are in their minds that induce their behaviour (Kispál-Vuitai, 2016). They contain constructs (Binning, 2016) that are not necessarily linked together in a coherent theory, but explain behaviour and allow for prediction of future behaviour. Proces theories of motivation concern themselves with how people arrive at wanting something.

An example of a process theory is Bandura’s ‘Social learning theory’: the individual learns behaviours through observation, repeats behaviour if it is rewarded and ceases it when it is not rewarded (Bandura 1977). Bandura does not define the content of either the behaviour or the rewards.

These two types of theory spring from different traditions in psychology. Process theories stem from experimental studies as well as from qualitative experiential findings, systematically modeled by practitioners. The latter is the case with the meta programs and cognitive criteria measured by MindSonar. These constructs were formalised based on personal change work (Cameron et al, 1985). Content theories, on the other hand, have grown mostly out of personality studies and qualitative clinical-differential studies.

Eclectic
We propose an eclectic approach in which the findings in one type of theory are used to enrich understanding and exploration of the other type. For example, Bateman and Crant (1999) identify a general behavioural factor they call ‘proactive’, defining it by its specific behavioural elements as: ‘to intentionally and directly change things in an intended direction’. This content-oriented approach can be meaningfully complemented by a process-oriented one, explaining the critical cognitive meta programs, such as ‘proactive’, ‘towards’, ‘options’ and ‘change’, the are underlying this Bateman and Crant’s ‘proactive’ behaviour.

Atoms and molecules
We can take concepts from different psychological theories, compare them with the related meta programs and demonstrate how they can be clarified with their possible underlying process (meta program) elements. We like to use molecules and atoms as a metaphor. If we look, for instance, at the chemical structure of caffeine, we see that is is made up of four atoms (H3C, O, N and CH3) linked together in a certain configuration. Likewise, many constructs from content oriented theories can be described as configurations of meta programs.

How does Proactive/Reactive relate to the ‘Big Five’?

As you probably know all too well, the meta program Proactive’ is defined as ‘A preference for acting quickly and taking the initiative’ while ‘Reactive’ is defines as ‘A preference for waiting, considering and reflecting before engaging in overt activity. There is a scientific article by Bateman and Crant (1999), where they describe a type of behaviour they call ‘proactive’. They define it as: ‘to intentionally and directly change things in an intended direction’. They also describe the lack of this proactive behaviour, but they do not give that a label.

Taking the initiative
What are the similarities and differences between their definition and  the proactive/reactive distinction in meta programs?
a. Both Bateman and Crant and meta programs highlight taking the initiative as an important aspect of proactivity.
b. Bateman and Crant focus on behaviour, while meta programs focus on mindset (patterns of cognition and experience).
c. In their definition, Bateman and Crant include the result of the behavior: ‘change things for the better’. Meta programs do not assume that proactive behaviour will change things for the better. Proactive behaviour may change things for the worse. Think of someone who quickly lights a fire to get warm and in doing so sets the house on fire.

Several other meta programs mixed in
d. Bateman and Crant include several behaviors under ‘proactivity’ that in terms of meta programs are considered to be expressions of other meta programs:
– ‘Scanning for (…) opportunities’ would be coded in meta programs as ‘Options’, not necessary as ‘Proactive’. Someone may scan for opportunities in their mind without ever acting upon them.
– ‘Setting effective change-oriented goals’ would be coded as ‘Towards’ and ‘Change’ in terms of meta programs. Someone may be aware of what they would like to change, without  acting upon those ideas.
-’To do different things or do things differently’ would be coded as an effect of the ‘Change’ or ‘Development’ meta programs.
e. Bateman and Crant seem to strongly favour proactivity over ‘no proactivity’. In meta programs, the opposite of ‘Proactive’ is ‘Reactive’: needing more time and information before starting an activity. Meta programs assume there are advantages to reactivity in many situations, be they private or work related. Proactive spending f.i., may bankrupt a company, which could have been prevented by reactive thinking.

Summarizing: Both Bateman and Crant and meta programs highlight taking the initiative as an important element of proactivity. Differences are: Bateman and Crant focus on behavior, include the result of the action and seem to strongly favour proactivity. Meta programs, in contract, focus on thinking, do not include the result of the action and favour proactivity and reactivity equally. Also Bateman and Crant include many elements in their definition that are covered by meta programs other than ‘Proactive/Reactive’.

And how about the ‘Big Five’?
The  ‘Five-factor model’, or ‘Big Five model’, is a trait oriented typology, based on relationships within descriptors of personality in common language.

It suggests five broad dimensions commonly used to describe the human personality (Saucier and Goldberg, 1996). The five factors are:
1. Openness to experience (inventive/curious vs. consistent/cautious).
2. Conscientiousness (efficient/organised vs. easy-going/careless).
3. Extraversion (outgoing/energetic vs. solitary/reserved).
4. Agreeableness (friendly/compassionate vs. challenging/detached).
5. Neuroticism (sensitive/nervous vs. secure/confident).

Of the Big Five, the ‘Extraversion/Introversion’ factor seems most likely to be related to the ‘Proactive/Reactive’ meta program distinction. This factor is defined as: “The tendency to seek stimulation in the company of others, and talkativeness. Low extraversion causes a reserved, reflective personality. Extroverts draw energy from interacting with others, while introverts get tired from interacting with others and replenish their energy from solitude. People high in extroversion are comfortable with others, gregarious, and prone to action rather than contemplation (Lebowitz, 2016a). People low in extraversion are more likely to speak less, be quiet, introspective, reserved, and thoughtful.”

Extraversion traits in the ‘Big Five’
The traits associated with extraversion are:
Sociable
Assertive
Merry
Outgoing
Energetic
Talkative
Articulate
Fun-loving
Affectionate
Friendly
Socially confident

When we compare the proactive and reactive meta programs with the big five conceptualisation of extraversion and introversion, we see the following similarities and differences.

Introspective versus prone to action
a. Both the ‘Extraversion/Introversion’ factor and the ‘Proactive’ and ‘Reactive’ meta programs define Introverted/Reactive as more introspective and thoughtful. Extraverted is seen as less introspective and less thoughtful than introverted, which corresponds with the  Proactive/Reactive distinction in meta programs.

b. Both sets of distinctions see ‘Extraverted/Proactive’ as prone to action rather than contemplation, and consequently ‘Introverted/Reactive’ as prone to contemplation rather than action.
– Both sets of distinctions see Extraverted/Proactive as drawing energy from overtly doing something (interacting with others, in the case of Big Five).

Major difference: meta programs do not focus exclusively on social interaction
c. A major difference is, that the ‘Extraversion/Introversion’ factor is focussed on one single context: social interaction, while the meta programs ‘Proactive’ and ‘Reactive’ may be applied to any context. Opening a door, to give one non-social example, may be done proactively (by immediately turning the handle or even kicking the door in) or reactively (by first thinking about the way the lock works and what might be behind the door).

Again: the mainstream distinction combines several different meta programs
d. Another difference is that, when we look at the list of traits that are part of extraversion, there are several traits that would be coded as meta programs other than ‘Proactive’. ‘Sociable’ f.i. would be not be coded as ‘Proactive’ but rather as the meta program ‘People’. ’Friendly’ would be coded as the meta programs ‘Matching plus People’. ’Merry’ would be coded as ‘Matching plus Kinesthetic’. ‘Assertive’ would be coded as ’Proactive plus Activity plus Internally Referenced’. The set of traits that are part of the ‘Extraversion’ factor, makes it much less specific than the meta program ‘Proactive’.

Summarising: Both ‘Extraverted’ and ‘Proactive’ are characterised by being prone to action, and their opposites ‘Introverted’ and ‘Reactive’ as being prone to contemplation or reflection. A difference is, that ‘Introversion’ relates to the context of social interaction only, while Proactive/Reactive may apply to any context. A second difference is that ‘Introversion’ contains a broad set of traits that are covered by other meta programs (or other meta program combinations) than ‘Proactive/Reactive’.