The Use of the MBTI as a Self-Awareness Tool in Undergraduate Education

Abstract

This paper presents a model for using the Myers-Briggs Type Indicator (MBTI) as a self-awareness tool in baccalaureate social work education. The model is based on eight years of use in one Social Work Program. The paper also presents the results of an exploratory study done to assess the model. The MBTI is a scientific instrument used to indicate different preferences on four dimensions: source of energy, perception, decision-making, and relation to the external world. The development and purpose of the MBTI are discussed and a description of the components of the instrument is included. Techniques for effective and ethical testing and use in the classroom to promote self-awareness are provided. Implications for social work educators are also addressed.

The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies

“…Using the results of the test will allow students to understand their level of proficiency of global leadership competencies throughout their educational development and better employ their strengths and improve their weaknesses from the self-awareness created by their results (Drucker, 2005;Moore et al, 1997;Luft & Ingham, 1961;Pearman, 1999;Shertzer & Doyle, 2006;Tjan, 2012;Travers et al, 2015;Zimmerman-Oster & Burkhardt, 2000).…”

“…Assessments like the Meyers-Briggs Typology Indicator (MBTI;The Myers & Briggs Foundation, 2016), StrengthsQuest (Gallup, 2016) (John & Robins, 1993), but because their results facilitate self-reflection. Self-reflection then leads to better self-awareness, which allows people to better employ their strengths and improve their weaknesses (Drucker, 2005;Moore, Jenkins, Dietz, & Feuerbaum, 1997;Luft & Ingham, 1961;Pearman, 1999;Shertzer & Doyle, 2006;Tjan, 2012;Travers, Morisano, & Locke, 2015;Zimmerman-Oster & Burkhardt, 2000). The Center for Creative Leadership claimed that assessments motivate because they create a "desire to close the gap between current self and ideal self" and bring "clarity about needed changes; clues about how the gap can be closed" (McCauley & Van Velsor, 2004, p. 5).…”

“…One of the greatest challenges for student affairs, the field that enhances student growth and development through co-curricular programs, is funding (Sandeen & Barr, 2014 (John & Robins, 1993), but because their results facilitate self-reflection. Self-reflection leads to better self-awareness, which allows people to better employ their strengths and improve their weaknesses (Drucker, 2005;Moore et al, 1997;Luft & Ingham, 1961;Pearman, 1999;Shertzer & Doyle, 2006;Tjan, 2012;Travers et al, 2015;Zimmerman-Oster & Burkhardt, 2000). A literature review on global leadership showed that the global leadership assessments currently available were developed for corporations to use as training and promotional tools for their top managers, not to provide self-awareness to college students ).…”

“…The study derived its theoretical foundation from constructivism, which guided its approach to analysis of the global leadership competencies literature and research methods. The idea of striving for a selftransforming mind, where individuals see beyond themselves, others, and the systems of which they are a part, to form an understanding of how all people and systems interconnect, provided guidance when analyzing the global leadership literature and when creating the self-assessment instrument intended to be used a self-reflection, which leads to better self-awareness (Drucker, 2005;Moore et al, 1997;Kegan, 1994;Luft & Ingham, 1961;Pearman, 1999;Shertzer & Doyle, 2006;Tjan, 2012;Travers et al, 2015;Zimmerman-Oster & Burkhardt, 2000). A constructivist approach was used in both phase one, when the subject matter experts provided guidance on the test content validity, and in phase two during the cognitive interviews when participants provided different experiences to answer the questions.…”