cpp itto binder tdl 1 - cpp asia pacific inside/4169.pdf · masters to be used as presentation...

iii

Contents

List of Exercises vii

What’s New in This Edition ix

About the Authors xi

IntroductionOrganization and Overview 2

Guidelines for Trainers 3

Part 1 Getting Inside the OrganizationCommunicating for Results 7

Entry Strategies 9

Presenting the Benefits 11

Reproducible Masters 13

Part 2 Before You Begin Your TrainingInformation You Need from Your Client 15

Information Your Client Needs from You 16

Planning Your Workshop Design and Testing 17

A Code of Ethics 22


Part 3 The Introductory WorkshopSuggested Agendas 27

Room Preparation 29

The Workshop 30

I. Opening the Session 30

II. Introducing the Preferences 31

III. Underscoring Ethical Principles and Concepts 31

IV. History of the MBTI Tool 32

V. Administering the MBTI Tool 33

VI. Presenting the Jungian Model 33

VII. Describing and Self-Selecting Preferences 36

VIII. Determining Best-Fit Type 40

IX. Experiencing Type Differences 42

X. Concluding the Session 42

Exercises 45


Part 4 Applications of Type in OrganizationsType Tips 64

Structuring Groups for Learning 66

Application 1: Leadership Development and Coaching 69

Preparing for a Leadership Development or Coaching Intervention 69

Exercises 71


Application 2: Team Building 81

Preparing for a Team-Building Intervention 81

Exercises 85


Application 3: Communication 101

Preparing for a Communication Intervention 101

Exercises 103


Application 4: Career Development 115

Preparing for a Career Development Intervention 115

Exercises 119


Application 5: Change Management 135

Preparing for a Change Management Intervention 135

Exercises 137


iv Contents

Part 5 The Type Dynamics WorkshopGoals and Objectives 150

A Sample Script 150

Exercises 159


Frequently Asked Questions About Type 165

Resources 169

Contents v

vii

List of Exercises

The Introductory WorkshopINT-1 Introduction Exercises 46

INT-2 Handedness 47

INT-3 A Day at the Beach 48

INT-4 Work Environments 49

INT-5 A Holiday Feast 50

INT-6 Giving Directions 51

INT-7 Deciding Who Should Go 52

INT-8 Definitions 53

INT-9 Meeting Agendas 54

INT-10 Starting a Project 55

INT-11 Living Type Table 56

INT-12 Leadership Styles 58

INT-13 Action Planning 59

INT-14 Letter to Myself 60

Leadership Development and CoachingLD-1 Leadership Styles 72

LD-2 Type Watching 73

LD-3 Perception Checklist 74

LD-4 Analyzing an Individual’s Fit 75

LD-5 Problem Situations 76

LD-6 Communicating Performance Issues 77

LD-7 Giving Positive Feedback 78

Team BuildingTB-1 Personal Operating Manual 86

TB-2 Living Type Table 88

TB-3 Exploring the 16 Types 90

TB-4 An Ideal Organization 91

TB-5 Team Effectiveness Analysis 93

TB-6 Analysis of a Two-Person Team 94

TB-7 Team Appreciation and Recognition 95

TB-8 Understanding Each Preference 96

TB-9 Appreciating Differences 97

CommunicationCOM-1 Communicating with Other Types 104

COM-2 Influencing Others 105

COM-3 Systematic Problem Solving 107

COM-4 Communication Styles 108

COM-5 Communication Case Study 109

COM-6 Appreciation or Recognition 110

COM-7 Conflict Resolution 111

Career DevelopmentCD-1 Career Development Icebreaker 120

CD-2 Current and Ideal Career 121

CD-3 Energizing Work Environments 122

CD-4 Preferred Task Analysis 123

CD-5 Career Search Strategies 124

CD-6 Informational Interviewing 125

CD-7 Analyzing Career Fit 126

CD-8 Career Exploration Case Study 127

CD-9 Ideal Work Relationships and Conditions 129

CD-10 Personal Workline 130

CD-11 Using Type for Job Search Communications 131

Change ManagementCM-1 Change and Stress 138

CM-2 Stress Management 140

CM-3 Type Differences and Time Perception 141

CM-4 Clarifying Longings 142

CM-5 Meaning and Purpose Sort 143

CM-6 Analyzing Change 144

CM-7 How We View Change 145

The Type Dynamics WorkshopTD-1 Stress and the Inferior Function 160

TD-2 Rest and Richness 161

TD-3 Understanding the Inferior Function 162

viii List of Exercises

1

Introduction

We recently had lunch with a group of human resources professionals. As we talked about

new trends in coaching and leadership development, one of them said, “Think of all the tools

we used for a while in this business, then threw away. The MBTI instrument is the one con-

stant in my 20 years of consulting.”

And that is why we’ve prepared a third edition of Using the MBTI Tool in Organizations. The

use of type concepts in business and organizational settings has stood the test of time. Since

the first edition appeared in 1985, countless new studies as well as real-life experiences have

confirmed the value and validity of using the Myers-Briggs Type Indicator® (MBTI®) assess-

ment in a wide variety of settings, from small partnerships to large Fortune 100 companies, as

well as in educational, governmental, medical, religious, and nonprofit organizations. In

training programs, the assessment helps build both personal understanding and an under-

standing of an organization’s norms and character.

Since its publication by CPP, Inc, in 1975, millions of individuals have taken the MBTI

instrument. Worldwide, it is now the most widely used psychological assessment tool for

both individuals and groups. By using this instrument, people become more self-aware of

their preferences for gaining energy, gathering information, making decisions, and approach-

ing life.

Trainers, participants, and others in organizational settings often see dramatic results

when type is used for:

◆ Leadership development. Type concepts provide a model for personal growth as well as

information on how other people of each type have developed leadership, communica-

tion, and work skills.

◆ Team building. The MBTI instrument effectively allows project teams and functional

departments to assess, without being judgmental, the assets and developmental needs of

their organization.

◆ Communication strategies. The MBTI instrument helps people affirm and understand

not only their own preferences but also those of others.

◆ Career development. Individuals can use type concepts to evaluate the fit between them-

selves and their jobs.

◆ Change management. The MBTI assessment provides a framework around which to

understand individual needs, stressors, and contributions during times of change.

◆ Many other applications. Because it is easy to administer, professionally interpreted, and

well researched, the MBTI assessment generates reliable data that can be used for organi-

zational and individual development. It has proved effective in interpersonal relations and

conflict resolution, providing neutral language and a framework for reducing unproduc-

tive interpersonal and intra-organizational conflict.

This resource guide is organized to help you prepare for and conduct organizational

interventions, including use of the information derived from MBTI results to conduct lead-

ership development programs, team-building programs, training courses in communication,

career development or change management, and individual coaching. The group exercises in

particular clearly demonstrate the differences that underlie the 16 psychological types.

Organization and Overview

The purposes of this guide are to bring together easy and time-tested ways to use the MBTI

tool in organizations, provide practical and adaptable applications for the assessment in vari-

ous types of interventions and training, and encourage wider ethical use of the assessment in

organizations.

Part 1: Getting Inside the Organization offers guidelines for using the MBTI assess-

ment in organizations and includes advice on presenting its benefits so that you can gain

entry into an organization. The recommendations also help internal organizational profes-

sionals as they plan for effective introduction and application of this tool.

Part 2: Before You Begin Your Training provides specific questions to consider before

you undertake training, setting the stage for a successful experience.

Part 3: The Introductory Workshop outlines a flexible workshop for introducing the

MBTI instrument to groups. The designs incorporate the use of Introduction to Type in Organi-

zations, third edition [ITO] (Hirsh and Kummerow, 1998), Introduction to Type and Coaching

[ITC] (Hirsh and Kise, 2001), or Introduction to Type and Teams, second edition [ITT] (Hirsh,

Hirsh, and Hirsh, 2003). The workshop includes:

◆ Information on using the MBTI instrument in organizations

◆ The theory and history of the instrument

◆ A brief discussion of Jung’s theory of personality types

◆ Descriptions of the preferences

◆ Information on determination of “best-fit” type

◆ Suggested exercises

Part 4: Applications of Type in Organizations supplies an overview, ideas, and learning

exercises for five interventions for organizations:

◆ Leadership Development and Coaching

◆ Team Building

2 Using the MBTI®Tool in Organizations

◆ Communication

◆ Career Development

◆ Change Management

Part 5: The Type Dynamics Workshop includes a script and suggested exercises for

introducing these more advanced type concepts.

“Frequently Asked Questions About Type” provides the answers to questions we have

often encountered from workshop participants about the meaning and complexities of type.

“Resources” contains additional sources of information relevant to all of the organizational

applications discussed in the text.

The reproducible masters (RMs) found at the conclusion of most sections of this leader’s

guide include both the presentation overheads and the participant handouts. These are intended

expressly for workshop use. Exercise care that the copyright notation at the bottom of each page is kept on

all reproduced materials. The workshop “talking points” and exercises throughout this guide refer-

ence the required RMs and other resources needed.

While the RMs are numbered for easy identification within this resource binder, you

would not use all of them in any one workshop. Let participants know that the numbers

reflect their order in this guide only and that you (may) have tailored and repaginated the

materials to meet their needs. Note as well that the text references to individual reproducible

masters to be used as presentation overheads (RM 2-1, RM 3-2, and so forth) apply both to

the printed masters provided and to the electronic version found on the PowerPoint disk

included in this program.

Guidelines for Trainers

The following guidelines are intended to help you be as effective as possible in using the

MBTI tool with groups and are based on what we have learned—sometimes the hard way—

from experience.

Be qualified and prepare thoroughly

Prepare ahead A thorough understanding of psychological type, the theory underlying the MBTI instru-

ment, is the key to effective use of the assessment. Prepare by attending a qualifying training

program or by satisfactorily completing an accredited college or university course in the inter-

pretation of psychological tests that includes the MBTI instrument. Inadequate preparation is

unethical. It can be detrimental to the participants if inaccurate information is conveyed

about the nature of their personality types.

The publisher of the MBTI instrument, CPP, Inc.,states its policy regarding purchaser qual-

ifications in its catalog. Other international publishers and distributors have similar require-

ments for the purchase and use of MBTI materials and their associated scoring services. If you

work internationally, you will want to check their requirements.

Use good resource materialsThere is always more to learn about type, more proof of its richness as a tool. A full list of refer-

ences is presented in the “Resources” section of this guide, but our favorite resources for aug-

menting and updating both understanding of the MBTI instrument and skill at interpreting it are:

Introduction 3

◆ MBTI Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator, third

edition [The Manual], by Isabel Briggs Myers, Mary H. McCaulley, Naomi L. Quenk, and

Allen L. Hammer (1998), especially chapters 1 to 5 and chapters 10 to 14. Chapter 14 is

helpful if you work in multicultural settings.

◆ Gifts Differing, by Isabel Briggs Myers with Peter B. Myers (1995), especially the pub-

lisher’s foreword, the preface, and chapters 1, 2, 4, 6 and 7.

◆ Work It Out: Clues to Solving People Problems at Work, by Sandra Krebs Hirsh with Jane A. G.

Kise (1996).

◆ LIFETypes, by Sandra Krebs Hirsh and Jean M. Kummerow (1989).

◆ The MBTI Teambuilding Program: Leader’s Resource Guide, by Elizabeth Hirsh, Katherine W.

Hirsh, and Sandra Krebs Hirsh (1992/2003).

◆ Understanding Type: A Workshop with Sandra Krebs Hirsh (audiotape, 1993).

◆ Exploring Type with the Myers-Briggs Type Indicator, by Sandra Krebs Hirsh (video, 1995).

◆ MBTI Applications: A Decade of Research on the Myers-Briggs Type Indicator, edited by Allen L.

Hammer (1996).

◆ The Portable Jung, edited by Joseph Campbell (1971).

◆ We also recommend that each participant in a workshop receive a resource containing

descriptions of each of the 16 types. Many are available, but exercises in this resource are

geared to:

● Introduction to Type in Organizations, third edition, by Sandra Krebs Hirsh and Jean M.

Kummerow (1998)

● Introduction to Type and Teams, second edition, by Elizabeth Hirsh, Katherine W. Hirsh,

and Sandra Krebs Hirsh (2003)

● Introduction to Type and Coaching, by Sandra Krebs Hirsh and Jane A. G. Kise (2000)

Join professional type organizationsJoin the Association for Psychological Type (APT), whose purpose is to promote the ethical

use of psychological type. For membership information, call 847-375-4717 or visit

www.aptcentral.org. APT sponsors international and regional conferences and provides

members with the APT Bulletin and the Journal of Psychological Type. The Association can also

help you connect with a chapter in your area.

Practice in low-risk settings Before working with groups or organizations, practice a group interpretation of the MBTI

tool in a low-risk setting with friends or colleagues. Or, co-facilitate a workshop with an

experienced MBTI professional. When you feel comfortable with group interpretations, you

can lead a session on your own and ask a more experienced person to act as your coach.

Value Myers’ comments In the 1962 Manual, The Myers-Briggs Type Indicator (page 6), Isabel Myers stated, “It is difficult

to specify a particular set of qualifications required to use the Indicator as it may be employed

in many different contexts requiring different knowledge and skills.” She added that not every

person should use it—only those people with “a practical working knowledge of the uses and

limitations of such measurement devices...a pioneer make-up...a curiosity...and a detective

instinct…to following up whatever clues it presents to problems in one’s particular field”

should administer, interpret, and train others on the MBTI instrument.


Adhere to ethical guidelines

Keep in mind the important ethical considerations outlined below when using the MBTI

assessment with groups, especially within a place of employment.

Taking the MBTI assessment should be voluntary◆ No one should feel that he or she must complete the MBTI instrument to participate in a

workshop or other intervention. Pressuring people to take the instrument is unethical and

unprofessional—it can affect the results of the instrument, the climate of the workshop,

and the quality of the trainer-participant relationship.

◆ Some people regard all tests suspiciously and are even more wary of personality or psy-

chological tests. Several reasons for this are:

● They took a “test” before as part of a training seminar and the results were unpleasant,

pejorative, shared with everyone else, or used to identify some way in which they devi-

ated from what was desired.

● They feel that their personal lives are no one else’s business.

● They dislike being labeled with a particular psychological term.

● They do not want their organization to obtain private information about them, particu-

larly when the nature and use of that information is unknown or unclear to them.

These are all valid concerns.

When the MBTI assessment is a part of a required workshop, respect privacy ◆ Allow people to participate in any of the exercises whether or not they choose to take the

assessment. Ask them to act as observers, selecting a group that is their preferred type or

one that is interesting to them. Take care not to call attention to those participants. When

people become aware of the nonjudgmental nature of the assessment, most choose to take

it. Have extra Form M Self-Scorable assessments available, just in case. (Remember to cau-

tion those who take the assessment after they have heard its interpretation to try to answer

as honestly as possible.)

MBTI results should be treated as a working hypothesis rather than an established fact ◆ Each person determines his or her “true” type based on self-selection, MBTI results, expe-

riential activities, type descriptions, and other resources. About 70% to 80% of the time,

a person’s self-selected type and MBTI results match on all four scales; agreement on at

least three scales occurs over 95% of the time. See chapter 9 of The Manual for more

information. A method to help determine a person’s best-fit type is described on pages

38–40, “Best-Fit Type.”

◆ Individuals should have the final say about the type they believe best describes them.

They need ample time, opportunity, and help to verify their own type preferences.

Type indicates preferences, not traits ◆ Resist telling participants that they behave in a certain way because they are a certain

type. This is using trait language (more of/less of; good/bad; higher/lower amount of;

better/worse; and causality) rather than type language, which is qualitative (categories,

clarity of preference, no best/worst type, etc.). While type can and does explain some behav-

iors, it does not account for all behavior in all situations. The “I” in the MBTI acronym stands

for “Indicator,” and its purpose is to indicate the direction of an individual’s preferences.

Introduction 5

Type describes normal behavior in normal people ◆ Organizational interventions are seldom intended to be personal therapy sessions. Occa-

sionally, however, individuals may require additional help beyond the objectives or focus

of your project. Be prepared to refer those people to internal employee-assistance coun-

selors, outside therapists, or professional coaches who are competent to interpret the

MBTI assessment and whose professionalism you trust. This may take some effort if you

are conducting the workshop in another city, but it is a necessary precaution. The mem-

bership directory for APT sorts people who are qualified to interpret the MBTI assessment

by special interest area and geographic location.

Treat all types as equal ◆ To avoid type bias, give equal time and weight to the descriptions of the eight preferences

and the 16 personality types. It is easy to describe your favorites at length and others more

quickly and less enthusiastically.

◆ Finally, beware of typecasting or stereotyping. Keep in mind, for example, that all ENFPs

are like all other ENFPs, some other ENFPs, and no other ENFPs. Personality type is a set

of concepts that aids people in understanding their own and others’ behavior. However,

many factors besides personality type account for the differences among people.

Maintain confidentiality

Many participants will be sensitive about their MBTI results and concerned about sharing

their type preferences publicly. Assure individuals that their MBTI results are confidential and

will not be given to anyone else without their prior permission, except in aggregate form.

As an MBTI professional, make arrangements to ensure that results will be used only for

purposes that you believe are ethical. This advance work builds trust. To do this:

◆ Check with the organization to be sure that you, as the MBTI professional, have control

over the data. Hold fast to the principle that no one’s MBTI data can be given to others or

to any organizational unit. You can, with prior permission, create and use type tables with

aggregate data (e.g., the group had three Extraverts and six Introverts).

◆ Perhaps have participants use the Form M Self-Scorable assessment to ensure confidentiality.

They will then control their type data. The downside when using the Form M Self-Scorable

assessment is that it is difficult for you to use the participants’ type data to pre-plan the

session.

◆ When possible, ask leaders, team leaders, or other highly regarded organizational people

to open the workshop, assure confidentiality, and/or describe how the MBTI tool was per-

sonally helpful and organizationally useful for them. When organizational leaders share

information about themselves and their experiences with type, it adds comfort and credi-

bility to your endeavor.

Trainers often ask how they can ensure confidentiality if people are grouped for exercises by

preference or by type. Address this concern by explicitly stating in the directions for such exer-

cises that participants can choose a group that matches their type or choose a group whose

preferences are of interest to them. That way no one knows for sure if all the participants in an

ISTJ group, for example, are in fact ISTJs or just people interested in learning about the ISTJ

type. You can also suggest to those who are reluctant to participate that they observe the activi-

ties. People can share as much or as little of their data as they are comfortable sharing. While

this may complicate the execution of some activities, it is worth the extra effort to build trust.


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