Empowering career search and enrichment

1. MBTI Form M (Step I™ Assessment): This is the most commonly used version of the assessment. Contains 93 items.


2. MBTI Form Q (Step II™ Assessment): Provides a more detailed analysis of each of the MBTI preference dichotomies. Contains 144 items.

After choosing the Form you would like to take, a Report must then be generated to view the results. You have the following options to choose from for each form, and any of them can be either used on our online assessment delivery system, SkillsOne®, or be pre paid for mail in scoring. I have linked each of the reports to a sample report for you to get a better idea if you are not yet familiar with these:

MBTI® Form M (Step I™):

1. MBTI® Self-Scorable – This is a 93 item booklet which can be used in workshop or classroom settings for on the spot interpretation when computer access is not available. It includes easy-to-understand instructions and comes with an answer sheet and basic interpretive information.


2. MBTI® Profile – Provides reported type, explanations of the preferences, characteristics frequently associated with the type, and an easy-to-read graph displaying the preference clarity index. This is primarily classified as a summary of your student’s or client’s type.


3. MBTI® Interpretive Report – This includes all data from the profile, but with more information about the student’s or client’s type to conduct an interpretation. This includes a summary of their strengths and needs based on personality type, tips for finding best-fit type and it shows how their responses to the instrument relate to scored MBTI type. This is basically a more thorough report than the profile for your students or clients to understand their type.


4. MBTI® Career Report – Helps to assess a student’s or client’s type and how that plays a role in the career exploration process. This report explores preferred work tasks and work environments, as well as popular occupations for those with their same preferred MBTI type.


5. MBTI® Communication Style Report (*New) – This personalized interpretive report is designed to help your students or clients understand their communication strengths based on reported or verified four-letter type results. The report offers tips for communicating with others as well as suggested steps for development.


6. MBTI® Team Report – This report is to be used in a team setting (up to 64 members) to help with teambuilding. Provides a description of a group’s type along with its strengths and weaknesses. This also provides information for each member to learn and understand each others’ similarities and differences so they can effectively work with one another.


7. MBTI® Interpretive Report for Organizations –Describes in depth how a student’s or client's MBTI type may be expressed in the organization as it also relates their preferences to likes and dislikes in work settings. Explains student’s or client's communication and problem-solving styles. Provides personalized suggestions for development. Ideal for organization and management development, as well as for team building applications.


8. MBTI® Work Styles Report – This is a report designed to help any two individuals work together more effectively, especially when there are potentials for conflict to arise between them (if not already). This helps the individuals to not only understand their type, but their counter part’s type as well, in order to create a more positive work environment. Sections in this report include communication style, information gathering, decision making, and project management.


9. MBTI®Complete – Our online edition of the assessment which can be found on http://www.mbticomplete.com/. This can also be purchased through the SkillsOne® site. The advantage to this report is that when you have a student or client take it, they are able to view their results right away along with a summarized explanation of their type.

MBTI® Form Q (Step II™):

1. MBTI®Step II™ Profile – This report gives your students or clients a graphical representation of their results. This presents the student’s or client’s results on the 20 Step II™ facets, along with a short description of each on the graph so they understand their results.


2. MBTI® Step II™Interpretive Report – This report delves deeper into the 20 facets by providing personalized descriptions on each. The results are then applied to four components of professional development such as communication, change management, decision making, and conflict management.

I hope you found this blog helpful. If you have any questions, our Customer Relations staff is always happy to help!

1. By discovering their true interests, students are then able to expand and explore various career options or specific college majors with this knowledge – and of course with your guidance.
2. When students take the assessment, their interests are related to interest patterns of workers who are satisfied with their work within an occupation.
3. Students are given a description of their preferred style of working, learning, leading, risk taking, and team participation to help them learn more about themselves.
4. The assessment’s norm group is representative of ethnic, racial, and demographic workforce diversity.
   

There is a misconception that when presented with a list of possible occupations, students will feel forced to choose only amongst those. Yet with a proper interpretation, counselors can utilize the results by bringing out the student’s individual skills such as Critical Thinking, Service Orientation, Coordination, Writing, and Speaking, and applying them to a career path the student may be undecided about.

If you are not sure where to start, here are some suggested materials we recommend:

1. Strong Profile


2. Strong Profile, College Edition


3. Strong Interest Inventory® Manual


4. Strong User’s Guide


5. Strong College Profile User’s Guide


6. Where do I go Next?

*67% of Boomers think using a laptop or PDA (e.g. Blackberry) during in-person meetings is impolite, versus 57% of Gen Yers. 68% of Baby Boomer workers find it distracting, while only 49% of Generation Y workers do. And 32% of Gen Yers think it's essential, compared with 11% of Boomers.

*71% of Baby Boomers believe social networking sites inappropriately blur the lines between personal and professional life. 65% of Generation Yers think so.

*47% of Generation Y workers think PDAs and mobile phones contribute to the decline of proper workplace etiquette, compared with 69% of Baby Boomer workers.

Students must be made aware of the proper usage of technology and social networking sites at work. It should be stressed that they need to speak with their managers on what is deemed as appropriate usage, if at all. Many companies simply block these sites, but as more companies are marketing through social networking sites themselves, this has become a larger issue for companies to control.

GS Consultants recently offered an interesting workshop on this topic: Type Challenges Across Generations — Baby Boomers/Gen X/Millennials. MBTI® type preferences were used to uncover how the different generations approach issues in life such as workplace values, retention, the economy and much more. Two recommended products that CPP offers to help you learn more about type are Introduction to Type® and Introduction to Type® and Communication. Knowing about how different generations view such issues is crucial in helping your students to be aware of what to expect amongst diverse organizations.

*Source: Tech etiquette gap between Gen Y and Boomers at work? http://www.pbs.org/wgbh/pages/frontline/digitalnation/blog/2009/04/tech-etiquette-gap-between-gen-y-and-boomers-at-work.html

My encounter with CPP’s products began while I was in college. During the course of my college career, I switched majors three times. I spent more time worrying about which major to choose than I did thinking about the future. It wasn’t until my last semester in college that I began to panic about what I was supposed to do after I graduated. I had already chosen a major I liked, but I was uncertain, and I also was not sure where that major was supposed to take me. I was intimidated to visit my career center because I was already a senior and knew I should have visited earlier, but I never made the time for it. When I finally worked up the nerve to seek guidance, a career counselor who helped me suggested I take the Myers-Briggs Type Indicator® (MBTI®) and Strong Interest Inventory® assessments. I had already been given both assessments a few years before, but I unfortunately hadn’t been given a proper interpretation. Therefore, I hadn’t found my results useful, so I dismissed the second opportunity to take them.

Shortly after joining CPP, I became certified in both the MBTI and Strong Interest Inventory assessments. I now realize the tremendous value these hold and recognize the importance of a proper interpretation. Had this been the case in my experience, I would have been much more confident in the major that I chose. It was much more stressful than it needed to be with all the endless career choices I was presented with. Being an ENFJ, my Intuition made it a bit difficult to narrow down which career path I wanted to take. Luckily, I ended up loving the one I did finally choose, and here I am now!

We will be introducing our new online Counseling and Guidance Spring/Summer Catalog soon. We have made a few exciting changes so make sure to come back to check it out! The rest of the Education Team and I look forward to connecting with you, so look for our blogs! If you have any questions or suggestions about any topics you’d like to see, please let me know!