"If you want them to listen to what you say, talk their language."

Taibi Kahler, Ph.D.

The Process Communication Model (PCM) provides a reliable and validated method of identifying and understanding personality structures, life passages, and communication dynamics. Based on a scientific award–winning clinical discovery [1] PCM has been researched through thirty years and experienced by half a million people on five continents in such applications as sales, business, education, politics, religion, medicine, parenting, and personal relationships.

Individual personality structure is comprised of six, separate and mutually exclusive behavior types, called Workaholic, Reactor, Persister, Rebel, Dreamer, and Promoter. Likened to a six-floored condominium, personality structure is ordered, indicating the relative amount of time a person experiences and demonstrates the behaviors of a given type floor.

These second-by-second behaviors - - categorized by words, tones, gestures, postures and facial expressions - - can be observed objectively with significantly high interjudge reliability [2]. Additionally, test-retest reliability research indicates that once a person’s condominium order is set, that order seldom changes.[3] The Personality Pattern Inventory [4], a 45 item questionnaire, validated to produce this condominium order, also measures the amount of energy available to the individual to experience each personality floor. Correlations for each personality type include: character strengths, management styles, channels of communication, perceptual preferences, environmental choices, and personality traits [5]. No one type is better or worse, more or less intelligent, or more or less OK. Each has strengths and weaknesses. The following descriptions are based on our collective research findings.

WORKAHOLIC PERSONALITY

Perception: Thinks first; identifies and categorizes people and things.

Character strengths: Logical, responsible and organized.

Examples: Mr. Spock, Des Cartes, Jonathan Hart, HAL, Emily Bronte, George Washington Carver, Joan Crawford, Joe Friday

% of U.S. Population: 25%; 25% are female, 75% are male.

Facial Expressions: Horizontal lines on the forehead.

Office/Home: Organized, functional, orderly, contemporary; Awards, certificates, plaques displayed. Everything in its place.

Traits: Ability to think logically; takes in facts and ideas and synthesize them.

Management Style: Democratic

Channels of Communication: Requestive

REACTOR PERSONALITY

Perception: Feels first; takes in people and things by feeling about them.

Character strengths: Compassionate, sensitive and warm.

Examples: E.T., Mr. Rogers, Jennifer Hart, Uncle Remus, Dr. "Bones" McCoy, C3PO, Lassie, Dinah Shore, Barney

% of U.S. Population: 30%; 75% are female, 25% are male.

Facial Expressions: Half moon lines over the eyes

Office/Home: Cozy, soft, nest-like; plants, family pictures, pleasant smells, comfortable furniture, soft colors, soothing music.

Traits: Ability to nurture, be empathic and to give to others. Good at creating harmony.

Management Style: Benevolent

Channels of Communication: Nurturative

PERSISTER PERSONALITY

Perception: Judges first; evaluates people and things with opinions.

Character stengths: Dedicated, observant and conscientious

Examples: Martin Luther King, Mother Teresa, Madame Curie, Superman, Florence Nightingale, Archie Bunker, Eleanor Roosevelt.

% of U.S. Population: 10%; 25% are female, 75% are male.

Facial Expressions: Furrows between the eyes.

Office/Home: Functional; traditional furniture, period pieces, antiques or oriental motif.

Traits: Ability to give opinions, beliefs, judgments.

Management Style: Democratic

Channels of Communication: Requestive

DREAMER PERSONALITY

Perception: Reflections; is motivated externally

Character strengths: Imaginative, reflective and calm.

Examples: Clark Kent, Charlie Brown, Gary Cooper, Radar O’Riley, Forrest Gump, Greta Garbo, Albert Einstein

% of U.S. Population: 10%; 60% are female, 40% are male.

Facial Expressions: Smooth face, few lines even with age.

Office/Home: A place to work or live, plain, rustic, no frills; environment is not that important.

Traits: Ability to be introspective; works well with things, tasks. Usually very adept with work requiring hand skill.

Management Style: Autocratic (receives)

Channels of Communication: Directive (receives)

REBEL PERSONALITY

Perception: Reacts to people and things with likes and dislikes.

Character strengths: Spontaneous, creative and playful.

Examples: John Belushi, Dennis the Menace, James Dean, Scarlett O’Hara, Hawkeye Pierce, Lucy, Snoopy, Genie (in Aladdin)

% of U.S. Population: 20%; 60% are female, 40% are male.

Facial Expressions: Smile lines around the eyes and mouth.

Office/Home: Full of stimulation, posters, games, toys, lights and sounds.

Traits: Ability to play and enjoy the present.

Management Style: Laissez Faire

Channels of Communication: Playful

PROMOTER PERSONALITY

Perception: Action oriented.

Character strengths: Adaptable, persuasive and charming.

Examples: Tokyo Rose, P.T. Barnum, Errol Flynn, Preston Tucker, James Bond, Snydley Whiplash, Marco Polo, Calamity Jane

% of U.S. Population: 5%; 40% are female, 60% are male.

Facial Expressions: Ruddy complexion. Uses expressions to make a point.

Office/Home: Thick carpets, stuffed chairs, trophies, blacks and reds.

Traits: Ability to be firm and direct.

Management Style: Autocratic

Channels of Communication: Directive

An interesting and valuable correlational discovery provided PCM with a unique property - - predicting failure patterns and negative behaviors[6]. When a person’s particular psychological needs are not met positively, then he/she will attempt to get the same needs met, but negatively. These negative attempts are observable, and can be categorized by intensity. This affords a student of PCM the ability to be able to predict accurately a person’s negative, distressed behavior - - whether it is on teams, in management, in family interaction, at school, or simply in any communication situation. And more importantly, PCM offers an immediate, intervention strategy to fulfill the positive psychological need, and help to resolve the conflict.

The following six descriptions identify the distress sequences of each of the personality types, when the psychological need(s) of the "phase" is not met positively.

WORKAHOLIC PERSONALITY PHASE

Psychological Needs: Requires being recognized for thinking and for accomplishments. "Good work," "Great idea," "A job well done." Requires time structure. Wants to know deadlines.

Distress Sequences:

1^st Degree: Expects self to be perfect. Doesn’t delegate well.

2^nd Degree: Frustrated with people who don’t think clearly enough. Overcontrols with criticisms about money, order, fairness or cleanliness. (I’m OK… You’re not OK.)

3^rd Degree: Rejects others: "They can’t even think."

REACTOR PERSONALITY PHASE

Psychological Needs: Requires being recognized as a person. "I care about you," "Do you like me for me?" Requires an environment that pampers the senses.

Distress sequences:

1^st Degree: Overadapts and pleases others in an attempt to be accepted.

2^nd Degree: Feels confused, makes mistakes or invites criticism. (I’m not OK…You’re OK.)

3^rd Degree: Gets rejected: "I didn’t feel wanted."

PERSISTER PERSONALITY PHASE

Psychological Needs: Requires conviction/belief recognition. "I admire that about you." "I value your opinion." Requires work recognition. "Great job."

Distress Sequences:

1^st Degree: Expects others to be perfect. Focuses on what is wrong instead of what is right.

2^nd Degree: Frustrated with people who don’t share beliefs. Pushes beliefs (preaches at) or crusades. Righteous and suspicious. (I’m OK…You’re not OK.)

3^rd Degree: Forsakes others: "They don’t have any commitment."

DREAMER PERSONALITY PHASE

Psychological Needs: Requires having private time and own space.

Distress Sequences:

1^st Degree: Experiences having to be strong. Spreads self too thin.

2^nd Degree: Feels shy, inadequate, embarrassed and withdraws. (I’m not OK… You’re OK.)

3^rd Degree: Gets left out: "Nobody told me what to do."

REBEL PERSONALITY PHASE P>Psychological Needs: Requires playful contact. Enjoys humor. Likes stimulating fun environment.

Distress Sequences:

1^st Degree: Tries to understand or tries do something. Invites others to think or do the thinking for them. Delegates inappropriately.

2^nd Degree: Gets kicked, becomes angry, and blames. (I’m OK…You’re not OK.)

3^rd Degree: Gets censured: "I’ll show you."

PROMOTER PERSONALITY PHASE

Psychological Needs: Requires incidence, a great deal of excitement in a short period of time.

Distress Sequences:

1^st Degree: Expects others to fend for themselves. Doesn’t adequately support people.

2^nd Degree: Bends or breaks the rules. Vindictive. Manipulates with believing that the end justifies the means. (I’m OK…You’re not OK.)

3^rd Degree: Abandons others: "Can’t take it, huh?"

Although an individual’s personality condominium order usually does not change, the model does explain life passages. Two-thirds of North Americans experience a "phase" change. This results from long-term, intense distress, and working through a phase-linked issue. For example, those who are in a Workaholic phase are likely to experience long-term, intense distress when they do not allow themselves to grieve when they have a significant loss in their lives. However, when they finally experience their grief, they "phase" to whatever is the next floor personality type in their condominium. This means they are the same person, but will then have a new psychological motivation in life, and a new distress pattern. Phase can explain life passages, burn out, divorce, career changes, and the subjective feeling that, "I am the same person as I have always been, but now I see life differently and have new motivations and drives."

This presentation focuses on the application of only two aspects of PCM - - perceptions and 2^nd degree distress behaviors when dealing with individuals.

Symptom: Communication often suffers from the "you’re not hearing me" syndrome. The content being discussed falls on deaf ears because of how it is presented.

Dynamics: Each person naturally speaks six "languages," one or two fluently. These languages, or perceptions, determine how a person filters, experiences, and presents to the world.

Those whose primary perception is through thoughts value facts. The way they view the world is by identifying and categorizing people and things. They prize data and information. Logic is their currency. They comprise 25% of the population in North America.

Those whose primary perception is opinions value trust. The way they view the world is by evaluating people and situations through a belief system. They prize loyalty and commitment. Values is their currency. They comprise 10% of the population in North America.

Those whose primary perception is emotions value relationships. The way they view the world is by feeling about people and situations. They prize family and friendship. Compassion is their currency. They comprise 30% of the population in North America.

Those whose primary perceptions is inactions value direction. The ways they view the world is by reflecting about what is happening. They prize privacy and their own space. Imagination is their currency. They comprise 10% of the population in North America.

Those whose primary perception is reactions value fun. The way they view the world is by reacting to people and situations with likes and dislikes. They prize spontaneity and creativity. Humor is their currency. They comprise 20% of the population in North America.

Those whose primary perception is actions value initiative. The way they view the world is by experiencing situations and making things happen. They prize adaptability and self sufficiency. Charm is their currency. They comprise 5% of the population in North America.

Problem: When people refuse to shift to one another’s perceptual frame of reference (i.e., the process of how we talk), they are tuning each other out and turning off what (i.e., the content) each other is saying. Probable results: When the content is ignored, then: miscommunication, no discussion, no consensus, incompatibility, learning suffers, morale drops, and misunderstanding, conflict, and negative behaviors increase.

Solution: Determine which perception(s) a person is fluent in, and speak his/her language(s) when delivering your intended message. Process precedes content.

Examples

Thoughts. References to data, information, logic, fairness, categories, time, agendas, and order. Listen for: "Who…what…when…where…why…?" "…think…","…facts…", "…options…", "…ideas about…".

Respond with: Clear, accurate information. Identify what is being done, why, and what logical measures are being taken. "The facts are…", "Our procedures include…", "The data indicate…", "Probabilities suggest…".

Opinions. References to beliefs, trust, loyalty, opinions, right/wrong, respect, morals, values, and religion. Listen for: "You should…", "We believe…", "…committed…", "…trust…", "…opinion…", "…God…".

Respond with: Assurance of being committed, dedicated, professional, trustworthy, and conscientious. "We believe…", "We are committed to…", "Our mission is to…", "We are dedicated to your safety."

Emotions. References to feelings, family, friends, children, and the general welfare. Listen for: "I feel…", "In my heart…", "…family…", "…scared for my children…".

Respond with: Compassion, sensitivity, and authentic caring. Reaffirm with considerations for the feelings of others. "We are here for you…", "We can all help by caring for another…", "This is a time for us to open our hearts and live the Golden Rule."

Reactions. (likes and dislikes). References to reactions to things and people with likes and dislikes. Listen for: "I hate this…", "Great…", "I can’t stand…", "Out of sight…", "This is the pits…".

Respond with: Lively comments, upbeat attitude, and humorous quips [even in emergencies we can keep our sense of humor and use it with those who "speak" it]. "Yeh! I don’t rank this as my favorite day either.", "Right on, I’m wit chu!" "Give us a break, pllleease."

Inactions. (reflections). References to needing directions, time to reflect, privacy, and our space. Listen for: "I need to reflect on this…", "Don’t want to jump to conclusions.", "Don’t want to offend anybody."

Respond with: Imperatives. Be direct and tell the person what to do. Include ways they can continue to take care of themselves. "Follow these three steps to make your home safer…", "Call these numbers for more directions…", "Tune your radio to …and get out extra batteries."

Actions. References to initiate, action, immediacy, adaptability, and the end justifying the means. Listen for: "Bottom line…", "Enough talk…", "…best shot…", "tell it like it is."

Respond with: Imperatives with action verbs. Be firm, energetic, and charismatic. "I hear you! You want the straight talk", "Lock and load time; get extra water, food…", "Bottom line…".

Distressed Behaviors

PCM identifies six distress sequences that people will experience and demonstrate. These are predictable, repetitive, sequential, and observable. Each such distress sequence has three levels, or successive degrees of intensity. First degree reflects attitudinal behaviors of conditional worthiness. Second degree behaviors reflect an attitude of I’m OK - - You’re not OK, or I’m not OK - - You’re OK. Third degree distress reflects an attitude of despair. All of these attitudes are observable and categorizable by words, tones, gestures, postures, and facial expressions.

Symptom. When people become distressed, they are likely to exhibit one of these six 2^nd º distress behaviors. Some people become over-controlling, and critical of others who "can’t" think. Some push their beliefs, and are critical of others who "break" their trust. Some blame, and are blameless. Some manipulate, and create negative drama. Some make needless mistakes, and invite criticism. And some passively wait for directions, and withdraw.

Dynamics. Understanding why people become distressed, and why some people become parentally critical, some act like a vengeful child, and some show victim behaviors, is crucial in knowing how to deal with each one.

PCM identifies and correlates the 2^nd degree distressed behavior with the psychological level need that the person is advertising that they want addressed positively.

Problem. The problem is to know what the distressed behavior really means, and how to satisfy that psychological need of the particular [personality phase] individual. When people are distressed, they do not think clearly, and cannot take in information effectively.

Solution. Invite people out of distress, and then focus on giving them content information.

A Workaholic phase person in 2^nd degree distress parentally attacks (I’m OK - - You’re not OK) with being over-controlling, and being critical of others who don’t think clearly, don’t give all the facts, or who are not time conscious. What she/he really needs is to be given facts, reasons, plans, information, and time frames.

A Persister phase person in 2^nd degree distress parentally attacks (I’m OK - - You’re not OK) with pushing beliefs, scolding, or preaching at people. What he/she really needs is to have fears allayed, and to be able to trust and believe in the person, organization, and/or information presented.

A Rebel phase person in 2^nd degree distress becomes vengeful and blaming with, "If it weren’t for you." What he/she really needs is playful reassurance that everything is going to be alright. Humor is healing to this personality.

A Promoter phase person in 2^nd degree distress becomes vindictive and manipulative with negative drama, bending or breaking rules, or pitting two people or factions against one another. What she/he really needs is to have this energy channeled into positive excitement and action.

A Reactor [Harmonizer] phase person in 2^nd degree distress sets him/herself up to be a victim, makes mistakes, does not think clearly, and may invite criticism or persecution. What he/she really needs is to be considered and accepted as a person, and reassured of being important and cared for.

A Dreamer phase person in 2^nd degree distress passively waits, withdraws, and may feel inadequate. What he/she really needs is to be given step-by-step directions as to what to do.

Examples

Distressed Workaholic phase: (Critical of others who don't think)

"Doesn't anybody in your organization know what they're doing? Nobody can answer a question intelligently! You're the fourth robot I've talked to, and nobody can give me the information I want!"

Strategy: (Give facts and time frames)

"Sir, my name is _________ and I will take responsibility for finding out the answers to your questions as best I can. I'll get the information to you in 15 minutes, or if it will take longer, I'll call and tell you. My direct phone number is ___."

Distressed Persister phase: (Critical of others who "break" trust.)

"You people should tell the truth! You should tell us everything you know! I believed in you, and you've betrayed my trust!"

Strategy: (Reestablish trust with reliability.)

"It is part of our mission statement that we maintain your trust by being as reliable and professional in our obligations and service to you, as we can be. I am devoted to doing the best job I can do, and integrity, and earning your respect and trust is, I believe, most important. My name is _______, and I commit to answering your questions honestly."

Distressed Rebel phase: (Vengeful and blaming)

"I've been waiting for you to answer my questions forever. You've made things worse! It's your fault we're still in this mess!"

Strategy: (Use humor)

"Yeah! I know what you mean. Some days I wish I could just go "ouuuww..." [fingers held to temples], and use mental telepathy to up date everybody with the newest news. I'll e-mental people--that's the ticket! Alrighty--what do you wnat to know?"

Distressed Promoter phase: (Manipulates and creates negative drama.)

"Hey! Red Cross says CDC hasn't got their act together and doesn't know what they're doing. You pelple must really screw up a lot around here."

Strategy: (Ignore "Let's you and him fight" game, be directive, and suggest positive action to fit the emergency.)

"Let's get down to business. It's crunch time. Bottom line, get out in the trenches and help us stop that flooding river, or stand aside for those who can and will."

Distressed Reactor phase: (Makes needless mistakes and invites criticism.)

"I can't seem to do anything right. I feel like I'm losing it. I just don't do well under pressure. I feel so stupid sometimes."

Strategy: (Reassure and accept unconditionally.)

"I can appreciate how you might feel in this situation. We're all in it together. We're a family, and you're not going to get left out. I'm glad you're here, and it's my job to help you."

Distressed Dreamer phase: (Passively waits and becomes immobile.)

"I didn't know what to do, so I just didn't do anything."

Strategy: (Take charge. Be directive.)

"No problem. Just follow these instructions. First..."

Conclusion.

To be effective in communicating, translate the information into the person’s favorite perceptual language. To deal effectively with distressed people, first determine which 2^nd degree distress behavior a person is in, then respond with giving him/her the positive form of psychological need(s) that is behind the "masked" behavior.

The following selective, annotated research articles and papers highlight the importance of personality structure when considering personality strategies.

Dr. McGuire, the psychiatric consultant for NASA for almost four decades in the selection and training of astronauts, states, "PCM has proven useful in predicting crew incompatibilities and probable modes of malfunction." [8]

In an unpublished paper, Dr. Knaupp of Arizona State University found that teachers and students who have differing personality structures will have more miscommunication, and the resulting negative coping strategies will be used by both teacher and student are predictable as a function of their personality typing in PCM. [9]

In her 1987 dissertation, Dr. Shcolnik found that PCM was a useful model for understanding how compatible a couple will be in a marital relationship. PCM can predict accurately what a certain personality type and phase individual would experience in a relationship with someone who is a different personality type or phase. [10]

In his 1987 research, funded by the National Institute for Handicapped Research, Dr. Fass found significant differences among personality types and related post high school success with learning disabled adults. He concluded that the use of Process Communication Model provides a viable basis for increasing our understanding of learning disabled students and adults. [11]

In his 1992 article in the Executive Educator, Dr. Gilbert reported the results of PCM training in the Apache Junction school district over a three year period:

the district reduced employee turnover from 43% to less than 3% (in spite of the fact that the district offered lower salaries than in neighboring districts). Student achievement in every grade increased dramatically, failure rate in grades seven and eight dropped from 20% to less than 2%, the need for student discipline dropped substantially, graduation rates increased, the percentage of students going on to college or some other kind of postsecondary training increased from 19% to more than 43%, employee satisfaction and morale reached an all time high, and parents and students grew increasingly satisfied with school. Dr. William Wright was given the Superintendent of the Year Award for implementing PCM. [12]

In his 1994 dissertation, Dr. Wallin found that a student’s grade is significantly affected by the difference in the PCM personality structure between that of the teacher and that of the student.[13]

In his 1994 dissertation, Dr. Carpenter found PCM to be a valuable model for teachers in the understanding of and brief interventions with Reactor personality type depressed children.[14]

In her 1995 dissertation, Dr. Hawking found that teachers trained in Process Communication positively affect student performance through understanding different student personality type needs and preferences.[15]

In a research grant funded by the Bureau of Justice Assistance, Dr. Hopewell found that children in the Boys & Girls Clubs who were exposed to the PCM program had an enhanced self-concept and greater self esteem. Also, there was overall improvement in morale and camaraderie, an increased involvement in activities, and a desire for recognition for accomplishment.[16]

In his 1997 thesis, Mr. Johnston found that PCM offers the mediator valuable information on what "not" to say or do, and then what and how to say the "best" thing to each negotiator. Furthermore the mediator can use this model to monitor himself/herself for insight into self behavior and a template for making self management decisions.[12]

In 1998, Dr. Gilbert presented research findings about at-risk kids at the annual convention of the International Listening Association. Parents and educators can be described predominantly by three personality types as characterized by the Process Communication Model. Children at-risk are predominantly two other types, and the adults in their lives have little energy to deal with them effectively.[18]

In her 1998 dissertation, Dr. Bailey found that there were personality characteristics within a student’s personality that would predispose him or her toward exhibiting what were perceived by teachers as inattentive and/or hyperactive-impulse behaviors. The most compelling finding was that miscommunication between teachers and students due to a difference in personality type may be the reason many students are referred for and consequently labeled with Attention-Deficit Hyperactivity Disorder.[19]

References

1. Kahler, Taibi, Ph.D., "The Miniscript", Transactional Analysis Journal, 4:1, January 1974, pp. 26-42.
2. "Personality Pattern Inventory Validation Procedures", Kahler Communications, Little Rock, 1990.
3. Stansbury, Pat, "Report of Adherence to theory discovered when the Personality Pattern Inventory was administered to subjects twice." Kahler Communications, Little Rock, 1990.
4. "The Personality Pattern Inventory", Taibi Kahler Associates, Little Rock, 1982.
5. "Personality Pattern Inventory Validation Procedures", op.cit.
6. Ibid.
7. Ibid.
8. McGuire, Terence, M.D., "Astronauts, reflections on current selection methodology, astronaut personality, and the space station"(unpublished).
9. Knaupp, Jon, Ph.D., "Preservice teachers’ ranking of personality characteristics preferred by primary students, middle students, parents and administrators," Arizona State University (unpublished).
10. Shcolnik, Bonnie, Ph.D., "The Process Communication Model concept of developmental processes: the effects of phase development in husbands on marital satisfaction of wives", The Fielding Institute, 1987 (Dissertation).
11. Faas, Larry, Ph.D., "Personality patterns of successful and unsuccessful learning in disabled adults," paper presented at the Annual Meeting of the American Educational Research Association in Washington, D.C., 1987. (Funded by the National Institute for Handicapped Research, U.S. Department of Education).
12. Gilbert, Michael, Ed.D., "Dreamers, rebels, and others: Personality styles affect communication", Executive Educator, 1992.
13. Wallin, Mark, Ph.D., "Making the grade. The effects of teacher personality types on student grading practices", Northern Arizona University, 1994. (Dissertation).
14. Carpenter, Craig, Ed.D., "Depressed children: brief intervention strategies for teachers", Arizona State University, 1994. (Dissertation).
15. Hawking, Nancy, Ed.D., "A study of the impact on student achievement by teachers trained in Process Communication", University of Arkansas at Little Rock, 1995. (Dissertation).
16. Hopewell, Sylvester, Ed.D., "Targeted outreach delinquency prevention program assessment", paper submitted to the Boys & Girls Clubs of Metro Atlanta, 1997. (Research funded by the Bureau of Justice Assistance).
17. Johnston, Richard, M.A., "The value of the Process Communication Model to a mediator", McGregor School of Antioch University, 1997. (Thesis).
18. Gilbert, Michael, Ed.D., "Are your kids at risk? Do you listen to how they speak to you more than just what they say?", paper presented at annual convention of the International Listening Association, 1998.
19. Bailey, Rebecca, Ed.D., "An investigation of personality types of adolescents who have been rated by classroom teachers to exhibit inattentive and/or hyperactive-impulsive behaviors", University of Arkansas at Little Rock, 1998. (Dissertation).