A beginner's guide to profiling tools

What is psychometric profiling?

Psychometric profiling is the use of a model to understand what drives a particular individual's behaviour. Using the iceberg metaphor, profiling looks beneath the surface to understand an individual's personality. It works by getting an individual to complete a questionnaire the answers to which are compared in a systematic way to a mass of data from other people who have answered the same questions.

It is often referred to as personality profiling or as psychological testing, although the latter is not a term we favour at Iceberg since it implies the making of value judgements and a profiling exercise is not a 'test' which can be 'passed' like an exam.

Psychometric profiling has a long history. Carl Jung's observations on personality types prompted Katharine Cook Briggs to begin her researches in 1917, resulting in a four-type framework: Social, Thoughtful, Executive and Spontaneous. This work was taken up by her daughter, Isabel Briggs Myers, resulting in 1942 in what is now known as the Myers-Briggs Type Indicator (MBTI)®. Alternative models have been developed since then, the most significant development being the consensus reached in the 1980s around the five factors common to all the profiling methods then available:

• Openness to experience (broadly equivalent to 'will' in the Facet5 model)
• Conscientiousness ('control')
• Extroversion ('energy')
• Agreeableness ('affection')
• Neuroticism ('emotionality')

The key difference between the two approaches is that MBTI® and some other systems are based on theoretical models of personality types whilst the 'Big Five' approach is derived primarily from linguistic analysis of the ways in which people describe personality traits.

Both approaches are validated by large sets of empirical data. Facet5, for example, from an initial sample group of 4,600 British managers now draws on the profiles of more than 190,000 managers and professionals internationally, analysed by industry sector, nationality, job function and gender.

Even more than with 360° feedback, a crucial aspect of psychometric profiling is the interpretation and feedback of the results. Since the psychometric models are all based on 'norms' of various sorts, interpretation of the results depends on an understanding of the underlying model. The profiles are therefore only made available via accredited people, who will usually be consultants employed by the companies selling the tools or staff from the user organisation or independent consultants (whether occupational psychologists or management development specialists). The accreditation process is similar for most of the tools on the market – attendance at an 'open' accreditation course or participation in the same course run on an 'in-house' basis within the user organisation. The accredited person then gives the report to the person being profiled and, on a one-to-one basis, explains how the model works, analyses the individual's profile report and then discusses with them the implications in terms of personal development opportunities, career planning, etc.

Why do it?

Psychometric profiling can work at all levels within an organisation, for many different purposes, including:

• Career development
• Coaching
• Conflict management
• Leadership development
• Personal development
• Personality assessment
• Recruitment and selection
• Self-awareness
• Talent management
• Team development

Does it work?

Extensive research in recent years (most notably an academic literature review by Barrick and Mount drawing on some 24,000 profiles undertaken in a work context) has validated the 'Big Five' approach. Coupled with the impact of PC and web technology, this has led to a significant increase in demand for new generation profiling tools such as Facet5.

As with 360° feedback, there are various questions to ask when choosing personality profiling tools. The CIPD lists the following:

• How reliable is the test and how consistent is it as a measure?
• How valid is the test and does it really identify the attributes or skills which the supplier claims?
• What evidence can suppliers provide that their tests do not unfairly disadvantage certain groups?
• Will the test seem appropriate in the eyes of those taking it and what have previous reactions been to this test?
• Has the test been used effectively in similar circumstances?
• Are the norms provided by the supplier for comparative purposes up to date and appropriate for the user's requirements? Do the norm results apply to a sufficiently representative mix of occupations, gender or ethnic groups to allow fair comparison with the user's group?
• Is the method of test evaluation and scoring appropriate to the purpose for which the test will be used?

For more information, see the CIPD factsheet and the other resources to be found on the 'Further reading' page – or just give us a call. We're here to help!