This document discusses assessing communication styles using the Myers-Briggs Type Indicator (MBTI) and applying that understanding to work effectively with others. It provides an introduction to the MBTI, which categorizes preferences in four dichotomies: introversion/extraversion, sensing/intuition, thinking/feeling, and judging/perceiving. Five case studies are presented of graduate students experiencing issues with their advisors, lab managers, or colleagues. For each case, readers are asked to determine the personality types of individuals involved and how the subject could adapt their communication to improve the relationship by playing to their strengths and developing weaker areas.
This sessions explores the four dichotomies of the MBTI® and how personalities interact in the group setting. Participants will be encouraged to practice this knowledge in real world examples that explore communication, behavior and teamwork. Completion of the MBTI® Profile Administration Form M is required with this presentation.
This sessions explores the four dichotomies of the MBTI® and how personalities interact in the group setting. Participants will be encouraged to practice this knowledge in real world examples that explore communication, behavior and teamwork. Completion of the MBTI® Profile Administration Form M is required with this presentation.
Using Myers Briggs Type Indicator (MBTI) to Build and Manage Talent Acquisiti...David McInnis
MBTI is one of the most widely used personality assessment tools. Learn how to us MBTI to build and manage talent acquisition teams. www.willardpowell.com
Looking @ MBTI through the Leadership lensJulia Atkinson
Building on MBTI basics, find out what different leadership types there might be in your team. Learn about different leader types' strengths and pitfalls. Use the Keirsey lens to derive synergies from your leadership team.
Unleashing Greatness with Myers Briggs Personality Typedfrail
Ever wonder what Myers-Briggs personality type is all about? How can it help you be more successful? Reduce stress? Manage conflict? Build a team? This overview gives the nuts and bolts of the theory and helps you identify your own profile.
TeamBuilders WorldWide offers training and development programs that help organizations improve team and leadership dynamics and realize their high-performance potential. The Myers-Briggs Type Indicator is just one of several tools used by TBW to tailor a results driven program for global businesses.
MBTI is a very powerful tool for determining people's personality traits. Countless companies all over the world have used MBTI as a pre-hiring test, people management tool, leadership tool, self-assessment tool, training game, and more. It should, therefore, come as no surprise that MBTI could and should also be used by sales professionals to profile their clients.
One of the challenges sales people face is that they have to interact with different personalities every day. If you're a seasoned sales person, you know that you face rejection much more often than acceptance from potential clients. Most of the time, this 'rejection' stems from not being able to profile or understand your clients' or prospects' personalities.
"Using MBTI to Effectively Profile Your Clients" is a uniquely detailed short course that will help you understand the distinctive characteristics of your clients and prospects. By doing so, this course will help lessen the chances of rejection, improve your customer care skills and effectively close more sales.
Executive Coaching Team Building And Myers Briggs Type Indicatorguestfbb212e
Description of how MBTI can be used in Executive Coaching and Team building. Includes some background on top, and information about what each dichotomy means.
This session will explore how to use a simple personality assessment to help us know our students, and for them to understand themselves. This tool provides us with a common language that we can use with our students (and in our own personal and professional life!) Explore how understanding personality can increase mutual respect, reduce conflict with others, and improve communication skills.
Understanding Personality Types For ProductivityTom Fox
Personality greatly influences performance. Different "types" have different strengths and challenges and learning to know yourself, your boss and your staff or team can improve communication efficiency and productivity.
Using Myers Briggs Type Indicator (MBTI) to Build and Manage Talent Acquisiti...David McInnis
MBTI is one of the most widely used personality assessment tools. Learn how to us MBTI to build and manage talent acquisition teams. www.willardpowell.com
Looking @ MBTI through the Leadership lensJulia Atkinson
Building on MBTI basics, find out what different leadership types there might be in your team. Learn about different leader types' strengths and pitfalls. Use the Keirsey lens to derive synergies from your leadership team.
Unleashing Greatness with Myers Briggs Personality Typedfrail
Ever wonder what Myers-Briggs personality type is all about? How can it help you be more successful? Reduce stress? Manage conflict? Build a team? This overview gives the nuts and bolts of the theory and helps you identify your own profile.
TeamBuilders WorldWide offers training and development programs that help organizations improve team and leadership dynamics and realize their high-performance potential. The Myers-Briggs Type Indicator is just one of several tools used by TBW to tailor a results driven program for global businesses.
MBTI is a very powerful tool for determining people's personality traits. Countless companies all over the world have used MBTI as a pre-hiring test, people management tool, leadership tool, self-assessment tool, training game, and more. It should, therefore, come as no surprise that MBTI could and should also be used by sales professionals to profile their clients.
One of the challenges sales people face is that they have to interact with different personalities every day. If you're a seasoned sales person, you know that you face rejection much more often than acceptance from potential clients. Most of the time, this 'rejection' stems from not being able to profile or understand your clients' or prospects' personalities.
"Using MBTI to Effectively Profile Your Clients" is a uniquely detailed short course that will help you understand the distinctive characteristics of your clients and prospects. By doing so, this course will help lessen the chances of rejection, improve your customer care skills and effectively close more sales.
Executive Coaching Team Building And Myers Briggs Type Indicatorguestfbb212e
Description of how MBTI can be used in Executive Coaching and Team building. Includes some background on top, and information about what each dichotomy means.
This session will explore how to use a simple personality assessment to help us know our students, and for them to understand themselves. This tool provides us with a common language that we can use with our students (and in our own personal and professional life!) Explore how understanding personality can increase mutual respect, reduce conflict with others, and improve communication skills.
Understanding Personality Types For ProductivityTom Fox
Personality greatly influences performance. Different "types" have different strengths and challenges and learning to know yourself, your boss and your staff or team can improve communication efficiency and productivity.
Gives an overview of Communication Differences based on Gender, the reasons of the occurrence of those differences, Male and Female Stereotypes based on their Verbal and Non-verbal communication biases and How to Manage the conflicts in communication.
Personality Development and Communication Skills-ITrinity Dwarka
Department of Management- Personality Development and Communication Skills-I
Basic fundamental of grammar and usage
How to improve command over spoken and written English with stress on Noun, Verb Tense and Adjective
Sentence errors
Punctuation
Vocabulary building
Common errors in business writing
Introduction to Business Communication
Basic forms of communication
Process of communication
Principles of effective Business Communication-7 Cs.
Media of Communication
Types of communication
Barriers of communication
Introduction to Business Communication
Channels of Business Communication
Forms of Verbal Communication
Entering Mentoring Part 1 Communication at CalTechSteve Lee
These slides and materials were used for providing a workshop for CalTech's postdoctoral association. The workshop provided training as the postdocs began a formal mentoring experience for undergrad summer research students.
Mentoring Up encourages mentees to learn how to pro-actively manage their mentoring relationships. This presentation was delivered at the SACNAS conference in 2014.
These slides were from a Grad Pathways workshop at UC Davis on 5/8/2014. This was part #1 of an overall series on Mentoring Up: Learning to pro-actively manage your relationship with your research mentor. Part #1 dealt with communication.
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
These slides and handout were presented for a workshop on "Mentoring Up: Learning to proactively engage in your mentoring relationships" at the American Society for Cell Biology (ASCB) conference in San Francisco, for the Minority Affairs Committee (MAC).
UNIT 4LEADING INDIVIDUALS AND GROUPS 15. Effective and Eth.docxouldparis
UNIT 4
LEADING INDIVIDUALS AND GROUPS
15. Effective and Ethical Use of Power and Influence
16. Networking and Mentoring
17. Coaching and Providing Feedback for Improved
Performance
18. Leading and Empowering Self and Others
19. Project Management
UNIT 3
UNDERSTANDING AND WORKING IN TEAMS
9. Negotiation
10. Building Teams and Work Groups
11. Managing Interpersonal and Organizational
Conflict
12. Achieving Business Results through Effective
Meetings
13. Facilitating Team Success
14. Making Decisions and Solving Problems Creatively
UNIT 2
INTERPERSONAL EFFECTIVENESS:
UNDERSTANDING AND WORKING WITH OTHERS
5. Understanding and Working with Diverse Others
6. Listening and Nonverbal Communication
7. Communicating Effectively
8. Persuading Individuals and Audiences
UNIT 1
INTRAPERSONAL EFFECTIVENESS:
UNDERSTANDING YOURSELF
1. Journey into Self-awareness
2. Self-disclosure and Trust
3. Establishing Goals Consistent with Your Values
and Ethics
4. Self-management
dej11632_ch01_002-024.indd 2 1/22/18 4:05 PM
T he first leg of your journey toward interpersonal skill development begins with an opportunity to take inventory of your strengths and your development goals. This first unit is devoted to intrapersonal effectiveness—understanding yourself
(and your goals, strengths, weaknesses, style, biases) and improving self-management
skills, such as emotional intelligence, time management, and stress management. As
you’ll discover, “knowing yourself ” may not be as easy as it sounds. We give you the
tools to facilitate this process. Each of the four chapters in this unit helps you increase
the odds of achieving intrapersonal effectiveness, and ultimately, personal and profes-
sional success and satisfaction. This first leg provides a solid start to your journey, as
well as a strong foundation on which to build interpersonal, team-based, and leadership
skills in the units that follow.
Unit 1
Unit One:
Intrapersonal
E�ectiveness:
Understanding
Yourself
Unit Two:
Interpersonal
E�ectiveness:
Understanding
and Working
with Others
Unit Four:
Leading
Individuals and
Groups
Unit Three:
Understanding
and Working in
Teams
dej11632_ch01_002-024.indd 3 1/22/18 4:05 PM
4
Learning Points
How do I:
• Figure out my strengths and understand how they might guide me in
personal and professional choices?
• Know what motivates me in order to reach my potential?
• Assess my limitations and develop a plan for improving in these areas?
• Gain understanding and insight into my personality, attitudes, and
behaviors?
• Identify the biases I have that affect my understanding and appreciation
of others?
Jacob Morgan, age 22, was excited about his first job out of college. He had worked sum-
mer jobs and one internship, but never in an environment as professional as the bank for
which he’d work upon graduation. After taking some time off in the summer, he began
work in August. Eager to show he was worthy of having ...
Succeeding through your strengths & failures ABRCMS 2014Steve Lee
"Succeeding through your strengths and failures: Assess and apply your unique strengths toward your ideal goals" This workshop was provided at the ABRCMS conference in November 2014.
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...Steve Lee
This workshop, "Addressing Diversity in Mentoring Relationships through Case Studies", was provided for the Leadership Alliance Faculty Retreat on Mentoring Diverse Scholars at Hunter College on April 29, 2016.
Mentoring 360 for ASCB MAC slides and handoutSteve Lee
This workshop on Mentoring 360 was presented for the American Society of Cell Biology's Minority Affairs Committee (ASCB MAC) during their Junior Faculty and Postdoctoral Fellows Career Development Workshop in Seattle, WA on July 15-17, 2017.
Made to Stick: Delivering effective scientific presentations and postersSteve Lee
This professional development workshop was presented for the GradPathways program at UC Davis for grad students and postdocs in the STEM disciplines in Oct 2016.
Mentoring Up - Duke BioCoRE workshop - slides & handoutSteve Lee
"Mentoring Up: Learning to maximize your relationship with your mentor" was presented as a workshop at Duke University's BioCoRE conference on 7/28/2016 to graduate and undergrad students.
Mentoring Up ABRCMS 2015-11 slides & handoutSteve Lee
These slides and handouts were used for a workshop on mentoring at ABRCMS 2015. The overall session was called "Mentoring 101", which was for mentees on how to choose a research mentor, and how to "mentor up" to be pro-active in your mentoring relationship.
MD vs MD-PhD vs PhD 2015_slides & handoutSteve Lee
Are you trying to decide whether to pursue an MD, an MD-PhD or a PhD? Do you want to learn the differences in conducting research and the training that is involved with each of these career paths? Come to this workshop to hear the story of how one MD-PhD navigated through these questions, and about a research study (McGee and Keller, 2007) that investigated differences between MD, MD/PhD, and PhD students and their professional trajectories.
This workshop was given by Michael Penn, MD-PhD, and Steve Lee, PhD.
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015Steve Lee
This presentation was on "Mentoring Up: Choosing a Research Mentor and Lab" for first-year grad students in the Chemical Engineering and Materials Science program at UC Davis in fall 2015.
Entering Mentoring 2015 UCD GradPathways_slides & handoutSteve Lee
This presentation was on "Entering Mentoring" and delivered at UC Davis for the GradPathways program, for grad students and postdocs in the STEM disciplines. This set includes the slides and handout for the 2-hour workshop.
This workshop was on "Understanding and Minimizing Unconscious Biases in the STEM Disciplines". This was presented at the 3rd NSF IOS Broadening Participation meeting for PI's in Bethesda, MD on 9/21/2015.
Mentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handoutSteve Lee
These slides and handout were used for a workshop on the new concept of Mentoring 360. This was provided for the Minority Affairs Committee (MAC) for the American Society for Cell Biology (ASCB) on 7/18/2015 in Houston. Attendees were ~50 STEM postdocs, junior and senior faculty, and administrators in academia.
Guide on Getting into Grad School 2015-07Steve Lee
This is a guide that I've used for various workshops on helping students consider and apply for grad school. This doesn't contain slides, but is a handout that I've used during workshops. It contains exercises to help students consider if grad school is a good fit and option for them now, and links to other resources.
Career Planning for STEM Postdocs and PhD StudentsSteve Lee
"Advancing your Career Plan for STEM Postdocs and PhD Students" This workshop was given at the University of California, Irvine in June 2015. We used the myIDP website to help attendees in their career planning.
"Research on Success in Research - What research studies can help me make good decisions and succeed in my research?" This presentation was provided to advanced undergrad students with possible interests in a grad (PhD) program in neuroscience at the University of California, Davis. This seminar was presented at the Neuroscience Initiative to Enhance Diversity (NIED) program at UC Davis on April 17, 2015.
Sticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handoutSteve Lee
"Made to Stick: Delivering effective scientific presentations and posters for impact" This presentation was delivered at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2015 in New Mexico.
Mentoring 360_AISES 2015 03_Steve Lee_slides and handoutSteve Lee
Mentoring 360 is developing circles of relationships with mentors, mentees, and peer mentors through all stages of your career; and seeking 360 feedback from your circle of mentoring relationships. This presentation was provided at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2015 in New Mexico.
Sticky scientific presentations - Steve Lee UC Davis 2014Steve Lee
"Make to Stick: Delivering scientific presentations and posters for impact" This presentation was delivered for the GradPathways professional development program at UC Davis for graduate and professional students, and for postdocs in the STEM disciplines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Digital Tools and AI for Teaching Learning and Research
Assess your communication strengths with the Myers-Briggs types and apply them to work effectively with others
1. Assess your communication
strengths with the Myers-
Briggs types and apply
them to work effectively
with others
Steve Lee, PhD
CLIMB Program
CLIMB
Collaborative Learning and
Assistant Director Integrated Mentoring in the Biosciences
Fall 2012
CREATING A DIVERSE COMMUNITY OF YOUNG SCIENTISTS
2. 3-Part Series on
developing your metacognitive skills
#1: Succeed with your strengths: Assess and apply your
unique strengths to improve your chances for success
in grad school
#2: Assess your communication strengths with the Myers-
Briggs types and apply them to work effectively with
others
#3: Succeed through your failures: Learning to fail
productively in grad school
1
4. What are the Myers-Briggs Type Indictors?
● Katharine Briggs and Isabel Briggs Myers – 1960’s
● The MBTI provides a framework for understanding
communication and working preferences
● The MB types and the test have been validated
○ Widely used in educational and professional
settings
○ Dario Nardi’s research at UCLA
4
5. What are benefits of using the MBTI’s?
● increase self-awareness
● understand how others perceive your actions
● identify your assumptions when interpreting
others’ actions
● learning to adapt and change to others around
you
● improve communication
● increase productivity
5
6. Four dichotomies of the MBTI
How do you prefer:
● to relate to people? ○ Extroverts or E-types
○ Introverts or I-types
● to gather information? ○ Sensors or S-types
○ Intuitors or N-types
● to make decisions? ○ Thinkers or T-types
○ Feelers or F-types
● to relate to the ○ Judgers or J-types
outside world? ○ Perceivers or P-types
6
7. Common Misconceptions
● I can’t function as my opposite type
○ preference ≠ ability
● If I know someone’s types, I can predict (or
manipulate) their behavior.
○ knowing their MB types only gives a
framework to understand them
● I need to find people with the same types
to be productive
○ complementary strengths can help your
weaknesses
7
10. Resources
● Keirsey, Please Understand Me II (1998)
○ good reference for the MB types
● Rath and Conchie, Strengths Based Leadership (2009)
○ another good assessment test
● Wagner and Gale; Why Partners Need Complementary
Strengths; Gallup Press (2009)
● Stone, Patton, Heen, and Fisher; Difficult Conversations:
How to Discuss what Matters Most (2000)
10
11. For Self-Reflection or Discussion
● Consider a recent fruitful working relationship. What
made it work out well? How can you try to repeat
those features?
● Consider another difficult working relationship. Why
do you think it became so challenging? What can you
learn from this, so that you can avoid similar difficulties
and actually benefit from this challenge?
● How can you anticipate potential benefits and
problems with a PI that you might work with?
11
12. assess and apply your strengths
to improve your chances for success
12
13. The CLIMB Program
Fall 2012
Steve Lee
CLIMB
Collaborative Learning and
Integrated Mentoring in the Biosciences
Assess your communication strengths with the Myers-Briggs types and
apply them to work effectively with others
To help you understand and apply the Myers-Briggs personality types, discuss these case studies within
your groups, and address the questions. These case studies have been created based upon real and
hypothetical situations that a grad student might encounter. Each case study has been simplified to
involve primarily only one of the four possible categories of the MB types, since this workshop is an
introduction into the Myers-Briggs personality types.
• Case 1 – John and his PI
o John has been having trouble understanding his PI’s expectations and goals for his research.
This is particularly frustrating for John, because he’s very friendly and gets along with most
people. He has weekly meetings with his PI, where he tells her all about his ups and downs
from his research progress, along with complications and successes. John is aware that he’s
communicative and talkative, so he believes that he’s doing a good job with informing his PI
about his research progress. But occasionally his PI will ask him a particular question that
surprises him, because John didn’t realize that his PI had wanted something else. John just
wishes that she would explain more clearly what she wants and expects, so that they can work
better together. But his PI doesn’t seem to say much during their meetings, and seems
withdrawn from John’s perspective.
• Questions:
o Which of the 4 Myers-Briggs categories might explain their different preferences?
Based upon this description, what do you think is John’s MB type? Explain your reasoning,
referring to details mentioned in the case study.
What do you think is the PI’s MB type? Explain your reasoning.
o How might John adapt, to work better with his PI? How can he improve his understanding of
her expectations for his research?
How might John use his strengths from his MB type to help resolve his problem?
What underdeveloped type skills (see tables below for some ideas) might John need to
address as he considers how to improve the communication with his PI?
• Case 2 – Grace and the lab manager
o Grace has started a new project that requires working during odd hours at night and weekends,
but an unexpected conflict has begun with the lab manager. She’s been able to coordinate the
new schedule with her new project, classes and personal life, which has helped her sanity,
because she likes to plan things in advance and schedule her activities. Also, she’s been able to
keep things under control by marking clear boundaries for her benchtop space and keeping her
own area organized, because the rest of the lab seems messy to her most of the time. But
when Grace works in the lab during odd hours, she’s been having trouble finding reagents in
the lab. The reagent catalog has not been updated recently, so it’s been difficult for Grace to
1
14. find items. During the normal working hours, the lab manager is helpful in tracking down items
for Grace. But on this particular Saturday Grace had to cancel an experiment because she
couldn’t find a critical reagent in the lab, and so fell behind her schedule. Grace thinks that it’s
the job of the lab manager to update the reagent catalog, and is frustrated that she had to
cancel her experiment and fall behind her schedule. In her frustration, she begins to write an
email to the lab manager.
• Questions:
o Which of the 4 Myers-Briggs categories might explain the different preferences for Grace and
the lab manager?
Based upon this description, what do you think is Grace’s MB type? Explain your reasoning,
referring to details mentioned in the case study.
What do you think is the lab manager’ MB type? Explain your reasoning.
o Do you think she should email the lab manager, or perhaps communicate with him in another
manner? How might Grace adapt, to work better with the lab manager?
How might Grace use her strengths from her MB type to help resolve her problem?
What underdeveloped type skills (see tables below for some ideas) might Grace need to
address as she considers how to improve the working relationship with the lab manager?
• Case 3 – Mary and her postdoc
o Mary enjoys working in her lab, but has started to notice problems in communicating with the
postdoc who’s been assigned to mentor her. Mary prides herself as a “do-er” who works hard
and is very willing to put in extra hours in the evenings and weekends in the lab. She enjoys
working with her hands, and so has developed excellent technical skills. She prefers having
detailed protocols that she can closely follow, so that she doesn’t have to create new protocols
or make changes. But her postdoc often asks questions during their weekly meetings about her
research that don’t seem relevant to her, and gives her papers to read that seem to be outside
of her field. Mary has been very busy with her coursework and research, and would prefer to
focus on only her project. But the postdoc keeps bringing in ideas and papers that seem too
abstract to Mary. Furthermore, he recently asked why a particular step in the protocol was
needed, and Mary was stumped. She felt embarrassed, because the particular step consumed
an expensive reagent and she realized that she had simply followed the procedure without
thinking carefully.
• Questions:
o Which of the 4 Myers-Briggs category types might explain their different preferences?
Based upon this description, what do you think is Mary’s MB type? Explain your reasoning,
referring to details mentioned in the case study.
What do you think is the postdoc’s MB type? Explain your reasoning.
o How might Mary adapt, to work better with her postdoc? What might she say or ask the
postdoc?
How might Mary use her strengths from her MB type to help resolve her problem?
What underdeveloped type skills (see tables below for some ideas) might Mary need to
address as she considers how to improve the communication with the postdoc?
• Case 4 – Tony and his new lab
o Tony is really glad that he and his new friend, Sheila, have joined the same lab. He also enjoys
playing with Sheila’s child, and helping take care of her baby occasionally. Their group is trying
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15. to decide on a new weekly time to hold their group meetings, but this has caused problems
because their group has recently grown bigger and it’s hard to find a new time that’s
convenient for everyone. Soon afterwards, the PI sent around an email, announcing that the
new group meetings will be held on Sunday mornings. Tony thought the group should talk
about it first, or that at least a Doodle poll should have been sent around. As Tony talked with
Sheila, he realized that the meeting time would be extremely inconvenient for her, because
Sheila will need to make special, expensive arrangements for childcare. Tony gently
encouraged Sheila to speak up for herself, but she is reluctant to cause problems as a new
member of the group. Tony also hears that the new time would cause significant problems for
others in the group because of family and religious obligations. Tony would like to talk with the
PI about possibly changing the meeting time, but isn’t sure how to approach the PI.
• Questions:
o Which of the 4 Myers-Briggs category types might explain their different preferences for Tony
and his PI?
Based upon this description, what do you think is Tony’s MB type? Explain your reasoning,
referring to details mentioned in the case study.
What do you think is the PI’s MB type? Explain your reasoning.
o How might Tony communicate with his PI? How might Tony use the strengths of his type to
approach his PI?
How might Tony use his strengths from his MB type to approach his PI?
What underdeveloped type skills (see tables below for some ideas) might Tony need to
address as he considers how to contribute to the decision-making process of the lab group?
• Case 5
o Have you or someone in your group experienced similar situations, where you had different
types? Please share your situation: how the different preferences impacted the relationship,
the consequences, if the situation changed, how you dealt with the differences, etc.
• Success Types in Medical Education by John Pelley
o http://www.ttuhsc.edu/SOM/success/
What the Types Can Offer Each Other
EXTRAVERTS INTROVERTS
• Provide the outwardly directed energy needed • Provide the inwardly directed energy needed
to move into action for focused reflection
• Offer responsiveness to what is going on in the • Offer stability from attending to enduring ideas
environment • Have a natural tendency to think and work
• Have a natural inclination to converse and to alone
network
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16. SENSING TYPES INTUITIVE TYPES
• Have a mastery of the facts and attention to • Know by way of insight and attention to
details meanings
• Bring a knowledge of what materials and • Bring a grasp of what is possible and what the
resources are available trends are
• Appreciate knowing and doing what works • Appreciate doing what hasn’t been tried
before
THINKING TYPES FEELING TYPES
• Take a hard look at the pros and cons of • Know what is important to and for people, and
situations, even when they have a personal adhere to that in the face of opposition
stake • Have an ability to build relationships and to be
• Able to analyze and solve problems with logic persuasive
and reason • Want to uncover the greatest “good” in a
• Want to discover the “truth” and they naturally situation and they notice when people may be
notice logical inconsistencies harmed
JUDGING TYPES PERCEIVING TYPES
• Can organize, plan, and follow through on • Can respond quickly and flexibly to the needs
projects of the moment; spontaneous
• Push to get things settled and decided • Strive to keep things open so new information
• Appreciate well-oiled efficiency at work may be gathered
• Appreciate the need for spontaneity and
exploration at work
Well-developed type skills Underdeveloped type skills
Extraversion Introversion Extraversion Introversion
Active approach Reflective approach Hyperactive Withdrawn & secretive
Bring breadth Bring depth Superficial Overly serious
Sensing Intuition Sensing Intuition
Practical Imaginative Slow & dull Careless
Brings data Brings perspective Narrow focus Impractical & dreamy
Thinking Feeling Thinking Feeling
Analyze situations Affiliate people Cold & uncaring Easily hurt
Bring consistency Bring harmony Overly competitive Overly sentimental
Judging Perceiving Judging Perceiving
Decisive Inquisitive Overly opinionated Indecisive
Bring a plan Bring options Controlling Procrastinating
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