Knowing Your Audience: Part 2 Personality Typology Developed by: Kiana Wilson, Education Training Manager, Online

Note to Viewer: This LEAP module covers important information and practices that will become relevant on a day to day basis throughout your first year and beyond. Please take out a notepad and pen to make notes throughout the session. Use the pause button where necessary to allow time for digesting the details. Be certain to note the RECOMMENDED READINGS, and “DEMO THIS” style activities to review with your mentor upon completion of this module. Thank you for taking the time to view this session. We wish you a successful First Year Experience!

Objectives Examine personality typology and its role in how students learn Identify lessons and/or activities for each personality type that can be incorporated into the classroom

Terms to Know 1) Personality Typology 2) Extroversion 3) Introversion 4) Sensing 5) Intuitive 6) Thinking 7) Feeling 8) Perceiving 9) Judging 10) Teaching Style

Session Summary: What will we cover? By the end of this module, you will be able to: Identify the characteristics of various personality types Determine which activities/assignments would be best suited for teaching each of the personality types Explain the 16 personality types and its importance in the classroom This module is meant to serve as an introduction and should be used in the planning phase of course instruction.

Personality Typology The Myers-Briggs Type Indicator (MBTI) is one of the most widely used personality assessment instruments What is your personality type? http://www.humanmetrics.com/cgi-win/jtypes2.asp

“How People Charge their Batteries”

Extrovert Students Find energy in things and people Prefer interaction with others and are action oriented Interactors and “on-the-fly” thinkers Motto: Ready, Fire, Aim… For the extrovert there is no impression without expression

Introvert Students Find energy in the inner world of ideas, concepts, and abstractions Can be sociable but need quiet time to recharge Want to understand the world Concentrators and Reflective thinkers Motto: Ready, Aim, Aim… For the introvert, there is no impression without reflection

Teaching Extroverted Students Learn by explaining to others Incorporate this into your classroom by assigning team leads, initiating class discussions and other activities. Enjoy working in groups Consider in-class or outside-of-class group exercises and projects. Teaching Introverted Students Want to develop frameworks that integrate or connect the subject matter To an introvert, disconnected chunks are not knowledge, merely information. Knowledge means interconnecting material and seeing the “big picture.”

Fun Facts The majority of undergraduate students are extroverts The majority of university faculty are introverts Over 83% of college student leaders are extroverts Over 65% of business students are extroverts

“How Information is Absorbed”

Sensing vs. Intuitive Students Are detail oriented, want facts, and trust them Intuitive Seek out patterns and relationships among the facts that they have gathered Trust hunches and their intuition and look for the “big picture.”

Teaching Sensing Students Sensing students prefer organized, linear, and structured lectures. Three methods for organizing a lecture includes: The what must be known organizing strategy The application theory application organizing strategy The advanced organizer Teaching Intuitive Students Intuitive students prefer either the traditional Theory-Application-Theory approach or the A-T-A approach using discovery learning. Intuitive students must have the big picture, or an integrating framework, to understand a subject. The big picture shows how the subject matter is interrelated.

Fun Facts The majority of undergraduates are sensing students. 83% of national merit scholarship finalists and 92% of Rhodes scholars are intuitive students. Over 65% of business majors are sensing students. The majority of university faculty are intuitive.

“How Decisions are Made”

Thinking vs. Feeling Students Thinking Students Make decisions impersonally on analysis, logic, and principle Value fairness – they focus on the situation’s logic, and place great weight on objective criteria in making a decision Feeling Students Make decisions by focusing on human value Value harmony – they focus on human values and needs as they make decisions or arrive at judgments Tend to be good at persuasion and facilitating differences among group members

Teaching Thinking Students Like clear course and topic objectives Clear course or topic objectives avoid vague words or expressions and objectives are precise and action-oriented. Teaching Feeling Students Like working in groups, especially harmonious groups They enjoy small group exercises such as TAPPS.

Fun Facts About 64% of all males have a preference for thinking, while only 34% of all females have a preference for thinking. Over 70% of male and female undergraduate business students are thinking students. The majority of university faculty have a preference for thinking.

“How Quickly Action is Taken”

Judging Students Are decisive, planful, and self-regimented. Focus on completing the task, only want to know the essentials, and take action quickly. They plan their work and work their plan. Deadlines are sacred. Motto: Just do it!

Motto: On the other hand… Perceptive Students Are curious, adaptable, and spontaneous. Start many tasks, want to know everything about each task, and often find it difficult to complete a task. Deadlines are meant to be stretched. Motto: On the other hand…

Teaching Judging Students Often reach too-quick closure when completing assignments. Pose questions for additional analysis and reflection. Teaching Perceptive Students Often postpone doing an assignment until the very last minute. They are not lazy. Quite the contrary, they seek information to the very last minute. It is recommended to decompose a complex project or paper into a series of sub-assignments and provide deadlines for each sub-assignment. The deadlines may keep the perceptive students on target.

Fun Facts The majority of undergraduate students are judging students. Almost 64% of Rhodes Scholars are perceptive students. Over 70% of undergraduate business The majority of university faculty has a preference for judging.

Review: What did we learn? Personality types can impact the learning process of students. Incorporating each personality typology into assignments and activities will allow for students to learn in alignment with their personality. Teaching styles should be adjusted to address each personality type. Center for applied psychological type – Suggested activities for teaching each type

Recommendations: To Continue Growing in this area … Jung Typology Test www.humanmetrics.com/cgi-win/JTypes1.htm Myers-Briggs www.myersbriggs.org Center for Applications of Psychological type http://www.capt.org/

Demo This … Schedule time with your mentor to perform the following: Present the results of your Jung Typology Test to your mentor and discuss how your “type” may influence your lesson planning and/or perception of student performance. Link to the Jung Typology Test for your reference: http://www.humanmetrics.com/cgi-win/jtypes2.asp

References CAPT: Training, Books, Research for MBTI, Archetypes, Leadership, Psychological Type. (n.d.). Retrieved September 5, 2012, from Center for Applications of Psychological Type website: http://www.capt.org/ My MBTI Personality Type. (n.d.). Retrieved September 5, 2012, from The Myers-Briggs Foundation website: http://www.myersbriggs.org/my-mbti-personality- type/mbti- basics/ Sherfield, R. M., & Moody, P. G. (2010). Cornerstone: Opening doors to career success. Upper Saddle River, NJ: Prentice Hall.

Knowing Your Audience: Part 2 Personality Typology Developed by: Kiana Wilson, Education Training Manager, Online