Login Instructions:
1.
2.
3.
1. Select this link: www.discprovider.com
2. Select Corp. Clients or Associates Login button (3rd option)
3. Login with your Username _______) and Password (disc)
Login Instructions:
STEP 1: Create Group Prior to Ordering Assessments
1.
2.
3.
4.
1. Under Management, select “Create/Edit Groups”
2. Select “Add Group”
3. Write group name
4. Select “Submit”
4.
5.
6.
7.
8.
1. Select “Order Additional Assessments” under Administrative on left side
2. Select “ORDER ADDITIONAL ASSESSMENTS” link
3. Enter number of assessments & select “Calculate Price”
4. Enter CC information
5. Select “Submit Order”
STEP 2: Order Assessments
STEP 3 - Send Assessments
Assessments will be sent from Assessment@discprovider.com with subject line “Here is
a reminder to take your DISC Assessment”
Enter Manually for small groups:
1. Select “View Distributed Assessments” link under Management
2. Enter first name, last name, email address
3. Select your group from drop down
4. Select “Distribute”
Import from Excel for large groups:
1. Complete attached spreadsheet exactly as is (please check for typos & do not change any fields)
2. Save as a 2003 workbook (very important) (Excel 97-2003 Workbook)
3. Upload spreadsheet onto DISC site by selecting “Send Assessments” under Management
4. Select “Import from Excel Spreadsheet” button
5. When pop-up window appears, select the file name
6. Select the appropriate group dropdown
7. View Reports – select “Yes”
8. Select Import and select “ok” when asked to review entries carefully
9. Select “View Distributed Assessments” link under Management
10. Select your group from drop down
11. Under “Send Reminder”, select “Send” to any recipients who have not yet completed it.
STEP 4: Ensure they’ve completed assessments
1.
2.
3.
Select “View Distributed Assessments” link under Management
Select your group from drop down
Under “Send Reminder”, select “Send” to any recipients who have not yet completed it.
www.DISCcert.com
858.459.6648 bonnie@disccert.com
Special Thank You to Michelle Benvenisti, Director of Training- WebMD
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISC Email Invitation
Mouse / Cursor Tip
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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Find page 3 & 4 in Tab 7 Addendum Folder “Comparing DISC Reports”
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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Find page 3 & 4 in Tab 7 Addendum Folder “Comparing DISC Reports”
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISC COMPARISONS SHEET
FEATURES
DISCself
TTI
INSCAPE (standard)
Automated Reinforcement
Report Includes
Prework
Table of Contents
Graph Selection
52 Weekly Tips
No
No
Yes
Yes
Graph I & II
No
No
Graph I & II
No
No
Emphasizes Graph III
Graph Location
Graph Gap Analysis
Customizied Narrations
Learning Activities
Detailed "How to Adapt"
Quick Reference
Specific Tips Provided
DISC Admin Account
-User Friendliness
- Easy Sorting Options
Tech Support
-Expert
-Availability
-Response Time
Price
Page 5
Page 22
page 3 (III only)
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
No
No
Yes
Yes
Okay
Okay
Okay
No
Authoring Programmer
24/7
Within 15 minutes
$20 until 12/23 if after $25
Depends on Consultant
Depends on Consultant
Depends on Consultant
Distributor Driven
Depends on Consultant
Depends on Consultant
Depends on Consultant
Typically $25
Comments
Current Research does not
recommend using graphIII,since it is
an average of I & II and can be
misleading
Inscape has all graphs on pg 23
Inscape only offers 16 profile patterns
DISC - MBTI - COMPARISON SHEET
FEATURES
Myers Briggs
Orientation:
Focus:
Dimensions:
Training Time:
Key Applications:
Jung Based
Personality
Sixteen
8 hours
Self-Awareness
Leadership
Teams
Coaching
Pre-Work:
Unknown
Format:
Reinforcements:
Popularity:
Report & Workbook
Unknown
One of the Industry
Leaders
90%
Validity:
DISC
Jung Based
Observable Behaviors
Four
4 hours
Change, Coaching, Conflict Resolutions, Customer Service,
Diversity, Hiring, Leadership Programs, Management Skills,
Managing-Up, Mergers& Acquisitions, Mentoring, New Employee
Orientation, Onboarding, Performance Development Plans,
Retreats, Sales Training, Team Building, Productive Meetings,
Career Support
Yes. Sample is available. (Prework is DISC Report Page 12
completed prior to session.)
Workbook & Learning Activities
Online 52 weekly DISC Tips - list of topics available.
Over 50 million world-wide, #1 in Popularity
90%. Because of DISC Report is easy to understand it's "Face
Validity" is high as well.
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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Inscape - Team
TTI - Team
DISC Provider - Team
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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DISC Report Comparison
DISCself
TTI
DISCself
TTI
Pre-work
Pre-work
Prepares Participants
None
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
Page 16
DISCself
TTI
Table of Contents
Table of Contents
Provides Easy Reference
None
DISCself
TTI
Graphs
Graphs
Located on page 5
Logical Sequence
Located on page 22
Awkward Sequence
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
Page 17
DISCself
TTI
Graph Gap Analysis
Graphs Job Analysis
Standard graphs show gap
Allows for quick gap analysis
Sequence location awkward
DISCself
TTI
Learning Activities
Learning Activities
Practical application increases retention
None
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
Page 18
DISCself
TTI
How to Adapt
Pre-work
Detailed behavior
No detailed how to adapt
DISCself
TTI
Characteristics
Characteristics
DISC Style quick reference for characteristics
No overview of key characteristics
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
Page 19
DISCself
TTI
Action Plans
Action Plan
Provide specific tips
Well constructed questions
DISCself
TTI
Reinforcement
Reinforcement
52 Automated DISC Tips
consistnet reinforcement increases results
No programmed reinforcement
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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3 Case Studies
DID Use Inscape ... Now ... Use DISCself Report !
Case #1 “ I found a number of benefits in moving.”
Laura Brown, VP of HR with Viejas Enterprises
a. The paper version was time-consuming and confusing for some of my attendees – scratching off the
spots and then adding up all the numbers.
b. The Inscape report was not customized to the participant. You had to do a number of calculations and
then match up pattern to some generic text.
c. The DISCself Report is much more robust and includes a ton of information – both boilerplate and
specific to each participant.
d. The DISCself admin. site is very easy to use and it allows me full access to all my employees’ graphs
and reports. I can also email them out to managers, as appropriate.
e. The admin. site also allows me to send out assessments to remote employees or to applicants.
I didn’t have any trouble with the nomenclature. I explain that several different companies have DISC
products so they may see different wording. I use the wording that I prefer. Ex: Direct, Influence, Stable
(Team), Conscientious (Consumer Reports). The other materials continue to change and evolve
anyway. My boss did have a little bit of a hard time giving up the “Inscape patterns” but we got him past
that piece and now he doesn’t use them.” (Style – High D) lbrown@VIEJAS.com 619.659.1915
Case #2 “Switching to DISCself Report from Inscape.”
Rebecca Flournoy, Sr HR & Training Manager with Binding Site INC
Advantages:
a. Extremely easy to use. Everything is laid out on the first screen.
b. Generating custom reports like Team View are quicker and easier to produce than it was with
Inscape.
c. Local training and direct contact and continuing support from Bonnie versus generic Customer
Support email (Inscape was downright rude the one time I did email them with a question/help).
d. DISCself reports are more accurate because they are based on natural style and not the combined.
Disadvantage to switching after using Inscape:
The Inscape version has a different numbering system for their tally box scores so I couldn’t transfer
our employees’ scores over. The employees had to re-do their assessment in the new system BUT
the reports tended to be more accurate if there were any difference between the two.”
(High S)
rebecca.flournoy@thebindingsite.com (800) 633-4484 , ext 383
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
Page 21
Three Case Studies Cont.
Case #3 – “ Difference between Inscape’s DISC & DISC Provider’s The DISCself Online Report”
Angela Miller, Sr Training Specialist with Encore Capital Group
“Inscape’s DiSC was a very good foundation for us. But it just focuses on an individual learning about
one’s own tendencies. When I first started working at XXX and I completed the Inscape DiSC, I recalled
thinking to myself… ‘I already know all this.’ The Inscape DiSC report just covers the basics, as far as I
am concerned.
The new DISCself, with its detailed 29 page report, makes facilitation so much easier. I like how it blends
the intensity ratings for each style dimension for each person and generates a personalized narration. It
provides depth and at the same time is quite easy for participants to follow, which is critical of course for
encouraging the learning process.
The fact that the majority of the DISCself Report emphasizes application with such precision is a
significant advantage for an individual. They now know the exact behaviors they need to incorporate
when communicating with someone’s style that is different than their style. This report dissects and
presents clearly the behaviors needed for one to flex their behavior. The learning on how to adapt is now
concisely articulated for the participant. This report, with its concrete explanations and well organized
structure, makes my job as a facilitator so much easier.
Our transition from Inscape to DISCProvider’s DISCself Report was actually quite seamless. We
primarily use it for on-boarding. Our new employees had no prior knowledge of a different DISC. And,
as we had expected, as the new employees integrated into our culture, their communications with
employees with prior Inscape DiSC knowledge was right on track. There was no misalignment with
terminology. Both parties just referred to it as ‘DISC.’
I will admit I was extremely reluctant to change at first. To be truthful, it was nice having a simple
process… new employees would complete the Inscape DiSC during employee orientation. I would
provide some additional interpretations so they had a more in-depth understanding of their own style(s.)
And, then that was it. Based on the Inscape DiSC Report, we really had no expectation of the employee
walking away with an action plan. Once I understood in more depth the significance of the DISCself
Report’s content, I found myself becoming quite curious about how this report did position an employee to
act upon their knowledge. I became increasingly more comfortable with the report because I saw my own
knowledge of the DISC model increase. (e.g., I had never heard of the ‘Energy Line’ before.) And, I will
tell you now, I am passionate about the DISCself and the value it is bringing to our employees.”
(High C)
Angela.Miller@mcmcg.com
(800) 265-8825 ext. 42685
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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Glossary of Assessment Terms
ability test
A test that measures the current performance or estimates future performance of a person in some defined
area of cognitive, psychomotor, or physical functioning.
achievement test
A test that measures acquired knowledge or skills, usually as the result of previous instruction.
adverse impact
A situation in which members of a particular race, sex, or ethnic group have a substantially lower rate of
selection in hiring, promotion, or other employment decisions.
alternate forms
Two or more forms of a test that are similar in nature and intended to be used for the same purpose.
assessment
Any test or procedure used to measure an individual’s employment or career-related qualifications or
characteristics.
basic skills test
Assessments of competence in reading, mathematics, and other skills that are widely required in training and
employment settings.
coaching
Instructional activities designed to improve the test performance of prospective test takers.
compensatory approach
See counterbalanced approach.
concurrent validity
See criterion-related validity.
construct
A theoretical characteristic or concept (e.g., numerical ability, conscientiousness) that has been constructed
to explain observable patterns of behavior.
construct-related validity
The extent to which a test measures a specific theoretical construct, characteristic, or trait. In employment
testing, this characteristic should be important for job success. Examples of constructs are mechanical ability
and physical endurance.
content-related validity
The extent to which the content of a test samples or represents the subject area or behavior it is intended to
measure.
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converted score
A raw score that has been converted by numerical transformation (for example, to percentile ranks or
standard scores) to facilitate comparison of individual scores with group norms.
correlation
A statistic that indicates the degree to which two variables relate to each other, such as a test score and job
performance, or one test with another test.
counterbalanced approach
An approach to personnel assessment that allows high scores in one or more areas to be counterbalanced
with low scores in another area.
criterion
A measure of performance, such as productivity rate, accident rate, or supervisory ratings. Test scores are
used to predict criteria.
criterion-related validity
The degree to which scores on an assessment instrument correlate with some external criterion, such as job
performance. When the assessment instrument and the criterion are measured at about the same time, it is
called concurrent validity; when the criterion is measured at some future time, it is called predictive validity.
derived score
See converted score.
equivalent forms
See alternate forms.
expectancy table
A table that shows the probability of different criterion outcomes for each test score.
hurdles approach
See multiple hurdles approach.
inventory
A questionnaire or checklist that elicits information about an individual in such areas as work values, interests,
attitudes, and motivation.
job analysis
A systematic process used to identify the tasks, duties, responsibilities and working conditions associated
with a job and the knowledge, skills, abilities and other characteristics required to perform that job.
mean
The average score in a group of scores, computed by adding all the scores and dividing the sum by the
number of cases.
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median
The middle score in a group of ranked scores. It is the point or score that divides the group into two equal
parts. The median is also known as the 50th percentile.
multiple hurdles approach
An approach to personnel assessment that requires a candidate to pass all tests in sequence in order to
qualify.
normal curve
A mathematical curve that is the basis of many statistical analyses. The curve is bilaterally symmetrical, with a
single bell-shaped peak in the center. Most distributions of human traits, such as height, mathematical ability,
and manual dexterity, approximate the normal curve.
norms
Descriptive statistics that are used to summarize the test performance of a specified group, such as a sample
of workers in a specific occupation. Norms are often assumed to represent a larger population, such as all
workers in an occupation.
parallel forms
See alternate forms.
percentile score
The score on a test below which a given percentage of scores fall. For example, a score at the 65th percentile
is equal to or higher than the scores obtained by 65% of the people who took the test.
predictive validity
See criterion-related validity
rank ordering
The process of ranking individuals based on their relative test scores, from the highest to the lowest score.
raw score
The obtained score on a test, usually determined by counting the number of correct answers.
reference group
The group of individuals used to develop a test.
reliability
The degree to which test scores are consistent, dependable, or repeatable.
reliability coefficient
A coefficient of correlation that indicates the degree to which test scores are dependable, or repeatable.
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
Page 25
standard deviation
A statistic used to describe the variability within a set of scores. It indicates the extent to which scores vary
around the mean or average score.
standard error of measurement (SEM)
A statistic that gives an indication of the amount of error in a measurement system. It indicates a range within
which a test taker’s “true” score is likely to fall.
standard score
A score that describes the location of a person’s score within a set of scores in terms of its distance from the
mean in standard deviation units.
standardized test
A test developed using professionally prescribed methods that provides specific administration requirements,
instructions for scoring and instructions for interpreting scores.
target group
The population or group of individuals whom the employer wishes to assess.
test
Any instrument or procedure that samples behavior or performance. A personnel or employment test is the
general term for any assessment tool used to measure an individual’s employment qualifications, capabilities,
or characteristics.
validity
The degree to which actions or inferences based on test results are meaningful or supported by theory and
empirical evidence.
validity coefficient
A numerical index that shows the strength of the relationship between a test score and a criterion, such as job
performance.
Adapted from Testing and Assessment: An Employer's Guide to Good Practices O*Net
DISCcert • 858.459.6648 • www.DISCcert.com • bonnie@DISCcert.com
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