Empowering career search and enrichment

Elizabeth and Katherine Hirsh are coauthors of several publications, including Introduction to Type® and Teams, MBTI® Teambuilding Program: Leader’s Resource Guide, Introduction to Type® and Decision Making, and the MBTI® Decision-Making Style Report.

In our previous post we discussed how people with a preference for Extraversion, who are energized by social interaction, tend to operate much more naturally in a group study situation than their Introversion-oriented counterparts, who have to expend energy for social interaction.

However, this doesn't mean that those preferring Extraversion will necessarily have an easy, or even a positive experience in group study. If you prefer Extraversion, you may feel frustrated with some of the other group members who aren't participating as readily as you. Furthermore, your grade may in fact suffer because you’re not getting input from 50 percent or more of your team.

Before you throw up your hands in resignation, consider that some of the lack of engagement you’re perceiving from some team members may have nothing to do with their level of interest or dedication to the project. Rather, it may stem from a natural discomfort in group study-type situations with those with a preference for Introversion. The following tips may help you manage the situation to the team’s benefit and bring the Introverts “back into the fold” per se, and contributing on equal footing with the Extraverts:

1) Pay attention to non-verbal cues. If you’re talking a lot, others may may feel like they can’t get a word in edgewise, or perhaps that you’re stealing their thunder by expressing what they’re thinking before they can say it. Watch body language -- if someone looks like they have something to say, give them a chance to say it.

2) Designate a facilitator. Let’s face it, sometimes you’re just having too much fun to notice that others aren’t. Therefore, in a group with mixed preferences, it’s often beneficial to designate someone as the facilitator and assign them the task of making sure that speaking time is more equally divided -- encouraging the more reserved members, and perhaps toning down the more aggressive ones.

By understanding how preferences for Introversion and Extraversion manifest themselves in these kind of group settings, you can more effectively harness the knowledge and creativity of everyone in your group to make it a positive, productive learning experience.

Written by Catherine Rains 

In my first two posts of this series, I shared some tips on how to tailor your career counseling strategies to students with a preference for Introversion.  Here are the last couple I’d like to share:

Pause when you ask a question.  Silently counting to 10 after asking a question will go a long way toward supporting a student who prefers Introversion  to sort through their possible options and respond with a well thought out solution.  As hard as it may be for counselors who prefer Extroversion, hold your breath and literally count to 10 in your mind – you will be surprised at how positively your students will respond with this simple technique.

Hold back on the number of questions. When a counselor who prefers Extroversion doesn't get an immediate response to their question, they quickly ask another question, often without giving a client who prefers Introversion time to thoroughly think through the first question.  Extroverted preference counselors also ask more and more questions when they don’t get an immediate response  because the silence makes them a bit uncomfortable.  Without immediate feedback, they think their client is not engaged, so they continue the questioning process hoping to find a way to engage their client, which could actually be pushing their client further away. breaking down communication between counselor and student.

(Managing Your Transition Home – Part 3) 

Written by Elizabeth and Katherine Hirsh

Being in the military means adopting and living by important values such as camaraderie, teamwork, loyalty, and order. These are ideals that you honored during your service and continue to hold in high regard. Now, as you reenter civilian life, it’s time to discover what you value personally. Knowing about your Myers-Briggs^® personality type can help you identify your values so that you can find work environments that honor who you are and what really matters to you.

One way to zero in on your values is to consider your approach to evaluating options, which is reflected in whether you prefer Thinking or Feeling. Understanding this aspect of yourself can help you find career opportunities best suited to you.

For example, when comparing potential employers or career options, people who prefer Thinking and Feeling tend to look at different criteria. If you prefer Thinking, you might ask yourself:

“Do people in this company value objectivity, critical analysis, and data? Would pursuing this career path offer me more positives than negatives?”

Alternatively, if you prefer Feeling, you might ask yourself:

“Do people in this company value warmth, appreciation, and relationships? Does pursuing this career path feel right to me?”

Reentering the civilian job market, or entering it for the very first time after serving, offers you a unique opportunity to get in touch with your core values. Use your Myers-Briggs results to help you choose work environments that mirror and reward your personal style. Whether you lead with the head (Thinking) or the heart (Feeling), your specific approach is needed to make the world run—so get out there and contribute as only you can.

You can learn more on the topic of psychological type and reintegration in our booklet Introduction to Type^® and Reintegration.

Elizabeth and Katherine Hirsh are coauthors of several publications, including Introduction to Type® and Teams, MBTI® Teambuilding Program: Leader’s Resource Guide, Introduction to Type® and Decision Making, and the MBTI® Decision-Making Style Report.

by Jim Larkin and Jack Powers

People don’t learn the same way, and much of what’s required in school favors certain learning preferences over others. One common place where we see conflicting learning styles play out is the famous -- or infamous --  “study group.” You know the drill -- the teacher breaks you up into random groups and assigns a theme -- the Holy Roman Empire, it was neither holy, nor was it Roman -- and then leaves you to talk amongst yourselves. 

People’s reactions to this experience are often polarized, and for good reason. The human population is roughly equally divided between those with a preference for Extraversion, who are energized by social interaction, and those with a preference for Introversion, who have to expend mental and emotional energy in social settings. Those preferring Extraversion, not surprisingly, operate much more naturally in group study. If one or two people dominate the conversation, it doesn't mean they’re smarter, more interested, or harder working than the others -- most likely it just indicates they’re predisposed toward Extraversion. Likewise, if other members of the group aren't talking, it doesn't always mean they’re less engaged in the assignment -- just that they prefer Introversion, and don’t operate as naturally in a group study setting. 

Does this mean we should abolish group study? Certainly not. Not only does it provide a valuable learning experience, but it also allows us to explore how those preferring Introversion can more effectively engage with Extraverts, thereby gaining communication skills that will serve them far beyond school.