Trainer Perspectives on Personality-Based Group Training: Learning Objectives, Training Outcomes, and Best Practice Recommendations

Abstract

Despite the prevalence of personality-based group training in applied settings, little systematic research has examined the outcomes of such interventions. Even less research has explored the specific components of such interventions that might contribute to or detract from group processes and performance. To organize and spur this line of inquiry, we reviewed the literature on learning objectives, training outcomes, and best practice recommendations for personality-based training. We also interviewed 26 trainers who use personality assessments, such as the Myers-Briggs Type Indicator, DISC, CliftonStrengths, and Hogan Personality Inventory, concerning these topics. We organized their responses to each topic into categories, using thematic content analyses for the learning objectives and training recommendations. Common learning objectives involve increasing self- and other-awareness, preference for personality diversity, interpersonal skill, and individual- and unit-level attitudes and performance. Anecdotal reports generally suggest personality-based training can improve self-awareness and interpersonal skill, but some reports describe risk of stigmatization and subgroup conflict. Differing approaches to these trainings appear to vary in their effectiveness. Common best practice recommendations from trainers include describing personality flexibly, emphasizing the value of personality diversity, tailoring the training content based on group personality profiles, ensuring trainees understand that personality testing is for developmental purposes, and treating personality feedback as confidential. We conclude by summarizing existing guidance for practitioners and suggesting two future research streams: (1) controlled evaluation of training outcomes and (2) exploration of the proposed mechanisms of action in personality-based training.