myers briggs activity

8/19/2019 Myers Briggs Activity

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SPECIAL GIFTS: ABOUT PERSONALITY STYLES(Dealing With Differen e!: Center f"r Pea e E#$ ati"n%

GOAL:Each participant will identify her own personality styles and the strengths and weaknesses of the various styles.Each participant will examine ways she can reduce and manage personality style conflicts in the school orworkplace.

TI&E:70-90 minutes

&ATERIALS:Flip chart and markers; the yers-!riggs "ype #nventory overheads $four in all%; copies of the &iersey"emperament 'orter $if possi(le% and pencils for each participant. )ptional* copies of the +,hat o ,e "each)ur hildren in 'chool/ handout.

PROCEDURE:

1)"E* "his piece can (e presented as a +mini-lecture with only a chart pad2 markers2 and the overheads that

follow. 3owever2 the activity works (est if participants fill out a styles inventory for themselves (efore the presentation. ,e recommend the &iersey "emperament 'orter2 a shorter version of the yers-!riggs "ype#nventory $ !"#% that can (e self-recorded. #nformation on how to order the &iersey "emperament 'orter islocated at the end of this activity.

INTRODUCTION (' &INUTES%

!egin this activity (y making the following comments* +#n this activity2 we will look at another aspect ofdiversity4our personality type. ,e each end up with different personalities (ecause of the choices we make

early in our lives a(out the +operating system with which we are most comforta(le. any of these choices arethe unconscious result of our life experiences. "he elements of our personality type that are the result ofunconscious choices are referred to as eta)r"gra ! 2 meaning +the ways we think a(out thinking. $,rite+metaprogram and +the way we think a(out thinking on a chart pad.% )ut metaprograms are so much a partof us they are like our skin2 defining and packaging who we are2 how we approach situations2 how we gatherour data and make decisions; in other words2 our general orientation towards life.

'ometimes we don5t even notice that these metaprograms are operating. ,e assume that the world is the waywe see it and that others +with good sense will see things the same way. "his assumption is a pro(lem2

(ecause our metaprograms are often 6uite different from other people5s.

iversity often threatens. ccording to the arter enter2 the lack of acceptance of difference is the num(erone cause of wars around the world. "he conse6uences of differences in personality types are most often feltcloser to home2 in our families2 schools and workplaces. 8ersonality types can cause more daily discomfort andconflict than many of the other ways we are different2 for several reasons. Firstly2 personality types cross allethnic groups and genders2 so even when we +stick with our own kind2 we will encounter differences.'econdly2 our institutions tend to unfairly favor certain personality types over others.

wareness of the characteristics of our own personality types2 the personality types of others2 and the uni6uestrengths and weakness of the different types can help. "he greater our knowledge of personality types2 thegreater our flexi(ility in dealing with people who are different from us2 and thus the greater our a(ility to (uild acommunity where each of us can offer our own special gifts. 'uccess re6uires flexi(ility $,rite this on chart



+#5s often take much longer to process. "hey like to ponder and ponder2 perhaps for weeks. +E5s think2 act2and often speak 6uickly2 sometimes causing +foot-in-mouth syndrome. ,ith an extrovert2 you gain (readthand expansion; with an introvert2 depth and intensity. ,ith an +# $especially an +# who is also a +" -"hinker%2 you can say2 +3ow was your day/ and receive a monosylla(ic answer2 +Fine +'o-so +1ot (ad$Cive me some space%. ,ith an +E you might need to (e prepared to stay there all night for the answer.Extroverts can (e +word entertainers2 although not always $some extroverts do not talk a lot%. #f only introvertswent to the 1ew Dear5s Eve party in "imes '6uare2 it would (reak up (efore midnight.

"he issue in these two functions is energ2 fl"/ -how and where individuals receive energy. o they receive itfrom others or outside activities/ )r do they get it (est from within2 alone or with one or two others/

+% (Sh"/ &BTI "0erhea# 1+%

"he next two letters are +' which stands for 'ensing and +1 which stands for #ntuitive. $,e us +1 hererather than +# (ecause we already have used the letter +# for #ntrovert.%"hese letters represent "$r inf"r ati"n "r #ata*gathering f$n ti"n! 2 our preferences for how we (est like toreceive different kinds of information. $Co over the characteristics on each of these two functions.%

Ane #"te! a3"$t 4S5!6 an# 4N5!6

,hereas an +1 may +see the light at the end of the tunnel 2 she may not know how to get there. n +' cansee where to go $(ut may also miss the (ig picture.% +'5s often live in a rich mosaic created (y the sensoryworld around them. +15s may seem +off somewhere2 not rooted. "heir world is enriched (y fantasies2dreams2 and visions. n +' who needs a house plant might go to the nursery; see and look at all the plants;spot a (ig ieffen(achia plant; measure its height; test the soil for moisture and the strength of the root system;count the leaves; notice that the leaves are shiny; check the price; and then decide to purchase it. n +1 mightwalk into the nursery2 look around for a while and then say2 +"hat5s it pointing enthusiastically to the

ieffen(achia plant in the corner.

-% (Sh"/ &BTI "0erhea# 1-%

Explain that the next two letters are +" for "hinking and +F for Feeling. "hese two preferences stand for the/a2! /e li7e t" a7e #e i!i"n!8 a!!e!! ent! an# 9$#g ent! $Co over the characteristics of each on the

!"#.%

Ane #"te! a3"$t 4T5!6 an# 4F5!6: +" and +F initially meet each other. "he +" may say2 +"his person is so warm2 compassionate and tender.

# would really like some(ody like this in my life. "he +F might say2 +"his person is so (right2 intelligent andlogical. # would really like to have someone like this in my life. ater2 they cannot fathom how the other seesnor does things. "wo +"5s might (oth need a lot of caring2 though it nay (e hard for then to even know it. "wo+F5s might have a hard time making logical2 consistent decisions. +"$=% may say +let5s drive @ 0 milestoday. +F$=% says2 +# need to stop now.

;% (Sh"/ &BTI "0erhea# 1;%

"he last two functions2 += for Audging and +8 for 8erceiving represent our general a))r"a h t" life $Co over the characteristic of each function.%

Ane #"te! a3"$t 4<5!6 an# 4P5!% += often wants to know Aust what is happening each day of vacation and have a very clear idea of what

should (e done. + et5s make reservations now "hree +=5s going out for the evening all 6uickly decide to go (owling. +8 wants to leave lots of room in the vacation for spontaneity. #n fact2 they may Aust want to driveoff unto the sunset and see what motel comes into view when it5s time to stop. "hey like a + et5s wait and see



approach2 keeping issues and possi(ilities open. "hey decidedly do not want to make too many advance motelreservations. "hree +85s going out for the evening might say +,hat do you want to do/ +# don5t know andeither go (ack and forth or (rainstorm possi(ilities for a long time. += would 6uickly (ecome frustrated withtheir process and +indecisiveness.

Guestions for the group*

% an we say that decisiveness is (etter than flexi(ility/?% an we say that flexi(ility is (etter than decisiveness/

$1o2 (oth have their place.%

Part B: Per!"nalit2 T2)e! A ti0it2 (-,*;, in$te!%

N"te: make sure chairs are pushed (ack to have room to do the following*

sk participants to stand up. Explain that you will call out the letters of the four different categories of

personality types. s you call out each letter in a pair $for example +E5s and +#5s %2 you will indicate with your hand where each type should go $for example2 +E5s to the right and +#5s to left%. 8articipants should go to theside of the room that (est represent their personality type and form a line with others who share their preference."hey should then turn and look silently at those who have a different preference $who will (e in a line on theother side of the room% and those who are like them. #f participants are not sure where they fall2 or if they trulyfall in the middle2 they are called +H5s. +H means you are at the midpoint (etween the two functions. +H5sshould stand together (etween the two groups $for example2 (etween the +E5s and the +#5s.

N"te: if participants are guessing their preferences $if they have not actually taken the &iersey or !"#%2 youmight also want to add* + on5t Aust decide you5re perfectly (alanced. ost of us the maAority of the time have adefinite preference2 even though there is a difference in degree.

sk participants if there are any 6uestions2 then read out the letters in the following order. #ndicate with yourhand where each group should go*

E5s #5s H5s + ook silently'5s 15s H5s + ook silently"5s F5s H5s + ook silently=5s 85s H5s + ook silently

fter you have read the entire list2 ask participants to sit down. Facilitate a (rief 6uestion2 answer anddiscussion period after this presentation2 inviting others in the room who also may know a(out the !"# or

other personality type inventories to chime in and share what they know.

8ossi(le follow-up 6uestions to ask pairs or the group as a whole to discuss*

% an you see how some of these differences cause pro(lems at work2 at school/ 3ow/ Cive specificexamples.

?% 8eople can and do learn to compensate and do things in their non-preference. ,here have you had to dothis/ ,hat is the result/

@% an you identify specific ways that your workplace2 school or classroom is (iased towards certaintypes/ ,hat could (e done to correct this/



I% #magine an #'"= and an E1F8 are working together planning a conference or field trip. 3ow might youimagine them working together and dividing responsi(ilities so that each of them share their own giftsand strengths and their limitations do not unduly hinder each other/

CLOSING (' &INUTES%

lose (y making the following points*

% thorough understanding of personality type can truly transform life in the home2 classroom orworkplace. ,e encourage an in-depth study of personality type. $1ote* a list of further readings for

(oth classroom2 work2 and personality applications follows this activity.%?% "wo stances regarding personality type that are e6ually conflict-laden are*

• + y preference is right. Dou (e like me. $superiority%• +# won5t develop my non-preference. ,hy don5t you do it/ $Jefusal to share a call for

flexi(ility.%

@% "here are many different ways to (e normal2 natural2 okay.

#f working with educators2 you may wish to close (y reading the 8a(lo asals 6uotation $optional handout for participants on the next page.%

The Kiersey Instrument Sorter can be found in the book, Please Understand Me: Character and Temperament Types by Marilyn Bates and a!id Kiersey, "#$%&

'dditional resources:

The Myers(Bri)) Type Indicator& Consultin) Psycholo)ical Press, *$$ Colle)e '!enue, Palo 'lto, California #+ -.&

People Types and Ti)er Stripes by /ordon 0a1rence& Center for Psycholo)ical Type, Inc&, P&2& Bo3 " %-$, /aines!ille, 4lorida5.-+& 6Contains a personality in!entory for students in school situations&7

/ifts ifferin) by Isabel Bri))s Myers& Consultin) Psycholo)ical Press, *$$ Colle)e '!enue, Palo 'lto, California #+ -.&

myers briggs activity

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