FIRO-B Fundamental Interpersonal Relations Orientation Behavior I changed this slightly from the one given to you in January.

History 1958 Will Schutz, Ph.D. Submarine Personnel 1978 Consulting Psychologists Press 1996 Revised Self-Scorable Overhead with history timeline 1958 development of theory by Schutz, but remember that we do not want to emphasize him during the presentation as he now publishes and markets another instrument which he claims is better (and newer) than the FIRO-B, called “Elements ofAwareness”. Both UK and US users have told us that the Elements tests are much more difficult both for counselors to interpret and for clients to understand 1978 publication of manual by CPP 1996 resurge of research and development of product due to customer feedback of usefulness in corporations; translations in Japanese, French, and extensive use in the United Kingdom. We are alsoconducting a large scale norming study this summer/fall to collect a nationally representative sample of over 4000 (along with MBTI data and demographic data such as their opinion on stress, values, etc)

Self-Awareness = Key Personal/Professional Development Employee/Management Relations Career Development Team Building Leadership Development Emotional Intelligence

FIRO-B The Six Basics: Expressed Inclusion (eI) Wanted Inclusion (wI) Expressed Control (eC) Wanted Control (wC) Expressed Affection (eA) Wanted Affection (wA) Janet did this slide for you this summer and I put it at the beginning of the presentation to help you set a context for your participants. This is also the main theme behind our promotional piece on the FIRO-B.

Your FIRO-B Results: How to Score the Self-Scorable Inclusion recognition belonging participation Control influence leading responsibility Affection closeness warmth sensitivity Expressed Behavior what I prefer to do how much I initiate observable action eI eC eA TOTAL EXPRESSED eI+eC+eA Wanted Behavior how much I want others to initiate how much I prefer to be the recipient wI wC wA TOTAL WANTED wI+wC+wA TOTAL INCLUSION eI+wI TOTAL CONTROL eC+wC TOTAL AFFECTION eA+wA OVERALL expressed + wanted

How Others May See You Inclusion High Wanted Inclusion 1. May take rejection as devastating. 2. May think being away is missing the action. 3. May take lack of acknowledgment as negative

How Others May See You Inclusion Low Wanted Inclusion 1. May feel invitations are obligations. 2. May not want to be singled out. 3. May consider group time wasteful.

How Others May See You Affection High Wanted Affection 1. May find a lack of concern as insensitive 2. May need continuous feedback. 3. May find distance from others a personal loss.

How Others May See You Affection Low Wanted Affection 1. May find reassurances as superficial 2. May become offended by personal questions. 3. May find emotions as distracting - even your own.

How Others May See You Control High Wanted Control 1. May perceive any structuring as inadequate 2. May consider standard procedures as important 3. May take sole responsibility as burdensome

How Others May See You Control Low Wanted Control 1. May not want any control. 2. May feel pressured by plans and stressed by structure. 3. May find competitive behavior annoying.

FIRO-B An instrument for emotional intelligence awareness Self-Awareness Communication Building Relationships Conflict Management Janet did this slide for you this summer and I put it at the beginning of the presentation to help you set a context for your participants. This is also the main theme behind our promotional piece on the FIRO-B.

FIRO-B What it does: Aids in understanding one’s behavior and its effect on others Increases your awareness of your natural strengths and weaknesses Suggests possibilities for improving the way you relate to others Janet did this slide for you this summer and I put it at the beginning of the presentation to help you set a context for your participants. This is also the main theme behind our promotional piece on the FIRO-B.

FIRO-B When to use it: Almost anytime - It is short, quick to take and score, and surprisingly insightful. It is often used to compliment other instruments. Janet did this slide for you this summer and I put it at the beginning of the presentation to help you set a context for your participants. This is also the main theme behind our promotional piece on the FIRO-B.

Learning Objectives History Theory FIRO-B Model Administration & Interpretation Guidelines results = strengths patterns Application Exercises Cindee and I decided to name this slide “learning objectives” as you need that terminology if CEU credits are to be given. In any case, it can serve as your agenda and you can re-name this if it makes you more comfortable.

Learning Objectives (cont.) Case Studies personal relationship growth team building career development management development Research organizational correlations with the MBTI® Tools for Interpretation

Theory Individual Motivated by THREE Interpersonal Needs Inclusion: the amount of belonging, attention, and recognition desired in social settings. Control: the level of influence, structure, and responsibility desired. Affection: the level of rapport, warmth, and support desired.

Theory The FIRO-B helps give insight into a client’s degree of interpersonal understanding on several levels: Inclusion: The willingness to include others or be included. Control: The willingness to manage and be managed. Affection: The willingness to express and receive affection The Flexibility to know when to call these things into play.

Theory Group Development Inclusion Issues Control Issues Affection Issues

Theory Group Development Self-Awareness Should I go for a boat ride? Who is running the motor? What is my relationship to others on the boat? Self-Awareness

The FIRO-B Model: Page 4 Introduction to FIRO-B in Organizations Expressed (e) Wanted (w)

The FIRO-B Model Expressed (e) Wanted (w)

The FIRO-B Model Expressed (e) Wanted (w)

The FIRO-B Model Expressed (e) Wanted (w)

Administering the FIRO-B

FIRO-B Administration-General Average time = 10 minutes 54 Items Six questions with nine variations Group or individual administration Guttman scoring method Self-scorable/on-site scoring Al explains the Guttman scoring method as follows: Not an easy question, but here is the Cliff notes version. Basically it is a scoring method that assumes that items can be ordered from most to least difficult, or in the case of the FIRO from most to least endorsed. The more questions that you answer as you move along the order for a given scale, the more of that behavior you should manifest. It also means that although there are six response options for each FIRO item, the items are scored 0 or 1. For example, item #16 is “I try to participate in group activities” is scored on eI. If the person answers Usually, he/she gets one point for eI. If, however, he/she gives any other answer, he/she gets 0 points for eI. Because the items says “try” and the kind of group is left vague, only a “usually” response indicates eI. In contrast, however, is item #3 which says “I join social groups” which is more definite in two ways: it doesn’t say “try” and it specifies the kind of group. So, if the person says occasionally, sometimes often or usually, they get 1 point for eI. If they say rarely or never they get 0 points. Item #3 is more indicative of eI and so more responses are scored. How this is all arrived, I’m not sure I know.

FIRO-B Administration-Specific Establish a non-threatening atmosphere Give an overview of the purpose Emphasize non-judgmental/developmental Repetitive items yet independent Pass it out/others sit quietly Prediction of scores before scoring Steve suggested this overhead from the presentation he did in early October.

Revised Self-Scorable (10 Minutes) “ Some items may seem similar to others. However, each item is different, so please answer each one without regard to the others or without trying to be consistent.” This slide is designed to emphasize the similarity of items which will diffuse complaints about redundancy. Al suggested you give the FIRO-B at the beginning of the session and then take the participants through the history and theory information.

Two Dimensions of Interpersonal Needs Inclusion recognition belonging participation Control influence leading responsibility Affection closeness warmth sensitivity Expressed Behavior what I prefer to do how much I initiate observable action eI eC eA Wanted Behavior how much I want others to initiate how much I prefer to be the recipient wI wC wA

FIRO-B Individual Cell Scores: View Your Personal Cell Scores eI expressed inclusion eC expressed control eA expressed affection wI wanted inclusion wC wanted control wA wanted affection 0, 1, 2 LOW Behaviors are rarely displayed by you 3, 4, 5, 6 MEDIUM Behaviors will be a noticeable characteristic of you, but only some of the time 7, 8, 9 HIGH Behaviors are a noticeable characteristic of you in most situations

Strength of Your Interpersonal Needs: Total Need for Inclusion Total Need for Control Total Need for Affection Low = 0 to 5 Medium = 6 to 12 High = 13 to 18 Highest Score = Most comfortable interpersonal area  Need area you will be the least willing to sacrifice in social situations Situations that satisfy this need will be those you return to often

Total Behavior: Expressed 0 to 7 (Low) 8 to 19 (Medium) 20 to 27 High These scores are best explained in relation to one another, since they explain the general pattern of how you go about satisfying interpersonal needs. For example, when Expressed needs are greater, you may keep others at a distance in order to avoid receiving unwanted behaviors. When Wanted needs are greater, you may feel inhibited or be dissatisfied that you are not getting what you want from others. When the needs are equal, you may be cautious about expressing a behaviour before you are sure how the person will respond. This information is from page 8 of Introduction to FIRO-B in Organizations.

Total Behavior: Wanted 0 to 7 (Low) 8 to 19 (Medium) 20 to 27 High These scores are best explained in relation to one another, since they explain the general pattern of how you go about satisfying interpersonal needs. For example, when Expressed needs are greater, you may keep others at a distance in order to avoid receiving unwanted behaviors. When Wanted needs are greater, you may feel inhibited or be dissatisfied that you are not getting what you want from others. When the needs are equal, you may be cautious about expressing a behaviour before you are sure how the person will respond. This information is from page 8 of Introduction to FIRO-B in Organizations.

Total Behavior Expressed Needs > Wanted Needs keep others at a distance to avoid unwanted behaviors only accept behaviors from particular people mislead people making conclusions based on expressed behavior Expressed Needs < Wanted Needs may feel inhibited may be dissatisfied that you are not getting what you want could grow attached to people who give you what you want Expressed = Wanted may be cautious These scores are best explained in relation to one another, since they explain the general pattern of how you go about satisfying interpersonal needs. For example, when Expressed needs are greater, you may keep others at a distance in order to avoid receiving unwanted behaviors. When Wanted needs are greater, you may feel inhibited or be dissatisfied that you are not getting what you want from others. When the needs are equal, you may be cautious about expressing a behaviour before you are sure how the person will respond. This information is from page 8 of Introduction to FIRO-B in Organizations.

Strength of Your Interpersonal Needs: Overall Need Score (page 7) See Bottom Right-Hand Corner 0-15 LOW Involvement with others not primary source of need satisfaction. Intellectual stimulation or solitary pursuits predominate. 16-26 MEDIUM-LOW Involvement sometimes a source of satisfaction, depending on people and context. 27-38 MEDIUM-HIGH Involvement is usually source of satisfaction. 39-54 HIGH Involvement with others enjoyable and satisfying.

General Interpretation Guidelines Compare actual scores with predicted ones Note highest and lowest scores Look for relationships within scales Highest score = most socially comfortable No good or bad results Examine relationship between total expressed and total wanted scores Steve also added this slide after presenting to a group.

Patterns of Need Fulfillment--Inclusion (page 10) High Expressed Inclusion (eI) Low Expressed Inclusion (eI) High Wanted Inclusion (wI) Low Wanted Inclusion (wI)

Patterns of Need Fulfillment--Control (page 11) High Expressed Control (eC) Low Expressed Control (eC) High Wanted Control (wC) Low Wanted Control (wC)

Patterns of Need Fulfillment--Affection (page 11) High Expressed Affection (eA) Low Expressed Affection (eA) High Wanted Affection (wA) Low Wanted Affection (wA)