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100% found this document useful (1 vote)
734 views12 pagesNEO-4 Manual
Uploaded by
Dhriti DhawanCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 12
Introduction
‘The NEO-4 is a four-factor version of the Revised NEO
Personality Inventory (NEO PI-R) intended for use in sit
ations where waits in the domains of Ext
‘Openness to Experience (0), Agrecableness (A), and Cot
scientiousness (C) are the chief focus of interest. These
might include the areas of career counseling, career devel-
‘opment, employee training, and personal growth,
‘The questionnaire items, scoring keys, and scale norms
in the NEO-4 are identical to those found in the NEO P-R,
for the four factors of E, O, A, and C, and users are encour
aged to consult the Professional Manual for the NEO PI-R
(Costa & McCrae, 19922) and associated publications for
detailed information on their rationale, development, relia-
bility, factor structure, and validity. However, the NEO-4
‘omits all items in the domain of Neuroticism (N), which
relates to individual differences in such traits as Anxiety,
Depression, and Vulnerability. The resulting instrument is
somewhat shorter and may be considered more appropriate
for certain uses. For example, individuals may be more
willing to discuss their personality profiles in a workshop
‘or group setting if information on emotional stability is not
included. Studies of vocational interests show that
Neuroticism is largely unrelated to interests, so N scores
{would contribute little to this area of vocational counseling
(Costa, McCrae, & Holland, 1984).
Each of the four domains in the NEO-4 is relevant to
‘understanding many aspects of personality. The domains
can be interpreted at the global factor level or, for a more
detailed analysis, at the level of 24 facet scales (¢.g.,
‘Warmth, Openness to Ideas, Altruism, Order, ete.)
In addition, this manual supplement presents a new way
to interpret the four domains in terms of six personal
styles: Interests, Interactions, Activity, Attitudes, Learning,
and Character. Each style is defined by a circumplex com-
bining information from two of the four factors—for
example, E and A form the basis of Wiggins's (1979) well-
known Interpersonal Circumplex; here, they form the ba
of the Style of Interaction. Interpretation of styles supple-
ments interpretations of domains and facets.
This manual supplement and a feedback sheet, Your
NEO-4 Summary, are also appropriate for users of the full
NEO PLR or the NEO-FFI who wish to interpret results in
terms of personality styles.
‘Some professionals will notice that the four domains
assessed by the NEO-4 correspond to the four preferences
measured by the Myers-Brigas ‘Type Indicator (MBTH
Myers & McCauley, 1985)—an instrument that is widely
used in organizational psychology and career develop-
iment. Although clearly related, there are substantial dilfer-
fenees between the NEO-4 and the MBTI in both
psychometric properties and conceptual interpretation. AS
ftiscussed in more detail in the Research Update section,
the NEO-4 (a) regards traits as cont
instead of dichotomous preferences, (b) assesses Six sPe~
in each domain, and (c) characterizes peo-
ple in terms of six different styles instead of single
psychological type. These differences are based on a body
ical research conducted over the last 30 years.
tinuous dimensions,
cifie facets withi
of empiti
‘Test Materials and Use
In addition to the NEO PE-R manual and this manual
supplement, the NEO-4 materials consist of a reusable
item booklet for self-reports (Form S), a reusable item
booklet for ratings by another individual (Form R), a hand
scorable answer sheet, a profile form, a style graphs book:
Jet, Your NEO-4 Summary, and overhead transparencies of
the six style graphs. The item booklets include the 192
items and instructions for using the answer sheet, ‘The
answer shect is a two-part, carbonless form which includes
a scoring template and can be used with either item book-
let. It contains areas for recording identifying and demo-
‘graphic information, responses to the NEO-4 items, and
three simple validity checks. Respondents mark their
responses on the top sheet; the bottom sheet, which records
‘these marks, can easily be scored for the 24 facets in about
5 minutes.
‘The NEO-4 profile form presents personality data in the
familiar NEO profile format. Raw scores can be directly
plotted on the profile form to yield T scores (with a mean
of 50 and a standard deviation of 10). The four domain
scores are plotted on the left hand side of the form to give
an overview of the individual’s personality; the 24 facet
scales, grouped by domain, follow. The norms on the Form
S side of the profile form are based on the adult combined-
gender Form S norms of the NEO,PR (Costa & McCrae,
1992a, Table B-1). The other side of the profile form pre-
sents T scores for the combined-gender Form R norms
(Costa & McCrae, 1992a, Table B-2)
& scanned with OKEN Scanner A novel feature of the NEO-4 is the set of six style
four domain pairs. The six style
phe are included in the Style Graph Booklet. The
‘Rapondent’s location on cach graph is determined by plot=
ting 7 scores from the two domains. The graph contains &
escription ofthe styles of individuals who fallin one of
the four quadrants. These graphs call attention to combina-
tions of traits that are not emphasized in the profile forms;
they may also be used to plot the locations of a group of
individuals—for example, members of a work team—to
hhjghlight how the group members may complement or
‘conflict with each other with respect to attitudes, interper=
‘sonal styles, and so on. Interpretation of the style graphs
js discussed later in the section entitled Interpreting
e lity Styles.
Feedback to the respondent can also be given using:
‘Your NEO-4 Summary. This is a version of Your NEO.
‘Summary, which has been used extensively to give respon-
dents feedback about NEO PLR scores. The front page
explains the respondent’s general standing on the four
domains; the back page shows the respondent's typical
styles of learning, interaction, and so on.
Your NEO-4 Summary and the Style Graphs Booklet
‘may be completed by the examiner or facilitator prior to
distributing results to respondents. Or, respondents may be
ir own feedback sheets as part of a
cussion of various styles.
‘eraphs, one foreach of
tion, Scoring,
idity Checks
tions on the item booklet should
2 is to complete the NEO-4
trator’s responsibility to ensure
i the task and is willing
define words
scores for Facets El, E2,
sum in the box labeled “E” at the
sheet. This number isthe raw seore fort
an analogous procedure tc
raw scores.
Missing Responses:
Respondents are instructed to answer each item, using
the neutral response option if they are unsure of how to
respond, Occasional missing items can be replaced by neu-
tral responses: if more than 32 items are missing, the test
should not be scored. (The respondent might be invited to
try again to respond to those items.) Individual facet scales
swith more than 3 missing items should be interpreted only.
swith caution. }
Validity Checks
‘The validity of scores on any personality questionnaire
depends chiefly on the honesty, care, and cooperation of
the test respondent, and the administrator’s major efforts
should be devoted toward maximizing valid responding,
Some checks on validity are built into the NEO-4, but they
are regarded mainly as indicators thatthe responses
be viewed with caution. Rather than simply discard poten-
tially invalid tests, administrators are urged to review the
issues with the respondent and to make an informed judg-
‘ment about whether the pattern of responses as a
merits discarding the test.
Items A, B, and C on the answer sheet are short chee
made by the respondent. Respondents, who disagree with
tem A (“I have tried to answer all ofthese questions k
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> This
alogous
dd the
er this
1 Use
test
Ito
les
ly
f
combined sample are provided in Appendix A. Bec
1c is possible to quantify the degree of acquiescence or
aysaying by tallying the total number of Agree and
Strongly Agree responses without regard to the keying
direction of the item. Based on responses to the NEO PLR
t is likely that almost all respondents would agree or
strongly agree with between 40 and 120 items on the NEO-t
More t
Seas some doubt
st. Finally, the scorer should be alert
possible signs of random
‘on the validity of the
responding. The most easily
ese is the repetitive use of a single response
! on experience with the NEO PLR, strings of
than 10 identical responses shoul
Base
Bric
more ld be viewed with
Conceptualization
and Interpretation
The NEO-4 is a measure of personality traits, which are
enduring dispositions that influence ways of thinking, feel,
ing Each scale assesses single trait, and each
and act
trait is more or less normally distributed, with most people
scoring in the e
e and only a few at cither
extreme, Scores are interpreted by comparison to the scores
of 2 normative group, and scores at all levels are meaning.
full. There is no cutoff point to distinguish people who
“have” or “do not have” the trait; rather, people differ in the
degree to which they can be characterized by the trait.
Norms
Norms for the NEO-4 are taken from the combined
gender normative sample of the NEO PLR. These com-
bined-gender norms are used-in the NEO-4 profile form
(Form $ and Form R). The normative sample of 1,000 men
‘and women was derived from participants in the Baltimore
Longitudinal Study of Aging (Shock et al., 1984) and from
sample of men and women in a national study of job per-
formance (Costa, McCrae, & Dye, 1991). From an initial
pool of 2,273 adults, 500 men and 500 women were cho:
sen to match 1995 U.S. Census projections for age (over
21) and race (White, Black, and Other). However, the sam-
ple was better educated than the general American popula-
tion; almost all participants were high school graduates.
(More details on the normative group are provided in the
NEO PLR manual.)
Means and standard deviations for men, women, and the
se of
possible legal implicat
nder-based norms in
‘employment decisions the use of combined-gender norms
*d for the NEO-4 when it is used in any
employment setting
Professional users interested. in
gender-specific norms for E, 0. A, and C domain and facet
scores are referred to the male and female profile forms of
the NEO PLR,
‘The NEO-4 Model
The NEO-4 operationalizes a hierarchical model of per-
sonality, in which broad personality factors (or domains)
are estimated from a series of specific traits (or facets). The
four NEO-4 domains are part of the B
Five model that
has been extensively discussed in the recent personality lit
erature (Digman, 1990; Goldberg, 1992; McCrae & John,
1992), ‘The NEO-4 facets have been described in a number
of publications (eg., Costa & MeCrae, 1995, in press;
Costa, McCrae, & Dembroski, 1989; Costa, McCrae, &
Dye, 1991); descriptions of the domains and facets and
npirical evidence regarding their construct validity are
presented at length in the NEO PL-R manual. As a quick
reference, however, Tables | to 4 summarize characteris
ties of high and low scorers for the 24 NEO-4 facets. These
summary tables are also available as overhead transparen
cies, which may be used by workshop facilitators or train
cers fo present facet-level interpretation of NEO-4 scores.
Interpreting Personality Styles
Personality traits interact with each other and with other
features of the person and his or her environment to
account for the individual's actions and experiences, Broad
personality factors are particularly pervasive influences,
and combinations of factors provide insight into major
aspects of people's lives, defining what can be called per-
sonality styles. For many years, psychologists have noted
that interpersonal interactions can be conceptualized in
terms of a circular ordering or circumplex, defined by the
two axes of Dominance versus Submission and Love ver-
sus Hate (Wiggins, 1979). Regarded as personality traits,
these two axes are intermediate hetween the two personal-
ity factors of Extraversion and Agreeableness (McCrae &
Costa, 1989b). E and A thus define a personal style that is
directly relevant to interpersonal relations; here it is called
Style of Interactions.
Although they are Jess well known, five other personal
styles (i.e. defined by other pairs of factors) are also useful
& scanned with OKEN Scanner ‘Table 1
NEO-4 Extraversion Facets: Characteristics of High and Low Scorers,
Facet seales
High Scorers
Low Scorers >a
El: Warmth
B26)
Ex: Assertiveness
4: Activity
ES: ExcitementSeeking
£E6; Positive Emotions
Warm people are affectionate and friendly,
and they easily form close attachments to
others
Gregarious people are convivial and enjoy the
‘company of others the more the merrier.
High scorers ate dominant, forceful, and
socially ascendant, They speak without
hesitation and often become group leaders.
High scorers have a rapid tempo and vigorous
‘movement, a sense of energy, and a need 10
keep busy
High scorers crave excitement and strmula-
tion, They are often flashy, and tend to be
risk-takers
High scorers laugh easily and often. They are
cheerful, high-spirited, and optimistic,
‘Low scorers are more form, reserved, and
sista i man
Low scorers tend to be loners who do not
seck social stimulation,
[Low scorers are unassuming, preferring to
-eop in the background and let others do the
talking.
‘Low scorers are more leisurely and relaxed in
{empo, although they are not necessarily,
sluggish or lazy,
Low scorers feel little need for thrills and
prefer a placid life that high scorers might
find boring.
Low scorers are less exuberant and high= p
spirited; they are serious but not necessarily
unhappy.
High scorers have a vivid imagination and an
active fantasy life. They enjoy daydreaming.
‘High scorers have a deep appreciation for art
and beauty. They are moved by poetry,
| absorbed in music, and intrigued by ar.
Low scorers are more prosaic and practical. |
and.
Low seorers are eatively insensitive to and
uniterested nat and Beauly.
Table 2 :
4 ‘NEO-4 Openness Facets: Characteristics of High and Low Scorers cam
Facet scales High Scorers Low Scorers A
& scanned with OKEN Scanner Facet scales
——< f
Al: Trust | i.
= a disposition to Relieve mar
SPT Ne owes and wellimentenca Tae
| ste forgiving and trang
La SCOT tend to be cynical and wtepial
{and to assure that others may be dahon
‘They are wary and suspicious
A2: Straightforwardness
ret SSeS are ssightorward individ L rT
| High rl individuals LOW SCOFeTS are more willing to manipulate
No are frank, candi, diet and Inge ‘others through flattery, caftinss at
| ‘deception. They are shrewd and clever,
AB: Altnismn Hi
igh Scorers have an active concern fbr {Low scorers are somewhat more self-centered
| her’ welfare as shown in their gener and are reluctant to get involved in the
| ind willingness to assist others in need gt Problems of others. They can be selfish, col,
| help. They are soft-hearted, gener and and hard-bearted,
| ind,
A4: Compliance
High scorers tend to dete
Low scores are aggressive, prefer to compete
mech tga 1 fontve and force They are | rane ‘cooperate, and have no reluctance
eck, obliging. and deferential to express anger when necessary. They can be
‘stubborn, demanding, and confrontatignal
AS: Modesty Eigh scorers are humble, unassuming, and {Low scorers believe they are superior people
sects although they ae nt lacking in| tmay be considered conceited or amtogant
self-confidence or sel-estem, by others. They have a tendency to show off,
AG: Tender-Mindedness jaah sores are moved by others needs nd | Low Scorers are more hardheaded and less
{6cus on the human side of social polices, moved by appeals to pity. They tend to be
‘They are gentle and warm, old, Jogical, and opinionated.
in understanding personality. As assessed by the NEO-4, differences of opinion and new perspectives: their attitudes
these additional five styles include the following: {end to be flexible and liberal. By contrast, closed people
Style of Interests. Defined by combinations of Openness Prefer familiar, traditional, and. conservative values,
Ena Because most atitudes ue beliefs about people, Agree-
and Extraversion, this style concems preferences for tts ne. rare cee
novel versus the familiar and for social versus Solitary pur-
Suits. Style of Interests has been well documented with
regard to vocational interests (Costa et al., 1984), but it
also applies to interests in hobbies and leisure activities
liligent and accomp!
| ___ in their studies; they also prefer an orderly and
_ Presentation of ideas. Style of Learning should
& scanned with OKEN Scanner heh Scorers
High scorers adhere strictly to thei ethical
pponoiplee and scrupulously fulfil their moral
tlapations. They are dependable, mannerty
High scorers have high aspiration levels and
swark hard to achieve thei goals. They are
Gilgen, purposeful, and ambitions.
High scorers have the ability to motivate
themscives to get the job done. They are
persevering and have stick-toritiveness.
High scorers are cautious and deliberate
careful, and thoughtful. They think things
through before acting.
Lom scorers have # lower opinion of the
seotews ant att that ey are often
smpeepared and wept. They are often
cane ad feet
seers are nab wo get organi ad
fewribe thevnelves as onmethodal. They
tend to be careless ane disorderly
Lom scorers are more casual about seh
imaners and may he somewhat undependable
Or unretiable. They are distract
Low scorers are lackadaisical, leisurely,
inless, and perhaps even lary. They are not
fdnven to succeed 2
‘Low scorers procrastinate when beginning
‘chores and are easily discouraged. They are
‘unpersevering and eager to quit
Low scorers are hasty and often speak or act
without considering the consequences. They
can be immature, impetuous, and impulsive.
Note that individuals unfamiliar with the use of
forms may require specific instructions on how to
scores. Close supervision and checking of respondents"
of the booklets is recommended in this case.
Additionally, eee aaa
& scanned with OKEN Scanner Style of Learning
Vertat Ate Opemen [r= 42]
Horizontal Axis: Conscientiousness [T= 6B |
O+C- O+C+
Drenere Good Students
They are attracted to new ideas and can develop
‘hem with imaginative elaborations, but they may
ct lost in lights offaney. They are good at star
ing innovative projects, but the ‘have high aspiration level and are often
successful in completing them and creative in their approach to solving
may need help in staying focused. problems. They are likely 1 0
They are able to tolerate : a far academically as their
uncertainty and ambiguity. safc allow.
than ctn fey conbiey# wal los 6 arg
with the diligence and organization 1 excel. They
_ Scholars
‘Academic and intellectual pur-
suits are not their strength or pref= : i
‘erence. They need special incentives 10 they abide by all the rules. But they lack
start learning and to stick with it. They may imagination and prefer step-by-step instruc
need help in organizing their work and reminders ¢, Son, They eta st ot tng bat ve
to ;may have per e questions ‘no one
iene aera Bos = Pown-to-earth answer They havea ned for site and cls
& scanned with OKEN Scanner esion, then the all for Oescriptions for Such 5 Sieg
‘espondent that he or she is likely to show ae o
of each,
Conscientiousness and 70 on Extra
most as accurate
“Punlovers” description would be
the “Go-Getters” description for Style of Activity
2. Respondents are far from the centr of the E30 ‘As with the Style Graphs Booklet, Your N
serra fll between the two outer circles (about SOAR may be completed by respondents ifthe
io chow the istrator provides careful instruction and supervision
cone third of respondents) are most like!
features described. Some people (about 10%) will feels that the setting is appropriate,
ferrin the haded area in the very center of the graph
these people are unlikely to be well characterized Dy
any of the descriptions, sh
and Your NEO-4 Summary
The NEO-4 Style Graphs and Your NEO-4
were evaluated by three groups: (a) 28 graduate e
students in the Baltimore area, (b) 13 HRD
from a mid-Atlantic professional organization, and (e)
raduate VO psychology students in central Florida, OF
59 participants, 90% rated their NEO-4 results as
10% thought that their results were somewhat
None of the participants evaluated their NEO-4
inaccurate, Most respondents (81%) thought that
instructions for the NEO-4 Style Graph Booklet
‘lear; 19% thought that the instructions were either so
‘tre administrator prepares the Your NEO-4 Summary yhat clear or not very clear. No eons
fomn by checking the appropiate boxes on both the front instructions as uncleat. Compared to other measures
rk scons above 55 ae indicated by checkmark yh they had received feedback, 71% of toe
ait column, T scores below 45 by a check in the thought thatthe NEO-4 Summary and syle Gri
pec, and average scores by acheck inthe c=nler _gihersomeviat better oF 210 eter: 2196 Soe
ea Deuailed instructions are given in the NEO PE-R hey were about the same: and only 8% foamed