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Myers briggs and leadership models



Brief description of Myers-Briggs and association with leadership models.

Brief description of Myers-Briggs and association with leadership models.



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Myers briggs and leadership models Presentation Transcript

  • 1. Myers-Briggs Day source: https://www.cpp.com/PDFs/ Coaching_Leaders_MBTI.pdf
  • 2. Exploring one’s thought-processing system isimportant, especially for leaders. One’sassumptions are strongly influenced by thestructure of the human consciousness.Although individuals have the capability toprocess information, there are natural inborndifferences in the ways they use this capability.
  • 3. E or I? extraversion or introversion - whereyou focus your attention and get energyS or N? sensing or intuition - how you take ininformationT or F? thinking or feeling - how you makedecisionsJ or P? judging or perceiving - how you dealwith the outer world
  • 4. Middle two dichotomies are particularlytelling in regard to the cultural pattern theytend to favor:SF: sympathetic and friendlyST: practical and analyticalNF: insightful and enthusiasticNT: logical and analytical
  • 5. Likely leadership styles
  • 6. CooperationSensing/FeelingEncourages people towork together to helpone another achievecommon goals
  • 7. ConsistentSensing/ThinkingEstablishes rules andsystems to help peopleachieve consistentresults efficiently andeffectively
  • 8. InspirationIntuition/FeelingInspires people due totheir strong beliefs inthe organization’svalues of serving socialneeds and helpingpeople grow anddevelop
  • 9. AchievementIntuition/ThinkingMotivates people toperform at high levelsand work towardbeing the best andachieving excellence.
  • 10. WeaknessesCooperation - SF - managed by committee,directionless, unaccountableInspiration - NF - “clubby,” low performing,undisciplinedAchievement - NT - cold, indifferent, blindlyambitiousConsistent - ST - controlling, autocratic,
  • 11. Differences in Myers-Briggs Personality TypesAmong High School Band, Orchestra, and Choir Members - Journal of Research in Music Education, February 2011 The purpose of this study was to explore personality type differences among high school band, string orchestra, and choir students according to ensemble membership. Participants (N = 355) were high school students who had participated in their school’s band, orchestra, or choir for 1 year or more. The author administered the Myers-Briggs Type Indicator (MBTI) to determine the personality type for each participant. Personality types were compared among the three ensembles as well as with published MBTI high school norms. Results indicated that personality type differences existed among the ensembles and that there were significant differences in the comparisons with MBTI norms. A significant personality type difference was found between orchestra and choir students along the Extraversion-Introversion dichotomy, indicating that choir students were more likely to be Extraverted when compared to orchestra students. There were no significant differences among the ensembles on the Sensing-Intuition, Thinking-Feeling, or Judging-Perceiving scales. Compared to high school norms, the students in each ensemble were significantly more likely to be Intuitive and Feeling. The band students were significantly more likely to be Perceiving, and the choir students were significantly more likely to be Extraverted.