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CONNECTING YOU TO THE FRANKLIN P. PERDUE SCHOOL OF BUSINESS

PSB Offers the Myers-Briggs Type Indicator® (MBTI®) Workshop

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“IT IS UP TO EACH
PERSON TO RECOGNIZE
HIS OR HER TRUE
PREFERENCES.”

Isabel Briggs Myers

Interpersonal skills and a working knowledge of team dynamics are among the “soft skills” most employers expect business students to have when they enter the job market. To better prepare our students, the Perdue School offers the Myers-Briggs Type Indicator® (MBTI®) workshop as a mandatory class session in BUAD 300, facilitated by Dr. Tammy Donaway, certified MBTI® practitioner.

The MBTI® is viewed as the most popular personality assessment in the world-particularly in business. Millions of people have used it to gain insight about themselves and how they interact with others.

Before attending a MBTI® workshop, students must first complete a MBTI® assessment online. Establishing an appropriate mind set is essential for yielding “best fit” results. In other words, students are reminded that while reading each question they should think of what they prefer when they are not expected or pressured to behave in a particular way (professional, peer, student, relative, etc.).

During the workshop, students are provided with a brief history and background of the MBTI® assessment followed by a thorough discussion on each preference pair, known as dichotomies. While reviewing each dichotomy, students are asked to consider which side they prefer and self-estimate their type. Once they’ve had an opportunity to self-assess, students are given their MBTI® interpretive report which provides a four-letter reported type based on responses to the online instrument items.

A large portion of the session is spent applying type to teams. Students participate in four activities, one for each preference pair: Introversion/Extroversion, Sensing/Intuition, Thinking/Feeling and Judging/Perceiving. Each activity allows them to work with their “like-minded” peers, become more aware of differences, acknowledge the value in differences and incorporate different perspectives. As a result, they are learning that knowledge of type can improve team performance. Afterward, students must evaluate why knowing type is valuable in team settings – and the broader business environment – through reflective writing. 

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