Myers-Briggs Type Indicator

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Myers-Briggs Type Indicator

• HCOP
• University of Hawaii at Manoa
• June 7, 2005

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PURPOSE

• It identifies a persons natural tendencies or
  preferred ways of doing things.
• It reports your preferences on four scales.
• Each scale represents two opposite preferences on
  a continuum.
• It is primarily concerned with the valuable
  differences in people that result from where they
  like to focus their attention, the way they like
  to take in information, the way they like to make
  decisions, and the kind of lifestyle they adopt.

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HISTORY/DEVELOPMENT

• Based on Jungs typology.
• Modified and elaborated by Isabel Meyers and her
  mother, Katharine Briggs.
• Katharine become intrigued by the similarities
  and differences in human personality about the
  time of World War I and began to develop her
  own typology. She later discovered that Jung had
  developed a similar system.
• The sufferings and tragedies of the war stirred
  Meyers desire to do something that would help
  people understand each other and avoid
  destructive conflicts. This resulted in the
  creation of the type indicator.

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HISTORY/DEVELOPMENT

• Published forms have been in existence since
  1956.
• Since 1975, over 30 million people have taken the
  Indicator.
• Today, the MBTI is one of the largest selling
  tools for self-awareness. It has been translated
  into more than 30 languages and is used to help
  people in career choices, marriage and family
  counseling, communication, leadership, learning,
  etc.

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• WARM UP ACTIVITY
• WRITING WITH YOUR DOMINANT AND
• NON-DOMINANT HAND
• How did it feel?
• Description of your writing?
• Grade?

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TYPE VERFICATION AND BIAS
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CAN WE CHANGE OUR TYPE?
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Concepts for Understanding TypeVerifying Your
Type Preference

• VC C M S S M C VC
• E Extravert Introvert I
• Directing energy toward Directing
  energy toward
• the outer world of
  the inner world of
• people objects
  experience ideas
• VC C M S S M C VC
• S Sensing Intuition N
• Focusing on what Focusing on
  perceiving
• can be perceived by patterns
• the five senses relationships

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Concepts for Understanding TypeVerifying Your
Type Preference

• VC C M S S M C VC
• T Thinking Feeling F
• Decisions based on
  Decisions based on
• logical analysis with personal or
  social values
• objectivity detachment with understanding
  harmony
• VC C M S S M C VC
• J Judgment Perception P
• Prefer a planned, Prefer a
  flexible,
• decisive, orderly spontaneous way
• way of life of life

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16 Myers-Briggs Types
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP
ESTJ ESFJ ENFJ ENTJ
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Preference Clarity
Dichotomy Greatest Preferences Raw
Pts. Clarity Category E-I 11-13 Slight 14
-16 Moderate 17-19 Clear 20-21 Very
Clear
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Preference Clarity
Dichotomy Greatest Preferences Raw
Pts. Clarity Category S-N 13-15 Slight 16
-20 Moderate 21-24 Clear 25-26 Very
Clear
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Preference Clarity
Dichotomy Greatest Preferences Raw
Pts. Clarity Category T-F 12-14 Slight 15
-18 Moderate 19-22 Clear 23-24 Very
Clear
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Preference Clarity
Dichotomy Greatest Preferences Raw
Pts. Clarity Category J-P 11-13 Slight 14
-16 Moderate 17-20 Clear 21-22 Very
Clear
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TYPE DESCRIPTIONS
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THEORY OF TYPE DYNAMICS Dominant favorite
process best developed Auxiliary second best
developed Tertiary developed
somewhat Inferior/shadow least
developed Dominant - directs our overall
functioning more dependable, have more
confidence in it rely on it for our best
functioning. Dominant and auxiliary balance and
complement each other - one is used to supply
you with information and the other to make
decisions based on that information.
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THEORY OF TYPE DYNAMICS Dominant and auxiliary
functions are used differently by Es and Is.
Es - dominant used in the outer world and
auxiliary used in the inner world. Is - dominant
used in the inner world and auxiliary used in the
outer world. Inferior function is the opposite
of the dominant function
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THEORY OF TYPE DYNAMICS E attitudes or
orientations I S the perceiving functions
N T the judging functions F J attitudes or
orientations P
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ACTIVITY DOMINANT- TYPE ALIKE GROUP WHAT
IS GREAT ABOUT US?
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COPING UNDER STRESS Emergence of the
Shadow Use of my Shadow
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MBTI AND LEARNING

• What learning activities have you
  enjoyed/facilitated your learning?
• What learning environments have you preferred?
• What learning activities/situations have you
  disliked/impeded your learning?
• What learning environments have you disliked?

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Learning and Personal Preferences

• EXTRAVERTS
• Enjoy talking, movement, action learning
• Enjoy cooperative projects
• Readily share speak in class
• Can talk on their feet
• Want to experience things to really understand
  them
• More trial and error
• Need to plan more before leaping into projects

• INTROVERTS
• Need advance notice to think, plan, rehearse
  before sharing ideas
• Enjoy solitary reading writing
• Teacher-centered lecture
• Can work for long periods on one project/task
• May spend too much time thinking about an
  assignment before doing it.
• Need to leap in sometimes without thinking so much

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Learning and Personal Preferences

• SENSING Types
• Learn best in step-by-step progression
• Prefer hands-on experience
• Value practical application of knowledge
• Excel in memorizing facts can practice without
  variation
• Enjoy structured classes
• Are good with details predictable routines
• Master facts and details then big picture

• INTUITIVE Types
• Prefer concepts to discrete facts
• Excel at imaginative tasks less patient with
  routines
• Tend to avoid or overlook details
• Readily grasp words symbols
• Need to know the overview (BIG picture) first,
  then fill in facts and details

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Learning and Personal Preference

• FEELING Types
• Need personal encourage-ment the human angle is
  important
• Allow feelings to override logic objectivity
• May suppress own needs ideas to keep harmony
• Are able to be empathetic
• Dislike expressing opinions that differ from
  those of peers
• Have difficulty being brief businesslike
• Need to see how material can support personal
  value system

• THINKING Types
• Need logical rationales for projects
• Are more truthful than tactful
• Value fairness more than harmony
• Are able to be objective
• Contribute intellectual criticism
• Take facts, theories, ideas more seriously
• Content may be more important than audience
• Clear criteria and teacher feedback are important

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Learning and Personal Preferences

• PERCEIVING Types
• May be so open to new information that completion
  is delayed
• Are flexible curious but may tend to
  procrastinate
• May complete work in a last minute flurry of
  activity
• May make lists may or may not complete them
• Are willing to improvise change procedures
• Prefer freedom to explore within broad limits
• Feel imprisoned in highly structured classroom
• Need to prioritize and improve decision-making
  skills

• JUDGING Types
• May finish quickly but may miss new valuable
  information
• Are good managers of time but could be too rigid
• Naturally plan organize work make and complete
  tasks
• Are decisive organized planners
• Enjoy closure, results, products good at
  completing tasks
• Prefer structured learning environment clear
  objectives, deadlines
• Gauge learning by completion of tasks

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MBTI and Learning

• INTROVERSION- brings periods of reflection
  contemplation needed for seeing associations
  relationships between facts concepts.
• EXTRAVERSION- brings an opportunity to verify
  learning.
• INTUITIVE skills- bring an awareness of the
  connections between facts concepts, allow
  deductive reasoning.
• SENSING skills- help to provide enough facts to
  think with.

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MBTI and Learning

• THINKING skills- bring a logical order to facts
  concepts, thus adding memory.
• FEELING skills- can provide motivation to help
  maintain long-range perspective to determine
  why the learning is important.
• JUDGING skills- bring the discipline
  organization needed for effective time
  management.
• PERCEIVING skills- keep an openness to new
  potentially valuable information.

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Your type has potential strengths Develop your
type balance it by learning skills of your
opposites Type does not describe limitations on
your thinking Tells you what kinds of learning
will be harder and easier - you cant CHANGE type
but you can LEARN SKILLS.
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Its not what type you are thats important,
its what you do with your type. Type doesnt
confine you to act or or learn in a certain way,
but it frees you to draw on your strengths of
your preferences and to strengthen your ability
to use those opposite to yours TYPE DEVELOPMENT
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• Type is like walking on a tightrope . . . If
  youre going to make any progress, you have to
  work at keeping your balance.
• The scene is The Empire Strikes Back when Yoda
  levitates Luke Skywalkers spaceship after Luke
  has tried and failed . . .
• Luke says, I dont believe it!
• and Yoda replies, That is why you failed.

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SPAM MUSUBI