Myers-Briggs Type Indicator an Introduction

7/28/2019 Myers-Briggs Type Indicator an Introduction

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Myers-Briggs Type Indicator: An

Introduction

State the purpose for administering MBTI to the group.You could say something like, "Today I want to introduce you to

one of the most widely used instruments for helping individuals

learn more about their personalities. The instrument is the MBTI.

We will administer the instrument today, score it, and report your

results to you during a subsequent class session. Once you receive

your results, we plan to use the information to help you with your

career exploration."

What the MBTI is and is not.

The MBTI s a practical application of the typology theory

developed by the Swiss psychologist Carl Jung. It was one of the

first psychological instruments developed to help individuals learn

about the positive aspects of the personality. The development of

the MBTI, that you are about to take, was the life work of two

brilliant women. Katherine Briggs and her daughter Isabel Briggs-

Myers. Their intention for its use was to help individuals discover

their strength and celebrate their uniqueness. With that in mind, it

is important that you answer the questions as truthfully as possible.

The results will only be valid and useful to you if your answers are

the "real" you. What I mean by that is not answering in one of your

roles, such as your "student self" or your "son or daughter self" oryour "work self" or any other of those many persons that we all

assume in different situations and environments. Another way

people tend to answer the questions is as their "best self" or how

they would like to be or how they hope they will be one day. Try

not to do that. Again the results will not be valid if you don't

answer like you really are.

Remember the MBTI is intended to help you identify your

preferences: things or behavior that you like or favor.

Preference is one of the key words when talking about the MBTI or

type theory. Preference in this context refers to favoring one thingor one way of acting over another. For instance, you may prefer

rock music to classical music, but that doesn't necessarily mean

that you don't like classical at all, or that you'd never like classical

music or be incapable of liking classical music. It means that

normally, given a choice between rock or classical, you would pick

rock because that's your preference. All of this is to say thisthe

MBTI instrument is made up of 126 questions that ask you to

choose one thing over another. When you answer these questions,

remember that your choice is the thing that you prefer the most or

in most situations would prefer.


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A couple of other notes about what the MBTI is NOT:

It is not an IQ test

It is not an indicator of illness or dysfunction

It is not an indicator or any type mental deficiency The MBTI does not show any flaws of an individual

It does define the positive differences we all have

Again, the MBTI can:

Increase self-awareness and recognize strengths

Help you better understand others, including friends,

spouses and children

Help you communicate better

Help you choose a career

Finally, the question usually comes up of, "Who is going to

see my results?" We hope that you'll share your results as

readily as you would tell someone your name or where

you're from. That will be up to you. At the college, your

instructor, the test scorer, and I will be aware of your results

and we will, of course, make you aware of ours.

*Questions?

*Read the "Instructions for Completing the MBTI Form."

1. Extrovert-Introvert This scale explains how we get our energy.

Extroverts (E) are energized by interaction with others. They love to talk, participate,

organize, party. They are people of action. Extroverts love parties, especially when

they can talk with everyone present. Es are pulled into social life and find it difficult

to settle down, read, or concentrate on homework. They hate to listen and need to talkto work out their ideas. They will find many college tasks challenging (reading,

research, writing) because they are solitary endeavors.

Introverts(I) are energized by the inner world of reflection, thought, and

contemplation. They need space and time alone. Introverts like reading, lectures,

written over oral work. They usually have a longer attention span and prefer to think

things through before acting. Is are uncomfortable in discussion groups, may find it

difficult to remember names, and hesitate to speak up in class. Introverts will have fun

at a party if they can talk with one person all night.

2. Sensing-Intuitive (S-N) This scale suggests how you take in information. It has the

biggest impact on how we learn.


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Sensing(S) people rely heavily on their five senses to take in information. They like

concrete facts, organization, and structure. They are good at memorization, usually

realistic, and relatively conventional. Is are oriented toward the present, the concrete,

and the here and now. Sensing people usually like outlines, clear guidelines, and

specifics. They often have difficulty with theory. They ask who, what, when, where?

Sensing students read the question several times before answering it to be certain theyunderstand it.

Intuitive(N) people see the world through intuition. They learn by hunches, look at

the forest rather than individual trees. They want to know the theory before deciding

that facts are important. They are creative, innovative, and work with bursts of

energy. Ns will write their term paper and then finish the required outline. Intuitives

will always ask "why" before anything else. Intuitive students may not read a test

question all the way through, sometimes missing a key part, because they act on their

hunches.

3. Thinking-Feeling This range tells how we make decisions.

Thinking(T)people decide on the basis of logic, analysis, and reason. They follow

their head rather than their heart, value truth over tact, and sometimes appear blunt

and uncaring about the feelings of others. Ts usually have strongly held principles,

value fairness over everything, and need purpose. People who must make decisions

that negatively effect many individual lives (surgeons and corporation presidents) are

often Thinking types.

Feeling(F) persons follow their heart rather than their head. They decide on the basis

of their feelings, personal likes and dislikes. They want others to like them so find it

difficult to say no or disagree with others. Fs need and value kindness. Feeling types

value harmony and are distressed by interpersonal friction. Feeling types are often

found in social work, elementary school teaching, and other helping professions. They

feel rewarded when they can help others.

4. Judging-Perceiving This range suggests the type of life style and work habits we

prefer.

Judging (J) types try to order and control their world. They are decisive, may be

closed-minded, and are usually well organized. They meet deadlines, like planning,

and prefer to work on only one thing at a time.

Perceiving (P) types are spontaneous and don't like to be boxed in by deadlines or

plans. They want to gather more information before making a decision. They work at

many things at once. Ps are flexible and often good in emergencies when plans are

disrupted. Their biggest problem is procrastination. They may make a calendar of

things to do, but will probably lose it.

How E and I Preferences Affect Learning

EXTRAVERSION INTROVERSION


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Cognitive style: Theextraversion preference isexpressed as a cognitive stylethat favors:

Learning by talking andphysically engaging theenvironment,

letting attention flowoutward toward objectiveevents,

talking to help thoughtsto form and become clear

learning through

interactions, verbal andnon-verbal

Study style: Extravertedstudy styles favor:

acting first, reflectingafter,

plunging into newmaterial

starting interactionsneeded to stimulate

reflection andconcentration

having a strong,interesting, externalreason for studying,beyond learning for itsown sake

avoiding distractions thatwill cut into theirconcentration

studying with a friend studying to prepare to

teach someone

Instruction that fits E's:Theextravert types do their bestwork with:

opportunities to think outloud; e.g., one-to-onewith the teacher,classroom discussions,

working with another

Cognitive style:Theintroversion preference isexpressed as a cognitivestyle that favors:

quiet reflection keeping one's

thoughts insideuntil they arepolished

letting attentionflow inward

being engrossed ininner events: ideas,

impressions,concepts

learning in private,individual ways

Study Style: Introvertedstudy styles favor:

reflecting first,acting after

looking for newdata to fit into the

internal dialoguethat is always goingon

working privately-perhaps checkingone's work withsomeone who istrusted

reading as the mainway of studying

listening to otherstalk about topicsbeing studied, andprivately processingwhat they take in

extraverting justwhen they choose

Instruction that fits I's:These types likesituations that let them:

work internally with


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student, action projectsinvolving people

learning activities thathave an effect outsidethe learner, such asvisible results from aproject

teachers who manageclassroom dialogue sothat extraverts haveways to clarify their ideasaloud before they addthem to class discussion

assignments that let

them see what otherpeople are doing and isregarded important

their own thoughts:listening, observing,lab work, reading,writing

processexperiences at ownpace

present the resultsof their work informs that let themkeep privacy

have ample time topolish their workinside beforeneeding to present

it have time to reflect

before answeringthe teacher'squestions

tie their studies totheir own personalinterests, theirinternal agenda

How the S and N Preferences AffectLearning

SENSING

Cognitive style:The sensingpreference is expressed in acognitive style that favors:

being careful to get thefacts right

memory of facts observing specifics,

absorbing data starting with concrete

experience, then movingto the abstract aimingtoward soundness ofunderstanding, staying

connected to practicalrealities around oneself

INTUITION

Cognitive style: Theintuition preference isexpressed in cognitivestyle that prefers:

being caught up ininspiration

moving quickly inseeing meaningsand associations

reading betweenthe lines

relying on easy useof words more than

memory of facts focusing on general


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attending to what is in thepresent moment

Instruction that fits S's:Sensing types do their best work

with: instruction that allows

them to hear and touch aswell as see (or only readabout) what they arelearning

hands-on labs, materialthat can be handled

relevant films and otheraudio-visuals

computer-assistedinstruction

first hand experience thatgives practice for the skillsand concepts to belearned

teachers who provideconcrete experiences firstin any learning sequence,before textbooks

teachers who show them

exactly what facts andskills the adult worldexpects of them

teachers who do not move"too quickly" throughmaterial, touching just thehigh spots before jumpingfrom thought to thought

assignments that allowthem to start with factsbefore having to imaginepossibilities

skills and facts they canuse in their present lives

concepts morethan details andpractical facts

relying on insightmore than careful

observation

Instruction that fitsN's: They perform theirbest work with:

assignments thatput them on theirown initiative

real choices in theways they work outtheir assignments

opportunities forself-instructionindividually or witha group

opportunities to beinventive andoriginal

a system ofindividual contractsbetween teacher

and students fascinating new

possibilities experiences rich

with complexities work that stays

fresh by calling fornew skills, not justrepetition ofexisting skills

teachers with briskpace, who don't go"too slowly"

How the T and F Preferences AffectLearning

THINKING FEELING


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Cognitive style: Apreference for thinking isexpressed in a cognitivestyle that favors:

making impersonaljudgements

aiming towardobjective truth

analyzingexperiences to findlogical principlesunderlying them

keeping mental life in

order through logicalprinciples

staying cool and freeof emotionalconcerns whilemaking decisions

naturally critiquingthings, finding flawsto fix, aiming towardclarity and precision

Study style: The thinkingpreference is reflected in astudy style that favors:

logically constructedsubject matter

classrooms free fromemotionaldistractions

interesting problemsto analyze

wanting to bringlogical order out ofconfused situations

wanting to getmastery overmaterial

Instruction that fits T's:The thinking types do theirbest work with:

teachers who are

logically organized

Cognitive style: Apreference for feeling isexpressed in a cognitive stylethat favors:

making caringjudgements

taking into accountpeople's motive andpersonal value

attending torelationships betweenpeople, seekingharmony

personalizing issues andcauses that have highpriorty

staying tuned toemotional aspects of life

naturally appreciatingpeople and things

Study style: Students whoprefer feeling judgmentusually favor:

having topics to studythat they care deeplyabout, with a humanangle to them

learning throughpersonal relationshipsrather than impersonal,individualized activities

warm and friendlyclassrooms

learning by helping,responding to other'sneeds

Instruction that fits F's:The feeling types do theirbest work with:

teachers who valuepersonal rapport withstudents

assignments that have

a goal of contributing to


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subjects that showcause and effectrelationships

subjects that respondto logicfeedback that showsthem specificobjectiveachievement

others

receiving appreciationfor them as personsharmonious small-groupwork

HOW THE J AND P PREFERENCES AFFECTLEARNING

JUDGEMENT

Cognitive style: Runningone's outer life with ajudgement process isexpressed as a cognitivestyle that favors:

having a clearstructure in a

learning situationfrom the beginning

aiming towardcompletions andgetting closure

having life organizedinto an orderly plan,

looking forconsistency, wantingto be able to predict

how things will comeout.

Study style: J typestypically adopt a studystyle that includes:

planful andscheduled work,drawing energy fromthe steady, orderlyprocess of doing

work

PERCEPTION

Cognitive style: Runningone's outer life with ajudgement process isexpressed as a cognitive stylethat favors:

open explorationwithout a preplanned

structure staying open to new

experiences managing emerging

problems with plans thatemerge with theproblems

having the stimulationof something new anddifferent.

Study style: P types typicallyadopt a study style thatincludes:

spontaneously followingtheir curiosity

studying when thesurges of impulsiveenergy come to them

studying to discoversomething new to them

finding novel ways to do


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wanting to knowexactly what theyare accountable forand be whatstandards they willbe judged

seeing assignmentsas serious business,and persisting indoing them.

Instructions that fits Js:The J types do their bestwork with:

preplanned

structure, and ateacher whocarefully provides it

predictability andconsistency

formalizedinstruction thatmove s on orderlysequences

prescribed tasks,

milestones,completion points,ceremonies to honorsuccessfulcompletions.

routine assignments soas to spark enoughinterest to do theassignments.

Instructions that fits Ps:The P types do their best workwhen:

they can pursueproblems in their ownway

they have genuinechoices in assignments,as with a system ofindividual contracts in

which the student cannegotiate some of theactivities

assignments hold theirinteresttheir work feels likeplay.

WHEN LEARNING SOMETHING NEW, I WOULDRATHER:

E --or-- I

Talk out my thoughtsas they come to me

Plunge in Interact with other

people or thingswhile learning

Try out ideas rightaway

Keep thought insideuntil they're polished

Try things out in mythoughts first

Do my learning inprivate, individualways

Look inside myself forideas and energy

Take plenty of time


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before I act

WHEN LEARNING SOMETHING NEW, I WOULD

PREFER:S --or-- N

Doing somethingpractical, useful rightnow

Starting with solidfacts

Going step by step innew material

Starting with knownthings and adding on

Starting with first-hand experience thatgives practice inthings to be learned

Starting with hands-on things

Doing something thatcatches myimagination

Starting withinteresting concepts

Finding my own way innew material

Exploring possibilities Sampling new skills

rather than practicingfamiliar ones

Starting with a conceptor idea

I DO MY BEST LEARNING WITH:

T --or-- F

Teachers whoorganize theclassroom withlogical systems

Feedback that showswhat I do and don'taccomplish

A cool, objectiveapproach to things Clear, logical material

to study

Things I can analyze

Teachers who organizethe classroom throughharmony and personalrelations

Feedback that showsappreciation of me asa person

Personal relationshipsas the key to mylearning

Issues and causes Icare deeply about

Situations wherehelping people is themain work

I GET MY BEST ENERGY FOR LEARNING WHEN I:


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J --or-- P

Have thingsorganized in a clearplan

Have deadlines andstay well ahead ofthem

Do my work in asteady way towardcompletion

Know just what I amaccountable for

Have instruction thatis organized and

move in predictableways

Can explore thingswithout preplanning

Spontaneously follow

my curiosity Do my work when the

surges of interest takehold of me

Have genuine choicesin assignments

Have work that feelslike play

Sensing(S) people rely heavily on their five senses to take in information. They like

concrete facts, organization, and structure. They are good at memorization, usually

realistic, and relatively conventional. Is are oriented toward the present, the concrete,

and the here and now. Sensing people usually like outlines, clear guidelines, andspecifics. They often have difficulty with theory. They ask who, what, when, where?

Sensing students read the question several times before answering it to be certain they

understand it.

Intuitive(N) people see the world through intuition. They learn by hunches, look at

the forest rather than individual trees. They want to know the theory before deciding

that facts are important. They are creative, innovative, and work with bursts of

energy. Ns will write their term paper and then finish the required outline. Intuitives

will always ask "why" before anything else. Intuitive students may not read a test

question all the way through, sometimes missing a key part, because they act on their

hunches.

Type Related Strategies For Students ToTry To Develop Their "Less-Preferred"

Type Preferences

All students should study with students who are successful -learn from their methods

E .


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Distraction free study environment Utilize a study group

Limit organizational memberships

I . Class Discussions - goal to make comment per

session Prepare ahead to comment

Join an organization

S . Make big picture connections and patterns Whenever possible do labs, then read theory Don't ask how long, many, etc. questions of faculty

Don't study longer & harder, - study smarter

N . Break long term assignments into manageable parts

Set specific goals, proofread backwards andforwards

T . The world is not solely black or white, learn to see

the gray too

Don't split hairs

F . If professor is blunt or unfriendly - it probably means

nothing personal Study away from phone, roommates, etc. Be sure study groups have some T's to insure task

orientation

Say no to distractions - if they are really your friendsthey'll understand


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acting.

Sensing

Ss often avoid moretheoretical tasks and cansometimes spend more timeon the details of a task thannecessary. Ss may alsobecome locked into theirroutine approaches to tasks,even when these approachesare inefficient.

Intuition

Ns often have to redo tasksbecause they neglectedimportant details; they alsotend to avoid routinechores. They may want tocomplete each task in aunique way, which may bemore time consuming.

Thinking

Ts tend to schedule whatthey feel are the mostimportant tasks first, even ifthese tasks are the mostunpleasant ones. Theunfortunate consequence isthat Ts sometimes never getaround to more rewardingand relaxing activities.

Feeling

Fs tend to schedule thetasks about which they carethe most, whether or notthese are the most pressingones. They may avoid tasksthat are not connected totheir personal values.

Judgment

Js tend to be natural timemanagers, with oneimportant caveat. They aregood at making schedulesand sticking to them, butthey are not always flexible.They need to learn how to

"plan to be spontaneous."They need to plan to stop atkey intervals and re-evaluatetheir schedules.

Perception

The more spontaneous Psare often reluctant to makeschedules. When they do,they often fail to followthem or conveniently losetheir "list of things to do." Psmay also overcommit

themselves and havetrouble meeting importantdeadlines. Ps need to learnhow to prioritize andconcentrate on the mostimportant tasks.

The Styles

Sensory Learners


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The intuitive feeler(NF) is the creative learner. Lacking aptitude for both logic and

memorization, most at home in the abstract, the NF represents the greatest risk for

non-completion of the educational process. The NF learns best through metaphor,

building new learning on a structure of comparison with some other known concept,

no matter how far afield. NF's usually work well in cooperative groups, and should

study with other classmates whenever possible. The NF student should look foranother situation in which the same "rules" apply, as those that apply to the concept

being studied. "How is an internal combustion engine like a rock band?" has meaning

for the NF, who will see connections between the various energy sources and sounds

in the two contexts, and thereby enhance understanding of internal combustion

engines

SELECTED CHARACTERITICS OF PERSONOF DIFFERENT PSYCHOLOGICAL TYPES

Extraverts Direct their energy and attention primarily toward

the outside world of people, things, activities. Are people ofaction. Are often gregarious, talkative, think best "with

volume on." Are energized by people and activity; relax through

them. Prefer to act first, think about it afterwards.

Introverts

Direct their primary energy and attention toward theinner world of reflection, thought, and feeling.

Often work well with thoughts and ideas. Think "with the volume off"; may share thoughts

only if asked. May find it difficult to remember names and faces. May be exhausted by too many people and

activities; relax and are energized through quiet,privacy, intimacy.

Prefer to think things through carefully beforeacting.

Sensing types

Perceive the world primarily through the five senses. Are interested in facts. Are realistic, practical, down to earth.

Are usually accurate, steady, precise, patient andeffective with routine and details.


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Value harmony; are distressed by serious argument,interpersonal friction; may have difficulty being firmand assertive.

Need and value kindness.

Judging types

Approach the outside world in ajudging attitude,trying to order and control it.

Make up their minds and come to decisions quickly. May jump to conclusions, even be closed-minded. Plan ahead; like to make and follow plans. Like to work steadily until finished, get things done

as soon as possible; dislike working on many things

at once. Are usually well organized; dislike having things

disorganized and unpredictable.

Perceiving types

Approach the outside world in aperceiving attitude,gathering information, trying to adapt to the world.

Like to delay decisions, get more information, keepoptions open.

Are flexible, spontaneous, often good inemergencies or when plans are disrupted.

Work at many things at once, may start more thanthey finish.

May be prone to procrastination and / ordisorganization.

Are often very adaptable and open-minded.

MYERS-BRIGGS TYPE INDICATOR (MBTI)

The Myers-Briggs Type Indicator (MBTI) describes four basic aspects of human

behaviour:

Extraversion - outer world

of actions, objects, &

people

Orientation - how we

direct our energy,

externally or internally

Introversion-inner world of

concepts & ideas

Sensing -immediate, real,

solid facts of experience

Perceiving - how we take

in (perceive) information

iNtuition -possibilities,

meanings, and relationships

Thinking -objective,

impersonal analysis of

Judging - how we make

decisions (judge)

Feeling -subjectively

weighing personal values


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facts, logicand choices for self and

other people

Judging - planned, orderly

ways; aiming to regulateand control events

Interface - how we

interact with ourenvironment

Perceiving -spontaneous,

flexible ways; aiming to

understand and adapt toevents

The letters used to describe your "type" come from the first letter of each word

(except for intuition, where N is used). The words that are used to describe each of

these aspects of human behaviour can be confusing since we use them in everyday

language, sometimes with different meanings. It is important to discuss them with a

trained MBTI practitioner to make sure you understand how they are used here.

Our preferences in each aspect, and the degree to which we use our preferences,

provide a useful classification for understanding ourselves and others. (They also helpexplain many of the misunderstandings that can arise in communication among

different "types".)

Each of us will at times operate in all of the ways being described. But we most

frequently feel more comfortable and more natural using our preferred modes of

behaviour, especially for an extended period of time or when we are under stress.

As you will see, no preference or "type" is better than the other. All have their

advantages and disadvantages depending on the situation in which you find yourself.

Do not just accept the score on the inventory without "verifying" your type by

observing and reflecting on your behaviour and preferences in a variety of settings.

The combination of your preferences in each aspect, and the degree to which to you

use your preference, determines your type and helps describe your preferred

behaviour much of the time.

It is common to prefer one function but to frequently use another, depending on the

demands of the situation. In the case of Introverts, their preferred function is saved for

their inner world, showing a different face to the world outside them.

ORIENTATION

EXTRAVERSION INTROVERSION

Description

Extraversion is an orientation to the outer

world, what is happening now.

Introversion as a focus on the inner world

of ideas, concepts

- focus attention on people and things

around them

- often sit back, observe and reflect


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- energized by interaction

- talk while thinking (think by talking)

- involved in a variety of activities

- like to share their ideas with others

- seek breadth of understanding

- energized by privacy

- carefully consider an idea before

discussing it

- like to concentrate on a few tasks at a

time

- crave reflection time

- demand depth of understanding

On The Job

- like variety and action

- often good at greeting people,

remembering names and faces

- impatient with long slow jobs,

complicated procedure

- can act quickly, sometimes without

thinking

- interested in seeing results

- like quiet for concentration

- happy to work alone

- can work on one project for a long time,

careful with details

- think a lot, sometimes without acting

- more concerned with the idea behind the

job than with results

Relationships

- enjoys many friends

- shows feelings easily

- trusting of others

- straight forward, easy to understand

- requires a lot of your time and attention

- can intrude on others

- understands life by living it

- prefers a few close friends

- may not show emotions openly

- shares innermost thoughts with few

people

- "still waters run deep"

- craves time alone, centres their energy

inward

- can be too private

- takes life seriously

Seen by Others As


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ACTIVE

SOCIABLE

PRACTICAL

CONFIDENT

REFLECTIVE

RESERVED

OBSERVANT

QUIET

PERCEIVING FUNCTIONS

SENSING INTUITING

Description

Depends directly on the five senses for

information

Takes in information through impressions,

from the unconscious, "sixth sense"

- collect data, details; prefer specificexamples

- realistic, practical, concrete

- concerned with immediate experience

- aware of what is happening around them

- patient with routine, tested ideas

- enjoy a standard way of doing things

- go immediately to possibilities,consequences, associations

- imaginative, creative, symbolic

- concerned with future possibilities

- may seem unaware of surroundings

- easily bored with routine, repetitive tasks

- crave innovation, change, variety

On The Job

- like established ways of doing things,

defined procedures

- enjoy using and refining skills already

learnt

- work steadily

- accurate with facts and details

- tries to be precise

- don't trust their inspirations

- like solving new problems, complicated

situations

- prefer learning new skills, bored with

repetition

- work in bursts of energy and enthusiasm

- tends to estimate or approximate details

- dislike taking time for precision

- follow their inspirations, good or bad

Relationships

- aware of and affected by physical

surroundings

- may seem indifferent to environment


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- task is more important than relationships

- may seem hard-hearted; make practical

decisions based on facts

- able to reprimand or fire people when

necessary

tasks

- get along well with most people; tend to

be sympathetic; may seem soft-hearted

- avoid telling people unpleasant things

Relationships

- sees criticism as helpful, and fair

- needs system and order

- tends to be more truthful than tactful

- must understand cause-and-effect

- can appear unconcerned of the feelings

of others

- needs a harmonious environment

- values harmony over fairness

- tends to agree with others; can seem

"wishy-washy"

- not always able to express ideas in

logical, sequential way

- intensity of feeling can lead to "moods"

Seen by Others As

IMPERSONAL

LOGICAL

CRITICAL

BUSINESS LIKE

HONEST, FAIR

WARM

SENTIMENTAL

CARING, COMPASSIONATE

PEOPLE ORIENTED

AGREEABLE

INTERFACE

JUDGING PERCEIVING

Description

Concentrates energy on dealing with the

environment by making decisions (using

Thinking orFeeling preference).

Concentrates energy on dealing with the

environment through gathering

information (using Sensing or iNtuiting

preference).

- like things to be settled - need an open, spontaneous life style


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accepting people and things as they are

Seen by Others As

ORDERLY, SYSTEMATIC

CLEAR

DECISIVE

SUCCESSFUL, RESPONSIBLE

SPONTANEOUS, FLEXIBLE

OPEN

INDECISIVE

ADAPTABLE, UNDERSTANDING

The MBTI Dimensions

(Drawn loosely fromManaging for the Future, by Ancona, Kochan, Scully, Van Maanen, and

Westney.)

Interacting with Others

Extraversion

Like variety and action

Often impatient with long, slow

jobs

Are interested in the activities oftheir work and in how other people

do it

Often act quickly, sometimes

without thinking

Develop ideas by discussion

Like having people around

Learn new tasks by talking and

doing

Enjoy meeting new people

Seek out social gatherings

When speaking publicly will often

improvise

Likely to contribute a lot in

meetings

Can be impulsive

Introversion

Like quiet for concentration

Tend not to mind working on one

project for a long time

uninterruptedly Are interested in the facts/ideas

behind their work

Like to think a lot before they act,

sometimes without acting

Develop ideas by reflection

Like working alone with no

interruptions

Learn new tasks by reading and

reflecting

No strong need to meet regularly

with others

When speaking publicly will

prepare in depth and speak from a

plan

More likely to consider

consequences before acting socially

Understanding the World


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Tend to be firm-minded and can

give criticism when appropriate

Look at the principles involved in

the situation

Feel rewarded when job is donewell

Often let decisions be influenced by

their own and other people's likes

and dislikes

Tend to be sympathetic and dislike,

even avoid, telling people

unpleasant things Look at the underlying values in

the situation

Feel rewarded when people's needs

are met

Allocating Time

Judging

Like clarity and order

Concerned with resolving matters

Dislike ambiguity

Orderly

May rush to quick decisions

Can be inflexible once decision is

made

Emphasize decision taking over

information getting

Concern is to implement

Work best when they can plan their

work and follow their plan

Like to get things settled and

finished

May not notice new things that

need to be done

Tend to be satisfied once they reach

a decision on a thing, situation, or

person

Reach closure by deciding quickly Feel supported by structure and

schedules

Focus on completion of a project

Perceiving

Enjoy searching and finding

May procrastinate in search of even

better information

Can tolerate ambiguity

Concerned to know, not organize

Take in tons of data

Open minded and curious

Emphasis on diagnosing over

concluding and resolving

Concern is to know

Enjoy flexibility in their work

Like to leave things open for last-

minute changes

May postpone unpleasant tasks that

need to be done

Tend to be curious and welcome a

new light on a thing, situation. or

person

Postpone decisions while searching

for options Adapt well to changing situations

and feel restricted without variety

Focus on the process of a project

EVALUATION OF THE PERSONAL STYLE INVENTORY

Each pair of columns in the scoring table represents one of the four dimensions

evaluated by the Personal Style Inventory.

I =Introversion AND E = Extroversion


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N = Intuition AND S = Sensing

T = Thinking AND F = Feeling

P = Perceiving AND J = Judging

The total scores in each column indicate relative strengths and balances in the four

dimensions. (for example, I and E is one dimension).

Column scores of 12 or 13 suggest a balance in the two components of the

dimension.

Column scores of 14 or 15 suggest slight imbalance; that component of the

dimension is slightly stronger than the other component.

Column scores between 16 and 19 suggest a definite imbalance; that

component of the dimension is definitely stronger than the other component.

Column scores between 20 and 25 suggest a considerable imbalance; that

component of the dimension is considerably stronger than the other

component.

An individual's style type is indicated by the four columns with scores of 14 or more;

column scores of 12 or 13 reflect balance. The following paragraphs describe the style

types and indicate the learning implications of particular strengths and weaknesses in

the four dimensions. Type descriptions are quoted from Jewler and Gardner (1993, p.

54-55).

INTROVERSION - EXTROVERSION

o "Persons more introverted than extroverted tend to make decisionssomewhat independently of culture, people, or things around them.

They are quiet, diligent at working alone, and socially reserved. They

may dislike being interrupted while working and may tend to forget

names and faces."

Possible Strengths: Most introverts work independently, work

alone, are reflective, work with ideas, avoid generalizations,

and are careful before acting. Introverts may excel in scientific

lab work, courses requiring attention to detail, and activities

requiring diligence and planning.

Possible Weaknesses: Most introverts avoid others, are

secretive, may lose opportunities to act, may be misunderstoodby others, and dislike being interrupted. Introverts may perform

poorly in study groups or cooperative learning activities, in

tasks requiring interpersonal communication, in social

situations, or in jobs requiring extensive contact with the

public.

o "Extroverted persons are attuned to the culture, people, and things

around them. The extrovert is outgoing, socially free, interested in

variety and in working with people. The extrovert may become

impatient with long, slow tasks and does not mind being interrupted by

people."

Possible Strengths: Most extroverts interact well with others,are open, prefer action, and are well understood by others.


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Extroverts may perform well in study groups or cooperative

learning activities, class participation, tasks requiring

interpersonal communication or "hands on" work, social


public.

Possible Weaknesses: Most extroverts cannot work wellwithout other people, need change and variety, are impulsive,

and are impatient with routine. Extroverts may experience

difficulty in time management, following detailed or extensive

directions, independent study, monotonous or regimented tasks,

or tasks requiring planning, like writing research papers or

developing research projects.

INTUITION - SENSING

o "The intuitive person prefers possibilities, theories, invention, and the

new and becomes bored with nitty-gritty details and facts unrelated to

concepts. The intuitive person thinks and discusses in spontaneous

leaps of intuition that may neglect details. Problem solving comeseasily for this individual, although there may be a tendency to make

errors in fact."

Possible Strengths: Intuitors tend to see or look for

possibilities, work out new ideas, work with complicated tasks

or issues, and solve novel and unique problems. Most intuitors

excel at generalizing and seeing the "big picture," and thus may

perform well on essay tests or remember main points in

readings or lectures. They may perform well on tasks requiring

originality or understanding of theory.

Possible Weaknesses: Intuitors are often inattentive to detail

and precision, are inattentive to the actual and the practical, are

impatient with tedious tasks, lose sight of the here-and-now,

and jump to conclusions. They may perform poorly in math or

science courses, on subjective tests, and on repetitive or

analytical tasks. They may need to be reminded of the everyday

applicability or practicality of skills and knowledge, especially

to maintain their interest in subjects they dislike or in topics

that are of little personal interest to them.

o "The sensing type prefers the concrete, factual, tangible here-and-now,

becoming impatient with theory and the abstract, mistrusting intuition.

The sensing type thinks in detail, remembering real facts, but possiblymissing a conception of the overall."

Possible Strengths: Most sensers attend to detail, are practical,

remember details and facts, are patient, and are systematic.

They often perform well on subjective tests or in science,

statistics, accounting or math courses.

Possible Weaknesses: Sensers often do not see possibilities,

lose sight of the "big picture," mistrust intuition, become

frustrated with the complicated, and prefer not to imagine the

future. They may not perform well on essays, or tasks requiring

examination of alternate viewpoints. They may have trouble

following complicated directions and may thus requiresimplification or clarification. They may not develop or


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and make decisions based on all data. They may excel in social

interactions and interpersonal relationships.

Possible Weaknesses: Perceivers tend to be indecisive and

easily distracted from tasks, and they often do not plan, control

circumstances, or finish projects. Perceivers may have trouble

making decisions, delineating problems and activities,completing unstructured tasks, or finishing tasks in a timely

manner.

o

o "The judger is decisive, firm, and sure, setting goals and sticking to

them. The judger wants to make decisions and get on to the next

project. When a project does not yet have closure, judgers will leave it

behind and go on to new tasks."

Possible Strengths: Judgers make quick decisions, plan, give

orders, and remain on-task. They may excel in independent

study and delineating problems and plans of action.

Possible Weaknesses: Judgers may be stubborn and inflexible,may make decisions based on insufficient data, may be

controlled by tasks or plans, and may wish to work

uninterrupted. They may experience difficulty working with

others or making informed decisions.

Using your learning style

School

Knowing about the strengths of your learning style is important to your success in

learning. With your particular learning style you have certain likes and dislikes in how

you learn. Learning style determines how you understand and interpret information,

what kind of teacher you work with best, and what kinds of class activities you prefer.

After the lesson on learning styles in the video, the teacher gave the students a

homework assignment. If you are like Tran, you need the teacher to give very specific

directions for the assignment. You want to know how many people you should talk toand you want an example of exactly what the teacher expects. But if you're like

Shaylee you are already developing your own ideas about the assignment. You are

excited about the opportunity to be creative. Some students enjoy a project that is

different from typical school work and uses skills besides reading and writing. If

you're like Eddie, you are motivated by a project that lets you actively do something

outside of class-like interview someone, build a model, or review a favorite television

show.

You have certain ways of learning based on your style. There is no one right way to

go about learning. By understanding your learning style you can be confident in your

ability to learn and use your strengths and the strategies that work best for you.


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sensing

S You like clear goals. You are careful and pay attention to details.

You like going step-by-step.

You have a good memory for facts.

You pay more attention to practical tasks and ideas.

Style StrengthsS's learn best when they can ask their teacher to explain exactly what is expected and

focus on skills and assignments that are important in their lives. They like to use

computers, watch films or find other ways to see, hear, and touch what they are

learning.

Style ChallengesS's need to learn how to figure out how to do an assignment on their own, be more

accepting of assignments that don't seem important or real to them, and ask for help

from teachers who move too quickly, In school S's need to practice using their

imagination and problem solving in new ways.

intuitive

N

You like reading and listening.

You like problems that require you to use your imagination.

You like variety.

You are more interested in big ideas than in little details.

You like starting on new projects better than finishing old ones.

Style StrengthsN's learn best when they can find ways to be imaginative and creative in school. They

prefer to follow their inspiration and understand the big picture before they begin

school tasks and projects.

Style ChallengesN's need to learn how to be more observant and realistic, be patient with teachers that

go "too slow," and find a way of practicing routine skills. In school N's need to

practice taking traditional forms of testing (like multiple choice and fill-in-the-blank

tests), completing projects, and being more specific and concrete.


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thinking

T

You want to be treated fairly.

You like teachers who are organized.

You want to feel a sense of achievement and skill.

You use clear thinking to figure out problems.

You like clear and logical directions.

Style StrengthsT's learn best when they schedule time to study and put information in a logical order

that makes sense to them. They succeed when they can focus on what they already

know in order to make connections to new information.

Style ChallengesT's need to find a way to be more comfortable when emotional issues come up in

class and work with teachers who aren't organized. In school T's need to practice

being more thoughtful toward other students when in pairs and doing group work,

giving positive feedback to other students, and making decisions "with their hearts."

feeling

F

You like to have a friendly relationship with your teachers.

You learn by helping others.

You need to get along with other people.

You like to work with groups.

You like assignments that are meaningful to you.

Style StrengthsF's learn best when they can study with a friend, find opportunities to choose topics

they care about, and help others.

Style ChallengesF's need to learn how to work alone on activities like worksheets and in computer

labs, to take criticism, and to think logically instead of emotionally. In school F's need

to practice worrying less about feelings and more about the project at hand, and

accept that conflict in group work is a part of learning.


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judging

J

You like to have a plan and stick to it.

You work in a steady, orderly way.

You like to finish projects.

You treat school as serious business.

You like to know exactly what is expected of you.

Style StrengthsJ's learn best when they set short-term goals, make a study schedule and find out from

the teacher exactly what is expected.

Style ChallengesJ's need to learn how to accept unpredictable events, be more comfortable with open-

ended situations, and make the most of classes that seem too unstructured. In school

J's need to practice approaching problems from a more playful perspective, spend

more time considering the process of learning and problem solving, and be more

flexible.

perceiving

P

You are open to new experiences in learning.

You like to make choices.

You are flexible.

You work best when work is enjoyable.

You like to discover new information.

Style StrengthsP's learn best when they find new ways to do routine tasks to spark their interest and

study to discover new information and ideas. They prefer being involved in projects

that are open-ended and don't have firm deadlines.

Style ChallengesP's need to pay more attention to deadlines, accept learning situations that are

structured and programmed, and participate in projects they have no choice in

selecting. In school P's need to practice completing assignments, staying on task with

projects, and being more aware of time when they have assignments d


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Each pair of columns in the scoring table represents one of the four dimensions

evaluated by the Personal Style Inventory.

I =Introversion

AND E = Extroversion

N = Intuition AND S = Sensing

T = Thinking AND F = Feeling

P = Perceiving AND J = Judging

The total scores in each column indicate relative strengths and balances in the four

dimensions. (for example, I and E is one dimension).

Column scores of 12 or 13 suggest a balance in the two components of the

dimension. Column scores of 14 or 15 suggest slight imbalance; that component of the

dimension is slightly stronger than the other component.

Column scores between 16 and 19 suggest a definite imbalance; that

component of the dimension is definitely stronger than the other component.

Column scores between 20 and 25 suggest a considerable imbalance; that

component of the dimension is considerably stronger than the other

component.

An individual's style type is indicated by the four columns with scores of 14 or more;

column scores of 12 or 13 reflect balance. The following paragraphs describe the style

types and indicate the learning implications of particular strengths and weaknesses inthe four dimensions. Type descriptions are quoted from Jewler and Gardner (1993, p.

54-55).

INTROVERSION - EXTROVERSION

o "Persons more introverted than extroverted tend to make decisions

somewhat independently of culture, people, or things around them.

They are quiet, diligent at working alone, and socially reserved. They

may dislike being interrupted while working and may tend to forget

names and faces."

Possible Strengths: Most introverts work independently, work

alone, are reflective, work with ideas, avoid generalizations,

and are careful before acting. Introverts may excel in scientific

lab work, courses requiring attention to detail, and activities

requiring diligence and planning.

Possible Weaknesses: Most introverts avoid others, are

secretive, may lose opportunities to act, may be misunderstood

by others, and dislike being interrupted. Introverts may perform

poorly in study groups or cooperative learning activities, in

tasks requiring interpersonal communication, in social


public.


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Documents

Myers-Briggs Type Indicator an Introduction