Type and Career Development

59 Pages·2020·1.091 MB·English

by  Donna Dunning

Type and Career
Development
Facilitating Personal and Professional Development
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DONNA DUNNING
Type and
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Facilitating Personal and
Professional Development
Donna Dunning
This eBook is licensed to Ahmadiyya Hajiyev ([email protected])
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About the Author
Donna Dunningis director of Dunning Consulting, a
learning, career development, and work performance
consulting firm. An award-winning psychologist, edu-
cator, and certified human resources professional, she
has more than twenty years of experience providing
assessment and outplacement services, facilitating
workshops, and consulting in the area of employee
development. Dunning is a member of the APT MBTI®
International Training Faculty and author of What’s
Your Type of Career?, Introduction to Type®and Commu-
nication,and TLC at Work.
Type and Career DevelopmentCopyright 2005 by Myers-Briggs Type Indicator, MBTI, the MBTI CPP, Inc.
CPP, Inc. All rights reserved. No portion of this logo, and Introduction to Type are trademarks 800-624-1765
publication may be reproduced, stored in a or registered trademarks of the Myers & Briggs www.cpp.com
retrieval system, or transmitted in any form or Foundation in the United States and other
media or by any means, electronic, mechanical, countries. The CPP logo is a registered trade-
photocopying, recording, or otherwise, without mark of CPP, Inc.
the prior written permission of CPP.
Cover art: © Werner H. Müller/CORBIS
Printed in the United States of America.
15 1413 12 11 15 14 13 12 11 10 Illustrations by Randy Glasbergen © Dunning
Consulting, Inc. Reprinted by permission.
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Contents
Introduction 1
Prerequisite Knowledge 1
Appropriate Use of Type 2
Type and Career Development 3
How to Use This Booklet 4
Strategies for Using Type in Career Development 5
Deal with Transition First 5
Separate Work Competencies from Preferences 5
Focus on Type Dynamics 6
Incorporate Type Development 6
Explain in Everyday Language 8
Avoid Finding a “Job Match” 9
Take a Holistic Approach 10
The Career Development Process 11
Setting the Stage for Development 11
Step 1: Conducting Self-Assessment 12
Step 2: Generating and Researching Options 13
Step 3: Making a Decision 15
Step 4: Taking Action 16
Customizing Career Development for the Client 17
Responders (ESTP and ESFP): Act and Adapt 18
Assimilators (ISTJ and ISFJ): Specialize and Stabilize 20
Explorers (ENTP and ENFP): Innovate and Initiate 22
Visionaries (INTJ and INFJ): Interpret and Implement 24
Expeditors (ESTJ and ENTJ): Direct and Decide 26
Analyzers (ISTP and INTP): Examine and Evaluate 28
Contributors (ESFJ and ENFJ): Communicate and Cooperate 30
Enhancers (ISFP and INFP): Care and Connect 32
Fostering Clients’ Type Development 34
Responders (ESTP and ESFP) and Type Development 35
Assimilators (ISTJ and ISFJ) and Type Development 36
Explorers (ENTP and ENFP) and Type Development 37
Visionaries (INTJ and INFJ) and Type Development 38
iii
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Expeditors (ESTJ and ENTJ) and Type Development 39
Analyzers (ISTP and INTP) and Type Development 40
Contributors (ESFJ and ENFJ) and Type Development 41
Enhancers (ISFP and INFP) and Type Development 42
Fostering Practitioners’ Type Development 43
Responders (ESTP and ESFP) as Career Practitioners 44
Assimilators (ISTJ and ISFJ) as Career Practitioners 45
Explorers (ENTP and ENFP) as Career Practitioners 46
Visionaries (INTJ and INFJ) as Career Practitioners 47
Expeditors (ESTJ and ENTJ) as Career Practitioners 48
Analyzers (ISTP and INTP) as Career Practitioners 49
Contributors (ESFJ and ENFJ) as Career Practitioners 50
Enhancers (ISFP and INFP) as Career Practitioners 51
Final Thoughts 52
Resources 53
iv
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Introduction
T his booklet is designed for anyone needs of individual clients. Furthermore, understand-
ing personality type can help practitioners recognize
engaged in a helping relationship in the
their own style of helping and potential blind spots
area of career and/or personal development. Its pur- when guiding others through the process.
pose is to increase the professional’s ability to apply
Prerequisite Knowledge
personality type theory when helping others manage
and capitalize on career and lifestyle choices. It is assumed that practitioners using this booklet are
familiar with the language and basic concepts of per-
Helping relationships can be found in a number of
sonality type theory. Those unfamiliar with any aspects
contexts and may take many forms: manager/staff
of type theory may find it helpful to consult the
member, coach/client, human resources consultant/
Resources section at the end of this booklet.
employee, mentor/mentee, counselor/client, and oth-
ers. To simplify the language in this booklet, the term
Type Preferences
practitioner will be used to denote the person in the
facilitator role of the helping relationship and the term Personality type refers to a set of innate natural prefer-
clientwill be used to describe the individual receiving ences. These preferences relate to how individuals are
assistance with the process of career development. energized, prefer to take in information, make deci-
Although the focus of this booklet is career devel- sions, and orient themselves to the world around them.
opment, the steps covered—setting the stage, con- The Myers-Briggs Type Indicator®(MBTI®) assessment
ducting self-assessment, generating and researching helps people identify their personality type by having
options, making decisions, and taking action—can them choose one of each of four pairs of preferences.
also be applied to other developmental situations in The result of this process is a four-letter code that,
which a client is solving a problem, assessing a rela- when validated by the client, represents his or her
tionship, or looking to change patterns of behavior. best-fit personality type.
The career development process is not only about find- However, everyone uses both the preferred and
ing work—it is interwoven and integrated with broader nonpreferred sides of each preference pair, as neces-
issues of lifestyle, health and well-being, personal satis- sary, to adapt and thrive. It is important that readers
faction, and interpersonal roles and responsibilities. know and can share with clients information about
Personality type theory can enhance the career how these individual preferences contribute to per-
development process in a number of ways. It can be sonality type. It is also important that practitioners
used as a tool to facilitate client insights. It can also be recognize that these preferences are not traits and that
used to tailor career development tasks to meet the “trait language” should be avoided.
1
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Type Dynamics Appropriate Use of Type
In type theory, whole type is greater than the sum of
Personality type can appropriately be used for building
the parts. Identifying a four-letter best-fit personality
awareness of individual differences, enhancing under-
type is only a starting point. To accurately understand
standing of self and others, appreciating the strengths
and apply type theory, practitioners must understand
and gifts of self and others, and accommodating others.
how each preference relates to and acts in concert
It also offers a way for people to learn from others and
with clients’ other preferences. This level of under-
develop themselves and provides a language and frame-
standing is referred to as type dynamicsand illustrates
work to use when resolving conflicts. However, bear in
the importance of approaching personality type in an
mind the following:
integrated and holistic manner. Please see Myers and
Kirby (1994) for helpful material on type dynamics. (cid:1) Situational factors can affect how individuals assess
themselves and express their type preferences. When
Type Development you work with personality type, your role as a skilled
practitioner requires you to consider, assess, and take
Personality type theory asserts that over their life span
into account the context of the situation at hand.
individuals will strive to learn, grow, and find balance.
(cid:1) Everyone expresses his or her personality type in
Innate type will interact with environmental influ-
unique ways. Personality type does not measure or
ences and experiences as individuals mature. Under
account for additional factors contributing to behav-
ideal conditions, a recognizable and unique pattern of
ior, such as background experience, interests, skills,
development, related to type dynamics, manifests for
and abilities. Personality type does not explain every-
each whole type. This aspect of type theory is referred
thing. Overzealous practitioners and clients must
to as type development and is especially important to
be careful not to focus too much on personality
understand and explore when working with midlife
type and neglect other factors affecting an individ-
clients.
ual’s behavior.
Stress Patterns of Type (cid:1) It is not appropriate to use personality type to avoid
tasks or personal development, justify problem behav-
When clients are under stress, often they will act in a
iors, stereotype, put others down, or blame others.
manner atypical of their natural personality type.
Since stress is common during career transitions, you
must recognize negative stress patterns as well as typi-
Type and Career Development
cal and positive behaviors associated with each type.
Clients will often exaggerate their dominant function
during times of stress. Then, as their stress increases, When clients understand their type preferences, they
they may find themselves acting out of a poorly devel- also deepen their understanding of the kind of work
oped form of their inferior function. This booklet does that will suit them. They may also gain insight into
not describe the various forms of stress reactions, but their developmental needs and/or the things about
as a skilled practitioner it is important for you to be work that are stressful for or uninteresting to them.
able to recognize stress reactions and sort them out
from normal healthy functioning. See Quenk (2002)
for more information on stress and personality.
2
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Enhancing Client Insight Customizing the Career
Development Process
Personality type provides a tool to help clients under-
stand themselves and their work preferences. Links Individual clients prefer to work through the career
have been demonstrated between individuals’ person- development process in different ways. Each will want
alitytype preferences and activities they tend to find to focus on and emphasize different aspects of the
enjoyable. Data have been gathered that show how process. Clients will be most comfortable moving
individuals with certain personality preferences are through career development steps at their own pace
more likely to choose certain types of work. When and will prefer to take on the different tasks in their
this information is used carefully in combination with own way. An understanding of personality type can
other personal information, it can help clients in career guide practitioners as they seek ways to customize the
transition better understand what work activities will career development process to meet the needs of indi-
be satisfying for them. vidual clients. Throughout this booklet you will find
As well as helping clients consider suitable work tips and strategies for helping clients use their strengths
activities, personality type can also provide insight in the career development process.
into some of the interpersonal dynamics and systemic
issues that may be affecting their work satisfaction. Fostering Clients’ Type Development
Individuals in career transition often express dissatis-
This booklet also presents tips and strategies for help-
faction with working relationships or organizational
ing clients understand the process of innate type
systems, values, policies, climate, atmosphere, or prin-
development. Practitioners can help clients develop
ciples. Learning to understand their preferences and
the versatility to adapt to situations that may require
the similar or different preferences of the people they
use of nonpreferred aspects of their personality. They
work with can give them insight into specific sources
can use type knowledge to coach clients to see and
of work dissatisfaction or difficulties.
address potential blind spots. Practitioners will have
Personality type theory includes a developmental
the greatest positive effect on their clients’ develop-
component that can be applied to personal or profes-
mental process when they are simultaneously accom-
sional development. The theory is dynamic and assumes
modating clients’ needs and helping them learn and
natural patterns of growth and development for indi-
develop in areas of nonpreference.
viduals. Building on a Jungian developmental model
that assumes all individuals strive for growth and bal-
Fostering Practitioners’
ance throughout their life span, personality type pro-
Type Development
vides a helpful lens for taking a positive view of adult
development. By understanding these patterns, practi- When practitioners understand and apply personality
tioners and their clients can identify potential blind type differences, they can not only customize the career
spots and developmental tasks. This is especially appro- development process to accommodate their clients’
priate as baby boomers reach midlife and seek alterna- needs, but also foster their own growth by understand-
tive work and lifestyle options. Although personality ing their personal strengths and areas for development.
type cannot completely explain or describe all the Specific practitioner strengths are listed in the sec-
themes and changes midlife adults are experiencing, an tion beginning on page 43. As you review these
understanding of type development can enhance prac- strengths, consider how you can tailor your type
titioners’ and clients’ understanding of some natural development process to better meet the needs of all
patterns in life span development. clients, as part of your personal development plan.
3
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How to Use This Booklet (cid:1) Fostering Clients’ Type Development explores coun-
seling implications of developmental tasks and chal-
Following the introduction, this booklet is divided lenges.
into five main sections. The first two sections discuss
(cid:1) Fostering Practitioners’ Type Development helps
general strategies:
professionals capitalize on their strengths and com-
(cid:1) Strategies for Using Type in Career Development pensate for their potential blind spots.
provides general guidelines for incorporating type
The booklet concludes with some final thoughts and a
into career planning.
list of resources practitioners may wish to explore.
(cid:1) The Career Development Process offers a four-step Underlying the booklet is the belief that awareness
model for facilitating the career counseling process. and understanding of differences lead to appreciation
and accommodation of diversity. Some practitioners
The next three sections are organized by dominant
may choose to read the booklet cover to cover to
function and offer specific strategies for dealing with
enhance their general awareness, understanding, and
each of the 16 personality types:
appreciation of individual differences and preferences.
(cid:1) Customizing Career Development for the Client Others may use it as a reference guide for working
contains specific information about the work pref-
with clients with specific personality preferences.
erences of and strategies for accommodating each
Whichever way you choose to use the booklet, be
personality type.
sure that you focus on your own personality type.
Assess which parts of the practitioner descriptions in
Fostering Practitioners’ Type Development are accu-
rate for you and identify accommodations you need to
make when working with clients.
4
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Strategies for Using Type
in Career Development
P ersonality type can be helpful in many To use personality type effectively in career devel-
opment, you must recognize transition issues and also
ways in the career development process.
help clients recognize the emotions and thoughts asso-
However, it can also be misused. As you read through ciated with their transition. Dealing with these tran-
sition issues before clients begin self-assessing their
this section, bear in mind that personality type is only
personality type can help them avoid inaccurate results
and misleading conclusions. When transition is dealt
one component of career development.Also remember
with first, clients are more likely to complete the per-
that personality type patterns are dynamic and complex sonality type indicator accurately and confidently and
to validate their best-fit type.
rather than simple or static. Here are some strategies
If clients are significantly distressed by changes in
to ensure that you are using personality type most their life, provide or refer them to additional counseling.
One helpful strategy for facilitating transition manage-
effectively within the career development process.
ment is to introduce transitional models or overview
stages and phases of grieving. This direct educational
approach of explaining and helping clients identify
and deal with the psychological components of change
Deal with Transition First can help them normalize what they are experiencing.
When clients come in for career counseling, it is criti-
cal to consider what changes and stresses they are Separate Work Competencies
experiencing and to help them deal with these factors from Preferences
before assessing personality type. In many cases, career
transition is linked to changes in other parts of a It can be difficult to accurately assess a client’s best-fit
client’s life, such as changes in health, mobility, loca- personality type when that client has developed com-
tion, or marital status, or children leaving or entering petencies and worked in settings requiring him or her
the home. Clients may be returning to the workforce to develop nonpreferred aspects of his or her personal-
after considerable time away. They may have lost their ity. Often a person’s identity is tied into and associated
previous work involuntarily and may be grieving their with what he or she can do and has done in the past.
loss. Sorting natural preferences from learned skills and
These situational factors can affect the way clients experiential learning can be a challenge for the practi-
approach the personality type assessment process. tioner. This is especially true when clients use and
The stress of transition may cause them to act, think, develop skills over long periods of time.
and respond to questions in ways that are not charac- Work with your clients to carefully separate what
teristic of their natural preferences. they can do well from what they prefer to do. When
5
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