Myers-Briggs Type Indicator
HCOP
University of Hawaii at Manoa
June 7, 2005
PURPOSE
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It identifies a person’s 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.
HISTORY/DEVELOPMENT
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Based on Jung’s 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 Meyer’s
desire to do something that would help people understand
each other and avoid destructive conflicts. This resulted
in the creation of the “type indicator.”
HISTORY/DEVELOPMENT
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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.
WARM UP ACTIVITY:
WRITING WITH YOUR
DOMINANT AND
NON-DOMINANT HAND
•How did it feel?
•Description of your writing?
•Grade?
TYPE
VERFICATION
AND
BIAS
CAN WE CHANGE
OUR TYPE?
Concepts for Understanding Type
Verifying Your Type Preference
VC C M S S M C VC
E Extravert
Introvert I
Directing energy toward
the outer world of
people & objects
Directing energy toward
the inner world of
experience & ideas
VC C M S S M C VC
S Sensing
Intuition N
Focusing on what
can be perceived by
the five senses
Focusing on perceiving
patterns &
relationships
Concepts for Understanding Type
Verifying Your Type Preference
VC C M S S M C VC
T Thinking
Feeling F
Decisions based on
logical analysis with
objectivity & detachment
Decisions based on
personal or social values
with understanding & harmony
VC C M S S M C VC
J Judgment
Perception P
Prefer a planned,
decisive, orderly
way of life
Prefer a flexible,
spontaneous way
of life
16 Myers-Briggs Types
ISTJ
ISFJ
INFJ
INTJ
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
Preference Clarity
Dichotomy
Greatest
Raw Pts.
Preferences
Clarity Category
E-I
11-13
14-16
17-19
20-21
Slight
Moderate
Clear
Very Clear
Preference Clarity
Dichotomy
Greatest
Raw Pts.
Preferences
Clarity Category
S-N
13-15
16-20
21-24
25-26
Slight
Moderate
Clear
Very Clear
Preference Clarity
Dichotomy
Greatest
Raw Pts.
Preferences
Clarity Category
T-F
12-14
15-18
19-22
23-24
Slight
Moderate
Clear
Very Clear
Preference Clarity
Dichotomy
Greatest
Raw Pts.
Preferences
Clarity Category
J-P
11-13
14-16
17-20
21-22
Slight
Moderate
Clear
Very Clear
TYPE DESCRIPTIONS
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.
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
THEORY OF TYPE DYNAMICS
E
attitudes or orientations
I
S
the perceiving functions
N
T
the judging functions
F
J
attitudes or orientations
P
ACTIVITY:
DOMINANT- TYPE ALIKE GROUP
“WHAT IS GREAT ABOUT US?”
COPING UNDER STRESS
“Emergence of the Shadow”
“Use of my Shadow”
MBTI AND LEARNING
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“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?”
Learning and Personal Preferences
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EXTRAVERTS
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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
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INTROVERTS
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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
Learning and Personal Preferences
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SENSING Types
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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”
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INTUITIVE Types
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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
Learning and Personal Preference
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THINKING Types
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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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FEELING Types
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Need personal encouragement; the human angle is
important
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Allow feelings to override
logic & objectivity
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May suppress own needs &
ideas to keep harmony
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Are able to be empathetic
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Dislike expressing opinions
that differ from those of
peers
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Have difficulty being brief
& businesslike
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Need to see how material
can support personal value
system
Learning and Personal Preferences
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JUDGING Types
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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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PERCEIVING Types
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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
MBTI and Learning
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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.
MBTI and Learning
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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.
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 can’t CHANGE type
but you can LEARN SKILLS.
“It’s not what type you are that’s
important, it’s what you do with
your type.”
“Type doesn’t 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
Type is like walking on a tightrope . . . If
you’re going to make any progress, you
have to work at keeping your balance.
The scene is The Empire Strikes Back when Yoda
levitates Luke Skywalker’s spaceship after Luke
has tried and failed . . .
Luke says, “I don’t believe it!”
and Yoda replies, “That is why you failed.”
SPAM MUSUBI