A brief document describing the Birkman Behavioral Components from The Birkman Method assessment.

1. Birkman Behavioral Components
Esteem (self-consciousness)
A construct involving shyness, a sensitivity about correcting others — or being corrected by others,
concerns about embarrassing others — or being embarrassed by others. Esteem addresses how a person
will deal with, or prefers others deal with, approval-related issues (e.g., giving feedback). Esteem also
addresses the manner in which a person engages with others particularly in the early stages of a
relationship.
High scores reflect a Usual Behavior that is more subtle and diplomatic; a Need for more subtlety and
sensitivity from others, and a preference for personally supportive relationships; and, a tendency to
withdraw from the “offending person” or appear overly sensitive when under Stress from others perceived
as too direct or blunt.
Low scores reflect a Usual Behavior that is candid and matter-of-fact; a Need for straightforward
relationships where correction and feedback is free of sentiment or subtleties; and, overly direct behavior
when under Stress from too much subtlety or sensitivity from others.
Acceptance (sociability)
A construct involving talkativeness, enjoyment of groups, enjoyment of social laughter — even at one’s
own expense, and approachability. Similar to the concepts of extraversion, Acceptance addresses the
manner in which a person engages with others in group settings.
High scores reflect a Usual Behavior that is outgoing and gregarious; a Need for group activities and
social engagement; and, a tendency to become more easily swayed by group opinion when under Stress
from being left out or not belonging to the group.
Low scores reflect a Usual Behavior that is reserved and independent; a Need for situations that allow
more time for being alone and free from social demands; and, a tendency to withdraw and become less
social when under Stress from demands requiring too much social engagement.
Structure (insistence)
A construct involving making and following plans (often detailed plans), finishing tasks, performing
detailed tasks, and using a systematic approach. Structure is related to conscientiousness and addresses
the manner in which a person deals with planning, systems and procedures.
High scores reflect a Usual Behavior that is systematic and detail-oriented; a Need for more detailed
planning and defined tasks; and a tendency to become too constrained by existing plans or procedures
when under Stress from rapid changes in the plan or approach, unpredictability, or perceptions that tasks
and activities are out of control.
Low scores reflect Usual Behavior that is flexible, adaptable, and self-initiating. A Need for more general
planning providing room to decide how something gets executed within a plan; and, a tendency to
become less organized, less clear in giving instructions, and procrastinating when under Stress from
controlling behavior from others or too much detail and control imposed procedurally.
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2. Birkman Behavioral Components
Authority (verbal assertiveness)
A construct involving the approach to directing, controlling and persuading others in verbal exchanges.
Authority addresses the manner in which one directs and controls others (and situations).
High scores reflect Usual Behavior that is more persuasive, competitive, and forceful; a Need for strong
give-and-take about issues and firm direction from others; and, a tendency to become more argumentative
and domineering when under Stress from a lack of engagement from others or the perception that others
are attempting to “win the argument” or take control.
Low scores reflect Usual Behavior that is more agreeable, amiable, and low-key; a Need for easy give-
and-take about issues and suggestive direction from others; and, a tendency to give in or disengage when
under Stress from aggressive, dominant, or argumentative behavior from others.
Advantage (incentives and competition)
A construct involving the drive for personal advancement, how a person handles competitive situations,
and the types of rewards. Advantage addresses the approach to working with others (often in competitive
situations) and the types of incentives a person finds desirable.
High scores reflect Usual Behavior that is more openly competitive, opportunity-minded and focuses on
tangible rewards; a Need for careful establishment of trust in relationships, opportunities to win, and
personalized incentives and rewards; and, a tendency to become less trusting and “win at all costs” when
under Stress from others perceived to be competing unfairly or winning the rewards coveted by the
individual.
Low scores reflect Usual Behavior that is team-spirited, cooperative, and well-meaning and focuses on
more intangible rewards; a Need for relationships where trust is high and competition isn’t a zero-sum
game; and, a tendency to appear naïve and excessively self-sacrificing when under Stress from others that
behaving in an untrustworthy manner or in self-serving ways.
Activity (pace)
A construct involving the bias towards action, quick thinking and physical expression of energy. Activity
addresses the preferred pace for action and the influence of that pace on the style of planning and decision
making.
High scores reflect a Usual Behavior that is more physically energetic, decisive and quick to plan; a Need
for activities and plans that allow for more immediate action; and, a tendency to become impulsive or
impatient when under Stress from inaction or indecisiveness.
Low scores reflect Usual Behavior that is more mentally energetic, reflective and careful in planning; a
Need for intellectual stimulation over implementation; and, a tendency to become indecisive and become
physically and/or mentally drained when under Stress from a consistently fast pace, decisions made too
quickly, or situations requiring a prolonged use of physical energy.
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3. Birkman Behavioral Components
Challenge (social image)
A construct involving the way in which a person approaches and understands issues of “socially correct”
behavior and managing one’s social image. Challenge addresses the manner in which a person manages
their social image and influences the demands they expect and place on themselves (and others).
High scores reflect Usual Behavior that involves setting high expectations for self (and others) and being
open about perceived shortcomings; a Need for personally challenging life and work situations, definite
and defined goals, and tasks that can be done well; and, a tendency to become too critical and demanding
of self (and others) or have feelings of inadequacy when under Stress from “falling short” of expectations.
Low scores reflect Usual Behavior that involves setting expectations perceived to be achievable by one’s
self (or others) and maintaining an image of confidence in spite of what the odds of success might be; a
Need for expectations perceived as achievable and public approval from others balanced with a socially
supportive critique; and, a tendency to appear more risk averse or placing the blame on others when under
Stress from issues or concerns that could be publicly damaging to their social image.
Empathy (emotional expression)
A construct involving a person’s openness or comfort with emotional expressiveness. Empathy addresses
how demonstrative a person is about expressing emotions and whether he or she expresses feelings for
others in an objective, practical, solution-oriented manner or in a more emotional manner.
High scores reflect Usual Behavior that is more emotionally expressive, subjective, and imaginative; a
Need for open expression of feelings and open involvement with emotionally-related issues; and, a
tendency to become strongly emotional and subjective when under Stress by a lack of attention to
emotions or circumstances with an excessive demand for pragmatism and objectivity.
Low scores reflect Usual Behavior that is less emotionally expressive and more objective, practical in
nature; a Need for practical tasks and problems, objective relationships; and, a tendency to appear
detached and unemotional when under Stress from strongly emotional behavior or environments.
Change (restlessness)
A construct involving restlessness and excitability. It involves changing interests and changing focus.
Change addresses a person’s manner of focus or attention. It does not directly involve how a person
handles structural or organizational changes.
High scores reflect a Usual Behavior that involves shifting attention or focus quickly, attending to
intrusions or interruptions easily; a Need for more quick, attention shifting tasks; and, a tendency to
become restless and unfocused when under Stress from tasks perceived to be boring or tasks that demand
focus for extended periods of time.
Low scores reflect a Usual Behavior that focuses on the task at hand and resists distraction; a Need for
protection from intrusions and interruptions when focused; and, a tendency to become irritated with
intrusions and interruptions requiring shifts of attention or focus.
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4. Birkman Behavioral Components
Freedom (independence)
A construct involving level of individuality (or conformity). Freedom addresses independence of thought
and behavior, a measure of individuality and whether or not you prefer to stand out or fit in.
High scores reflect a Usual Behavior that is less traditional and unconventional, independent in thought
and action and spontaneous; a Need for situations that allow flexibility in action and thought as well as
less outside control; and, a tendency to become rebellious and more self-protective when under Stress
from controlling behavior by others or restrictive policies and procedures.
Low scores reflect a Usual Behavior that is more traditional and conventional, places value on rules and
procedures, and is uniform and consistent; a Need for situations that follow precedence and create order
and consistency; and, a tendency to become overly constrained by precedent or group pressure when
under Stress from a lack of control or individualistic, distinctive approaches by others.
Thought (indecision)
A construct involving cautiousness in decision making, more concern for making the “right decision” the
first time and worry over consequences. Thought addresses one’s approach to deciding and taking action.
High scores reflect a Usual Behavior that is more cautious in decision making, often considers multiple
options, draws on past experience and is more reflective in nature; a Need for time to consider the
decision and options, a Need for sufficient information to evaluate the decision; and, a tendency to
become indecisive and more anxious when under Stress from time pressures or insufficient information.
Low scores reflect a Usual Behavior that is decisive, quick to form judgments, and at ease changing
decisions; a Need for action over the consideration of many options, opportunities to try out ideas quickly
and change as needed; and, a tendency to become hasty or impulsive when under Stress from the
indecisiveness or deliberation of others.
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Usual Behavior Stress Behavior
Needs