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

2. 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)

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

4. 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.

5. 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

6. 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

7. 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.

8. 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.

9. 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.

10. 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

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.

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

17. 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.

18. 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.

19. Theory Group Development Inclusion Issues Control Issues
Affection Issues

20. 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

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

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

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

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

25. Administering
the
FIRO-B

26. 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.

27. 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.

28. 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.

29. 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

30. FIRO-B Individual Cell Scores: View Your Personal Cell ScoreseI
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

31. Strength of Your Interpersonal Needs:
Total Need
for Inclusion
Total Need
for Control
Total Need
for Affection
Low = 0 to 5 Medium = 6 to 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

32. 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.

33. 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.

34. 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.

35. 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.

36. 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.

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

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

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