Every individual is unique

(1)

MYERS BRIGGS TYPE INDICATOR

MYERS-BRIGGS TYPE INDICATOR

MBTI

Every individual is unique…

• Each of us is a product of heredity and environment and, as a

result, is different from everyone else. The doctrine of

uniqueness however gives no practical help in understanding uniqueness, however, gives no practical help in understanding the people whom we must educate, counsel, work with, or interact with in our personal lives.

• In practise we tend to assume unconsciously that other peoples

minds work on the same principles as our own. f

• All to often, however, this is not true.

• The assumption of similarity, therefore, can promote

misunderstanding of the motives and behaviours of people whose minds operate quite differently from your own.

(2)

Th

i

i lif th MBTI

There is more in life than MBTI can

tell….

“Typology” is useful to understand one self and other people, but we shall

everyone

everyone is an individual

is an individual

with other specific

p p ,

keep in mind that…

p

traits and qualities

MBTI (Myers-Briggs Type

( y

gg

yp

Indicator)

• The most commonly used personality

indicator world wide. App 2,5 mill every year.

• Carl Gustav Jung`s typologi 1921Carl Gustav Jung s typologi 1921.

• Katherine Cook Briggs og Isabel Briggs

Myers.

• Second world war – 1942

(3)

MBTI

gives an insight in some of your most

important...

••

Preferences

••

Tendencies

••

Characteristics

but not all but not all....

MBTI in organisations

• Improving communications

• Dealing with conflict

Dealing with conflict

• Enhancing problem solving and decission making

• Recognising and managing stress

Recognising and managing stress

• Team

• Leadership development and coaching

• Career counseling

• In education

(4)

MBTI don’t measure….

Unbalance

Stress

IQ

Mental Sufferings

E

th

Normality

Gifts

Empathy

Effi i

y

Maturity

Ability to handle stress

Proficiency

Ability to learn

Efficiency

y

Basic assumption

• MBTI is built on a theory that postulates dichotomies.

These dichotomies are believed to reflect innate

psychological or mental dispositions.

• The indicator sorts people into equally valuable

groups to which, in accordance with Jung`s theory ,

they allready belong.

(5)

Spesific differences

• MBTI enables us to expect specific differences in

specific people,

and

• to cope with people and their differences more

t

ti

l th

th

i

ld

constructively than we otherwise could

• Briefly the theory is that much seemingly chance

• Briefly, the theory is that much seemingly chance

variation in human behaviour in fact is not due to

chance; it is the logical result of a few basic,

observable preferences.

energy

Extraversion Introversion

Drawn to their inner Attuned to external

E

I

Drawn to their inner world Reserved Attuned to external environment Trustful Solitary Prefer to communicate in writing Sociability Prefer to communicate by talking g

Learn best by reflection, mental ”practice”

C g

Learn best doing or discussing d Conserve Deep friendship Depth Expand Relationships Breadth Depth Breadth

(6)

energy

Extraversion

_E

_I

Introversion

Stimulated by environment Stimulated by inner ideas Stimulated by environment Stimulated by inner ideas

Energized by people Energized by privacy

Breadth Depth

”Ready, fire, aim” “Ready, aim, aim (maybe) fire” Act & then reflect Reflect & then Act

More risk Less risk

Outward Inward

Many friends & acquaintances A few close friends

E i Q i t

Expressive Quiet

Interaction Concentration Expenditure of Energies Conservation of energies

Extensive Intensive

Interest in external events Interest in internal reaction

60 % 40 %

Exercise: Exercise:

• Three or four volunteers who are pretty clear that they have a preference p y y p for Extraversion and three or four volunteers who are pretty clear that they have a preference for Introversion.

• The task is to design a poster that illustrates where you would go and what you would do on your ideal weekend break.

• 5 minutes

(7)

(8)

(9)

My Sunday breakfast

– interview with

Thorvald Stoltenberg

Karin is reading the ne spaper So am

- Karin is reading the newspaper. So am

I. In addition I am talking about what I

am reading. She doesn’t. It makes a tense

am reading. She doesn t. It makes a tense

atmosphere. I think it’s important that

she gets my points of view as an

additional value – but she wants another

value, quietness - to read herself. We

have continued like this for 48 years

have continued like this for 48 years.

Exercise

• I am going to show you a picture, and I want you to just

look at it for 10 seconds

(10)

Exercise part 2

• I am going to show you a picture, and I want you to just

look at it for 10 seconds

(11)

Perception

S

N

Sensing iNtuition

S

N

Knowing by the five senses Knowing by a “sixth sense” Experience Hunches

Experience Hunches Realistic Speculative Perspiration Inspiration

Grounded and

close to the roots

Flying above

the details

Actual Possible "Down to earth” “Head in the clouds”

Utility Fantasy

close to the roots

and details of life.

the details,

seeing patterns.

Fact Fiction Practicality Ingenuity

Sensible Imaginative

Live in the “here & now” “Imagine the possibilities” Sees each piece of the puzzle Sees the puzzle as a whole

One step follows another Skips out of order One step follows another Skips out of order

Enjoy Anticipate Practical Theoretical 60 % 40 % 60 % 40 % Perception Perception Sensing iNtuition

_S

_N

Future possibilities

Imaginative and verbally creative

Present realities

Focus on patterns and possibilities Observe details when they relates t tt

Factual and concrete

Focus on what is real and actual

to patterns

Move quickly to conclusions, follow hunches

Observe and remember details Build carefully and thoroughly t d l i

Future – head in the sky Want to change, improve or develop

towards conclusions

Here and now - Down to earth

Lets keep on as we do using well develop

Prefers their own, new methods Lets keep on as we do, using well

(12)

Exercise part 3

• What did you see? (Take down a few notes.)

• Look at your notes. Is it S or N?

• Compare and discuss with your neighbors

Hva en typisk S ser i bildet

• Frukttrær med frukter og blomster i mange farger

Mann med ljå over skulder og

• Gul kirke med rund kuppel og kors + ansikt i bueformet dør En rund gul ost

• Mann med ljå over skulder og kjetting med kors, skipperlue

• Rekke med 5 hus hvor de to i idt d ( tt t

• En rund gul ost

• Kvinne i profil, grønn, med hvite (rosa) lepper, uten pupill (hvit), h tt k tb d kk midten er opp ned (ett grønt og

ett rødt) + to gule og hvite

• Sauehode på venstre side

( f ) å

hatt m rosa kantband, smykke m kors + perler i ass farger

• Linje mellom øynene til de to f

(profil) røde lepper, streker på kjaken, stort øye hvor det i pupillen er var formet en klokke ( lk tid) K i å k kk d

profiler

• Bildet malt i 1911

• Øverst til venstre stjernehimmel (melketid) Kvinne på krakk med

en geit.

Ø j

(13)

Hva en N kan se i bildet

Bildet virker som en religionskamp, det symboliserer en kamp

mellom godt og vondt. ”Narren” kunne symbolisere at kvinnen

g

y

som kjempet for levebrødet ved å melke kua ikke ble verdsatt.

Husene som sto på hodet virker som en protest mot det som føles

rett for andre. Det var store motsetninger i landsbyen. Mørke

skyer over landsbyen som en vond forbannelse, mens mannen

med ljåen virker som et forsøk på å skape et vondt samfunn.

Det virker som et innadvendt/introvert samfunn hvor de mørke

kreftene rår.

Exercise

1. How do you like to be appreciated or

recognised? I like to be ..

2 What do you like to be appreciated or recognised

2. What do you like to be appreciated or recognised

for?

3. How do you feel if you are not appreciated or

i

d i thi

?

(14)

Judging Thinking Feeling

_T

_F

Objectivej Subjectivej Logic Conviction Head Heart Truth-justice Relationship-harmony Truth-justice Relationship-harmony

Policy Social values Long range Immediate & personal view

C iti A i t Critique Appreciate Cool Caring Impersonal Sympathy

Logical and

analytical.

Relational and

connected to the

Principles Values Analyze plans Understand people

Precise Persuasive

environment.

Standards Good or bad

60 % 40 %

Judging Ju g ng

Thinking Feeling g

_T

_F

g

Prepare and consider

First thinking, then conclusion

Conclude

Concludes, then, if necessary First thinking, then conclusion

Analysing and reasoning

Use cause and effect reasoning

Concludes, then, if necessary think

Guided by personal values

Strive for harmony and positive interactions

Strive for an objective standard

g

Objective Subjective

interactions Compassionate Values – good or bad j

of truth Reasonable

P i i l d d Values good or bad

Fair – want everyone treated as an individual

Principles - standards

Fair – want everyone treated equally

(15)

Recognised/appreciated for?

Thinking types may say:

• Prefer the word

Feeling types may say:

• Prefer the word

“recognised”.

• A job well done (outcome).

“appreciated”.

• Our personal contribution.

• Not for an average job; we

feel insulted.

• Making a difference

because of who we are.

• Task-oriented

achievements.

• Helping others practically

(Sensing) or in their

development (Intuition)

development (Intuition).

How recognised/appreciated?

Thinking types may say

• By someone we respect.

Feeling types may say

• Personal and genuine

y

p

• Not too effusively.

• Money (or other objective

g

thanks.

• We like plenty of

y (

j

measure of effectiveness)

• Being given a larger project.

appreciation.

• Must be sincere; can easily

d t

t i

i

it

detect insincerity.

• Tokens and gestures often

appreciated more than

money (but more money is

nice!).

(16)

What if not recognised/appreciated

Thinking types may say:

• Angry, annoyed.

Feeling types may say

• Hurt.

g y

y

• Distancing (I’ll show them).

• Reduced input.

• Demotivated

• Loss of confidence

p

• It is their problem – they are

wrong.

• What did I do wrong

• Lack of appreciation can

• Find source of

non-recognition and find out why

pp

affect Feeling types

profoundly.

ie problem solve.

• • Down, but get over it.

Dealing with the outer world D a ng w th th out r wor

Judging Perceiving g g

_J

_P

g

Flexible

A spontaneous and flexible way of life

Scheduled

Organise their lives

J

P

A spontaneous and flexible way of life Afraid of losing opportunities

Adapt change course Organise their lives.

Wants predictability.

Creates and follow plans _{Adapt, change course}

Feel energised by last minute pressure C l

p

Try to avoid last-minute stresses

Systematic _Casual

Open ended Systematic

Methodical

(17)

Dealing with the outer world

Judging Perceiving

_J

_P

Decisive Adaptable

Settled Pending

Decided gather more data Deliberate Spontaneous Deliberate Spontaneous

Planned Open ended

Structure “Go with the flow”

"Let's get the show

on the road"

"Let’s wait & see"

Under control Life as it happens

Fixed Flexible

Closure Openness

.

p

“Decide Now” ”Keep options open” Plan ahead Adapt as you go

D dli Di i

Deadline Discoveries Productive Receptive

(18)

Professor Carl August Fleischer

More than four letters…

• De fire preferansene med sin betydning.

• The dynamic between the four preferences reflects motion

The dynamic between the four preferences reflects motion

and energy.

• The four mental functions represents hierarchy and

p

y

potential for personal growth and development.

(19)

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

Alike, but different

••

Everyone with a common

type will have something

in common

in common,

••

but they will also be

different

(20)

ISTJ ISFJ INFJ INTJ ISTJ Rules Regulations Rituals ISFJ

Work behind the scenes.

INFJ

Are an inspiration to others.

INTJ

Can improve anything. Just ask.

- and right ISTP

Will find the shortcut

ISFP

Love all living life.

INFP

Life is exciting, but

INTP

Incubate ideas.

to anything! that is my secret.

ESTP

Makes the most of the

ESFP

Are a surprise and love

ENFP

Give life an extra

ENTP

Answers the question Makes the most of the

moment.

Are a surprise and love a surprise.

Give life an extra squeeze.

Answers the question and questions the answer.

ESTJ ESFJ ENFJ ENTJ

ESTJ

I know the answer. The question is of no interest.

ESFJ

Are the hosts and the hostesses of the world.

ENFJ

Articulates… & articulates… & articulates

ENTJ

Born with military boots on.

&

ISTJ

Lord, help me to relax about ISFJ

Lord, help me to be more

INFJ

Lord, help me not be a

INTJ

Lord, keep me open to insignificant details

beginning tomorrow at 11:41.23 a.m.

laid back and help me to do it EXACTLY right.

perfectionist. (Did I spell that correctly?)

others' ideas, WRONG though they may be.

ISTP ISFP INFP INTP

ISTP

God, help me to consider people's feelings, even if most of them ARE hypersensitive.

ISFP

Lord, help me to stand up for my rights (if you don't mind my asking).

INFP

God, help me to finish everything I sta…

INTP

Lord, help me be less independent, but let me do it my way!

yp ESTP

God, help me to take responsibility for my own

ti th h th '

ESFP

God, help me to take things more seriously, especially

ti d d i

ENFP

God, help me to keep my mind on one th - Look a bird

i t ti

ENTP

Lord, help me follow established procedures t d O d th ht actions, even though they're

usually NOT my fault.

parties and dancing. - ing at a time. today. On second thought, I'll settle for a few minutes. ESTJ

God, help me to not try to

ESFJ

God, give me patience, and I

ENFJ

God, help me to do only

ENTJ

Lord, help me slow down-RUN everything. But, if You

need some help, just ask.

mean right NOW. what I can and trust you for the rest. Do you mind putting that in writing?

Lord, help me slow down andnotrushthrough-whatIdo. Amen.

(21)

Ways to introduce change to an IS

Relate it to what I know

Make practical sense to me.

Change in a steady pace, step by step

Ways to introduce change to an IN

Relate it to new theories and concepts.

Let me work on change that has impact, especially conceptually, and with ideas. Change in a steady pace, step by step

Be careful and mindful of details.

Give me time to think about it.

Change “the way we things are done around her” only on necessity.

especially conceptually, and with ideas.

Don’t burden me with routines. Let me change at my own pace, swiftly og slowly, as I think I need to.

Let me set my own quality control and

y y

Keep on to what is working.

Recognise and take care of the continuity.

y q y

standards.

Let me work with my own ideas.

Change the ideas and concepts. •Let us stick to what is working!

•Continuity.

•Let us think about it in another way! •Vision.

Ways to introduce change to an ES

R l t it t th k I d

Ways to introduce change to an EN

R l t it t h i thi i ld

Relate it to the work I do

Show met he practical results change will bring

Offer a steady progression, step by step

Be realistic with the schedule and don’t

Relate it to changing things in my world.

Challenge my imagination.

Minimize the routine, maximize the variety

Let me work on the broad focus and overview of the change

Be realistic with the schedule, and don’t expect too much too soon.

Let me “hash it over” with others.

Show me that my work will be more effective if I make the change

of the change.

Let me brainstorm with others and try out my ideas to see if they work and how people react to them.

effective if I make the change

•Let’s do it! •Action

•Lets change it..! •Change.

Adaptive Creativity Innovative Creativity

Group exercise

• What is giving you energy?

• What is draining you for energy?

What is draining you for energy?

• What is your passion?

• Vision

• Symbol

(22)

Loyal

Responsible Procedures

Holding on to traditions Not always being responsive to

Decisive

Planed organised h t k y g p

the need for change Being dependable, steady

approach to work Social responsibility

What?

workers, good at following

trough Stability

Facts and realities Precise

Order/system ”Never repair something

Facts and realities

Style: Stabilizer

Never repair something that isn’t broken”

y

Seeking: To belong

W k L k f d d t t

Weakness: Lack of order and structure

SJ

Sensing Judgers

Seeking: To belong

Style: Stabiliser/tradition defender

Strengths

Pitfalls

To manage

Pedantic

To manage

Precise

Takes responsibility

Pedantic

Lack of flexibility

Working on wrong case

Takes responsibility

Keep others responsible

A th it

I th hi

h

Working on wrong case

To much focus on what's

i

Authority: In the hierarchy

going wrong

(23)

Easygoing Want to respond to ever-changing here and now situations Easygoing

Process orientated

Realistic

Here and now Impulsive

Likes fun

Spontaneous Here and now

When? Likes fun

Good in crises

Concrete and practical

Adaptable

High need to feel free to act, getting things done

Unrestricted

When I cant fix it I read the Action orientated experimenters When I cant fix it, I read the _manual.

Style: Trouble shooter/negotiator Style: Trouble shooter/negotiator Seeking: Action W k R ti Weakness: Routine

SP

Sensing Perceivers

Seeking: Action

g

Style: Trouble shooter/negotiator

Strengths

Pitfalls

Problem solver

Making problems

Problem solver

Practical

Improviser

Making problems

Little interest for the future

Easily bored

Improviser

Early starter

Authority: The moment

Easily bored

Lack of follow up

Vague interest for hierarchy

(24)

Seductive _Creative Who? Supporting others Sympathetic Mystisk Hypersensitive to Who? Relations Getting people to work

conflicts Independent g p p effectively and harmoniously together D i t th b t i l

Trying to find themselves N d iti f db k Cooperation

Drawing out the best in people Needs positive feedback and attention

Giving positive feedback Focus on possibilities Giving positive feedback

Style: Catalyst Style: Catalyst Seeking: Identity Weakness: Guilt Weakness: Guilt

NF

INtuitive Feelers

Seeking: Identity

Style: Catalysts

Strengths

Pitfalls

M ti

ti

T i

t

b d

Motivating

Empathetic

S

i i

h

f li

Trying to save everybody

Guilt

A

id

fli

Sensitive to others feelings

Persuading

Avoids conflict

Being to easily hurt

(25)

Compete with them selves and others _{Getting bored of routine} Hard working Knowledge Intellectually curious Verbally strong Why? Independent

Impatient with those whom Seeing the large picture, Principles

p

they don’t see as competent

Lik l it

See g e a ge p c u e, the larger context

Architects of change, as organisational entrepreneurs Why? Elitistic Likes complexity Arguing organisational entrepreneurs Why? Style: Visionary

Grasping the underlying principles and dynamics What will happen if….

y y Seeking: Competence Weakness: Incompetence Weakness: Incompetence

NT

INtuitive Thinkers

S ki

C

Seeking: Competense

Style: Visjonary

Strengths

Pitfalls

Konseptualisers

p

Mental gymnasts

Planing systems

Competent and consistent

gy

To complex

Complex and theoretical

Competent and consistent

Determined and just

Authority: Competense

Complex and theoretical

Impersonal

The NT defines competence

(26)

Energy Exstraversion Introversion

_E

_I

60 %

40 %

Perception •Outward •Expressive •Sociable •Inward •Quiet •Privat

60 %

40 %

p Sensing iNtuitiion

_S

_N

•Patterns P ibiliti •Piece F t

60 %

40 %

Judgement Thinking

_T

_F

Feeling •Possibilities •Future •Facts

•Here and now

Thinking

_T

_F

Feeling

•Involved in the situation •Personal values

•Harmony •Outside the situation

•Logical •Principles

M: 60 %

K: 40 %

M: 40 %

K: 60 %

Organising Judging Perceiving

_J

_P

•Harmony •Relation •Principles •Task

60 %

40 %

•Decisive •Planned - organised •Deadline

•Wait and see

•Spontanous and flexible •Discoveries