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The MBTI Instrument

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Joanne Reid

on 21 February 2013

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Transcript of The MBTI Instrument

The MBTI® Instrument All learning needs are address and participants are fully engaged. SUCCESS! Where we get our energy Sensing <--> Intuition How we gather information Thinking <--> Feeling How we analyze and interpret the world Judging <--> Perceiving How we interact with the world Thanks Isabel and Katharine...! Where is the MBTI® Tool Used? USA
South America
Europe Australia
New Zealand
Korea Malaysia
Middle East
South Africa
And more! Used in 70+ different countries, by more than 2 million people worldwide each year; translated into 30+ languages; used by most Fortune 100 companies What is the MBTI® Instrument? An indicator ... not a test Looks at NORMAL behaviour Provides practical results for improved communication and understanding Outlines preferences, not skills; let me show you… Developed by a mother/daughter team during WW2 Introversion <--> Extraversion Diversity in Learning Needs Learning requires energy, so we use our dominant preference:
Introversion – reflection
Extraversion – discussion
T & F Splitting Exercise Imagine that you have been invited to a party with your partner or a close friend.
Implications? S & N Splitting Exercise When we all look at the same image, we see different things.
We all trust our own perceptions (we are “right”). Implications? J & P Splitting Exercise Assuming that you are all friends; plan a social picnic for your group. What are the Implications? Big picture thinkers need to see connections between material and trust hunches.
Those who appreciate detail like to build towards a conclusion and do not benefit from metaphors Thinking types look for facts and objective truths
Feeling types are concerned about the impact on people Perceivers do their best work when they are pressure prompted.
Judgers do their best work when they are organized and planful. Your partner/friend arrives, ready for the party. You look at what the person is wearing and say to yourself, “Oh no! Is he/she really going to wear that?”
What do you do and say in this situation? Implications for learners?
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