1 | intro core vs flex | | | | | | | 3 | 0.71% |
2 | the dmis model cultural | | | | | | | 3 | 0.71% |
3 | perception the dmis model | | | | | | | 3 | 0.71% |
4 | trusting scheduling communicating credits | | | | | | | 2 | 0.47% |
5 | dimensions trusting scheduling communicating | | | | | | | 2 | 0.47% |
6 | meyer’s dimensions trusting scheduling | | | | | | | 2 | 0.47% |
7 | quiz meyer’s dimensions trusting | | | | | | | 2 | 0.47% |
8 | profile quiz meyer’s dimensions | | | | | | | 2 | 0.47% |
9 | dmis model cultural profile | | | | | | | 2 | 0.47% |
10 | flex perception the dmis | | | | | | | 2 | 0.47% |
11 | core vs flex perception | | | | | | | 2 | 0.47% |
12 | vs flex perception the | | | | | | | 2 | 0.47% |
13 | strongly about collaborating with | | | | | | | 1 | 0.24% |
14 | important for values and | | | | | | | 1 | 0.24% |
15 | “helping” someone learn a | | | | | | | 1 | 0.24% |
16 | or “helping” someone learn | | | | | | | 1 | 0.24% |
17 | tolerance or “helping” someone | | | | | | | 1 | 0.24% |
18 | about tolerance or “helping” | | | | | | | 1 | 0.24% |
19 | this is especially important | | | | | | | 1 | 0.24% |
20 | is especially important for | | | | | | | 1 | 0.24% |
21 | especially important for values | | | | | | | 1 | 0.24% |
22 | just about tolerance or | | | | | | | 1 | 0.24% |
23 | about collaborating with others | | | | | | | 1 | 0.24% |
24 | collaborating with others isn’t | | | | | | | 1 | 0.24% |
25 | for values and behaviors | | | | | | | 1 | 0.24% |
26 | that we tend to | | | | | | | 1 | 0.24% |
27 | we tend to feel | | | | | | | 1 | 0.24% |
28 | tend to feel strongly | | | | | | | 1 | 0.24% |
29 | learn a better way | | | | | | | 1 | 0.24% |
30 | to feel strongly about | | | | | | | 1 | 0.24% |
31 | feel strongly about collaborating | | | | | | | 1 | 0.24% |
32 | someone learn a better | | | | | | | 1 | 0.24% |
33 | skip to the content | | | | | | | 1 | 0.24% |
34 | a better way of | | | | | | | 1 | 0.24% |
35 | to identify situations where | | | | | | | 1 | 0.24% |
36 | from understanding each other | | | | | | | 1 | 0.24% |
37 | people from understanding each | | | | | | | 1 | 0.24% |
38 | preventing people from understanding | | | | | | | 1 | 0.24% |
39 | difference in perspective is | | | | | | | 1 | 0.24% |
40 | a difference in perspective | | | | | | | 1 | 0.24% |