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Showing posts with label type stereotypes. Show all posts
Showing posts with label type stereotypes. Show all posts

Tuesday, January 31, 2012

Type Stereotype #2 – Thinking preferences don’t care about people

Written by Catherine Rains
Obviously this is a stereotype that Feeling preferences sometimes have about Thinking preferences when they perceive that people’s feelings aren’t being considered during the decision making process.  This inaccurate stereo type is based on the observation of what Thinking preferences do FIRST to make a decision, which is to consider the people factor as just one of many components to be considered, looking at the decision to be made in an objective manner.  To make the best decision possible, however, Thinking preferences also need to consider the people and values involved, but it’s the second thing they consider, rather than what comes first and naturally.  Type stereotypes often come about because we are observing what people do first, and if this is what they only do in making a decision, the stereotype could end up being true!  But again, to make a truly good decision both Thinking and Feeling preferences need to consciously flex to the opposite of their natural preference to make sure that  all the factors are considered in the decision making process.

Friday, January 20, 2012

Type Stereotype #1 - P’s are usually late

Written by Catherine Rains
I know few Perceiving preferences that arrive late, and in fact, usually show up early to make up for their natural tendency to complete things at the last minute.   As you know by now, I have a preference for Perceiving, and although I rarely show up late, I also rarely show up more than 10 minutes early. In fact, I hate to get anywhere more than 10 minutes before I’m supposed to be there, and will schedule errands to make sure that I don’t show up “too early”, defined as more than 15 minutes ahead of time.  This means that I could be late if I didn’t leave early enough to avoid the unforeseen traffic jam. 
Now, my J preference friends define being on-time quite differently.  I have a J colleague who says that being “on-time” means arriving at least 15 minutes early, which will guarantee that she is NEVER late in the event her GPS leads her astray.  By leaving much earlier than she needs to, she will often arrive 30 minutes before an appointment and relax in her car before going in. Bottom line is that both J and P preferences show up “on-time”, but the difference is how we define this concept.

Wednesday, May 18, 2011

Helping Students Understand That Type is Not Meant to be a Trap – MBTI® Practitioner’s Field Guide Mini Blog Series, Part Two

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Written by Jim Larkin

What do you do to teach your students that their behaviors are not restricted to the definitions associated with their best-fit type?

One process that is often used when interpreting the Myers-Briggs® (MBTI®) assessment in a group context is using the Type Table to allow the group members a chance to see who shares their type and or even just one, two or three of their 4-letter type preferences. The Type Table is a great way to allow everyone to gain insights into their own preferences as well as the preferences of their friends or group.

Yet one common “pitfall” in trying to use the Type Table is that individuals feel trapped or labeled when they put their type in a “box” in the Type Table. One way to get around this response is to use the following activity which is included in the recently released MBTI® Practitioner’s Field Guide: “Sixteen-Room House Analogy for the Type Table”. This activity will help you explain type to your students and it should only take between 5 to 10 minutes.

Here is what you will need:

- Blank type table (you can purchase this, or simply draw it on a flipchart sheet)
- Flipchart and markers

Now tell your students that you know that many participants feel a little uncomfortable at this point because they feel like they are being “boxed in” once they are asked to sign in to their chosen best-fit type box. Let them know that this is not what type is about. Now simply draw a “roof” and a “chimney” above the type table once you have filled out each “room” with the 16 types (much like this example of a type table). You can then have your students enter their names to their corresponding box.

Next week in my last blog, I will provide some cues and advice on how this simple exercise will aid in helping to engage your students to better understand type.