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COMMUNICATION - INFORMATION PROCESSING

2.0 COMMUNICATIONS SECTION

2.1 INFORMATION PROCESSING INDEX
All factors are listed in Right-Brain to Left-Brain order.
 

2.1.01 MENTAL ORIENTATION: INFORMATION RECOGNITION
The first subdivision of the Communication Section, Mental Orientation addresses how the person’s mind is “wired”.  How does this person think.  What is their priority for mental activity.  How do they process information?

This section identifies internal functional orientation or capacity of the mind of an individual.  These mental factors should be compared with those in the Worker Trait Code sections of the appraisal: Data, Reasoning, Aptitude and Temperament.

  1. Intuitive/impulsive: subconscious awareness/action

  2. Philosophical: concepts, strategy; ideas, theory

  3. Symbolic/dramatic: visualize/project roles, images

  4. Perceptual/sensory: keen sensory awareness

  5. Scientific: methodical exploration & discovery

  6. Computational: systematic use of tangible numbers

  7. Mechanical/functional: natural mechanical ‘savvy’

  8. Pragmatic/factual: work with known facts, problems

  9. Clerical/logical: work with known routine & detail


 

2.1.02 PERCEPTUAL ORIENTATION: INFORMATION PROCESSING
Perception and processing of information ultimately involve retaining or rejecting the information.  The mind records or blocks information.  Factors in this section reveal how the mind ‘reaches out’ toward or to the world.  It is activity from the mind to make contact with perceptual objects.  It also reveals areas of ‘blockage’ - where the mind turns off, or limits perception in certain areas or ways.

  1. Triggered Fantasy

  2. Triggered Imagination

  3. General Concept Retention

  4. Blockage of Data

  5. Triggered Logic

  6. Triggered Computation

  7. Blockage Under Stress

  8. Blockage: Dogmatic

  9. Blockage: Change

  10. Rote Retention




2.1.03 PERCEPTION OF INPUT 'MEDIA'
Factors in the Mental Orientation section identified the inner workings of the mind.  Factors in the Perceptual Orientation section identified how the mind ‘reached out’ to make contact with ‘the world.’  This section, Perception of Input ‘Media’, identifies “what in the world” best “catches the attention” of a specific mind.

Each person responds to external stimuli differently.  Some people respond to things seen.  Others need to hear the information.  This section helps the instructor to tailor presentation materials to the needs of the students.

  1. Auditory: General ideas, concepts; explanations

  2. Visual: General pictures, illustrations, artistic forms

  3. Written: General-essay: informal literary explanations

  4. Visual: Technical charts, graphs, blueprints, diagrams

  5. Auditory: Technical, specialized fact & data

  6. Written: Technical: specialized content, language

  7. Written: Data: nomenclature, numbers, detail




2.1.04 COPING WITH MEETING OR LEARNING ENVIRONMENT
Coping With Meeting or Learning Environments: One’s environment contributes to, or distracts from incentive, willingness, dedication or concentration for participation, communication, involvement or learning.  Environment has much to do with perception, retention and recall of what is or has been communicated or is to be learned. 

There are individuals who cannot stand to be “in a box”. This is how they feel about being in an office or classroom in the same place, at the same time, with the same schedule and the same co-workers, colleagues, boss or teacher each day.  Some persons need to work or study on their own, while others want to be in a large work-team or discussion group.  The Meeting or Learning Environments ratings address these and other questions.

  1. Study: Non-structured; self-discipline & choice

  2. Study: Loose structuring; individual choice w/help

  3. Study: Social, large group involvement, interaction

  4. Study: Social, small group dialog, sharing

  5. Study: Dialog: learn by talking with others

  6. Study: Lecture: hear & retain from oral delivery

  7. Study: Individual; isolation eliminates distraction

  8. Study: Non-social isolation best for study, output

  9. Study: formal structure sets study conditions




 2.1.05 COPING WITH MEETING LEADER STYLE OR  CLASSROOM ENVIRONMENTS
 This section identifies the kinds of persons who help or hinder one's participation in a meeting or  learning in a classroom environment.  There are two parts to the equation - the person in the appraisal, and those encountered in the workplace or classroom.

Each of us has had a variety of supervisors, bosses, co-workers or teachers.  Like the porridge being tasted by Goldilocks, some were just right and others were too hot or too cold. For some persons the match can spell the difference between heaven and hell; success or failure.  What follows is a process of discovering what sort of leader or teacher relationship the person needs.

  1. Performance left to person; tolerant, permissive

  2. Benefit from harmonious work/learning environment

  3. Benefit from friendly/distant leader/teacher assistance

  4. Benefit from friendly/involved teacher assistance

  5. Benefit from benevolent leading/teaching, counseling

  6. Cope with impersonal expectations; non-pressured

  7. Cope with critical, pressured environment

  8. Cope with authoritarian, dictatorial leading & teaching



2.1.06 SKILLS FOR PERSONAL REPORTING OR TESTING PROCEDURES
In what ways can a person be asked to report, present information or be tested to maximize his or her knowledge, expression, ability and/or potential?  What environments, relationships or methods will retard or cripple a person's ability to reveal his or her knowledge, talent and/or potential?

Part of the theory about training is accurately measuring what the student has learned.  One of the ways to most appropriately do this is to test in ways that are compatible with the student’s style of expression.  This same theory can be extended to the work place, personal relationships or any environment where information is exchanged.  In other words, the Communications, Meeting or Learning Style of the individual must be understood.

  1. Informal: general knowledge assessed: Reporting or test performance
     

  2. Verbal, private, informal: Reporting or test performance
     

  3. Verbal, public, large audience: Reporting or test performance
     

  4. Written general: essay;, ideas: Reporting or test performance
     

  5. Multiple choice; limited options: Reporting or test performance
     

  6. Written topical, technical presentation: Reporting or test performance
     

  7. Timed (pressured): concentrate & respond: Reporting or test performance
     

  8. Factual knowledge (rote) assessed: Reporting or test performance
     

2.1.07 INFORMATION PROCESSING TRAITS DEFINITIONS

     --> Click here to see definitions of the Information Processing Traits.



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