Success Stories Using WIDP Temperament Profile

Table of Contents

Introverted Sanguine, Compulsive in Leadership: "The Unwanted Promotion"
Sanguine: "Stereo-Typed Female Attorney"
Phlegmatic: "Power verses Status-quo"
Melancholy: "Manager of the Wrong Group"
Choleric: "Leader Out of Leadership"
Public School Second Graders: "Do Teachers and Students Always Connect?".

Introverted Sanguine, Compulsive in Leadership

"The Unwanted Promotion"

Michael now realizes he was a very successful Assistant to the Director of Purchasing for a large university. The Purchasing Department was responsible for a $40,000,000 annual budget. Michael functioned very well in this position for fifteen years and was very effective as the assistant. The reasons for his success were that his position neither required him to make a lot of decisions nor manage people. He was an assistant to the director and did what he was instructed to do by the director; which was primarily administrative. Since Michael's primary responsibilities did not require him to make a lot of crucial decisions or manage a lot of people, Michael found himself comfortable with his job. (P.S. Introverted Sanguine find it very difficult to make decisions and do not manage people well).

Everything was going great and then . . . Michael's boss, the Director of Purchasing, got promoted and relocated to the South West and Michael got promoted to fill the vacant position of Director of Purchasing! Immediate stress, anxiety, and frustration became obvious in Michael's life due to his promotion. Michael was in complete agony every day of his life and his world was turned upside down. Along with the promotion came the responsibility of managing twenty seven staff and responsibility for a $40,000,000 annual budget. After two years as Director of Purchasing, Michael was exploring the possibilities of early retirement and a career change.

How could an Introverted Sanguine cope will all of the decisions a Director of Purchasing would have to make, and how was he going to manage twenty seven people? After struggling with the situation for two years and falling deeper and deeper into depression, Michael sought assistance from a business consultant. The business consultant administered the WIDP Profile to Michael and the results revealed that Michael was a Introverted Sanguine in the area of Leadership. Which means that Michael is a good second person, not the leader, and he does not handle decisions well. How is he going to function in the position of Director of Purchasing effectively?

With the insight provided by these WIDP results, Mike now realizes his areas of weakness as well as his strengths, and he has develops a strategy for coping with decision making and managing twenty seven staff members. The group is now divided into thirteen teams with two members on each team. One member is the buyer and one is the purchaser. The two of them assist each other with decision making issues. Each have their own area of responsibility and are autonomous thus eliminating the need for management. Only the decisions that they cannot make as a team are brought to Michael. The extra person, the twenty-seventh, is a floater and fills in where needed when someone goes on vacation or sick leave.

Michael's strategy has been working very well for the last five years and Michael is eligible for retirement but feels that he may stick around for a few more years until his children graduate from college. Michael is very grateful for the WIDP. Success!


"Stereo-Typed Female Attorney"

Robin was a female attorney from Connecticut who had been practicing law for several years as a court appointed attorney for those who could not afford legal representation. Robin was very unhappy with her profession as an attorney and with her lifestyle. Robin felt she was not the attorney type and that the profession was stifling her personal growth. She felt obligated to dress and act the part, as she knew it, which made her attire feel out of place and unacceptable in the fashion world in which she found herself each day. She was depressed and very distraught with her life and vocation and did not know how to change the situation. In desperation, Robin sought assistance from the Human Resource Department in hopes that they might provide some new insight into her situation.

On her first visit with the Human Resource Department, Robin was given the WIDP profile questionnaire to complete, which is standard procedure for everyone who seeks their assistance. Robin's profile results revealed that she is a Sanguine.

One of the greatest fears of the Sanguine is rejection by other people. Robin felt that she should model the appearance of the stereo-typed attorney, thus she dressed to accommodate that look. Her dress was that of a "school-marm." Robin was single, 5' 9", well developed, tall, and wore her shoulder length chocolate brown hair in a twisted bun on top of her head in a hair clip. She wore heavy black rimmed glasses with the beaded chain attached to the glasses for hanging around her neck when not needed for reading. She wore no make-up. She wore a plain black pleated dress buttoned up to the neck accompanied by black platform shoes. Her well worn black brief case carried the battle scars of many years in service.

Robin's counselor, after reviewing Robin's WIDP results, exclaimed to her client: "Robin, why don't you let your hair down, get yourself some new high fashion glasses, buy yourself a bright flashy multi-colored dress, some high heeled shoes, put on some make-up and become the sociable out-going woman that you are? Then go home and have a celebration and burn all of the things you presently are wearing."

Robin started crying. Once she gained control of her emotions to the point she could speak, she asked this question: "You mean I can dress like that?" Robin was a stifled Sanguine wanting to be accepted as an attorney, but felt she needed to dress the part. Sanguine's are very outgoing people that bring excitement and fun to the world wherever they find themselves. They are the life of the party kind of people. Sanguine's make life tolerable for the other temperament types that are so serious and focused on accomplishing tasks. Her self-imposed standards were unnecessary, unhealthy, and violated her natural personality because they forced her into being someone other than herself. Guess what? Robin only needed one session with the Human Resource Department to transform her life forever. As it turned out, she did go home and have that celebration. She burned the clothes she was wearing that very day! The results of the WIDP set her free to be the Sanguine that she was inside. Success!


"Power verses Status-quo"

A director of a non-profit organization, approached a consulting firm for assistance. He was trying to figure out a quick solution to a volatile situation over a parcel of land. The land had three buildings, was debt free, and valued at $500,000 that belonged to his non-profit organization as long as the premises were occupied with their personnel. Within three days, five leaders of the organization had to physically occupy these premises in order to secure the property legally. The personnel presently occupying the premises were part of his organization, but they had formed an alliance with another organization who had visions of taking over the property.

The Director approached the consulting firm as an aggressive, focused, take charge person who was able to make quick intuitive decisions and go forward. He did not waver in conflict and was very direct and bold in his communications. However, after profiling the other four members of the leadership group it was discovered that they were all Phlegmatic. Phlegmatic's are very dependable, steady, task oriented, middle-of-the-road-type people. They rarely make quick changes for anything or anybody because they are "status-quo" people. They do not like change unless it happens slowly, over a long period of time, and everyone agrees to the change. They have the mind set that "if it worked for this long, then why change it now?" They do not like to take chances or expend any more energy than necessary to accomplish a task. They dislike conflict with a passion and they will go to any extreme to avoid conflict, even to the point of sacrificing their own personal values and morals. When it comes to making decisions they want the unanimous vote to prevail. There must be a consensus or this issue will be postponed indefinitely.

The Director and the four leaders had been working together for two years. During this time, the aggressive, goal, and task-oriented director had encountered resistance from the other four members: The four members did not like rapid change, nor an aggressive task-master approach to anything. They found themselves in a situation where they had to make a decision with three days to take possession of this parcel of property or loose it to another organization. The director is alerted to the issue by an anonymous phone call and this is what he does:

Notified of the alert, the director makes an arrangement for personnel from his organization to occupy the property immediately. He also made an arrangement for a locksmith to put new locks on the buildings the following morning. This alone would have secured the property for his organization, but the major drawback: He had to get approval from the other four members of the board! After notifying them of an emergency meeting scheduled for the next morning, he felt everything was under control. Next morning the four members, all Phlegmatic, did not want to engage in any conflict with, or even question the integrity of the personnel who occupied the property. They could not believe that the other organization would even try to take over the property, and would not permit the expense of changing locks on the buildings as a safeguard.

What happened? The other organization took control, changed the locks, and walked off with $500,000 worth of property. Why?

Perhaps the Phlegmatic's were right in their stand against the Choleric who wanted to jump in, take over, and control the situation. In this situation the Phlegmatic's stood their ground based on what they felt was the right thing to do on this issue. The four Phlegmatic's were an element of a larger parent organization, which also was run primarily by Phlegmatic's, they were all quite comfortable operating as a "status quo" organization. The Choleric was out of place based on his temperament, he was to aggressive for the Phlegmatic. The Choleric resigned and the Phlegmatic rejoiced. Success for the Phlegmatic.


"Manager of the Wrong Group"

Barbara was a middle manager of a larger corporation on the East Coast. She had been in this particular assignment for five years when she sought assistance from her Human Resource department, as she was experiencing extreme stress and depression. Human Resources referred her to her psychiatrist for the same therapy she had been under for twelve years. She did not want to return to her psychiatrist, as the past twelve years of therapy had offered her little relief. Instead she sought out Worley's ID Profile Counseling Center.

During her first visit with WIDP she completed the WIDP Profile Questionnaire and the results revealed that she was a Melancholy Compulsive (on the MBTI she was an ISTJ) who was dealing with chronic depression and extreme anger. She was presently taking 150mg of trazodone per day for mental depression. Her medication record began in 1981 and continued until the day she arrived at the WIDP clinic. She had been on medication of Elavil 100 mg, Prozac, Zoloft 250 mg, and Wellbutin 450 mg over the course of thirteen years. Her mental condition was diagnosed as having suicidal tendencies. According to Barbara she only had two stable elements in her life: God and her husband.

After consulting with her psychiatrist, Dr. Worley recommend that all medication be eliminated, and that her needs as a Melancholy Compulsive temperament type be addressed instead of simply medicating what appeared to be a depressed and angry individual. The psychiatrist agreed, and the process of decreasing medication began immediately.

Barbara was unable to function at work, had a breakdown during a staff meeting, broke out in a fit of rage. We immediately applied for STD (Short Term Disability) and it was granted. A treatment plan was implemented to reduce her medication to none as quickly as possible and see her three times a week.

For the purpose of a clinical report the following was diagnosed:

Essential features: Barbara is experiencing a reactive depression of severe proportions. She displays consistently and notably a depressed mood, and she reports a loss of interest in all vocational and social activities including those that involve immediate family members. She is very sad, dissatisfied, angry, irritable, self-punishing and very argumentive. Her emotional behavior is one of almost always in tears and in a state of despair and hopelessness.

Associated features: Additional symptoms include sleep and appetite disturbance, loss of energy, difficulty in concentrating, slowed thinking, periodic loss of memory, and thoughts of suicide or death.

Social/vocational adjustment: Barbara has withdrawn from friends and family members, and prefers to avoid all interpersonal involvement whenever possible. Her situation is severe enough that she cannot function socially or vocationally.

Complications: The most serious complication of her depression is suicide ideation combined with her melancholic temperament and her co-dependency, which is severe.

Treatment recommendations: Therapeutic intervention, graduated, of six to twelve weeks will usually improve clients condition. Self-recognition, behavioral modification, stress reduction, and stress management therapy focusing on the results of the WIDP Profile.

During the therapy process it was revealed that she needed to transfer out of her vocation position. Her present management position required her to interface daily with multitudes of people dealing with various issues. She needed a position that was stable, steady, and routine, a position that did not require her to interface with people all day long. This was accomplished with and internal lateral move within the company. Within ninety days, Barbara was back to work, completely off of medications, no longer angry, and in fact, very happy with her new position. Therapy was no longer needed. Success for the Melancholy.


"Leader Out of Leadership"

Renee was a twenty six year old scientific engineer in a fast growing company. She had been with the company for three years and was frustrated because she could not exercise her leadership skills in the company. Her frustration caused her such extreme anxiety and such an obvious drop in her work performance, that her supervisor strongly recommended therapy. Renee did not know that she had natural leadership abilities based on her temperament, she only knew of the internal anxiety and frustration she was experiencing in her profession and which also affected her marriage.

She scheduled an appointment with WIDP. She was profiled with the WIDP, which revealed she was a Choleric in Leadership and was also co-dependent. At the time of her first therapy session, her primary focus was on the issue of wanting to divorce her husband. They had been married for nine months and had a seven month old daughter.

She also had a deep longing to re-connect with her mother. Her mother left her and her father to run off with another man when she was fourteen. Since that time, her mother had lived with fourteen different men and was now living with the fifteenth man in upper state New York.

She also was interested in another man in the company for whom she worked. She had shared lunch with him a few times, but they were not yet actively engaged in a romantic relationship. Both of them desired a more intimate relationship.

She was very emotional and crying during her first three therapy sessions, but the tears diminished with each new session. Confusion was present in her thinking and she was unable to make decisions or come to any conclusions without assistance from someone. She had no close friends that she could communicate with so she spent most of her time in isolation as a very anxious and frustrated woman longing for her mother and wanting out of the marriage.

In her marriage she felt that her husband was not acknowledging her abilities to participate in any decisions regarding their marriage and he was intimidated by her success as a scientific engineer. She made more money than he did and had more education. So he ruled the marriage by dominating her. These issues, combined with a longing for her mother and an inability to realize her leadership potential in the corporate world, called for a total re-orientation in her life. The following approach was taken:

  1. She was encouraged her to begin exercising her abilities as a leader in the marriage and at work. This gave her a sense of freedom she had never experienced.
  2. She was instructed to consider herself as an equal individual, with equal opportunities, regardless of her gender. This was a new and unexplored concept for her in her marriage and her profession.
  3. In regards to her marriage, it was recommended to her that she first come to a better understanding of her self, based on the WIDP, and then to begin communicating this new understanding of herself to her husband. She was also encouraged to take a vacation together with her husband. This reduced her anxiety and frustration level very quickly.
  4. She was advised to contact her mother by phone and then write to her a lengthy, detailed letter explaining how much she needed her mother in her life. This had never been considered.

As she begin to implement these changes, her life began to change immediately. Within seven weeks she begin to feel free as a leader in her marriage and vocation. Her and her husband spent a week together in Maine. During that time she decided she did not want a divorce. She wrote her mother a letter. After completion of the letter writing she felt like a new person just being able to express to her mother the love and longing for her she had in her heart. She even make the comment: "Even if she will not visit with me or establish a relationship with me, I feel better and am no longer tormented over the issue." She now is considering the possibility of completing her Masters degree in engineering, and receives encouragement from both her husband and her supervisor. All of this was completed in seven session using the WIDP profile. Success for the Choleric!

Public School Second Graders

"Do Teachers and Students Always Connect?"

An evaluation to determine the applicability and the effectiveness of Worley's ID Profile was conducted in a public school on the east coast. Those participating in the evaluation were as follows:

Students: Twenty two students, 12 males and 10 females
Grade: Second grade
Age: Seven years old
Nationality: Mixed
Teachers: One female
Teacher Aides: Two females
Special Education Teacher: One female
Assistant Principals: Two (One from another school)
Principals:One female
School counselors: Two females (One from another school)
Consultant: One male
The contract was completed in the following phases:

Initial Meeting: Three (3) hours Working with principals designing approach.
Teacher Instructions: Four (5) hours Instruction outside of classroom on the understanding of WIDP.
Profiles: One (1) hour Twenty two (22) Youth Profile to be administered in the classroom.
Review Profiles: Two (2) hours This included (1) consultant, (1) principal, (2) assistant principals, (2) counselors, (2) teachers, (2) aides.
Classroom Observation:Six (6) hours Two (3 hrs each) observing in the classroom the interaction between teachers and students.
De-briefing:Two (2) hours All staff present.

Chapter 636 Information for this school district:

K-8 Students:

2000 - Special Education
3000 - Bilingual
4000 - Chapter 1
3000 - Mainstream

Requirement needed from the school prior to implementation of the project.

  1. Parental release form on each child.


    The children in Mrs. __________ & Mrs. ______________ room will be working on a class project that will help children find helpful ways to solve problems and resolve conflicts. The teachers will be working with consultant _______________________, to learn some new methods about conflict resolution. As part of the plan each child will be given a questionnaire to she how he/she presently solves problems, assumes leadership and makes friends. This information will be used by the consultant and faculty to develop new methods for children an staff to work together. Please sign the permission slip below and return it to the school as soon as possible. Thank you for your attention to this matter.


    I give my child, , permission to be included in this project.

    Parent Signature: Date:______

  2. Classroom seating arrangement diagram with each student identified.
  3. Diagnosis and prognosis, from the counselor, on each student that is presently seeing a counselor.
  4. Name of medication and dosage prescribed for each student.
  5. Identify any student that may be or has been diagnosed as Attention Deficit Hyperactivity Disorder (ADD).
  6. Any other pertinent information relative to unusual classroom behavior and or known physical, mental, or sexual abuse.
  7. Approved and signed contract with purchase order number.

Findings During Testing:

The teachers and aides were quite concerned as to whether or not the children could understand and follow the questions on the questionnaire and provide proper responses from the six different responses available to choose from. The teachers developed three sets of "picture cards" and three "response clocks" as visual aids for the children to refer to when needed. The picture cards and clocks were placed strategically around the classroom.

The teachers also felt that it would be essential to allow the children more time responding to the questions by providing breaks every ten questions. This would require an additional fifty minutes for testing as there are sixty questions on the questionnaire.

The teachers were amazed that the students did not refer to the "picture cards" or the "response clocks." Neither did the children need breaks after every ten questions. They were provided one ten minute break after completing half of the questions.

The children enjoyed the challenge of the project and participated without any complications. One of the male children became very anxious during the last fifteen minutes. This child was diagnosed with Attention Deficit Hyper Disorder (ADHD).

During the de-briefing session the teachers and staff acknowledged that they were quite impressed at the reliability and predictability of the WIDP results. They were immediately able to identify how the results could be very advantageous in many different applications with the children and also with other peers and school staff.

One teacher realized, when asked if she had trouble interacting with one particular child, related that she had a deep emotional dislike for this child. The WIDP results identified this inner conflict between the teacher and this particular child. The teacher began crying and said she felt like a failure, as a teacher, because she did not like this particular child. The issues was corrected immediately by assigning the child to the other teacher in the same classroom who felt very comfortable with this child and the problem was resolved.

Also detected was that certain students were more compatible with other students and would become more academically productive by just re-arranging the seating of the students. This was implemented and the classroom behavior calmed down immediately.

The most important revelation was that the core participants realized how much more effective they could relate to the students. Having a new understanding of their own individual desires and needs, based upon their individuality, gave them deeper insight of the value of WIDP. Other applications of the WIDP that were identified by this group of teacher and staff as being needed in the academic institutions were:

  1. Leadership training
  2. Staff to staff relationships
  3. Staff to teacher relationships
  4. Teacher to teacher relationships
  5. Staff and teachers relating to parents, grandparents, and step-parents.
  6. Suggestions that all school counselors and teachers be trained on the WIDP.
  7. Staff and teacher selection process. Make completing the WIDP a mandatory part of the interview and evaluation process.
  8. All students be tested upon entering the school system as part of their enrollment process. Then retest them every two or three years.
  9. WIDP Profile would be a tremendous asset for all high school students.
  10. A special class for the purpose of instructing students on the value and application of their WIDP results.
  11. Excellent for teaching conflict resolution, team building, determining a leader(s), project management.

The two public schools that participated in this project are very satisfied with the end results. They are now in the process of applying for educational grants for further developing other programs within their schools.

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