Myers-Briggs Type Indicator (utk test kerja HR).ppt

Myers-Briggs Type Indicator

1. Myers-Briggs Type Indicator

2. MBTI GUIDELINES

A person’s psychological type should be regarded as a A person’s psychological type should be regarded as a
working hypothesis.working hypothesis.

Everyone uses every preference. We favor, however, one Everyone uses every preference. We favor, however, one
preference over the other on each of the four scales.preference over the other on each of the four scales.
MBTI scores should not be over interpreted. High scores do MBTI scores should not be over interpreted. High scores do
not indicate greater skill, magnitude, or use of a preference. not indicate greater skill, magnitude, or use of a preference.
Scores indicate clarity of choice.Scores indicate clarity of choice.

Psychological type can explain some human behavior—not Psychological type can explain some human behavior—not
all.all.

Type should not be used as an excuse for doing or not doing Type should not be used as an excuse for doing or not doing
something. Avoid stereotyping someone on the basis of his or something. Avoid stereotyping someone on the basis of his or
her type. her type. MBTI Team Building ProgramMBTI Team Building Program

3. Type Theory

Based on the work of Carl JungBased on the work of Carl Jung

Researched normal differences between Researched normal differences between
healthy peoplehealthy people
Jung concluded that differences in behavior Jung concluded that differences in behavior
result from inborn tendencies to use your result from inborn tendencies to use your
mind in different ways.mind in different ways.
As we act on these tendencies, we develop As we act on these tendencies, we develop
patterns of behavior. patterns of behavior.

4. Type helps us to understand…

Where you focus your attention and Where you focus your attention and
energy?energy?

How you acquire or gather information?How you acquire or gather information?

How you make decisions or judgments?How you make decisions or judgments?

How you relate to the outer world?How you relate to the outer world?

5. What are Preferences?

Sign your name on the line as you normally do.Sign your name on the line as you normally do.

Sign your name again, but this time use your other Sign your name again, but this time use your other
hand.hand.

Everyone has a natural preference for one of the Everyone has a natural preference for one of the
two opposites on each of the four MBTI two opposites on each of the four MBTI
continuums.continuums.

When we use our preferred methods we are at our When we use our preferred methods we are at our
best and feel most competent.best and feel most competent.

6. How to interpret your results?

Your type consists of four letters that Your type consists of four letters that
represent your four preferences.represent your four preferences.

The bars on the graph illustrate the clarity The bars on the graph illustrate the clarity
of your MBTI preferences.of your MBTI preferences.
The longer bar suggests you are quite sure The longer bar suggests you are quite sure
that you prefer that pole.that you prefer that pole.
The shorter bar suggests that you are less The shorter bar suggests that you are less
sure about your preference for that pole.sure about your preference for that pole.

7. EXTRAVERSION INTROVERSION

Direct energy outward Direct energy outward
toward people and thingstoward people and things

Orientation – after Orientation – after
thinkersthinkers

Work EnvironmentWork Environment

Action-orientedAction-oriented

Prefer to be around Prefer to be around
othersothers

Many interestsMany interests

Direct energy inward Direct energy inward
toward ideas and conceptstoward ideas and concepts

Orientation – fore thinkersOrientation – fore thinkers

Work EnvironmentWork Environment

Quiet and concentratedQuiet and concentrated

Prefer to be alonePrefer to be alone

Interests have depthInterests have depth

8. SENSING INTUITION

Focus on five Focus on five
senses(experience)senses(experience)

Details, practicality, Details, practicality,
realityreality

Work EnvironmentWork Environment

Prefer learned skillsPrefer learned skills

Pay attention to detailsPay attention to details

Make few factual Make few factual
errorserrors

Focus on the Focus on the
possibilities(sixth sense)possibilities(sixth sense)

Patterns and expectationsPatterns and expectations

Work EnvironmentWork Environment

Prefer adding new Prefer adding new
skillsskills

Looks at the big pictureLooks at the big picture

Patient with complexityPatient with complexity

9. THINKING FEELING

Focus – logic of a Focus – logic of a
situation, truth and situation, truth and
principlesprinciples

Work Environment – Work Environment –
brief and businesslikebrief and businesslike

Contributions – Contributions –
intellectual criticism, intellectual criticism,
solutions to problems solutions to problems

Focus – human values Focus – human values
and needs, people and and needs, people and
harmonyharmony

Work Environment – Work Environment –
friendly and personalfriendly and personal

Contributions – loyal Contributions – loyal
support, care and support, care and
concern for othersconcern for others

10. JUDGING PERCEPTION

Attitude – decisive, Attitude – decisive,
planful, self-planful, self-
regimented, regimented,
purposefulpurposeful

Work Environment – Work Environment –
focus on completing focus on completing
tasks, makes decisions tasks, makes decisions
quicklyquickly

Attitude – curious, Attitude – curious,
spontaneous, flexible, spontaneous, flexible,
adaptable, tolerantadaptable, tolerant

Work Environment – Work Environment –
focus on starting tasks, focus on starting tasks,
postpones decisionspostpones decisions

11. Review your Type Summary on
the Third Page

As you read, underline anything that seems As you read, underline anything that seems
to “ring true” about you.to “ring true” about you.

After reviewing the whole page, turn to After reviewing the whole page, turn to
another student nearby and take turns another student nearby and take turns
sharing what information from the summary sharing what information from the summary
statement seems accurate about youstatement seems accurate about you
Take turns sharing your reaction and give Take turns sharing your reaction and give
examples to support your statementsexamples to support your statements

12. Type in College

Make the best of your college experience by Make the best of your college experience by
understanding your type.understanding your type.
Choosing a MajorChoosing a Major

People are most attracted to careers that provide People are most attracted to careers that provide
them the opportunity to express their preferences.them the opportunity to express their preferences.

Learning StylesLearning Styles

Identify learning styles consistent with your Identify learning styles consistent with your
preferences.preferences.

Each type has a different style that works best for Each type has a different style that works best for
them.them.

13. Type in College
Reading, Writing and StudyingReading, Writing and Studying

Students of each type have unique ways of approaching Students of each type have unique ways of approaching
the writing process.the writing process.

Use type to help you understand your preferred style of Use type to help you understand your preferred style of
writing.writing.

PlayingPlaying

Type helps you understand your preferences for Type helps you understand your preferences for
forming social relationships, getting along with forming social relationships, getting along with
roommates and participating in student groups.roommates and participating in student groups.
Handling StressHandling Stress

Type helps you understand how you typically deal with Type helps you understand how you typically deal with
stress.stress.

14. Type and Careers
Summary designed to help you explore career Summary designed to help you explore career
optionsoptions

Focus on the exploration process instead of the Focus on the exploration process instead of the
selection process selection process
Consider type in past and future activitiesConsider type in past and future activities

Consider the strengths and challenges associated Consider the strengths and challenges associated
with each typewith each type
Consider the relationship between your Consider the relationship between your
personality preferences and possible careerspersonality preferences and possible careers

15. The Functions Lens

Combination of Perceiving (Sensing and Intuition) Combination of Perceiving (Sensing and Intuition)
and Judging (Thinking and Feeling) are a central and Judging (Thinking and Feeling) are a central
aspect of typeaspect of type
Brock’s research on selling and influencing Brock’s research on selling and influencing
demonstrated that the four functions are most demonstrated that the four functions are most
closely related to communication skillsclosely related to communication skills

Extraversion and Introversion are important in Extraversion and Introversion are important in
establishing communicationestablishing communication

Judging and Perceiving are needed to bring Judging and Perceiving are needed to bring
communication to a closecommunication to a close

16. Type and Communication

In the area of communication, what a In the area of communication, what a
person perceives, as well as the way he or person perceives, as well as the way he or
she organizes that information, impacts she organizes that information, impacts
communicationcommunication

The columns of the type table represent the The columns of the type table represent the
four different ways of accessing four different ways of accessing
information about the world and making information about the world and making
decisions about the informationdecisions about the information

17. ST FunctionST FunctionSF FunctionSF FunctionNF FunctionNF FunctionNT FunctionNT Function
ISTJISTJ ISFJ ISFJ INFJINFJ INTJINTJ
ISTPISTP ISFPISFP INFP INFP INTPINTP
ESTPESTP ESFPESFP ENFP ENFP ENTPENTP
ESTJESTJ ESFJESFJ ENFJENFJ ENTJENTJ

18. ST Function

Pay attention to details and the reality of Pay attention to details and the reality of
any given situationany given situation

Focus on the past and the present and are Focus on the past and the present and are
often characterized by a serious, no often characterized by a serious, no
nonsense demeanornonsense demeanor

Communication to others is often about Communication to others is often about
costs, schedules and other basic factscosts, schedules and other basic facts

19. SF Function
Pay attention to facts and details of a situation and Pay attention to facts and details of a situation and
organize this concrete information according to organize this concrete information according to
the values they hold and the importance the info the values they hold and the importance the info
has for themselves and othershas for themselves and others

Focus on the immediate past and current needs of Focus on the immediate past and current needs of
each person in their careeach person in their care
Often characterized by a friendly demeanorOften characterized by a friendly demeanor

Communication is based on their own and others’ Communication is based on their own and others’
needsneeds

20. NF Function

Pay attention to insights and to what could be done Pay attention to insights and to what could be done
instead of what is. Like to discuss values and instead of what is. Like to discuss values and
relationshipsrelationships
Concerned about the future and how people’s goals Concerned about the future and how people’s goals
and aspirations can be achievedand aspirations can be achieved
Characterized by an inspirational demeanorCharacterized by an inspirational demeanor

Organize their communication by paying attention to Organize their communication by paying attention to
what people in general valuewhat people in general value

Communicate easily with others about team, Communicate easily with others about team,
community, and organizational needs & valuescommunity, and organizational needs & values

21. NT Function

Focus on relationships between theories and Focus on relationships between theories and
structures and organize this info by logical structures and organize this info by logical
analysis of cause and effectanalysis of cause and effect
Focus on the futureFocus on the future
Often characterized by an analytical, Often characterized by an analytical,
quizzical demeanorquizzical demeanor
Communicate with others about strategies, Communicate with others about strategies,
visions, and potentialsvisions, and potentials

22. Challenges

ST often overlook people’s values and the “big ST often overlook people’s values and the “big
picture”picture”

SF may overlook the logical specifications of a SF may overlook the logical specifications of a
situation and future implicationssituation and future implications

NF are likely to overlook logical implications and NF are likely to overlook logical implications and
the current realities of the situationthe current realities of the situation

NT often overlook people’s values and the present NT often overlook people’s values and the present
realityreality

23. Group Discussion

Do the Functions descriptions fit with team Do the Functions descriptions fit with team
member’s experiences?member’s experiences?

Please share examples with one anotherPlease share examples with one another

24. STST SFSF NFNF NTNT
ISTJISTJ
SJSJ
ISFJ ISFJ
SJSJ
INFJINFJ INTJINTJ
ISTPISTP
SPSP
ISFPISFP
SPSP
INFP INFP INTPINTP
ESTPESTP

SPSP
ESFPESFP
SPSP
ENFP ENFP ENTPENTP
ESTJESTJ
SJSJ
ESFJESFJ
SJSJ
ENFJENFJ ENTJENTJ

25. Type Differences in Close
Relationships (E vs. I)
Extraverts Need:Extraverts Need:

Sufficient external Sufficient external
stimulationstimulation

Reach decisions by talking Reach decisions by talking
them out and getting them out and getting
feedbackfeedback

May experience I’s style May experience I’s style
as excluding them and as excluding them and
robbing them of mutual robbing them of mutual
sharingsharing
Introverts Need:Introverts Need:

Sufficient “alone time”Sufficient “alone time”

Reach decisions by Reach decisions by
processing them internally processing them internally
and sharing final decisionand sharing final decision

May experience E’s style May experience E’s style
as intrusive and as intrusive and
controllingcontrolling

26. Type Differences in Close
Relationships (S vs. N)

Sensing partners Sensing partners
with strong with strong
grounding in reality grounding in reality
can make Intuitive can make Intuitive
partners feel partners feel
impractical and impractical and
unobservantunobservant

Intuitive partners Intuitive partners
with rapid insights with rapid insights
can make Sensing can make Sensing
partners feel slow partners feel slow
and mundaneand mundane

27. Type Differences in Close
Relationships (T vs. F)

Thinking favors an Thinking favors an
objective , logical objective , logical
approach to arrive at approach to arrive at
truthtruth

Can become irritated Can become irritated
when Feeling type when Feeling type
appears to ignore the appears to ignore the
logic of a situation logic of a situation

Feeling favors a Feeling favors a
subjective, personal subjective, personal
approach that arrives approach that arrives
at harmonyat harmony

Can feel hurt when Can feel hurt when
Thinking type appears Thinking type appears
to be cold, uncaring, to be cold, uncaring,
and hypercriticaland hypercritical

28. Differences in Thinking and Feeling are
Prone to Gender Stereotyping

Thinking is often confused with intellectual Thinking is often confused with intellectual
competence and lack of emotioncompetence and lack of emotion

Feeling is often confused with intellectual fuzziness Feeling is often confused with intellectual fuzziness
and excessive emotionalityand excessive emotionality
Thinking is often perceived as the province of Thinking is often perceived as the province of
males and Feeling for femalesmales and Feeling for females
Thinking-Feeling differences are often seen as Thinking-Feeling differences are often seen as
gender differences (e.g., Thinking women may see gender differences (e.g., Thinking women may see
Feeling men as unmasculine and Feeling men may Feeling men as unmasculine and Feeling men may
perceive Thinking women as unfeminine)perceive Thinking women as unfeminine)

29. Thinking Types can Improve
Relationships with Feeling Types by:

Voicing appreciation before giving criticismVoicing appreciation before giving criticism

Making critical comments only when Making critical comments only when
necessary rather than as a natural, automatic necessary rather than as a natural, automatic
response to the partner and the worldresponse to the partner and the world

30. Feeling Types can Improve Relationships
with Thinking Types by:

Stating their wishes clearly so that the Stating their wishes clearly so that the
Thinking type does not have to guess about Thinking type does not have to guess about
their needs and desirestheir needs and desires

Learning to differentiate between intended Learning to differentiate between intended
critical assessments that sound like personal critical assessments that sound like personal
criticism but are merely impersonal criticism but are merely impersonal
observations from the viewpoint of their observations from the viewpoint of their
Thinking partnerThinking partner

31. Type Differences in Close
Relationships (J vs. P)

Judging partner likely to Judging partner likely to
value order and value order and
predictability in his or predictability in his or
her surroundingsher surroundings

More likely to value More likely to value
careful planningcareful planning

Like closure and concrete Like closure and concrete
plans (vacations)plans (vacations)

Perceiving partner Perceiving partner
more likely to value more likely to value
spontaneity and spontaneity and
freedomfreedom

More likely to value More likely to value
“flying by the seat of “flying by the seat of
their pants”their pants”

Like weighing all the Like weighing all the
options (furniture)options (furniture)

32. Occupational Trends of 16 Types
ISTJISTJ
Management, AdministrationManagement, Administration
Law enforcement , AccountingLaw enforcement , Accounting
Or any other occupations where they Or any other occupations where they
can use their experiences and attention can use their experiences and attention
to detail to get the task doneto detail to get the task done
ISFJISFJ
Education, Health Care, Religious Education, Health Care, Religious
settingssettings
Or any other occupations where they Or any other occupations where they
can draw on their base experience to can draw on their base experience to
personally help people in a behind-the-personally help people in a behind-the-
scenes mannerscenes manner
ISTPISTP
Skilled trades, technical fields, Skilled trades, technical fields,
agriculture, law enforcement, agriculture, law enforcement,
MilitaryMilitary
Or any other occupations where they Or any other occupations where they
can use their hands-on, analytical work can use their hands-on, analytical work
with data or thingswith data or things
ISFPISFP
Health care, Business, Law Health care, Business, Law
EnforcementEnforcement
Or any other occupations where they Or any other occupations where they
can use their gentle, service-related can use their gentle, service-related
attentiveness to detailattentiveness to detail

33. Occupational Trends of 16 Types
INFJINFJ
Religion, counseling, teaching, artsReligion, counseling, teaching, arts
Or any other occupations where they Or any other occupations where they
can facilitate emotional, intellectual, or can facilitate emotional, intellectual, or
spiritual developmentspiritual development
INTJINTJ
Scientific or technical fields, Scientific or technical fields,
computers, lawcomputers, law
Or any other occupations where they Or any other occupations where they
can use their intellectual creativity and can use their intellectual creativity and
technical knowledge to conceptualize, technical knowledge to conceptualize,
analyze, and get the task done.analyze, and get the task done.
INFPINFP
Counseling, Writing, ArtsCounseling, Writing, Arts
Or any other occupations where they Or any other occupations where they
can use their creativity and focus on can use their creativity and focus on
their valuestheir values
INTPINTP
Scientific or Technical FieldsScientific or Technical Fields
Or any other occupations where they Or any other occupations where they
can use their solitary, objective can use their solitary, objective
analysis of problems based on their analysis of problems based on their
technical expertisetechnical expertise

34. Occupational Trends of 16 Types
ESTPESTP
Marketing, skilled trades, Business, Marketing, skilled trades, Business,
Law enforcement, Applied Law enforcement, Applied
TechnologyTechnology
Or any other occupations where they Or any other occupations where they
can use their action-oriented focus to can use their action-oriented focus to
attend to the necessary detailsattend to the necessary details
ESFPESFP
Health care, Teaching, Coaching, Health care, Teaching, Coaching,
Childcare worker, Skilled TradesChildcare worker, Skilled Trades
Or any other occupations where they Or any other occupations where they
can use their outgoing nature and can use their outgoing nature and
enthusiasm to help people with their enthusiasm to help people with their
practical needspractical needs
ESTJESTJ
Management, Administration, Law Management, Administration, Law
EnforcementEnforcement
Or any other occupations where they Or any other occupations where they
can use logic and organization of the can use logic and organization of the
facts to get the task donefacts to get the task done
ESFJESFJ
Education, Health Care, ReligionEducation, Health Care, Religion
Or any other occupations where they Or any other occupations where they
can use their personal concern to can use their personal concern to
provide services to othersprovide services to others

35. Occupational Trends of 16 Types
ENFPENFP
Counseling, Teaching, Religion, ArtsCounseling, Teaching, Religion, Arts
Or any other occupations where they Or any other occupations where they
can use creativity and communication can use creativity and communication
to foster the growth of othersto foster the growth of others
ENTPENTP
Science, Management, Technology, Science, Management, Technology,
ArtsArts
Or any other occupations where they Or any other occupations where they
have the opportunity to take on new have the opportunity to take on new
challenges continuallychallenges continually
ENFJENFJ
Religions, Arts, TeachingReligions, Arts, Teaching
Or any other occupations where they Or any other occupations where they
can help others with their emotional, can help others with their emotional,
intellectual, and spiritual growthintellectual, and spiritual growth
ENTJENTJ
Management, LeadershipManagement, Leadership
Or any other occupations where they Or any other occupations where they
can use tough-minded analysis, can use tough-minded analysis,
strategic planning, and organization to strategic planning, and organization to
get the task doneget the task done

36. Type and Work Environments
Extraverts..Extraverts..

Like variety and actionLike variety and action

Tend to be faster, Tend to be faster,
dislike complicated dislike complicated
procedures (ES)procedures (ES)

Good “greeters” (EF)Good “greeters” (EF)

Impatient with long, Impatient with long,
slow jobs done aloneslow jobs done alone
IntrovertsIntroverts

Like quiet for Like quiet for
concentrationconcentration

Careful with details (IS)Careful with details (IS)

Trouble with names & Trouble with names &
faces (IT)faces (IT)

Can work for long periods Can work for long periods
of time on a project of time on a project
without interruptionswithout interruptions

37. Type and Work Environments
Extraverts..Extraverts..

Interested in activities of their Interested in activities of their
job, getting it done, and how job, getting it done, and how
others do itothers do it

Do not mind telephone (EF)Do not mind telephone (EF)

Act quickly, sometimes without Act quickly, sometimes without
thinking it throughthinking it through

Like people around (EF)Like people around (EF)

Communicate freely (EF)Communicate freely (EF)
Introverts..Introverts..
Interested in details & Interested in details &
ideas behind jobideas behind job
Dislike telephone (IT)Dislike telephone (IT)
Think before acting, Think before acting,
sometimes without sometimes without
actingacting
Work alone (IT)Work alone (IT)
““In their heads” (IT)In their heads” (IT)

38. Type and Work Environments
Sensing..Sensing..

Focus on here and now and Focus on here and now and
realityreality

Standard ways of solving Standard ways of solving
problemsproblems

Preferred established order for Preferred established order for
doing things (SJ)doing things (SJ)

Preferring using and perfecting Preferring using and perfecting
learned skillslearned skills
Steady workers with realistic Steady workers with realistic
assessment of time (ISJ)assessment of time (ISJ)
Intuitive..Intuitive..

Focus on future and what Focus on future and what
might bemight be

Solving problems in new Solving problems in new
waysways

Dislike routine (NP)Dislike routine (NP)

Enjoy learning new skill Enjoy learning new skill
more than using itmore than using it

Bursts of energy with Bursts of energy with
slack times (ENP)slack times (ENP)

39. Type and Work Environments
Sensing..Sensing..

Reach a conclusion step by step Reach a conclusion step by step
(ISJ)(ISJ)

Patient with details (ISJ)Patient with details (ISJ)

Impatient when situations get Impatient when situations get
complicated (ES)complicated (ES)

Not often inspired, mistrust Not often inspired, mistrust
inspirationinspiration

Seldom make factual errorsSeldom make factual errors

Good at precise work (IS)Good at precise work (IS)

Create new by adapting oldCreate new by adapting old
Intuitive..Intuitive..

Reach an understanding quickly Reach an understanding quickly
(ENP)(ENP)

Impatient with routine details Impatient with routine details
(ENP)(ENP)

Patient with complex situations (IN)Patient with complex situations (IN)

Follow inspirations regardless of Follow inspirations regardless of
datadata

Make errors of fact, preferring big Make errors of fact, preferring big
picturepicture

Dislike precision (time)Dislike precision (time)

Create something new with Create something new with
personal insightpersonal insight

40. Type and Work Environments
Thinking..Thinking..
Like analysis and orderingLike analysis and ordering
Can get along without harmonyCan get along without harmony
Tend to be firm mindedTend to be firm minded
Do not show emotion readily Do not show emotion readily
and often uncomfortable with and often uncomfortable with
others’ feelingsothers’ feelings
May hurt others’ feelings May hurt others’ feelings
without knowing itwithout knowing it
Decide impersonally, sometimes Decide impersonally, sometimes
insufficient attention to others’ insufficient attention to others’
wisheswishes
Feeling..Feeling..
Like harmonyLike harmony

Office feud by impair Office feud by impair
efficiencyefficiency

Tend to be sympatheticTend to be sympathetic

Aware of other people and their Aware of other people and their
feelings (EF)feelings (EF)

Enjoy pleasing othersEnjoy pleasing others

Allow decisions to be Allow decisions to be
influenced by likes and dislikesinfluenced by likes and dislikes

41. Type and Work Environments
Thinking..Thinking..

Need to be treated fairly in Need to be treated fairly in
accordance with prevailing accordance with prevailing
standardsstandards

Able to reprimand people Able to reprimand people
impersonally, though they impersonally, though they
may not like doing somay not like doing so

More analytically-oriented, More analytically-oriented,
respond best to others’ respond best to others’
thoughts (IT)thoughts (IT)
Feeling..Feeling..

Need praise and attentionNeed praise and attention

Dislike, even avoid Dislike, even avoid
unpleasant encountersunpleasant encounters

More people oriented, More people oriented,
respond more easily to respond more easily to
others valuesothers values

42. Type and Work Environments
Judging..Judging..

Work best when they plan Work best when they plan
work and follow planwork and follow plan

Like to get things settledLike to get things settled

May decide too quickly (EJ)May decide too quickly (EJ)

Dislike interrupting project Dislike interrupting project
for more urgent one (ISJ)for more urgent one (ISJ)
Perceiving..Perceiving..
Adapt well to changing Adapt well to changing
situationssituations

Prefer leaving things Prefer leaving things
open for alterationsopen for alterations
May postpone decisions May postpone decisions
(IP)(IP)
May start too many May start too many
projects and have projects and have
difficulty finishing them difficulty finishing them
(ENP)(ENP)

43. Type and Work Environments
Judging..Judging..
May not notice new things May not notice new things
that need to be done while that need to be done while
completing what they are completing what they are
doingdoing
Want only the essentials Want only the essentials
needed to begin their work needed to begin their work
(ESJ)(ESJ)

Satisfied once they reach a Satisfied once they reach a
judgment on a thing, judgment on a thing,
situation, or personsituation, or person
Perceiving..Perceiving..
May postpone May postpone
unpleasant jobs while unpleasant jobs while
finding other things more finding other things more
interesting in the interesting in the
momentmoment
Want to know all about a Want to know all about a
new job (INP)new job (INP)
Curious and welcome a Curious and welcome a
new light on a thing, new light on a thing,
situation, or personsituation, or person

44. What types are attracted to
Business School?

Managers of all types learn to value Managers of all types learn to value
managerial culture (STJ) “practical and managerial culture (STJ) “practical and
results oriented”results oriented”
Among MBA students, ESTJ and ISTJ are Among MBA students, ESTJ and ISTJ are
modal types, as expectedmodal types, as expected

NTJs are more are attracted to MBA NTJs are more are attracted to MBA
programs than STJs given their numbers in programs than STJs given their numbers in
the base populationthe base population

45. Which types are drawn to small
business ownership?

ISTJ and ESTJ are modal types and ISTJ and ESTJ are modal types and
overrepresented among small business ownersoverrepresented among small business owners

INTJ and ENTJ are also more attracted to INTJ and ENTJ are also more attracted to
ownership than their proportion in the populationownership than their proportion in the population

Small business owners usually did not have MBA Small business owners usually did not have MBA
degreesdegrees

MBAs usually work in large organizations MBAs usually work in large organizations

46. Organizational Values of 16
Types
ISTJISTJ
Low: Visible AutonomyLow: Visible Autonomy
ISFJISFJ
High: Happy FamilyHigh: Happy Family
Low: Variety and challengeLow: Variety and challenge
Visible autonomyVisible autonomy
ISTPISTP
Low: Outgoing AffiliationLow: Outgoing Affiliation
Financial AnalysisFinancial Analysis
ISFPISFP
High: Happy FamilyHigh: Happy Family
Low: Variety and challengeLow: Variety and challenge

47. Type and Roles on Team
Read over the last page of your packetRead over the last page of your packet
Mark on post it padsMark on post it pads
How have these roles played out in your work with How have these roles played out in your work with
teams?teams?
What do you value about your own type’s leadership What do you value about your own type’s leadership
style?style?
What does your type do as leaders that annoy people of What does your type do as leaders that annoy people of
different functions?different functions?
What does your type opposite do that annoys you?What does your type opposite do that annoys you?
What do you value about your type opposite?What do you value about your type opposite?

48. Organizational Values of 16
Types
INFJINFJ INTJINTJ
High: Financial AnalysisHigh: Financial Analysis
Low: Business SociabilityLow: Business Sociability
INFPINFP
High: Nurturing AffiliationHigh: Nurturing Affiliation
INTPINTP
High: Visible AutonomyHigh: Visible Autonomy

49. Organizational Values of 16
Types
ESTPESTP
High: Visible AutonomyHigh: Visible Autonomy
Low: Achievement within systemLow: Achievement within system
Financial AnalysisFinancial Analysis
ESFPESFP
High: Happy FamilyHigh: Happy Family
Low: Achievement within systemLow: Achievement within system
ESTJESTJ
High: Achievement within systemHigh: Achievement within system
ESFJESFJ
High: Happy FamilyHigh: Happy Family
Outgoing AffiliationOutgoing Affiliation
Business SociabilityBusiness Sociability

50. Organizational Values of 16
Types
ENFPENFP
Low: Achievement within systemLow: Achievement within system
ENTPENTP
High: Variety and challengeHigh: Variety and challenge
Visible AutonomyVisible Autonomy
Low: Happy FamilyLow: Happy Family
ENFJENFJ
High: Nurturing AffiliationHigh: Nurturing Affiliation
ENTJENTJ
High: Financial AnalysisHigh: Financial Analysis
Low: Nurturing AffiliationLow: Nurturing Affiliation

51. Career Exploration Process
Think of a puzzle!

Internal FactorsInternal Factors

Personality preferences (MBTI)Personality preferences (MBTI)

InterestsInterests

ValuesValues

Skills and AbilitiesSkills and Abilities

52. Career Exploration Process

External FactorsExternal Factors

Job marketJob market

EconomyEconomy

Job RequirementsJob Requirements

Educational RequirementsEducational Requirements

Salary RangeSalary Range

53. Myers-Briggs Type Indicator
Helps you identify your unique giftsHelps you identify your unique gifts
Helps you understand yourselfHelps you understand yourself

MotivationsMotivations

Natural strengthsNatural strengths

Potential areas for growthPotential areas for growth

Helps you understand and appreciate people who Helps you understand and appreciate people who
differ from you differ from you

Helps you make the best of your college experienceHelps you make the best of your college experience

Helps you begin the career exploration processHelps you begin the career exploration process