Liberty University PACO 500: Solving My People Puzzle Project

This project, titled "Solving My People Puzzle," analyzes a student's leadership style and communication skills within the framework of behavioral pressures and relational styles, drawing from the PACO 500 course at Liberty University. The student utilizes various assessment tools, including the DISC profile, a 360° interview, and an Interpersonal Communication Skills Test, to understand their personality traits, communication strengths, and weaknesses. The project addresses key questions such as "Who is the 'Me I Am?" and "Who is the 'Me I want to See?'", alongside the formulation of a guiding Hallmark Purpose to govern relational styles. The analysis explores the student's strengths in communication, assertiveness, and emotional management, while also acknowledging areas for improvement, such as managing mood and sensitivity. The project emphasizes the importance of adapting leadership styles, establishing connectedness, and understanding the impact of personality on interpersonal relationships. The student aims to apply these insights to improve their ability to connect with others and evangelize effectively, focusing on their role as a disciple of Jesus Christ.

Running head: SOLVING MY PEOPLE PUZZLE 1
Solving my People Puzzle
Shonta Belton
Liberty University

SOLVING MY PEOPLE PUZZLE 2
Abstract
The research paper covers the data of student- author’s attribute management and
temperament together with behavioural characteristics against the people puzzles’ framework.
Several coursework materials were applied in solving the student’s people puzzle. The DISC
Uniquely You Profile, (Carbonell, 2008) 360° Interview Assessment (PACO 500, 2014), and the
Interpersonal Communication Skills Test, (PsychTests.com, 2014), determined the governing of
Who was “the me I see”, Who is “the me I want to see” and the Hallmark Purpose. The student’s
research helps in generalizing these claims and fostering ideal behaviours for the student’s
professional and personal etiquette.

SOLVING MY PEOPLE PUZZLE 3
Table of Contents
Abstract.......................................................................................................................................................2
The Solving My People Puzzle.....................................................................................................................4
Introduction.................................................................................................................................................4
Assessments................................................................................................................................................4
The Interpersonal Communication Skills Test SnapShot..........................................................................4
360 degrees Interview Responses...........................................................................................................6
Solving My People Puzzle............................................................................................................................6
Who is the “Me I Am?”............................................................................................................................6
What Hallmark Purpose* will govern your relational style?....................................................................8
Who is the “Me I want to See”?..............................................................................................................8
Answering the four questions.....................................................................................................................9
The guiding Purpose statement that governs the relationship with God................................................9
Finding fit with the DISC Styles................................................................................................................9
Communication with Care seeker..........................................................................................................11
Communication with Mentor using DISC Assessment...........................................................................11
Conclusion.................................................................................................................................................12
References.................................................................................................................................................13
APENDICES.................................................................................................................................................14

SOLVING MY PEOPLE PUZZLE 4
The Solving My People Puzzle
Introduction
Behavioral pressures such as an immature way of thinking under a predetermined
influence have affected the incapability of the individuals to understand the behavioral pressures.
Understanding people, as well as their personalities, could prove to be quite complicated because
people have different personalities and opinions about things. In this paper, there shall be the
identification of the student’s puzzle by utilizing resources that are provided in the course.
Resources presented will help answer various questions on how therapists can manage relational
styles.
In this analysis, three assessments which helps to gather data for the completion of this
report are reviewed. The three areas of assessment included the 360 Interview, the Interpersonal
Communication Test, as well as the DISC Profile. After the assessment, the following questions
will be answered:
i. Who is the “Me I Am?”
ii. What Hallmark Purpose will be used in governing relational style
iii. Who is the “Me I want to See?”
Assessments
The Interpersonal Communication Skills Test SnapShot
Overall results 99

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Insightfulness
96
Verbal Expression
100
Assertiveness
100
Listening Skills
100
Emotional Management 100
Overall Results: According to the test, communication skills are excellent. As you know, the
interpersonal skills are essential for social interaction as they play a significant role in the
impression made to others. From the assessment, it is evident that the subject has a grasp of
effective communication. The strengths and weaknesses of the test include:
Strengths
 Good communication skills
 Very insightful
 Able to communicate clearly to others
 Assertive when talking to others
 Excellent listening skills
 Comfortable dealing with emotions
Potential strengths
 No potential strengths were detected
Limitations

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 No limitations were detected
360 degrees Interview Responses
The 360 interview responses were compiled after a personality assessment of the students to
determine their responses and analytical skills. Understanding the personality as well as the
relational behavior, will be critical in understanding the behavioral patterns that are exhibited by
the students.
Have you ever been in a situation where you assume new tasks and roles? Describe the
situation and what you did?
Yes, the student has been in the military. Every time the student changes the duty
stations, she had to assume new tasks and roles. The biggest adjustment was when she went from
fifteen years of active duty to being a GS employee and being a traditional reservist on the
weekend. Although she was still a military person, so many things in the civilian, traditional
reservist world were different. She went from being supervised to supervising herself. She went
from being taught and being told how to do things to pretty much having to figure things out by
herself. The military as a whole prepared her for the transition. Her resilience kicked in and
learned that it was okay to ask a question and reach to different people within her career even if
they were at a different location.
Solving My People Puzzle
Who is the “Me I Am?”
The DISC profile (Carbonell, 2007) allowed for insight into various characteristics and
behavior patterns. It reveals a” this is expected of me” and a “This is me” characteristics for the
student. This DISC format is used in Inscape Publishing products such as the DiSC Classic
profile and provides separate scores on the four D, i, S, and C scales. The interpretation of this

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graph within the profile is based on a Classical Pattern, which describes a person’s overall DiSC
pattern as influenced by all four styles. (everythingdisc.com) The” this is expected of me”
characteristics is a generalization of the behavior patterns in the professional arena. It describes
the student-author as being direct, submissive, and competent. Other character traits that are
expected of the student are quiet and shy. However, because of the high C/I character trait, she
tends to be on outspoken and impatient not wanting to wait for things to happen.
This student is also observed as an analytical thinker who is sensitive with deep inner
strength. She is viewed as challenging but reasonable and thorough. This is due to the students-
author personal challenges of her caustic and critical spirit (Carbonell, 253). Although the
student is high in inspirational and personable behaviors, which speaks to her ability to be a good
presenter and public speaker, the student will become aggressive and inconsistent. The student’s
viewed rudeness will overshadow her true intent. The 360° interview survey shows one
participant pointing out the student’s moodiness and rudeness as the first thing they see.
Although the student can be positive, her mood can quickly change to a critical and negative
spirit. She also tends to lack sensitivity and compassion when her mood is destructive.
The DISC profile indicates that the student responds best to things that are organized
effectively (Carbonell, 93). This can offset the occasional negative thinking. Her strength and
uniqueness are her abilities to be compliant and follow the rules but when other people cut
corners, her abrasiveness turns people off (Carbonell, 163). The students should apply a gentler
approach when trying to convince others of the facts and rules. The student’s strong desire and
ability to be persuasive, engaging, and enlightening in subject manners are strong attributes that
have served her well in her professional as well as personal life. Her compassion to help others is
encouraging and providing hope for what otherwise may seem a gloomy situation.

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What Hallmark Purpose* will govern your relational style?
The students Hallmark Purpose is “As a disciple of Jesus Christ, it's far my responsibility
to assist individuals who are misplaced.” She has to realize that in all of her actions, Jesus Christ
speak through her and being attentive to different humans’ problem. She also has to realize that
she has to deliver to them, that they want to accept Jesus Christ as her personal Savior. The
scholar has to recognize that she can't be so targeted on helping people with their substances
desires and forget about their souls (Scott, 2014). As in line with the phrase of God, she has
given to the hungry, the homeless and taken care of the sick (Carbonell, 2008). Although it's
miles important to do all the one's things, the student has to understand that the maximum
essential element is to win souls.
Who is the “Me I want to See”?
As Melissa states, the “Me I want to see” is the strong Godly woman who is much
concerned with her Father’s business and therefore not so much interested in earthly affairs,
issues and problems. She no longer wants to be a follower and thus, compelling people to incline
towards Christ more. She doesn’t desire to be a useless disciple with no fruit. The scholar
understands that she can't lose sight of what God has known as her to do. She has a twin job, and
him or her to split the counselor from the evangelist.
Answering the four questions
The guiding Purpose statement that governs the relationship with God
Given the frequent relational turbulence, the arena, in this case, could be described as the
bumper-human world in which various behavioral patterns bless and bruise other people.
Interpersonal communication could be best understood from the perspective of a holistic analysis
of the entire communication framework as well as understanding the behavior of the participants.
Understanding behavioral pressures often reveal what irks participants in a conversation. The

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guiding principles that regulate the relationship with God could be established under a critical
evaluation and analysis of the interpersonal relationship. Helpful knowledge and insights
together with skills development help empower participants to become more reasonable based on
the key personality aspects. Students should understand that their personality does not matter.
Finding fit with the DISC Styles
On finding out about her top five strengths, the student was excited to learn that there
were strengths within her that she had not conceptualized (Campbell, 2014). An autocratic leader
is one who is always adaptable, focusses, has a sense of responsibility, are a good relator and
most of all portray the trait of connectedness (Petersen, 2011). With this leadership style, it is
possible to establish some of the key aspects of character as well as being in a position of leading
a group of people given the group dynamics. As a manager, it will be critical to determine some
of the factors that affect those under her leadership. Another issue that was predominant in the
interview is the commitment issue. One of my confidants explained how it required a
commitment by the members of the subculture so that they could be in a position to maintain the
perfect body shapes that they have. Most members of this subculture are always committed to
achieving the goals of the exercises they are participating in. Some of the traits that one needs to
work on is to be able to deliver effectively and responsibly (Campbell, 2014). As a leader, there
is a need for being responsible for every action. Another trait that one needs to become a good
manager is honesty. A good manager must be honest and trustworthy with those that he has been
tasked to lead. These traits do not have a difference with the strengths that one needs so as to
become a good manager. However, in most cases, it is usually said that leadership is always in-
born, but for one to become a manager in whatever capacity, it always requires training
(Campbell, 2014). Therefore, the traits of leadership which are reflected in management are

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interrelated in that they are both important traits for achieving some of the desired objectives in
the organization (Campbell, 2014). Communication, as well as establishing connectedness in
personal relationships, is defined by the ease of establishing consensual relationships based on
personality traits.
A strength that the student is anticipating to use most in college or future career is responsibility,
adaptability as well as that of felicity. It is important to note that that within an organizational
set-up, one is bound to be flexible, especially the managers, so that they can understand various
characters in the organization. This is a personal strength that if a manager does not possess it,
some of the strategic organizational behavior patterns will be overlooked.
Communication with Care seeker
Based on the DISC profile, the student discovered that she had “I/S” or “S/I” personality.
From the description, she believes that she is permissive and inspiring. Her profile further shows
that she is more people-oriented (Scott, 2014).
As an evangelist who is licensed, Melissa uses great communication skills in winning
souls to God’s kingdom. Some of the gifts expressed by her include expressing herself verbally,
this being both her asset and liability. At some point in time, she is compelled to be task-oriented
as she is distracted by issues as well as problems (Campbell, 2014). Because she is caring and
compassionate, which is demonstrated by her trait analysis, she is seen as always putting the
needs of others before her own needs. Her assertive ability was observed when she is dealing
with clients seen as difficult (Petersen, 2011). Listening skills are regarded as important skills
which helps persons understand various contexts due to them being able to listen. Listening helps
us get inside others and understand what they are going through (Carbonell, 2008). From our

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analysis, the student identified this quite early because she is the one people always came to for
solutions to their problems.
Communication with Mentor using DISC Assessment
After a review of the DISC profile, reviewing the results of a personality test as well as reading
through the 360 interviews, the student established a clear view of who she was. Some of the
prevalent things were that she was very much self-aware of her personality. Communication and
listening were seen as being among the greatest attributes. The student, however, feels like she
was subjected to the social field because she loved interacting and communicating with people.
With the calculation of the interpersonal test and analysis of the behavioral elements, it is
possible to determine some essential components constituting to factors which could be used in
solving a complex issue in a decision making scope. She additionally acknowledges that she has
a compassionate spirit when it gets to hurting people. This provides a relational view of the
personality as well as a comprehensive analysis of the behavior. The objective, in this case, is
that the student is interested in taking these findings and making themselves a better counselor
and a minister.
Conclusion
This research paper has utilized various concepts that reveal the student’s personality types
of behavior derived from the application of William Marston’s DISC title. To answer the
relational styles questions, the excerpt utilized three assessments as a source of its data. These
assessments include the 360 Interview, the Interpersonal Communication Test, as well as the
DISC Profile. The data collected from the assessment assists the student to answer the relation-
behavioral questions including; Who is the “Me I Am?”, What Hallmark Purpose will be used in

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governing relational style and Who is the “Me I want to See?”. The paper, therefore, outlines the
guiding purpose statement that governs the student’s relationship with God. Additionally, the
paper describes the various ways through which the student integrates with the DISC model.
Also, a framework of communication between the student and the care-seeker is outlined.
Finally, a communication framework with the use of the assessment tools between the mentor
and the student is reviewed.