ATLAS GROUPS OF LEARNERS
Group 1—Navigators
General Characteristics of Navigators:
Focused learners who strive for structure, routine, consistency, and clarity of expectations
Work best when understand “The Big Picture’ goals, objectives, and anticipated outcomes, and when given the opportunity to map out the activities and then “navigate” their way through to success
Demonstrate a strong preference to plan, organize, chart a detailed course, monitor their progress by comparing to the original plan, and adjust the process to stay on track. Adept at identification and critical use of reliable resources.
Prefer working in a neat, orderly, structured, pragmatic, and drama-free environment where everyone follows the rules and processes
Likely to use planning aids such as to-do lists, schedulers, and electronic organizers
Can become stressed if their schedules or plans are disrupted (may not like group work for this reason as risk of schedule disruption is higher)
Strengths: As conscientious, high-achieving, results-oriented individuals that strive for routine and structure in both their work and personal lives, Navigators are extremely productive when they are in control of their own schedule and when allowed to plan and maintain their routine without interruptions from others. They are logical and linear thinkers who are skilled at seeing patterns and creating processes, so they can excel at tasks such as creating step-by-step manuals. Because they don’t much like it when others “mess” with their routine, they can be counted on to strongly “encourage” others to adhere to scheduled plans and agree-upon processes.
Challenges: With firm, disciplined thought processes, Navigators can sometimes come across as forceful, competitive, dismissive, or impatient when they feel the conversation is frivolous. As rule followers, they become uncomfortable when others aren’t following the rules or processes and can then have a “tendency to take over and dominate the group” to bring things back under control. Being goal-oriented and results-focused, Navigators can sometimes be seen as insensitive, placing outcomes before people, so they need to be aware of the needs and feelings of others. As the consummate planners, they may not love surprises and would prefer a heads-up on upcoming events so they can prepare for them.
Leader: When leading a Navigator (or if your leader is a Navigator), provide schedules and deadlines. Clarify objectives and expectations, summarize main points, and give prompt feedback. Keep Navigators informed and in the loop so they can prepare for next steps.
Language: Navigators prefer precise, succinct, decisive language backed up with facts and data rather than opinions or feelings. Terms such as, “Whatever” and “I feel” are rarely appreciated. To pitch your idea to a Navigator, think through the underlying logic, experience, or research that supports it. (Note: if there isn’t any - or if you aren’t willing to take the time to think it through - you are less likely to get the buy-in you’re seeking). When describing an event or a process to a Navigator, convey it in a linear, detailed, easy-to-follow sequence. Phrases such as, “I’ve researched this thoroughly” and “I’ve created a five-step plan” are music to a Navigator’s ears.
Group 2--Problem Solvers
General Characteristics of Problem Solvers:
Abstract “possibility thinkers who have a heightened sense of self-efficacy and confidence to “figure it out as they go along”
Adept at generating alternatives and seeing things from a unique perspective
Don’t need a plan to get started on a project…in fact, often report that routines or plans often stifle their creativity and originality
Energized by novelty and easily bored with the mundane; regularly challenge the “status quo”
Motivated by the opportunity to “fix” things and to “find a better way”
May be easy to spot because of their edgy appearance, unique wardrobe, or hair style choices
Enjoy learning through storytelling and prefer advice from an expert vs. reading a manual
Learn best when flexibility, creativity, experimentation, and innovation are encouraged
Strengths: As innovative, solution-seekers, Problem Solvers initiate high-energy environments where they can work with others to create fun and excitement. Curiosity and critical thinking seem to come naturally to them and they’re often able to combine that with their intuition — often “sensing” practicality when without the luxury of facts and data. They constantly strive for continuous improvement. When something doesn’t work out as planned, they rarely see it as a personal failure; rather, they consider it as one more experience to add to their “lessons learned” folder.
Challenges: Because they love spontaneity and are easily bored, Problem Solvers can find routine and details to be tedious. This might cause them to deal with structured issues on a superficial level and can therefore, come across to others as uncommitted or inattentive. And because they’re so comfortable with challenging the status quo, they must take care not to be seen as disruptive, defiant, or resistant. They also need to be aware that their desire to “fix” things for others can sometimes come across as intrusive or offensive. Although curious, inventive, and intuitive, their ability to generate alternatives and consider various solutions can slow down decision-making. They may struggle with having to make quick decisions as they can see an array of options to work through before landing on a solution. They also report having difficulties with multiple choice tests because they can often see a rationale and/or application for each of the choices.
Leader: When leading a Problem Solver, provide an environment or practical experimentation; promote and reward innovation and creativity; share examples and anecdotes from personal experiences; and assess learning with open-ended questions and problem-solving activities. If your leader is a Problem Solver, expect that they will have lots of ideas and involve them early and often as this will increase their buy-in and support.
Language: Problem Solvers respond well to language that suggests exploration and innovation such as, “I wonder …?” “What if…?” or “What would you think of…?” Hint: allow them opportunities to question, explore, and contribute their ideas to engage peak performance. Direct their creative energy by defining parameters with guidance such as, “I appreciate all those ideas, Bob. Many of them might require us to extend the delivery deadline though, so let’s focus in one that will allow us to meet our current deadline.”
Group 3--Engagers
General Characteristics of Engagers:
Heightened ability to build relationships, integrate others into dialogues, discussions, and networks, and create an inclusive, collaborative, team dynamic
Prefer environments where individual and team purpose is meaningful, and efforts make a significant difference; assess meaning and purpose prior to getting involved in an initiative, and may avoid activities they perceive to add little value
Motivated by the feeling that what they do makes a difference
Seek out opportunities for learning and growing in ways that are meaningful to them
Display great passion when actively engaged in a meaningful manner
Demonstrate high emotional and social intelligence and easily tune in to and influence group dynamics
Function best in harmonious environments and are quickly disengaged with harsh incivility
It is important to note that once Engagers “lock in,” they then take on the characteristics of either a structured Navigator or an innovative Problem Solver.
Strengths: Because Engagers have high emotional and social intelligence, interpersonal skills, understand the connection between employment engagement and performance, and can listen to and consider others’ opposing views during their decision-making processes, they can excel in teambuilding, leadership, managing change, having difficult conversations, conflict management, mediation, morale building, and performance improvement. When confident of the significance of their work, they maintain focus, diligence, and dedication through to completion of projects. Their passion can be infectious, and they easily recruit collaborators and contributors in projects they find meaningful.
Challenges: Engagers understand the high cost of incivility to relationships and productivity, so harsh language and actions can cause them to lost trust and to disengage. Once trust is broken with an Engager, it is difficult to restore. To perform optimally, Engagers must feel confident the work will be meaningful enough to warrant the effort to finish it. Without this, they will be hesitant to begin projects, even if they are confident in their ability to do the task. In short, Engagers may appear to “procrastinate” when they don’t see the value of the work. May not ask for help, even if needed.
Leader: When leading an Engager, communicate the meaning and value of the work and how (and to whom) their efforts will make a difference. Promote inclusive and collaborative team dynamics. Mitigate conflict. Recognize how emotions derive behaviour and manage the connection between engagement, performance, team health, and morale. Monitor and prevent procrastination by explaining significance of the task. If your leader is an Engager, present your ideas by beginning with how they fit with priorities, projects, and initiatives that are meaningful to your leader and aligned with the organization’s goals vs, why your ideas are meaningful to you.
Language: Communicate appreciate for efforts and results. Emphasize the difference being made. Discuss strategies for improving engagement and group dynamics. Minimize harshness. Ensure body language aligns with words to instill trust and credibility. Promote and demonstrate respectful language, tone, and behaviours, especially when under pressure.