HARRISON

ASSESSMENTS®
HARRISON ASSESSMENTS®
DEBRIEF GUIDE

1. OVERVIEW OF HARRISON ASSESSMENT

• Have you put aside an hour and do you have a hard copy of your report?
• Get a quick take on their initial reactions to their report.
• Measures behavioral tendencies; not a personality inventory:

o “The Harrison Assessment™ measures the strength of your behavioral

tendencies—your preference level for specific behavior traits. Unlike
many personal assessments—it isn’t a personality inventory—it measures
your preferences, interests, and tendencies for specific behaviors” (This is
really all you have to say about what the Harrison Assessment™ is.)

o What you should know and be ready to answer if the issue arises:
 Personality is something that generally doesn’t change—behavior
choices are just that—choices. If a person desires he or she can
choose differently and adapt their behavior.
 This assessment gives us probabilities, possibilities—the behavioral
solutions for any person lie within themselves.
 Data provide insights and suggestions, but only through dialogue.
 These are behavioral tendencies that could reflect situations where
we are successful or have challenges, and what we can do to
capitalize on 1) Personal Development 2) Plot a Successful Career.
 While not saying whether a person is good or bad at something or
whether he or she has a strength or weakness—the data can indicate
probabilities where the person is having difficulties, lack of success,
and/or is ineffective—professionally or personally.
• Are you looking at a color hard copy or are you looking at the computer
screen? At a minimum they need to have a printed copy of the Paradox
Graph Summary and the Main Graph so they can make notes.

2. INTRODUCTION AND CONTEXT

• Ask about their roles/responsibilities/challenges
o Tell me a little bit about your work activities and responsibilities.
o What do you really enjoy most about your job?
o What things do you least enjoy—those things you would prefer to hand off
or not to do?
o Are there any particular people or management challenges you are
currently experiencing?
© 2015. Harrison Assessments Int’l. All Rights Reserved. Page 1
 If the person is in a management or supervisory position—ask specifically, “Are
you currently dealing with any difficulties managing the performance of others?”

CONSISTENCY SCORE

• Transition: “The Harrison Assessment has several sub-report sections we will

examine today.”

• Turn to page _____: Traits and Definitions.

• Look at upper paragraph

o Look at the area at the top of the page. “Note your consistency score of
_______. This tells us that you answered the items in a consistent manner so
we can have confidence in your data. We can use it to support an effective
discussion.

3. TRAITS AND DEFINITIONS

• Meaning of “Scores”
o “You will notice that the beginning of your Traits and Definitions page that
the scores begin with a listing of the specific behavior traits that are
measured—beginning with the traits you have indicated you most prefer—
to the traits you have indicated you least prefer.”
o What you should know and be ready to answer if the issue arises:
 When there are inconsistencies they will be noted with one or two
asterisks and are most often found in the middle scores.
• Scale:
o “The Harrison uses a 10 point scale, but this scale is unique—it is not a
linear scale. The scale begins at a “neutral point” of 6 and moves out in
both directions with the two extremes having significantly more impact on
behavior—one way indicating more preference for a behavior trait and the
other direction indicating a lower preference for a behavior trait.” “A score
of 6 indicates neutrality—the trait isn’t preferred nor not preferred—it is not
a driver of your behavior choices—nor is the trait consciously avoided.
Generally, the lowest score reported is a 2.”

o “To conceptually illustrate the nature of the scale—imagine standing in a

parking lot being represented by a 6. A score of 5 or 7 would be 5 steps
away (more or less of a tendency than a 6). A score of 8 would be
another 5 feet. A score of 9 however would be another 55 feet, and the10
would be 125 feet away. This is why scores of 9 and 10 are important—
these reveal your main behavior preferences and tendencies—these traits
are strong behavior needs and provide the most satisfaction—you will
probably find ways to do them regardless of the circumstances. The same
would be true of lower scores. As the scores decrease from 6—they
© 2015. Harrison Assessments Int’l. All Rights Reserved. Page 2
 indicate less of a preference for a behavior trait in an ever-increasing drop
in preference between each score, with the lowest scores influencing our
behavior as well…the things we tend to avoid or put off the most.”
Visual Reference:
2 3 4 5 6 7 8 9 10
Strong aversion neutral Strong attraction
or avoidance of
behavior
• Top 5 Traits
o “Harrison suggests that the top 5 traits are associated with what would be
called our “Life Themes”. These are traits that generally attract us to our
positions and careers – they have a lot of influence in our life. So, not just
strong preferences; these are what drive us.”
o “Conversely, at the bottom of the list, are the traits you least enjoy.
Harrison talks about these as also being equally influencing—in the
opposite way—influencing our life through the avoidance or
procrastination of those things we least prefer doing.”
Definitions
o “In order to understand your report—it is important to know the definition
of the traits—not just the descriptor/label. The trait descriptors often have
a wide variance of meanings to different people. What is being measured
is the definition not the descriptor.
o “For instance—there is a trait labeled “Assertive”. What comes to your
mind when you hear that description of someone? (Usually you will get
pushy, aggressive, bossy, etc.). Note Harrison’s definition—what is
actually being measured: “The tendency to put forth one’s own wants and
needs.”

• Other categories that are stacked ranked: (For their future reference. They
can read on their own.)
o “The Harrison report provides you with a lot of data—you will notice after
the list of specific traits that it indicates:”
 “Your preference for tasks, certain interests, and certain work
environments.”
 “Your preference for behaviors that are made up of more than one
specific trait—we call these Composite Traits and they are under the
heading Behavioral Competencies.”

• If not using the Job Success Formula or If asked, explain Green/Blue

bars:
o The green bars on the listing of traits indicate which traits are ‘essential’
traits for the specific job that was used for your data and reflects those

© 2015. Harrison Assessments Int’l. All Rights Reserved. Page 3

 traits that highly successful people in this indicate a high preference for
that low performers do not.
o The blue bars on the listing of traits indicate which traits are ‘desirable’
traits for the specific job that was used for your data and reflects those
traits that add value to potential success, but are not essential.
o The third category are ‘traits to be avoided’ for the specific job that was
used for your data and reflects those traits that could be inhibitors to
success. The ‘traits to be avoided’ are also listed in the last category in
the Traits and Definitions listing. These are also considered as potential
derailers that relate to having a negative trait. The magnitude of impact is
marked with yellow (slight-moderate) or red (significant).

4. ENJOYMENT PERFORMANCE THEORY

• One of the two theories that support the Harrison Assessment is Enjoyment
Performance Theory. This theory suggests that when we enjoy a
behavior—we do it more often. When we do some behavior over and over,
we tend to get better at doing it—and so we receive positive recognition from
others and ourselves for our success—and positive external feedback or
internal self-satisfaction increases our enjoyment of the behavior. The cycle
keeps repeating itself—increasing the strength of enjoyment and preference
for the behavior.
• This cycle also plays out for the behaviors we don’t enjoy—we avoid or
procrastinate on those behaviors we don’t enjoy—so we don’t do them
enough to get better or improve—thus, the feedback (from self or others) isn’t
as flattering—which decreases the enjoyment or preference for those
behaviors. Over time those behaviors become a very low preference or
tendency.
• When you look at your top scores on the Traits and Definitions list—those that
are 9’s and 10’s that indicates a high level of enjoyment or preference for
those behaviors—does that resonate with you? Also, those scores on that list
that are 4 and below are indicative of behaviors you least like and most
probably avoid when possible—does that resonate with you?
• Transition: “If you have no further questions here, let’s move to an area that
describes the second theory.”

PARADOX THEORY

(Find a paradox where there is extended balance: One that is easy for them to
learn from—Communications, Opinions, Delegation, or Innovation are all good
choices.)
© 2015. Harrison Assessments Int’l. All Rights Reserved. Page 4
• Paradox Theory
o “The second theory that the Harrison Assessment is based on is Paradox
Theory. Paradox Theory identifies those traits that on the surface can
seem oppositional (one OR the other) but for effectiveness should actually
be seen as complimentary. If only one of the traits of a paradox pair is
strong, even the strong trait can become a weakness rather than a
strength. “
o “Harrison has identified twelve sets of paradox behaviors. Within each
paradox the degree of balance or out-of-balance can be very predictive
and revealing about our behavior.”
• Gentle and Dynamic
o “There is a dynamic trait (shown on the vertical axis of the paradox graph)
and a gentle trait (shown on the horizontal axis of the paradox graph) for
each of the 12 paradox sets.”
• Example of Balance in a Paradox
o Go to the chosen paradox where there is balance (7 or above for each
trait). Describe the definition of the paradox and define both traits.
o By illustrating the two paradox traits on an x/y axis we can show the
relationship between the two traits. When people have a preference for
both the traits within a paradox they have a tendency for both traits and
are said to have balanced versatility within the context of the paradox—
having two choices of behaviors to use. (more behavioral tools in our
toolbox)
o “Now imagine if you will, a person who has your same high score on
______but only a 2 on the other trait of ____. They would be operating
with only one behavior choice—wouldn’t they? What could that person
come across as? This can easily make a person disadvantaged when
behaving in the context of this paradox.”
• Explore the implications of having each type of imbalance in the
paradox you are using.
• Having fewer behavioral choices in any given situation can easily limit
or inhibit our behavioral adaptability and flexibility, turning what would
have been a positive trait into a potential derailer. Ask, “Can you see
how an out of balance score in a paradox can lead to difficulties?”
o Transition: “Everyone has paradox scores that are out of balance—
normally 5 to 9—Let’s look at one of yours.”

• Example of Out of Balance in a Paradox

(Find an example of an imbalance)
o Ask the individual to go to the paradox you have chosen to discuss out of
balance. Describe the definition of the paradox and then define both
traits.

© 2015. Harrison Assessments Int’l. All Rights Reserved. Page 5

o Go over briefly—the implications of being out of balance in the chosen
paradox.
• Being out of balance limits our natural choices in any given situation—
as the trait with the high preference score often trumps the trait with
the low preference—even when the least preferred trait would be a
more appropriate choice.
• Flip Factor: “Psychologists have known for years that under
situational stress, people with imbalances can experience a “flip” to
the opposite behavior. This is a time when our emotions can dictate
our behavior—that is our behavior manages us rather than us
managing our behavior.” After a flip we often want a ‘do over’.
• Some words in the paradox graph quadrants are unflattering. These
words don’t describe who we are; they are not labels that we carry.
These words describe our behavior and possibly the way others
may perceive us in certain situations. They are not who we are.
Understanding paradox allows us to gain some insight as to how
others may see us when we use traits in situations where another trait
would have been more appropriate.

• Size/Color/Frequency of Flip
o The size of the flip is influenced by the numerical difference
between the 2 traits. The larger the ‘hurricane’ circle the more
intense the flip will be when it occurs.
o Gray “flips” are those in the lower right quadrant of any paradox—
these are usually subconscious passive tendencies. Red ones are
in the upper left quadrant of any paradox—these are usually
aggressive tendencies that can occur under stress.
o Frequency of Flips—that is ‘how often’ a person will flip is related to
our Manages Stress Well score. The higher the score (the better
someone is at Managing Stress Well) the less often that person will
exhibit the flip behavior. The lower the score the more often a
person will flip.

• 5 – 9 Flip Opportunities
o Go back to the Paradox Graph page. There are 12 sets of
paradoxes; encourage the person to go over this page when they
have the chance. This can tell the person where specifically they
are inclined to ‘flip’. Let them know that getting control of ‘flip’
behavior will increase effectiveness in any situation—professionally
and personally.
• Paradox Summary Page
o Notice the 3 columns - Interpersonal, Achievement & Leadership.

© 2015. Harrison Assessments Int’l. All Rights Reserved. Page 6

 o Take note of where your potential flips might take place in each of
these categories and the implications on the impact of each.
• Transition: “Now let’s take a look at the most complex report that ties it all
together with 9 dimensions of our behavior.”

MAIN GRAPH
• The Main Graph contains all 12 sets of paradox traits plus specific
supplemental traits within the 9 Dimensions that give us more
understanding and depth regarding the Harrison profile. The Main Graph
can tell us more about the person in the context of their position.
• You must know where each of the traits are on this graph and you must
know the definitions for all the traits on the Main Graph. Use the flip cards
for learning.
• You must know which traits are paradox traits (12 sets) and which are
supplemental traits.
• You must know where to locate the traits on the Main Graph that are
combination traits (those traits made up of more than one trait).
• Use the Outlook graph (upper left). Point out the paradox—defining the
context of ‘Outlook’. Define the four traits in this graph (Certain and
Open/Reflective, Optimistic and Outgoing), Briefly discuss how this can
provide a better understanding on how one develops their own outlook on
life and things in general.

• Looking around the page, it would be helpful to explore your strong

preferences. Have them circle or highlight all 9,10s. “These are
compelling traits that have more than likely served you well. If your
position calls on you to use these traits, then you likely enjoy your position,
and probably are effective at it. These are important traits to keep in mind
when you are looking at other positions because if the new job does not
allow you to use these traits you will probably be unfulfilled.”
• Point out the red “hatch marks” and invite dialogue as to their meaning
in job-related situations.
o The red “hatch marks” indicate where there are probable difficulties
in the job defined by the Job Success Analysis. (Example: lacking
essential traits or having traits to be avoided)
• Optional choices to invite dialogue and avoid defensive postures:
(some options for phrasing issues that you would like to discuss with the
person):
o “In your mind, how do you fulfill your preference for __________?”
(or) “In your current role, are you getting that fulfilled?”
o “Are you finding that…?”

© 2015. Harrison Assessments Int’l. All Rights Reserved. Page 7

 o “What, if any, impact does having a lower preference for _______
have on your job?”
o “For a person in this position, this may cause some challenges.”
o “People could be perceived as… Sometimes what happens…Under
stress, what might happen… Do you recognize any time when that
might have happened?”
o “What implications does that have for you?”

CLOSURE

• The Harrison Assessment is designed to provide people with the

insight to specific actionable behaviors that can further your
personal development.
• What are 2 of your “take-aways” from this? Suggest that the employee
identify a trusted coworker, peer or mentor to share goals and progress in
order to obtain ongoing feedback.
• Look at Traits for Development, where Harrison highlights opportunities
for growth and development that may have the most significant impact,
depending on the specific job. Note that these are only suggested based
on the survey data. You should use your conclusions from the debrief
dialog as the foundation for developmental priorities.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

© 2015. Harrison Assessments Int’l. All Rights Reserved. Page 8

The Job Success Analysis

JOB SUCCESS ANALYSIS – JOB SPECIFIC CONTEXT – looks at your preferences

through the lens of what a specific job requires.

• There are 3 elements of the Job Success Analysis--Essential, Desirable,

and Traits to Avoid.

• 3 Groups/Categories: Within the 3 groups, the traits are Stack Ranked

in order of importance.
o Essential: Traits that high performers (in the research base)
showed a preference for, that the solid and low performers did not
show a preference for. Traits that are common to only high
performers.
o Desirable: The Low performers (people who were “struggling” or
even “failing” in the job) tended to lack the preference whereas the
high and solid performers lacked the preference significantly less
often.
o Traits to Avoid: Low performers, tended to have these traits,
whereas the high and solid performers had them to a significantly
less extent. .

• Essential Traits
o The Green Bars represent your preference score. The far right
end of that bar indicates that the person has achieved the ideal
score according to the research. Gap (or “Delta”) may be
opportunity for growth and development, depending on job
requirements. (Note: delay gaps to another conversation, e.g. “You
may later find that it could be constructive to develop additional
skills; these gaps are areas you may enjoy some leverage from.”)

 Desirable Traits
o Unlike Essential Traits, where the more you have, the better off you
are; Desirable Traits are threshold traits. It means that successful
people in that job usually have at least a moderate amount of that
trait. Having less than that desirable threshold amount of the trait
will likely have a negative impact on the job. However, having more
than the threshold amount of the trait will not likely have any further
positive impact.

© 2015. Harrison Assessments Int’l. All Rights Reserved. Page 9

 Traits to Avoid
o Remember that Traits to Avoid were the traits that the people who
were struggling or even failing in the position showed a preference
for. Therefore, having enough of this trait to show up as a red bar
is something that can hinder performance. Having a preference for
these traits indicates that the person could have a significant
problem in the performance of their job.

o The absence of a Desirable Trait preference or the presence of

Trait to Avoid could have a negative impact on the particular job
function to different degrees. If the bar is yellow, it will have a
moderate negative impact and if the bar is red, it will have a
stronger negative impact but not necessarily eliminating good
performance due to just the one trait.

• Optional things to say if someone is concerned about a red area or a

“Trait to Avoid”
o The purpose here is to look for development opportunities. We all
have those.” It is not uncommon to see some yellow or red
traits.
o Are they relevant to the job requirements AND – are we aware of
these? Red may represent a “trigger point.”
o These graphs can offer us insight into how we might behave 1) in
an interpersonal context, 2) making decisions and 3) how others
might see us.
o Usually, we’re the only people who don’t have the opportunity to
see ourselves as other people see us.
o Remember, no individual trait spells success or failure; it’s the
combination of traits that indicates how a person “shows up” in the
workplace, or even in personal situations.

• Compensating Strategies
o It is not necessarily to point out things we need to fix. The goal is
to maximize areas of strength, and to find “work-arounds” or
compensating strategies for the other areas.

• Green, Blue, and Red Shading

o Notice the green and blue shading used elsewhere on the
document. Green represents the Essential Traits. Blue represents
Desirable traits. Red represents Traits to Avoid.

© 2015. Harrison Assessments Int’l. All Rights Reserved. Page 10