CAP Leadership CoverNational Staff College
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8 History of Myers-Briggs Type Inventory
9 CAP Leadership and the Myers-Briggs Type Indicator (Author’s Commentary)
15-19 Type Explanations
MBTI Charts
Leadership Profiles
Composite MBTI Type Charts
Pacific Region Staff College National Staff College National Commander’s Course National Commanders Distribution of Type in USA as compared to CAP
44 Suggested Readings regarding the MBTI Inventory
2 Table of Contents
Foreword
The mission of the National Staff College (NSC) was designed to enhance the leadership skills of the adult volunteers of Civil Air Patrol (CAP) in their transition from leadership at lower level executive echelons to national strategic leadership.
I have been part of the National Staff College experience over the past several years. I have functioned in various capacities as a Seminar Leader, Curriculum Director and Deputy Direc- tor. The Myers-Briggs Type Inventory (MBTI®) was administered to me as a participant in the Pacific Region Staff College by the author. I’ve witnessed the MBTI® administered many times over the years. This inventory was/is extremely useful for the interaction of the semi- nars during NSC. I have known the author for many years in both the Region and National Staff College experience, and have observed his administration of the inventory to CAP members. His work has culminated in the results that are being presented in this monogram.
The Region Staff Colleges (RSC), such as the one operated in the Pacific Region, are gener- ally limited to CAP field grade members. The majority of the participants who attend any of these Region Staff Colleges will have held at least one or more leadership positions at the various command levels in CAP. These leadership positions are at the squadron, group, wing, regional levels. By the time our members become graduates of the RSC, and attend the Na- tional Staff College (and the chosen few who attend the National Commander's Course), their leadership preferences are quite ingrained in their command styles. The National Staff Col- lege, and the National Commander's Course, is the premier schools/courses for CAP mem- bers that assist and prepare them to accept regional and national strategic level leadership in the CAP organization.
The National Staff College introduces executive level thinking and concepts as the banner for these adult members to follow in their future volunteer assignments. The Myers Brigg Type Inventory® (MBTI®) is one of the most valuable tools that we utilize to provide useful and practical information to our participants. We offer it as the first course of the NSC experi- ence. We know the MBTI® value to our participants, and are delighted that we now have rele- vant Civil Air Patrol MBTI® data and information to rely upon in our effort to educate the great volunteer leaders within CAP. I hope the author's data will stimulate thoughtful consid- eration, discussion, and increased understanding about the MBTI® process of developing CAP Leadership.
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CAP Leadership and the Myers-Briggs Type Indicator (MBTI)®
The Author Lieutenant Colonel Cain, CAP, has been an administrator and instructor of the Myers-Briggs Type Indicator ® at the Pacific Region Staff College (1991-2006). He has also been the guest instructor at the National Staff College (2002-2006), and the 2007 National Commander’s Course as he administered the MBTI® Indicator to the volunteer leaders within the Civil Air Patrol. Lieutenant Colonel Cain is Certified by the Center for The Application of Psychological Types to administer the Myers-Briggs Type Indicator ® (MBTI)®.
Lieutenant Colonel Cain is also a registered Practitioner for the Association of Psychological Types, and has published articles on MBTI®, as well as pre- sented research papers at both the 5th and 6th National Head Start Research Institutes, and the 16th and 17th International Conferences of the Association of Psychological Types Conferences.
Lieutenant Colonel Cain has been a Speaker and Course Leader for the American Management Association, and is a lecturer known for his ability to
bridge the worlds of theory and the practical applications of the MBTI®. Lieutenant Colonel Cain has received a Master, and Doctorate degrees in the areas of Organizational Behavior and Management Systems.
© This Dilbert January 2000 comic strip panel reprinted with permission of United Media, Inc., June 2006
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Title: CAP Leadership and the Myers-Briggs Type Indicator ®(MBTI)®
Introduction: The Myers-Briggs Type Indicator ® (MBTI) ® provides a foundation for un- derstanding and influencing individual and group behavior at CAP management and exec- utive command levels. The MBTI® is probably the most widely used personality prefer- ence and psychological instrument utilized for team-building and communications train- ing in organizations today. The inventory is exceptionally well researched, valid, reliable, and is non-judgmental in nature. The inventory is based on rich theory, and is used inter- nationally. Air University administers the MBTI® to the all officers who attend Squadron Officer School. As a matter of fact, the instrument is presently being translated into nu- merous other languages. Carl Jung's theory on psychological types is generally assumed to transcend races, sexes and cultures as it deals with the preference behavior of the human mind.
Over two million people take the inventory in any given year. Annually, it is administered in the Pacific Region Staff College, the National Staff College and the National Com- mander's Courses to their participants. The data presented in this writing is from the cu- mulative results of all participants’ inventories who attended the various MBTI presenta- tions conducted from 1991-2007, and therefore forms the basis of the CAP specific re- search data in this monogram.
“Knowledge is the only instrument of production that is not subject to diminishing returns.”
J.M. Clark
In the PACRSC (1991-2006), NSC (2001-2006) and Commander's Course (1999-2007), the principles of the MBTI® were explained, validated, utilized and ultimately practically applied by the participants through their subsequent seminars experiences. Many of you have taken the MBTI® before, and have hopefully found it to be useful for identifying personal preferences in leadership styles…..your own and others.
This block of instruction is intended to expose you to some of the current data and trends in management and executive leadership as it relates to the MBTI®. You will hopefully develop an understanding of various personality types, and how these differences can en- hance or detract an organization from reaching its goals. You will also receive an evalua- tion of their own personality type using the Myers-Briggs Type Indicator (Form M®). In addition, you will be exposed to the concept of personality diversity, as well as the con- cept of leading volunteers. Finally, you will have opportunities to participate in several seminar practicum designed to enhance the leadership principles being articulated through the college’s overall presentation.
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The three major areas of emphasis that follow are intended to influence your need to…
1. think with a strategic and future view of the MBTI’s worth to leadership; and 2. move towards an excelled management and executive leadership model utilizing the
MBTI; and 3. be provided with some tools to help strengthen the CAP organizational health
through the use of the MBTI.
These aforementioned areas correspond to the well-thought out blocks of instruction for the NSC. The Myers-Briggs Type Inventory® is only one of the many tools that will be instru- mental in achieving competency during your stay in the National Staff College experience.
A key to successfully navigating these blocks is to realize that the end result of the NSC ex- perience is to better equip you and your seminar members, enabling all of you to be better prepared to accept and achieve management and executive leadership assignments.
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The MBTI® has been used successfully by many different organizations like CAP to examine decision making/ problem solving /communication patterns in team building.
Learning Objective: To apply the MBTI® framework to analyze and enhance individual and group behavior at the Executive levels.
Desired Learning Outcomes:
B. Identify how your preferences affect individual, group, and organizational decision-making.
C. Contrast your four MBTI® preferences with your four non-preferences (i.e., if your type is Introvert,
Sensing, Thinking and Judgment , your non-preferences would be Extrovert, INtuitive, Feeling and
Perception.)
D. Discuss the significance of the Temperament Thinking, and Judgment preference in Leadership with- in the CAP Regional and National field grade levels.
1. How does the MBTI® help in the understanding and application of concepts of psychological type?
2. How can the MBTI® be helpful in areas of interpersonal relationships in the seminar work setting?
3. How does the MBTI® assists leaders in learning about their strengths and potential blind spots in their reasoning process?
4. What can participants gain as a better understanding through the interpretation of how others experience the world around them, and insights into how they can best serve as a leader for others?
5. How can the MBTI® helps in managing and resolving conflict through the use of what individuals have learned about the MBTI preferences?
6. What can be explained about how the MBTI® can be useful in informing people at the same level, people in the same functional area, and throughout a vertical hierarchy (Chain of Command)?
7. How can The MBTI® helps individuals gain an understanding of how “their type” affects the way that they prefer to make decisions, process information, and interact with others?
8. How does the MBTI® set the stages for discussion on interpersonal relationships, conflict resolution and management and supervision styles?
Questions For Seminar Study and Discussion
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Year Event
1890s - 1920s Carl Jung (INTP), a noted Swiss Psychologist, developed and published the book “Psychological Types”. He identified four (4) basic functions which serve as a structure for an individu- al’s personality. Those 4 domains were SENSING, INTUI- TION, THINKING and FEELING.
1916 – 1930s Katherine Briggs (INFJ), a researcher, began study and re- search in similarities and differences in human personality during World War I. She began to integrate the work of Dr. Jung with her own, and set the basic for today’s Meyers-Briggs Type Inventory.
1930s – 2004 Isabel Myers (INFP), daughter and researcher, began working with her mother toward more in-depth research and analysis revolving around Jungian typology. Between the two, they de- veloped what is today’s Myers-Briggs Type Inventory®.
1962 - 1975 The Educational Testing Service, began distributing the in- ventory for research purposes.
1975-Present The Consulting Psychologists Press took over the distribution and licensing of all forms associated with the Myers-Briggs Type Inventory®.
Carl G. Jung was a Swiss psychologist, who practiced during the late eighteen hundreds. Contrary to the thinking of the day, Jung felt that a person’s psychological type primarily was a product of genetic factors and that at birth or shortly thereafter, the determinant of the way a person preferred to function in the world was formed. In l92l Jung wrote a book called Psychological Types that explained this theory. Jung identified four basic functions that serve as a structure for an individual's personality.
Katherine Briggs, an educator, became interested in similarities and differences in human personality during World War I. She began to develop her own typology, largely through the study of bibliographies. During her research, she discovered the existence of Carl Jung's theory on personality types, which she began to explore and elaborate on in her research. Katherine Brigg’s daughter, Isabel Myers, having long been interested in her mother's work in Jungian typology, was determined to develop an instrument to define and make the theory a practical instrument for use. She joined her mother, and began the task of developing an “item pool” that would tap the attitudes, feelings, perceptions, and behaviors of the different psychological types as described by Jung.
Forty years after the beginning of research (1962), the Educational Testing Service, was sufficiently im- pressed with the Myers-Briggs instrument that they offered to distribute the inventory for research purposes. During the next decade, several well-known psychologists and researchers began using the instrument and writing about it. In 1975, publication of the Myers-Briggs Type Inventory® was transferred to Consulting Psy- chologists Press Palo Alto, California, to allow for more widespread worldwide use.
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(Author’s Commentary)
"An extensive review of over 60 studies shows that the MBTI has become a popular tool for management and organizational development."
Psychological Type and Management Research: A Review. Christa L. Walck, Michigan Technological University, Journal of Psychological Types, Volume 24, 1992, p-13
The MBTI Type provides a logical, proven structure for understanding a major portion of the differences between people. Using the knowledge and tools developed from it can dramatically improve leadership effectiveness. The key to effective leadership is not any single leadership style; more importantly, it is the ability to adapt leadership behavior to meet the requirements of many different situations, and the needs of various people.
A good leader is someone who makes the system hum, attends to policies, completes projects in a timely way, controls budgets, connects systems, sets goals, and builds teams. They are al- so someone who has vision and integrity, and has evolved a definite, though flexible, leader- ship style. One that takes into account not only their own aspirations, temperament, as well as their personal and professional experience, but also the aspirations, levels of competence and degree of moral consciousness of their followers (whose ability to follow depends on nuances of their ability to lead).
In regards to Leadership, the MBTI Type Inventory has provided a logical, proven structure for understanding a major portion of the differences between people. Therefore, the MBTI has also been used to focus on how people’s behavior is actually consistent when it comes to how they prefer to get information and make decisions. It is also useful in informing people at the same level, people in the same functional area, and throughout a vertical hierarchy of how type and preference effects personal interaction.
I have utilized the Myers-Briggs Type Inventory as a base information gathering tool for the past couple of decades. The end use is always the eventual sharing of essential personality traits and team-building information among the participants whom I’ve administered the in- ventory. The validation and results of the inventories were then utilized to discuss a wide range of issues communications, to the influence of personality and temperaments in the work- groups functions. I found that temperament was an important part of defining and improving leadership characteristics.
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What are “Temperaments” (in terms of the MBTI)? A natural outgrowth of the Myers- Briggs work by Katherine Briggs and Isabelle Myers was the concept of distinct tempera- ments in the personality. Combinations that describe the four temperaments are Sensing and Judgment (SJ), Sensing and Perception (SP), Intuitive and Feeling (NF) and Intu- itive and Thinking (NT).
These descriptions and concepts were developed and described in modern form by David Keirsey and Marilyn Bates, and further extended and refined by Linda Berens. The tem- peraments are described and identified as Guardian (SJ), Artisan( SP), Idealist (NF), and Rationalist (NT).
Keirsey and Bates found that selectively combining Intuition with the two judging func- tions (NF and NT) and Sensing with Myers' two orientations to the outer world (SJ and SP) produced a descriptive personality system similar to the four temperaments Hippocra- tes described centuries earlier. Modern temperament theorists, therefore, use selected type constructs theory that are identified by answering the MBTI in order to approximate the constructs specified by temperament.
It is important to recognize that temperament is not a variant of type theory, nor is type theory a variant of temperament. Type theory and temperament theory are two sepa- rate systems for explaining personality that are independent of each other in origin, the number and kind of basic elements each hypothesizes and in the way each theo- ry’s elements are combined. Both type and temperament theory share a common goal of identifying, describing, and appreciating individual differences in personality that emerge from a set of theoretical constructs.
I suggest that a good leader is someone who makes the system hum, attends to policies, completes projects in a timely way, controls budgets, connects systems, sets goals, and builds teams. They are also someone who has vision and integrity, and has evolved a defi- nite, though flexible, leadership style. A style that takes into account not only their own aspirations, temperament, as well as their personal and professional experience, but also the aspirations, levels of competence and degree of moral consciousness of their followers (whose ability to follow depends on nuances of their ability to lead). In other words, a good leader possess and exercise all four of the temperaments to some degree, while fully understanding the personalities and temperaments of those around them.
The work done by Keirsey and Bates, and others, and corroboration through my data from a 16 year study show that Type and Temperament, specifically Sensing/Judging and In- tuition/Thinking, are predominate types among CAP leadership, and likely does plays a significant and relevant role in leadership in a voluntary organization like CAP.
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Sensing and Judgment (SJ) and Intuitive/Thinking (NT) in CAP Leadership
The Predominate Temperament of the Leadership within this study of RSC/NSC participants tend to be SJ (as well as National Commanders), and NT for the Commanders Course. SJ is said to sta- bilize the organizations that they belong to by being dependable, sticking to routines, and creating standard operating procedures.......the chart shows the percentage of SJs in all groups of this study (as well as descending order of each of other types).
Composite Types Pacific Region Staff
College
ISTJ
ESTJ I-245/ S-321/ T-376/ J-337 E-233/S-207/T-265/J-285 E-68/N-62/T-68/J-95 E-5/S-5/T-5/J-5
What is evident and demonstrated in the above data is that SJ is a predominant Temperament theme for both the participants in the Pacific Region and National Staff Colleges, as well as with the past and current National Commander’s. Prior to the 2006 Commander’s Course, it was the predominant tem- perament trait for that group also. It should be note that NT is second in total occurrence, with the ex- ception of the National Commander category (which it is # 1)
In the chart below, there is a complete listing of the percentages of all Temperament Types represented in this study.
Sensing/Judging:
SJ Intuitive/Thinking:
NT Intuitive/Feeling:
NF Sensing/Perception:
SP SJ's have a love for Structure in developing Responsibility and Utility in their followers.
NT's have a love for growth of Knowledge and Skills in their fol- lowers.
NF's have a love for developing Identity and Integrity in their followers.
SP's have a love for growth of Spontaneity and Freedom in their followers.
RSC - 56.2% NSC - 44.5% CC - 39.7% NC – 44.0%
RSC - 20.5% NSC - 32.9% CC - 39.6% NC – 0.0%
RSC - 8.9% NSC - 12.5% CC - 13.8% NC – 28.0%
RSC - 14.4% NSC - 10.1% CC - 6.9% NC 28.0%
My Extended Thoughts on Temperament and Leadership
I suggest that the temperament traits of the SJ’s developing Responsibility and Utility, and the NT’s growth of Knowledge and Skills are active descriptions that are consistent with what we hope to develop in CAP volunteers through collaboration; and that is acceptance of respon- sibility and achievement of both growth and the knowledge and skill levels of all in those vol- unteers that we lead.
Therefore, I am convinced that we in CAP rely most on these predominant temperament traits (SJ and NT) in convincing others that are volunteers to follow based on developing Responsi- bility and Utility, and growth of Knowledge and Skills . We have an understanding that power has it’s limits, and realize that “it is easier to lead a horse to water, knowing we can’t make it drink…..but learning dictates that if it is thirsty…..it will drink sooner or later!” This style is primarily associated with the aforementioned principles, and is indicative of the theme behind collaborative leadership of volunteers.
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What is Collaboration and Collaborative Leadership of Volunteers?
Collaboration is defined as a relationship for learning where new ideas are seen as possibili- ties, not mandates.
Leading authorities define the role of Collaborative Leadership as the ability to engage oth- ers by designing constructive processes for working together, convening the appropriate stake- holders and facilitating and sustaining their interaction. This indeed reflects the role of those who want to work with and lead, rather than manage volunteers.
Collaborative leaders…..
create environments in which people feel safe. They do this by walking the talk and demon- strating and by being clear and upfront about the boundaries which apply to work and rela- tionships within the group. Most importantly their whole attitude is one of working collabo- ratively and working with volunteers.
encourage volunteers to take on particular roles. They do this through personal engagement, suggestion and influence rather than through direction or formal delegation. They do un- derstand the fundamentals of delegating projects and roles rather than tasks and avoid pre- scribing the how. They link these roles and projects back to the vision and values of the group and discuss how this can be put into action.
act as linkers and relationship builders. They know the various skills and interests within their program and link skills to project and one person to the other. Central to their style is a manner of communication which is in line with the group’s style and approach. This means that they are usually democratic in style and spend a lot of energy engaging people in thinking about what to do and how to do it.
encourage and engage new volunteers in an increasing level of involvement and responsi- bility, while recognizing that some just want to stay put. They do this through increasing the complexity and range of work the volunteer is involved in, through setting up a range of leadership roles across the organization and by encouraging, recognizing and supporting leadership acts from all the staff they work with.
manage the work - particularly the different levels of involvement, making it happen, driv- ing the processes. They facilitate involvement. They are responsive too, to organizational ebbs and flows; to volunteers’ changing interests, skills and aspirations.
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Leadership of Volunteers
One of the most helpful resources that I have discovered, is a book, “Volunteers: How to get them how to keep them” by Helen Little. There is a detailed listing of thirteen basic needs of every volunteer. The 13 Basic needs of every volunteer are to provide:
1. specific, manageable tasks with a beginning and an end. 2. tasks that matches interests and reasons for volunteering 3. a good reason for doing the task. 4. written instructions 5. a reasonable deadline for completing the task. 6. freedom to complete the task when and where it is most convenient for the volunteer 7. everything necessary to complete the task without interruption. 8. adequate training 9. a safe, comfortable, and friendly working environment. 10. follow-up to see that the task is completed. 11. an opportunity to provide feedback when the task is finished. 12. appreciation, recognition and rewards that match the reasons for volunteering. 13. value added to encourage the unit to support volunteer efforts.
Collaboration and Power
For a CAP leader to effectively understand the motives, desires of their followers, there is an evolution of utilizing personal power in their leadership styles, and a recognition of which power styles will help them achieve their own highest collaborative leadership potential. Pow- er can be considered to include a variety of approaches to exerting influence over others and may stem from a number of different sources. These involve the use of rewards, punishment, or persuasion. Leaders must determine whether the circumstances indicate that influence based on the ability to reward, to punish, or to persuade is most likely to accomplish his or her ends. There is a need to understand the definitions of Power, and how they affect leadership.
Types of Power
The Air Force has time honored chain of command structure, and therefore sets the standard for the power exhibited by their officers. The difference is that CAP must rely on it's leaders to have "buy-in" to the concept of Chain of Command on a voluntary basis.
Air Force
Formal Authority: The power that derives from a formal position within a structure that con- fers certain decision-making prerogatives. This is the power of a President.
Sanction Power: The ability (or perceived ability) to inflict harm or to interfere with a party's ability to realize his or her interests. This is the power of a Commanding Officer.
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Procedural Power: The control over the procedures, by which decisions are made, separate from the control over those decisions themselves. This is the power of a Judge Advocate Gen- eral.
Civil Air Patrol
Expert/Information Power: The power that is derived from having expertise in a particular area or information about a particular matter. This the power of a FAA CFII.
Associational and/or Referent Power: The power that is derived from association with other people with power. This is the power of Wing or Region Staff members.
Resource Power: The control over valued resources (money, materials, labor, or other goods or services). The negative version of this power is the ability to deny needed resources or to force others to expend them. This is the power of Wing Headquarters, as it relates to requests made by Squadrons for needed resources.
Nuisance Power: The ability to cause discomfort to a party, falling short of the ability to apply direct sanctions. This a by-product of a member’s complaint to an Inspector General.
Habitual Power: The power of the status quo that rest on the premise that it is normally easier to maintain a particular arrangement or course of action than to change it.
Both Air Force and Civil Air Patrol
Moral Power: The power that comes from an appeal to widely held values. Related to this is the power that results from the conviction that “one is right”.
Conclusion
My major hope in presenting the information (additional data that follows) in this monogram is that as a leader, you will gain a better understanding of how others experience the world around them, and insights into how you can best serve as a leader for each of them. Primarily the objective of this monogram is to complement the course instruction, and thereby furthe the basic objectives of the MBTI® stated earlier in this publication.
What do I envision as a furtherance from publishing this monogram? I would like to update the contents of this ongoing study with what I learn, and hear, from the participants that I encoun- tered in my role as an instructor at the various Staff Colleges……Let me hear from you, and tell me…….. “How the MBTI® has helped you in your present and future leadership roles?” I welcome both your input and success stories that will help us all understand the value of what I consider to be a wonderful tool for leadership!
Contact me at johnnie.cain@worldnet.att.net
20 Composite MBT Participants
The following sections list the details of the specifics aspects of the MBTI® with an insight into the learning styles and characteristics of each Type.
16 Introvert (I) and Extrovert (E)
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INTROVERT "Closed for processing......Come back later!"
Introvert relates more easily to the inner world of ideas, than to the outer world of people and things.
Learning style: Needs time to think about a problem or consider all the facts, particularly before a group discussion or problem- solving session; wants to understand a concept or new situation before experiencing it.
EXTROVERT “Open 24 hours a day....Come on in and let's talk!”
Extrovert relate more easily to the outer world of people and things, than the inner world of ideas.
Learning style: Needs to talk about a story or solve a problem with an individual before working alone; does best watching or trying an experiment before the concept is explained; learns by trial and errors; when concentration is required, needs an environ- ment free of distractions.
Introvert
Like quiet for concentration Are interested in the idea behind their job
Tend to be careful with details, dislikes sweeping statements
Dislike telephone intrusions and interruptions
Have trouble remembering names and faces Likes to think a lot before they act, sometimes without acting
Tend not to mind working on one project for a long time without interruption
Have some problems communicating
Likes variety and action Often act quickly sometimes without thinking
Tend to be faster, dislikes complicated procedures Usually communicates freely
Are often impatient with long slow jobs Are interested in the results of their job, in getting it done, and in how people do it
Are often good at greeting people Often do not mind the interruption of answering the telephone
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Sensing (S) and Intuitive (N) (How you gather data/information to make your decisions)
SENSING "What is/What is not....Details...Facts....Bridging the gap."
Sensing would rather work with the known facts, than look for possibilities and relationships
Learning style: Seeing is believing. Does well with films, television and other audiovisual aids. Like activities that require careful observation, memory and hands-on experience. Does well with drills. Likes to know how something works and gets practical ex- amples of concepts. Wants to get to new information one step at a time. Recalls previously learned facts.
INTUITIVE "What could be....Impact...Feelings!"
Intuitive would rather look for possibilities and relationships, than work with known facts.
Learning Styles: Does well with tasks that challenge the imagination and open-ended problems that allow for many different solu- tions; enjoys self-paced learning; better with learning new skills than applying old ones.
Sensing
Dislikes new problems unless there are standard ways to solve them
Are patient with routine details
Likes an established way of doing things Are impatient when details get complicated
Works more steadily, with realistic idea of how long it will take Are not inspired, and rarely trust the inspiration when they are seeking facts
Enjoys using skills already learned, more than learning new ones Seldom make errors of fact
Usually reach a conclusion step by step Good at precise work.
Intuitive
Like solving new problems Are impatient with routine details
Dislike doing the same thing repeatedly Are patient with complicated situations
Enjoy learning a new skill more than using it Follow their inspirations, good or bad
Work in bursts of energy powered by enthusiasm, with slack periods in between
Frequently make errors of fact
Reach a conclusion quickly Dislike taking time for precision
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Thinking (T) and Feeling (F) (Basis for how you make decisions)
THINKING "Data, value, thoughts, and lastly feelings equals a logical answer and outcome."
Thinking base their judgments more on impersonal analysis and objective reasoning, than on their personal values
Learning style: Belief in competence of teachers, peers and self is important; needs an opportunity to solve problems by collecting, organizing and evaluating data and to know criteria.
FEELING "Feelings take over and logic goes out the window!"
Feeling base their judgment more on personal values, than on impersonal analysis and logic
Learning style: Needs to feel appreciated as a person, not for work or performance; personal and encouraging remarks on papers are treasured; group conflicts and competition cause stress; works well in group projects; like to know how materials affect people.
Thinking
Do not show emotion readily and are often uncomfortable with dealing with people's feelings
Tend to decide impersonally, sometimes paying insufficient attention to people's wishes
May hurt people's feelings without knowing it Tend to be firm-minded
Like analysis and putting things into logical order Are able to reprimand people or fire them when necessary
Can get along without harmony Are more analytically oriented. Respond more easily to people's thoughts
Feeling
Tend to be very aware of other people and their feelings Needs occasional praise
Enjoy pleasing people, even in unimportant things Dislike telling people unpleasant things
Like harmony. Efficiency may be badly disturbed by office feuds Are more people-oriented. Respond more easily to people's values
Often let decisions be influenced by their own or other people's personal likes and dislikes
Tend to be sympathetic
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Judgment (J) and Perception (P) (How you plan and put order to your life)
JUDGMENT "In order....and keep it in order!"
Judgments like a planned, decided, orderly way of life, better than a flexible and spontaneous way.
Learning style: Needs an established group routine; requires clear assignments and precise guidelines; likes to finish one assign- ment before another; may enjoy organizing activities.
PERCEPTIVE "Goes with the flow....rides with the tide.....and there is not any finality!"
Perceptives like a flexible and spontaneous way of life, better than a planned, decided and orderly way.
Learning style: Needs flexible instructors and freedom to move around; because the individual is so open to new information, assignments may be done at the last minute and turned in late; has hard time making decisions; may start too many projects that remain unfinished; too much routine can lead to misbehavior; responds to behavior contracts, with freedom as the reward.
Judgment
Work best when they can plan their work, and work their plan May not notice new things that need to be done
Like to get things settled and finished Want only the essentials needed to begin their work
May decide things too quickly Tend to be satisfied once they reach judgment on a thing, situation, or person
May dislike to interrupt the project they are on for a more urgent one
Perceptive
Adapt well to changing situations May postpone unpleasant jobs
Do not mind leaving things open for alterations Want to know all about a new job
May have trouble making decisions Tend to be curious and welcome new light on things, situations, or person
May start too many projects and have difficulty in finishing them
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National Staff College 378 (6 Years)
National Commander's Course
116 (9 Years)
The Myers-Briggs Type Inventory® is probably the most widely used psychological in- strument for teambuilding and communications training in organizations today.
We live and think differences, and MBTI® “Type” shows us a way to be respectful of those differences. The MBTI® has been used successfully by many volunteer organiza- tions to examine decision making/ problem solving communication patterns in team building. The findings of the 941 CAP Inventories [Pacific Region Staff College (PACRSC) - 447, National Staff College NSC) - 378, National Commander’s Course (NCC) -116] have pointed to various interpersonal trends and comparisons as they relate to the interaction between various participants at these events (1991-2006 for the PA- CRSC, 2001-2006 for the NSC, and 1999-2007 for the NCC).
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Page Type
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ISTJ: Introverted, Sensing, Thinking and Judgment Type Characteristics of ISTJ: Doing What Should be Done
Serious, quiet, earn success by concentration and thoroughness. Practical, orderly, matter-of-fact, logical, realistic and dependable. See to it that everything is well organized. Take responsibility. Make up their own minds as to what should be accomplished and work toward it steadily, regardless of protests or distractions.
Live their outer life more with thinking, inner more with sensing.
Leaders that are Dominant Introverted Sensing (ISTJ)
While not directly seeking leadership positions, ISTJs are often placed in such roles. They build a rep- utation for reliable, stable, and consistent performance that causes others to select them to lead. As leaders, ISTJs use their past experience and their factual knowledge in their decision making. They focus on the immediate, the practical, and the tangible. They respect traditional, hierarchical ap- proaches and seek to reward those who get the job done by following the rules and standard operating procedures. In their view, rewards should go to outstanding contributors who do not violate the rules while completing their work. ISTJs are more task oriented than relationship oriented in their style. Since results speak louder than works, they may not verbally acknowledge the contributions of those they lead. They often pattern themselves after those who have led them, especially if that style pro- duced results they liked. Seeing others use different styles that work may cause the ISTJ to loosen up. When there is no pattern or model for ISTJs, they are likely to lead by setting a standard and expect- ing others to do their duty. ISTJs know and carefully follow company policies and procedures. If any- thing is to be held at a certain time, it will be held then unless a higher priority supersedes it.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ISTJ 0 0 10 62 45 12 1 130 29% National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
ISTJ 0 3 28 23 0 0 0 54 14%
Commander's Course CC Percentage
ISFJ: Introverted, Sensing, Feeling and Judgment
Type Characteristics of ISFJ : High Sense of Duty
Quiet, friendly, responsible and conscientious. Work devotedly to meet their obligations and serve their friends and job. Thorough, painstaking, and accurate. May need time to master technical sub- jects, as their interest are not often technical. Patient with detail and routine. Loyal, considerate, concerned with how other people feel.
Leaders that are Dominant Introverted Sensing (ISFJ)
ISFJs may be selected for positions of leadership based on their conscientiousness, follow through, dependability, and mastery of previous assignments. While they may be hesitant to accept leader- ship positions at first and, in fact, do not outwardly seek leadership positions, they will step in when asked because of their sense of duty and responsibility. They expect compliance with organizational needs, structure, hierarchy, and tend not to ask others to do things that they themselves would not do. They keep track of the details and focus their knowledge to achieve practical results.
Live their outer life more with feeling, inner more with feeling.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ISFJ 0 0 1 9 8 1 1 20 4% National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
ISFJ 0 2 11 11 0 0 0 24 6%
Commander's Course CC Percentage
INFJ : Introverted, Intuitive, Feeling and Judgment
Type Characteristics of INFJ: Inspiration to Others
Succeed by perseverance, originality and desire to do whatever is needed or wanted. Put their best efforts into their efforts into their work. Quietly forceful, conscientious, concerned for others. Respected for their firm principles. Likely to be honored and followed for their shear convictions as to how best to serve the common good.
Live their outer life more with intuition, inner more with feeling.
Leaders that are Dominant Introverted Intuition (INFJ)
INFJs lead through their quiet yet persistent and determined effort toward long-range goals for them- selves, others, and their organizations. In working toward their vision, they win cooperation rather than demand it. INFJs work to make their insights real and are able to inspire others with their ideas. They use low-key soft, yet intense and determined course of action. When they do not directly lead others, they may still act as facilitators between people. In meetings, they focus on both people and new ideas. INFJs may lead by becoming champions for ideas or causes.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
INFJ 0 0 0 6 2 1 0 9 2%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
INFJ 0 0 1 3 4 0 0 8 2%
Commander's Course CC Percentage
INTJ: Introverted, Intuitive, Thinking and Judgment
Type Characteristics of INTJ: Everything has Room for Improvement
Have original minds and great drive that they use only for their own purposes. In fields that appeal to them they have a fine power to organize a job and carry it through with or without help. Skeptical, critical, independent, determined, often stubborn. Must learn to yield less important points in order to win the most important
Live their outer life more with thinking, inner more with intuition.
Leaders that are Dominant Introverted Intuition (INTJ)
In INTJ terms, leadership means a person who is willing to conceptualize, design, and build models, strategies, and systems to attain organizational goals. INTJs act strongly and forcefully in the field of ideas and hard work to make them become reality. They are tough-minded and drive themselves and others. They are more task than relationship oriented, and may need to learn to say an appropriate word of thanks to others. INTJs are people who enjoy reorganizing and will take on entire systems when necessary. They may get so deeply involved in a task that they respond to little else in their work or home environment. Once a decision or a goal is conceived, the INTJ moves toward that deci- sion and is not willing to stop. Effective INTJ leaders are those who are willing to invoke others in their model, realizing that congenial relationships are necessary to achieve their goals. To enhance their impact, INTJs need to use persuasive and political skills to make their ideas realities.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
INTJ 0 0 5 12 7 2 0 26 6% National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
INTJ 0 3 14 15 0 0 0 32 9% Commander's Course CC
Percentage
Percentage
ISTP: Introverted, Sensing, Thinking and Perception
Type Characteristics of ISTP: Ready to Try Anything Once
Cool onlookers, quiet, reserved, observing and analyzing life with detached curiosity and unexpected flashes of original humor. Usually interested in impersonal principles, cause and effect, or how and why mechanical things work. Exert themselves no more than they think necessary, because any waste of energy would be inefficient.
Live their outer life more with sensing, inner more with thinking.
Leaders that are Dominant Introverted Thinking (ISTP)
The ISTP leadership style is one of leading through action, by setting an example. They respond quickly when trouble is at hand. They operate logically from their internal ruling principles They give their staff the necessary information to do their jobs, allowing them to complete their work in their own fashion. ISTPs hold to an egalitarian approach in the midst of hierarchy and authority They pre- fer to be managed loosely and with minimal supervision, and they manage others in similar fashion.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ISTP 0 1 2 14 7 2 6 32 7%
National Staff College Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
ISTP 0 0 2 6 0 0 0 8 2%
Commander's Course CC Percentage
ISFP : Introverted, Sensing, Feeling and Perception
Type Characteristics of ISFP: Sees Much.....Shows Little
Retiring, quietly friendly, sensitive and modest about their abilities. Shuns disagreements, do not force their opinions or values on others. Usually do not care to lead but are often loyal followers. May be rather relaxed about assignments or getting things done, because they enjoy the present moment and do not want to spoil it under haste or exertion.
Live their outer life more with sensing, inner more with feeling.
Leaders that are Dominant Introverted Feeling (ISFP)
The ISFP leadership style is one that involves personal loyalty as a means of motivating others. ISFPs prefer an egalitarian and cooperative team approach and are more apt to lead others by praise and en- couragement than by criticism They persuade others by gently tapping into others' good intentions. When in emergency and crisis situations, they particularly rise to meet those challenges, adapting and dealing with what is needed at that moment. ISFPs generally do not seek direct leadership roles unless the situation or others demand that they do.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ISFP 0 0 0 1 0 0 0 1 1%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
ISFP 0 0 4 4 0 0 0 8 2%
Commander's Course CC Percentage
INFP: Introverted, Intuitive, Feeling and Perception
Type Characteristics of INFP: Performs Noble Duty to Aid the Organization
Full of enthusiasm and loyalties, but seldom talk of these until they know you well. Care about learn- ing ideas, language, and independent projects of their own. Tend to undertake too much, then some- how get it done. Friendly, but often too absorbed in what they are doing to be sociable or notice much.
Live their outer life more with intuition, inner more with feeling.
Leaders that are Dominant Introverted Feeling (INFP)
The INFP leadership style is subtle, gentle, indirect, and inclusive of others. INFPs do not confront people head-on, but rather work with them to get the job done. Their style is not an aggressive one but is highly persistent; only reluctantly do INFPs assume leadership roles. They lead with their values in mind, and these guide them. They prefer not to take a hand-on approach with others but to allow them to achieve in independent ways. They are facilitative rather than directive. They encourage others by appreciation and praise. Critiquing others does not come easily to them. As leaders, INFPs may not confront situations directly, in pall because they do not like conflict. Whenever possible, they would rather wait for a situation to work itself out, since they trust that people will work things through. Careful timing is very important in their styles. They are often able to wait out refusals and objections from others, and eventually to find a way to get done what they really want. They do not like follow- ing all rules and regulations, but they are not overtly rebellious. They seek to get things done in their own style.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
INFP 0 0 1 4 2 0 1 8 2%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
INFP 0 0 2 4 0 0 0 6 1%
Commander's Course CC Percentage
INTP: Introverted, Intuitive, Thinking and Perception
Type Characteristics of INTP: Love of Problem-Solving
Quiet, reserved, brilliant in writing proposals, especially in theoretical or abstract issues. Logical to the point of hair-splitting. Interested mainly in ideas, with little liking for parties or small talk. Tend to have very sharply defined interests. Need to chose careers where some strong interest of theirs can be used and useful.
Live their outer life more with intuition, inner more with thinking.
Leaders that are Dominant Introverted Thinking (INTP)
As leaders, INTPs focus on logic and principles, leading others) the strength of their ideas. They are able to analyze problems and goals conceptually and apply logical systems thinking to meet organizational needs. Generally, INTPs do not seek traditional leadership roles, preferring autonomy for themselves and others. They do their best when leading other independent, idea-focused people. INTPs relate to others based on their expertise, not their position or status in hierarchy. As leaders, INTPs tend to inter- act intellectually rather than emotionally and appeal to their followers using their logical thanking rather than personal example.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd
Lt Total PACRSC
INTP 0 1 2 4 5 4 3 19 4%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd
Lt NSC Percentage
INTP 0 0 10 5 0 0 0 15 4%
Commander's Course CC Percentage
ESTP: Extroverted, Sensing, Thinking and Perception
Type Characteristics of ESTP: Ultimate Realist
Matter-of-fact, do not worry or hurry, enjoy whatever comes along. Tend to like mechanical things and activities, with friends on the side. May be a bit blunt or insensitive. Can do logic or abstract issues when they see the need. Dislikes long explanations. Are best with real things that can be worked, handled, taken apart and put back together.
Live their outer life more with sensing, inner more with thinking.
Leaders that are Dominant Extraverted Sensing (ESTP)
The ESTP leadership style is one that takes charge readily, especially in crises. ESTPs have a direct and assertive style, and they move ahead with it necessarily paying attention to all of the rules. They find the immediate cause of problems and seek immediate solutions. They can react to any given situa- tion, expedite it and make it work. They hear different sides of the problem, make decisions, and keep things moving.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ESTP 0 0 0 10 12 2 2 26 6%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
ESTP 0 2 4 7 0 0 0 13 3%
Commander's Course CC Percentage
ESFP: Extroverted, Sensing, Feeling and Perception
Type Characteristics of ESFP: You Only Go Around Once in Life
Outgoing, easygoing, fond of a good time. Likes activities and making things. Knows what’s going on and joins in eagerly. Finds remembering facts easier than mastering theories. Are best in situations that need sound common sense and practical ability with people as well as with things.
Live their outer life with sensing, inner more with feeling.
Leaders that are Dominant Extroverted Feeling (ESFP)
The ESFP leadership style is one that promotes good will and team work. ESFPs are quickly adaptable and thus able to guide others in crisis situations, unless that crisis is one of disharmony among people. In such a situation, they may get caught up with their emotions. ESFPs are able to make things happen by focusing on immediate problems and using their ability to work with people. They are more relationship than task oriented but will work hard on the task part when the people part is going well.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ESFP 0 0 3 3 0 0 0 6 1%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
ESFP 0 0 4 3 3 0 0 10 3%
Commander's Course CC Percentage
ENFP: Extroverted, Intuitive, Feeling and Perception
Type Characteristics of ENFP: Giving Life an Extra Squeeze
Warmly enthusiastic, high-spirited, ingenious, imaginative. Able to do almost anything that interests them. Quick with a solution for any difficulty and ready to help anyone with a problem. Often rely on their ability to improvise instead of preparing in advance. Can always find compelling reasons for whatever they want.
Live their outer life more with intuition, inner more with feeling.
Leaders that are Dominant Extraverted Intuition (ENFP)
ENFPs are energetic and enthusiastic leaders who are likely to take charge when a new endeavor needs a visionary spokesperson. ENFPs are values-oriented people who become champions of causes and services relating to human needs and dreams. Their leadership style is one of soliciting and rec- ognizing others' contributions and of evaluating the personal needs of their followers. ENFPs are often charismatic leaders who are able to help people see the possibilities beyond themselves and their current realities. While they vary in their approaches to leadership. ENFPs usually function as cata- lysts.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ENFP 0 0 1 4 2 1 1 9 2%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
ENFP 0 0 8 6 0 0 0 14 4%
Commander's Course CC Percentage
ENTP: Extroverted, Intuitive, Thinking and Perception
Type Characteristics of ENTP : One Exciting Challenge After Another
Quick, ingenious, good at many things. Stimulating company, alert and outspoken, argue for fun on either side of a question. Resourceful in solving new and challenging problems, but may neglect routine assignments. Turn to one new interest after another. Can always find logical reasons for what- ever they want or do.
Live their outer life more with intuition, inner more with thinking.
Leaders that are Dominant Extroverted Thinking (ENTP)
ENTPs seek leadership roles that allows them to make their mark and have impact. They may develop theoretical models to address individual and organizational needs. They are able to apply logical systems thinking and use compelling reasons for whatever position they take. They encourage inde- pendence in their followers and act as catalysts between people and systems. ENTPs can be skilled at generating enthusiasm for their new approach. They may like a certain amount of limelight, and they tend to adopt a "sink or swim" approach to training staff. They will describe the big picture, pointing others in the right direction and assuming the rest will follow. The discourage dependence on the part of their employees, and they encourage initiative. As leaders, they tend to allow a great deal of free- dom to others and do not typically work in a hands-on approach.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ENTP 0 1 1 6 4 4 0 16 3%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Per- centage
ENTP 0 3 6 10 0 0 0 19 5%
Commander's Course CC Percentage
ESTJ: Extroverted, Sensing, Thinking and Judgment
Type Characteristics of ESTJ: Life’s Administrator
Practical realists, matter-of-fact, with a natural head for business. Not interested in subjects they see no use for, but can apply themselves when necessary. Like to organize and run activities. Tend to run things well, especially if they remember to consider other people'’ feelings and points of view when making their decisions.
Live their outer life more with thinking, inner more with sensing.
Leaders that are Dominant Extroverted Thinking (ESTJ)
The ESTJ leadership style is the one on which many American businesses are based Whenever situa- tions require a leader, ESTJs take charge quickly and give advice directly, whether solicited or not. When situations are off track, ESTJs want to know what happened, why it happened, and how it is going to be fixed. ESTJs' opinions of what ought to be done are based on their past experiences. They are more task than relationship oriented and can appear to others as tough, driven, or heartless. They are quick, crisp, and direct in getting at the core of the situation, and while they invite input from others, they expect them to adhere to the ESTJ's final decision.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ESTJ 0 2 10 41 29 7 2 91 20%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
ESTJ 0 5 29 32 0 0 0 66 18%
Commander's Course CC Percentage
ESFJ: Extroverted, Sensing, Feeling and Judgment
Type Characteristics of ESFJ : World’s Host
Warm-hearted, talkative, popular, conscientious, born cooperators, active committee members. Al- ways doing something nice for someone. Works best with plenty of encouragement and praise. Little interest in abstract things or technical subjects. Main interest is in things that directly and visibly affect people’s lives.
Live their outer life with feeling, inner more with sensing.
Leaders that are Dominant Extraverted Feeling (ESFJ)
The ESFJ leadership style is one of leading through attention to personal values and the needs and wants of others. When a situation requires someone to take charge and no one does, the ESFJ will often volunteer. In taking charge ESFJs will work to gain the goodwill and cooperation of others. ESFJs keep their people well informed and set a personal example of hard work and follow through to uphold their own and their organization's commitments. They expect others to work as hard as they do. When others do not meet their standards, they often feel disappointed and coach them until things are made right; then all is forgiven. Sometimes ESFJs may hesitate to act as quickly as needed with performance issues, out of their concern to keep the relationship harmonious.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ESFJ 0 0 4 5 3 3 0 15 3%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
ESFJ 0 1 12 11 0 0 0 24 6%
Commander's Course CC Percentage
ENFJ: Extroverted, Intuitive, Feeling and Judgment
Type Characteristics of ENFJ : Smooth Talking Persuader
Responsive and responsible. Feel real concern for what others think and want, and try to handle things with due regard for other people’s feelings. Can present a proposal or lead a group discussion with ease and tact. Sociable, popular, active in many work-related activities, but put time enough on the work tasks to do good work.
Live their outer life more with feeling, inner more with intuition.
Leaders that are Dominant Extroverted Feeling (ENFJ)
The ENFJ leadership style is a highly facilitative one. ENFJs include others and desire to have a par- ticipative environment. They are responsive to their followers' needs and yet are uncomfortable with con-flict. They can overcome their discomfort with conflict, however, if dealing with it benefits others. They are well aware of the organization's values and feel uncomfortable when those values are in con- flict with their own. They inspire change, and that change is usually related toward some humanitarian purpose. They may enter a committee meeting, for example, with a strong desire to get to know the other members of the group first before they get down to business. They look for ways everyone can get their needs met, not solely to further their own personal agenda. They will make sure something happens since they do like conclusions. Often this occurs by bringing together their viewpoint and that of others in a creative, complementary way. The results of these deliberations, however, must be true to their values.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ENFJ 0 1 3 2 2 3 0 11 3%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
ENFJ 0 1 6 10 0 0 0 17 6%
Commander's Course CC Percentage
ENTJ: Extroverted, Intuitive, Thinking and Judgment
Type Characteristics of ENTJ: Life’s Natural Leader
Hearty, frank, able in tasks, leaders in activities. Usually good in anything that requires reasoning and intelligent talk, such as public speaking. Are well informed and keep adding to their fund of knowledge. May sometimes be more positive and confident than their experience in an area warrants.
Live their outer life more with thinking, inner more with intuition.
Leaders that are Dominant Extraverted Thinking (ENTJ)
Leaders that are Dominant ENTJs are quick to take charge and are quite decisive about whatever they consider to be logically necessary. They are action oriented, energetic, tough-minded, and direct They like to run as much of the organization as they can and are willing to take on new and different as- signments, especially when those assignments involve complex problems and long-range planning. ENTJs may ask others questions to help them think through what a problem is really about and force them to look beyond their initial response. Many ENTJs find that asking questions helps others understand and find the reasons why a particular behavior or situation exists. In this process, ENTJs work with others to mold their future.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC Percentage
ENTJ 0 0 6 21 6 3 0 36 7%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Percentage
ENTJ 0 4 31 23 0 0 0 58 15%
Commander's Course CC Percentage
40 National Staff College (2001-2006)
41 National Commander’s Course (1999-2007)
42 National Commanders (Last 7)
43 Distribution of Type in the USA (May 2006)
44 Suggested Readings Regarding the MBTI Inventory
39
MBTI Type - Pacific Region Staff College - 1991-2006 (447) (May 2006)
ISTJ Doing what should be done
130
20
26
32
1
8
19
ESTP
6
9
16
15
36
ISTJ Doing what should be done
54
24
32
8
8
6
15
10
14
19
24
58
(E-223/S-207/T-265/J-285)
41
ISTJ Doing what should be done
22
3
10
2
1
1
3
ESTP
0
1
8
4
25
(E-68/N-62/T-68/J-95)
42
ISFJ High Sense of duty
INFJ Inspiration to others
ISTP Ready to try anything once
(1) General Barry (6) General Wheliss
2
INFP Performs noble duty to aid socie- ty
INTP A love of problem solving
ESTP
ENFP Giving life an extra squeeze
ENTP One exciting challenge after another
ESTJ Life’s administrator
3
Smooth talking persuader
2
(E-5/S-5/T-5/J-5)
43
CAP Populations:
PACRSC - 447 NSC - 378 NCC - 116
Percentage of General Population and Adult Managers in the USA (Consulting Psychology Press, Inc. MBTI Manual, 3rd Edition, 1998, p-327 - Gen Population, and p-379 - Adult Managers
ISTJ
ISFJ
INFJ
INTJ
Extrovert Gen Pop - 49.5% US Mgrs - 52.5%
PACRSC - 43.5% NSC - 60.6% CC - 58.6%
Introvert Gen Pop - 50.5% US Mgrs - 47.5%
PACRSC - 56.5% NSC - 39.4% CC -41.4%
Sensing Gen Pop - 73.5% US Mgrs - 49.6%
PACRSC - 72.2% NSC - 54.3% CC –46.6%
Intuitive Gen Pop - 26.5% US Mgrs - 50.4%
PACRSC - 27.8% NSC - 45.7% CC –53.4%
Thinking Gen Pop - 40.5% US Mgrs - 79.6%
PACRSC - 83.8% NSC - 72.8% CC - 58.6%
Feeling Gen Pop - 59.5% US Mgrs - 20.4%
PACRSC - 16.2% NSC - 27.2% CC - 41.4%
Judgment Gen Pop - 54% US Mgrs - 68.9%
PACRSC - 75.3% NSC - 76.9% CC - 81.8%
Perception Gen Pop - 46% US Mgrs - 31.1%
PACRSC - 24.7% NSC - 23.1% CC –18.2%
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
44
Suggested Readings regarding the MBTI Inventory
Introduction to Type Series – Consulting Psychologist Press (CPS), Palo Alto, CA.
Title Author
In the Grip-Our Hidden Personality Naomi Quenk
Introduction to Type and Coaching. Hirsch, S.K., & Kise, J.A,
Introduction to Type Dynamics and Development Myers, K.D.., & Kirby, L.K.
Type Isabel Briggs Myers
Type and Change Nancy Barger and Linda Kirby
Type and Dynamics and Development Katherine Myers and Linda Kirby
Type and Teams Sandra Krebs Hirsh
Type in College John Ditiberio and Allen Hammer
Type in Selling - Building Customer Relations Susan Brock
Other Publications
Title Author/Publisher
A Guide to Development and Use of the Myers-Briggs Type Invento- ry
Isabel Briggs Myers and Mary McCaulley, Consulting Psychologist Press (CPS)
Air Force Leadership and It's Relevance to the Myers-Briggs Type Indicator ® (MBTI) ®
Dr. Bill Knowlton and Lt. Col Mike McGee, Department of Leader- ship and Ethics, Air War College, United States Air Force, Maxwell AFB, AL.
Benefits of Using the MBTI - and What It Cannot Do Naomi Quenk, in the APT Bulletin, pg 36, Fall 2004, APT, Glen- view, IL.
Developing Leaders: Research and Applications in Psychological Type and Leadership Development
Fitzgerald, C., & Kirby, L.K., eds. Palo Alto, CA: Davies-Black.
First, Break All the Rules: What the World's Greatest Managers Do Differently.
Buckingham, M., & Coffman, C. New York, NY: Simon and Schus- ter.
Looking at Type in the Workplace Larry Demerest, CAPT, Looking at Type Series, Gainesville, FL
Please Understand Me II: Character & Temperament Types David Keirsey and Marilyn Bates, Gnosology Books Ltd., Fifth Edi- tion
Psychological Type and Management Research: A Review Christa L. Walck, Michigan Technological University, Pg 42, Journal of Psychological Type, Volume 24, 1992
The Introvert Advantage Marti Olsen Laney, Workman Publications
The Portable Jung Joseph Campbell – Penquin Press