USING PERSONALITY TYPE TO SHAPE EFFECTIVE COMMUNICATION

Transcription

1 Background USING PERSONALITY TYPE TO SHAPE EFFECTIVE COMMUNICATION Before we begin discussing how you can use the Myers-Briggs Type Indicators (MBTI) to optimise effective communication, it is worth describing why personality typing is so important. To undertand this importance, let s look at each word in turn: Personality. In one respect, personality is the culmination of many key learned factors that are relatively specific to each of us. However, personality is much more than the culmination of the issues that were discussed in the lower tiers of the Profiling Pyramid. Personality is also affected by genetic factors, such as temperament, which makes it a powerful force in shaping the way we all think about issues (1). Type. The study of personality would be almost impossible if every individual was unique, because gaining an understanding of the way we think would be too complex. To simplify the study of personality, psychologists have developed trait theories, which are used to identify the basic personality traits. Each set of traits can then be grouped into Types, so these can be used to describe categories of common personality characteristics. You can therefore use information on personality type to look at common aspects of human psychology. Most importantly, by identifying the personality type for people with whom you need to communicate effectively, you can gain profound insights into the way you need to put your message across. However, to predict the way in which members of your target audience might think, you must use an appropriate psychological framework. There are many psychological frameworks available, but one of the most useful is the MBTI, because: The MBTI Provides Good Results. The MBTI is generally accepted as a reliable framework for successfully predicting behaviour (2). Most importantly, this reliability means that it can be used to predict specific differences in people, and then cope with those differences constructively (3). The MBTI is Commonly Used. This framework is one of the most commonly used models for personality profiling, as the test is taken over 2 million times annually (4). Because of the prominence of this test, there is a substantial amount of research available to assist in understanding personality. This research has been used to develop the proven systems and approaches described in this handout. The MBTI Framework is Easy to Understand. One of the main reasons for the wide acceptance of this model is that it is readily understandable by most people, and not just professional psychologists (5). You therefore don t need to do a detailed course, to get some very real benefits from this psychological framework. Seahorses 2010 Page 1

2 Using MBTI Information can Improve Effective Communication. Research by people like Yeakley (6) and Thompson (7) has indicated that you can improve the quality and effectiveness of communication, by aligning the content to the personality profile of the audience. The MBTI can therefore provide a powerful tool for developing highly effective communication. So what is the MBTI? The Myers-Briggs Type Indicators were developed by a mother/daughter team (Katharine Briggs/Isabel Briggs Myers), so they could refine concepts in personality typing published by the eminent psychologist C.G. Jung (8). To understand these different aspects of personality, the MBTI uses four separate facets of character (which are known as functions). These functions are illustrated in Figure 1 (9), and they each contain two opposing dichotomies. These dichotomies equate to opposite ends of a personality spectrum. For example, as shown in Function 1 at Figure 1 some people are extroverted and others might be introverted. Extraversion Introversion Sensing Intuition Directs energy outward Gains energy from interaction 1 Directs energy inward Loses energy from interaction Focussed on information from 5 senses 2 Focussed on patterns and relationships. Thinking Feeling Judging Perceiving Decisions based on: Logic & Analysis Objectivity & Detachment 3 Decisions based on: Personal & Social values Understanding & Harmony Deals with: Decisiveness Seeks Closure Focus on decision 4 Deals with: Flexibility Open Options Focus on process Figure 1: The Four Functions and their Dichotomies The dichotomies within each of the four functions are: Function 1 - Orientation of Personal Energy (Extraversion/ Introversion). The first function describes the way in which a person wants to interact with the world. The preferences can therefore be described as: Extraversion. An Extravert mainly directs energy toward the outer world of Extraversion Directs energy outward Gains energy from interaction Introversion people and things, and they appear to be energised by interacting with other people. When discussed within the MBTI, the single letter E is used to denote a preference for Extraversion. 1 Directs energy inward Loses energy from interaction Seahorses 2010 Page 2

3 Introversion. This preference is the opposite of Extraversion, because Introverts mainly tend to direct their energy toward the inner world of experiences and ideas. These people often pursue solitary activities, but this does not mean that they do not like to be around people. It simply means that they tend to lose energy from social interactions. Interacting with other people can therefore tire them out. The single letter I denotes introversion. Function 2 - Perceiving Function (Sensing/ intuition). Within the MBTI framework, this function describes the way in which people perceive the world around them. In other words, these dichotomies relate to the way in which we draw in information. The two dichotomies for this function are: Sensing Focussed on information from 5 senses 2 Intuition Focussed on patterns and relationships. Sensing. Individuals with a preference for Sensing, mainly focus on information perceived through the five senses. People who prefer this function therefore generally want to operate with concrete objects and facts. The Sensing preference is denoted by the letter S. intuition. People who prefer to use intuition mainly look at the patterns and relationships that they see in the world around them. These people tend to be less preoccupied with concrete reality, and may spend more time thinking about what may be, rather than what is. In MBTI shorthand the intuition preference is shown by the letter N (Just to confuse everyone, and because the letter I had already been used for Introversion). Function 3 - Judging Function (Thinking/ Feeling). The Thinking/Feeling dichotomy is used to describe how people judge the information they have gathered, when they are making decisions. The two alternate preferences are: Thinking Decisions based on: Logic & Analysis Objectivity & Detachment Feeling Thinking. As the name suggests, people using the Thinking preference generally want to use impersonal, objective, and logical analysis for decision-making. The letter T represents the Thinking preference. 3 Decisions based on: Personal & Social values Understanding & Harmony Feeling. The opposite of Thinking is Feeling. In this preference, the individual will be inclined to reach conclusions based on personal and social values, with a focus on developing understanding and harmony. In MBTI shorthand, the letter F signifies this Feeling preference. Seahorses 2010 Page 3

4 Function 4 - Decision Style (Judging/Perceiving Preference). The final dichotomy describes a person s preferred decision style. In essence, this final function illustrates the way in which we all tend to balance our need to apply the Judging (Thinking/Feeling) and Perceiving (Sensing/ intuition) preferences. These opposing decision style preferences can therefore be described as follows: Judging Deals with: Decisiveness Seeks Closure Focus on decision 4 Perceiving Deals with: Flexibility Open Options Focus on process Judging. People with Judging personalities typically seek closure through the decisive use of the judging function (Thinking/Feeling), as illustrated in Figure 2 (10). The key to understanding this preference is therefore the concept of closure. For example, people with a strong inclination toward this end of the dichotomy are likely to finish the perceiving process as soon as they believe that they have enough information to make a decision (11). The letter J is used as shorthand for this preference. Orientation of Personal Energy P E R CE I VI NG Information Processing J UD GI NG Information Evaluation Decision Style EXTRAVERSION SENSING THINKING JUDGING or or or or INTROVERSION INTUITION FEELING PERCEIVING Figure 2: The Decision Style in Relation to the Judging/Perceiving Functions. Perceiving. At the other end of the spectrum, a Perceiving person tends to focus on information collection. For this reason, an individual with this preference may want to keep their options open. This preference stems from their focus on collecting more data, rather than seeking closure. Within the MBTI dichotomies, the letter P denotes this preference. As individuals typically show preferences in each of the four functions, there are 16 combinations of personality types, as shown in Figure 3 (12). Each of these types is simply a way of showing the preferences that an individual has toward each of the dichotomies. For instance, a person classified as an ISTJ would tend to be driven by their preferences for the Introversion (I), Sensing (S), Thinking (T) and Judging (J) dichotomies. INTROVERSION EXTRAVERSION SENSING TYPES INTUITION TYPES ISTJ ISFJ INFJ INTJ JUDGING ISTP ISFP INFP INTP PERCEIVING ESTP ESFP ENFP ENTP ESTJ ESFJ ENFJ ENTJ JUDGING THINKING FEELING THINKING Figure 3: The 16 Myers/Briggs Personality Types Seahorses 2010 Page 4

5 However, unlike many other personality-typing systems, the MBTI does not say that there are only 16 types of people in the whole world. This is an important part of the MBTI approach, because most people simply do not sit neatly into fixed pigeonholes. The MBTI is a much more flexible approach. This approach states that each of the dichotomies in our personality type simply illustrate our preferences, or comfort zones. The strength of the preference for one dichotomy or the other is what is important. You can understand this concept by thinking about the four functions (E/I, S/N, T/F and J/P) as though they were the slides on a graphic equaliser. We can then start to think about different people s personality type in the manner illustrated in Figure 4 (13). Figure 4: MBTI Profiles for Two Individuals In this diagram, we have represented the strength of two people s preferences as sliding pointers. When the slider is at either end of the scale, this indicates a very strong preference one way or the other. However, once the pointer moves away from the ends of the slide, the individual s preferences become more balanced. For example, you can assess Person 1 in Figure 4 as showing a strong preference towards Extraversion. Person 2, however, does not seem to demonstrate a strong preference either way. The advantage of this MBTI approach is that we can start to understand how likely it is that a person will prefer to act in one way or another. Although this limitless shades of grey approach within the 16 MBTI types is one of the real strengths of this framework, it would simply be too difficult to use the system for communicating effectively if we left it there. Seahorses 2010 Page 5

6 Fortunately, the whole model can be further simplified by grouping the types in relation to the individual s Perceiving (Sensing/iNtuition) and Judging (Thinking/Feeling) preferences. This creates four key groups of personality type, as shown in Figure 5. These four groups (ST, SF, NF, and NT) use the two centre letters from the MBTI type. The Four Types ST SF NF NT INTROVERSION EXTRAVERSION SENSING TYPES INTUITION TYPES ISTJ ISFJ INFJ INTJ JUDGING ISTP ISFP INFP INTP ESTP ESFP ENFP ENTP PERCEIVING ESTJ ESFJ ENFJ ENTJ JUDGING THINKING FEELING THINKING Figure 5: Defining the Four Types These four groups are particularly useful to anyone who needs to communicate effectively, because the two middle functions are typically the most important aspects for shaping your message. This importance is illustrated in Figure 6 (14), which shows that these two centre functions are the ones people rely on, when making decisions. Orientation of Personal Energy P E R CE I VI NG Information Processing J UD GI NG Information Evaluation Decision Style EXTRAVERSION SENSING THINKING JUDGING or or or or INTROVERSION INTUITION FEELING PERCEIVING Keys to Decision Making Process (Prime Persuasion Issues) Attitude & Orientation Figure 6: The Centre Letters The Prime Communication Issues Additionally, where it is possible, you should also take into account the Decision Style (J/P) of your audience members. This preference is used to determine how quickly the target audience is likely to want to shift from perceiving to judging activities. For example, an understanding of this function will help you to shape the amount of information you will deliver in the message. Now that we have covered the framework, let s look at how you can use this approach to shape your document, presentation or teaching. Seahorses 2010 Page 6

7 IDENTIFYING THE MBTI OF A PERSON OR GROUP You can identify information on the personality type of different individuals and groups by applying statistical analysis in relation to their management level, making a profession-based assessment, or utilising Emblematic Analysis. The following subsections describe each of these approaches in more detail. Statistical Guess based on Management Level The first method allows you to make an educated guess about the personality profile of people to whom you need to communicate. This is achieved by assessing their seniority in the business/organisation. As shown in the following graphs, you can actually deduce very useful knowledge from this very simple information. Firstly, to provide a statistical benchmark, Figure 7 shows the approximate split of the four MBTI groups within the total population (15). Figure 7: Distribution of Types for the General Population So how well does this fit with the profiles of people in management positions? Figure 8 (overleaf) shows the likely percentage of managers with each of the four key profiles. As you can see from this graph, there is a strong relationship here, even though the statistics cover a variety of different cultures (16). Seahorses 2010 Page 7

8 Figure 8: Distribution of Types for Managers in Different Countries These figures show that management are more likely to have the Sensing/Thinking (ST) or intuition/thinking (NT) profile. You can therefore take an educated guess that a generic group of managers within an organisation will consist mostly of people with ST and NT preferences. This skewing toward specific preferences may even be more pronounced at higher levels of management (e.g. Senior Executives), as shown in Figure 9 (17). Figure 9: Distribution of Types for Executives Seahorses 2010 Page 8

9 NT ST Using MBTI to shape effective communication At these upper levels of management there appears to be a profound shift to the NT types. As you can see in this graph, over half of the senior executives in the sample were intuition/thinking types. This skewing is not all that surprising, as senior executives are often recruited because of their ability to implement strategic management, which fits well with the NT s psychological preferences. You can therefore use this information to make an educated guess on the psychological type of senior business people. Most importantly, you can assume that most business managers will have a Thinking (T) profile. The validity of this assumption is demonstrated in Figure 10 (18), which shows that more than three quarters of the managers tested in the research (which involved 37,549 people) had a Thinking (T) preference. ISFP ESFP ISFJ ESFJ INTP ENTP ENFJ ENFP NT INTJ INFP INFJ ISTJ ENTJ ISTJ ST ESTP ISTP ESTJ ST: Approx 39% + NT: Approx 38% = Approx 77% with Thinking Preference ESTJ ISTP ESTP ENTJ INTJ ENTP INTP ESFJ ISFJ ESFP ISFP ENFP ENFJ INFP INFJ Source: Briggs Myers, I., McCaulley, M.H., Quenk, N.L., Hammer, A.L., 1998, Figure 10: Most Managers will tend to have a Thinking Preference Additionally, you can also assume that around 70% of managers will have a Judging (J) preference (19). However, you should remember that this guidance is based on the averages across many professions. Ideally, you should then crosscheck these deductions using the profession-based assessment discussed in the following section. This profession-based assessment is also more useful when you are dealing with people who are not in management positions. Profession-Based Assessment As shown in Figure 11 (overleaf), different personality types are often attracted to certain professions (20). This can give you more clues about the profile of your target audience. Seahorses 2010 Page 9

10 ST SF NF NT ISTJ Management, Administration & Accounting Law Enforcement Dentists Engineering Careers requiring attention to detail ISTP Skilled Trades Technical Fields Agriculture Law Enforcement & Military Careers requiring an analytical hands-on approach ESTP Business & Marketing Skilled Trades Law enforcement Applied Technology Action oriented careers ESTJ Management & Administration Sales & Marketing Law Enforcement & Military Careers focussed on applying logic and organisation ISFJ Education Health care Religion Careers focussed on helping people ISFP Health care Business Law Enforcement Gentle service related careers. ESFP Health Care Teaching & Coaching Childcare workers Skilled Trades Careers requiring outgoing enthusiasm ESFJ Education Health Care Religion Careers leveraging personal concern for others INFJ Religion & Counselling Teaching Arts Careers focussed on facilitating development INFP Counselling Writing Arts Psychology Careers requiring the use of creativity ENFP Counselling Teaching Religion Arts Careers focussed on using creativity & communication ENFJ Religion Arts Teaching Psychology Careers that help personal growth Figure 11: Types and their Preferencess for Different Professions INTJ Scientific or technical fields Computers Law Accounting & Finance Engineering Careers focussed on applying Intellectual Creativity INTP Scientific or technical fields Psychology Careers that require solitary objective analysis (e.g. Research) ENTP Science Management Technology Arts Careers focussed on taking on new challenges ENTJ Management Leadership Accounting & Finance Careers requiring tough minded analysis This table is obviously not exhaustive, but it is designed to be indicative, so you can extrapolate the information to cover other professions. Additionally, you should use this with care, as some people work in professions that are not typical of their type. However, if you have nothing else, this can provide a useful indicator. Seahorses 2010 Page 10

11 Emblematic Analysis The first two methods provide a SWAG (Scientific Wild Assed Guess) approach, which can give you a reasonable starting point for understanding many people with whom you need to communicate. The third method is much more refined and reliable, because it leverages a technique called Emblematic Analysis. However, this approach is less commonly used for communicating with large groups, because it is often not practical to collect the required information. That being said, it can be very useful to people working with smaller groups or individuals. As an example, when conducing Business to Business (B2B) or Business to Government (B2G) marketing there are often key decision makers who need to be persuaded. In these circumstances, it may well be worth your while to conduct an Emblematic Analysis, so you can properly target your message. For this reason, the Emblematic Analysis methodology is also discussed very quickly in this handout. Emblematic Analysis is simply a grandiose way of saying that you can find out the MBTI of a person by observing how they interact with you or other people around them. This is achievable because people tend to show their personality preferences when relating to others during the course of their normal work. For example, a strong ST manager is likely to ask people to report to them by providing tangible evidence (indicating a Sensing preference), in a logical and rational manner (signifying a Thinking preference). Alternatively, a manager with a strong NF personality type may regularly ask their staff how a decision will affect the organisation s Vision (illustrating an intuition preference) and Values (indicating a Feeling preference). These desires can therefore act as detectable Emblems for a person s MBTI preferences. In my experience, people often give out these types of signals, which are effectively like flying a big flag telling others what their personality preferences are. All you need to do is know what to look for. To help you in this endeavor you can use the Emblematic Analysis sheet, which is supplied at the following web location: Research has shown that this form can be as accurate as the person filling out a validated MBTI form on themselves (21). You can therefore use this form to gain useful insights into your target audience and other people with whom you work. Seahorses 2010 Page 11

12 Applying the Personality Type Information The MBTI personality type information that you can deduce can then be used to improve persuasion and effective communication. For example, you can begin to use the MBTI information by applying the descriptors shown in Figure 12: (22). Extraversion E Introversion I Sensing S Intuition N Thinking T Feeling F Judging J Perceiving P Talkative Quiet Conventional Visionary Analytical Warm Happy when settled Happy when Pending Sociable Territorial Concrete Abstract Objective Subjective Systematic Casual Outgoing Intimate Realistic Imaginative Policy Focus Social Values Focus Deliberate Spontaneous Many Relationships Few Relationships Experiential Theoretical Impersonal Personal Methodical Emergent Seeks Breadth Seeks Depth Traditional Original Competitive Nurturing Fixed Flexible Participative Reflective Practical Innovative Questioning Accepting Seeks Closure Seeks Open Options Initiating Receiving Conservative Trendsetting Logical Emphatic Decisive Tentative Figure 12: Descriptors for Each Dichotomy From this information, you can determine a great deal about other people. For example, people with a strong Sensing/Thinking (ST) preference will typically want to receive realistic, practical, objective and conservative information, which is delivered using impersonal logic. Figure 13 (23) simplifies the preceding table by providing guidance on the most appropriate techniques for communicating effectively, when working with different personality types. ST Sensing & Thinking SF Sensing & Feeling NF Intuition and Feeling NT Intuition and Thinking Primary Focus Facts Data Facts Values Possibilities Values Possibilities Data Supporting Data Specific Facts (may ignore patterns) Opinions of specific people (may ignore hard data) Symbols, imagery and metaphors (may ignore practical data) Systematic Patterns (may ignore specifics that differ from their mental model) Delivery Style Practical and matter-of-fact Non-personal analysis Sympathetic and friendly Personal warmth Enthusiastic and insightful Personal Warmth Logical and ingenious Non-personal analysis Figure 13: Shaping your Learning Design for Each Type Seahorses 2010 Page 12

13 You can also help your audience to understand and accept your message by using the types of hot words shown in Figure 14 (24). This is achievable, because you are speaking in terms that properly align to the way each of the different profiles thinks. ST Words to Relate to Objectives, Processes & Organisations Accountable (be accountable to them) Augment (build on what is there) Coherent Consistent Dependable Experienced (e.g. Done the job before) Get the Job Done (practical, no nonsense approach) Helpful High assurance/ highly assured Logical Low Risk Maintain/ Maintenance Partner/ Partnership (At the Organisational level) Positive (e.g. Operational outcomes) Practical Proven/Certified/ Substantiated Prudent/Rational Realistic/Real Reliable Secure/Security Stable/Stability Structured Successful Teamwork/ Teaming Transparent (They will be able to easily see the process and monitor progress) Trusted Widely supported/ used Workable SF Words to Relate to People and Organisations Accommodating Accomplished Appropriate (e.g. in relation to relationships) Capable Committed Competent Cooperative Dedicated Dependable Determined Experienced Focused on Positive Values Knowledgeable Loyal Partner/ Partnership (Personal Level) Positive (e.g. Personal outcomes) Proven (Experience) Provides Practical Assistance Realistic Reliable Responsible Structured Teams Subjective Supportive Trustworthy Honorable Ethical NF Words to Relate to People and Organisations Accommodating Accomplished Clever Conscientious Ethical Focused on Possibilities Highly Capable Honorable Initiative (e.g. Consistently uses initiative to optimise outcomes) Innovative Inspiring/ Inspired Intellectual Intelligent Nurturing Partner/ Partnership (Seeking common values & goals) Principled (Uses Values) Responsible Values (e.g. Based on Social Values) Strategic Thinker Supporting Talented Thinks Outside the Box Trustworthy Willing NT Words to Relate to Objectives, Processes & Organisations Advanced Coherent (e.g. With a pattern) Commonsense (using the Big Picture view) Consistent (With their mental model) Enhance/ Enhancement Expansion Explanation Exploit (A situation to maximise return) High Return Imaginative Innovative Integral/ Integrated (e.g. total integrated solution) Leading Edge Logical Modern Original (New Idea) Inspired Principles (e.g. advanced developments from key principles) Rational (Normally at a relatively high level of abstraction) Resolution/ Resolve (Fixing the strategic problem) Solution Strategy/ Strategic (e.g. Strategic Change, Strategic Development, Strategic Objective) Structure (e.g. a global framework for understanding issues) Technology (e.g. Leading Technology) Figure 14: Words Generating Positive Psychological Meaning for Different Types Seahorses 2010 Page 13

14 JUDGING PERCEIVING Using MBTI to shape effective communication Additionally, you can use the preferred learning style information shown in Figure 15 (25) to work out the way in which the content should be shaped within your message. SENSING (S) INTUITION (N) Concrete & Experiential Sequential Learning Collaborative Learning High in fact retention Field Dependent THINKING (T) Abstract conceptual learners Participative Learning Holistic Learners High Concept Retention Prefer self directed learning FEELING (F) Abstract sequential or conceptual styles (S or N preference) Systematic decision makers Explicit/Implicit Logic required in message Concrete experiential or abstract random learning style (S or N Preference) Holistic Learners Seek care and self care in moral orientation Harmonious group learning Figure 15: Preferred Learning Styles for Differing Dichotomies As an example, if you had an ST audience you need to provide the following: To Align to the Sensing (S) Preference. For a Sensing (S) preference you should ensure that tangible information and facts are provided in a clearly sequential process. This will allow your target audience to build up a picture of the situation, which will typically make them feel more comfortable. When conducting presentations, this process should be relatively interactive, so the audience can participate through discussion and hands-on experience. You should also remember that in many cases the audience members with the Sensing (S) preference may feel uncomfortable when attempting to retain information well separated from their field (e.g. try explaining rocket science to a Sensing car salesman and you are likely to have a few problems). It is therefore essential that you pitch the message so it is clearly aligned to the target audience s knowledge. To Align to the Thinking (T) Preference. The content and structure of the lesson for a Thinking (T) individual or group must demonstrate clear logic. In particular, you should demonstrate this logical progression at the beginning of the session (e.g. during the Introduction) and then stick closely to the specified logic path. This approach will help the target audience to collect the information they need to learn and make decisions. Next, you can use this understanding of their personality type to help ensure that you are answering your target audience s self-talk questions. Self-talk is that little voice in our heads that we all experience when assessing situations. This self-talk is important, because it affects people s perception and judging processes, and therefore has a direct impact on their impressions and comprehension. You should therefore take into account the types of selftalk questions shown in Figure 16 (26), to help ensure that you are satisfying the cognitive needs of your target audience. Seahorses 2010 Page 14

15 JUDGING PERCEIVING Using MBTI to shape effective communication SENSING Listening in the Sensing Style means interpreting at a very practical level and asking questions like: What are the facts? Are the facts accurate? What is the speaker saying? How should the words be decoded? How should the message be perceived? THINKING Listening in the Thinking Style means analysing and organising, while asking such questions as: INTUITION Listening in the Intuition Style means understanding at a much deeper level and asking such questions as: What does the speaker really mean? What are the underlying assumptions? What are the implications? What are the possibilities? FEELING Listening in the Feeling Style means evaluating and appreciating, while asking such questions as: What is the central idea? What are the main/sub points? Is there adequate evidence? Is the logic reasonable and valid? What values are suggested? Are the values acceptable? How do I feel about the message? How do I feel about the speaker? Figure 16: Different Self Talk Questions for each Key Dichotomy By satisfying these needs, you can minimise the risk that cognitive dissonance will adverserly affect the audience s perception of the information. As an example, when communicating with intuition/thinking (NT) people they are likely to be self-talking through: the implications and possibilities presented by the information being provided rather than the specifics (and they are likely to get bored if you spend too much time on the specifics); and the logic behind the central idea (e.g. they will typically spend more effort assessing the logic of the binding concept rather than the specifics, and they will actually get bored quickly if you provide too much peripheral information). If you help your audience by providing the right information to help them answer these selftalk questions, they are more likely to accept and retain the information. Finally, in many situations you will be recommending that your audience change their beliefs or behaviours. Unfortunately, many people do not like change very much, and need to have key information before they will accept such change (27). I am sure that this will come as no surprise, as we have all seen situations where important proposals are rejected, because a person does not agree with the change. You can often overcome this problem by shaping your message, so the content shown in Figure 17 (28) (overleaf) is provided. Seahorses 2010 Page 15

16 DECISION STYLE JUDGING FUNCTIONS PERCEIVING FUNCTIONS Using MBTI to shape effective communication SENSING (S) They will seek: Real Data (e.g. Why is the change occurring?) Specifics and details about what is going to change. Connections between the planned changes and the past (e.g. showing evolution, rather than revolution). Realistic pictures/data on the future (which make the plans real for them). Clear Guidelines on expectations, roles and responsibilities (or the opportunity to design them). THINKING (T) They will assess: The logic of the change (why and how?) What systematic changes will there be? (and why?). The clarity in the decision-making and the planning. The goals/sub-goals/structure of the change. The fairness and equitability in the changes. JUDGING (J) They will will want to identify: A clear plan of action (the type of plan will be dependent on their S/N orientation). The defined outcomes and clear goals/sub-goals. A concise time frame, with each stage spelled out. A clear statement of priorities INTUITION (N) They will seek: The overall rationale (e.g. the global realities that are driving the change). A general plan or direction to play around with, and develop. Chances to create a vision that works for them. Options (with a general direction that is not bogged down in too much detail). Opportunities to design the future and influence the changes. FEELING (F) They will assess: The impacts on people. How people s needs be dealt with. The inclusiveness of the planning and implementation processes. The values that underlie the changes (Are they appropriate to their values?). The level of appreciation and support that will be provided. PERCEIVING (P) They will will want to identify: That the plan is open-ended enough to evolve during the change (Flexible with lots of options). That the approach can be fine-tuned during the change process. That there is scope to adjust goals and plans as the process continues. Figure 17: Change Issues to be Addressed for Different Dichotomies For instance, if your target audience includes people of the Sensing/Thinking/Judging (STJ) type then you should: provide a concise plan of action with clearly defined objectives, so they have a very clear implementation path to follow (J, T and S dichotomy issues); give the target audience clear and tangible information on the reasons for change, and why this forms an evolutionary (not revolutionary) progression from their current behaviour (S and T dichotomy issues); and use clarity and precision to describe the structure of the process for achieving the change (S and T dichotomy issues). Seahorses 2010 Page 16

17 Practical Application Up until this point, we have looked at just shaping the message to suit one type at a time. As we all know, it is actually quite uncommon to just have the one personality type for everyone in a large group. Many people therefore wonder how they can apply these types of differing requirements in a single message. For instance, the requirements discussed in the preceding section for an STJ would be poles apart from the needs for people with an NFP preference. Fortunately, in most cases you can achieve your objectives for different people and groups within the target audience by applying these recommendations flexibly. As an example, we can create a message for both the STJ and NFP, which is related to changing their behaviour (e.g. a safety lesson) by: detailing a concise plan for implementation of the safety procedures, which includes clear guidance on checks and balances along the way (meeting the STJ criteria); and explaining that this framework is also very flexible, which aligns to the values of the organisation (this aligns to the NFP requirements). As you can see, these two aspects are not mutually exclusive, and the proposal is likely be supported by both groups, because it meets both of their needs. In practice, therefore, it is all just a matter of creating your message, by making best use of the available audience profile information. A more detailed practical example, which relates to the real world application of these methods, is provided on the web at: Although this example is focussed on business situations, the process is also directly applicable to a wide range of situations. Most importantly, it amply demonstrates how you can rapidly collect and apply audience profile information to develop a much more effective message. Conclusion This approach can provide some very powerful insights very quickly, and they are very easy to apply. If you would like to look into other aspects related to the application of this approach, you can: go to read more about the approach in the book Persausion and Influence The Science and Art of Effective Presentation this book can be purchased online at: or send an to info@seahorses-consulting.com. Seahorses 2010 Page 17

18 ENDNOTES 1. Feldman. R., 1999, Understanding Psychology. 5th Edition, McGraw-Hill College, New York. pp. 472, 485, Carlson, J., 1985, Recent Assessment of the Myers-Briggs Type Indicator. Journal of Personality Assessment No. 49. p Briggs Myers, I, McCaulley, M.H., Quenk, and N.L., Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edn. Consulting Psychologists Press Inc. Palo Alto. p Corser, J., 2000, Behaviour Testing. The Business Journal, 10 April Furnham, A., 1992, Personality at Work. The Role of Individual Differences in the Workplace. Routledge, London. P Yeakley Jr., F.R., 1982, Communication Style Preferences and Adjustments as an Approach for Studying Effects of Similarity of Psychological Type. Research in Psychological Type, Volume 5, pp , and Yeakley Jr., F.R., 1983, Implications of Communication Style Research for Psychological Type Theory. Research in Psychological Type, Volume 6, pp Thompson, H., 1997, Type Languages, Dialects, Styles and the Extraverted Function: Is there a Relationship? [Online] [Accessed] 23 Feb 2004 and Thompson, H., 2001, Type Languages, Dialects and Styles. Bulletin of Psychological Type, 20:2 pp , [Online] [Accessed] 23 Feb For more information on Jung s model of psychological type see: Jung, C., 1959, Psychological Types. Pantheon, New York cited in Jung C., (Ed) De Laszlo, V., 1959, The Basic Writings of C.G. Jung. The Modern Library, New York, pp Model developed from information at Briggs Myers, I., McCaulley, M.H., Quenk, N.L. Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers- Briggs Type Indicator. 3rd Edition, Consulting Psychologists Press Inc, Palo Alto, p. 6 and Keirsey, D., Bates, M., 1984, Please Understand Me. Character and Temperament Types. Prometheus Nemesis Book Company, Delaware. pp Model developed from information at Briggs Myers, I., McCaulley, M.H., Quenk, N.L. Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers- Briggs Type Indicator. 3rd Edition, Consulting Psychologists Press Inc, Palo Alto, pp. 24, Briggs Myers, I, McCaulley, M.H., Quenk, and N.L., Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edn. Consulting Psychologists Press Inc. Palo Alto. p Model developed from information at Briggs Myers, I, McCaulley, M.H., Quenk, and N.L., Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers- Briggs Type Indicator. 3rd Edn. Consulting Psychologists Press Inc. Palo Alto. pp. 31 and Model Developed from information at Briggs Myers, I, McCaulley, M.H., Quenk, and N.L., Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers- Briggs Type Indicator. 3rd Edn. Consulting Psychologists Press Inc. Palo Alto. pp Adapted from information at: Briggs Myers, I., McCaulley, M.H., Quenk, N.L. Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edition, Consulting Psychologists Press Inc, Palo Alto, pp. 6, 31 and 38. Seahorses 2010 Page 18

19 Borchert, R., Jensen, D., and Yates, D. Hands-on and Visualization Modules for Enhancement of Learning in Mechanics: Development and Assessment in the Context of Myers Briggs Types and VARK Learning Styles. ASEE Annual Conference, Charlotte, NC, [Online] and Keirsey, D., Bates, M., 1984, Please Understand Me. Character and Temperament Types, Prometheus Nemesis Book Company, Delaware, pp This data is drawn from US Samples drawn from Briggs Myers, I, McCaulley, M.H., Quenk, and N.L., Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edn. Consulting Psychologists Press Inc. Palo Alto. p Noting the large size of the sample (n=37549) it has been assumed that this would also be relatively representative of many other populations. 16. This data is drawn from Briggs Myers, I., McCaulley, M.H., Quenk, N.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3 rd Edition, Consulting Psychologists Press Inc., Paolo Alto, California, p. 383, and Hilliard, B., 2002, Myers-Briggs Type Indicators Sample Analysis. Unpublished (Australian Data). 17. Roach, B., 1986, Organisational Decision Makers: Different Types for Different Levels. Journal of Psychological Type. Volume 12, p Based on information for US Managers supplied in Briggs Myers, I, McCaulley, M.H., Quenk, and N.L., Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edn. Consulting Psychologists Press Inc. Palo Alto. p This information is developed from data provided in Briggs Myers, I, McCaulley, M.H., Quenk, and N.L., Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edn. Consulting Psychologists Press Inc. Palo Alto. p The average for managers from the US, Mexico, Japan, Latin America, Canada and England is around 72% with a Judging (J) preference. 20. Developed from information at: Briggs Myers, I, McCaulley, M.H., Quenk, and N.L., Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edn. Consulting Psychologists Press Inc. Palo Alto. p. 294 and Pollitt, I., 1982, Managing Differences in Industry, Research in Psychological Type, Volume 5, pp and Roach, B., 1986, Organisational Decision Makers: Different Types for Different Levels, Journal of Psychological Type, Volume 12, pp and Natter, F.L., 1981, The Human Factor: Psychological Type in Legal Education., Research in Psychological Type, Volume 3, p. 56, and Gardner, W.L., Martinko, M.J., 1990, The Relationship Between Psychological Type, Managerial Behaviour and Managerial Effectiveness: An Empirical Investigation., Journal of Psychological Type, Volume 19, p. 38, and Hawkins, C.A., Williams, M.S., Hawkins II, R.C., 1990, Psychological Types of Social Service Managers, Journal of Psychological Type, Volume 19, p. 46, and Dunning, D.G., Lange, B.M., Adams, A.B., 1990, Personality Type and Interpersonal Communication Behaviour of Senior Dental Students., Journal of Psychological Type, Volume 19, p. 61, and Roush, P.E., 1990, MBTI Type and Voluntary Attrition At the United States Naval Academy., Journal of Psychological Type, Volume 18, p. 74, and Barrett, L., 1990, Impact of Teacher Personality on Classroom Environment., Journal of Psychological Type, Volume 18, p. 51, and Schacht, A.J., Howe Jr., H.E., 1990, Psychologist Theoretical Orientation and MBTI Personality Type., Journal of Psychological Type, Volume 18, p. 40, and Waldo, C., Reschetz, S., 1988, Psychological Type and Real Estate Sales., Journal of Psychological Type, Volume 16, p. 69, and Ginn, C.W., Sexton, D.L., 1988, Psychological Types of Inc. 500 Founders and Their Spouses., Journal of Psychological Type, Volume 16, p. 5, and DeNovellis, R., Lawrence, G., 1983, Correlations of Teacher Personality Variables (Myers-Briggs) and Classroom Observation Data., Research in Psychological Type, Volume 6, p. 41, and Martin, R.P., Underwood, J.R., Carskadon, T.G., Seahorses 2010 Page 19

20 1985, Psychological Type among Counsellors of the Blind: Some Anomalous Findings., Journal of Psychological Type, Volume 9, p. 51, and Garden, A-M., 1989, Organisational Size as a Variable in Type Analysis and Employee Turnover, Journal of Psychological Type, Volume 17, pp 6-9, and Buie, E.A., 1988, Psychological Type and Job Satisfaction in Scientific Computer Professionals., Journal of Psychological Type, Volume 15, p. 52, and Westbrook, P., 1988, Frequencies of MBTI Types Among Computer Technicians, Journal of Psychological Type, Volume 15, p. 49, and Thomas, C.R., 1984, Results in an MBTI Utilisation in Engineering Technology. Journal of Psychological Type, Volume 8, p To formally test the effectiveness of the Emblematic Analysis system, a trial was conducted at the University of Western Australia at the beginning of In this trial 66 people filled out Emblematic Analysis sheets on people that they knew. The individuals tested using Emblematic Analysis (the Subjects) were also assessed using a validated MBTI Instrument, known as Form F. By following this approach, the trial was able to measure the accuracy of the Emblematic Analysis system in relation to a proven MBTI testing method. The results of this analysis showed that the reliability of the Emblematic Analysis was similar to the validated instrument (Form F). According to the information in the MBTI Manual (see below), the average accuracy of the validated instrument is 72.4%. This relatively low average is often caused by the fact that people without strong preferences may not always get a clear indication of their true type by using the validated instrument. When the results of the Emblematic Analysis were tested against the findings from the validated instrument, the results were very similar. Emblematic Analysis also provided the right answer over 70% of the time. Emblematic analysis can therefore give you insights with about the same level of validity as the person filling out the MBTI instrument on themself. Information about the reliability of the validated instrument is drawn from Briggs Myers, I., McCaulley, M.H., Quenk, N.L. Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edition, Consulting Psychologists Press Inc, Palo Alto, p The average cited here takes into account the full range of the validity findings. 22. Keirsey, D., Bates, M., 1984, Please Understand Me. Character and Temperament Types, Prometheus Nemesis Book Company, Delaware, pp Model developed from information at Briggs Myers, I., McCaulley, M.H., Quenk, N.L. Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers- Briggs Type Indicator. 3rd Edition, Consulting Psychologists Press Inc, Palo Alto, p. 41, , 341 and Lawrence, G., 1982, People Types and Tiger Stripes. A Practical Guide to Learning Styles. 2nd Edn. Centre for Applications of Psychological Type, Inc. Florida. pp Developed from information at Briggs Myers, I., McCaulley, M.H., Quenk, N.L. Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edition, Consulting Psychologists Press Inc, Palo Alto, pp. 290 and 306, Klein, M., 1990, The T-F Opposition: Impetus for an Improved Cooperative Rhetoric. Journal of Psychological Type, Vol 19, pp and Keirsey, D., Bates, M., 1984, Please Understand Me. Character and Temperament Types. Prometheus Nemesis Book Company, Delaware. pp Additionally, other words have been added to this listing based on experience working with different audiences. 25. Developed from information at Briggs Myers, I., McCaulley, M.H., Quenk, N.L. Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edition, Consulting Psychologists Press Inc, Palo Alto, pp and Lawrence, G., 1982, People Types and Tiger Stripes. A Practical Guide to Learning Styles. 2nd Edn. Centre for Applications of Psychological Type, Inc. Florida. pp Seahorses 2010 Page 20

21 26. This model was adapted from: Yeakley, Jr., F., 1983, Implications of Communication Style Research for Psychological Type Theory. Research in Psychological Type, Vol 6, pp Research results cited in Briggs Myers, I., McCaulley, M.H., Quenk, N.L. Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edition, Consulting Psychologists Press Inc, Palo Alto, p Adapted from Briggs Myers, I., McCaulley, M.H., Quenk, N.L. Hammer, A.L., 1998, MBTI Manual. A Guide to the Development and Use of the Myers-Briggs Type Indicator. 3rd Edition, Consulting Psychologists Press Inc, Palo Alto, p. 342 Seahorses 2010 Page 21