Relevant bibliographies by topics / Myers-Briggs Type Indicator (MBTI)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Myers-Briggs Type Indicator (MBTI)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Myers-Briggs Type Indicator (MBTI)"

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Boyle, Gregory J. "Myers-Briggs Type Indicator (MBTI): Some Psychometric Limitations." Australian Psychologist 30, no. 1 (1995): 71–74. http://dx.doi.org/10.1111/j.1742-9544.1995.tb01750.x.

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Wheeler, Patrick. "The Myers-Briggs Type Indicator and Applications to Accounting Education and Research." Issues in Accounting Education 16, no. 1 (2001): 125–50. http://dx.doi.org/10.2308/iace.2001.16.1.125.

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Many of the challenges facing the accounting profession involve personality characteristics of accountants. Personality theories have generated a rich research stream outside accounting and are widely applied in other disciplines and professions. Yet little research using these theories has been done in accounting. To redress this imbalance, this paper examines Jungian personality-type psychology—one of the main personality theories—and the major psychometric instrument that has arisen from it—the Myers-Briggs Type Indicator (MBTI). The MBTI has been extensively tested for reliability and validity, and used in a large number of basic and education research studies. Results from reliability and validity testing indicate that the MBTI reliably measures personality characteristics predicted by Jungian theory. A small amount of published research has been conducted in accounting using the MBTI. These 16 articles are reviewed, with suggestions for additional research.
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Murphy, Laurie Jean, Nina B. Eduljee, Karen Croteau, and Suzanne Parkman. "Relationship between Personality Type and Preferred Teaching Methods for Undergraduate College Students." International Journal of Research in Education and Science 6, no. 1 (2019): 100. http://dx.doi.org/10.46328/ijres.v6i1.690.

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This empirical study examined the relationship between Myers-Briggs Type Indicator (MBTI) personality types and preferred teaching methods for 507 Saint Joseph’s College of Maine undergraduate students. The students completed two instruments: the Myers-Briggs Type Indicator®, Form M (Myers, McCaulley, Quenk, & Hammer, 1998), and a 27-item scale that measured preferred teaching methods in the classroom. Descriptive and inferential statistics indicated that the five most prominent personality types were ISFJ, ESFJ, ESFP, ENFP, and ISTJ. Sensing-Feeling (S-F) preference was the most common followed by Sensing-Judging (S-J) preference in the top five personality types. Across all MBTI dichotomies, the students indicated a preference for teaching methods that involved lecturer-student interaction, using some visual tools such as PowerPoint, and demonstrations and practice. The least preferred teaching methods involved unscheduled quizzes, lecture where the professor talks with no visuals, and library research using experiential activities. Significant differences were obtained between the MBTI dichotomies and preferred teaching methods. The results demonstrate the importance of faculty tailoring and adjusting their instruction to accommodate the needs of their students to increase student achievement, motivation, and engagement in their classroom.
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Meunier, Gary F. "MBTI and Historical Data." Psychological Reports 108, no. 3 (2011): 813–14. http://dx.doi.org/10.2466/03.17.pr0.108.3.813-814.

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Choong, En Jun, and Kasturi Dewi Varathan. "Predicting judging-perceiving of Myers-Briggs Type Indicator (MBTI) in online social forum." PeerJ 9 (June 23, 2021): e11382. http://dx.doi.org/10.7717/peerj.11382.

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The Myers-Briggs Type Indicator (MBTI) is a well-known personality test that assigns a personality type to a user by using four traits dichotomies. For many years, people have used MBTI as an instrument to develop self-awareness and to guide their personal decisions. Previous researches have good successes in predicting Extraversion-Introversion (E/I), Sensing-Intuition (S/N) and Thinking-Feeling (T/F) dichotomies from textual data but struggled to do so with Judging-Perceiving (J/P) dichotomy. J/P dichotomy in MBTI is a non-separable part of MBTI that have significant inference on human behavior, perception and decision towards their surroundings. It is an assessment on how someone interacts with the world when making decision. This research was set out to evaluate the performance of the individual features and classifiers for J/P dichotomy in personality computing. At the end, data leakage was found in dataset originating from the Personality Forum Café, which was used in recent researches. The results obtained from the previous research on this dataset were suggested to be overly optimistic. Using the same settings, this research managed to outperform previous researches. Five machine learning algorithms were compared, and LightGBM model was recommended for the task of predicting J/P dichotomy in MBTI personality computing.
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Shi, Ru, and Yebing Yang. "Exploring the Construct Validity of the Chinese Version of the Myers-Briggs Type Indicator-G." Social Behavior and Personality: an international journal 37, no. 5 (2009): 591–99. http://dx.doi.org/10.2224/sbp.2009.37.5.591.

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The construct validity of the Chinese version of the Myers-Briggs Type Indicator (Myers & Briggs, 1962) was examined by conducting two analyses – factor analysis and correlation analysis on four different personality tests in their revised Chinese versions and comparing the corresponding results. A sample of 998 undergraduates in China was used: 798 males and 200 females ranging in age from 19 to 23. Four Chinese-version personality questionnaires, Myers-Briggs Type Indication Form G, the Minnesota Multiphasic Personality Inventory-2, 16 Personality Factors and Eysenck Personality Questionnaire, were used. The results showed that either a 4- or a 5-factor design appears to be the best choice for the Chinese version of the MBTI, the SN scale can be further divided into two parts, with one dealing with the problem “where to gather or perceive information”, and the other involving attitudes towards, and methods for selecting, information. The JP scale was largely unitary in nature compared with the 3 other scales of the MBTI.
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Akbar, Ahmad Taufiq, Rochmat Husaini, Bagus Muhammad Akbar, and Shoffan Saifullah. "A proposed method for handling an imbalance data in classification of blood type based on Myers-Briggs type indicator." Jurnal Teknologi dan Sistem Komputer 8, no. 4 (2020): 276–83. http://dx.doi.org/10.14710/jtsiskom.2020.13625.

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Blood type still leads to an assumption about its relation to some personality aspects. This study observes preprocessing methods for improving the classification accuracy of MBTI data to determine blood type. The training and testing data use 250 data from the MBTI questionnaire answers given by 250 respondents. The classification uses the k-Nearest Neighbor (k-NN) algorithm. Without preprocessing, k-NN results in about 32 % accuracy, so it needs some preprocessing to handle data imbalance before the classification. The proposed preprocessing consists of two-stage, the first stage is the unsupervised resample, and the second is the supervised resample. For the validation, it uses ten cross-validations. The result of k-Nearest Neighbor classification after using these proposed preprocessing stages has finally increased the accuracy, F-score, and recall significantly.
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Harasym, P. H., E. J. Leong, B. B. Juschka, G. E. Lucier, and F. L. Lorscheider. "Myers-Briggs psychological type and achievement in anatomy and physiology." Advances in Physiology Education 268, no. 6 (1995): S61. http://dx.doi.org/10.1152/advances.1995.268.6.s61.

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Results from the Myers-Briggs Type Indicator (MBTI) for 259 nursing students were compared with their achievement on examinations in an undergraduate course in anatomy and physiology. Factor analysis demonstrated that no relationship existed between any of the eight individual personality traits purported to be measured by MBTI (i.e., E, Extrovert; I, Introvert; S, Sensing; N, Intuition; T, Thinking; F, Feeling; J, Judging; P, Perceiving) and examination scores in this course. The analysis also showed that the bipolar scales S vs. N and J vs. P collapsed into a single bipolar scale (S/J vs. N/P). This means that the MBTI is only capable of measuring three bipolar scales of personality traits instead of four scales as currently claimed. Contrary to other findings, results from an analysis of variance revealed no meaningful relationship between course achievement and psychological types.
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Setyaedhi, Hari Sugiharto. "Gambaran Kepribadian Pengurus OSIS Berdasarkan Myers Briggs Type Indicator (MBTI)." Indonesian Psychological Research 2, no. 1 (2020): 13–21. http://dx.doi.org/10.29080/ipr.v2i1.196.

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Penelitian ini bertujuan untuk mengetahui gambaran tipe kepribadian peserta didik yang mereka miliki sebagai pengurus OSIS di sekolah. Metode penelitian ini menggunakan metode kualitatif. Populasi penelitian ini adalah pengurus OSIS SMA dari seluruh Indonesia yang mewakili provinsi dan sekolah. Subyek penelitian sebanyak 235 pengurus OSIS dari seluruh SMA di Indonesia yang mengikuti kegiatan Kawah Kepemimpinan Pelajar (KKP). Metode pengumpulan data dengan kuesioner Myers-Briggs Type Indicator (MBTI) dan dikonfirmasi melalui wawancara. Hasil penelitian menunjukkan bahwa tipe kepribadian peserta didik yang menjadi pengurus OSIS adalah: 42% peserta didik mempunyai tipe kepribadian Extravert, Sensing, Thinking, Judging (ESTJ), 11% peserta didik berkepribadian Extravert, Sensing, Thinking, Perceiving (ESTP), dan sebanyak 10% Introvert, Sensing, Thinking, Judging (ISTJ). Keterpaduan pengurus dengan tipe ESTJ, ESTP, dan ISTJ dan tipe lainnya diharapkan dapat menjadi kombinasi yang pas dalam kepengurusan OSIS, dapat saling mengisi kekurangan. Sebagai temuan tambahan, diketahui bahwa analisis data tipe kepribadian berdasarkan jenis kelamin, menunjukkan bahwa tidak ada perbedaan yang signifikan antara pria dan wanita dalam kepribadian pengurus OSIS.
 Penelitian ini bertujuan untuk mengetahui gambaran tipe kepribadian peserta didik yang mereka miliki sebagai pengurus OSIS di sekolah. Metode penelitian ini menggunakan metode kualitatif. Populasi penelitian ini adalah pengurus OSIS SMA dari seluruh Indonesia yang mewakili provinsi dan sekolah. Subyek penelitian sebanyak 235 pengurus OSIS dari seluruh SMA di Indonesia yang mengikuti kegiatan Kawah Kepemimpinan Pelajar (KKP). Metode pengumpulan data dengan kuesioner Myers-Briggs Type Indicator (MBTI) dan dikonfirmasi melalui wawancara. Hasil penelitian menunjukkan bahwa tipe kepribadian peserta didik yang menjadi pengurus OSIS adalah: 42% peserta didik mempunyai tipe kepribadian Extravert, Sensing, Thinking, Judging (ESTJ), 11% peserta didik berkepribadian Extravert, Sensing, Thinking, Perceiving (ESTP), dan sebanyak 10% Introvert, Sensing, Thinking, Judging (ISTJ). Keterpaduan pengurus dengan tipe ESTJ, ESTP, dan ISTJ dan tipe lainnya diharapkan dapat menjadi kombinasi yang pas dalam kepengurusan OSIS, dapat saling mengisi kekurangan. Sebagai temuan tambahan, diketahui bahwa analisis data tipe kepribadian berdasarkan jenis kelamin, menunjukkan bahwa tidak ada perbedaan yang signifikan antara pria dan wanita dalam kepribadian pengurus OSIS.
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Furnham, Adrian, and John Crump. "The Myers-Briggs Type Indicator (MBTI) and Promotion at Work." Psychology 06, no. 12 (2015): 1510–15. http://dx.doi.org/10.4236/psych.2015.612147.

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Dissertations / Theses on the topic "Myers-Briggs Type Indicator (MBTI)"

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Tuel, Beverly D. "Interests, preferences, styles, and personality : the relationship between strong personal style scales and the MBTI /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501136357.

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Fitopoulos, Lazarus. "The translation and standardization of the Myers-Briggs Type Indicator (MBTI) into the Greek language." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24077.

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The project describes the development and standardization of the Myers-Briggs Type Indicator into the Greek language. Statistical properties of the Greek version were comparable to those of the original American version providing evidence of its adequacy as a psychometric tool. The comparison of the distribution of types of Greek university students (N = 946) with that of French Canadians, and Americans showed a preference for "thinking" and "perceiving". Further, gender associated preferences for thinking and feeling evident in the American and French Canadian norms were also present in the Greek data.
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Muse, Katherine C. "The Newsroom Personality: A Psychographic Analysis of Ohio Television Newsrooms." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1193078984.

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Cavin, Clark. "Personality Type Preferences of Juvenile Delinquents." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2653/.

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The purpose of this study was to identify and explore personality characteristics of juvenile delinquents, to compare those characteristics with those of the general population, and determine if there are significant differences, as measured by the Myers-Briggs Type Indicator (MBTI), between the personality characteristics of juvenile delinquents and the general population. Juvenile delinquents who were adjudicated into a Texas Youth Commission facility in North Texas were subjects for this study. Participants included 186 males who ranged in age from 14 years to 20 years. Statistical analyses were performed for each of the research questions. When comparing MBTI scores of juvenile delinquents to the general population, significant differences were found on the dichotomous scales, temperaments, function pairs, and types. All type preferences are represented within the juvenile delinquent population. The MBTI can be useful in responding to the education and rehabilitation needs of juvenile delinquents. Knowledge of personality type can help caregivers meet the needs of juvenile delinquents. Understanding personality type preference can serve to provide a deeper understanding of the behaviors that lead to adjudication of juvenile delinquents. A discovery of the types of adolescents who are adjudicated could lead to preventive measures, early detection, and early intervention for students at risk of becoming juvenile delinquents.
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Lindsey, William H. "The Relationship Between Personality Type and Software Usability Using the Myers-Briggs Type Indicator (MBTI®) and the Software Usability Measurement Inventory (SUMI)." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/216.

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This study attempted to determine if there is a relationship between user's psychological personality types, measured by the Myers Briggs Type Indicator® (MBTI®) and distinct measures of usability measured by the Software Usability Measurement Inventory (SUMI). The study was expected to provide an answer to the following basic research question: When interacting with a typical user interface, do different users perceive usability differently? Specific hypotheses were formulated to answer this research question. Hypotheses were tested to determine if there was any statistically significant relationship between specific MBTI® personality types and individual measure of usability as measured by the SUMI. Each hypothesis was tested using ANOVA analysis in two ways. The 16 MBTI® types were condensed together using two letters of the full MBTI® type. First, the data was grouped by MBTI® function pair: STs, SFs, NFs and NTs, then by Keirsey temperament: SJs, SPs, NFs and NTs. By grouping data, the effects of small numbers of certain individual types from the sample should be minimized. When grouping by MBTI® function pair statistical analysis indicated all six hypotheses were supported, indicating no significant relationship between personality type as measured by the MBTI®, and usability as measured by the SUMI in this sample. When grouping by Keirsey temperament, statistical analysis indicated five hypotheses were supported, indicating no significant relationship between personality type as measured by the MBTI®, and usability as measured by the SUMI in this sample. Data analysis showed a significant relation between MBTI® personality type and the SUMI sub-scale of Helpfulness in this sample. Since only a limited relationship was found between MBTI® types and SUMI usability scales, developers may need to rethink the process of including individual differences as a component of interface design, at least based on personality. However, this study used only one measure of personality- the MBTI®. Different personality measures could offer different results. Finally, this research provided another analysis of how the typical computer user envisions usability and provides a basic summary of usability scales by personality MBTI® types.
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Gilbert, Angileen P. "A test-retest study of the Myers Briggs Type Indicator (MBTI) and the Murphy Meisgeier Type Indicator for Children (MMTIC) over a two year time period /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949836207891.

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Steyn, Cornelius Stephanus. "'n Prakties-teologiese ondersoek na die invloed van die liturg se MBTI®-persoonlikheidstyl op die voorbereiding, inkleding en aanbieding van 'n erediens." Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-06132005-143157/.

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Schanz, Anne. "A Comparison of the Cognitive Style Similarity and Communication Style Adjustment Index Methods to Study Counseling Supervision Performance." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3211/.

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This study was designed to examine two questions. First, does increasing Myers-Briggs Type similarity correlate with improved performance by counselor supervisor/supervisee dyads? Second, is the Communication Style Adjustment Index superior to the cognitive style scale matching procedure as a method of quantifying MBTI similarity in dyads? Sixty-eight supervisor/supervisee dyads were recruited from University of North Texas Counselor Education Master's level practicum classes. Supervisee class rankings and supervisor performance ratings were correlated with the dyads' MBTI similarity as measured by the Communication Style Adjustment Index and the cognitive style matching procedure. While none of the hypotheses were supported it was noted that there was interaction approaching significance between dyadic similarity using the Communication Style Adjustment Index and supervisor performance ratings.
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Gardner, Daniel Joseph. "Educational Leaders' Perceptions of the Impact of MBTI Professional Development on Leadership Practices in One School Division in Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102739.

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The purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The researcher collected and analyzed data to determine self-reported leadership changes that came as a result of school-system led professional development involving the Myers-Briggs Test Indicator. The results of these findings could help determine if school leaders and school systems would benefit from Myers-Briggs professional development. The findings were as follows: a) interview participants indicated only limited benefits of the MBTI training b) some participants identified self-awareness as a valuable leadership action related to the personality disposition training; c) some participants identified that they changed how they approached decisions when working with individuals with similar or different personality preferences and, d) participants indicated interest in additional MBTI training. Based on these findings, it is reasonable to conclude MBTI could be considered as a personality disposition tool in the context of comparing educational leadership personality preferences and understanding certain aspects of the decision-making process. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings.<br>Doctor of Education<br>The purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The Myers Briggs Test Indicator (MBTI) was used as a framework for the professional development. The MBTI is an introspective self-report questionnaire indicating differing psychological preferences in how people perceive the world and make decisions. The training was led by school division staff that had been certified to use the MBTI materials. The researcher interviewed nine school leaders from the school division located in the southeastern region of Virginia. The majority of participants identified that the training led to increased self-awareness and a change in how they viewed the decision-making process as it related to personality preferences. Based on the study findings, it is reasonable to conclude that MBTI could be considered as a professional development tool. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings.
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Suvanto, Marttaleena. "Applying MBTI to analyzing shōnen manga characters : A case study of My Hero Academia." Thesis, Högskolan Dalarna, Japanska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35934.

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This is a case study of a popular shōnen manga, My Hero Academia, written andillustrated by Kōhei Horikoshi. The study’s aim is to determine the personality typesof five characters, while utilizing the Myers-Briggs Type Indicator. The secondaryaim is finding out which details help in the MBTI analysis and which do not. Thethird aim is to look into what are the difficulties of executing this kind of study. Theinitial focus of the analysis was the characters’ actions, dialogue, body language,facial expressions, use of role language and how the manga artist utilizes theJapanese scripture. The final results show that the characters are INFJ, ENTP, ENFP,INTJ and ESTJ types, and that the most helpful methods are to look at acombination of the characters’ actions, speech, body language, behavior, andexpressions. In addition, the method of analysis occasionally depends on thecharacter in question. While the scripture does not help in gaining the results, thechoice of language for the characters gives additional affirmation for the resultsbut does not work by itself to affirm any MBTI types. The main challenge is decidingwhich of the MBTI type pair polarities has more value to the character’s personalityto become the preference.
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Books on the topic "Myers-Briggs Type Indicator (MBTI)"

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Gabbard, Larry J. Enneagram patterns in MBTI type tables. eLCie, 2001.

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Schaubhut, Nancy A. MBTI type tables for occupations. 2nd ed. CPP, 2008.

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Thiagarajan, Sivasailam. The type deal!: Card games for mastering the MBTI preferences. Consulting Psychologists Press, 2002.

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Kummerow, Jean M. Interpretive guide for the MBTI expanded analysis report. Consulting Psychologists Press (3803 E. Bayshore Rd., Palo Alto 94303), 1992.

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Hammer, Allen L. MBTI career report user's guide. CPP, 2005.

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Quenk, Naomi L. MBTI step II manual: Exploring the next level of Type with the Myers-Briggs Type Indicator form Q. Consulting Psychologists Press, 2001.

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Hammer, Allen L. MBTI career report manual. Consulting Psychologists Press, 1992.

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Kirby, Linda K. Type and culture: Using the MBTI instrument in international applications. CPP, 2007.

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Statistics and measurement: An introduction for MBTI users. 3rd ed. Center for Applications of Psychological Type, 2000.

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Zeisset, Ray M. Statistics and measurement: An introduction for MBTI users. 2nd ed. Center for Applications of Psychological Type, 1996.

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Book chapters on the topic "Myers-Briggs Type Indicator (MBTI)"

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Furnham, Adrian. "Myers-Briggs Type Indicator (MBTI)." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_50.

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Furnham, Adrian. "Myers-Briggs Type Indicator (MBTI)." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_50-1.

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Yoo, Julia H., and Daniel H. Robinson. "Myers-Briggs Type Indicator (MBTI), Multicultural Applications." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_269.

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Wilde, Douglass J. "Psychological Teamology, Emotional Engineering, and the Myers–Briggs Type Indicator (MBTI)." In Emotional Engineering. Springer London, 2011. http://dx.doi.org/10.1007/978-1-84996-423-4_20.

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Ertemel, Adnan Veysel, and Gökhan Çaylak. "The Effect of Personality Traits on Credit Score Using Myers-Briggs Type Indicator (MBTI) Personality Types." In Eurasian Studies in Business and Economics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77438-7_11.

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Genina, Alàa, Mariam Gawich, and Abdelfatah Hegazy. "An Approach for Sentiment Analysis and Personality Prediction Using Myers Briggs Type Indicator." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58669-0_16.

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Salvit, Jordan, and Elizabeth Sklar. "Toward a Myers-Briggs Type Indicator Model of Agent Behavior in Multiagent Teams." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-18345-4_3.

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"Myers–Briggs Type Indicator (MBTI)." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_5058.

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Watkin, Sara, and Andrew Vincent. "Psychometric Testing in Interviews." In The Consultant Interview. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199594801.003.0016.

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Psychometric testing is widely used outside medicine as part of an employee selection process, although its use has attracted a great deal of criticism too. In the NHS, psychometric tests are often used for selection of mangers and a growing number of Trusts are now using psychometric testing as part of the consultant interview process. This chapter looks at the implications of this and at some of the more commonly known tools. Psychometric tests include personality tests, e.g. Myers—Briggs and Insights, as well as aptitude tests designed to assess an individual’s general logical ability, and verbal, numerical and technical reasoning. Aptitude tests are thought to be more accurate in predicting job performance than personality tests but have not been widely used in medicine. The tools used within medicine tend to look at a person’s personality, how they behave within teams and how they respond to conflict. Some of the more commonly used tools are: • Myers—Briggs Type Indicator® (MBTI®) • 16 Personality Factor (16PF®) • Insights Discovery® Personality Profile (Insights) • Fundamental Interpersonal Relations Orientation (FIRO-B®) • Thomas—Kilmann Conflict Mode Instrument (TKI) • Strength Deployment Inventory® (SDI®) Two of these tools, MBTI and SDI, explicitly state that they should not be used as part of a selection process. However, they are increasingly being used, driven by the advice of unqualified or unscrupulous behavioural consultants! . . . What should I do if asked to sit a test? . . . You are who you are. Do not panic and do not try to work out what the panel want when answering questions about your personality. In general you will only get it wrong! The outcome of your assessment will not be you and the person you appear to be may be less suited for the job than the real you. Equally, this is not something you can practise—you can’t really ‘get good’ at something that is designed to simply show the real you! It’s also worth remembering that if the panel members are determined to employ someone you are not, ask yourself whether you would be happy in the role.
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Borzumato-Gainey, Christine. "Personality Types Based on the Myers–Briggs Type Indicator." In College Student Development. Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826118165.0008.

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Conference papers on the topic "Myers-Briggs Type Indicator (MBTI)"

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Yel, Mesra Betty, Sfenrianto Sfenrianto, and Elisa Tri Meistiawan. "An Adaptive e-Leaming Model Based on Myers-Briggs Type Indicator(MBTI)." In 2018 Third International Conference on Informatics and Computing (ICIC). IEEE, 2018. http://dx.doi.org/10.1109/iac.2018.8780466.

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Bharadwaj, Srilakshmi, Srinidhi Sridhar, Rahul Choudhary, and Ramamoorthy Srinath. "Persona Traits Identification based on Myers-Briggs Type Indicator(MBTI) - A Text Classification Approach." In 2018 International Conference on Advances in Computing, Communications and Informatics (ICACCI). IEEE, 2018. http://dx.doi.org/10.1109/icacci.2018.8554828.

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Wilde, Douglass J., and John Berberet. "A Jungian Theory for Constructing Creative Design Teams." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0186.

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Abstract A novel coordinate system is proposed for the four-dimensional space of scores from the Myers-Briggs Type Indicator (MBTI), a psychological questionnaire increasingly used in education and business as well as in psycholgical counseling. The new normal orthogonal basis proposed is consistent with the Jungian personality theory upon which the MBTI is based. The immediate motive is to find ways of improving the composition of student design teams.
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Sahono, Muhammad Nurfauzi, Fiqie Ulya Sidiastahta, Guruh Fajar Shidik, et al. "Extrovert and Introvert Classification based on Myers-Briggs Type Indicator(MBTI) using Support Vector Machine (SVM)." In 2020 International Seminar on Application for Technology of Information and Communication (iSemantic). IEEE, 2020. http://dx.doi.org/10.1109/isemantic50169.2020.9234288.

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"USING MYERS-BRIGGS TYPE INDICATOR (MBTI) FOR ASSESSMENT SUCCESS OF STUDENT GROUPS IN PROJECT BASED LEARNING." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002859901560160.

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Nix, Anthony A., and Robert B. Stone. "The Search for Innovation Styles." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28786.

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The Myers-Briggs Type Indicator test is known to be a quick and easy way to build good team dynamics. However the workplace is not always built around four person teams that you can easily change based on individual personalities. Research has shown that the various MBTI personalities associate with different learning styles. This gives reason to believe that different individual designers may synthesize data and conceptualize ideas differently in a design environment. If this is true, designers may need a customizable environment or they may need to explore different ways to achieve their potential. This paper examines how individuals with different MBTI personality types take in and view information during the conceptualization stages of product design and whether the way information is inputed is vital to an innovative product design.
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Boghikian-Whitby, Seta, and Yehia Mortagy. "Student Preferences and Performance in Online and Face-to-Face Classes Using Myers-Briggs Indicator: A Longitudinal Quasi-Experimental Study_." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3437.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This longitudinal, quasi-experimental study investigated students’ cognitive personality type using the Myers-Briggs personality Type Indicator (MBTI) in Internet-based Online and Face-to-Face (F2F) modalities. A total of 1154 students enrolled in 28 Online and 32 F2F sections taught concurrently over a period of fourteen years. The study measured whether the sample is similar to the national average percentage frequency of all 16 different personality types; whether specific personality type students preferred a specific modality of instructions and if this preference changed over time; whether learning occurred in both class modalities; and whether specific personality type students learned more from a specific modality. Data was analyzed using regression, t-test, frequency, and Chi-Squared. The study concluded that data used in the study was similar to the national statistics; that no major differences in preference occurred over time; and that learning did occur in all modalities, with more statistically significant learning found in the Online modality versus F2F for Sensing, Thinking, and Perceiving types. Finally, Sensing and Thinking (ST) and Sensing and Perceiving (SP) group types learned significantly more in Online modality versus F2F.
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Freiheit, Theodor. "Validity and Predictive Ability of Wilde’s Cognitive Teamology Model to Design Team Outcomes." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35257.

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An extensive analysis of the validity of Wilde’s Teamology cognitive diversity model was undertaken with 120 teams composed of over 661 participants. Myers-Briggs Type Indicator (MBTI) data was collected using a qualified test over five years from students enrolled in a fourth year capstone design course. Cognitive factor scores using Wilde’s Teamology model were calculated from the MBTI data for eight factors associated with Wilde’s Information Collection and Decision Making dimensions. Wilde’s team formation model was found to nominally contribute 10.2% to the overall prediction of the variance observed in design team outcomes using a linear regression model with a threshold that the cognitive scores must exceed. Wilde’s Teamology factors of Imagination (“prophetic, guided by inner fantasies and visions”), Community (“expressive, tactful builder of group moral”), and Evaluation (“uses personal values to distinguish good/bad”) were found to be statistically associated to design team outcomes.
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Wilde, Douglass J., and Sohyeong Kim. "Creative and Supporting Cognitive Modes." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35764.

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The psychiatrist Carl G. Jung has asserted that the “creative impulse” — the drive to solve problems — is almost an instinct on a par with hunger, sex drive, aggression and flight from danger. Unlike the instincts, however, creativity can be extinguished or can atrophy from disuse. Jung’s personality theory identifies eight “cognitive modes” which channel the creative impulse in different directions for various people. A given person’s “creative mode” — the most conscious — can be identified by the four-letter code of the Myers-Briggs Type Indicator (MBTI®). Of the remaining seven modes, as many as three “supporting” modes can be found by simple calculation using the four “clarity index” numbers associated with the MBTI® letters. Although these supporting modes are not the “creative” one, they back it up during problem-solving and at Stanford have been found useful for forming, organizing and analyzing student design teams.
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Kim, Mi-Ran, and Su-Jeong Han. "The characteristics of the Myers-Briggs Type Indicator in nursing students." In Healthcare and Nursing 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.47.69.

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Reports on the topic "Myers-Briggs Type Indicator (MBTI)"

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Muessle, Leith. A correlational study of cognitive style measured by the Myers-Briggs Type Indicator and the Witkin group embedded figures test. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5784.

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