MBTI â Workshop
This four-hour module is intended to familiarize participants with the theory of Myers-Briggs, take the MBTI â assessment, validate their own Personality Type and experience the differences between Type preferences through practical exercises. In addition, there is a specific Leadership exercise to give managers practice in using Type to improve communications with others in the workplace.
* Note – for participants who have taken the MBTI âinstrument before, this workshop provides a refresher as well as added insights. Calling upon the expertise of these learners also enriches the experience of the other participants.
At the end of this Workshop you will be able to:
w Explain the concept of “inborn preferences” and their affect on behavior
w List the 8 Myers-Briggs â personality preferences
w Describe the basic elements of your four-digit Type
w Explain the differences between the 4 function pairs
w List key potential Areas for Growth
w Describe how the use of MBTI â can improve manager-employee communications
ü Myers-Briggs Type Indicator â (Form G Self-Scorable)
ü Personal Graph
ü Looking at Type ä: The Fundamentals Booklet
ü Personal Type Card (ie: INTJ Spoken Here)
ü Other Handouts/Binder Materials (Career Examples, Leadership Profiles, etc.)
1. Introductions, experiences of learners already familiar with the MBTI â.
2. Completion of the Myers-Briggs Type Indicator â by all participants.
3. Group scoring (raw scores to preference scores) including personal graphing.
4. Individual Type Validation Exercise. 
5. Slides: Theory of MBTI â, Preference Overview.
6. Slides: The Four Function Pairs.
7. 4 X Experiential Exercises to demonstrate preference characteristics/behaviors + debriefs.
8. Slides: Potential Areas for Growth, Type Percentages.
9. 4 X Video Clips (highlighting Function Pair differences) + debrief.
10. Leadership Exercise.
1. Divide group into equal groups by preference (ie: either Sensing or iNtuiting). Note that for an average group of 24 participants, 2/3 will have a preference for Sensing – so there will probably be 3 groups of S’s and one group of N’s). To make the exercise even more clear, have one group of Sensors who scored higher than 25 for Sensing in one group).
2. Ask each group to stand around a designated flip chart in the room. Indicate that for this exercise, the group should discuss amongst themselves, capturing all of their ideas on the flip chart (no consensus, no editing).
3. Group by group, take the designated object, place it on the flip chart stand and give the following instructions: “Describe this object.” Leave the group and move on to the next group.
· a greeting card with a vague/symbolic/abstract picture on the front
· an apple
· a bowl of smarties
· a scented marker
4. Rotate around the groups, listening in on the discussions (prepare to use examples later during the debrief to highlight key Type characteristics).
5. After 5-8 minutes, call the group to order and ask for a spokesperson from each group to share their list. Let the Sensing groups go first, iNtuiting group(s) last.
6. Draw out the different descriptions on the lists For example, if using an apple – S’s will typically list the facts known about the object, sequentially with detail. N’s may start with descriptors but will inevitably veer off into “N” territory (ie: Johnny Appleseed, An Apple a Day Keeps the Doctor Away, Snow White, etc.)
7. Draw out reactions from the group – solicit responses from the Sensing Types (you may get some negative reaction that the “N”s didn’t do the exercise properly).
8. Continue with the debrief, pulling together group comments, answering any questions and providing stories and examples to illustrate differences (ie how S’s and N’s give directions differently, etc.)
1. Divide participants into pairs. Hand out exercise cards and have pairs role play a scenario, trying to “speak in another language.”
2. After 3-5 minutes, have individuals select a different partner and choose a different role play. Continue until time is up or a predetermined number of role plays are completed.
3. Debrief, drawing out from participants how “easy” or “hard” it was to speak in a different language. Also, discover how successful the outcome was for various participants.
4. Ask for examples (or have participants journal) how they could apply this in their management role.
Sample Role Play Cards
a) Manager is an “N”, employee is an “S” – the employee is conducting a monthly review of their accomplishments & activities.
b) Employee is a “P”, manager is a “J” – the manager has called in the employee to discuss some recent missed deadlines.
c) Manager is an “E”, employee is an “I” – the manager is presenting the employee an opportunity to present new product strategy to extended organization of 100 people.
d) Employee is a “F”, manager is a “T” – employee would like some time off every week to care for an aging parent.
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