Empowering career search and enrichment

Written by our guest blogger, Patrick L. Kerwin, MBTI^® Master Practitioner

“This year, I’m going to get organized.” How many times have you said that, or heard others say it?

First, let’s take a look at that word, “organized.” Often being an “organized” person conjures up an image of someone who has a system in place where everything is put away, neatly arranged in order, with a minimum of clutter and a maximum of tidiness. With this as a standard, it’s no surprise that so many people feel disorganized!

But really, being “organized” means having a system in place that allows resources to be accessed easily when needed. Think about your own room or workspace. Whether you have things all over the place, or have them neatly put away, can you find what you need when you need it? If so, then you are “organized”!

If you answered “no,” then you do some things to come up with a better system. And the easiest way to get there is to remember your type! If you prefer P, go with your style, and adjust your expectations. Remember, it’s not about having it all put away, it’s about having a system that works. Your first step might be going through one pile of stuff and getting rid of what you don’t need. Or see if you can consolidate two piles. Take it in small bites, and keep it fluid. And if you prefer J, go with your style as well. Is there a stack of stuff driving you crazy? For J’s, the goal is often about putting things away – so go through the pile, trashing items or putting them away, until you’ve worked your way all the way through it. Getting that closure will make you happy.

Whatever your type, you can get it together!

Written by Catherine Rains

Ok admit it all you Perceiving preferences out there, you really think you are happier in your careers than Judging preferences. Why? Because Perceiving preferences constantly monitor the environment for the best possible career (major), and are willing to make a 180 degree change in their career to follow a new option that appeals to them more than what they are currently doing. Judging preferences also want to be happy in their careers, but they are much less likely to change course mid-stream after they have already gotten an education and experience in a particular field. For instance, if a Judging preference student decides the major they have chosen is "wrong”, they will either stick with their major and figure out a way to make it work, or change majors to something very related to the original major so they don’t lose any credits and can still graduate in four years.

In other words, once a decision is made on a major and later a career, Judging preferences are much less likely to change course, even if a more appealing option reveals itself. So this must mean that Perceiving preferences are more satisfied long term, right? Wrong! According to research, Judging preferences report higher career satisfaction because they aren’t always looking for more options, but rather look for ways to make where they are now work for them. Most Perceiving preferences I know live with a touch of dissatisfaction with where they are because they are always in search of something even better!

Written by Catherine Rains

First, let’s look at the learning style of students with ES preferences. They are looking for a classroom experience that is practical, real-life and hands-on. They want to experience what they are learning and test this learning in a group setting, rather than just listening to a lecture, reflecting on what they have heard, and being tested on the material. They also want their faculty to provide clear steps on any assignment, and be given opportunities to think out loud. In addition, they learn by talking out what they are learning. Add the P preference to ES, and you have someone that wants this hands-on, active learning to be fun.


Next week we’ll look at who is teaching our ESTP and ESFP students, which could be part of the reason they are at risk.

Written by Catherine Rains

Now here is a trick question if I ever saw one! To answer this question you have to look at how each preference goes about approaching a project with a deadline. When a student with a Judging preference is assigned a term paper, they usually begin working on it soon after it is assigned. They choose a topic quickly, outline what needs to be done, and start working through all the steps. In fact, they keep working these steps in a fairly focused manner until at some point they decide they need to get this off their to-do list. So then they focus their energy to get this project done. Consequently, they often get the paper complete long before the deadline.


Our student with a P preference, on the other hand, also begins working on the paper soon after assigned, however much of the actual work is in their head. They are thinking about the topic, maybe researching different ideas for it, talking it over with fellow students or their teacher, writing down ideas for how they want to approach the topic, etc. Then close to the deadline, and this could be a week before, three days before, or the night before, they get a flood of focused energy, and they bring all of their ideas together to write the paper in an efficient manner, finishing it on time.

Therefore, the question isn’t who gets things done quicker, but instead: when does each preference get energized to complete a project? Judging preferences are energized in the beginning and Perceiving preferences are energized at the end, with both using their energy when they are most efficient. So the answer to the original question is: Judging preferences are “quicker” in the beginning of a project, and Perceiving preferences are “quicker” near the deadline of the project. The trick is to tap into our student’s natural way of getting energized so that they are do things in a manner that is most efficient and energizing for them.