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Behavioral model first presented by David Keirsey
Developed independently of type theory and the MBTI assessment—the four groupings were originally called Idealists, Rationalists, Guardians and Artisans
Only later was psychological type used as a means to identify these behavioral groups
Temperament by-passes some of the complexities of type and--by focusing on observable, and even predictable, behavior--becomes an actionable tool
Using as much or as little of your environment as you wish,
create or make something.
NF Exercise
Presentation and Discussion
NF – The Super F
Eat, Sleep and Breathe: Personalization
Quest: Identity
Style: Catalytic
Achilles’ Heel: Guilt
Motto: “I’m an NF, and I’m here to help.”
NF Descriptive Words
NF Pathways and Pitfalls
Quick to feel and inflict guilt
Hold grudges
Have trouble facing conflict, delivering bad news and taking action that will bring a negative reaction
Tendency to carry and emotionally rescue people—even those who don’t want savingP
ITF
AL
LS
PA
TH
WA
YS
Tend to have diplomatic intelligence
Tend to tie work, relationships and activities to values and turn them into causes
Value harmony and interpersonal connectedness
Tend to be aware of others’ feelings
Work to include others
How NFs LeadRegard power as residing in personal and professional relationships
Create and maintain non-hierarchical work structures and relationships
See possibilities in institutions and people
Build bridges to individuals and groups through shared values, concern and affection, and then leverage these bridges to bring about the wanted outcome
Use inspirational speeches and imagery to unite and motivate
Communicate appreciation, approval and hope with greater ease and urgency than criticism or anything that invites conflict
Give and want compliments and affirmation often
How to Lead NFsLike them, know them, acknowledge their uniqueness, share their values or at least acknowledge that their values exist and are important
Acknowledge their contribution and effort with affirmation and sincere expressions of gratitude
Help provide and maintain an open, conflict-free workplace
Ask for their help, support, creativity and collaboration
Affirm and complement at least as much as you criticize and correct, and make sure criticism is framed as a means to greater personal and professional development—and a stronger bridge
Teaching and LearningNF Teachers:
High personal commitment to students
In touch with climate of classroom, creating harmony
Relate individually to each student to mobilize his/her talent
Create egalitarian, comfortable atmosphere with students
Tie in content to learners’ values or goals
Need acceptance, care and supportEnjoy group interactionPrefer cooperation to competitionFocus more on people than on problemsLearn best in face-to-face dialogue
NF Learners
Presentation and Discussion
Eat, Sleep and Breathe: Complexity
Quest: Competency
Style: Visionary
Achilles’ Heel: Incompetence
Motto “Why?”
Tend to have strategic intelligenceVisionary, futuristic and imaginative problem-solversOriented toward continuous improvementStrive to prove and increase competency of self and othersAble to see complexities and systemic interrelatedness
Non-personal analysis and argumentation can look uncaring, aloof, arrogant and disrespectful of authorityMay miss the immediate in their focus on “what if”Tendency to make the simple complexImpatient and intolerant of incompetence and dismissive of others’ definition of competence
PA
TH
WA
YS
PIT
FA
LL
S
Regard power as residing in skill, ability, knowledge and competency
Drive toward an independently conceived and assessed standard of competence and excellence and then apply this standard to those who work for them
Intrigued and motivated by challenges and problems to be solved, often taking a systemic, strategic and/or conceptual approach to generating solutions
Visionary, focusing on possibilities, change and continuous improvement through non-personal analysis
Often see conflict as a positive tool, shining a light on what needs to be confronted, fixed or improved
Reward success with criticism, a harder assignment and more freedom to perform independently
Demonstrate competence by passing their individual (and often internal) competency assessment
Identify clear quality standards and accept nothing less
Have a vision of the future and communicate this direction clearly to put today’s activity into a strategic framework
Allow for independent contributions, successes and failures—do not micro-manage
Push for independent problem-solving on challenging issues, and introduce, allow and encourage-- “why” questions.
Follow the above points and you will have the NT subordinate on board until the end of the day—tomorrow, you’ll start over again
NT TeachersEnjoy designing new curricula
Stretch student’s intellect and ability to solve problems independently
Do not often express appreciation
Apt to be well read in their field
See criticism as a gift and may sound harsh or impatient
Expect competency of students and are often demanding
Interested in principles and logicEnjoy developing own ideasTechnology appeals to themNeed constant experiences to challenge and hook their intellectExert escalating standards on self and others
NT Learners
Presentation and Discussion
Eat, Sleep and Breathe: Procedures
Quest: Belonging to Meaningful Institutions
Style: Traditionalist/Stabilizer
Achilles’ Heel: Disorder/Disorganization
Motto “Don’t change what isn’t broken.”
Tend to have logistic intelligenceCreate structure and boundaries and operate within themPrecise, organized and scheduledRespectful of authority and traditionNatural project management approach to most endeavors, organize objectives, then focus in sequence on their completion
Can nit-pick details and lose or miss the big pictureAdhere to structure, schedule and order to the point of rigidityMay do the wrong thing to stay on schedule or follow ordersForget or refuse to praise good behavior while quick to criticize wrongdoingP
AT
HW
AY
S
PIT
FA
LL
S
Regard power as residing in the organization or system, so real power is in the authority of your title, rank, tenure, position or status
Prize efficiency, responsibility and consistency
Orderly, dependable and realistic
Understand and conserve institutional values
Supply stability, routine and structure
More likely to reward institutionally (trophies, letters, commendations) rather than personally
Tend to be more critical of mistakes than rewarding of expected duties
Communicate and maintain clear timelines and reporting structures
Give specific and detailed instructions
Get to the point and stick to it
Emphasize consistency and efficiency
Officially reward and recognize contributions with money, status and official commendations
SJ TeachersResponsible, dependable and highly structured
Present well outlined material in sequence
Impatient with disruptions and students who do not follow the rules
Can be critical of students who are tardy or seem disorganized
Adhere to organizational structure
Value responsibility, dependability and orderExpect a structured classroomLike and need organization, schedule, and the discipline of authorityExpect teacher to rule and teach—and students to follow and learnPrefer following sequentially a highly structured curriculum
SJ Learners
Presentation and Discussion
Eat, Sleep and Breathe: Now
Quest: Action
Style: Troubleshooter/Negotiator
Achilles’ Heel: Routine/Inactivity
Motto: “If all else fails, read the directions.”
Tend to have tactical intelligence
Realistic and practical
Hands-on, immediate and resourceful problem solvers
Active and spontaneous
Quick starters, open to change
Little interest or concern beyond practical and immediate
Get bored easily and often
More starts than finishes
Little concern for promises, procedures or plansP
AT
HW
AY
S
PIT
FA
LL
S
Regard power as residing in the moment—unencumbered by the past and future
Hunger for freedom and action
Flexible, open-minded and willing to take risks in dealing with realistic problems
Highly negotiable
Challenged by trouble spots but not long-term
Best at verbal planning and short-range projects
Get to the point
Make tasks a challenge and allow them to make it fun
Be realistic and practical
Outline any critical guidelines, provide options, then back off and let them approach the task at their own pace and in their own way
Relax and have some fun
SP TeachersValue activity, risk, adventure
Spontaneous in classroom
Entertaining and fun
Apt to use varied media and teaching methods
Tend to follow impulse rather than well-laid plans
Easy going and resourceful free spiritsImmediate and short attention spanNeed physical involvement, freedom and activityThrive on sensory input—auditory, visual and kinestheticMay well be restless in traditional classroom settings
SP Learners
What questions do you have about temperament or how you can use it?1
2Find the Action Plan for your temperament in your Temperaments Workbook—starting on page 22—and respond to the questions it asks.
About OKA
Founded in 1977, OKA is a training and consulting small business specializing in leadership and team development. Expert in a variety of psychological instruments and group processes, OKA offers high-impact leadership and team development programs and a variety of instrument qualification workshops. We have been teaching and using type and temperament for over thirty years. We are based in Fairfax, Virginia with Associates across the U.S.
OKA consultants have published many books including Typetalkat Work, MBTI™ Introduction Workbook, Generations: Bridgingthe Gap with Type, Portraits of Jung Type Behavior, and NarrativeIntelligence: Archetypes and the PMAI™.
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