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Values-based Indicator of Motivation (VbIM) User's Guide

1. p TELL 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Generalrank E Detailed rank Comparative rank The discrepencies between the three rankings for any scale as revealed in these diagrams and highlighted with an asterisk can help a person to explore the degree to which a particular value is a convenient belief or deeply held Profiling for Success 5 V20120430 2007 2013 Profiling for Success 69 The table below explores the discrepancies between the ranks assigned to each value from the three ranking methods The main cells in the table show the scales which exhibit a particular kind of discrepancy Scales are only shown if there is a discrepancy of 5 or more positions between the two ranking methods in question For example if a scale is shown in the first cell of the table then that indicates that the General ranking for that scale was at least five positions higher than the Detailed ranking for that scale 7 Ge Profiling for Success 6 V20120430 2007 2013 Profiling for Success 70 KA Mi Normatr L Or Hati u Ti i Vi a d 3 The diagram below shows Delia s normative scores for the 24 VbIM scales and also for the 4 main areas The normative scores are based on the 144 items in the main part of the questionnaire and show whether the importance Delia attaches to a given value is less than greater than or similar to that typically give
2. Personal Growth People who value Personal Growth seek new opportunities and challenges that they believe will enable them to develop their potential They tend to take personal responsibility for their own development and they usually see this as a life long process Their search for new experiences may involve elements of fun and immediate satisfaction but there will usually be a strong focus on the potential for new skill acquisition They have an agenda to both supplement and develop to a higher level the skills competencies and experiences which they already possess Your results suggest that Personal Growth is the second most important value for you amongst all the 24 values This means that this area appears to be particularly important to you as a source of motivation This suggests that developing your skills and potential is something that motivates you This may express itself in the way you seek out opportunities that stretch your current skills or that enable you to develop new ones You may therefore wish to spend a significant amount of time in learning mode A possible consequence could be that you move on to new things quite quickly This could mean that you sometimes neglect to take the time to consolidate and integrate your newly acquired knowledge or skills or that you take things on that are a stretch too far From a work perspective this thirst for learning can be extremely valuable Some roles require someone who is
3. e Situational error The conditions under which people complete the VbIM questionnaire are a further source of random error The guidelines on administration aim to make the assessment experience as similar as possible for all test takers However it is not possible to standardise the assessment situation completely particularly given the freedom that internet based assessment offers for completing assessments under different conditions Reliability statistics In practice reliability is typically assessed in three ways The first of these is to look at how the items in the questionnaire s scales hang together to form a coherent assessment of the construct under consideration This internal consistency is found by taking the mean of the correlation between each item and its scale total excluding that item Internal consistency is calculated through a formula known as Cronbach s Coefficient Alpha and expressed as a statistic that can range from O to 1 The closer to 1 the more reliable the assessment is said to be The second way in which reliability is assessed is through looking at how consistent results are over time This is done through administering the assessment at one point in time and then again sometime later The scores from the two administrations are then correlated with each other to give an indication of test retest reliability As with internal consistency the closer the test retest correlation coefficient i
4. Rokeach 1973 Allport Vernon Lindzey Scale AVLS Alport et al 1960 Super s Work Values Inventory SWVI Super 1964 Zytowski 2006 the revised versions of Gordon s Surveys of Personal and Interpersonal Values GSPV GSIV Gordon 1992 1993 Schein Careers Anchors Questionnaire SCAQ Schein 1993 Hogan Motives Values and Preferences Inventory HMVPI V20120430 2007 2013 Profiling for Success 8 Hogan amp Hogan 1996 and to tie in with Hofstede s cultural dimensions the Hofstede Value Survey HVS Hofstede 1994 There have also been a small number of other values motivation questionnaires produced by the major UK psychometric test publishers What all of these questionnaires have in common is that they tend to map onto a set of values that reflect the spirit of the time Thus whilst the SVS and its associated values Circumplex model covers 11 value domains including a recently added spirituality it misses some of the more relationally orientated e g inclusion trust and ego centred e g desire for fame legacy values By comparison the RVS measures 18 terminal and 18 instrumental values The former are desirable end states of existence such as salvation peace of mind and friendship and the latter desirable modes of conduct such as being ambitious honest and loving However whilst the RVS has been important in values research it was not specifically designed to measu
5. enhancing their standing in the eyes of others by being recognised and visible possibly in the public eye or perhaps through obtaining the badges and symbols of success Still others are motivated by a strong desire to feel healthy both physically and emotionally V20120430 2007 2013 Profiling for Success 29 1 Rewards Rewards such as money and possessions are important to us all At one level we need these to survive They are also the tangible signs of success Those with rewards as a key value are likely to base the decisions about what they do on the chances of it increasing their material well being Reward orientated people can be very hard working and competitive They can give an enormous amount of energy to their work and they make a very obvious link between the remuneration they receive and how good they are at their job and hence how successful they are and perceived by others to be 2 Fame Those with Fame as a value usually enjoy being in the limelight and the centre of attention They have a particularly strong need for recognition and the admiration of their peers quite apart from the wider community People with a concern for fame are motivated to create a noticeable public image and this can sometimes involve being infamous as opposed to famous on the basis that being ignored is even worse Seeking fame can involve a wide range of activities but at its core is the desire to be visible and
6. hungry to learn new things and willing to stretch beyond their current level of experience or knowledge However it is also important to recognise that other roles can emphasise the opposite a need to consolidate and work within existing parameters People high on this value may find such roles less attractive at least in the longer term It is also true that some organisations do not believe that they should provide the time and space for individual development and expect learning and growth to be achieved elsewhere Such organisations may not therefore satisfy your needs for personal development Influence People who place value on Influence are motivated to make a difference often by means of their work with and through others This can drive them to seek positions where they have more opportunity to exert influence over people policy or tasks For this reason It is not unusual to find them in leadership positions However their style in such positions will be highly Influenced by their other personal values as well as by their personality Some express themselves by being quite forceful and persuasive Others can be more subtle or democratic Either way they are drawn to the centre of things where they can gain satisfaction from controlling purpose and direction Your results suggest that Influence is the 3rd most important value for you amongst all the 24 values This means that this area appears to be particularly important t
7. least in part depend on the score assigned to Scale 2 of the test and so on Precisely the same reasoning as the above applies to a variety of other possible item formats For example a forced choice format in which two statements are shown and the respondent must choose the one he she prefers is subject to identical mathematical constraints more or less no matter how it is scored Scoring of 1 for the preferred and O for the non preferred statement implies that the scores assigned to the pair of items must sum to the constant 1 Assigning 2 for the preferred and 1 for the non preferred implies that the assigned scores sum to the constant 3 Likewise a format in which a person must choose the most preferred and least preferred statements from a set of 4 might be scored by assigning 2 points to the most preferred O points to the least preferred and 1 point to each of the intervening statements the constant to which the total points assigned sums here being 4 In such alternative formats wherever the statements presented in any one item represent different scales on the questionnaire then the constraints applied at the item level will carry over to the scale level with the scores assigned to any one scale being at least partially dependent on the scores assigned to the other scales V20120430 2007 2013 Profiling for Success AS However it should be noted that the mathematical constraints discussed above although characteristic of the re
8. 0 39 0 29 0 31 0 34 0 42 0 45 21 2a ooa 022 o10 020 027 00s 022 ou 052 ou oos oas 027 oso os ox ose oss oss om oss 2s ooz 00 oza 020 05s 024 ass one oxo 036 oa 007 025 ous 032 ons 036 o25 oss 022 oss ou 2s Lau race 020 038 ose 008 0o28 ose oa a56 ous 037 oze our asa 029 ous 029 ox 033 025 027 o20 025 BR EZEAESESESESERESERE IEEE AEE AEE AIEEE IES V20120430 2007 2013 Profiling for Success 48 High intercorrelations between scales are to be expected in a questionnaire of this sort The scales have not been developed to be independent of one another as might be appropriate for a personality questionnaire and it is to be expected that there should be at least a reasonable degree of correlation between many pairs of scales As can be seen from Table XX high intercorrelations are not just restricted to those between scales in the same group For example scale 2 Fame has a mean correlation of 0 23 with the scales in its own group but its mean correlation with the scales not in its own group is only slightly less than this at 0 20 Furthermore these correlations include coefficients of 0 53 0 44 and 0 59 with scales 8 11 and 12 career progression influence and legacy which are higher than any of its correlations with scales within its own group These results illustrate an important aspect of the grouping of th
9. 247 ou a8 Inlusion 07 06 05 ase 25 06 2 Accounsbiity 079 057 os 30 Alpha Coefficient Alpha Mean pbs Mean of the point biserial correlations between each item and its scale total Mean excl Mean of the point biserial correlations between each item and its scale pbs total not including the item in question V20120430 2007 2013 Profiling for Success 45 The internal consistencies of the twenty four VbIM scales range from 0 58 to 0 89 with twenty one of the twenty four scales having values of 0 74 or greater and thirteen scales having values of 0 8 or greater These values are satisfactory particularly given the length of the scales 6 items each The concept of validity The ability of an individual scale or indeed a complete questionnaire to reflect what it is supposed to be measuring is termed its validity This comes in various forms and for example the construct validity of a questionnaire is concerned with whether it is measuring psychological attributes that are consistent with the definitions of each of its component scales Other sorts of validity in particular criterion validity are focussed on whether or not the scores derived from the questionnaire are meaningfully related to external criteria For example do the scores for a scale or a combination of scales predict future performance on some agreed criterion such as work performance predictive validity or do they predict performa
10. For both sorting and ranking tasks the appearance of the pop up panel was programmed in such a way as to be slightly intrusive In other words merely resting the mouse over a statement for one second would cause the pop up panel to display The timing of this was judged as a result of careful experimentation in order to create a scenario whereby the additional information would impose itself on the respondent so making it more difficult to ignore It was hoped in this way to ensure that both the initial sorting task and the final rank ordering tasks would be based on a relatively full appreciation of the domain of each value rather than upon the simple descriptor A further issue faced during the development of the ranking task was that of ensuring appropriate item strength for the simple descriptors and their extended definitions This is an issue which is frequently faced in test construction For example the Likert item I often feel very depressed is clearly of greater item strength for a scale of depressive tendency than the item I sometimes feel a little down This issue has relevance both in relation to the strength of items within a single scale and also in relation to possible differences between overall item strength from one scale to another In the case of the VbIM ranking task the issue has to do with the extent that the simple descriptor for one scale might in some sense have greater item strength than that of another sc
11. Name Instructions Consider the descriptions of the four VbIM groups given in the table below For each group reflect on the extent to which you feel it describes your values and then give yourself a rating from 1 to 10 where 1 indicates a low level of agreement and 10 a very high level What want for myself This group concerns the ways in which an individual gains satisfaction This can be in terms of immediate satisfaction and excitement or the more abstract reward that can be gained from an appreciation of the world of ideas It also includes the satisfaction that comes from having a standing in the eyes of others by being recognised and visible or perhaps through obtaining the badges and symbols of success Finally there may be a valuing of wellbeing both physically and emotionally In short it s about aspects of personal reward What want from others This group has a relational focus The emphasis is on interaction building relationships and community It involves recognition of the value of creating the conditions in which relationships can thrive and develop through trust collaboration and integrity as well as the personal satisfaction that can be gained from feeling included and supported by others The central concern of this group is the importance of connection and of other people in a person s value system V20120430 What I want to become This group concerns those things that motivate a pe
12. Their orientation towards life s difficulties is to turn bad experiences into something from which meaning can be extracted They tend not to pre judge people and are less likely to jump to conclusions or make harsh and unfair judgements of them Harbouring grudges feeling revengeful or P Ce Profiling for Success V20120430 2007 2013 Profiling for Success 76 Your results suggest that Wisdom is the 4th most important value for you amongst all the 24 values This means that this area appears to be particularly important to you as a source of motivation This would suggest that you admire people who show emotional maturity and who are able to make the best of their life experiences by leaming from them no matter how difficult they may have been For you wisdom is not about being clever or knowledgeable but rather about being able to react to the world with understanding and compassion both for oneself and for others Crucially it involves being able to see beyond oneself Le being less egocentric You would probably like to feel you can take life s knocks without losing hope or heart and will probably admire others who have this quality One aspect of your value Is respect for people who can feel it in their heart to accept and forgive but clearly without ignoring or condoning negative actions This means that you are likely to view both forgiveness and acceptance as being strong rather than weak positions From
13. a constant Following the initial stage of scoring these scores are then compared to those obtained from a normative sample and the final scores for an individual are then effectively expressed as deviations from the mean of the sample using one or other typical standard scale The rationale for this method is that it helps to overcome the problem of response bias typically associated with Likert items Bartram 2006 Baron 1996 yet nevertheless overcomes the difficulties of the classical ipsative method by enabling the resulting scores of the individual to be evaluated by reference to a comparison group Although such questionnaires are often described as ipsative their purpose is not however to provide information of a truly ipsative nature Their intent is to make use of ipsative methodologies in order to handle some of the response bias difficulties of Likert scales while at the same time producing what is essentially normative information This fact is not always fully understood particularly amongst test users who often believe that the purpose of such ipsative questionnaires is to provide information of an intra individual rather than inter individual nature V20120430 2007 2013 Profiling for Success 19 For this reason it is worth pursuing in a little more detail just what inferences can be made from the results of a norm referenced questionnaire using ipsative item formats Let us consider a 20 scale questionnaire
14. assigned to the two response alternatives with the possible response patterns being 3 0 2 1 1 2 and 0 3 In Part 2 of the questionnaire a statement is presented followed by four response alternatives The respondent is asked to rank the four response alternatives by assigning to them the numbers 1 2 3 and 4 The methods encapsulated by both parts of the questionnaire differ from the more common Likert scale approach in that the respondent is constrained in relation to the numbers that can be assigned to each response alternative For example in Part 2 once the rankings of 4 and 3 have been assigned only the rankings of 2 and 1 are available for the remaining two response alternatives The methods used in the Study of Values constrain the values that can be assigned whereas a Likert scale approach would enable each response alternative to be assigned the same number Mathematically speaking we can say that the response methods used in both parts of the Study of Values both involve the constraint that the sum of the numbers assigned to each response alternative must sum to a constant in Part 1 the constant is 3 and in Part 2 the constant is 10 i e 1 2 3 4 It follows from this that since the response alternatives provided for any given item relate to different scales on the test the scores which are finally assigned to the scales will also be constrained in the same manner In other words the score assigned to Scale 1 of the test will at
15. for Multivariate Analysis in the Behavioural Sciences Campbell D T 1963 Social Attitudes and other Acquired Dispositions In Koch S Ed Psychology A Study of Science New York McGraw Hill Feather N T 1985 Attitudes Values and Attributions Explanations of Unemployment Journal of Personality and Social Psychology 48 876 889 Feather N T and Rauter K A 2004 Organizational Citizenship Behavior in Relation to Job Status Job Insecurity Organizational Commitment and Identification Job Satisfaction and Work Values Journal of Occupational and Organizational Psychology 77 81 95 Furnham A 1984 Personality and Values Personality and Individual Differences 5 483 485 Gordon L V 1992 Manual Gordon Survey of Personal Values GL Assessment Previsor Gordon L V 1993 Manual Gordon Survey of Interpersonal Values GL Assessment Previsor Herzberg F Mausner B and Snyderman B 1959 The Motivation to Work New York John Wiley amp Sons Hofstede G 1994 Value Survey Module Geert Hofstede itim Hofstede G 2001 Culture s Consequences Comparing Values Behaviors Institutions and Organizations across Nations Thousand Oaks CA Sage Publications V20120430 2007 2013 Profiling for Success 53 Hogan R and Blake R 1996 Vocational Interests Matching Self Concept with the Work Environment In Murphy K R Ed Behaviour in Organizations San Francisco Jossey B
16. for assessing strength of values in which the maximum number of points which can be assigned to a scale by ranking or forced choice methods is 100 points Consider firstly one scale called Well being and suppose a given individual has assigned the maximum number of 100 points to that scale and no other scale receives the same number of points Assuming a well constructed test and carefully constructed item comparisons it will follow from this that this value is more important to the individual than any of the other values covered by the questionnaire Let us now represent diagrammatically the process of referring this score to a set of norms Firstly given the nature of human values we must expect that the mean raw ranking scores of the 20 scales will vary markedly within the reference group We have every reason to expect that some values will generally be considered more important than others and for this reason those values will generally be allocated more points in the ranking tasks than other values This is self evidently the case if we consider the unlikely possibility that the test constructors had mischievously inserted a scale into the test for Doing one s buttons up in the correct order Clearly the mean number of points allocated to this scale within the comparison group would be very low and we would imagine lower than the mean number of points allocated to any of the other scales Suppose then that the value Well being is generally rank
17. get out of bed in the morning Many questionnaires have been developed to measure people and their personality However we do not understand the situations described above any better when we are told that a person is inclined to be more extraverted than introverted We may be tempted to believe that the person described above who drove fifty miles had an anxious personality but in fact he had a particularly calm temperament Personality tells us more about HOW someone will go about doing something than WHY they do it If we really want to understand others we need to explore their fundamental motives and values Values are the key to understanding people s energy and motivation Explore people s values and you can unlock the what where when and why of people s actions However this area is remarkably uncharted When we began exploring this area many of the models and questionnaires appeared locked in a time warp Fundamental values such as tradition and security whilst important reflect the pre occupations of people living through the turbulence of the 20 century Our own investigations about what mattered most to people today indicated a far greater emphasis on relational and spiritual values These are poorly represented in mainstream questionnaires which appear locked into psychological models that are themselves rooted in the past VbIM has therefore been developed to provide a more up to date and detailed map of values and
18. need lo develop understanding and tolerance This involves the appreciation of differance and an interest in the common good They believe that people should make an active attempt to get on with each other and to live in a non judgemental manner Harmony implies ee eee ie ag or indeed passivity rather a conscious attempt to amiably cohabit in a complex worid Conceptual Those who value the Conceptual want to make and be seen to make a difference with their analytic or creative thinking They welcome the opportunity to use their intellect to grapple with challenging situations and to be recognised for their ability to be insightful creative rational and or mentally flexible Those with a more creative focus are likely to welcome novelty and to have a hunger for continuous improvement whereas those with a more rational tum of mind often favour a more scientific or evidence based approach Tradition is a powerful value that reinforces the norms and acceptable principles of society It involves the idea thal there are rules of conduct thal regulate behaviour and thal sets of values are al the heart of a good society It can also involve the idea that we should show more respect for the past and our heritage Those who value tradition are likely to be supporters of the established order of things and of the notion of authority and are likely to place particular emphasis on groupings such as the family or various traditional authority
19. of scales was devised which split some of the existing scales and with some further scales from the original List Version 2 the second version was an attempt to increase the reliability of the scales Each scale was refined and the new questionnaire was trialled on a sample of 7 580 Whilst the individual scales showed greater coherence the factor structure again gave little help and we failed to make meaning out of either the 3 4 or 5 factor solutions Version 3 The 3 version of the questionnaire involved a major rethink We returned to the literature and sought a new stimulus for guiding the next version This came from the old Buddhist philosophy of the elephant trainer and new scales were defined and this version was trialled on nearly 1 192 people The factor analysis suggested some interesting ways to structure the values domain involving a group versus an individual focus and another theme suggesting a timescale difference in terms of immediacy of satisfaction contrasted with values that lasted longer or had deeper meaning Version 4 The factor analysis from the 3 version guided us to create the final round of development which involved adjustments to some of the items to improve the consistency of the scales This version was trialled with eight items per scale 192 items in total and these were reduced to 6 items per scale in the published version The results from this 144 item version are described in this User s Guide There
20. problem faced by this approach and one of a psychometric nature was that we would be asking respondents to make distinctions between the 24 values on the basis of a description of the value consisting of just a few words i e of no greater physical length than could be easily manipulated on a standard computer screen This would be equivalent to creating a one item per scale questionnaire 1 e a questionnaire in which each scale was represented only by a single item Quite aside from the problem of scale reliability this posed considerable problems in terms of domain sampling since the 24 value scales are relatively complex entities each defined in terms of a number of component elements The principal constraints we faced here were the size of the computer screen and the degree of visual and informational complexity the respondent could be subjected to at any one time Whereas the ideal would have been to present on screen full and detailed definitions of each value during the ranking task screen space and the likelihood of information overload made this impossible The technical solution adopted was to accompany the simple definitions which occupied the principal positions on the screen with a system of mouse over popup panels not unlike the tool tips frequently used in modern software In the initial sorting task in which the values were to be sorted into More and Less Important boxes the simple definition of the value area would appear at
21. s report The feedback reports contain a comprehensive analysis of the respondent s self ratings and rankings Reports give an overview of rankings and importance and provides narrative interpretation of the results It also presents the values clustered into the four groupings that are based on the dimensions of group individual and satisfaction meaning The administrator s report provides a summary of the key data derived from the questionnaire Examples can be found in the appendices At an overview level it can be very useful to explore discrepancies between the different scoring methods Interpreting the discrepancies is not straightforward For example other people may rate a value quite low which means that comparatively a particular respondent could have high score and hence a high rank However their own perception may still be that it is not particularly important to him her The following is therefore designed to help with initiating an exploration and discussion They are based on an assumption that any discrepancy is worth re examining Perhaps we are not as deeply grounded as we say or believe or vice versa Whatever the reasons it can be worth spending some time trying to understand the discrepancies and the following wording may help with this discussion When the respondent considers the general Compared to other people these values appear definition these are the values she identifies as lower in the respondent s rankin
22. scores can occur if the item strength referred to by Mead as Item Threshold of ipsative items is not equated in any single comparison Although Mead s argument is phrased in the context of ipsative item formats it applies in equal measure to the raw scores from Likert scale items To adapt one of Mead s examples to the normative case consider four Likert scale items measuring the traits of Extraversion and Conscientiousness Item 1 measuring Extraversion I quite like going to parties Item 2 measuring Extraversion I feel at ease with people Item 3 measuring Conscientiousness I follow a schedule at all times Item 4 measuring Conscientiousness 1 continue until everything is perfect In theory a person who has equal and average levels of the two traits to the extent that this could ever be determined would be inclined to assign relatively high ratings to Items 1 and 2 but relatively low ratings to Items 3 and 4 This is not a problem if the scores are to be referred to norms However it does mean that the raw mean ratings of the scales would not be a good indicator of their relative ordering within the individual Unless therefore considerable effort were taken to match the population means of scale items in the initial item development phase the correlation between the rankings from the ranking tasks and the item means would underestimate the underlying true correlation Turning to the correlation between the ranking
23. the administrator or after the respondent has been informed about the assessment by other means such as email or a letter Whichever administration process is used it is essential that respondents understand why they are being asked to complete the questionnaire and how the information they provide will be used for their benefit This ensures buy in to the assessment and so encourages honesty and openness from respondents In this section options for administration are described along with guidance on how to conduct effective administration whether in person or remotely Details on the actual process of administration are also included along with the technical requirements of the PfS system Administration process There are three options for administering VbIM e completion with an administrator present who gives the introduction e independent completion after a prior face to face or telephone introduction by an administrator e independent completion after receiving an introduction via email or letter from an administrator The questionnaire does not necessarily require an administrator to be present and has been developed and trialled accordingly Full instructions are given at the beginning of the questionnaire along with examples to ensure that the respondent understands how to indicate their responses and use the six point response scale Whilst completing the questionnaire respondents can also see a summary of the instructio
24. two scales as captured on the one hand from the raw ranking scores and on the other hand from the normative scores see Figure C Figure C Hypothetical profiles for two scores derived from raw ranking scores and normative scores Well being Integrity 0 30 70 100 Ranking points Well being Integrity 0 5 10 Stens It is important to understand that the breakdown in the capacity of the normative scores fail to convey intra individual information as illustrated in the above example because of the hypothesised difference in the distributions of the ranking scores between the two scales In the field of values there is every reason to expect that some values will be regarded more highly than others in the population at large and for that reason we expect to see differences in the distributions of ranking scores across different scales It is also possible that such differences may also occur in the field of personality assessment though here the issues are slightly different V20120430 2007 2013 Profiling for Success 209 In personality assessment ranking or forced choice items typically ask the respondent to consider which of several attributes as expressed in specific statements are most typical of him herself for example the format in which a person must indicate the Most like me and Least like me from a set of four descriptive phrases When the sum of assigned ranking points for a scale is referred to the
25. via the telephone is to ensure that the respondent clearly understands the meaning of their results and is satisfied with the assessment experience and to explore possible implications of the results To reach this goal it is important that the review session is seen as a chance for information to be shared between the respondent and the reviewer not simply for the reviewer to provide the questionnaire scores For this process to be successful it is vital that all reviewers have received appropriate training and are themselves familiar with the VbIM model and the nature of its reports General guidelines for conducting review sessions are given below These guidelines should be seen as identifying the main points that need to be covered and giving suggestions about the structure of the review session and appropriate questioning strategies They do not set out to provide a set formula that must be followed e As with administration good preparation is essential for review sessions A suitable room free from disturbances should be used Reviewers should familiarise themselves with the respondent s results the VbIM scales and how they may want to introduce the VbIM model as a way of supporting the interpretation Reports should be sent out to respondents in good time before the review session if they have not received them directly from the Profiling for Success assessment system e The review session should begin with the reviewer introducing th
26. whether it features in our view of the world and its intensity which influences how important we feel it is Obviously if we were to put these two things together it would be possible to construct a hierarchy of values for a person but one in which the order of the values might change as a result of circumstances The last point is an important one because it suggests that values may be ordered by their importance relative to other values So while a person s values per se may be relatively fixed different values may be more or less important at different times This point has been ably made by Shalom Schwartz 1987 1992 another key figure in this area and the author of one of the most influential values questionnaires the Schwartz Value Survey In a similar vein is useful to make a distinction between so called espoused values and those that are in use The crux of a useful distinction made by Argyris amp Schon 1978 in their book on organisational learning and by Schein 2004 which points to the difference between paying lip service to organisational values or those values that a person wants other people to think they hold and the in use values that actually drive their behaviour Of course this dichotomy is important because it is useful to know what sort of values are influencing a person s decision making The match between personal in use values and espoused or actual organisational values can also have a profou
27. who can be anywhere in the world and yet have easy access at any time branding and logos included on reports Training requirements The VWM is available to people who attend our i day familiarisation workshop which also qualifies you to use a companion tool the Emotional intelligence Questionnaire ElO3D if you are already trained to BPS Intermediate Level B standards you may register to use VEIM although gaining practical experience can still be valuable and vou are therefore invited and encouraged to pon the course and learn to use CR Team Focus Limited Tri 01628 657338 Heritage House 13 Bridge Street E teams fleeam onus muk TEAMPOCUS Maidenhead BerksheSL6ALR Wumaniramtcuscauk 2007 2013 Profiling for Success 62 V20120430 R teamfocus Poet er ery Detailed outline of the Values based indicator of Motivation mode Haoa HOMES FOE WEL Seeks vistalry and wants to be in the publie eve Values prestige or meaningful recognition for work well done Values expenence bringing new perpectrve wath acceptance amp humility oaoa Sette company and pro cr Seeks fair honest and authentic interactions based on principles a nt roue encre mont ere ones O Team Focus Limited T a 0628 637338 Hentage House 13 Bridge Street E tesmfoous Oteam oous cout Mardenhead Berkshire 516 BLA W waw tearmfocus oo ul 2007 2013 Profiling for Success 63 V20120430 2007 20
28. who value the Conceptual want to make and be seen to make a difference with their analytic or creative thinking They welcome the opportunity to use their intellect to grapple with challenging situations and to be recognised for their ability to be insightful creative rational and or mentally flexible Those with a more creative focus are likely to welcome novelty and to have a hunger for continuous improvement whereas those with a more rational turn of mind often favour a more scientific or evidence based approach to life V20120430 2007 2013 Profiling for Success 30 What I want to become This area concerns the more abstract values that motivate a person with an eye for the longer term In as much as people who emphasise this area like to see themselves as growing changing and contributing in some way They may emphasise the development of their skills and competencies the progression of their career or how to grow the ability to lead and influence others Others may value development in more abstract terms such as mental emotional or spiritual growth A feature of this group of values is the ability to stand back from the day to day to view the bigger picture and to develop a deeper and richer understanding of both themselves and the world around them 7 Personal Growth People who value Personal Growth seek new opportunities and challenges that they believe will enable them to develop their potential They te
29. working with respondents It also gives an overview of the scores that are generated from the questionnaire and describes the computer generated reports that are available The VbIM questionnaire can be used in a range of development situations Some examples of these have been given in Section One but these are not intended to be exhaustive and it is anticipated that users will expand on these to meet their own needs The precise nature of the feedback and review with the respondent will depend on how the questionnaire is being used but this section gives an overview of a standard review process Users are encouraged to think of how these ideas may be adapted to best meet their needs so as to ensure the questionnaire has maximum impact on the development process Descriptions of the VbIM scales The VbIM questionnaire is structured around four major groups e What want for myself e What want to become e What want from others e What want from Society In each of these groups there are six individual scales making a total of 24 scales in all The definitions for each of the groups and their related scales are as follows What I want for myself This group of values concerns the ways in which an individual gains satisfaction This can be in terms of immediate reward either material or the more abstract satisfaction that people can get from their appreciation of art culture and the world of ideas Others gain their satisfaction by
30. 13 Profiling for Success 64 Appendix 3 Sample Reports PP PI HNT l gt Administrator s Report Values based Indicator of Motivation Delia Demonstration PAC Tali 0K ES7554 Emofeprfinponaie comm j FOR SUCCESS M rw pe tors 007 V20120430 2007 2013 Profiling for Success 65 V20120430 Administrator s Report Values based Indicator of Motivation Version 1 Delia Demonstration The table below provides an overview of Delia s results on the VbIM The results are shown as three separate rank orders with the value at Rank 1 being considered the most important value in each case The three separate rank orders arise from different ways of analysing the raw questionnaire data as explained on the following page General Ranking Detailed Ranking Comparative Ranking ipsative raw score normative oon oo 6 Nw Profiling for Success 2007 2013 Profiling for Success 66 The General Ranking method This ranking is produced from the ipsative ranking task in the second part of the questionnaire Here Delia was asked simply to order the 24 values in terms of a brief general description of each The lpsative Rank Order probably represents Delia s most obvious view of the importance of each value Le her view in terms of how she would most likely respond if asked what things in life she feels are most important The Detailed Ranking method This ranking is based on Delia
31. Like most people you would have questions about the purpose and meaning of life but you are unlikely to find the answer in the spiritual world In an employment context this may make it easier for you to operate in organisations that have simple commercial or materialistic goals Alternatively commercialism may not fit your values and you may adhere to some other moral or ethical code e g valuing humanistic ideals or believing in common decency Either way your responses to the questionnaire suggests that you do not feel a need to believe in a non material or spiritual dimension Further consideration of your results You will recall that after the main part of the VBIM questionnaire you were asked to order the 24 value areas by dragging them up and down the screen This ranking task is used to see how you would normally rank the value areas when not considering them in particular detail and the order so produced might be taken as reflecting your overtly expressed value framework On the other hand your responses to the first part of the questionnaire show how you actually rate the 24 areas when considering each area in much more detail The values areas below were those to which you actually attached significantly less importance when considering them in detail than you did in the simple ranking task These areas may perhaps be less important to you than you might have thought Connection Collaboration Inclusion The values areas below
32. R teamfocus PROFILING FOR SUCCESS Values based Indicator of Motivation VbIM User s Guide Roy Childs John Gosling Mark Parkinson Team Focus Limited vay Team Focus Limited T 44 0 1628 637338 Heritage House 13 Bridge Street E teamfocus teamfocus co uk tea mfocus Maidenhead Berkshire SL6 8LR W www teamfocus co uk PROFILING FOR SUCCESS 2007 2013 Profiling for Success www profilingforsuccess com No part of this material may be reproduced stored or transmitted in any form or by means electronic mechanical photocopying recording or otherwise without prior written permission of the publishers This material may not be photocopied even within the terms of the Copyright Licensing Agency Ltd The Profiling for Success series is published by Team Focus Limited Heritage House 13 Bridge Street Maidenhead Berkshire SL6 8LR England Tel 44 0 1628 637338 V20120430 2007 2013 Profiling for Success 2 Values based Indicator of Motivation VbIM User s Guide 1 0 Roy Childs John Gosling Mark Parkinson Contents MOUTO E eee ee 5 Section One The Concept of Values 7 OCR er eer eee 7 Historical typologies ss 8 TPE VDI MORE a ES 9 POD ICSE ONNS a a E EEEE 15 Section Two Development of VbIM questionnaire ccceeeseeeeeeeeeeeeeeeeeeeeaeeeees 16 How was the need ITS a a a on 16 The ipsative component of VDIM cc ccceeccee
33. They enjoy the prospect of seeking out old friends and acquaintances as well as creating Opportunities to meet potential new friends They appreciate pleasant informal conversation and companionship and often have a friendly and affable nature V20120430 2007 2013 Profiling for Success 32 14 Integrity Integrity is a value that implies a strong need to be seen as honest fair and incorruptible People who value integrity believe that it is important to be principled and truthful This contributes to the building of strong relationships through interactions that are based on authenticity on knowing who and what we are without enhancement or deception Having integrity also suggests a tolerance of other people and a sense of fair play even with someone who is disliked At work it implies giving the employer a fair effort for a fair day s pay and the customer a realistic understanding of what is being offered 15 Connection Those with Connection as a strong value indicate that feeling warm intimate and connected is important to them They prefer relationships where they can share their deepest thoughts and emotions and usually need to have at least one warm and close relationship that allows them to do this They are also likely to have a preference for close and warm relationships in general Such people are not necessarily interested in developing a large network of acquaintances but tend to prefer depth to
34. Wani TOM Socie iy Degree of alignment between the different ranking methods The degree of alignment between the different ranking methods is shown in the table below in terms of Spearman rank order correlations between rankings produced by the three methods General vs Detailed Degree to which a person s conscious or overtly stated framework of values corresponds with that inferred from their detailed responses to the questionaire General vs Comparative Degree to which a person s conscious or overtly stated framework of values corresponds with that held most typically by the comparison group Detailed vs Comparative Degree to which the framework of values inferred from a person s detailed responses to the questionnaire corresponds with that held most typically by the comparison group ero Profiling for Success V20120430 2007 2013 Profiling for Success 67 The diagrams on this and the following page compare the rankings from the three different methods for each of the 24 value areas Ranking profile for scales 1 12 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 E General rank E Detailed rank Comparative rank Profiling for Success 4 V20120430 2007 2013 Profiling for Success 68 Ranking profile for scales 13 24
35. a number of correlations either positive or negative with other scales of 0 2 or above V20120430 2007 2013 Profiling for Success 46 Table IX Mean correlation of each VbIM scale with all other scales Mean correlation of scale with other Scale scales a RE e 6 etme ET ES eT A 7 Career progression RS M V20120430 2007 2013 Profiling for Success A7 Table X Intercorrelations of VbIM scales coe 2 Cells containing intercorrelations between scales from the same group are shaded Le Toos ox r ooo on 066 oss on os 7 Le oar oss ou ous 0o12 oat Las oa ous oss ous 017 ost 057 oso o24 fans 1 ose ess aas ose ons oso oas oes oas 20 osr 13 Cu aai ono ou oas jou oz asi oes os oss os om Jom u as ose o oas oss oas Toas Tose oo ost os om T os ost aar as as os oor ova oze oa 020 ous ous ou oso o2s 037 eas ovo ess 1e ar ozo ou0 025 o3 01s oo 032 00 oso as oa7 ou osa our os ow as oos 025 012 ous 039 ooe 029 ax ou ous 0o23 ose o6 os oce oss osr 29 ze 009 oss oar 07 eae oas eu ose ozo foso oso ozs oso oso ose oss our 0 11 0 29 0 23 0 38 0 20 0 04 0 25 0 34 0 36 0 41 0 22 0 34 0 24 0 31 0 39 0 32 0 43 0 43 0 46 20 21 0 02 0 25 0 44 0 38 0 18 0 30 0 42 0 14 0 37 0 42 0 35 0 29 0 19 0 33
36. ade by an individual are dependent at least in part upon a person s values In this sense we are looking for information of an ipsative or intra individual nature For this reason the decision was taken during the initial development of the VbIM to include an ipsative component in the questionnaire in addition to a normative component However before discussing what form the ipsative component eventually took it is worthwhile briefly reviewing the use of ipsative methods in questionnaire construction Over the last 60 years or so the term ipsative has come to be used in at least three quite distinct senses V20120430 2007 2013 Profiling for Success Sire a Classic ipsative questionnaires The classic sense of the term ipsative is to describe a questionnaire which is intended to describe only the relative strengths of traits within an individual without reference to the normative standing of the individual on the traits in question One of the earliest examples of this approach is the Study of Values Allport Vernon and Lindzey 1965 The Study of Values uses two different methods of assigning scores to items In Part 1 statements are presented in which two different values are contrasted The respondent is asked to evaluate two response alternatives the first of which implying agreement with one of the values in the statement and the second of which implying agreement with the other value A maximum of 3 points can be
37. ale This is not a simple matter to deal with since it is not clear how one should evaluate the difference between the strength of items from entirely different domains However an example will illustrate the possible problems Suppose that to represent the scales Well being and Integrity the descriptors Putting ones health above anything else and Principles and integrity were respectively to be used It is clear that the first of these implies a high degree of adherence to the value in question whereas the latter does not imply any specific degree of adherence The implied high degree of adherence to the former might make some respondents less inclined to rank this value highly than if it had been expressed in a more neutral way In constructing the simple descriptors and their extended definitions attempts were therefore made to ensure that these did not imply any degree of adherence to the values in question and were expressed in terms that were as neutral as possible By way of illustration some examples of the descriptors eventually chosen are as follows Belonging and having roots Being caring and doing things for the good of others Tradition and continuity with the past Change and progress Tolerance and harmony Freedom and individuality It was considered that such descriptors did not contain any a priori characteristics which would influence their ranking and that the final ranking of the descriptors would be determined only by the r
38. an organisational point of view you are likely to endorse the view that management requires greater emotional intelligence l e that managers should manage with both compassion and understanding You are also unlikely to be overly influenced by clever intellectuals or people with great technical know how especially if you feel that their emotional intelligence does not match their intellectual intelligence Social Contact People who value Social Contact get enjoyment from interacting with others Indeed they tend to be highly sociable with a great need to have other people around They enjoy the prospect of seeking out old friends and acquaintances as well as creating opportunities to meet potentially new friends They appreciate pleasant informal conversation and companionship and often have a friendly and affable nature Your results suggest that Social Contact is the 5th most important value for you amongst all the 24 values This means that this area appears to be particularly important to you as a source of motivation You probably enjoy interacting with other people and it is likely that socialising is a key source of satisfaction for you However it should be borne in mind that this scale does not give an indication of your social confidence It is therefore unclear how your high score translates into actual behaviour Perhaps you are highly socially confident and visible or perhaps you simply admire people who have an easy social
39. are no correct or incorrect responses to the items in the questionnaire and so there is no need for faking or consistency scales Each item relates to only one scale and so there is no overlap among the 24 scales In parallel with the process of constructing the questionnaire considerable effort was put into producing a questioning and scoring system that would reflect a person s true values Again after various prototypes it was decided to adopt a rating normative and ranking ipsative approach The reasoning behind this method is described in some detail in the following pages The ipsative component of VbIM Depending on the purpose of any given assessment there are two possible kinds of information one might wish a values questionnaire to provide Firstly one might wish to know whether an individual places greater or lesser importance upon a particular value area than do other people i e one might wish the questionnaire to provide information of a normative kind Secondly one might also be interested in the relative ordering of values within the individual This kind of information is particularly relevant if the purpose of the questionnaire is at least in part to try to understand how the particular balance of values within an individual might motivate that person to behave in one way rather than another in a given situation Indeed the underlying rationale of the VbIM was that it should help to clarify how the behavioural choices m
40. asised the concerns of the times tradition securty Measure etc CR Team Focus Limited T 6d 01678 637338 Heritage House 13 Bridge Street E teamincusitea mous cae teamfocus Maidenhead Berkshire SLSBLR Wineweteamnfocus con son Foe bat tbh 2007 2013 Profiling for Success 61 V20120430 Product Whilst these are still important today people s concems mclwde a wider range of issues areas What want for myself reward farne well being excitement change conceptual What want to become personal growth career progression influence legacy wrdom tr ar ier mer WE What want from others social contact cuture harmony libertarian accountabdity Advanced analysis and innovative reporting VEM uses the latest technology to provide more sophisticated assessment by combening both same questionnaire This lets people look at the relate strength of their own values and the priority they give to each as well as providing a values that prevails in the general population CA teamfocus There is a choice of 2 reports one for the administrator and one for respondents The Administrators report contains full summanes of the data both normative and ipsative The narrative report is based on the ipsative data and is written for direct feedback to the individual Our online system works the way you want to giving you the option of using the VbIM at a time that suits all concemed
41. ass Hogan R and Hogan J 1996 Manual Motives Values Preferences Inventory Tulsa OK Hogan Assessment Systems Laurence P R and Nohria N 2002 Driven How Human Nature Shapes our Choices San Fransisco Jossey Bass Lawler E E 1982 Strategies for Improving the Quality of Working Life American Psychologist 37 486 493 Linley P A and Harrington S 2006 Playing to Your Strengths The Psychologist 19 2 86 89 Littrell R and Schwartz S H 2007 Draft Users Manual Schwartz Value Survey Cross Cultural Centre Maslow A H 1954 Motivation and Personality New York Harper Collins McClelland D C 1961 The Achieving Society Princeton NJ Van Nostrand Meade A 2004 Psychometric problems and issues involved with creating and using ipsative measures for selection Journal of Occupational and Organizational Psychology 77 531 552 Meglino B and Ravlin E 1998 Individual Values in Organizations Concepts Controversies and Research Journal of Management 24 3 351 389 Murray H A 1938 Explorations in Personality New York Oxford University Press Peters T 1988 In Search of Excellence Grand Central Publishing Robbins S P and Coulter M 2007 Management Pearson Education Rokeach M 1973 The Nature of Human Values New York Free Press Schein E H 1993 Careers Anchors Discovering your Real Values San Fransisco Jossey Bass Schein E H 1996 Career A
42. awler 1982 and the effect that well being can have on productivity and GNP Worrall and Cooper 2006 A low level of well being being variously estimated as costing 5 10 of GNP per annum Thus one can see that health and wellbeing may well be important values although interestingly they are not often found in values questionnaires There is also a great body of work relating to achievement This is built on the seminal work of Murray 1938 who produced an extensive model of needs and motivational processes aspects of which were popularised by McClelland 1961 in his book on the Achieving Society Indeed many values systems now include his three needs need for achievement need for affiliation and need for power And these needs can equally be expressed as values the valuing of achievement or advancement the valuing of affiliation or connection and the valuing of power or influence More generally there are links between motivation values and interests research through people like Schein 1993 and his notion of career anchors These include values such as autonomy independence security stability and service dedication Indeed Schein 1996 defines the concept of the career anchor as a person s self concept consisting of talents and abilities basic values and most important the evolved sense of motives and needs as they pertain to the career Other researchers such as Hogan 1996 also make an explicit association b
43. boration Connection Openness nusion Ss integrit Collaboration Openness Well being rul Accountability Wisdom Altruism o meis foso Tradition V20120430 2007 2013 Profiling for Success 51 Additional data Since the release of the current version data from more than 10 000 respondents has been collected and additional norms will be provided based upon this data The composition of this sample in terms of gender age and ethnic group is shown in the following tables Means and standard deviations for this sample can be found in Tables VI and VII in Section 5 2 Gender Percent Age range Ethnic group COR Pecan cate cop Pace Ca femme o kos ue De mension fost me forma on ce fin ass ie oon on V20120430 2007 2013 Profiling for Success 52 References Allport G W 1961 Pattern and Growth in Personality New York Holt Rinehart and Winston Allport G W Vernon P amp Lindzey G 1960 A Study of Values Boston Houghton Mifflin Argyris C and Schon D 1978 Organisational Learning A Theory of Action Perspective Reading MA Addison Wesley Baron H 1996 Strengths and Limitations of Ipsative Measurement Journal of Occupational and Organizational Psychology 69 49 56 Bartram D 2006 Can we compare people to each other using ipsative measures Paper presented at the 25 Biennial Conference of the Society
44. breadth which is more likely to result in a close inner circle rather than a broad range of acquaintances 16 Openness Those who place a high value on Openness tend to be committed to the concept of telling the truth They believe that the key to a strong relationship requires a commitment to the truth regardless of the consequences and hence can value blunt reality to diplomatic distortion They recognise that to keep things hidden from others does not generally create the best foundation for a trusting relationship Underlying the concept of openness are honesty and authenticity 17 Collaboration People who are Collaborative are concerned with co operation participation and consensus They believe that working together is a valuable goal and are willing to sacrifice other things in order to achieve this They value the input of others and often work hard to involve people whom they see as part of the team or group They believe that the whole is greater than the sum of the parts and so will subjugate their own needs for the good of group cohesion Their approach to decision making is generally to seek opinions and to arrive at a consensus As a result collaborative people are often less interested in making their own mark than arriving at the best possible solution they value the process rather than championing their own particular idea 18 Inclusion Those who value Inclusion have a strong desire to feel part of something big
45. ceeeeeeeeeeeeeeaeeeeeeaeeeeeeaeeeeeeseeeeesaaeeees 17 Section Three Administering the questionnaire cceeeeeeeeeeeeeteeeeeeeeaeeeeeeesaaeeeeees 27 AMIS WaN POCO SE a a te cpleuasgeeneuseans 27 R eguirements of tne PES eee 28 Section Four Interpretation and Review 29 Descriptions of the VbIM SELS de des annee 29 VOIN S COTOS aan a etcetpeeepectv ct since rca erence eres clescwmeesent cancer 35 4 3 Understanding VbIM reports ccc cce eee eeeee cece eee eee eres eater eee ea ee eeeeeaaeeeeeeaes 36 Conducting VINS ce gncectaeeecectacensncsacennecensaecece 37 Section Five Technical information cccceeceeeeeeeeeeeeeeeeeeeeeeeeeeeeeeesaaeeessaeeeeesaaeeees 39 Composition of the analysis sample ccccceeeseeeeeeeeeeeeeeeeeeeesaeeeeesaeeeeeeaaeeeeeaaees 39 TG CONCEDE OT Een ee E 43 RSS aise fad oh ree ee ee ee A 44 The concept of validity sise 46 VOL SES eee ere ere ere eee ee 46 Additional data siens 52 RSS pacoceaeceecautereosantacaacactaceannetadeenectacceceatadeeenstacensassanencaaenecesautecaoseseedwances 53 Section Six Appendices ii issisissssrreserernersreenessreenessnes 57 Appendix 1 VbIM Summary Profile Sheet 59 Appendix 2 VbIM Product Information 61 Appendix 3 Sample Reports ss 65 V20120430 2007 2013 Profiling for Success aoe V20120430 2007 2013 Profiling for Success s4 Introduction Musicians must make music artists m
46. ch 1973 What this means is that values have a subjective component and include a judgement about what is or is not important and what is or is not an acceptable way of behaving Statements such as people should be free to act as they like as long as they do not break the law or it is important that we can all develop to our full potential are thus markers to core values in this case the valuing of accountability and personal growth respectively In addition as Rokeach reflected values are probably learnt early in life through socialisation and interactions with parents teachers friends and peers Rokeach 1973 Feather 1985 Some researchers also claim that as with other psychological attributes there is an inherited component Meglino amp Ravlin 1998 Bringing all of this together a clearer definition of a value might be that it is a guiding and motivating principle in which we have an emotional or cognitive investment that we find it important and preferable to adopt for personal social or cultural reasons Values then can be thought of as the elements of our identity that give meaning mission and purpose to our lives they also energise and motivate us to do things However what is obvious from the new definition is that we need to attend to the concept of importance In particular as Robbins amp Coulter 2004 point out there is a difference between the nature of a value which determines
47. ch people are often described as driven determined and highly competitive with a strong need to succeed at their chosen activity Reward Rewards such as money and possessions are important fo us all At one level we need these to survive They are also the tangible signs of success Those for whom rewards are a key value are likely to base decisions about what they do on the possibilities for increasing their material well being Reward orientated people can be very hard working and competitive They can give an enormous amount of energy to their work and they make a very obvious link between the remuneration they receive and how good they are at their job and hence how successful they are and are perceived by others to be PES Profiling for Success 5 V20120430 2007 2013 Profiling for Success 78 Altruism Those who consider Altruism to be important aspire to a betier more tolerant and understanding worid They believe in showing concern for the needs of others and they admire people who direct their activities to increasing the sum of human happiness especially those who are willing to put considerable effort into helping other people the environment and the world generally As individuals they are likely to be understanding selfless and compassionate and to hope thal these values will be reflected in the society In which they live Collaboration People who are Collaborative are concerned with co operat
48. d by their other personal values as well as their personality Some express themselves by being quite forceful and persuasive Others can be more subtle or democratic Either way they are drawn to the centre of things where they can gain satisfaction from controlling purpose and direction 10 Legacy Those who value Legacy wish to be recognised for something they consider to be important and substantive Unlike Fame which is more about visibility Legacy is about making a contribution that has intrinsic value This may be in terms of making an important contribution to society Alternatively it can be to achieve recognition for one s skills and talents Legacy implies concern for a person s epitaph their reputation or a tribute to their achievements It places importance on the meaning and value of past efforts which mean that they are more likely to have some element of longevity V20120430 2007 2013 Profiling for Success 31 11 Wisdom People who value Wisdom focus on how life helps people to develop a deeper understanding generosity purpose and meaning It is less about knowledge and information and more about emotional maturity and forgiveness Their orientation towards life s difficulties is to turn bad experiences into something from which meaning can be extracted They tend not to pre judge people and are less likely to jump to conclusions or make harsh and unfair judgements of them Harbouring grudges feeling r
49. d error score A person s true score is their hypothetical score on the attribute being measured For the VbIM questionnaire the true scores refer to a person s scores on the 24 scales However scores obtained from assessments also contain an error component Error in scores can come from three sources the assessment itself the person taking the assessment and the situation in which the assessment is being taken e Test error Classical test theory assumes assessments are made up from a sample of items taken from the universe of all possible items As with any sample this will contain a degree of error As all people taking an assessment answer the same set of items error is systematic error being the same for each respondent Providing that adequate content validity has been ensured test error is less of a concern to users than individual or situational error e Individual error The individuals who take the assessment are a source of random error Factors such as how the person is feeling their motivations and attitudes towards completing the questionnaire and their familiarity with psychometric assessments will all affect how they perform but are not necessarily related to their actual preferences The major way in which individual error can be overcome is to make sure that respondents complete the VbIM questionnaire in the right mindset see Section Three on Administration V20120430 2007 2013 Profiling for Success 43
50. d with the respondent s personal experiences Respondents may be encouraged to recall specific experiences analyse the value related elements of these experiences and relate them to their VbIM results Team development Organisations increasingly rely on team performance for their overall success though these teams may be loosely structured exist only for the duration of a specific project and may not be co located virtual teams Diversity in teams is widely recognised as being a strength but with diversity come differences that can be the source of conflict and impair the co operation and collaboration Without a constructive appreciation of the diversity of values that exist within a team problems can arise and success derailed VbIM provides a powerful way of looking at the values that are held within a team and bringing them to the surface Team members can then start to appreciate the different perspectives that different values bring and how these can affect trust cooperation and individual decision making Recruitment The values assessed by the VbIM questionnaire will have a significant impact on performance in a wide variety of job roles giving it obvious appeal as a selection instrument However it should be appreciated that if it is used in this context it must not be employed to select a candidate in or out rather it can provide background information on values and motives that can be used within t
51. e scales in the VbIM The grouping is essentially of a functional nature intended as an organising principle for practical purposes The four groups are not intended to reflect underlying factors which hold together groups of highly correlated scales With this in mind it is quite understandable that Fame should correlate highly with Career Progression Influence and Legacy given the definition of these scales Table X allows one to see the pattern of intercorrelations more closely In this table the scales correlating at 0 4 or over have been listed beneath each scale heading and in order of the size of correlation V20120430 2007 2013 Profiling for Success 49 Table XI Scales which each individual correlates most highly with Reward Career progression 0 47 e OO OOOO Career progression Well being Legacy tesy RE a Influence Conceptual Reward 0 47 DRE Well being 0 43 Personal growth or a Social contact Inclusion 0 62 Integrity Jo ooo Well being Tr Collaboration 0 70 din a Pace Altruism Well being RTE inclusion Personal growth corer progress Collaboration pe Conceptual LExcitemene __ Change S Personal growth Personal growth DEN conceput 066 Wisdom Influence V20120430 2007 2013 Profiling for Success 50 Connection Openness Libertarian Inclusion Collaboration Culture Altruism Tradition a e Colla
52. each of the remaining scales The same number of points might be assigned to the same scale in the case of a different individual However this does not mean that the strength of the trait in the two individuals is the same All that can in fact be compared is the relative standings of the entire set of traits within the two individuals For example if in both cases a particular scale is assigned more ranking points than any other scale then it can be inferred that the underlying scale is the most important for both individuals Nevertheless this is not to say that comparisons between individuals are not possible with ipsative item formats If the ipsative scores are referred to norms this then becomes possible However as we shall see this approach has the disadvantage that the intra individual information then becomes lost b Norm referenced questionnaires which use ipsative item formats Questionnaires which fall into this category combine i the use of item formats typically associated with ipsative questionnaires with ii interpretative techniques found in normatively based instruments Such questionnaires require respondents to compare items from different scales either by means of forced choice comparisons or by means of rank ordering in order to assign a preliminary score to the scale The scale scores are described as ipsative since they are not independent of one another choice task that in the set must effectively sum to
53. eared to be worth consideration However since the VbIM was also intended to produce normative information the use of a classic ipsative item format would have meant either producing two different questionnaires one normative and one ipsative with entirely different item formats or including both formats within the same questionnaire so creating an extremely long questionnaire Neither of these alternatives was considered acceptable Instead therefore we considered an alternative approach which would involve the respondent rank ordering the 24 values directly via a simple description of the value This task would be additional to the existing Likert scale section of the questionnaire and would be undertaken after the Likert section had been completed We considered that such an approach would not work in the case of a pencil and paper questionnaire because we wondered if we might be able to make use of computer technology to turn this into a viable method and to overcome some of the problems both practical and psychometric which such an approach might otherwise face V20120430 2007 2013 Profiling for Success 23 In particular two problems of a technical nature had to be overcome Firstly rank ordering 24 entities at a time is an extremely difficult task Our preliminary investigations with presentation methods led us to believe that around 12 entities was the maximum number that an individual could easily rank The difficulty here i
54. eciate some forms of artistic expression but that you also value an approach that is Profiling for Success 2007 2013 Profiling for Success 80 V20120430 more practical or functional From a work perspective you may find it hard to identify with an organisation that is centred on artistic or cultural activities unless you can see that this also has some practical benefits Transcendence Transcendence implies a need to connect with the non material and non physical values that help to give meaning to life To some this will be in the form of a spiritual or religious orientation to life For others it may involve a meditative or humanistic approach to life Irespective of the means by which a person seeks transcendence it will always involve a need for a deeper understanding of what it is to be human and the search for some channel that embodies or creates this Transcendence often involves core beliefs and principles and these may relate to the idea of a powerful driving force in the universe or may simply involve a strong belief that one should live according to an ethical code Your results suggest that Transcendence is the least important value for you amongst all the 24 values This suggests that this area is probably not an important source of motivation for you This means that for you satisfaction could take a number of forms material intellectual or social but it is unlikely to be spiritual or religious
55. ed more highly than other values by the reference group We would expect the distribution of ranking points to be something like that shown in Figure A below with the mean of the sample being let us say 70 points Figure A Illustrative ranking scores for a single scale Mean Well being 0 Ranking score 70 100 Sten score 5 10 The shape of the distribution merely reflects the assumption we are making for the sake of the present argument that Well being is something which is generally valued highly within the population at large The individual who has assigned the maximum number of 100 points to this scale will fall at the extreme right of this distribution and we shall suppose his raw score of 100 points converts to a sten score of 10 The normative inference we then draw is as follows The extent to which this individual has shown a preference for Well being over other scales is considerably greater than is typical for the comparison group as a whole Note that this inference is stated not in terms of how much the individual values well being but in terms of the extent to which he has ranked it more highly than other scales since this is what the raw ranking points reflect If we now consider an individual who has assigned 70 points to well being the inference we make is that the extent to which this individual has shown a preference for Well being over other scales is no greater or no less than is typical for the comparison gro
56. emselves and providing a brief overview of the review session ideally there will have been prior contact but it can be useful to go over these points again Useful information to offer includes clarifying the overall purpose of the session and how the questionnaire will assist achieve that purpose It is also useful to clarify the approximate length of the session issues around confidentiality and what will happen to the questionnaire results e Both parties need to agree on what they want to get out of the review session and be clear on how the profile will be used before working through the report Such agreement will ensure a V20120430 2007 2013 Profiling for Success 37 common purpose to the review encourage rapport and reduce the chance for misunderstandings e To encourage a balanced discussion from the outset the respondent should be brought into the review session as early as possible This can be done through asking them about their experiences of the questionnaire immediately after the brief introduction e g How did you find completing the questionnaire or Tell me about your experience of completing the questionnaire Throughout the review session open questions should be used wherever possible as this will encourage the respondent to provide more information and make the review more balanced In a balanced review session the respondent should contribute at least as much as the reviewer to the discussion if
57. en group and individual focus and between satisfaction and meaning are shown in the diagram below Individual focus What want to become Source of satisfaction Source of meaning What want What want from others from society Group focus On the following page your ordering of the 24 values is shown divided up into the four main areas as shown in the diagram above This can help you see which of these main areas if any you tend to attach most importance to ET Profiling for Success V20120430 2007 2013 Profiling for Success 82 V20120430 The diagram below shows your ranking of the 24 values as on the first page of this report but here divided into the four main areas described on the previous page The four main areas and the types of values that fall within them are described in more detail after the chart WHAT WANT to become from others from society What want for myself This group of values concerns the ways in which an individual gains satisfaction Some people prefer to gain their satisfaction in terms of immediate reward either of a material kind or the more abstract satisfaction that comes from appreciation of the world of ideas Others gain their satisfaction by enhancing their standing in the eyes of others either by being recognised and visible possibly in the public eye or through obtaining the badges and symbols of success Still others are motivated by a stron
58. eople with this value are saying that there are more important things that reside in human imagination and sensitivity They appreciate aesthetic expression but they also usually value self expression and people who dare to be different People with this value are likely to promote the importance and richness of human imagination which they see as an important pillar of society They may see culture as an educational and aesthetic force for good or as a source of intellectual and emotional meaning or as a high form of freedom of expression 22 Harmony Those who value Harmony believe that as a society we need to develop understanding and tolerance This involves the appreciation of difference and an interest in the common good They believe that people should make an active attempt to get on with each other and to live in a non judgemental manner Harmony implies give and take and aspects of respect but does not necessarily imply authority or indeed passivity rather a conscious attempt to amiably cohabit in a complex world V20120430 2007 2013 Profiling for Success 34 23 Libertarian Those who value the Libertarian approach to life believe that people should be allowed to follow their own conscience They often view society as placing unnecessary constraints on individuals and place great emphasis on the concept of individual freedom A consequence is that they tend to believe in allowing people to choose
59. espondents view of the relative importance of the values to themselves Assessing the reliability of the ipsative component of the VbIM If reliability is interpreted in terms of domain sampling then the methods described above would hopefully increase the reliability of the task itself Nevertheless the fact remains that only one single score is available for each scale from this method In terms of the data available it is still a one item per scale test Added to this is the fact that the data from the ranking task is ordinal in nature so making it inaccessible to classical methods for assessing reliability What can be easily assessed however is reliability over time on a test retest basis and this can be estimated easily by means of the Spearman Rho correlation coefficient which is suitable for ordinal data Of interest also is the correlation between the rankings and two other sets of data the rankings of the normative scores based on the Likert ratings from the first part of the questionnaire and the rankings of the raw scale means of the Likert ratings though caution will be necessary in both cases V20120430 2007 2013 Profiling for Success 25 Considering firstly the correlation of ranking scores with the means of the raw Likert scores the particular problem here is that of possible differential item strength across scales Mead 2004 has discussed this problem in depth and has shown that considerable distortion of raw
60. esponse rather than a carefully considered one they can provide a useful starting point for exploring a person s value system e an explanation of how the respondent will receive their VbIM profile and how this will be used e adescription of how the profile will be stored and who will have access to it When an administrator will not be present whilst the respondent completes the questionnaire the following information should also be given e the URL respondents should go to for access to the PfS website www profilingforsuccess com main e the Client code Access code and Password they will need to enter when prompted e that the questionnaire normally takes between 20 and 40 minutes to complete and that it should be completed in a quiet environment free from distractions e contact details for the administrator in case of any questions or issues in accessing the PfS system Requirements of the PfS system As the VbIM questionnaire is delivered via the PfS online assessment system administrators need to ensure that respondents have the necessary hardware and software to access the assessments In practice this is very rarely an issue as the PfS system has been developed to run on standard internet technology to make it as widely accessible as possible The requirements for users of the PfS system clients administrators and respondents are e aPCor Mac with an internet connection dial up or broadband e aminimum screen resolu
61. etween values and career interests and there is evidence that personality can be drawn into the picture as well Furnham 1984 for example has demonstrated a clear relationship between introversion and freedom and self respect and neuroticism and harmony Finally there is a cross cultural dimension to values measurement which is perhaps best characterised by the contribution of Geert Hofstede 2001 his work over many years having identified five common dimensions that can be used to understand differences in national cultural values For instance he has highlighted the importance of looking at individualism or the strength of the ties that people have to others in their community and the importance of power distance or the degree to which inequality exists and is accepted by people with and without power The remaining three dimensions are masculinity the degree to which a society adheres to traditional male and female roles uncertainty avoidance the way in which society treats ambiguity or conversely seeks rules and order and long term orientation the degree to which a society values long standing as opposed to short term traditions and values Over the years much of the research described has been combined to produce psychometric measures of individual and or cultural values The Schwartz Value Survey SVS Littrell amp Schwartz 2007 had already been mentioned but there are others notably the Rokeach Value Survey RVS
62. evengeful or becoming bitter and twisted are all emotions that they would like to see becoming alien to themselves and others 12 Transcendence Transcendence implies a need to connect with the non material and non physical values that help to give meaning to life To some this will be in the form of a spiritual or religious orientation to life However others may see it as involving a meditative or humanistic approach to life All would see a need for a deeper understanding of what it is to be human and are seeking some channel that embodies or creates it It often involves some core beliefs and principles which may involve the concept of a powerful driving force in the universe or may simply involve a strong belief in living by some ethical code What I want from others This group of scales has a relational focus as people who emphasise this area value interaction relationships and community They recognise the importance of creating conditions in which relationships can develop such as Trust Collaboration and Integrity and as well as those that focus on the satisfaction we gain from our interactions with others such as Social Contact Inclusion and Connection A feature of this group is the importance of other people in a person s value system 13 Social contact A person who values Social Contact gets enjoyment from interacting with other people Indeed they tend to be highly social with a great need to have other people around
63. f duty ask them what they would be willing to stand up for The answer lies in their fundamental values Values are the key to understanding people s energy and motrvetion Explore people s values and you can unlock the what where when and why of people s achons VbIM has been developed to provide a detailed map of values and motivations that reflects what is important in the 21 Century rather than being based on psychological models which are rooted in the past What does the PFS Values based Indicator of Motrvation offer An up to date and comprehensive model that identifies 4 areas and 24 scales of different possible values and motivations ft fills the gaps left by other method for giving penetrating insight by combining both normative and igsative approaches allows compansons not only with others from different norm Use with groups but also teases out a personal all people interested in the path they ml Li ee ee ee A common language for describing a who lve or work together to appreciate their similarities and differences Esse of ue available online and accessible anywhere anytime Speeds of iinterpretaten the comprehensive reports are available by e mal to either the individual or the facilitator or both C3 How is VoIM different VEIM represents a comprehensive values assessed ina fresh way Values have been dorunated by models that were developed last century These emph
64. figures and institutions Profiling for Success V20120430 2007 2013 Profiling for Success 79 PFS V20120430 Fame Those who value Fame usually enjoy being in the limelight and at the centre of attention They have a particularly strong need for recognition and the admiration of their peers quite apart from that of the wider community People with a concer for fame are motivated to create a noticeable public image to the extent they may even seek infamy as opposed to fame since to be completely ignored is for them the worst thing of all Seeking fame can involve a wide range of activities but at its core is the desire to be visible and recognised Connection Those with Connection as a strong value Indicate that feeling warm intimate and connected is important to them They prefer relationships where they can share their deepest thoughts and emotions and usually need fo have at least one warm and close relationship that allows them to do this They are also likely to have a preference for close and warm relationships in general Such people are not necessarily interested in developing a large network of acquaintances but tend to prefer depth to breadth which is more likely to result in them having a close inner circle of friends rather than a broad range of acquaintances Inclusion Those who value Inclusion have a strong desire to feel part of something bigger They seek a sense of belonging either from joi
65. g desire to feel healthy both physically and emotionally What want to become This area concerns more abstract values that motivate a person with an eye for the longer term People who emphasise this area like to see themselves as growing changing and contributing in some way They may Profiling for Success 2007 2013 Profiling for Success 83 10
66. ger They seek a sense of belonging which can come from joining or being part of a community This has a longer term focus than simply making social contact and it drives them to build allegiances with other people or groups where the values involve loyalty reliability and supporting each other when needed Some achieve this by staying close to where they were brought up Others create a community of friends whilst still others achieve this by joining groups that give them a sense of identity and continuity e g joining a football supporters club a local gang the Women s Institute a local Community Support Group etc The underlying need is to establish a sense of group identity of belonging of having roots and being in rather than out V20120430 2007 2013 Profiling for Success 33 What I want from society This group of values has both an interpersonal and societal focus and concerns the values that give meaning to our dealings with other people It is based on altruism harmony and respect the cornerstones of a giving and accepting society or workplace People who emphasise this area are concerned for the nature of the society they live in and they tend to have a respect for the traditions and legacies of previous generations They can also see that being part of a society necessarily brings both rights and responsibilities and they sometimes accept the benign use of authority as well as valuing continuity
67. gs than s he being significantly higher than when s he is states when thinking about the detailed asked to consider them at a more detailed level definition It is possible that they are not quite It is possible that they are not quite as as important as s he initially thought important as she initially thought When the respondent considers the detailed Compared to other people these values appear definition these are the values s he identifies as higher in the respondent s rankings than s he being significantly higher than when s he is states when thinking about the detailed asked to consider them at a more general level definition It is possible that they are more It is possible that they are more important than important to him her than she initially thought s he initially thought V20120430 2007 2013 Profiling for Success 36 Conducting a review session The results from the VbIM questionnaire should always be reviewed with the respondent As with the output from any psychometric assessment the profile should be treated as a starting point for further exploration and clarification Without adequate review the respondent may over interpret the results and place greater emphasis on their validity than is warranted The review session therefore allows the respondent an opportunity to challenge the results in the report and find a balance between their results and personal perceptions that allows them to move forwa
68. h its materialistic and non materialistic aspects Someone who values reward will be motivated by the thought of wealth and the symbols of success someone who does not will probably be more interested in what they do in a job or perhaps in the social environment of work rather than what they get for doing it Statements were reviewed by up to three occupational psychologists as well as other experienced assessors to ensure that they were clear and reflected behaviours that could be readily rated To do this the reviewers were instructed to think of a target person and check whether they could confidently give that person a rating on each item A number of changes were made to the statements as a result of this review and a final screening conducted to ensure that none of the items could be construed as offensive or as asking for information of a private nature So for example none of the items ask about criminal or illegal behaviour racial or political attitudes etc V20120430 2007 2013 Profiling for Success 16 Version 1 The first questionnaire was put together in 2003 and involved 5 areas and 20 scales This questionnaire was trialled on a sample of 854 and both item analyses and factor analyses were conducted It became clear that several of the scales were complex or confused and that the factor analysis did not support the rational model However this provided some useful insights into the nature of some of the scales and a new set
69. he areas covered by the VbIM questionnaire is fairly high when compared to the comparison group PF E Profiling for Success 2007 2013 Profiling for Success V20120430 72 7 PINT i Feedback Summary Report Values based Indicator of Motivation Delia Demonstration L Pe a T a4 0 122 657558 mp sie E moapae NE FOR SUCCESS Wi rar profi linpiosuccess coin V20120430 2007 2013 Profiling for Success 73 Profiling for Success Feedback Report Values based Indicator of Motivation Version 1 Delia Demonstration This report presents your results on the Values based Inventory of Motivation VbIM a questionnaire which investigates the importance you attach to each of 24 specific value areas The diagram below shows the order in which you placed the 24 values areas as revealed by your detailed answers to the questionnaire Those values which appear at the top of the diagram are those which are personally most important to you and those which appear at the bottom are those which are personally least important to you The text at the right of each value area indicates the amount of importance you attach to that area in comparison with a group of other people 412 students at selected UK universities Simply because you rate a value high or low does not tell you how strongly you emphasise it compared to other people There may be some values which come high on your list but which yo
70. he interview process VbIM is a behavioural measure so the items are relatively transparent and open to faking or deliberate distortion To reduce distortion careful administration is important as is exploration of results with the respondent to obtain evidence to support or challenge the obtained profile hence the use of the results within an interview As with any selection technique it is important that use of the VbIM questionnaire is based on a thorough job analysis and its effectiveness subsequently validated V20120430 2007 2013 Profiling for Success 15 Section Two Development of VbIM questionnaire How was the need identified This project began as a result of running workshops where people were exploring the concepts of leadership motivation and emotional intelligence These workshops involved exploration and experimentation and we used different approaches with different groups However one important element involved answering questions like why should anyone be led by you and how can you inspire others if you can t inspire yourself followed by what is it that does inspire you This invariably brought the discussion around to the issue of values both of the participants and of the people they were leading However people often had difficulty articulating their values and in particular they had difficulty grasping how important these values were to them We experimented with using values ques
71. her or lower than other people s 2 Detailed Ranking these are also presented as the rank positions of the 24 scales but the position is determined by taking all of the answers to the 144 individual items in the questionnaire The scores for the 6 items for each scale are summed and this allows all 24 scales to be put in order However since the items have different power or strength the order has been adjusted statistically to allow for this 3 Comparative Scores these are based on comparing the results for each scale with how others have answered the questionnaire The results can be expressed as a standardised score percentile or sten scale which allows each scale to be interpreted in terms of how much the person values this scale compared to other people These scores can also be used to rank the scales i e create a hierarchy but the order now shows which scales are the highest or lowest compared to other people Clearly this ranking could alter if a different comparison group is used These three different ways of presenting the most and least important values can vary in apparent consistency In considering the results it can be particularly useful to identify and explore why some values may appear higher in one hierarchy than another V20120430 2007 2013 Profiling for Success 35 4 3 Understanding VbIM reports Three reports are available e a feedback report e a feedback summary report e anadministrator
72. ing and redirecting in new and more fruitful directions Given how important this area is it is surprising that there is such a paucity of tools to help navigate this terrain VbIM has been developed to provide a new and comprehensive framework of values assessed in a fresh way It has incorporated the best of the models developed last century where the concerns of the times involved greater emphasis on tradition security excitement etc It has embedded these within the wider range of issues that are fundamentally important to people today relationships ideas spirituality etc It may well be that these have always been important and so we hope that VbIM provides a much needed detailed and comprehensive map for the new territory What does the PfS Values Based indicator of Motivation offer Up to date and comprehensive the model identifies 24 possible motives and values thus filling the gaps left by other questionnaires Simplicity with complexity by structuring the scales into 4 key areas the interpretation and feedback can be made more understandable and impactful The potential for surprising insight by combining both normative and ipsative approaches it allows not only comparisons with different norm groups but also a challenge to the person s consciously expressed views by highlighting potential inconsistencies in the responses made A common language for describing a person s identity and for enabling people
73. ion participation and consensus They belleve that working together Is a valuable goal and are willing to sacrifice other things in order to achieve this They value the input of others and often work hard to involve people who they see as part of the team or group They believe that the whole is greater than the sum of the parts and so will subjugate their own needs for the good of group cohesion Their approach to decision making is generally to seek opinions and to arrive at a consensus As a result collaborative people are often less interested in making their own mark than arriving at the best possible solution they value the process rather than championing their own particular idea Legacy Those who value Legacy wish to be recognised for something they consider to be important and substantive Unlike Fame which is more about visibility Legacy is more about making a contribution that has intrinsic value This may be In terms of making an important contribution to society Alternatively it may be In terms of achieving recognition for one s skills and talents A concem for Legacy implies a concern for one s epitaph for one s reputation or for the tributes thal one hopes will follow one s achievements People who value Legacy place importance on the meaning and value of thelr past efforts with the aim of ensuring that these are more likely to have some element of longevity Harmony Those who value Harmony believe that as a society we
74. k normative data we effectively tell the individual whether the importance he she places on a given value is greater or less than what is typical in the comparison group When feeding back the ipsative data we tell the person which of the values are most important for him herself and which are least important Equipped with only normative data we might convey to the individual that he she values Well being say less than most people in the comparison group Armed also with the ipsative information we might be able to add the additional statement that Well being is nevertheless one of his her most highly ranked values and is therefore likely to be one of the most important determinants of his her behavioural choices in any given situation V20120430 2007 2013 Profiling for Success 26 Section Three Administering the questionnaire The VbIM questionnaire is part of the Profiling for Success PfS online assessment system developed by Team Focus To use the questionnaire clients have to open a PfS account Once a PfS account has been opened this allows clients to manage all aspects of the assessment and reporting process For information on opening and using a PfS account please contact Team Focus contact details are given at the front of this User s Guide Effective administration is important if VbIM is to provide valid information With the PfS online assessment system assessments may be completed after a personal introduction from
75. manner In an employment context it is likely that you would much prefer activities involving other people than ones where you have to get on alone with little opportunity for interaction Isolation is not your preference and this could cause problems if for example you spend too much time socialising with your colleagues social grazing at the expense of getting the Excitement The primary goal of a person who values Excitement is to have a good time and to arrange life so that there are ample opportunities for fun and recreation They may also have a need for excitement and variety a wish to live for the moment and not to delay gratification Often fun loving individuals are fast living expect instant results and are usually not weighed down with the baggage of the past Openness Those who place a high value on Openness tend to be committed to the concept of telling the truth They believe that the key to a strong relationship requires a commitment to the truth regardless of the consequences and as a result tend to value biunt reality to diplomatic distortion They recognise that to keep things hidden from others does not generally create the best foundation for a trusting relationship P Cp Profiling for Success V20120430 2007 2013 Profiling for Success 77 Integrity Integrity is a value that implies a strong need to be seen as honest fair and incorruptible People who value i
76. motivations that reflects what is important in the 21 Century Our purpose was to provide a tool that would enable us to discover things like what drives people at work and outside to commit time and energy beyond the absolute minimum In the work context one thing is certain motivation does not come solely from financial reward Twenty years ago Tom Peter s highly influential book In Search of Excellence drew attention to the importance of a range of values in the workplace etc These days we need to recognise an even broader range and VbIM was developed to map out this relatively uncharted terrain V20120430 2007 2013 Profiling for Success 5 Why was VbIM developed All that matters requires energy Finding releasing and channelling energy is arguably the biggest challenge we face This is certainly true for employers and managers It is also for all those who deal with others parents teachers social workers to name but a few However values are also fundamentally important for our own personal life and goals They provide meaning and satisfaction They influence the intensity and flow of our psychological energy They guide us direct us enable us to take the next step provide the criteria for guiding our actions and much more They provide the fuel that drives the car and the pipes that direct the flow Talent without energy is unrealised potential that needs igniting Energy without talent is dangerous and needs harness
77. n or Asian British Pakistani Asian or Asian British Bangladeshi Asian or Asian British Other V20120430 2007 2013 Profiling for Success AT Descriptive statistics The descriptive statistics for the raw scores for the 24 VBIM scales are shown in Table VI Each scale consists of 6 items each of which is rated on a scale from 1 to 6 The possible raw score range for each scale is 6 36 Also shown in the final column of Table X is the mean rating for the items in each scale Table VI Descriptive statistics for the 24 VbIM scales For a description of sample group N 10437 please see Section 5 7 Standardisation sample N 412 N 10437 M OT score ev rating Dev arme aer 60 s600 700 298 ax 7351 s excitement 2529 600 3600 550 387 2425 5202 Le change 242 100 5600 asa 407 245 4672 Le career progression 2500 700 3600 610 583 2540 5824 Lo Trnscendence 2531 400 3600 709 588 2218 7025 C2 uegsey 245 900 3600 527 408 2469 5260 15 Socatcontee 2422 600 3600 558 404 2437 5092 ar colaboran 2531 900 3600 419 422 2540 4165 fas awuim 2725 9 00 3600 500 454 2741 as 20 Tredion 2505 600 3600 500 417 2481 5 285 ar euwe 2464 900 3600 529 an 2405 5602 22 Harmony 2638 900 3600 405 44o 2660 aus V20120430 2007 2013 Profiling for Success 42 The descriptive statistics fo
78. n to the value by the comparison group students at selected UK universities and other people seeking careers guidance The scores are shown as stens A high score Sten 8 or above for a given scale would indicate that Delia places more value on that area than do people in the comparison group A low score Sten 3 or below would indicate that Delia places less value on that area than do people in the comparison group Normative profile Reward Fame Conceptual Well being Excitement Change Personal Growth Career Progression Transcendence Wisdom influence Legacy Social Contact intagrity Connection Openness Collaboration Inclusion Altruism Tradition Culture Harmony Libertarian Accountability PFS Profiling for Success 7 V20120430 2007 2013 Profiling for Success 71 The enthusiasm score is calculated from the average of ratings for all items in the main part of the questionnaire and can be used as a general indication of the amount of enthusiasm Delia feels for the entire set of values covered by the VbIM questionnaire Note that this score is partially dependent on idiosyncratic aspects of how an individual makes use of a 1 6 rating scale and it should therefore be taken only as an approximate indication of general enthusiasm Delia s raw enthusiasm score was 4 66 which corresponds to a sten score of 8 when referred to the comparison group This suggests that her level of general enthusiasm for t
79. nable you to be more effective as an independent and autonomous individual something that some organisations value highly However it may make it harder for you to become a member of a team especially where other members have a higher expectation of how people should join and integrate Culture Some people have a great love of cultural expression in its various forms such as painting music drama dancing etc Such things may not have great practical or functional value but people who value culture feel that there are more important things that reside in human imagination and sensitivity They appreciate aesthetic expression but they also usually value self expression and people who dare to be different People with such values are likely to promote the importance and richness of human imagination which they see as an important pillar of society They may see culture as an educational and aesthetic force for good as a source of intellectual and emotional meaning or as a high form of freedom of expression Your results suggest that Culture is the 23rd most important value for you amongst all the 24 values This suggests that this area is probably not an important source of motivation for you Your engagement and sympathy with various forms of the arts whether this be painting music drama architecture dance and 50 on is probably unlikely to provide you with a primary focus on a day to day basis It may be that you can appr
80. nce on some measure often another test or questionnaire that is available at the same time as the questionnaire concurrent validity Returning to construct validity this can be demonstrated in a practical way by establishing if the scores from the questionnaire are consistent with those from other questionnaires that purport to measure the same attributes The primary validity of the VbIM questionnaire arises from its development as a comprehensive model of values based on a large body of previous research see Section One Further evidence of construct validity can be demonstrated by looking at how the VbIM scales relate to each other and where appropriate how they correlate with other independent measures Validity statistics Scale intercorrelations The mean correlation of each scale with the remaining scales is shown in Table VIII below and the intercorrelations between all 24 VbIM scales are shown in Table IX on the following page It can be seen from both Table VIX and Table X that the majority of the scales have at least moderate correlations and sometimes fairly large intercorrelations with fairly large numbers of other scales In particular Well being Personal Growth Wisdom Integrity Openness Inclusion and Altruism each have mean correlations of 0 35 or greater with the other scales The only scale which had a mean correlation close to zero was Reward although it can be seen from Table IX overleaf that even this scale had
81. nchors Revisited Implications for Career Development in the 21 Century SOL Working Paper 10 009 Schein E H 2004 Organizational Culture and Leadership San Fransisco Jossey Bass V20120430 2007 2013 Profiling for Success 54 Schwartz S H 1992 Universals in the Content and Structure of Values in Zanna M Ed Theoretical Advances and Empirical Tests in 20 Countries San Diego Academic Press Schwartz S H and Bilsky W 1987 Towards a Universal Psychology Structure of Human Values Journal of Personality and Social Psychology 53 550 562 Schwartz S H 2004 Evaluating the Structure of Human Values with Confirmatory Factor Analysis Journal of Research in Personality 3 230 255 Super D E 1964 Work Values Inventory Boston Houghton Mifflin Co Worrall L and Cooper C L 2006 The Quality of Working Life Managers Health and Well Being Executive Report CMI Zytowski D G 2006 Manual Super s Work Values Inventory Revised National Career Assessment Service Inc V20120430 2007 2013 Profiling for Success 55 V20120430 2007 2013 Profiling for Success 56 Section Six Appendices Appendix 1 VbIM Summary Profile Sheet Appendix 2 Product Information Appendix 3 Sample Reports Appendix 4 Price Lists V20120430 2007 2013 Profiling for Success 57 V20120430 2007 2013 Profiling for Success 58 Appendix 1 VbIM Summary Profile Sheet
82. nd effect on someone s motivation So for example if an employee believes that their values are in line with those of the organisation in which they work they likely to be more content and productive Feather amp Rauter 2004 V20120430 2007 2013 Profiling for Success 7 Historical typologies In psychology there have been many influences on values research and the typologies that have been produced to describe and map them For example most values typologies draw on the early work on psychological needs and concepts such as self actualisation Maslow 1954 Hertzberg 1959 Many will be familiar with Maslow s concept of the hierarchy of needs an ordering of needs from those that are physiological eg hunger through to self actualisation the need to fulfil one s potential and Hertzberg s work on what affects people s attitude to work The latter including hygiene factors such as working conditions and salary as opposed to motivational factors like achievement recognition and advancement Readers may also be familiar with the terms extrinsic and intrinsic motivation And as with Hertzberg s factors these refer to external extrinsic motivators like salary or the valuing of money or material reward versus internal intrinsic motivators such as the valuing of being part of a group or team Another strand of influence comes from theories concerned with quality of working life and level of aspiration L
83. nd to take personal responsibility for their own development and they usually see this as a life long process Their search for new experiences may involve elements of fun and immediate satisfaction but there will usually be a strong focus on the potential for new skill acquisition They have an agenda of further development of the skills competencies and experience beyond those that they already possess 8 Career Progression People who are concerned with Career Progression are often extremely driven and ambitious Their energy is focussed on making a success of their work life although some may achieve this through activities that may not follow a traditional career Either way they seek significant challenges that require considerable effort and determination in order to succeed Their drive can involve working hard to become an expert or working long hours to achieve perfection It is therefore unsurprising that such people are often described as driven determined and highly competitive with a strong need to succeed at their chosen activity 9 Influence People who place value on Influence are motivated to make a difference often through their work with and through others This can drive them to seek positions where they have more opportunity to exert influence over people policy or tasks For this reason it is not unusual to find them in leadership positions However their style in such positions will be highly influence
84. ning or being part of a community This has a longer term focus than simply that of making social contact and it drives them to build allegiances with other people or groups who share their own values of loyalty reliability and mutual support when needed Some achieve this by staying close to where they were brought up Others create a community of friends whilst still others achieve this by joining groups that give them a sense of identity and continuity e g joining a football supporters club a local gang the Women s Institute a local Community Support Group etc The underlying need is to establish a sense of group identity of belonging of having roots and being in rather than our Your results suggest that Inclusion is the 22nd most important value for you amongst all the 24 values This suggests that this area is probably not an important source of motivation for you it seems that being part of a community is not as attractive to you as it is to others Perhaps the sense of belonging and of being recognised is less important than your need for a sense of independence or separation Perhaps the prospect of being part of a community carries the risk of being known warts and all and you value privacy or anonymity more than this allows Perhaps you already feel part of a community but have not found the benefits of this as rewarding as other people do In a work context you do not seem driven to join and belong This may e
85. nnection Relationships z a Ee alone Openness _ SE e e RS ee Sr au Inclusion Saas Altruism Benevolence Altruistic Service dedication Social Tradition Tradition Tradition oo S S o S Culture Aesthetic o o o e esthetic Peme E ee Libertarian Conformity Conformity Accountability Universalism loo S S S S S VbIM Values based Indicator of Motivation SCAO Schein Career Anchors Questionnaire SWVI Super s Work Values Inventory SVS Schwartz Value Survey WIS Work Interest Schedule AVLS Allport Vernon amp Lindzey Scale HMVPI Hogan Motives Values amp Preferences Inventory GSPV SIV Gordon s Survey of Personal amp Interpersonal Values V20120430 2007 2013 Profiling for Success 14 Applications An understanding of values can play a significant role in many areas Some of the areas in which it is most commonly applied are introduced below though this should not be seen as an exhaustive list and users of the VbIM questionnaire are encouraged to adapt and build on these examples Personal and career development The VbIM is best viewed as part of a process that allows a respondent to reflect on their core values The individual values and the model on which VbIM is based provide a method of structuring a review of results and importantly provides a common language for the respondent and a facilitator to work with Development will be most effective when questionnaire results are integrate
86. not more e The next stage will usually involve discussion of the actual questionnaire profile There is no set order in which the VbIM scales have to be reviewed If previous discussions with the respondent have identified specific areas of interest the discussion may focus on these and spend less time on other areas An alternative strategy is to ask the respondent to identify any areas where the questionnaire has revealed surprising results and start by exploring these If there are no specific areas being targeted it is suggested that the review is structured according to the major groupings of VbIM taking each of the areas in turn e VbIM is primarily a tool to stimulate personal development and insight and so the next stages in the development process need to be the focus of the final part of the review Both parties should mutually agree a way forward Points that may be included are how the issues that have been discussed will be captured what actions the respondent has agreed to and time scales for development activities what support the reviewer or others in the organisation need to give the respondent and how any development activities will be monitored and reviewed Finally the respondent should be offered the opportunity to ask any outstanding questions and then thanked for attending the review session e t is good practice for individual organisations to develop policies around the review of assessment results as with other aspect
87. ns at any time they wish Although an administrator does not need to be present at the time of completion it is essential that the personal aspect of administration is not underestimated Nor should it be assumed that the instructions given with the questionnaire are sufficient in themselves Good administration whether in person by phone or via letter or email is key to getting the buy in of the respondent to the assessment process This in turn will enhance the validity of the assessment profile through putting respondents in the appropriate mindset and encouraging open and honest responding An introduction to VbIM should include the following points whether delivered in person by the administrator or otherwise e the reason the respondent is being asked to complete the questionnaire e abroad description of what the questionnaire assesses possibly including an overview of the VbIM model though there is no need to include a detailed description of each scale e the importance of being as honest as possible when completing the questionnaire V20120430 2007 2013 Profiling for Success 27 e guidance that the VbIM is untimed but typically takes between 20 and 40 minutes to complete Respondents should work through at their own pace but be advised that sometimes spending a long time pondering the questions can make it more difficult Whilst first answers are not necessarily the best since they may reflect some habitual r
88. ntegrity believe that it is important to be principled and truthful This contributes to the building of strong relationships through interactions that are based on authenticity on people Knowing who and what they are without enhancement or deception Integrity also suggests a tolerance of other people and a sense of fair play even with someone whom one may dislike At work it implies giving the employer a Tair effort for a fair day s pay and giving the customer a realistic understanding of what is being offered Libertarian Those who value the Libertarian approach to life believe that people should be allowed to follow their own conscience They often view society as placing unnecessary constraints on individuals and place great emphasis on the concept of individual freedom A consequence is that they tend to believe in allowing people to choose what they do and how they want to live They believe that any societal boundaries should be as broad as possible thus enabling people to exercise free will Accountability Those who value Accountability believe that people should take responsibility for their own actions and choices This view can be seen as challenging the blame culture in which people in contrast are often seen as victims of circumstance Psychologically the notion of Accountability is linked to a feeling of control over one s own destiny and not being at the mercy of chance luck or other people It implies the idea
89. o you as a source of motivation This suggests that you see leadership and the ability to influence the direction of people and groups as both important and valuable Whether this means that you do this directly by taking a leadership role yourself or that you simply admire others that do so is unclear However it is likely that you are motivated by the desire to take a position express an opinion and otherwise steer the direction of yourself and others This may create a reputation for being a go getter with high self confidence although this is not always founded on as much self confidence as might appear to the outsider You may also need to beware of being seduced by your conviction that you alone know what needs to be done and achieved Perhaps there are times when you could do a little less expressing and advocating and a little more enquiring and listening At work your desire to influence can be a much valued characteristic which expresses itself in your willingness to take responsibility and initiative However it may become an issue in organisations where there is little in the way of hierarchy where there are clear rules to be followed or where decision making is highly consensual or democratic Wisdom People who value Wisdom focus on how life helps people to develop a deeper understanding generosity purpose and meaning They are concerned less about knowledge and information and more about emotional maturity and forgiveness
90. onnaires It has been developed to provide a comprehensive map of values and motivations and to reflect what is important to individuals in the 21 Century That is not to say that it does not include core values such as tradition and security rather it adds important new values It also brings back in character strengths the old virtues through the explicit inclusion of concepts like integrity and transcendence Additionally it reflects advances in evolutionary psychology and for example the four basic drives that appear to be hardwired into the human brain Acquire essential resources as well as psychological assets that improve social status Bond to develop relationships with individuals and groups as a way of improving security and excitement Learn to acquire beliefs that make the world more predictable and Defend to protect against threats to ourselves our values and relationships Laurence amp Nohria 2002 The process of considering and testing values took place over five years and included the production of various prototype questionnaires These included varying numbers of values and were based on three different rational or factorial models However at the end of the process 24 values were identified and are included in the current version of the VbIM questionnaire For example a review of existing questionnaires illustrates the fact that there are many ways of organising and structuring values Thus i
91. ource of meaning What I want from What want from others society Group focus Combining the values and the groups produces a map of values which is presented in Table overleaf It should also be noted that more information on the construction of the questionnaire can be found in the next section See Appendix 1 for VbIM Summary Profile Sheet V20120430 2007 2013 Profiling for Success She Table VbIM Rational Model Group Scalename Definition Visibility v Anonymity Seeks visibility and wants to be in the public eye Wellbeing Health v Indulgence Seeks health and mental wellbeing Wellbeing Excitement Immediacy v Delay Seeks fun pleasure spontaneity and immediate reward Spontaneity Po Change Risk v Security Seeks change and progress and willing to take risks Risk What l want to become i Conceptual Ideas v Actions Seeks the opportunity to make an intellectual creative difference Intellectual What I want to become Personal growth Learning v Consolidating Values personal development growth amp being up to date Development Individual meaning Ambition v Acceptance Values careers orientation and is ambitious to achieve P influence Power v Accommodation Values leading influencing and providing direction Legacy 7 ivity Values prestige or meaningful recognition for work well done ee Humility v Pride Values experience bringing new perspective with accep
92. ple on which the data in this section is based was comprised of 297 respondents who completed the VbIM questionnaire between January and April 2009 The mean age of the sample was 29 42 SD 10 34 and there were 177 43 males and 235 57 females V20120430 2007 2013 Profiling for Success 39 Relationship between VbIM scores and age Table IV shows the correlations of the 24 VbIM scores with age Nine out of the 24 scales correlated significantly with age and on the whole the direction of the correlations was as expected However with just the exception of Excitement 0 28 the magnitude of these correlations was relatively low indicating that age does not have a particularly strong effect on VbIM scores Table IV Correlation of each VbIM scale with age Scale Correlation with age mwe f o ES conesa ES wae o o s o Career progression Transcendence J 008 wom eT influence OS es RE o ES Connection OTS Openness 006 comoro 00 Emeusion 0 Awism ES radin on CCC ET PS ES werin S V20120430 2007 2013 Profiling for Success 40 Information on ethnic background was provided by the standardisation sample of 297 people as shown in Table V below Table V Classification by ethnic category Category White British White Irish White Other Mixed White Black Caribbean Mixed White Black African Mixed White Asian Mixed Other Asian or Asian British Indian Asia
93. r the raw scores for the four scale groups are shown in Table VII Each group consists of 6 scales The possible raw score range for each scale group is 36 216 Also shown in the final column of Table VII is the mean rating for the items contained in each group s scales Table VII Descriptive statistics for the 4 VbIM scale groups 1 Standardisation sample N 412 N 10437 Mean Std ev rating bere What want for 19 5 aon Seer What want to 21 7 152 8 19 90 What want from 19 8 160 4 19 74 society 3 The concept of reliability No assessment instrument including the VbIM questionnaire gives a perfect indication of the constructs it is measuring Despite rigorous development and appropriate use and administration of the questionnaire there will always be some degree of error in any assessment result The concept of reliability is concerned with quantifying the amount of error in an assessment so scores can be used sensitively with due regard to this error Good psychometric assessments have the advantage that their error is made explicit In many other forms of assessment no recognition of error is made and scores or results are treated as absolute truths A good example of this is exam grades or degree classes which often contain more error than psychometric assessments despite there being no acknowledgement of this error According to classical test theory any assessment score is made up of two components true score an
94. rd in their development Further although the questionnaire is generally positively worded the review also allows clarification of any issues so ensuring that misunderstandings on the part of the respondent do not occur The exact format of the review will depend on the purpose of assessment and how the results are to be used It is recommended that the review is conducted face to face though a telephone review may be acceptable in some circumstances The reviewer will need to decide whether a report is sent directly to the respondent when setting up the access code for the VbIM Receiving the report ahead of the review session will give the respondent time to read and start to work through it to identify issues that are particularly pertinent to them This process will give more time for discussion during the review session and is likely to be particularly beneficial to respondents who need time to reflect on their report before discussing it Providing that the administration has been conducted thoroughly and respondents understand the purpose of the assessment and how it will be used there should be no issues in reports being sent directly to respondents If respondents do however seem particularly sensitive to feedback careful consideration needs to be given to whether reports should be sent directly to the respondent or introduced by the reviewer as part of the review session The purpose of a review session whether conducted face to face or
95. re work values The AVLS was designed to measure basic interests and motives but covers only six areas theoretical economic aesthetic social political and religious and in a similar vein the GSPV GSIV SCAQ and HVS all measure between five and eight values which whilst of some interest at the individual level tend to lack sufficient depth to be used for anything other than general development purposes Indeed the HVS is designed as a cross cultural survey tool rather than a person centred questionnaire The two exceptions are the revised version of the SWVI and the HMVPI These provide broader coverage than the other questionnaires although it should be noted that the SWVI is still based ona 1960 s view of values and the HMVPI has its roots in the psychology of values and interests Thus like some of the other earlier questionnaires values such as affiliation and recognition sit alongside interests like commercial and scientific What is also the case is that the questionnaires available on the market tend to look back to a time when the important distinction was thought to be between extrinsic and intrinsic factors and again they tend to overlook or minimise the importance of more contemporary issues such as the value that many place on relationships and relationship building The VbIM Model The VbIM model sits on the shoulders of existing research and is also based on an analysis of the breadth of coverage provided by current questi
96. recognised 3 Wellbeing People who value Wellbeing take an active interest in their physical and emotional health They strive to create a balanced and happy life that is free from stress and worry allowing them to feel well and stay well They are concerned with keeping themselves in good shape and are sensitive to what their body tells them This can be seen through a concern for work life balance periods of regular exercise and relaxation and an interest in healthy eating 4 Excitement The primary goal of a person who values Excitement is to have a good time and to arrange life so that there are ample opportunities for fun and recreation This also tends to be associated with a need for excitement and variety a wish to live for the moment and not to delay gratification Often fun loving individuals are fast living expect instant results and are not usually weighed down with the ba e of the past 5 Change Those who value Change believe that progress is a good thing and preferable to standing still They are therefore prepared to sacrifice certainty and stability by taking risks in the interest of progress Some may even feel frustrated or bored by lack of change and may want to engineer opportunities to bring it about They have little need for a solid organised and predictable future and may react against too much regulation and control even when this is in their own interest 6 Conceptual Those
97. rson with an eye to the longer term It s about growing changing and contributing in some way Thus there may be a valuing of career progression or the ability to lead and influence others It also includes development in more general emotional or spiritual terms A common feature of the values is the ability to stand back from the day to day to view the bigger picture and to develop a deeper and richer understanding of self and the world What I want from society This group has both an interpersonal and societal focus and concerns the meaning of our dealings with other people It is based on altruism harmony and respect and a valuing of society its traditions culture and legacies There is also an emphasis on rights and responsibilities the benign use of authority continuity security and social order Ultimately it concerns a belief that society requires people to be accountable for their actions and the consequences of those actions 2007 2013 Profiling for Success 59 V20120430 2007 2013 Profiling for Success 60 Appendix 2 VbIM Product Information V20120430 R teamiocus Values based Indicator of Motivation VbIM Values define a person they form a crucial part of their sense of identity and give insight into their fundamental motivations Why are Valves and Motivation important Ask people why they do what they do ask them why they put in enormous effort far beyond the call o
98. s not so much that of discrimination since the difficulty of separating two entities competing for say position 17 out of 24 is in principle no more difficult than that of separating two entities competing for say position 2 out of 5 In both cases the same entities are being compared and the individual can either discriminate between them or he she cannot Rather the problem is one of managing so many discriminations at the same time It may be difficult enough to decide which of two items is the more important never mind the difficulty of deciding if they should be 3rd or 4th in the list or 13th and 14th It was decided therefore to split up the ranking task into two stages a first stage in which the 24 values would be separated into More Important and Less Important groups and a second stage in which those values in the More important group would be rank ordered followed by rank ordering of the values in the Less Important group For quasi technical reasons the constraint on the initial sorting into two groups was that neither group should hold more than 13 values Specifically this was so that if 12 items had already been assigned to each group there would always be room for one to be added to one group so that another could be removed to the other group when fine tuning the split see below This meant that the subsequent rank ordering tasks in the second stage would involve a minimum of 11 elements and a maximum of 13 A second
99. s of psychological assessment These should cover issues such as how reviews are conducted confidentiality and storage of assessment data It is important for organisations to develop their own policies as these will help ensure consistency of approach and application over time and will also guard against issues of fairness and discrimination Whilst policies may draw on the guidelines given above ultimately reviewers may develop their own style with which they feel comfortable within these frameworks V20120430 2007 2013 Profiling for Success 38 Section Five Technical information This section of the User s Guide provides a detailed account of the technical functioning of the VbIM questionnaire It is based on a sample of 412 people who completed the VbIM questionnaire between January and April 2009 It is important to keep the composition of this sample in mind when using the comparative scores in the VbIM feedback and administrator s reports N B more comparisons will be made available with other groups in due course A description and analysis of the sample on which the technical information is based is given below The effect of background factors such as age sex and ethnicity are also explored Composition of the analysis sample Table l Classification by gender Gender N Percent Table Il Classification by age CRE Dom us os sos e sas Table Ill Descriptive statistics for age Saber The sam
100. s responses to the 144 individual items in the main part of the questionnaire and is based on the mean of her ratings for the items belonging to each scale In producing this ranking a statistical adjustment is made to the scale means to compensate for the way in which items differ in their power to add to the overall ranking of a value Since the Raw Score Ranking is based on several items for each scale it represents Delia s more detailed view of each value area and so represents aspects of her value framework which may be less conscious or less immediately obvious to her The Comparative Ranking method This ranking is based on comparisons with the norm group The values which come high in this list are those which are relatively more important for Delia than they are for the norm group A value might not be particularly important for Delia but it might still be more important to her that it is to other people In such a case the value would probably appear higher in the Normative ranking list than it would in the Ipsative or Raw Score ranking lists The 24 scales of the VbIM are divided into 4 general areas The rank orders of these areas are shown in the table below once again according to the three different methods of analysing the raw data General Ranking Detailed Ranking Comparative Ranking ipsative raw score normative Whati want for myself What want for myself What want to become What want from others Pies ntsc clin VOL
101. s to 1 the more reliable the assessment is seen to be A further way in which reliability can be assessed is through parallel or alternate forms of the questionnaire Typically parallel forms are administered back to back and the results from the two are correlated as when assessing test retest reliability Each of the statistics described above provides an index of reliability but does not directly indicate the degree of error in a given scale score The standard error of measurement SEM provides a way of quantifying the error in the scores from each of an instrument s scales indicating the range within which a person s true score on each scale is likely to fall The SEM is derived from the following formula SEM SDN1 r where SD is the standard deviation of the scale in raw score units and ris the reliability in this case internal consistency of the test Table VIII presents the internal consistency reliability coefficients Chronbach s Coefficient Alpha of the 24 VbIM scales Also shown are the mean point biserial correlations item against total score for each scale calculated both with the item included in the scale total and without the item included in the scale total V20120430 2007 2013 Profiling for Success 44 Table VIII Internal consistency statistics for the VBIM scales me EI IEEE CRE 3 Conceput oma 06 ou asz 230 10 6 chene om om o asi on os Career progression 066 noeg o o6 os 527
102. scores and the normative scores one might expect a degree of correlation between these two sets of scores but only a degree On any given scale a high normative score via the Likert data implies that the person rates that value higher than most people in the comparison group A high ranking score implies that the person rates the value higher than most other values in the set Consider therefore a value that is ranked 3rd out of the set of 24 In the absence of any additional information this high ranking in itself will increase the likelihood that the normative score for the same scale will be relatively high assuming that is that both the Likert scores and the ranking task are reliable and valid measures of the trait in question However it may be that the overall mean of the Likert ratings on all scales for this individual is considerably lower than that of the general population Thus this individual might get low normative scores on all scales Under these circumstances the correlation between the rankings and the normative ratings would be effectively restricted by the restriction of range in the latter This would be the case even where non parametric methods were used to assess the correlation between the rankings and the normative scores The fact that we expect less than a perfect correlation between the ranking scores and the normative scores in fact captures the very purpose of including an ipsative component to the VbIM When feeding bac
103. scores of the comparison group the normative inference will be of the form The extent to which this individual considers lt scale in question gt more characteristic of him herself than other traits is lt no greater or less than gt lt far less than gt lt far greater than gt what is typical for the comparison group as a whole If we consider two scales say Extraversion and Sociability the issue will be whether within the population at large people tend to consider Extraversion to be characteristic of themselves to a greater extent than they do Sociability This is not a simple matter to determine as not only does it depend on the personality characteristics of people in general but also to a considerable extent on the nature of the items used to assess and so for the purpose of the test to define the characteristics in question This is a matter that could be determined empirically only by determining the actual distributions of ranking points for different scales within a representative sample From the point of view of test construction the only way in which it would be possible to guarantee that normative scores would be able to reflect intra individual information properly would be to ensure that the distributions of ranking scores were approximately equivalent for all scales This would require many iterations of item writing and testing to achieve and would be a very considerable task c The use of ipsatized normative scores A
104. security and social order Ultimately it also concerns the valuing of personal responsibility and the belief that we are all accountable for our actions and their consequences 19 Altruism Those who consider Altruism to be important aspire to a better more tolerant and understanding world They believe in showing concern for the needs of others and they admire people who direct their activities to increasing the sum of human happiness especially those who are willing to put considerable effort into helping other people the environment and the world generally As individuals they are likely to be understanding selfless and compassionate and hope that these values will be reflected in the society in which they live 20 Tradition Tradition is a powerful value that reinforces the norms and acceptable principles of society It suggests that there are rules of conduct that regulate behaviour that sets of values are at the heart of a good society and often that we should show more respect for the past and our heritage Those who value tradition are likely to be supporters of the established order of things and authority and to place particular emphasis on groupings such as the family or various traditional authority figures and institutions 21 Culture Some people have a great love of cultural expression in its various forms such as painting music drama dancing etc These may not have great practical or functional value but p
105. sponse formats used in ipsative questionnaires have nothing whatsoever to do with ipsativity in the originally intended sense of this term Item formats in which assigned responses sum to a constant are no more deserving of the term ipsative Lat pertaining to the self than are Likert scale items which to an equal degree and some might argue even more so reflect the relative strengths of traits within the individual Unfortunately as we shall see below this has led to the term ipsative being applied to questionnaires which are not in any sense intended to provide intra individual information simply by virtue of the fact that they use item formats which have typically been associated with truly ipsative questionnaires For this reason in the remainder of this discussion when referring to questionnaires as opposed to item formats we shall use the term ipsative in its originally intended sense i e to refer to a questionnaire the purpose of which is to provide information on the relative strengths of traits within the individual One of the consequences of the mathematical constraints referred to above is that it becomes difficult if not impossible to compare the scores of two individuals on any given scale For example if an individual assigns a total of 40 points by means of ranking items then this score reflects not simply the strength of the underlying trait for that scale but also the strengths of the underlying traits for
106. t is possible to look specifically at work based values and then at personal values to see how these interact and affect motivation Likewise the emphasis can be on values that are rooted in the past stability or the future change and of course on self enhancement versus a concern for others This last approach is the one used in the SVS V20120430 2007 2013 Profiling for Success 9 However there is an even more fundamental way of considering values This is to make a distinction between those that are essentially individual personal or group focussed interpersonal and those that are concerned with sources of satisfaction or sources of meaning Values that lead to satisfaction are generally those that are more visible in a work or social context like material reward or excitement In contrast those that encompass meaning are more often to do with personal growth or mastery Meaning is also derived from values that are related to the common good such as altruism or with independence and individual expression such as libertarianism It is in this way that the VbIM model encapsulates the difference between the individual and the group and between sources of satisfaction and sources of meaning V20120430 2007 2013 Profiling for Success 2410 The model allows the 24 values to be placed into four groups Individual focus What want for What want to myself become Source of satisfaction S
107. tance amp humility pF Transcendence Spiritual v Physical Values non material and spiritual things Spirituality What I want from others Contact v Independence Seeks the company and support of others Affiliation Principles v Expediency Seeks fair honest and authentic interactions based on principles ee es relationships fe Discourse v Privacy Seeks to develop trust through openness and honesty Authenticity Collaboration Consensus v Direction Seeks participation based on agreement amp joint decision making Consensus Po Inclusion Belonging v Moving on Seeks to join be included grow roots and build community Belonging Communitarian v Individualism Values a caring relational and giving society Po Culture Aesthetics v Functionality Values cultural expression in diverse forms Aesthetics Harmony Tolerance v Challenge Values group cohesion and avoids conflict Tolerance po Libertarian Freedom v Conformity Values free will and the rights of people to express themselves Freedom Accountability Responsibilities v Rights Values a society where people are responsible for their choices V20120430 2007 2013 Profiling for Success 12 V20120430 2007 2013 Profiling for Success ste Table Il A Comparison of various Values Systems VbIM HMVPI SCAQ WS GSPV SIV SWVI AVLS Social contact Affiliation Relationships team Co workers belong Integrit Co
108. that a responsible society is one in which both the citizens and those in power have the moral integrity to be held accountable for their actions This does not necessarily mean that all people should be blamed for whatever happens to them since valuing accountability and the taking of responsibility can still co exist with the view that some people are unable to be responsible for their own behaviour and that society still needs to defend them Change Those who value Change believe that progress is a good thing and is preferable to standing still They are therefore prepared to sacrifice certainty and stability by taking risks in the interest of progress Some may even feel frustrated or bored by lack of change and may want to engineer opportunities to bring it about They have little need for a solid organised and predictable future and may react against too much regulation and control even when this is in their own interest Career Progression People who are concerned with Career Progression are often extremely driven and ambitious Their energy is focussed on making a success of their work life although some may achieve this through activities that may not follow a traditional career Either way they seek significant challenges that require considerable effort and determination in order to succeed Their drive can involve working hard to become an expert or working long hours to achieve perfection It is therefore not surprising that su
109. the top of the screen and on its appearance the pop up panel would display immediately below and to the right of the simple definition so calling the respondent s attention to it The pop up panel would show the extended definition of the value area and would include the essential elements of the scale as identified via the earlier factor analytic studies When the person clicked on the simple definition in order to drag it to one or other of the two boxes the popup panel would disappear At any later stage in the sorting task the pop up panel would re appear beneath a value description if the mouse were held for once second or longer over the description This was required since once the preliminary sorting had taken place respondents were encouraged to fine tune the sorting by swapping values from one box to the other until they were happy with the division into More and Less Important boxes A similar approach was taken in the subsequent ranking tasks In these task the simple descriptions of the values to be ranked would appear in a table with the phrase Most Important above the table and the phrase Least Important below the table The respondent s task would be to drag each simple descriptor up or down the table to its appropriate position On holding the mouse over the description for approximately one second the pop up panel would show displaying the extended definition of the scale V20120430 2007 2013 Profiling for Success 24
110. third sense in which the term ipsative has been used is in relation to so called ipsatized scores This method does not use the classic ipsative item formats but is typically based on Likert scales as used in conventional norm referenced questionnaires The method involves subtracting from each scale score the mean of all scale scores and this effectively locates each profile about the same mid point Bartram 2006 The purpose of using ipsatized normative scores is not in any sense to generate truly ipsative information but rather to help overcome the several kinds of response bias that are associated with norm referenced questionnaires The raw score for each scale is in effect transformed in such a manner that it can be interpreted in the context of the respondent s idiosyncratic use of the Likert scale Development of the ipsative ranking task used in the VbIM As stated above the purpose of introducing an ipsative component to the VbIM was in order to allow inferences to be drawn in relation to the relative strength of values in any given individual Of the three methods described above only the first the classic ipsative method would appear able in principle to achieve this objective Norm referenced questionnaires which use ipsative formats appear not to provide a sound basis for assessing intra individual differences and the use of ipsatized scores clearly has nothing to offer Of the methods reviewed above only the classic approach app
111. tion of 1024 by 768 e Internet Explorer Version 6 0 or later recommended browser e Macromedia Flash plugin Virtually all modern computers will meet the requirements When using Internet Explorer this will automatically check that the Macromedia Flash plug in is installed and if not prompt the user to install this Installation of Macromedia Flash should take only a few seconds with a broadband internet connection and is completed without the need for any technical expertise on the part of the user When a respondent selects a PfS assessment for completion the whole assessment is downloaded before it begins This may take a short time with a dial up connection up to one minute for some assessments but with a broadband connection it will take only a few seconds It is not necessary for the internet connection to be maintained once an assessment has been downloaded However the internet connection does have to be active when the assessment results are submitted Information about the need for respondents to be actively connected to the internet for their results to be recorded is displayed at the end of the assessment V20120430 2007 2013 Profiling for Success 28 Section Four Interpretation and Review This section of the User s Guide describes in detail the groups and individual scales that comprise the VbIM questionnaire Users need to become familiar with these scales and appreciate how they fit into the VbIM model before
112. tionnaires and often found a mismatch between what people said and what the questionnaires measured It became apparent that people needed help to articulate their values and help with establishing whether they were really important or simply beliefs that had little practical impact During some of these workshops we experimented with lists of value labels sometimes as many as 50 potential scales and this rapidly led to the identification of values that were not represented in mainstream questionnaires Having identified what was missing the task became one of developing a new questionnaire that reflected the motives and values of the modern workforce Early versions of VbIM There have been 3 previous versions of VbIM as it has undergone increasing refinement over a period of 5 years Initially a large pool of items was generated relating to the 25 scales that best represented the values emerging from the workshops These were considered sufficient to provide a comprehensive map of the values domain The act of producing items also helped to clarify whether a concept can be described in a discrete no overlap with other values succinct and understandable way Together with close reference to the literature the final number of scales was reduced to 20 The items in each scale were derived in a rational way by considering the preferences that would attach to each value For example when considering Reward as a value it is necessary to consider bot
113. to our best ability If on the other hand the job requirements do not match our values then we may feel less motivated To take an example a person might strongly value working with others but the role he or she is in may require working independently A mismatch such as this can lead to de motivation tension or even conflict Sometimes the situation is more complex because the role may match certain core values well but not other core values The latter would then remain unexpressed and in the long term this can lead to dissatisfaction The person may not even be aware of what is missing perhaps feeling that they ought to be grateful for what they have got Interpretation of results This part of the report result discusses the results shown on the previous page The areas are presented in the order in which you ranked them with those you considered most important coming first and those you felt least important being taken last The 5 areas you ranked most highly and the three you ranked lowest are discussed in detail For the remaining areas only the description of the area is provided it is important to understand that this part of the report is based on your detailed responses to the questionnaire and it may be that some of the results do not correspond with what you feel intuitively that you most value most in life However a later section of the report will discuss in more detail the correspondence between the detailed results and your overtl
114. ty is considered generally of less importance than Well being and also less important than many of the other values covered by the questionnaire In the case of integrity the distribution of raw ranking points is skewed to the left The mean of this distribution we shall suppose to be 30 points Figure B Illustrative ranking scores for two scales Mean Well being 0 Ranking score 70 100 Sten score 5 10 Mean Integrity 0 30 Ranking score 100 5 Sten score 10 Consider that a given individual has assigned 70 points to Well being and 30 points to Integrity It is clear from these raw scores that when making comparisons between the entire set of scales this individual views Well being to be of greater importance than Integrity However for both scales the raw scores convert to a sten score of 5 The normative inferences are as follows The extent to which this individual has shown a preference for Well being over other scales is no greater or no less than is typical for the comparison group as a whole The extent to which this individual has shown a preference for Integrity over other scales is no greater or no less than is typical for the comparison group as a whole V20120430 2007 2013 Profiling for Success 21 The normative inferences clearly fail to capture information in relation to which values are ranked most highly within the individual The point can be illustrated simply by the profiles for these
115. u still may not rate as highly as others do and vice versa Your ranking Compared to other people you see this as more important more important M ans O N more important more important more important PES Profiling for Success 1 V20120430 2007 2013 Profiling for Success 74 V20120430 What are values What is it that makes people get out of bed in the morning and to put energy into various activities What is it that creates long term commitment enthusiasm and a willingness to work hard beyond the call of duty The answer can usually be found in an understanding of a person s fundamental values These are the elements of our identity that give meaning and purpose to our lives Our core values have developed from our life s experiences They reflect what we consider to be important and affect the energy we are prepared to put into different activities This is why values are central to the concept of motivation Because of this it is useful to explore our values in different contexts work home leisure hobbies We can then ask ourselves to what extent our values are fed by the different parts of our lives and whether some values are being starved This can help to give us insight into the things we could do to tap into our true underlying motivations For example if the requirements of a job role match our important values this can make us feel comfortable and prepared to work
116. up as a whole V20120430 2007 2013 Profiling for Success 20 Let us now ask whether it is possible in principle to make a comparison between these two individuals There has been considerable discussion in the literature as to whether it is possible to compare the scores of individuals on questionnaires such as this for example Bartram 2006 but let us suppose that the questionnaire at hand meets the conditions proposed by Bartram to allow such comparisons that is a sufficient number of scales and low underlying correlations between the constructs being measured In principle it appears perfectly reasonable to assume that the idiosyncratic ranking of well being amongst the entire set of values is markedly higher for Person 1 than for Person 2 This is clear from the raw ranking scores alone but the important issue at present is that it is also clear from the normative scores At least in principle it appears that the normative scores provide a reasonable basis for indicating the extent to which one individual ranks a given value more highly than another individual does But how about intra individual comparisons ls it possible from the normative scores to discover whether one individual ranks a given value more highly than he she ranks another value Consider Figure B This shows hypothetical comparison group distributions both for Well Being and for another scale Integrity We shall suppose that within the comparison group Integri
117. ust paint poets must write if they are to be ultimately at peace with themselves What human beings can be they must be They must be true to their own nature This need we may call self actualization It refers to man s desire for self fulfilment namely to the tendency for him to become actually in what he is potentially to become everything one is capable of becoming Abraham Maslow from Motivation and Personality Everyone has his own specific vocation or mission in life everyone must carry out a concrete assignment that demands fulfilment Therein he cannot be replaced nor can his life be repeated thus everyone s task is unique as his specific opportunity Those who have a why to live can bear with almost any how Victor Frankl A friend of mine woke up in the middle of the night with a sense of unease He then drove fifty miles to make sure that his mother was OK and he still went to work that day Why Another friend works for very little pay and yet is willing to work very long hours without complaining usually Why Someone met many years ago whilst working as a Community Service Supervisor was known to his gang as The General He would put in hours of preparation to get his supporters in the right place at the right time to fight with rival gangs Why The Values based Indicator of Motivation tries to shine a light on many such issues At its heart it addresses the basic question Why do we
118. were those to which you actually attached significantly more importance when considering them in detail than you did in the simple ranking task These areas may perhaps be more important to you than you realise or would normally express Influence Legacy Altruism Libertarian You may wish to refer back to the full descriptions of the above values areas in the previous pages of this report This may help you to understand why you have rated them differently when considering the detailed questions in the VbIM questionnaire compared with how you ranked them in the simple ranking task Profiling for Success 2007 2013 Profiling for Success 81 HOW THE VbIM VALUES ARE ORGANISED The 24 values covered by the VbIM questionnaire can be classified in two ways as to whether they are concemed with satisfaction or are concemed with meaning as to whether they are individually focused personal or group focussed interpersonal Values that relate to satisfaction generally pertain to things that are more visible or obvious in a work or social context for example material reward or pleasure In contrast values that relate to meaning are more often to do with such things as personal growth or mastery In addition values that are related to the common good are also sources of meaning for example values which deal with such things as altruism and freedom of individual expression These two distinctions betwe
119. what they do and how they want to live They believe that any societal boundaries should be as broad as possible thus enabling people to exercise free will 24 Accountability The valuing of Accountability is about people taking responsibility for their own actions and choices It therefore challenges the blame culture where people are often seen as victims of circumstance Psychologically it is linked to a feeling of control over one s own destiny and not being at the mercy of chance luck or other people It leads to the concept of a responsible society as one where the citizens and those in power have the moral integrity to be held accountable for their actions This does not necessarily mean that all people should be blamed for whatever happens to them Valuing accountability and taking responsibility can co exist with the view that some people are unable to be responsible for their own behaviour and that society still needs to defend them VbIM scores The results from the VbIM are based on three ways of generating the scores These are as follows 1 General Ranking these are the rank positions when the person was asked to consider the scale and its definition and to place it in a list from most important to least important This is technically called an ipsative score since it simply defines a person s personal hierarchy but does not give an indication of how strongly these values are held or whether they are hig
120. who live or work together to appreciate their similarities and differences Ease of use available online and accessible anywhere anytime Speeds of interpretation the comprehensive reports are available by e mail to either the respondent or the facilitator or both V20120430 2007 2013 Profiling for Success 6 Section One The Concept of Values Background To begin it should be appreciated that an understanding of human values and the development of systems of values is nothing new In Confucian Buddhist Sikh and Christian philosophies to name but a few it is possible to identify lists of values or virtues which are designed to guide behaviour Indeed famously the work of the great renaissance artist Giotto depicts the seven classical virtues prudence fortitude temperance justice faith charity and hope Moving forward we find these same themes appearing in contemporary models of values and in the emerging field of strengths psychology with the re discovery of themes like justice and temperance Linley amp Harrington 2006 But what is a value Arguably it was not until the 1970 s that a truly scientific framework for looking at values emerged and the central figure was Milton Rokeach He stated that values are a belief that a specific mode of conduct or end state of existence is personally or socially preferable to an opposite or converse mode of conduct or end state of existence Rokea
121. y felt values Well being People who value Well being take an active interest in their physical and emotional health They strive to create a balanced and happy life that is free from stress and worry allowing them to feel well and stay well They are concerned with keeping themselves In good shape and are sensitive to what their body tells them This can be seen through a concern for work life balance periods of regular exercise and relaxation and an interest In healthy eating Your results suggest that Well being is the most important value for you amongst all the 24 values This means that this area appears to be particularly important to you as a source of motivation This suggests that you take an active interest in ways to remain healthy and active This can involve an interest or belief in regular exercise a good diet or relaxation designed to reduce stress How much this is translated into your everyday behaviour is another matter but your high ranking of this area suggests that you would probably invest a fair amount of energy in trying to have a healthy lifestyle From an employment viewpoint if the role is stressful you are likely to be motivated to achieve a better work life balance and might feel you have to put your state of health first However if you enjoy your job it may be that keeping healthy enables you to perform to your maximum ability z Profiling for Success 2007 2013 Profiling for Success 75

Values-based Indicator of Motivation (VbIM) User's Guide

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