Profiling for Students' Learning Styles Enrichment Programme

PROFILING OF STUDENTS’

LEARNING STYLES ENRICHMENT

PROGRAMME

From

KYKO International Pte.Ltd.

CONTENTS

Introduction...........................................................................................................................................................5

Know Yourself.................................................................................................................................................5

KYKO Secondary Students...............................................................................................................................6

Comparison between DISC and KYKO......................................................................................................7

Theoretical Construct...................................................................................................................................7

Premises.............................................................................................................................................................7

Taxonomy – The science of classifying human differences.........................................................8

Our Key Advantages......................................................................................................................................8

People....................................................................................................................................................................... 9

Selected Clients List.........................................................................................................................................12

Selected Clients’ Testimonial.......................................................................................................................13

Deliverables........................................................................................................................................................ 16

Financial Considerations...............................................................................................................................16

Appendix 1...........................................................................................................................................................18

Origins of KYKO:Premises, Theoretical Constructs and Personality Characteristics....18

Graphical Layout..........................................................................................................................................19

Premises..........................................................................................................................................................19

Theoretical Constructs..............................................................................................................................20

Appendix 2...........................................................................................................................................................22

How Different Personality Theories Interpret Human Differences?....................................22

Introduction...................................................................................................................................................23

Imagine a scenario where a person sees a snake in the garden, how would the person act and why?..................................................................................................................................................23

Appendix 3...........................................................................................................................................................27

KYKO, created out of necessity..................................................................................................27

To overcome current limitations...............................................................................................28

5 dimensions of KYKO........................................................................................................................28

Abbreviations of kyko’s 5 dimensions..................................................................................30

Free from human bias.......................................................................................................................30

Sample application of kyko’s 5 dimensions.....................................................................31

Appendix 4...........................................................................................................................................................34

kyko personality profiling for secondary students.....................................................34

Profiling instrument for secondary school student.........................................35

KYKO - Know Yourself · Know Others..............................................................................35

Introduction................................................................................................................................................36

Personality profile................................................................................................................................36

Keywords........................................................................................................................................................38

Qualities..........................................................................................................................................................39

Strengths.......................................................................................................................................................40

Subject preferences...........................................................................................................................41

Types of learner......................................................................................................................................41

Learning styles........................................................................................................................................42

Preferred teaching styles............................................................................................................43

Preferred teaching methods and techniques.........................................................43

Preferred courses for higher education.......................................................................44

Work preferences..................................................................................................................................45

School intervention techniques............................................................................................46

Formula / charts.....................................................................................................................................46

Personality formula.......................................................................................................................46

Personality spider web..............................................................................................................46

Dimension scores.............................................................................................................................46

Performance measures.............................................................................................................46

Appendix 5...........................................................................................................................................................48

Learning Styles: Comparison between DISC and KYKO......................................48

Historical Evolution of Learning Styles.............................................................................................49

The Fleming VAK/VARK model............................................................................................................49

Solomon and Felder...................................................................................................................................49

DISC................................................................................................................................................................... 50

KYKO Student Learning Styles...............................................................................................................50

Benefits and features.................................................................................................................................51

INTRODUCTION

KYKO, an acronym for know yourself, know others, and adapted from Sun Tzu Art of War assists you to generate and develop winning strategies to make things happen.

“If you know the enemy and know yourself, you need not fear the result of a hundred battles. If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. If you know neither the enemy nor yourself, you will succumb in every battle”

Sun Tzu “The Art of War”

The success or failure of your dealings with others rests on KYKO through profiling yourself and the significant others.

“If you know yourself and the other you are likely to be successful in every deal. If you know yourself but know not the other or know not yourself but know the other; for every successful deal, there will be a failure. If you know neither yourself nor the other you are likely to fail in every deal.”

Bernard A.T. Tan

KNOW YOURSELF

“Knowing yourself is enlightenment” (Ralph Waldo Emerson (1803-1882), “knowing yourself is wise” (Lao-tzu, Tao teChing (sixth century B.C.)

Do you know who you are and what you want in life? Many of us go through life reacting to our environment and just letting things go by instead of making conscious choices on what we are and what we want.

If you do not know yourself, how can you set goals and plan a course of actions to achieve what you want.

To know yourself you must develop a strong self-concept about:

1. Your cognitive self, such as your thought processes, your values and belief system, your needs and wants, your strengths and weaknesses, likes and dislikes and how you make decisions;

2. Your affective self, such as your moods, reactions and responses to what is happening around you, your emotions and depth of feelings that affect your state of mind, your sensitivities in your interpersonal relationship;

3. Your executive self which includes your positive and negative ways in dealing with issues, relating and connecting with others, adapting to what is around you.

Knowing Yourself is the key to self-improvement. It gives you the capacity to learn from your mistakes as well as your successes. It enables you to keep growing, becoming and being.

Know Yourself helps you to:

1. Discover yourself so that you can develop your potentials for success;2. Identify your strengths & shortcomings and gain an insight into your

developmental needs;3. Use your strengths optimally to accomplish your personal goals; 4. Make a concerted effort to overcome your weaknesses5. Identify a career that fit your personality;6. Align the dimensions of your personality with significant others to influence and

make things happen and to solve problems dealing with others;

In view of the above it is imperative for secondary schools students, teachers and parents to know self and their children to develop a wholesome person in term of intellectual, emotional, moral and spiritual development.

KYKO Personality Profiling for Secondary School is the first step to assist the student to look at the mirror of one and offer one a choice to grow one’s potentials for success.

KYKO SECONDARY STUDENTS

KYKO SECONDARY STUDENT Personality Assessment Tool is specially designed for children from the age of 13 -18. The report encompasses the following vital information:

KINDLY REFER TO APPENDIX 4 FOR SAMPLE REPORT.

Description of your Personality

Relevance for Parents and Students

Relevance for Teachers

Key words to describe Student

1. To discover the KYKO Personality Profile

2. To identify the strengths, weaknesses and improvement needs for personal development

3. Serves as a guide to pursue their further studies

4. Identify a career with great potential for success

1. To take correction actions

2. Assist the teachers to understand the learning styles and develop

3. appropriate teaching styles, techniques and methods for a specific group

4. for students

Qualities

Strengths

Weaknesses

Improvement Needs

Subject Preferences

Types of Learner

KYKO Learning Styles

Preferred Teaching Style

Preferred Teaching Methods and Techniques

Preferred Courses for Higher Education

COMPARISON BETWEEN DISC AND KYKO

THEORETICAL CONSTRUCT

DISC KYKO

Developed from singular theoretical construct of William Marston

Developed from multiple theoretical constructs of psychologists from the six schools of personality theories

Hence, KYKO is more comprehensive and holistic.

KINDLY REFER TO APPENDIX 1 TO THE ORIGINS OF KYKO.

PREMISES

DISC KYKO

Behaviour is a function of our reactions towards the environment

Behaviour:

1. Is motivated by the inner states such as desires, needs, wants and motives.

2. is a function of our genes3. is a function of our environment 4. is a function of cognition

Human beings lie in the continuum of relatively healthy and unhealthy in their mental and psychological dispositions. (Sigmund Freud Psycho-analytic Theory)

Human personality lies in the continuum of dynamic and static (Evolutionary and

Cognitive Theory)

No two human beings are alike even if they are identical twins growing up in the same environment due to genetic difference. (Evolutionary and Genetic Theory)

TAXONOMY – THE SCIENCE OF CLASSIFYING HUMAN DIFFERENCES

DISC (Patterns of behavior classification)

KYKO (Patterns of behavior classification)

4 adjectival descriptors:

1. DOMINANCE: an active, positive posture in an unfriendly environment.

2. INFLUENCE: an active, positive posture in a favourable environment.

3. STEADINESS: a passive agreeableness in a favourable environment.

4. COMPLIANCE: a cautious, undecided response to an antagonistic environment designed to calm the degree of antagonism.

5 dimensions:

1. SA: self-actualization2. E: ego-centric3. SO: socio-centric4. SE: security5. M: manipulative

KINDLY REFER TO APPENDIX 3 FOR KYKO 5 DIMENSIONS

The classical DISC has a problem of classifying human difference under ‘Steadiness’ and ‘Compliance’.

The C in DISC originally stands for ‘Compliance’. It was later change to ‘Conscientiousness’. The changes take place because of the confusions of categorizing traits and characteristics under ‘Steadiness’ and ‘Compliance’. For example, a human behavior of ‘consistently follow rules and regulations’ can be under ‘Steadiness’ or under ‘Compliance’.

As a result the adjectival descriptor Compliance was changed to Conscientiousness in the Extended DISC.

OUR KEY ADVANTAGES

KYKO’s main advantage as compared to other psychometric instrument is the ability to detect minor changes in human differences due to:

1. Situational changes2. Motivational changes

http://www.nbogroup.com/thomas/C.asp

http://www.nbogroup.com/thomas/S.asp

http://www.nbogroup.com/thomas/I.asp

http://www.nbogroup.com/thomas/D.asp

KINDLY REFER TO APPENDIX 2 ON HOW PERSONALITY

THEORIES INTERPRET HUMAN DIFFERENCES

PEOPLE

DR. BERNARD TAN AH THAU , KYKO INVENTOR, CERT. OF ED., B. LETTERS (HONS), M. ED., M.A. IND. PSYCHOLOGY (INDUSTRIAL PSYCHOLOGIST), PHD

(BEHAVIOURAL SCIENCE)

DR. BERNARD TAN is currently the Chairman of KYKO International Pte Ltd. Along with his colleagues, he has developed courses such as Management by Results, Workers' Excellence, Supervisory Excellence, Managerial Excellence, Sales & Marketing Excellence, Strategic Marketing, Strategic Management, Work Excellence Control Circles, Performance Enhancement Skills, Consultancy Skills, Entrepreneurship Skills, How To Become A Star Performer, and Profile Management.

He has conducted both public and in-house courses. He was also a lecturer at Malaysian Education Staff Training Institute (MESTI) or Institute Pegawai Pendidikan Negara (IPPN) currently known as Institute Aminuddin Baki (IAB). At IAB, he trained education officers ranging from Senior Ministry and Department officers, School Principals and Headmasters to Clerical officers staff of the Education Ministry. At IAB, he was awarded the World Bank Scholarship to do his Postgraduate, specializing in Human Psychology, Motivation and Human Relations at the Ohio State University, USA.

During his tenure at IAB, several institutions such as Institute Penilaian Negara (INSPEN), Malaysian Institute of Management (MIM), Bank Negara Malaysia (BNM), South Asia Central Bank (SEACEN) and community leaders of Maldives invited him to conduct courses on Dynamic Leadership, Effective Supervision, Human Relations, Training the Trainers, Counselling and Coaching Skills, Productivity Measurement, Problem-Solving Skills and Decision-Making Skills.

Bernard was also a course leader for TAC Management services in 1976 and has conducted courses such as Leadership Dynamics, Interpersonal Skills and Supervision both in Bahasa Malaysia and English. His clientele at TAC Management services include Tasek Cement Bhd, BATA, Genting Highlands Bhd, Cycle & Carriage Bhd, Motorola among others.

Bernard left IAB to work for Bank Negara Malaysia as a Training Specialist. At BNM, his duties and responsibilities encompassed research, course development, development of training materials (writing cases, manuals and papers for training), administration and coordination.

Bernard was one of the distinguished speakers of the International Human Resource Conference organized by the Asian Region Training & Development Organization (ARTDO) in Penang, 1994. He has also lectured on Organizational Behaviour for the MBA Programme for Strathclyde Business School and Heriott Watt University.

Bernard developed KYKO (Know Yourself & Know Others),Patented Publication No. US2007/0048706-A1) based on the need and deprivation theories, a psychological

instrument use to help people understand one ’s self and the significant others. Unlike other psychometric instruments designed to predict behaviour, the special feature of KYKO psychometric instrument is the ability to equip managers with the latest tool, which represents a breakthrough in the technology of managing and influencing people to get things done and make things happen. Based on the psychological tool, Bernard has developed courses such as People Management Skills, Power of Self Change, KYKO for Debt Collection, Customer Service Excellence, Professional Sales Excellence, Flexibility in Work among others. His clientele includes Tenaga Nasional Bhd, Petronas Bhd, Ancom Bhd, Road Builder (M) Holdings Bhd, Nam Fatt Bhd, Toyochem Bhd, Hong Leong Yamaha Motor Sdn. Bhd., Matsushita Industrial Corp., OMRON Electronics Sdn. Bhd., Sony Electronics Malaysia, Prai, Carsem (M) Sdn Bhd, MINDEF, Open University Malaysia (OUM), Shell Service Call Centre, Philippines, Bank Negara Indonesia, Bank International Indonesia, PT Telekomunikasi tbk, d’Oz International, Singapore, Dunman High, Singapore, Sikha Group, India, Indus Learning Group, India, Mosanto, India among others.

Bernard does not believe in courses that are theoretical & academic. He believes in training, which effects changes in behaviours and skills that brings results to the organization. His courses are practical, down-to-earth, containing current tools and ideas that can be easily implemented once back at the office. His aim is to ensure that delegates take home techniques, tools, concepts, processes & information that will ensure that they achieve greater excellence & success in their professional & personal development. To this end his courses are set in deliberate directions.

DR. LEE ONG KIM , CHIEF STATISTICIAN, B.SC (HONS), MASTERS IN. RESEARCH METHODOLOGY, PHD IN MESA

Chief Statistician, Lee Ong Kim has been with the National Institute of Education (NIE), Nanyang Technological University (NTU) from 02 January 2000 where he served as Associate Professor, Head of the Policy and Leadership Studies Department, and as Associate Dean of Education Research.

He recently retired from NIE on 01 January 2012. Prior to joining NIE, he served the Ministry of Education of Malaysia for 25 years from 1975 till 31 December 1999. He obtained his Ph.D. from the University of Chicago in 1992, specializing in Measurement, Evaluation and Statistical Analysis (MESA). His Master’s degree was from the University of Pittsburgh in the area of Research Methodology, received in 1984 while his first degree, a B. Sc. (Hons), was in Physics from the University of Malaya obtained in 1973.

His areas of interest include testing and measurement which cover test item construction and calibrations, test equating and the construction of variables through the use of Rasch Measurement. He has conducted training programs for education officers from the Maldives, Vietnam, Indonesia, Pakistan and Malaysia. He has also provided consultancy services to several divisions of the Malaysian Ministry of Education, non-governmental organizations in Malaysia, some schools in Singapore, the Ministry of Education and Youth in the United Arab Emirates, the Ministry of Education of Qatar, the National Institute of Educational Management in Vietnam, the Ministry of Education of the Kingdom of Bahrain.

He is currently the Director of KYKO International Pte Ltd and also one of the founding members of the World Educational Research Association and is a Council Member. He is also a life member of the Educational Research Association of Singapore (ERAS) for which he was President for four years from 2007 to 2011. He is also a member of the

American Educational Research Association (AERA). He was elected Vice-President of the World Educational Research Association (WERA) for a two year term with effect from 01 July 2012.

MR LEE KAH HOWE, M.SC TECHNOLOGY ENTREPRENEURSHIP AND INNOVATION, NTU

A serial entrepreneur, Kah Howe co-founded ST Consultancy Pte Ltd in 2003 which specializes in simulation-based experiential learning programs.

Key programs include:

1. Air Liquide Executive Development Program, Singapore Oxygen and Air Liquide Group ( Paris Stock Exchange: AI.PA / ISIN FR0000120073 ) 2004, 2005, 2006, 2007, 2008

2. Specialist Diploma Program, an adult learning program hosted by Ngee Ann Polytechnic in conjunction with IE Singapore, a Singapore government, 2008, 2009

3. New Venture Creation: Implementing Business Strategy, Masters of Science program, Nanyang Technological University, Nanyang Technopreneuership Centre, 2005, 2006, 2007, 2008, 2009

4. New Venture Creation: Managing Growth, Masters of Science program, Nanyang Technological University, Nanyang Technopreneuership Centre, 2005, 2006, 2007, 2008, 2009

5. New Venture Creation and The Business Plan, Minor in Entrepreneurship, Nanyang Technological University, Nanyang Technopreneuership Centre, 2004, 2005, 2006, 2007, 2008, 2009

6. Entrepreneurship in Action for Nanyang Fellows EMBA Class of Nanyang Technological University, 2004, 2005, 2007

7. Innovation and Enterprise Bootcamp a program supported by the Economic Development Board of Singapore, 2004, 2005, 2007, 2008, 2009

8. Experiencing Simulation Training, Educator’s Training Workshop, ITE College East

9. Product, Process, Research & Development, an invitational program for top first year students, Singapore Polytechnic

10. Experiencing Simulation Training, Educator’s Training Workshop, Singapore Polytechnic, Department of Industry Services

11. Training: Business Plan Writing – An Experiential-Learning Approach, The Idea Centre, Singapore Polytechnic

In facilitating Marketplace™, he has done so as an Assistant Lecturer [Main Lecturer] to three prestigious courses conducted by NTU, namely:

1. Nanyang Fellows Program unit named Entrepreneurship-in-Action. Nanyang Fellows Program is a graduate business education program launched by Singapore’s Deputy Prime Minister and Defense Minister Dr. Tony Tan that is modelled after MIT’s Sloan Fellows Program

2. Technology Entrepreneurship & Innovation Program, NTU, since 2006 (inception year). He was ranked the No. 1 lecturer for Batch 2008/2009. In other years, he is ranked at least 7th position or higher.

3. Entrepreneurship Minor, NTU, since 2004 (inception year). He was consistently ranked 3rd position or higher on an annual basis.

Consistently, Kah Howe has been invited for other educational programs, such as:

1. Judge, August 2009, Business Plan Competition, organized by University of Missouri Kansas City

2. Panelist, June 2010, World Junior Entrepreneurship Forum, organized by Nanyang Technological University

3. Panelist, January 2011, University of San Francisco, EMBA program by Prof Stanley Kwong, Lesson: Globalisation

4. Panelist, February 2011, University of San Francisco, MBA program by Prof Timothy Burke

In 2009, he and a handful of successful entrepreneurs, angel investors started a venture incubation and consultancy company. Ecube Global Pte Ltd. Since incorporation, Ecube had turned around a PCB factory in Shen Zhen with US$15M in sales and successfully incubated Vesta Energy Engineering Singapore, an oil and gas company whose products aims at a US$28B annual energy sector in Singapore. KYKO International is the third incubation project for Ecube Global.

In 2010, Kah Howe became the Chapter President for Keiretsu Forum Singapore, part of Keiretsu Forum, world’s largest network of angel investors.

SELECTED CLIENTS LIST

PHILIPPINES

INDIA

MALAYSIA

SINGAPORE

UNITED KINGDOM

SELECTED CLIENTS’ TESTIMONIAL

KAVITHA RAO, BUSINESS HEAD - CONSULTING

SIKSHA CONSULTING – KYKO BUSINESS ASSOCIATES IN INDIA

Like most people trying out a new product, I too happen to venture into using KYKO with a lot of skepticism. Like any new product was critically evaluating it as I was going through the plethora of questions being put across online.

To my surprise, the tool was completed in less than 20 minutes, simple clear questions, easily relatable to any individual’s day to day lives, detailed report with validation on key areas, online support when required.

It would be important to mention that the customer care team –Rubina and Rehana have been highly cooperative and responsive to any queries thus far. Over all, fine mix of self-discovery and learning for me.

With Regards,

RUBINA ALI KHAN, KYKO BUSINESS PARTNER, INDIA

"Dr. Bernard Tan, is just "AWESOME"!!! I tend to sound very flustered in his company because I am totally awed by his knowledge, his love for mankind and his generosity with his knowledge. Very few of us are blessed to know people like him - he is going to be world famous one day soon and I do not know of anyone else who is more deserving than him!!!

I am truly blessed to know Dr. Bernard Tan and knowing him has changed my life completely!!

DR T V RAO, CHAIRMAN OF TVRLS INDIA; CHAIRMAN OF THE ACADEMIC COUNCIL, INDIA; EXECUTIVE COMMITTEE OF THE ACADEMY OF HRD, INDIA; FOUNDER PRESIDENT OF THE NATIONAL HRD NETWORK AND THE INDIAN

SOCIETY FOR APPLIED BEHAVIOURAL SCIENCES, INDIA

"I have gone through the instrument and got my profile. It seems to be a good tool as it covers many dimensions. I am very impressed with the dimensions covered. It is very user friendly. ….. This is a good tool …. "

MR. DIVESH MEHTA, INDUS LEARNING SOLUTIONS PVT. LTD. - INDIA

"Our experience with KYKO was overall very good and we thank you for introducing us to KYKO.

Though our experience is very limited with KYKO and at a very general level, still with whatever little we saw we cud gauge that KYKO seems to draw out even the minute details of the personality...which we really appreciate...though these details are presented in a more linear fashion to the respondent vis a vis an MBTI for example...this may be a conscious call at the KYKO developers end but it may work against the KYKO system in the current scheme of things...to me this, though, is not a very significant drawback as I know for certain that as the number of respondents for KYKO increases...this linearity will be/ can be taken care of in the later versions of KYKO. Also, the respondents, normally, want crisper feedback...that as I see will also evolve with time. Currently the KYKO feedback is very good and must be useful if someone explains it and takes out concrete directions for the respondent...on the internet though the feedback is very broad for any respondent to make much sense of...an additional step in converging the feedback for the respondent and indicating concrete directions may help KYKO establish supremacy within the psychometric world but that is a difficult step to execute on the internet...physically/ manually it may be a lot easier and you may actually be doing it.

We have not yet seen the manual/ material that you may have as a guide to KYKO...so we really cannot comment on that.

On the whole we see KYKO as a good starting point for a very promising psychometric tool in the near future."

DR. M. S. THIMMAPP PHD., F.I.A.C.P., F.N.A PSY.FORMER PROFESSOR OF PSYCHOLOGY & VICE CHANCELLOR, BANGALORE UNIVERSITY, INDIA.

“……The tool offers a very comprehensive, complex and yet definitive understanding of varieties of people in Organization. It not only offers statements in figures and graphs ones position in various dimension of personality, but charts out for each individual a profile of the person with such score on each dimension, his strengths and weakness, areas of success and failure, training needs, plans for improvement, gaps and possible ways of handling them. I am sure that it will be an excellent tool for selection, placement, training, counseling and in fact the tool could be a navigation path for ones career choice, development and progress. Its adaptation to self administration and exhaustive self analysis and action plan online in a most user friendly manner is a great asset for all in the field. An immensely beneficial tool for all people in Organization and Industry."

MR. KULDEEP KUMAR, PROFESSOR IN CITY UNIVERSITY - HONG KONG

"In the 1970s and 80s a number of research studies were done using MBTI. The academic respectability gave a great boost to its use in HR consulting to the point where its use is routine. But as your literature points out - it is based upon antiquated ideas from Jung. If, as your web-site and sales literature promises - that this instrument is based upon an integrative approach - that has been used to predict behaviour in Asia (i.e. has a high predictive validity), it could be marketed as an advancement on MBTI plus an instrument suited uniquely for Asian management."

Jeff Goddard, MD, Company Alliances – KYKO Business Partner, U.K

I am impressed on how easy it is to use, the quality of the questions, how the results are presented and the accuracy of the results I received against my own profile."

MARK H. PARKER, KYKO BUSINESS ASSOCIATES, USA

I appreciate that you made it very easy to see the power of KYKO for myself. I reviewed the results and I could see that the test found that and correctly interpreted my responses. I am impressed!"

ANGELINE TEO, MANAGING DIRECTOR D’OZ INTERNATIONAL PTE LTD, SINGAPORE

Dr Bernard I believe that you will be the Father of Behavioural Science in Asia one day.

MUNIRAH LOOI, PRINCIPAL CONSULTANT & OWNER OF BRANDT INTERNATIONAL, KYKO PARTNER IN INDONESIA & PHILIPPINES

The Power in KYKO is the ability to customize products to the requirement of Clients.

DELIVERABLES

This section describes the financial investment for this program.

Core program includes:-

1. 1 online psychometric profiling per student2. One 2 -3 hours workshop for all the students3. Administering instrument and scoring4. Provision of individual student report (soft copy)5. Post program survey form to measure the accuracy of our profiling tool from

respective student where we will tabulate an entire ‘cohort average accuracy score’ based on eligible accuracy feedback.

The program would also include:

1. 2 hour profile report session for the teachers.

FINANCIAL CONSIDERATIONS

As we are willing to stand behind the accuracy of our profiling tool, we are suggesting a flexible, accuracy-based pricing model which:

1. We will like to propose base component of USD$XX per student2. In addition, we will also like to propose an ‘accuracy’ component which could be

calculated based on the multiplication of the ‘cohort average accuracy score’ with another USD$20 per student

The following table illustrates a few calculation examples:

Base PriceAccuracy

Score (max = 1)Flexible

ComponentFinalPrice

$20 0.7 $7.60 $27.60

$20 0.8 $9.80 $19.80

$20 Above 0.8 $12.00 $36.00

Discount :

1,000 – 1,999 – 30%

2000 – 2,999 - 35%

3,000 – 3,999 – 40%

4,000 – 4,999 – 50%

Above 5,000 - Negotiable

APPENDIX 1

ORIGINS OF KYKO:PREMISES, THEORETICAL CONSTRUCTS AND PERSONALITY CHARACTERISTICS

GRAPHICAL LAYOUT

PREMISES

KYKO was developed based on the following premises:

BEHAVIOR IS MOTIVATED BY THE INNER STATES SUCH AS DESIRES, NEEDS, WANTS AND MOTIVES.

Human behavior becomes observable when the inner states are energized. When we are hungry we look for food. When we are thirsty we look for water. When we want to be safe, we lock our gates and house, follow rules and regulations, buy insurance and save monies for the rainy day. When we are lonely we look for our friends, attend parties and join some clubs to share hobbies and our interests. When we want to project our image, we share our success stories, use a big car, live in a bungalow and buy branded stuff. (Psychodynamic Theories)

BEHAVIOR IS A FUNCTION OF OUR GENES

Our behavior has descended from the family tree of a common ancestor. We inherited specific traits from the genes of the members of our family tree. It could be from our parents or

grandparents or even from a grand uncle. We vary in the expression of our certain behavior because of variations in their genes. For example, we are stubborn because we have inherited the stubborn gene from a member of a family tree of our ancestor. (Evolutionary and Genetic Theory)

BEHAVIOR IS A FUNCTION OF OUR ENVIRONMENT

Our environment in a significant way shapes our behavior. In a favorable environment, we experience pleasures and develop our positive traits. A person must experience love in order for one to give love. In an unfavorable environment, we experienced pains and develop our negative traits. When we are bullied we tend to be rebellious. When our family members are sacrificed in a war, we tend to seek revenge on our enemies. Such behavior is controlled by our feelings. If you are nice to me I will be nice to you. Likewise if you are nasty to me I will be nasty to you. Our behavior is also controlled by our thinking giving us a choice between being nice or nasty regardless of a favorable or unfavorable environment. (Behaviorist, Cognitive and Humanistic Theories)

BEHAVIOR IS A FUNCTION OF COGNITION

Our behavior is a product of our interaction with the environment. We learn through our social interactions, books, documents, observation, remodeling and from a significant other. We learn by observation and watching others. It implies that we can be trained or cultivated to grow our potentials and become a better being. (Social Cognitive Learning Theory)

THEORETICAL CONSTRUCTS

HUMAN BEINGS LIE IN THE CONTINUUM OF RELATIVELY HEALTHY AND UNHEALTHY IN THEIR MENTAL AND PSYCHOLOGICAL DISPOSITIONS.

(SIGMUND FREUD PSYCHOANALYTIC THEORY)

Sigmund Freud posits that our psychological health is a function of the environment. A favorable and conducive environment helps us to self-actualize and enhance our psychological health. On the contrary, an unhealthy or toxic environment de- actualizes causing us to deteriorate in our mental dispositions in line with the postulation of Sigmund Freud that human being lies in the continuum of normal and abnormal. Clearly, human personality is not static; it is dynamic and is constantly changing for better or worse with new experiences.

HUMAN PERSONALITY LIES IN THE CONTINUUM OF DYNAMIC AND STATIC (EVOLUTIONARY AND COGNITIVE THEORY)

Static personality has a recognizable pattern of behavior found in simple humans that is persistent and consistent across situations and over time. On the contrary, dynamic personality patterns of behavior are found in complex humans where the patterns of behavior vary between situations and across time.

A dynamic personality may inherit some smart genes from the family line of their ancestors. Deprivation of dominant desires and basic needs could also further develop the dynamic aspects of our personality for our survival and growth.

NO TWO HUMAN BEINGS ARE ALIKE EVEN IF THEY ARE IDENTICAL TWINS GROWING UP IN THE SAME ENVIRONMENT DUE TO GENETIC DIFFERENCE.

(EVOLUTIONARY AND GENETIC THEORY)

No two persons are the same. Each person has a unique pattern of behavior. Every human being is unique like our thumb print. Putting a number on the typology of personality is too simplistic as the number of personality is infinite.

Based on the above premises, a five dimensional model of personality was established.

APPENDIX 2

HOW DIFFERENT PERSONALITY THEORIES INTERPRET HUMAN DIFFERENCES?

INTRODUCTION

Personality theory is a field of study to explain how we human beings think, feel and do in a more scientific way to recognize patterns of human behavior. Apparently there are six options of the processes of thinking, feeling and doing before acting, based on the Psychodynamic, Behaviorism, Cognitive, Humanistic and Evolutionary schools of thought to explain human behavior. They are:

1. Do, think and feel2. Do, feel and think 3. Feel, think and do4. Feel, do and think 5. Think, do and feel 6. Think, feel and do

IMAGINE A SCENARIO WHERE A PERSON SEES A SNAKE IN THE GARDEN, HOW WOULD THE PERSON ACT AND WHY?

PERMUTATION 1: DO, THINK AND FEEL

Step 1 Do I kill the snake.

Step 2 Think The snake is dangerous.

Step 3 Feel It is bad to kill it.

PERMUTATION 2: DO, FEEL AND THINK


Step 2 Feel It is great to kill it.


PERMUTATION 3: FEEL, THINK AND DO

Step 1 Feel I am terrified.


Step 3 Do I flee for my life.

PERMUTATION 4: FEEL, DO AND THINK

Step 1 Feel I am fearless.



PERMUTATION 5: THINK, DO AND FEEL

Scenario 1:Step 1 Think Is the snake dangerous? Is it poisonous? If it is poisonous what

should I do? If not what should I do?

Step 2 Do (Dangerous snake)

Step 3 Feel I am scared of poisonous snakes


should I do? If not what should I do? – the thinking process looks at the many possibilities of handling the snake – a trait found in the cluster of traits for dynamic personality - HM

Step 2 Do (Harmless snake)

I kill it

Step 3 Feel I hate snakes


should I do? If not what should I do? Step 2 Do I will gently shoo it off

Step 3 Feel I love snakes and am happy to leave it free

PERMUTATION 6: THINK, FEEL AND DO

Step 1 Think Is the snake dangerous? Is it poisonous? If it is poisonous what should I do? If not what should I do?

Step 2 Feel I feel relaxed and calm

Step 3 Do I trap it and send it to the zoo

Over the ages, Personality Psychologists have done extensive research trying t o e x p l a i n t h e h o w a n d w h y o f h u m a n d i f f e r e n c e s i n t h e s i x processes of thinking, feeling and doing within their theoretical constructs. Taking t h e a b o v e s c e n a r i o a s a n e x a m p l e , P e r s o n a l i t y P s y c h o l o g i s t s a r e t r y i n g t o understand:

1. What makes some people think that the snake is dangerous while others think the snake is harmless?

2. Why some people feel calm, relaxed or even excited while others feel terrified and scared when seeing a snake?

3. What makes a person either kill the snake or worship it or scream for help or flee for their life or let it go or catch it and keep it as a pet or send it to the zoo.

PSYCHODYNAMIC THEORETICAL CONSTRUCT

( S I G M U N D F R E U D A N D C A R L JUNG)

L e t u s e x p l o r e t h e t h e o r i e s o f h o w a p e r s o n t h i n k s f e e l s a n d d o e s i n t h e a b o v e scenarios. According to the psychodynamic psychologists, thinking operates at the conscious level of our minds. When this happens, a person may see many possibilities of reacting to the snake in the garden, which explains why a person chooses options 5 and 6.

A l t e r n a t i v e l y , t h e p e r s o n m a y h a v e s o m e b a d experiences with snakes in the past and has stored it in the pre-conscious mind which explains why a person is terrified and flees for his life. On seeing the snake the pre-conscious past is energized causing the person to kill it or flees for his life as Permutations1 – 4.

BEHAVIORISM THEORETICAL CONSTRUCT

(DOLLARD AND MILLER, IVAN PAHLOV, SKINNER)

Behaviorism theorists posit that our behavior is either conditioned or learned.

Conditioning takes place when we are repeatedly reinforced with teachings from stories that the snake is a very poisonous and dangerous reptile or snakes are likeable creatures and some may even consider it godly; and that snakes can be dangerous and harmless depending on its types. Learning takes place by watching and observing others besides our encounters and experiences with snakes. Some may have good experiences while others may have bad experiences with the creature. The encounter with a snake is a stimulus. How we respond depends on our past experiences with snakes which explain option 1 -4 of thinking, feeling and doing process on seeing a snake.

SOCIAL COGNITIVE THEORETICAL CONSTRUCT

(ALBERT MADURA, KURT LEWIN, JULIAN ROTTER, MICHEL)

The cognitive theorists help us to understand complex behavior where our behavior pattern varies between situations and across time. In the incident of a snake in the garden they take one step further by putting a gap between stimulus and response

theory. The gap enables us to use our intellect to assess the situation where there is a snake in the garden, to generate solutions and anticipate the consequences of each solution before we deal with the snake. By so doing we have choices on how to deal with the snake in the garden explained in options 5 and 6.

HUMANISTIC THEORETICAL CONSTRUCT

(ABRAHAM MASLOW, ALDEFER, MC CELLAND, CARL ROGER, SULLIVAN AND MURRAY)

The humanistic school of thought explains six options of thinking; feeling and doing by looking at the needs, wants, desires and motives behind how we think, feel and do. O n t h i s s c e n a r i o , t h e h u m a n i s t t h e o r i s t w o u l d d e b a t e t h a t i t i s t h e n e e d f o r survival and security that cause a person to flee for life or kill the snake. It may also be the motive to show off that motivates the person to kill it. The need for growth m a y e n a b l e a p e r s o n t o d i f f e r e n t i a t e b e t w e e n a d a n g e r o u s a n d a h a r m l e s s snake and take the appropriate action. The need for respecting the rights of animal and to find meanings in life that explains why a person lets the snake go or sends it to the zoo.

EVOLUTIONARY AND GENETIC THEORETICAL CONSTRUCT

The evolutionary theorist posits that the evolution of our behavior has descended from the family tree of a common investor. In other words, our behavior is a function of our genes. The genetic make-up determines our instincts of natural choices in dealing with the snake. These instincts include many reflexes impervious to the influence of learning and experience which explains options 1 - 4 in the encounter with a snake in the garden.

THE TRAIT THEORISTS

(ALLPORT GORDON, CATELL, GOLDSBERG AND MC GRAE)

The trait school of thought is not based on any psychological construct. They attempt to predict behavior by the use of factor analysis of the psychological traits under the five adjectival descriptors below:

1. Openness2. Conscientiousness3. Extraversion4. Agreeableness5. Neuroticism

The five adjectival descriptors (OCEAN) are inadequate to include all psychological traits in the lexicon of the dictionary.

APPENDIX 3

KYKO, CREATED OUT OF NECESSITY

TO OVERCOME CURRENT LIMITATIONS

In view of the above, interpreting human difference based on one theoretical construct has its limitations. I t i s i m p e r a t i v e t o d e v e l o p a n Integrated Model ba s e d o n t h e m u l t i p l e t h e o r e t i c a l constructs for assessing human behavior more accurately. KYKO personality profile integrates the personality concepts of these schools of thought incorporating the needs and deprivation theories to address this issue.

5 DIMENSIONS OF KYKO

To understand KYKO personality profile let us begin by asking why some people are working hard, willing to learn, motivated and are committed to their work while others do otherwise. The difference is that some people work hard to satisfy their innate needs and desires to accomplish some meaningful goals and progress while those who drift around have low priority in working, learning and achieving anything.

BIRTH OF THE SELF ACTUALISATION DIMENSION

From the above line of reasoning the Self Actualization dimension is developed and is defined as t h e need, want and desire for growth, achievement, fulfillment and to find meanings in life. From the Self-Actualizing Dimension, two types of personalities are identified:

1. Normal Type - Personality with high need, desire or want for growth, achievement,fulfillment and to find meanings in life. Such a personality is relatively psychologically advantageous and is healthier in their mental and psychological dispositions.

2. Neurotic Type - Personality with low need, desire or want for growth, achievement, fulfillment and to find meanings in life. Neurotic personality is relatively psychologically handicapped and is unhealthy in their mental and psychological dispositions.

BIRTH OF THE EGOISTIC DIMENSION

Why certain people are ambitious, confident and are determined to take charge while others are soft, permissive and prefer to be led? What makes them that way can be either genetic or due to past experiences with their environment. The old axioms that leaders are born and leaders can be trained or cultivated are partial truths. In fact, our leadership qualities are determined by nature and nurture. Some of us may be brought up by hard-headed overbearing parents who want to take charge of our lives. There are two ways to cope with their upbringing. One is to fight them and get out of their clutches; the other is to accept it. The former gives us the pains, while the latter gives us the pleasures. If our genetic make-up is strong it will reinforce our will to continue fighting, if not it will diminish our will power and destroy our self-esteem. It shapes our need for power, image, recognition and control in our later life. The egocentric dimension which explains the need for power, image, recognition and control is developed from this contention. The Egocentric dimension identifies two types of personalities. They are the:

1. Assertive Type – Personality with a high need, want and desire for power, image, recognition and to control the environment

2. Submissive Type – Personality with a low need, desire and want for power, image, recognition and to control the environment

BIRTH OF THE SOCIO-CENTRIC DIMENSION

What makes some people caring, friendly and sensitive while others are forbidding, aloof and insensitive? Perhaps, we can explain these differences from our past experiences stored in the pre-conscious level of our minds. Some people have a pleasurable past experiencing love, affection and care while others may have a painful past, often being used and abused by unscrupulous people in their environment. Those who experience pleasures become outgoing and enjoy socializing while those who have a painful past are anti-social, guarded and prefer to do things alone.

Our past experiences interacting and socializing with all types of people in the environment determine the strengths of the socio-centric dimension defined as the need, desire and want for love, belongingness, companionship, affiliation and social interactions.

From the Socio-centric Dimension, two types of personalities are identified. They are:

1. Sociable Type - personality with high need, desire and want for love, belongingness, companionship, affiliation and social interactions.

2. Asocial Type - personality with low need, desire and want for belongingness, companionship, affiliation and social interactions.

BIRTH OF THE SECURITY DIMENSION

What makes some people obedient, meticulous and follow rules and regulations while others are not? To explain these differences is to track down their memory lane of their past. When protective and caring parents regulate the behavior of their child by means of the rules of conduct, the child due to their genetic differences develops three coping mechanisms:

1. Accept2. Rebel3. Adapt

If a child accepts regulation and feels comfortable, secure and protected, the child is likely to have a high respect for rules and social order.

On the contrary, if a child gets pains from living by the rules, the child is likely to rebel, disobey rules and regulations and would struggle to be free from the parental control to do what the child’s wants. The Security dimension is developed from this contention defined as the need, wants and desire for safety, order, system, structure and protection. The Security Dimension identifies two types of personalities. They are:

1. Pragmatic Type - personality with high need, desire and want for safety, order, system and protection.

2 . Adventurous Type - p e r s o n a l i t y w i t h l o w n e e d , d e s i r e a n d w a n t f o r s a f e t y , o r d e r , system and protection.

A child with dominant genetic trait regulated by overbearing and dominant parents will initially fight back by deliberately disrupting rules and regulations in the child’s efforts to be free to behave in his or her own way. The child will gradually learn from the pains of being punished for rebelling against his or her parents. Eventually, the child will learn to adapt to his or her parents’ idiosyncrasies.

BIRTH OF THE MANIPULATIVE DIMENSION

This leads to the development of the Manipulative Dimension –– the need to adapt, change, influence and use others for survival and growth.

Further to understand the Manipulative is to answer what one would do if one is put in a situation choosing between life and death for one’s family? One will try all means or ways to get money or food. One is likely to borrow, beg, steal and even kill to keep oneself and family alive. Alternatively, one will just allow starvation to take one’s life and family. The former explains why some people are adaptable and can see many possibilities of wrangling out of a difficult situation while others are rigid and can be drowned in a crisis. It explains the Machiavelli way for surviving the end justifies the means

How would one react when one’s important goals are blocked by obstacles along the way? One may become strategic and try many possibilities to go around the obstacles to achieve one’s goals. Alternatively, one will bang one’s head struggling with the established way of overcoming them.

From the above contentions the Manipulative Dimension is developed defined as the need, want and desire to adapt, change, influence and use others for survival and growth. From this dimension, two personality types are identified. They are:

1. Static Type - personality with low need, want and desire to adapt, influence and change for survival and growth

2. Dynamic Type - personality with high need, want and desire to adapt, influence and change for survival and growth.

ABBREVIATIONS OF KYKO’S 5 DIMENSIONS

The combination of the relative strength of each of the five dimensions in a form of a pentagon enables us to interpret patterns of behaviour.

Bernard assigns formulae based on the abbreviations of each personality type in the five dimensions for facilitating the interpretation of KYKO 5-Dimensional Personality Profile.

Types Dimensions AbbreviationNormal Type High Self Actualization HSA

Neurotic Type Low Self Actualizing LSAAssertive Type High Egocentric HE

Submissive Type Low Egocentric LESociable Type High Socio-centric HSOAsocial Type Low Socio-centric LSO

Pragmatic Type High Security HSEAdventurous Type Low Security LSE

Dynamic Type High Manipulative HMStatic Type Low Manipulative LM

Each of the above personality types has a cluster of distinctive traits that can be identified statistically using factor analysis.

FREE FROM HUMAN BIAS

KYKO’s 5 dimensional model has been developed based on the compatible views of a group of psychologists. The interpretation of KYKO is based on the

abbreviation of the five dimensions supported by a group of psychologists and, hence, is free from human bias.

SAMPLE APPLICATION OF KYKO’S 5 DIMENSIONS

Below are samples of the identifications of personalities using narratives of the contexts of people responding to the incident of the snake in the garden from o p t i o n 1 – option 6:-

PERMUTATION 1: DO, THINK AND FEEL

Step 1 Do I kill the snake – An irrational act found in the neurotic cluster of traits (LSA) combined with traits of showing off, aggressiveness, courage and confidence found in the cluster of traits in assertive personality (HE).

Step 2 Think The snake is dangerous – Negative or distorted thinking that all snakes are dangerous, a trait in the cluster of Neurotic Personality (LSA).

Step 3 Feel I feel bad about killing it - A feeling of remorse implies a deep well for feelings, a trait found in the cluster of sociable personality (HSO)

Feeling bad about killing the snake indicates that the person has a deep well for feelings (HSO). The snake in the garden triggers the neurotic behavior of killing the snake thinking that all snakes are dangerous – LSA. The act of killing the snake reflects the personal power, courage and confidence of the person (HE)

By combining the doing, thinking and feeling of a person, the dimensions of this personality is LSA+HE+HSO reflected in the statement: I kill the snake (LSA+HE), the snake is dangerous (LSA), I feel bad about killing it (HSO).

PERMUTATION 2: DO, FEEL AND THINK

Step 1 Do I kill the snake – An irrational act found in the neurotic cluster of traits (LSA) combined with traits of aggressiveness, courage and confidence found in the cluster of traits in assertive personality (HE).

Step 2 Feel I feel great about it – HE+LSO (HE-feeling of one’s personal power; LSO – a shallow well for feeling (found in the cluster of traits for Asocial personality) for a snake

Step 3 Think The snake is dangerous – Negative or distorted thinking that all snakes are dangerous, a trait in the cluster of Neurotic Personality (LSA).

The snake in the garden triggers the neurotic behavior from the pre-conscious mind (LSA) - Negative doing and thinking). The feeling of being great comes from the lack of compassion for a snake (Low Socio-centric - LSO) and killing the snake depicts the personal power and courage of the person –(High Egocentric - HE)

By combining the doing, feeling and thinking processes of this person, the dimensions of the personality is LSA+LSO+HE .

PERMUTATION 3: FEEL, THINK AND DO

Step 1 Feel I am terrified – LE (A feeling of fear and helplessness, a trait found in the cluster of traits for submissive personality)

Step 2 Think The snake is dangerous –Negative or distorted thinking that all snakes are dangerous, a trait found in the cluster of Neurotic Personality (LSA).

Step 3 Do I flee for my life - LE – An act of fear, lacking courage and confidence , traits in the cluster of traits in Submissive personality and HSE – the need for safety and to protect oneself from harm found in the cluster of traits in Pragmatic Personality

The encounter with a snake triggers the feeling of powerlessness and fear from the pre-conscious mind (LE) and a distorted thinking that all snakes are dangerous (LSA) leading to fleeing (LE) and a need for safety to protect oneself from harm (HSE). By combining the feeling, thinking and doing process, the dimensions of the personality is LE+LSA+HSE.

PERMUTATION 4: FEEL, DO AND THINK

Step 1 Feel I am fearless – A trait found in the cluster of traits for assertive personality (HE)

Step 2 Do I kill the snake - An irrational act found in the neurotic cluster of traits (LSA) combined with traits of aggressiveness, courage and confidence found in the cluster of traits in assertive personality (HE).

Step 3 Think The snake is dangerous - Negative or distorted thinking that all snakes are dangerous, a trait found in the cluster of Neurotic Personality (LSA).

The snake in the garden triggers the neurotic behavior – (Negative doing and thinking – Low Self Actualizing -LSA). Feeling fearless and the courage to kill reflects the high need for power – (High Egocentric - HE). By combining the processes of feeling, doing and thinking of the context of the situation, the personality dimension is HE+LSA. I am fearless (HE). I kill the snake (HE + LSA) and the snake is dangerous (LSA).

PERMUTATION 5: THINK, DO AND FEEL


should I do, If not what should I do? – the thinking process looks at the many possibilities of handling the snake – a trait found in the cluster of traits for dynamic personality - HM

Step 2 Do (Dangerous snake)

Run away – A trait found in the cluster of submissive personality (LE)

Step 3 Feel I am scared of poisonous snakes – A trait that depict the need for

safety found in pragmatic personality –HSE

By combining the thinking, doing and feeling process of the above texts, the personality dimension of the personality is HM+LE+HSE



Step 2 Do (Harmless snake)

I kill it – A neurotic trait found in the cluster of neurotic personality (LSA)

Step 3 Feel I hate snakes – A neurotic trait found in the cluster of neurotic personality – (LSA)

Hence the personality dimension is HM+LSA



Step 2 Do I am excited. I love snakes (Dangerous) – Traits found in the cluster of traits for sociable personality - HSO

Step 3 Feel I will gently shoo it off and let it go – A high respect for living creatures found in the cluster of normal personality (HSA)

By combining the thinking, feeling and doing processes the personality dimension is HM+HSO+HSA

PERMUTATION 6: THINK, FEEL AND DO

Step 1 Think Is the snake dangerous? Is it poisonous? If it is poisonous what should I do, If not what should I do? - the thinking process looks at the many possibilities of handling the snake – a trait found in the cluster of traits for dynamic personality - HM

Step 2 Feel I feel relaxed and calm – traits found in the cluster of traits for normal personality- HSA

Step 3 Do I trap it and send it to the zoo traits found in the cluster of traits for normal personality – HSA

By combining the thinking, feeling and doing process the personality dimension is HM+HSA

Notice that the personalities identified in the scenario where a person sees a snake in the garden consist of two dimension formulae and three dimensional formulae. To see the complete picture of a person’s behavioral patterns, a personality must consist of five dimension formulae.

APPENDIX 4

KYKO PERSONALITY PROFILING FOR SECONDARY STUDENTS

Profiling instrument for secondary school student

[email protected] Oct 02 2012 16:34:35 GMT+0800 (Singapore Standard Time)

KYKO - Know Yourself · Know Others

KYKO, an acronym for know yourself, know others, is a psychometric personality assessment tool designed from the incorporation of existing personality theories to discover yourself and a significant other. The five dimensional model of personality analysis is built based on the following premises:

1. Human behaviour is motivated by need, satisfaction and

deprivation.

2. Human behaviour is a function of our genes, experiences, cognition

and the environment.

3. Human personality lies in the continuum of the static and the

dynamic areas.

4. Human personality lies in the continuum of the normal and the

abnormal areas.

5. Human personality is not static. It is dynamic and alive. It actualizes

and de-actualizes with current and future experiences.

No two human beings are alike even though they are identical twins growing up in the same environment due to genetic differences.

The five dimensions of a KYKO personality profile are as follows:

1. Self-actualization (SA) A need or desire for achievement, growth, fulfillment and to find meaning in life.

2. Security (SE) A need or desire for safety, order, certainties, structure, system and protection.

3. Manipulative (M) A need or desire for information, influence, adaptation, change and utilize others for survival and to satisfy and perpetuate dominant needs.

4. Socio-centric (SO) A need or desire or need for love, care, companionship, belonging, affiliation, social interaction and acceptance.

5. Egocentric (E) A need or desire for power, status, fame, style, image, recognition, respect, dominance and to control the environment.

The five dimensions are organized into a superimposed pentagon known as the spider web. The spider web is to interpret patterns of human behaviour based on the scores of the high and low of each dimension varying in intensities. The average of the high and low of each dimension determines typology of infinite personality types. The relationship(s) between the five dimensions and the personality types provides information of the behavioural pattern to interpret traits, characteristics and behaviour. KYKO report is drawn from the respondent's KYKO personality formula and is free from human bias.

Introduction

The success of a student rests on a positive, strong and dynamic personality. School children are akin to young bamboo shoots, malleable and easily shaped. Hence it is imperative that human capital development should begin in schools. This profiling instrument is specially designed for children from the age of 13 to 18. The report encompasses helps you to:

- Discover your personality profile;- Identify your strengths and improvement needs for personal development;- Serve as a guide to pursue your further studies;- Identify a career with great potential for success.- Take correction actions;- Understand your learning styles and know the appropriate teaching styles, methods and techniques for you;

Personality profile

You have a moderate need for power, image and control. You are neither assertive nor submissive. You have no preference to lead or to follow. You do not mind doing unimportant and important tasks. You are comfortable whether you take charge or do not take charge of things. You set moderate standards for yourself. You strike a balance between talking and listening in your social interactions. You take a moderate stance when others disagree with your views.

You do not want to control others; neither do you want yourself to be controlled. If things are not going the way you want to be, you may put a little pressure on yourself to put things back in place

You have moderate need for safety, order and protection. . You have a rough idea of what you want in life. You are average in your planning and organizing skills. You may plan a schedule for your studies but at times may not follow your plan consistently. You have a moderate respect for school rules and regulations. You see them as a guide. You are average in disciplining yourself. Once in a while you may get into trouble with the school authority. You are a moderate housekeeper. Your desk is neither neat nor untidy. You are an average risk taker. You are moderately cautious when you deal with others. You are neither a realist nor an idealist. You are somewhere in the middle.

You have fairly high need for love, care, affiliation comradeship and social interactions. You are quite extroverted, friendly and gregarious. You have a fairly deep well for feelings. You often get excited easily and would expressive your feelings of joys and sorrows quite visibly. You tend to make friends easily. You often care for your friends and would lend a helping hand to them in time of needs. You tend to treasure friendship. Often you need company and would feel bored when you are alone. You enjoy partying and social functions. You would be the first to go around introducing yourself to others. You are quite emotional and sensitive. You often shed tears while watching a sad movie. You are fairly compassionate and empathetic. You will likely be there to help and give support to a friend in deep shit. You prefer to study in groups than alone. You are quite an interactive learner. You learn best by sharing and exchanging concepts, ideas and notes in a group discussion.

You have a high need for survival and to satisfy your dominant needs. You are informative, shrewd, intelligent, inquisitive and witty. You know many ways of dealing with the situations. You can adapt, change and influence others to get what you want. You know how to win the heart of your teachers and get into the good book of the school authorities. In time of difficulties, you can wriggle out of your predicaments. You are intuitive. You can size up your schoolmates. You are persuasive, convincing and are good at influencing and using your friends to get what you want. You study strategically. You don't study all the topics in a subject. You are good at analyzing past year questions and anticipate the possible

topics that will appear in the examination. Often you are right in spotting the right questions. You are good at analytical skills. You enjoy playing chess and working on puzzles. In class, you grasp the topics of a lesson by looking at the overall picture. You learn best by analyzing and solving problems.

You have a high need for achievement. You take initiatives to understand the nature of things and how they work. You chase after good grades. You pay attention in class and do all the homework assigned by your teacher. You spend your time in the library looking for reference materials. You use the internet to dig out material that will help you to get good results in your examination. You have a high desire for fulfillment. You get excited learning new things. You enjoy studying and get the satisfaction of getting good grades in your report card. You have high growth needs. You are keen to grow your potentials and are a willing learner. You see learning as a process of seeking knowledge and skills to prepare yourself to face your future. You have good thinking skills. You are trustworthy, considerate, and reasonable and appreciate others especially your parents and teachers who help you in the process of helping you to shape your destiny.

Keywords

Averagely cautiousModerately organized

Quite friendlyQuite gregariousQuite sensitiveQuite sentimentalReasonably communicative

AlertAnalyticalCuriousFlexibleInfluentialInformativePersuasiveSmart

EnergeticGoal-orientedGood thinking skillsHigh integrityOpen-mindedRationalResourcefulStudious

Qualities

Average in aggressiveness.

Intelligent use of learning resources.Awareness of what's going on in the world.Adaptability.

Good logical skills.Take initiative to seek out and study related materials or books to gain understanding.Good in comprehension.Learning from mistakes.Good grasping capability.

Quite good rapport with schoolmates and teachers.

Broad interests.Able to evaluate that information, and to correctly and effectively use it.Able to interpret and read between the lines.Capable of distinguishing the important from the trivial in a serious discussion.Look for alternative ways to solve problems.Able to analyse and re-synthesise what is taught, and to present or communicate the knowledge in alternate forms.

Strengths

High achiever.Good intellectual skills.Get satisfaction of their accomplishment.Goal and result-oriented.Responsible and committed.High growth needs.Energetic and enthusiastic.Willing to work long hours.Seek self-improvement to progress in life.

Often mingle along with others.Quite enjoy group discussions.Fairly amiable, caring and affectionate.Quite sensitive to others feelings.Quite approachable, warm and friendly.Often enjoy social interactions.Quite helpful supportive and cooperative.Quite gregarious and outgoing.Often participate in group games.

High emotional intelligence.Good analytical skills.Is influential and persuasive.Tactful in their dealings.Good at spotting opportunities.Flexible dealing with people and situations.Good judgment.Knows many ways doing things.Good at solving problems.

Skillful at overcoming obstacles and barriers.Alert, exploratory and curious.

Subject preferences

Biology.Chemistry.Physics.Business studies.

Humanities.Sociology.Civics.

Languages.Literature.Economics.Geography.Religious knowledge.History.

Types of learner

Moderately assertive learnerYou are moderately assertive learner.You learn by talking and listening to others.

Moderately realistic learnerYou are a moderately realistic learner.You have no preference for learning theories and doing practical work.

Fairly interactive learnerYou are a fairly interactive learner.You quite enjoy social interactions.You prefer to study in groups or with other people.

Strategic learnerYou are a strategic learner.You enjoy playing chess and working on puzzles.You learn best by analyzing and solving problems.

Enthusiastic learnerYou are an enthusiastic learner.You take initiatives to grow your potentials.You seek knowledge and skills.You want to score good grades.You are keen to understand the nature of things and how they work.

Learning styles

Dynamic personality typeLearn best by perceiving and analyzing;Prefer to see the holistic picture of the subject;Look at the subject matters from different angles;Good at making connections between theories and practices;Good at discovering possibilities and relationships;Good at making practical applications of ideas and using deductive reasoning to solve complicated problems;Imaginative and are good at coming up with ideas and seeing things from different perspectives;Capable of creating theoretical models by means of inductive reasoning;A global and intuitive learner.

Sociable personality typeLearn best by talking and discussing in groups;Prefer oral instructions;Like reading aloud;Learn well by interacting and speaking;Like to be involved in their learning;A communicative learner.

Normal personality typeLearning by logical reasoning;Good at understanding of ideas, qualities, and concepts which cannot be seen;Use common sense in the learning process;Enjoy learning concepts and theories;Gain better understand when the topics in the lesson are logically

connected;An abstract and conceptual learner.

Preferred teaching styles

Demonstrator teaching styleTeacher centered.Promotes student participation.Students learn through the demonstration and modeling.Teacher acts as a coach or guide to assist the students in the application of knowledge.

Formal authority teaching styleTeacher centered.Using lecture method.Teacher controls the lesson.Attention and energy of the student is focused on the teacher.Maximum teacher talk time.Little time for student participation.

Preferred teaching methods and techniques

Collaborating / discussion methods.Group Activities.Participating on a panel.Giving oral reports.Participating in oral discussions of written material.

Demonstrating method.Computer graphics.Maps, graphs, charts.Cartoons.

Posters.Diagrams.Graphic organizers.Text with a lot of pictures.

Lecturing / explaining method.Tape recording.Television.Watching video.

Reasoning and analyzing method.Laboratory experiments.Case study.Jigsaw puzzles.Computer games.Workshops.

Preferred courses for higher education

Event / hospitality / travel / tourism / leisure & recreational management.Political science.Psychology.Sociology.Human resource.Counseling.

Language & liberal arts.Literature.Philosophy.Geography.History.Mathematics.Science.

Mass communication.Journalism.

Advertising.Anthropology.Biotechnology.Genetics.Molecular biology.Biochemistry.Embryology.Cell biology.

Social science.Public relations.Education.

Work preferences

Preference for work dealing with people.Prefers work that requires social interactions.Preference for hospitality and service oriented jobs.Preference for welfare, charitable and nurturing work.Prefers working in groups.

Work requiring analysis.Complicated tasks.Work that requires them to influence, persuade and mobilize support.Strategic and tactical work.Problem-solving work.

Work that requires intellectual and thinking skills.Likes to work with ideas, theories and concepts.Work where they can learn and grow in their knowledge and skills.

Work with opportunity for growth and advancement.Work that requires logical deduction.

School intervention techniques

Managing feelings;Managing time.

May need building student self-esteem;Encourage the student to assume position of leadership;A short talk in front of the school assembly - Involve the child in school competitions such as debates, oratory contests, quizzes;Praise appropriately for student achievement;Leadership development.

Formula / charts

Personality formula

HSA+HM+FSO+EE+ESE

Note:H: High, F: Fairly high, E: Average, B: Below average, L: Low.SA: Self-actualization, SE: Security, M: Manipulative, SO: Socio-centric, E: Egocentric.

Personality spider web

Dimension scores

Performance measures

Performance measure Score (%)

Achievement oriented, growth needs, self-motivation and integrity 90 GoodAdaptability, perceptiveness and influence 83.06 GoodSelf-esteem, confidence and decisiveness 76.22 GoodInterpersonal relationship, social interactions and teamwork 78.88 GoodPlanning, system compliance and discipline 75.71 Good

Copyright © 2004-2011 KYKO. All Rights Reserved Patent Publication No. US2007/0048706-A1

This report contains confidential information and is intended for purchaser only. Our company accepts no liability for the content of this information or for the consequences of any actions taken on the basis of the report.

APPENDIX 5

LEARNING STYLES: COMPARISON BETWEEN DISC AND KYKO

HISTORICAL EVOLUTION OF LEARNING STYLES

THE FLEMING VAK/VARK MODEL

The earliest model of learning styles known as The Fleming VAK/VARK model make use of the five (5) senses to learn and understand the nature of things. They classified learners into 3 categories as follow:-

1. Visual learners – learning through the use of seeing pictures, images, charts and other objects

2. Auditory learners – learning through the use of hearing sound and music3. Kinesthetic learners – learning through touching, smelling and tasting

SOLOMON AND FELDER

Subsequently, Solomon and Felder extended the number of learning styles by incorporating the verbal, logical, social and solitary, categorize into the following types:-

1. Visual (spatial) 2. Aural (auditory-musical) 3. Verbal (linguistic) 4. Physical (kinesthetic) 5. Logical (mathematical)6. Social (interpersonal) 7. Solitary (intrapersonal) 8.

The Fleming VAK / VARK model Solomon Felder DISC

DISC

DISC learning styles were developed based on the four adjectival descriptors. They classified students under:-

1. Dominance learning style2. Influence learning style3. Steadiness learning style4. Compliance learning style (Extended DISC changed to Conscientiousness)

The interpretations of the four learning styles are in the form of a quadrant and are not sensitive to the environmental influences.

DISC cannot interpret students who use multiple different learning styles which vary with the situation. For example:

Different learning styles take place in a classroom setting, doing field work, in a group discussion, etc.

Apparently, DISC uses one psychological theoretical construct to predict learning styles. At most, DISC can classify students into one to four fixed learning style(s). Students are not so simple that we can classify their learning styles into four types. KYKO, developed from multiple theoretical construct, has infinite learning styles by combining the senses, mental processes and hands-on processes.

KYKO STUDENT LEARNING STYLES

KYKO classify students into 10 distinct types of learners based on the 5-dimension as categorize below:-

1. Self Actualizing Dimension: Enthusiastic learner Vs. Reluctant learner 2. Manipulative Dimension: Global learner Vs. Naive learner 3. Egocentric Dimension: Domineering learner Vs. Permissive learner4. Socio-centric Dimension: Interactive learner Vs. Solitary learner5. Security Dimension: Sequential learner Vs. Exploratory learner

Each type of the above learners has a preference of a mix of learning styles.

KYKO learning styles is developed:

1. Learning through the use of the five senses by:a. Seeing (visual learner)b. Hearing (auditory learner)c. Touching (kinesthetic learner)d. smelling (kinesthetic learner)e. tasting (kinesthetic learner)

2. Learning through the use of psychic (mental processes) by:a. Reasoningb. Analyzing c. Reflectingd. Theorizing

e. Memorizing3. Learning by doing:

a. Demonstrating b. Illustratingc. Teachingd. Experimentinge. Participating in a group discussion

KYKO Student Learning Styles psychometric instrument is specifically designed to provide the following vital information:

1. Description of Student’s Personality Profile2. Traits3. KYKO Learning Characteristics4. Types of Learner5. Learning Styles6. Modes of Learning and Teaching Strategies

The above information enables the students to identify their learning styles and utilize them in their daily study routine, besides helping the teachers integrate learning styles strategies into their teaching techniques in the teaching and learning processes.

BENEFITS AND FEATURES

Below is the summary of benefits and features of KYKO Learning Styles for your reference:-

1. Students will know and understand themselves in terms of their attitude and dominant learning styles.

2. Students will be able to develop multiple learning styles to help them to understand, learn and remember the subject matter faster.

3. Teachers will know the different types of learning styles for each of their students.

4. Teachers will be able to match their teaching techniques to the learning styles of each of their students.

5. Teachers will be able to use a variety of learning aids appropriate to a specific situation.

6. Teachers will be able to plan and implement their lessons plan more effectively. 7. Teaching and learning processes will be greatly enhanced.

Contact:

Kah Howe Lee at

KYKO INTERNATIONAL PTE LTD

80, Raffles Place, UOB Plaza 1

#36-01, Singapore 048624

Tel:(65)62484776

Fax: (65)62484531

tel:(65)62484776

Documents

Profiling for Students' Learning Styles Enrichment Programme