LEADERSHIP JOURNEY

UNDERSTANDING SELF & OTHERS

RESOURCE GUIDE

WESTERN ZONE DEPUTY PRINCIPALS

Workshop presented by: Christine Collins Christine Collins Consultancy Services Pty Ltd

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Acknowledgements Notes prepared by Christine Collins for use in a workshop designed and presented by:

Christine Collins of Christine Collins Consultancy Services Pty Ltd ACN 067 470 222

How to Contact Chris:

Post: P.O. Box 136 Ringwood East VIC 3135 Australia

Phone: (61 3) 9723 6208

Fax: (61 3) 9723 6208

Mobile / Cell phone: 0418 554 934

© 2012 Christine Collins Consultancy Services Pty Ltd Melbourne

These notes may not be reproduced, stored in a retrieval system or transmitted in any form or by any means without the written permission of Christine Collins

Consultancy Services Pty Ltd

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Table of Contents Acknowledgements

2

Table of Contents

3

Welcome to the Workshop

4

Workshop Program

5

Feedback and Developing Personal Insight and Understanding

6

What is the MBTI

8

Validation of Style – MBTI Preferences

10

Key Words for 16 Types

14

Workshop – Team Style Analysis

15

Workshop – Type and Planning

16

Leadership Style & Change

17

Dynamics of Type

18

Type and Conflict Resolution

20

Workshop – Type & Conflict

23

Type and Problem Solving

24

Workshop – Type & Decision Making and Problem Solving

27

Action Plan for Personal & Team Development

28

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Welcome to the Workshop

This workshop has been designed for Deputy Principals working in the Western Zone of the CEO to assist them in fulfilling the complex and demanding responsibilities of their role. This workshop will enable the Deputy Principals to identify their strengths and areas for improvement in their leadership and team management skills.

Workshop Objectives This workshop has been designed to help you: assess and confirm your Personal Style and how this impacts gain insight into the

behaviours and styles of those you interact with on a daily basis

empower you to develop a Personal Action Plan to enhance your performance in your Deputy Principal role

Workshop Outcomes As a result of your participation in this workshop, you can expect to: develop an understanding of Personal style and how it impacts on the way you lead

others, plan, make decisions, and resolve conflict

identify further development actions you need to take to enhance your leadership competencies

.

This Resource Guide contains:

materials which will be presented during the workshop

workshop activities Enjoy the workshop! Christine Collins, Consultant

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Workshop Program

Session 2 – June 1st, 2012

Time Content

9.00 – 9.15 Prayers

9.15 - 9.30 Introduction / Welcome

Objectives

Outcomes

Johari Window

Confidentiality

9.30 – 10.00 MBTI style and what it tells us about ourselves and others:

Validation of Style

10.00 – 10.20 Workshop - Team Style Analysis

10.20 – 10.50 Workshop – Type & Planning

10.50 - 11.00 Leadership Style and Change

11.00 - 11.30 Morning Tea

11.30 - 11.50 Dynamics of Type

11.50 – 12.05 Type & Conflict Resolution

12.05 – 12.25 Workshop – Type and Conflict Resolution

12.25 – 12.35 Type & Problem Solving

12.35 - 12.55 Workshop – Type and Problem Solving

12.55 – 1.00pm Evaluation

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Feedback and Developing Personal Insight and Understanding

The JOHARI Window Model offers a way of knowing ourselves and others better. The matrix below resembles a window through which each person gives and receives information about self and others. The panes of the window represent the totality of information available for sharing.

Facade

Unconscious

Public Self Blind Spots

Facade these are things I know about myself which I choose not to share

The Public Self this is knowledge about my behaviours and motivations that I and others know

Unconscious this is information about me that is not accessible to myself or others. This may include my motivations, unconscious needs, and anxieties

Blind Spots other people are aware of attitudes, values and behaviours that I do not know about myself, for example prejudice

Asking for and giving feedback can move the boundaries of the panes and reduce the amount of unconscious; however there will always be an area of unconscious.

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Disclosure and Feedback The Johari Window explores ways of receiving information. Disclosure occurs when one person trusts sufficiently to share aspects of self that the other does not know. The more trust in the relationship or willingness to take risks, the more self disclosure will occur. Disclosure decreases the area of the Facade and increases the area of the Public Self.

OT

HE

RS

Un

kn

ow

n T

o

Oth

ers

FACADE UNCONSCIOUS

Kn

ow

n T

o

Oth

ers

PUBLIC BLIND SPOTS

Known To Self Unknown To Self

SELF

The Johari Window

Feedback occurs when people perceive that someone is open to information that they do not know themselves. The more the feedback giver perceives the receiver is open and interested in making constructive use of the information, the more likely they are to take risks and reveal the impact of the receiver’s behaviour on them. To the extent that the feedback occurs, the receiver is able to reduce the area of their Blind Spots. In situations where there is high trust and a willingness to take risks, the area of the Public Self is enlarged by both feedback and disclosure.

FACADE

UNCONSCIOUS

PUBLIC BLIND SPOTS

This model indicates that trust is an environmental precondition for encouraging disclosure and feedback. It also implies that trust is increased by taking risks and engaging in self-disclosure and feedback. Increased disclosure and feedback will enhance an interpersonal relationship.

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What is the MBTI 1 The MBTI has been employed as a tool for many years by a variety of users in:

small businesses and large corporations

service industries and manufacturing concerns

consulting and training services

governments at all levels

established firms and new ventures, and

educational and health care institutions. In general, the MBTI functions as a tool that helps people in organisations to:

understand themselves and their behaviours

appreciate others so as to make constructive use of individual differences

see that approaching problems in different ways can be healthy and productive for an organisation. Specifically, organisations can use the MBTI for:

communicating more effectively with leaders, peers and employees

solving organisational or personal problems

making the most of the organisations human resources by assisting in career choice and professional development

improving teamwork

understanding and adapting to differences in management style

understanding contributions to the organisation

conflict resolution. The MBTI was developed by an American mother and daughter team, Katharine Briggs and Isabel Myers. They based the Indicator on the work of C.G. Jung, a Swiss psychiatrist who had studied people’s behaviour for many years. The MBTI provides a useful measure of personality by looking at eight personality preferences that all people use at different times. These eight preferences are organised into four bi-polar scales. When you take the Indicator, the four preferences that you identify as most like you (one from each scale) are combined into what is called a Type. For you to make the most of your results it is important to understand that the MBTI:

Describes rather than prescribes

it feeds back to you in organised form the preferences you indicated when answering the questions

Describes preferences not skills or abilities

Says that all preferences are equally important

Is well documented and researched

with hundreds of scientific studies conducted during a forty year period

Has a users organisation devoted to its continued research and development

1 Myers-Briggs, I., (1987) Introduction To Type, Consulting Psychologists Press, Palo Alto, CA

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Is This Really Me? Only you know your true preferences and, therefore, only you can say what type you are. By answering the questions on the MBTI, you had the opportunity to indicate your preferences. But the Indicator is not perfect; no psychological instrument is. So it is up to you to decide whether your type, as reported by the MBTI, is accurate. Most people agree with how the Indicator has reported their preferences. If the description of your reported type makes you feel comfortably understood, your four letters are probably right. If it does not fit you, one or more of the letters may be wrong. There are a number of reasons why this may be so. Sometimes people:

are not sure what they prefer

disown their real preference for fear that they ought to prefer the opposite; or

simply do not have a clear preference; or

their answers were affected by chance factors.

If your reported type does not seem right to

you, please take this opportunity to find a description that fits you better

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Validation of Style - The MBTI Preferences 2

Where do you prefer to focus your attention? ..................................................... EI Scale

E Extraversion

People who use Extraversion tend to focus on the outer world of people and external events They direct their energy and attention outward and receive energy from external events, experiences, and interactions Characteristics of most people who prefer Extraversion:

Attuned to external environment

Prefer to communicate by talking, or face-to-face

Learn best through doing or discussing in groups

Breadth of interests

Tend to speak first, respond quickly without pauses, reflect later

In meetings, talk out loud before coming to conclusions

Sociable and expressive

Take initiative in work and relationships

DO-THINK-DOERS

I Introversion

People who prefer Introversion tend to focus on their own inner world of ideas and experiences They direct their energy and attention inward and receive energy from their internal thoughts, feelings and reflections Characteristics of most people who prefer Introversion:

Drawn to the inner world

Prefer to communicate by writing or one-to-one

Learn best by reflection, mental practice

Depth of interest

Tend to reflect before acting or speaking

In meetings, conclude carefully before verbalising

Private and contained

Focus readily

THINK-DO-THINKERS

2 Hirsh, S., and Kummerow, J.M., (1987) Introduction to Type in Organisational Settings, Consulting Psychologists

Press, Palo Alto, CA

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How do you take in information, find out about things? ............................. The SN Scale

S Sensing

People who prefer Sensing like to take in information through their eyes, ears, and other senses to find out what is actually happening They are observant of what is going on around them and are especially good at recognising the practical realities of a situation Characteristics of most people who prefer Sensing:

Focus on what is real and actual

Value practical applications

Factual and concrete, notice details

Draw anecdotes from direct experience

Observe and number sequentially

Orderly, step-by-step presentations

In meetings, tend to follow the agenda

Present-oriented

Want information step-by-step Trust experience

N Intuition

People who prefer Intuition like to take in information by seeing the big picture, focusing on the relationship and connections between facts They want to grasp patterns and are especially good at seeing new possibilities and different ways of doing things Characteristics of most people who prefer Intuition:

Focus on ‘big picture’, possibilities

Value imaginative insight

Abstract and theoretical

Rely on insights & imagination to provoke discussions

See patterns and meaning in facts

Like novel, roundabout presentations

In meetings, tend to bypass the agenda

Future-oriented

Jump around, leap in anywhere

Trust inspiration

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How do you make decisions? .................................................................... The TF Scale

T Thinking

People who prefer Thinking in decision making tend to look at the logical consequences of a choice of action They try to mentally remove themselves from a situation to examine it objectively and analyse cause and effect Their goal is an objective standard of truth and the application of principles, and their strengths include figuring out what is wrong with something so that they can apply their problem-solving abilities Assess reality through a true/false lens Characteristics of most people who prefer Thinking:

Analytical

Logical problem solvers

Brief and concise

Use cause-and-effect reasoning

Convinced by cool impersonal reasoning

Tough-minded

Present goals and objectives first

In meetings, seek involvement with tasks

Strive for impersonal, objective truth

Reasonable Fair

Assess reality through a true/false lens

May argue both sides of an issue for mental stimulation

May think those who prefer Feeling take things too personally

F Feeling

People who prefer to use Feeling in decision making tend to consider what is important to them and to other people They mentally place themselves in a situation and identify with the people involved so that they can make decisions based on person-centred values Their goal is harmony and recognition of individuals, and their strengths include understanding, appreciating, and supporting others Assess reality through a good/bad lens Characteristics of most people who prefer Feeling: Sympathetic

Assess impact on people

Sociable and chatty

Guided by personal values

Convinced by personal information enthusiastically delivered

‘Tender-hearted’

Present points of agreement first

In meetings, seek involvement with people

Strive for harmony and individual validation

Compassionate

Accepting

Assess reality through a good/bad lens

Prefer to agree with those around them

May think that those preferring Thinking are insensitive

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How do you orient towards the outer world? ............................................. The JP Scale

J Judging

People who prefer to use their Judging process in the outer world tend to live in a planned, orderly way, wanting to regulate and control life They make decisions, come to closure, and move on. Their lifestyle is structured and organised, and they like to have things settled Sticking to a plan and schedule is very important to them, and they enjoy their ability to get things done Characteristics of most people who prefer Judging:

Scheduled

Organised

Systematic

Methodical

Plan

State positions & decisions clearly

Communicate results and achievements

Talk of purpose & direction

In meetings, focus on tasks to be achieved

Like closure - to have things decided

Avoid last minute stresses

P Perceiving

People who prefer to use their Perceiving process in the outer world tend to live in a flexible, spontaneous way, seeking to experience and understand life, rather than control it Plans and decisions feel confining to them; they prefer to stay open to experience and last-minute options They enjoy and trust their resourcefulness and ability to adapt to the demands of a situation Characteristics of most people who prefer Perceiving:

Spontaneous

Open-ended

Casual

Flexible

Adapt

Present their views as tentative & modifiable

Communicate options & opportunities

Talk of autonomy & flexibility

In meetings, focus on process to be followed

Like things loose and open to change

Feel energised by last minute pressures

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Key Words for Each of the Sixteen Types 3

Incidence of IS Type 6% Incidence of IN Type 1%

ISTJ

Trustee Steward

ISFJ

Preserver

Server

INFJ

Author Seer

INTJ

Theoretician Academician

ISTP

Artisan Guard

ISFP

Artist

Appreciator

INFP

Seeker

Searcher

INTP

Architect

Philosopher

ESTP

Promoter

Roustabout

ESFP

Entertainer

Reveler

ENFP

Celebrator Enthusiast

ENTP

Debater Inventor

ESTJ

Administrator

Organiser

ESFJ

Provider

Salesperson

ENFJ

Entrepreneur Ringmaster

ENTJ

Strategist

Commander

Incidence of ES Type 13% Incidence of EN Type 5%

3 Malone, P., Let a Viking Do It, Collins Dove, Melbourne

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WORKSHOP – Team Style Analysis

Consider this group to be a Whole School team where you do most of your planning and organising in relation to the curriculum. 1. Identify the following:

a. What preferences are in the majority?

b. What preferences are in the minority?

c. What preferences are not represented?

d. What are the implications? 2. Blind spots? 3. Conflicts/Confusions?

4. What insights have you formed about the functioning of this team in terms of MBTI types?

ISTJ

ISFJ INFJ INTJ

ISTP

ISFP INFP INTP

ESTP

ESFP ENFP ENTP

ESTJ

ESFJ ENFJ ENTJ

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WORKSHOP – Type and Planning

You and a school team who have volunteered to organise a school fund raising activity. You have all agreed that you will:

Organise an Art and Craft Market

Spend as little money as possible on goods for sale

It will be held on the school grounds/hall

It is now May and it will occur in October

Your group task is to decide:

What this Market will look like?

How many stalls will there be?

How much money do you want to generate?

Who should be involved? Observers:

Please note the planning behaviour exhibited in each of the Planning groups

Try to identify what types are represented – use verbatim examples as you observe these

Be prepared to report back to all of the participants about your observations of the planning behaviours

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Leadership Style and Change IS – Thoughtful Realist IN – Thoughtful Innovator

Leadership Through attention to what needs to be done

Through ideas to what needs doing

Change Comes from seeing the difference between what should be preserved and what could be changed

Comes internally from their vision of the future

Motto Let’s keep it! Let’s think about it differently!

ES – Action Oriented Realist EN – Action Oriented Innovator

Leadership Through action and doing Through enthusiasm

Change Comes from getting things to run more effectively and efficiently

Comes from trying something different or novel

Motto Let’s do it! Let’s change it!

Personal Style Dealing with Change 4

The S/N and P/J preferences are most important in analysing how people react to change.

NP’s

embrace change enthusiastically and may offer multiple suggestions for what to do, but they are not good at organising the changes, scheduling modifications, or documenting new procedures They may not finish what they start

NJ’s

instrumentalise change, put ideas into action, meet with groups, organise committees, think-tanks, and project-oriented task-forces, spearhead the process, develop necessary rationales and theories, establish momentum to get others involved to get the job done

SP’s

are best at the practical level of getting things accomplished. They are not good at paper work or documentation and typically prefer to stay away from such jobs. They function well as roving, task-oriented trouble-shooters It is best if they are injected into situations and then removed when things settle down

SJ’s

resist change, especially sudden, innovative change, preferring to maintain the status quo. Incremental adjustments are their cup of tea. They may tend to overlook problems for the sake of preserving existing structures and institutions They are best at codifying new procedures, documenting details of change, collecting and analysing data, and enforcing regulation of new rules and procedures

4 Robards, M.J., and Coats, S.C., (1988) Insight 11, The Leadership Dimension, CA

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Dynamics of Type Imagine a car with four passengers in it.

There are two adults in the front seats, one being the driver. The two passengers in the back seat are a young teenager and a baby. Now imagine that the four people are going on a trip. The driver is responsible for getting them to their destination, but the passenger in the front seat can take an active role in navigating and has a clear vision of the road. The back seat passengers, particularly the baby will be of little help. The teenager may be able to help out in an emergency, but his lack of maturity and experience will make him a shaky driver. The baby may even be a hindrance, as she may have outbursts that cry out for attention and distract the driver from the road.

Type follows a similar pattern to the car analogy – there is a defined hierarchy for the functions. The hierarchy of functions and how they interact is referred to as type dynamics.

Dominant Function

Takes the lead, it is the most preferred. It is used in your favourite world

For Extraverts it is the outside world, for Introverts it appears in their internal world

This function is the driver of the car

Auxiliary Function

This is the backup function; it helps out and supports the Dominant function. This is the passenger and navigator in the car analogy

The Dominant and Auxiliary function are used in opposite ways; if the Dominant is extraverted the Auxiliary will be introverted and vice versa

Tertiary Function

This is the preference that is opposite of the Auxiliary function. It may appear in introverted or extraverted forms

This is the teenager in the car analogy

Inferior Function/ Least Preferred

This is the function opposite the Dominant function. It provides a way to tap into deeper awareness of yourself and most likely to become more important at midlife. It is also the function that manifests itself when you are under extreme stress, ill or not yourself. It can show up in negative ways

This is the baby in the back seat of the car analogy

The development of our type is a lifelong process. Jung believed that people started developing their personality as early as 1 to 3 years of age. He indicated the different levels of preference became apparent at the following ages:

Dominant preference occurs around 6-12 years

Auxiliary preference occurs around 12-21 years

Tertiary preference occurs around 21-35 years

Least preferred occurs around 35-55 years. Jung believed people were able to access their least preferred in a useful way during their 40's, 50's, 60's. The midlife crisis may be about accessing that shadow or inferior side. Jung believed that we have an innate urge toward growth and that we have within us everything we need to become balanced, effective human beings.

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ORDER OF PREFERENCES FOR EACH TYPE

ISTJ

1 Sensing 2 Thinking 3 Feeling 4 Intuition

ISFJ

1 Sensing 2 Feeling 3 Thinking 4 Intuition

INFJ

1 Intuition 2 Feeling 3 Thinking 4 Sensing

INTJ

1 Intuition 2 Thinking 3 Feeling 4 Sensing

ISTP

1 Thinking 2 Sensing 3 Intuition 4 Feeling

ISFP

1 Feeling 2 Sensing 3 Intuition 4 Thinking

INFP

1 Feeling 2 Intuition 3 Sensing 4 Thinking

INTP

1 Thinking 2 Intuition 3 Sensing 4 Feeling

ESTP

1 Sensing 2 Thinking 3 Feeling 4 Intuition

ESFP

1 Sensing 2 Feeling 3 Thinking 4 Intuition

ENFP

1 Intuition 2 Feeling 3 Thinking 4 Sensing

ENTP

1 Intuition 2 Thinking 3 Feeling 4 Sensing

ESTJ

1 Thinking 2 Sensing 3 Intuition 4 Feeling

ESFJ

1 Feeling 2 Sensing 3 Intuition 4 Thinking

ENFJ

1 Feeling 2 Intuition 3 Sensing 4 Thinking

ENTJ

1 Thinking 2 Intuition 3 Sensing 4 Feeling

Dominant

Tertiary

AuxiliaryLeast Preferred Type

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Type and Conflict Resolution5

Conflict is often viewed as a threat but it can also be seen as an opportunity to challenge the status quo and to identify new and innovative ways of achieving outcomes. Similarly we can feel quite threatened when someone formulates an issue in a way that is quite different to how we might see it. We can decide ‘that is an interesting perspective and I should explore it more’ or we can shut down and say ‘this does not fit with my world view therefore it must be bad or wrong and I don’t want to know about it.’ When you are on the receiving end of close mindedness you can feel hurt, rejected, angry or demotivated. One of the most critical messages from the MBTI literature is that not one style is better than another; we need all 16 styles to have a fully functioning workplace and team. The more insight and understanding we have about our own style and that of our colleagues and how we present ourselves in conflict situations, the more empowered we will feel about how to approach conflict situations and how to resolve them. Research indicates that the dichotomy in which people have the greatest difficulty using their non- preferred function is Judging- Perceiving. Judging types often have difficulty appreciating the spontaneity, need to keep things open, and the different time frames of the Perceiving types. Perceiving types tend to dislike making decisions quickly and may feel constrained by the Judging types’ orderly approach or their perceived inflexibility. The tension between the J-P differences can often lead to conflict. The researchers also noted that when the ‘going gets tough’, Thinking types want to fix what is wrong and Feeling types want to ensure that everyone is heard or respected. This difference in decision making processes is accentuated in conflict, leading to the development of differing expectations and misunderstandings. These last two functions or ‘conflict pair’ are specifically linked to particular patterns in conflict situations. For example, all TJ types extravert their Thinking function, even though they may have different dominant functions. Similarly, all TF types introvert their thinking function, all FJ types extravert their feeling function, and all FP types introvert their Feeling functions.

Conflict Pair Type Summary

Conflict Pair

Types Common Function What it May Look Like

TJ ISTJ, INTJ, ESTJ, ENTJ

Extraverted Thinking Decisive, planned , and organised; at times critical and blunt

TP ISTP, INTP, ESTP, ENTP

Introverted Thinking Objective; search for what is right; at times stubborn

FJ ISFJ, INFJ, ESFJ, ENFJ

Extraverted Feeling Warm; seeks harmony; at times wants to smother with kindness

FP ISFP, INFP, ESFP, ENFP

Introverted Feeling Sensitive, attuned to people’s needs; at times worry for everyone

5 Killen, D and Murphy, D. (2003) Introduction to Type and Conflict. CPP, Inc Palo Alto, CA.

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A Model for Managing Conflict 6

As a result of preferences, some people will find certain stages of this conflict management process easier than others. The steps that are aligned with our natural preferences are usually more fluid and easily navigated. These are referred to as areas of ‘clear vision.’ When conflict progresses into an area of clear vision we may be inclined to spend more time and energy there as it is more manageable than other areas. In other steps where there is no alignment with the natural preference the experience is more uncomfortable and less fluid. This is referred to as a ‘blind spot.’ This does not mean that you are incapable of completing a particular stage; it just means you may need to work more consciously at it.

For instance, people with a P preference may find the Create Space stage easier to manage than a J preference. Seek Closure stage is likely to be more comfortable for the J preference. The Add Value area in the middle contains both T and F preferences.

The challenge in this area is that our non preferred decision making mode is forced to operate in our non preferred world and as a result may be somewhat unbalanced or underdeveloped. This model manages conflict in three stages:

6 op.cit.

T Add

Value

P Create Space

Seek Closure

J

Add Value

F

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Stage 1 – Create Space

Involves bringing the views, ideas, and opinions of all vested parties into the discussion. It requires gathering facts, verifying assumptions, and seeking clarification The objective of this stage is to not only hear the diverse views but to also understand them. To do so requires exploration, remaining open and withholding judgement, which are aligned with Perceiving (P) Several factors can enhance Creating Space:

Find a neutral environment for having the discussion

Use Active Listening Skills

Take breaks to cool down or to re evaluate your position

Seek a mediator if the problem is too difficult to solve on your own

Stage 2 – Add Value

Once you have a clear understanding of the issues you then need to evaluate what you have discussed. At this stage it is important to acknowledge your preference for T or F The T can add value by generating logical alternatives to the conflict situation. People with the T preference feel comfortable with analysing options, and tolerating conflict situations. They usually have a clear vision of what an acceptable outcome would look like. Ambiguity is rarely an issue The F preference focuses on the needs and interests of the people involved. The F preference person will ensure there are growth options for all parties involved. That no one will walk away empty handed. They ensure the opinions of all parties are heard and appreciated. They also tend to be willing to move to the middle ground away from singular positions

Stage 3 – Seek Closure

The notion of closure is closely associated with the J preference Several factors can enhance Seeking Closure:

Agree on the criteria or rules to be used for making decisions

Take one step at a time – involves assessing each alternative action against the criteria

Define the next steps – involves deciding how the decisions can be implemented, and monitoring and review processes

Closing the book – involves explicitly stating the end of the conflict. ‘I’m glad we could work through this situation together. Now we have worked it out, let’s get back to work’

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WORKSHOP – Type and Conflict

1. What insights have you formed about the functioning of your team members in terms of conflict resolution?

2. What blind spots exist within your team at any of the stages? 3. What could you do to minimise the possibility of conflict?

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Type and Problem Solving

To improve your ability to solve problems and make decisions, you need to learn how to use both kinds of perception (S and N) and both kinds of judgement (T and F), each for the right purpose. Look at the 7-step problem-solving process on the following page. Follow the steps to apply type to your problem-solving. You will find it helpful to remind yourself that you are apt to focus on the steps using your favourite processes and skip over the steps using your less favourite processes. Ignoring any of these can lead to trouble.

For example:

Intuitive types may base a decision on some possibility without discovering the facts that will make it impossible

Sensing types may settle for a faulty solution to a problem because they assume no better one is possible

Thinking types may ignore human values

Feeling types may ignore consequences

Another way to think of this process is shown in the problem-solving model below. Looking at the problem solving this way makes clear that you can enter the process at any point, just remember to cover all the points!

When you first approach decisions in this way it may feel awkward. It will help if, at least in the beginning, you write down what you are doing in each step.

Sensing S N Intuition

Thinking

Feeling

T

F

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Problem Solving Process

1

Define the problem

Sensing

Use perception to see it realistically. Avoid wishful thinking Sensing questions

What are the facts?

What exactly is the situation?

What have you or others done?

What has worked or not worked?

What are the bottom line realities?

What are my resources?

2

Consider all the possibilities

Intuitive

Use intuitive perception. Brainstorm. Don’t leave out a possibility because it doesn’t seem practical Intuitive questions

What are the possibilities?

What might work?

What other ways are there to look at this?

What do the data imply?

What are the connections to other issues or people?

What are the patterns in the facts?

3

Weigh the consequences of each course of action

Thinking

Use thinking judgement. In a detached and impersonal way analyse the advantages and disadvantages of each alternative. Make a tentative decision about what will give the best results Thinking questions

What are the pros and cons of each option?

What are the logical consequences of each option?

Is this reasonable?

What are the consequences of not acting?

What impact would this have on my other priorities?

4

Weigh the alternatives

Feeling

Look at the impact on people using feeling judgement. Use empathy to put yourself into the situation Feeling questions

How does each alternative fit with my values?

How will the people concerned be affected?

How will each option contribute to harmony?

How will I support people with this decision?

5 Make a final decision

Consciously, on your best course of action

6 Do it!

Act on your decision

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7

Evaluate the decision

Was it a good one? Did you consider all the facts, possibilities, impacts, and consequences?

If you are satisfied, keep on. If not, rework the steps. You may have new information; the situation may have changed; you may see consequences you didn’t anticipate; or your values may have changed

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WORKSHOP – Type and Decision Making, Problem Solving

S N T F

Time Function Facts Possibilities Consequences Impact on People

28 mins

Dominant # 1

18 mins

Auxiliary # 2

10 mins

Tertiary # 3

4 mins Least Preferred # 4

Note:

1. Identify on the ‘Order of Preferences for Each Type’ Matrix your MBTI type p.19. 2. Complete the Decision Making Matrix for your type. Write your name in for each function 3. Looking at your type on the Matrix, identify:

a. areas for focus

b. potential blind spots

4. What do you consider might be the impact on the effectiveness of the team working through problem solving activities?

5. What steps might be taken to compensate or resolve these gaps? 6. How does this preference manifest itself in the work team? 7. What are the implications for effective and efficient team functioning?

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Action Plan

PERSONAL Areas for Development

What is my MBTI style?

What are my strengths, my shadows, my blind spots?

How do I feel about this description?

What does my style mean in terms of my approach to managing change, planning & decision making, resolving conflict?

What will I prefer to do?

What will I avoid doing?

What personal areas will I need to develop in order to meet the challenges /demands of my role?

Areas for TEAM Development

What have I learnt that I can apply to my school and the teams I work in back at my school?

What is missing from our team?

What impact is that having on our team functioning?

What team preference manifests itself in our workplace?

What will I need to do differently in order for the team to function more effectively?

How will we monitor our success?

These are the three things I intend to work on over the next three months………