Second Order Factors

Second Order Factors

To make it even easier, the 15 Primary Factors of personality can be consolidated into Five Second Order Factors.

To simplify the understanding of the 15 Primary Factors of personality that are measured by the 15FQ™, factors measuring similar dimensions are consolidated into the following Five Second Order Factors.

When assessing whether an individual has an appropriate profile for any particular position, the Second Order Factors can be reliably used to assess and understand what makes an individual do what they do and whether their likely behaviour will be consistent with the expectations of a person in that role.

Second Order Factors

Click on a Second Order factor and scroll for a more detailed description.

Introversion	Extraversion
Stable	Anxious
Creative	Tough Minded
Agreeable	Independent
Low Control	High Control

Response Style Indicators

Second Order Factor: Introversion

Introversion as a second order factor, is derived by combining low Primary Factor scores on Outgoing, Enthusiastic, Socially Bold and Group Orientated.

Observations

Inhibited in social interactions
Shy, socially reserved and quiet around people they do not know well
Serious, cautious and emotionally detached in thinking.
Introspective.
Prefers solitary pursuits, work for long periods independently.
Specific, well-defined interests and hobbies.
Apparent lack of interest in their environment, self-absorbed.

To Instruct

Approach in a sober and courteous manner. Ask them for their help/cooperation.
Focus on what is required. Do not “wander” into their personal or social life during the conversation. Do this after and stick only to topics which are common between them and you.
Outline their role and inform them of the people they will need to liaise with. If they do not know the people, you should introduce them.

To Praise

Praise one-on-one. They can be easily embarrassed with open, unexpected praise.
Recognise their task-focussed style and capacity to work autonomously.
Praise their steadiness, dependability and apparent calmness under pressure.

To Criticise

One-on-one. Never criticise an introvert in front of their peers or in large groups of people.
Adopt a steady tone of voice. Avoid a loud, abrupt or cynical style.
Focus upon the behaviour or specific issue. Avoid being personal.
Give them the opportunity to respond (even at a later stage) as they will let you do the talking when the criticism is being delivered.

Routine Supervision

No need for close supervision. Spot-check their progress as they will work well, on their own, for lengthy periods.
Encourage them to provide you with feedback or adopt an “open door” policy.
Invite them to participate in activities.

Work Situation

An autonomous role with limited social contact will suit an introvert best.
They need a workspace that offers solitude and quietness. Do not couple them with loud extraverts, or place them in the middle of an open plan office, which can distract them or disturb their concentration.

Reactions to Frustration

Become withdrawn (more than usual) and lose interest.
Avoid contact (more than usual) with people and especially with those who may be the cause of their frustration.
Can be a breakdown in their routine.
There can be a sudden outburst after a long period of stress. It will appear sudden as they internalise anxiety. Explore the source(s) one-on-one once the outburst is expended.

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Second Order Factor: Extraversion

Extraversion as a second order factor, is derived by combining high Primary Factor scores on Outgoing, Enthusiastic, Socially Bold and Group Orientated.

Observations

Socially outgoing and self-assured.
Emotionally expressive.
Lively and active – “outgoing energy”.
Needs lots of interaction with others to gratify dependency needs.
Responsive to events and people in environment.

To Instruct

Approach in a friendly manner.
Present essential facts in sufficient detail but not more than is necessary otherwise interest is easily lost.
Make sure that instructions are listened to and understood.
They may tend to overlook important issues, or complexity, in their desire to achieve results uickly.

To Praise

Praise directly and personally, on an emotional basis.
Indicate they have the approval of others.
Praise their warmth, friendliness, co-operativeness, generosity and adaptability with people.
Praise their desire to achieve results.

To Criticise

Be friendly but direct and serious. Distinguish between your attitudes to the person and the unacceptable behaviour, focussing on the desired behavioural change.
Be prepared for an emotional outburst and allow fairly free expression. Take up your point when it is expended.
Remind them of previous achievements in order to re-build self-esteem.
Ask them to make constructive suggestions to remedy the situation.

Routine Supervision

Needs fairly close supervision to ensure excessive time is not spent with social chatter.
Set achievable objectives or deadlines to help them focus their efforts.

Work Situation

Has a strong preference for working with people. Activities should involve social contact, such as opportunities for teamwork.

Reactions to Frustration

May freuently interrupt their own or other’s work to talk and to seek their approval for their actions, point of view, etc.
May become downhearted or slightly gloomy.
May not achieve much in spite of high levels of activity – “bee in a bottle”.
May display immature or unrestrained behaviour – impulsive or mercurial (outbursts of temper).

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Second Order Factor: Stable

Stable as a second order factor, is derived by combining high Primary Factor scores on Temperamental, Self-Doubting, Tense Driven and Suspicious.

Observations

Calm and composed, emotionally stable.
Not stressed or anxious under pressure, maintain maturity.
Appear assured and content.
Not easily frustrated, glide over petty inconvenience.
Relaxed and unwind easily.
Appear to lack a sense of urgency, need deadlines to get them going.

To Instruct

In a calm and relaxed manner, especially in pressured situations. They identify with calmness.
As they can lack urgency, clearly define deadlines and make sure schedules are understood.

To Praise

Praise their unflappable and mature disposition.
Recognise their easygoing and confident manner in which they take on work.
Do not go overboard, it tends to wash off easily.

To Criticise

They can externalise blame so do not accept excuses.
Be direct. Their confidence and emotional stability can handle it.
Point out how their easygoing or nonchalant manner can be demotivating on others.
Do not harp on issues more than is necessary, especially in order to get an emotional response. Be prepared for them to take the criticism on-board and in their stride.

Routine Supervision

Follow up at regular intervals. Dropping hints as to which point they should be at with a particular activity will hurry them along.
Set short-term goals and enforce them if they are “dragging their feet”.

Work Situation

Not a critical factor. They can work well in a fast-paced and laid-back environment.
Appeal to their self-confidence, give them more responsibility.
Set deadlines if motivation is a problem.

Reactions to Frustration

Can externalise blame for poor performance.
Remain calm, relaxed and composed.
Sometimes give up too easily. Encourage them to persist.

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Second Order Factor: Anxious

Anxious as a second order factor, is derived by combining low Primary Factor scores on Temperamental, Self-Doubting, Tense Driven and Suspicious.

Observations

Poor emotional adjustment and control.
Over-reacts or becomes disorganised under pressure.
Shows little resilience or stamina under stress.
Easily upset, hurt or frustrated, affected by feelings.
Reluctant to assume responsibility.
Quick to take offence, irritable, critical.
High level of “free floating anxiety”, tense, restless, impatient, active but can be unproductive.

To Instruct

Adopt a patient and gentle approach.
Build on previous knowledge by taking a clear, step by step, logical approach to instruction.
Ensure they understand by asking for regular feedback.
Do not give too much information at once.
Give encouragement in order to build self-confidence.
Do not impose deadlines until the whole subject has been thoroughly mastered.
Plan and show them how to carry out the first steps in a new job – help them to “get started”.

To Praise

Praise frequently to boost confidence and energy output. If suspicious trait is high, praise only when appropriate.
Be personal and direct in your comments.
Remind them of past achievements.

To Criticise

Remember they are likely to lack confidence, to be apprehensive and self-reproaching, so be restrained in your comments.
Focus on their actions; do not criticise their personality. Harsh personal criticism can cause them to take offence readily, evade reality, become irrationally angry or depressed, or feel extremely guilty.
Ask them for constructive suggestions to remedy the situation.
Encourage and assure them that you know they can do the job properly.

Routine Supervision

They need frequent help and encouragement to keep them productive.
Set them achievable workloads, with a time constraint to provide moderate (but not excessive) pressure.
Keeping them occupied will forestall worry.
All your communications should be very clear, as confusion can discourage or irritate them.

Work Situation

They may be excessively critical or angry as they tend to see the faults in any situation. Therefore, give the same conditions as others.

Reactions to Frustration

Unlikely to tolerate pressure situations well, so they should not be placed in them.
May procrastinate or fail to achieve results in spite of fair levels of activity
Becomes disorganised, emotional, suspicious or self-reproaching, blaming themselves for failure.

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Second Order Factor: Creative

Creative as a second order factor, is derived by combining low Primary Factor scores on Factual, Practical, Conventional and Calm-Stable.

Observations

Enjoy talking about ideas and entertaining what could be rather than what is, good at generating ideas.
Like exploring imagination, ideas and theory.
Can be absent-minded and inattentive to the practical realities of the situation.
Good at thinking “outside the square”, see beyond obvious facts.
Sympathise well with people, appear soft-hearted.
Opinions are swayed by sentiment and emotion.
Sensitive to the subtleties of life, often have artistic and cultured pursuits.

To Instruct

Show a genuine interest in them. They are most receptive to a warm-hearted, friendly and empathetic style.
Highlight how their effort and cooperation will contribute to the final objective.
Define important milestones they need to reach and allow some degree of freedom to achieve what is expected. Remember, they can lose sight of practical realities.

To Praise

Be emotive and personal.
Praise their contribution to the overall effort.
Recognise their ability to be lateral and creative in their thinking. Reinforce their capacity to see all the shades of grey in a situation or to an issue.

To Criticise

Don’t be too negative as they can take harsh criticism to heart. Being too harsh can demotivate them.
Concentrate on tangible or concrete facts. Don’t talk in generalities.

Routine Supervision

Spot-check periodically. Make sure they are achieving their objectives as they can lose sight of goals.
Approach and talk to them in a friendly and warm manner.
Work Situation
Don’t place them in a role or situation where focussed or analytical thinking is paramount.
Don’t involve them in emotive issues or situations where feelings “run high”. Emotion clouds judgement.
Involve them in idea generating exercises.
Give them some freedom to achieve set goals and objectives.

Reactions to Frustration

Become upset and emotional.
As they are attentive and conscious to subtleties, they can become upset over minor issues. Sometimes they find it difficult to pin-down what is upsetting them. Give them time to work it out.

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Second Order Factor: Tough Minded

Tough Minded as a second order factor, is derived by combining High Primary Factor scores on Factual, Practical, Conventional and Calm-Stable.

Observations

Decisive and resilient personality.
Stable, cool, emotionally detached and controlled.
Aloof, tough minded, capable of making rapid decisions when necessary.
Alert, ready to respond, analytical with new information, able to adjust quickly under pressure of time.
Assertive, vigorous, determined.
Guided by objective realities; dependable and practical in judgement.
Realistic, self sufficient, responsible and independent.
Analytical, intellectual, disciplined.

To Instruct

Be objective, clear and logical.
Stress only those details which are not self explanatory.
Give or fill them in on the background thinking. They are usually quick to perceive relationships (of course, depending on intellect) and, if encouraged, are likely to offer some constructive ideas.

To Praise

Praise their thorough, determined approach to work, as well as their self discipline.
Praise their detachment and objectivity in decision making.
Avoid “hollow” flattery and insincerity.
Praise their pro-active, assertive and logical problem-solving manner.

To Criticise

Be sure of facts. Adopt a direct, objective, unemotional tone.
Focus your comments on their actions, not them personally.
Ask for their explanation.
Do not accept excuses and, if it is necessary, discipline them.
When criticising during the normal progression of work, hints and subtle suggestions are useful.

Routine Supervision

They may tend to go their own way unless monitored. “Spot check” to keep them on track.
Be firm and persistent, but unemotional, when dealing with them.
Pre-sell them on new ideas, focus upon the new benefits.
You may have to assert your authority but only as a last resort.

Work Situation

They like to have autonomy once expectations and guidelines are known.
They prefer conditions and equipment at least in line with prevailing standards in the organisation.

Reactions to Frustration

Usually copes well with prevailing circumstances as they are emotionally detached and resilient.
Under extreme dissatisfaction their effort and output may decline.

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Second Order Factor: Agreeable

Agreeable as a second order factor, is derived by combining low Primary Factor scores on Assertive, Direct, Confident, Radical and Enthusiastic.

Observations

Deliberating, cautious, passive and accommodating.
People-oriented, sensitive and show a genuine concern for others.
Dislike criticising or disciplining people.
Concerned about the needs of others than the need to accomplish a task.
Value feedback about heir progress.
Cooperative and polite, willing to compromise.
Tend to go with the flow or with popular opinion.
Respectful of tradition.

To Instruct

Provide them with clear, detailed instructions.
Encourage them to use their initiative as necessary. They should not take too much liberty as they tend to be cautious in judgement and respectful of traditional methods.
Give them permission to use and to have easy access to work resources form the beginning of an assignment/activity.

To Praise

Be personal
Praise their collaborative and empathetic approach with others.
Recognise their ability or willingness to work within guidelines.

To Criticise

Be polite, friendly and consultative.
Do not be too harsh. They readily accept mistakes and tend to be self-reproaching anyway.
Provide guidelines or structure to rectify the problem or issue.
Encouraging them to use their initiative or judgement more should lessen the need to criticise.

Routine Supervision

Provide them with regular feedback concerning their progress.
Allow them easy access to their immediate supervisor if they like to ask questions or need support.

Work Situation

Have a preference for roles which do not require them to take on large amounts of responsibility or to be solely accountable.
They like team work, as a consequence, and duties which require them to assist people.

Reactions to Frustration

Will seek support from others.
Tend to readily accept the cause of stress. Potential to internalise anxiety.
Become easily disheartened and become “de-railed” inconvenience.
Give-off the impression of hopelessness and futility.

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Second Order Factor: Independent

Independent as a second order factor, is derived by combining high Primary Factor scores on Assertive, Direct, Confident, Radical and Enthusiastic.

Observations

Determination to direct own life and manage others.
Little inclination to adapt to circumstances, cooperate, compromise or conform.
Exhibits considerable initiative.
Internal locus of control.
Possible high hostility as well as desire to do things their own way. Could have difficulty handling own anger and be antagonistic occasionally.
Detached and critical of prevailing customs, independently assesses situations.
Dominating, unconventional, likes meeting challenges, adventurous.
Free of group influence, does not need group support.
Self motivated, may be creative/imaginative.
Sceptical and inquiring, inclined to experiment, tolerant of change and may be anti-authoritarian, displaying intellectualised forms of hostility. rebellious towards authority figures. Self sufficient.

To Instruct

Use the principle of widening the area of common agreement between your ideas (ie. be very clear with what you want them to do and clearly define their authority.
Indicate the ultimate objective to be obtained.
Allow them as much autonomy as possible in the learning process, while pointing out essential aspects that must be observed/incorporated.
Make sure they listen to your ideas. Encourage them to contribute their ideas as well as indicate your respect for their thinking.
Be tactful and avoid making them defensive. Don’t argue with them.

To Praise

Praise their initiative, independence in thinking and decisiveness.
Praise their openness to new ideas.
Be personal and direct in your comments.

To Criticise

Be sure of your facts and present them firmly. Avoid any suggestion of doubt in your own bearing.
Be prepared for possible hostility or rebellion towards authority figures, as well as argumentativeness and disinclination to adapt or cooperate.
Allow them a “face save” if it can be done factually, but do not accept excuses.
Be direct and constructive in your approach and insist that they do as well.
Discipline firmly, without weakening, if it is justified.

Routine Supervision

Monitor their work in an unobtrusive manner. “Spot check” occasionally to maintain overall control and keep them on target.
Be firm, persistent and unemotional when dealing with them.
Work Situation
Likes to be in charge and to be free to direct their own and other’s work activities.
Appreciates rewards for their efforts – to be recognised, accorded status, permitted extra freedom.

Reactions to Frustration

Outspoken and aggressively critical.
Suspicious and more than usually self-protective.
Projects blame and rationalises.
Retaliatory – seeks ways to get their own back.
Quality and quantity of output fails.
May crusade against authority or established practice.

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Second Order Factor: High Control

High Control as a second order factor, is derived by combining high Primary Factor scores on Conscientious, Disciplined, Restrained and Relaxed.

Observations

Respect customs, social protocol, and etiquette.
Strong adherence to external rules and internalised morals.
Behave in-line with society expectations and established work codes of conduct.
Firm code of right and wrong, good and bad.
Moralistic, rigid and regimented behaviour, at times over-controlled.
Strong sense of identity, awareness of “self”.
Maintain a positive social reputation.
Strong sense of purpose and obligation.
“Perfectionistic”, fastidious, meticulous work habits.
Work to improve own skills, knowledge, competence.

To Instruct

First secure their cooperation by defining how their skills/talent are of benefit to a project or assignment.
Give them “the facts” and define what is expected of them. Outline their role, with as sufficient detail as deemed necessary (depending on intellect, they usually are adept at determining the details).

To Praise

Praise in a personal but factual manner. Highlight specific areas of achievements and how it is valued by individuals or the organisation.
Praise their thorough approach and ethical behaviour.

To Criticise

“Water-down” harsh criticism. Focus on the task or facts instead of personal characteristics. Couple negatives with positives in the process. ie. highlight areas of good performance first, then define areas where they can improve themselves for self improvement.
Phrase criticism as an opportunity to better their skills and competence, etc.
Offer them avenues of support for improving their performance, but allow them to pursue it. Follow up in a friendly manner as necessary.

Routine Supervision

Follow up their performance periodically. No need to “look over their shoulder”.
Ask them to provide you with regular/periodic reports (verbal or written). Appeal to their sense of obligation by setting dates for the aforementioned to occur.

Work Situation

Need a neat and tidy work environment.
Need work resources that are equal to other areas of the organisation, sometimes better in order to maintain their high self expectations.

Reactions to Frustration

Usually very controlled. Rarely openly show dissatisfaction or anxiety under pressure.
Unexpected outbursts. Usually a lot of little things lead up to it.
Effort and thoroughness drops.

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Second Order Factor: Low Control

Low Control as a second order factor, is derived by combining low Primary Factor scores on Conscientious, Disciplined, Restrained and Relaxed.

Observations

Do not persist with tedious tasks.
Non-conformist, consider themselves free from social constraints, norms and convention.
Tolerant and open in their attitude, follow their own urges.
Global or big picture thinkers, not concerned with details.
Relate to people on informal terms, not concerned by social airs and graces.

To Instruct

Do not overburden them with detail. Outline what is required and then give them some freedom to achieve what is required.
Make sure they understand the core requirements of an activity. Ask them to explain to you what is required once the instructions are given.
Clear up any misconceptions there and then.

To Praise

Praise their ability to operate under “loose” guidelines and “general” instructions.
Recognise their capacity to see how a specific issues contributes or fits in with strategic, global issues and plans.

To Criticise

Be open and factual
Point out where their behaviour deviates from company policy or previously agreed upon instruction.
Do not be too authoritarian. A casual but factual approach works best.

Routine Supervision

Follow up and monitor their progress consistently. Make sure they are achieving what is required. (Be aware, they achieve in a manner and by methods which are comfortable for them, which may not be the way you would do it.)
Make sure they do not twist or bend rules expediently. Only in moderation or if it is practical.
Approach them in a casual manner. Remember they tend to be informal themselves.

Work Situation

They respond best in an environment which is informal an doffers freedom to accomplish predefined objectives.
Prefer to work on broad issues and leave details for others to consider. It may be wise to couple them with detail conscious people to look after “finer issues”.

Reactions to Frustration

Alternate between being impulsive and freely expressing their feelings to being nonchalant and non-flustered. Observe and treat each individual on their own merits.