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Module 3

Module 3: MN Validation (Part I)

Module 3 Objectives

In this module, you are going to learn:

What an MN Validation is

Why validation is necessary

When a validation should be performed

What things are measured in a validation

The significance of the MN Test scores

The difference between absolute and relative ratings

The causes of distortion in ratings and how to treat them

How a validation should be performed

What a practitioners posture is and how to maintain one

How to open a validation session

You will also view an MN Validation session to get an idea of what it is like.

MN Validation basics

What is an MN Validation?

In simple terms, a validation is a cross checking of a user’s scores on the Multiple Natures Test. It is performed by an MN Practitioner. The process consists of the Practitioner asking a series of questions to the client to ensure the scores attained by taking the MN Test are accurate.

How does the MN Validation process work?

The MN Validation process is as follows:

The client registers and completes the MN Test.

The practitioner accesses the client’s profile.

The practitioner creates the client’s report.

The practitioner accesses the client’s MI-MN scores

The practitioner has the client read or watch a video about MIs and MNs or personally explains them to the client.

Through a synchronous method of communication (in person, phone, skype), the practitioner interviews the client using the techniques mentioned in this document.

The practitioner facilitates as the client adjusts his or her scores.

After completing this process, practitioners may continue with whatever path they are pursuing with the client, which might be career guidance or coaching.

Why is a validation necessary?

No psychometric test can be perfectly accurate. There are a number of reasons for this:

Psychometric frameworks are approximations; when trying to measure behaviors (as opposed to measuring things from hard science such as weight or temperature), there is a higher degree of abstraction.

Test takers can misinterpret questions.

Not everyone is great at assessing their own abilities (people with a strong Intrapersonal Intelligence might be at an advantage, while those with weaker Intrapersonal Intelligence might be at a disadvantage).

Some people are too generous in scoring themselves.

Results can be more or less accurate based on clients’ frames of mind when they take the test. Fatigue, mood, time availability, and distraction can all interfere with their ability to answer.

Results can also be skewed based on the client’s psychological balance.

But although there are many ways that test results can be affected, it does not mean the tests have no reliability. Even if they can’t be perfectly accurate, they can be very accurate; and even if they can’t be perfectly accurate for every test taker, they can be very accurate for many people. The time you take to validate a client’s scores helps in closing the gaps where some inaccuracies can creep in.

How long should a validation last?

A typical MN Validation takes between 75-90 minutes. The length of time depends greatly on:

The experience of the practitioner. Experience practitioners can complete the exercise more quickly because they typically anticipate which questions are the best to ask.

The familiarity of the client with the MIs and MNs. If clients are aware of MIs and MNs, the validation process takes less time as the practitioner doesn’t need to explain much about the MIs and MNs.

The accuracy of the client’s test. Clients who answer more accurately will need less time to go over their answers.

The choice of practitioner of how much detail they go into.

When should a validation be performed?

An MN Validation can be performed any time after a client has finished the MN Test. While there is no restriction on how soon or late after the client has taken the test, it is customary that a validation is done within one to two weeks of the test being completed.

Validation Agreement

Before you perform an MN Validation, we highly recommend you have your client sign a validation Agreement.

Here is a sample

Validation Agreement⁠

template that you could use with your clients. Feel free to modify it according to your needs. Please note, as with all documents of this nature, it is necessary for you to consult with a legal professional to ensure you are fully protected by the laws of your country. This document is merely an example, and MNI bears no responsibility for its use.

Do note that there are two points pertaining to recording your clients' validation session. One specifies a charge; the other waives the charge. Do be sure to edit these points as you see fit.

Recording MN Validation Sessions

One way to provide additional value to your clients is to record their MN Validation session. By using screen recording (or screencasting) software, you can record the session whether you are doing the validation in person or through Skype or other video calling software. Screencasting software enables you to capture your voices, your computer screen, and also your video.

Please Note: If you plan to record your validation sessions, you will need your clients' approval in writing. The MN Validation Agreement in this module provides details about this.

Benefits of Recording an MN Validation

There are a number of benefits of recording the MN Validation session:

Client Benefits

Clients don't have to take detailed notes and can concentrate more on the validation process rather than on trying to capture the details in writing

After the session clients can refer back to the video to remember what was discussed

If clients are working with other guidance professionals (e.g., coaches, counselors, or therapists), they can share the video with them as well.

Practitioner Benefits

The benefits for you, the practitioner, are:

You can always refer back to the video in the future to refresh your memory of the discussions.

You can watch the video and critique your own validation technique.

You can share the video with other MN Practitioners, MN Supervisors, or instructors. Please note, if you do want to share the video with others, you will need permission to do so. Details regarding this can be found in the next lesson.

Recommended Screencasting Software Programs

There are numerous screen recording software programs. The one that I recommend is

Screenflow by Telestream⁠

. The cost is $99 for a single user version. There are other programs that exist, even some free options, however, I have found this software to be the easiest to use and the most reliable and flexible.

Settings

When recording your session with screencasting software, I suggest you record:

the audio from your mic

the audio from the computer (especially if the client is interacting with you through Skype or video call)

the desktop

There is not much of a need to record your camera video or the camera video of your client, so I recommend disabling that feature while recording.

Below is a screenshot of the Screenflow software settings. Notice how all the features I mentioned above are checked off except for recording video from my computer's camera.

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Screencasting software alternatives

You might find that it is not easy or possible to use screencasting software. If you would like to record your sessions, you can also consider these options:

Using Skype recording software. A few options for skype plug-ins exist that enable you to record a Skype call. In this case, you would need to turn off your video manually and use the screenshare feature to ensure you recorded everything properly.

Using a sound recorder from your computer. Most computers have some type of software that will let you record sound. While you might miss out on recording the desktop, you could at least have the discussion recorded, which could still be of great value

Using a phone or video camera. It might be a bit of a kludge, but you could certainly record your session with the video recording feature from your phone or from a video camera. You'd need a tripod or stand to hold the camera, but it could surely work.

All about MN Test Scores

The MN Test Scales and Scoring

The MN Test consists of 76 items, using a five-point Likert scale. Each item is a statement that test takers must respond to, expressing the degree to which they agree or disagree with the statement: a 5 would indicate test takers highly agree with the statement; a 1 would indicate the test takers highly disagree with the statement. Each item corresponds with one MI or MN. Thus there are 4 questions per MI or MN. The answers are then averaged and normalized to a 10-point scale. As such, when you are working clients to validate their scores, you will validate the averaged, normalized 10-point score.

Numbers are meant simply to be indicators

In reality, there is no such thing as a 9 out of 10 in Intrapersonal Intelligence or a 3.5 out of 10 in Providing Nature. These scales are simply indicators to give us an idea of approximately how strong someone’s intelligences and natures are. Understanding this releases both the practitioner and the client from the anxiety that can arise from trying to be precise in an area that is a little abstract. Making this clear also re-humanizes the process.

How accurate is accurate?

While performing a validation, you might wonder how accurate is accurate. In our experience, variations should be viewed as follows:

Variation amount

Significance

< .5

Insignificant

Mildly significant

1.5

Significant

2.0

Very significant

2.5+

Extremely significant

There are no rows in this table

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Absolute and Relative Ratings

When clients score themselves, the question often arises: Do I rate myself with respect to myself or with respect to other people? When clients rate themselves with respect to themselves, this is referred to as a relative rating, that is, relative to the client. When clients rate themselves with respect to others in mind, this is referred to as an absolute rating--that is, on a single scale that is used to measure any individual. With competency, skills-based, or achievement tests, absolute ratings are possible; you can have two individuals take the same test then rate them against a standard. However, with psychometric tests such as the MN Test, absolute ratings would be extremely difficult. It is therefore better to have clients rate themselves relative to themselves.

When it’s OK to use an absolute scale

In some instances, when clients are having difficulty judging the strength of an MI or MN, you can revert to an absolute scale. For instance, Randy seems to have a clear understanding of the strengths of all his MIs and MNs. However, he’s stuck with regard to a rating for his Gross Bodily Intelligence. You try asking numerous questions, yet he is unable to settle on a score (for example, he’s vacillating between a 6.5 and a 9). You can then ask him to consider someone he knows to whom he would attribute a 9 or a 10. Usually within seconds the client will become confident on a score.

What to do when facing difficulties in rating and validating

When conclusions cannot be reached

Giving space to clients

In certain cases, you will not be able to reach a conclusion on the scoring of one or more MIs or MNs. If this happens, it’s important that you do not pressure the client to having to pin down a score. Reassure the client that it’s OK if they are not certain, and that they can take some time to finalize a score. Giving clients a few days to review the MI-MN definitions and to see themselves in action in day-to-day settings can bring about a great deal of clarity. You can also reassure clients that if they choose a particular score, they are also free to go back later and adjust it. Remind them that they are ultimately in control of their scores (which is essentially their understanding of their MIs and MNs), and that this process is not about a computer or guidance professional deciding on their behalf.

Very often, clients will leave a counseling session with some amount of confusion, only to call back or return days later with a revelation about the accuracy of their scores—or clarity on how their score was not correct. It is sometimes caused by reflection, by speaking with others who know them, or simply by being more aware of their Nature in every day situations.

Causes of distortion in ratings

Hungry and Overfed tigers

One factor that can significantly skew results of test scores is the degree to which MIs or MNs are being overutilized or underutilized. If for example, a client has been underutilizing her Creative Nature, she could become frustrated because it is not being actively engaged. In “MN terms”, we refer to this as a Hungry Tiger. Hungry Tigers can cause a person to overrate themselves; because that particular nature is in need of engagement, when it sees something related to creativity (even in the form of a test item!), it has the tendency to “pounce”. On the other end of the spectrum are MIs or MNs that are overutilized. In such cases, clients have been using a particular ability excessively, and as a result, that quality becomes exhausted. Let alone doing work that makes use of that nature, even the mere mention of activities in that area (including in the form of a test item), may result in a negative, knee-jerk reaction.

Using the Hungry Tigers Test to identify discrepancies

At present, the MN Test alone does not factor in the case of Hungry Tigers skewing results, which is why a personal validation is so important. However, we do presently have a paper-based Hungry Tigers test that can be especially helpful in determining whether or not an MI or MN is over- or underutilized, making it easier to pinpoint discrepancies of scores and perceptions.

Signs of deeper issues

During your work with MN, you will inevitably encounter clients for whom arriving at a clear set of MI and MN scores will be extremely difficult, and sometimes not possible. These cases can almost invariably be traced back to a deeper problem that the client is facing, most likely due to psychological issues. Signs that a client is inhibited by some type of mental health problem include when clients:

are unable to come to a conclusion about their scores after multiple discussions, and even when the client is absolutely clear about the definition of an MI or MN.

become obsessive about changing their scores, and or when the changes vary drastically.

express that they “understand” what an MI or MN is, but that they cannot “feel” it.

mention that they have no idea about the scores of all of their MIs and MNs.

mention they have personal problems

mention that they are working with a mental health professional

express clearly that they are facing mental health conditions

It is important for you to know your limitations as an MN Practitioner; if you are not certified in the field of mental health, you must draw the boundaries very carefully. If you determine that you cannot help certain clients, it is your obligation to inform them.

View discrepancies positively

You will constantly find discrepancies in the process of validating clients’ scores. Keep in mind that you should not view such inconsistencies negatively. When friction arises—when scores don’t match expectations—there can be a tendency to avoid or sugarcoat the situation, or worse, to find ways to placate the client. You could be tempted to soften your position to enable clients to perpetuate a misunderstanding simply to avoid hurting their feelings.

When discrepancies occur, clients may struggle because they want to see symmetry between their belief of what they think of their Natures are and what the scores show; after all the test and results provide a type of objectivity for validating their own understanding and beliefs, and it would be nice to know that we not only believe we know ourselves, but that there is also external proof of that! As such, inconsistencies, especially significant large, can cause a great deal of consternation.

These situations, when handled appropriately, can be the most meaningful part of the MN experience, as it provides the greatest opportunity for clients to discover their greatest misconceptions about themselves! Raising that awareness and closing these gaps lies at the heart of the MN program. The reason is that when people have an accurate understanding of themselves, they attain what is termed in Sanskirt as swasthya, or self-alignment.

How an MN Validation should be performed

How should a validation be performed?

The following details describe best practices in how an MN Validation should be performed.

Try to make the client as relaxed as possible. Taking some time to make clients feel welcomed (through small talk and offering them something to drink) goes a long way. For clients to open up, they need to be in touch with their authentic selves.

Minimize distractions. Ask clients to turn off their cellphones. Be sure yours is off as well. Try to perform the validation in a place that is quiet and free from noise or other busy activity.

Ensure there is sufficient privacy. It is best to be in an isolated room with the client. Barring that, if others are in the same physical space, ensure privacy is maintained and that distractions are kept to a minimum.

If you plan on recording the validation for your own purposes, be sure to request permission from the client in advance.

Face-to-face validations are almost always superior to validations done on the phone or virtually (through Skype or other communication applications). When you are live with clients, you will pick up more clues in terms of facial expressions, body language, intonation, etc.

When asking clients questions about their scores, ensure you take a neutral posture. Questions should never be leading.

Maintaining a neutral posture

When performing a validation, it is essential that you maintain a neutral posture with your client. This means that you should avoid:

Leading clients to answer in a way you believe they should answer

Providing an opinion

Examples (incorrect):

Don’t you think your Intrapersonal Intelligence score should be higher? (leading)

I think your Intrapersonal Intelligence is closer to an 8 out of 10. (opinion)

Oh, come on now, Zelie, you deserve more than a 6. (opinion)

Examples (correct):

Do you think your Intrapersonal Intelligence score should be higher?

It sounds like you are not so convinced with that score.

Note: It is important to recall that you are there to facilitate clients’ understanding of themselves by raising their awareness and providing tools and information to help them best analyze themselves.

The proper way to refer to traits and scores

Referring positively to MI-MN scores and levels

When you refer to a score or level of an MI or MN, be sure to maintain a positive stance toward all scores. To do so, use the word “strength” to refer to each level. Avoid using the word “weak” or “weaker”.

Examples:

How strong is your MI/MN?

This MI is stronger than that MI.

This MN is not as strong as that MN.

This MN is weaker than that MN (incorrect)

Associations between an individual and a trait

Sometimes people make the mistake of identifying themselves directly with a trait. They say things such as “I am providing,” or “I am educative,” or “I am not adventurous.” It is better to avoid using these terms in this manner, and rather, expressing the qualities as something clients possess. For example, I have a strong Entrepreneurial Nature, or My Interpersonal Intelligence is not very strong.

How to start or open your validation sessions

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