Type and Career Development

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Type and Career Development

T Y P E

P R A C T I T I O N E R

S E R I E S

Facilitating Personal and Professional Development

DONNA DUNNING

TYPE PRACTITIONER SERIES

Type and Career Development Facilitating Personal and Professional Development

Donna Dunning

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About the Author Donna Dunning is director of Dunning Consulting, a learning, career development, and work performance consulting firm. An award-winning psychologist, educator, 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 Communication, and TLC at Work.

Type and Career Development Copyright 2005 by CPP, Inc. All rights reserved. No portion of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or media or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of CPP.

Myers-Briggs Type Indicator, MBTI, the MBTI logo, and Introduction to Type are trademarks or registered trademarks of the Myers & Briggs Foundation in the United States and other countries. The CPP logo is a registered trademark of CPP, Inc.

CPP, Inc. 800-624-1765 www.cpp.com

Cover art: © Werner H. Müller/CORBIS Printed in the United States of America. 15 14 13 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 How to Use This Booklet 4

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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 Step 3: Making a Decision 15 Step 4: Taking Action 16

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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 Enhancers (ISFP and INFP): Care and Connect 32

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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

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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 Resources

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Introduction

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his booklet is designed for anyone engaged in a helping relationship in the

area of career and/or personal development. Its pur-

needs of individual clients. Furthermore, understanding personality type can help practitioners recognize their own style of helping and potential blind spots when guiding others through the process.

pose is to increase the professional’s ability to apply personality type theory when helping others manage

Prerequisite Knowledge

and capitalize on career and lifestyle choices.

It is assumed that practitioners using this booklet are familiar with the language and basic concepts of personality type theory. Those unfamiliar with any aspects of type theory may find it helpful to consult the Resources section at the end of this booklet.

Helping relationships can be found in a number of contexts and may take many forms: manager/staff member, coach/client, human resources consultant/ employee, mentor/mentee, counselor/client, and others. To simplify the language in this booklet, the term practitioner will be used to denote the person in the facilitator role of the helping relationship and the term client will be used to describe the individual receiving assistance with the process of career development. Although the focus of this booklet is career development, the steps covered—setting the stage, conducting self-assessment, generating and researching options, making decisions, and taking action—can also be applied to other developmental situations in which a client is solving a problem, assessing a relationship, or looking to change patterns of behavior. The career development process is not only about finding work—it is interwoven and integrated with broader issues of lifestyle, health and well-being, personal satisfaction, and interpersonal roles and responsibilities. Personality type theory can enhance the career development process in a number of ways. It can be used as a tool to facilitate client insights. It can also be used to tailor career development tasks to meet the

Type Preferences Personality type refers to a set of innate natural preferences. These preferences relate to how individuals are energized, prefer to take in information, make decisions, and orient themselves to the world around them. The Myers-Briggs Type Indicator® (MBTI®) assessment helps people identify their personality type by having them choose one of each of four pairs of preferences. The result of this process is a four-letter code that, when validated by the client, represents his or her best-fit personality type. However, everyone uses both the preferred and nonpreferred sides of each preference pair, as necessary, to adapt and thrive. It is important that readers know and can share with clients information about how these individual preferences contribute to personality type. It is also important that practitioners recognize that these preferences are not traits and that “trait language” should be avoided.

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Appropriate Use of Type

Type Dynamics In type theory, whole type is greater than the sum of the parts. Identifying a four-letter best-fit personality type is only a starting point. To accurately understand and apply type theory, practitioners must understand how each preference relates to and acts in concert with clients’ other preferences. This level of understanding is referred to as type dynamics and illustrates the importance of approaching personality type in an integrated and holistic manner. Please see Myers and Kirby (1994) for helpful material on type dynamics.

Personality type can appropriately be used for building awareness of individual differences, enhancing understanding of self and others, appreciating the strengths and gifts of self and others, and accommodating others. It also offers a way for people to learn from others and develop themselves and provides a language and framework to use when resolving conflicts. However, bear in mind the following: ■

Situational factors can affect how individuals assess themselves and express their type preferences. When you work with personality type, your role as a skilled practitioner requires you to consider, assess, and take into account the context of the situation at hand.

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Everyone expresses his or her personality type in unique ways. Personality type does not measure or account for additional factors contributing to behavior, such as background experience, interests, skills, and abilities. Personality type does not explain everything. Overzealous practitioners and clients must be careful not to focus too much on personality type and neglect other factors affecting an individual’s behavior.

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It is not appropriate to use personality type to avoid tasks or personal development, justify problem behaviors, stereotype, put others down, or blame others.

Type Development Personality type theory asserts that over their life span individuals will strive to learn, grow, and find balance. Innate type will interact with environmental influences and experiences as individuals mature. Under ideal conditions, a recognizable and unique pattern of development, related to type dynamics, manifests for each whole type. This aspect of type theory is referred to as type development and is especially important to understand and explore when working with midlife clients.

Stress Patterns of Type When clients are under stress, often they will act in a manner atypical of their natural personality type. Since stress is common during career transitions, you must recognize negative stress patterns as well as typical and positive behaviors associated with each type. Clients will often exaggerate their dominant function during times of stress. Then, as their stress increases, they may find themselves acting out of a poorly developed form of their inferior function. This booklet does not describe the various forms of stress reactions, but as a skilled practitioner it is important for you to be able to recognize stress reactions and sort them out from normal healthy functioning. See Quenk (2002) for more information on stress and personality.

Type and Career Development When clients understand their type preferences, they also deepen their understanding of the kind of work that will suit them. They may also gain insight into their developmental needs and/or the things about work that are stressful for or uninteresting to them.

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Enhancing Client Insight Personality type provides a tool to help clients understand themselves and their work preferences. Links have been demonstrated between individuals’ personality type preferences and activities they tend to find enjoyable. Data have been gathered that show how individuals with certain personality preferences are more likely to choose certain types of work. When this information is used carefully in combination with other personal information, it can help clients in career transition better understand what work activities will be satisfying for them. As well as helping clients consider suitable work activities, personality type can also provide insight into some of the interpersonal dynamics and systemic issues that may be affecting their work satisfaction. Individuals in career transition often express dissatisfaction with working relationships or organizational systems, values, policies, climate, atmosphere, or principles. Learning to understand their preferences and the similar or different preferences of the people they work with can give them insight into specific sources of work dissatisfaction or difficulties. Personality type theory includes a developmental component that can be applied to personal or professional development. The theory is dynamic and assumes natural patterns of growth and development for individuals. Building on a Jungian developmental model that assumes all individuals strive for growth and balance throughout their life span, personality type provides a helpful lens for taking a positive view of adult development. By understanding these patterns, practitioners and their clients can identify potential blind spots and developmental tasks. This is especially appropriate as baby boomers reach midlife and seek alternative work and lifestyle options. Although personality type cannot completely explain or describe all the themes and changes midlife adults are experiencing, an understanding of type development can enhance practitioners’ and clients’ understanding of some natural patterns in life span development.

Customizing the Career Development Process Individual clients prefer to work through the career development process in different ways. Each will want to focus on and emphasize different aspects of the process. Clients will be most comfortable moving through career development steps at their own pace and will prefer to take on the different tasks in their own way. An understanding of personality type can guide practitioners as they seek ways to customize the career development process to meet the needs of individual clients. Throughout this booklet you will find tips and strategies for helping clients use their strengths in the career development process.

Fostering Clients’ Type Development This booklet also presents tips and strategies for helping clients understand the process of innate type development. Practitioners can help clients develop the versatility to adapt to situations that may require use of nonpreferred aspects of their personality. They can use type knowledge to coach clients to see and address potential blind spots. Practitioners will have the greatest positive effect on their clients’ developmental process when they are simultaneously accommodating clients’ needs and helping them learn and develop in areas of nonpreference.

Fostering Practitioners’ Type Development When practitioners understand and apply personality type differences, they can not only customize the career development process to accommodate their clients’ needs, but also foster their own growth by understanding their personal strengths and areas for development. Specific practitioner strengths are listed in the section beginning on page 43. As you review these strengths, consider how you can tailor your type development process to better meet the needs of all clients, as part of your personal development plan.

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How to Use This Booklet

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Following the introduction, this booklet is divided into five main sections. The first two sections discuss general strategies:

Fostering Clients’ Type Development explores counseling implications of developmental tasks and challenges.

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Fostering Practitioners’ Type Development helps professionals capitalize on their strengths and compensate for their potential blind spots.

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Strategies for Using Type in Career Development provides general guidelines for incorporating type into career planning. The Career Development Process offers a four-step model for facilitating the career counseling process.

The next three sections are organized by dominant function and offer specific strategies for dealing with each of the 16 personality types: ■

Customizing Career Development for the Client contains specific information about the work preferences of and strategies for accommodating each personality type.

The booklet concludes with some final thoughts and a list of resources practitioners may wish to explore. Underlying the booklet is the belief that awareness and understanding of differences lead to appreciation and accommodation of diversity. Some practitioners may choose to read the booklet cover to cover to enhance their general awareness, understanding, and appreciation of individual differences and preferences. Others may use it as a reference guide for working with clients with specific personality preferences. Whichever way you choose to use the booklet, be sure that you focus on your own personality type. Assess which parts of the practitioner descriptions in Fostering Practitioners’ Type Development are accurate for you and identify accommodations you need to make when working with clients.

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Strategies for Using Type in Career Development

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ersonality type can be helpful in many ways in the career development process.

However, it can also be misused. As you read through this section, bear in mind that personality type is only one component of career development.Also remember that personality type patterns are dynamic and complex rather than simple or static. Here are some strategies to ensure that you are using personality type most effectively within the career development process.

Deal with Transition First When clients come in for career counseling, it is critical to consider what changes and stresses they are experiencing and to help them deal with these factors before assessing personality type. In many cases, career transition is linked to changes in other parts of a client’s life, such as changes in health, mobility, location, or marital status, or children leaving or entering the home. Clients may be returning to the workforce after considerable time away. They may have lost their previous work involuntarily and may be grieving their loss. These situational factors can affect the way clients approach the personality type assessment process. The stress of transition may cause them to act, think, and respond to questions in ways that are not characteristic of their natural preferences.

To use personality type effectively in career development, you must recognize transition issues and also help clients recognize the emotions and thoughts associated with their transition. Dealing with these transition issues before clients begin self-assessing their personality type can help them avoid inaccurate results and misleading conclusions. When transition is dealt with first, clients are more likely to complete the personality type indicator accurately and confidently and to validate their best-fit type. If clients are significantly distressed by changes in their life, provide or refer them to additional counseling. One helpful strategy for facilitating transition management 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 can help them normalize what they are experiencing.

Separate Work Competencies from Preferences It can be difficult to accurately assess a client’s best-fit personality type when that client has developed competencies and worked in settings requiring him or her to develop nonpreferred aspects of his or her personality. Often a person’s identity is tied into and associated with what he or she can do and has done in the past. Sorting natural preferences from learned skills and experiential learning can be a challenge for the practitioner. This is especially true when clients use and develop skills over long periods of time. Work with your clients to carefully separate what they can do well from what they prefer to do. When

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validating type, ask them about the activities they were engaged in and the competencies they demonstrated in previous employment situations. Emphasize their adaptability to situations and ability to learn and develop both preferred and nonpreferred aspects of themselves. Most clients can sort out these distinctions. They will often describe their use of preferred functions as energizing, comfortable, or motivating. In contrast, clients will often describe their use of nonpreferred functions as tiring or tedious or uncomfortable, especially as they were initially developing them. This distinction between competencies and preferences also plays a role in determining each client’s level of career satisfaction. For example, consider a competency your client has developed to a high level of proficiency. The client may gain great satisfaction from carrying out activities related to this competency, or she may feel trapped because she is good at something she doesn’t particularly enjoy. This can be especially true for some clients who have mastered activities and are no longer challenged when completing them. By exploring these distinctions between what clients can do and what they prefer to do, you can be sure to incorporate both competencies and preferences into the career development process. No matter what work your clients choose, they will likely have to carry out some tasks in nonpreferred modes. Part of effective career development is minimizing the amount of time spent in these nonpreferred modes; however, equally important is helping people manage, and be successful when engaging in, activities they do not prefer. Practitioners do a disservice if they emphasize the gaps between a pair of preferences. It is more helpful and realistic to emphasize to clients how they can access and use both sides of a preference pair when necessary. The practitioner’s challenge is to highlight and maximize natural strengths while also encouraging development of all aspects of a client’s personality.

ence pairs. For example, clients may believe that careers in areas such as sales, teaching, and personal services are “extraverted” or that mathematics and science are suitable only for “logical” types. This can create a misconception of how personality type links to work preferences. While a client can gain some information by understanding preference pairs, to look at only one preference pair in relation to career options is highly misleading. No single type preference can be used to evaluate one’s career choices. To avoid possible misconceptions, use whole type descriptions when looking at work preferences. Use preference pairs primarily as tools to help you discover the whole type. Then take an integrated approach to provide a broader understanding for your clients. Familiarize yourself with type dynamics so you can explain to your clients how to link work preferences clearly to whole type, and be ready to provide specific reference materials.

Incorporate Type Development Basic type descriptions do not necessarily reflect a client’s type development. These descriptions usually focus on the strengths and challenges of the dominant and auxiliary functions rather than specifically addressing type development. Personality type theory provides a model for development for each of the 16 types and can be a helpful tool for exploring the link between development and career satisfaction. As a practitioner, you must go beyond basic type descriptions to explore how your clients are learning to use and develop their preferred and nonpreferred functions. This is especially true for midlife clients, who may be in the process of developing their tertiary and inferior functions.

Listening for Clues

Focus on Type Dynamics Sometimes personality type is introduced with overly simplistic explanations focusing only on the prefer-

Listen to your clients for clues to their level of type development. Clients may comment that the description of a particular personality type sounds more like them when they were younger than how they are now.

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Many clients describe themselves in the process of changing and redefining how they go about doing things. Often midlife clients can pinpoint experiences that required them to use and thus develop nonpreferred functions. More mature clients often indicate that they feel they are more balanced or moderate in their approach than they were in the past.

tease out the preferred from the developed function. With clients who are new to type or more interested in immediate results, you may want to limit exploration of type development concepts. Not all clients will want to learn about and understand their own personality dynamics in detail. Rather, use the concepts yourself to tailor career development activities to individual clients.

Explaining Type Development In some cases, you can work through and explain type development to your clients. The clients can then assess the direction and focus of their own development pattern. They may gain insight into and then consciously focus on the ongoing development of their nonpreferred functions. In other cases, clients may not be interested in investigating or able to see a pattern in their development. This is especially true if a client is new to type and is not familiar with how the different processes might be expressed. In addition, some individuals may not have developed their nonpreferred functions and may be comfortable remaining within the scope of their preferred function. Because of experiential, situational, and personal factors, type development does not proceed in a clearly defined, predictable sequence.

Using a Flexible Model You can help clients identify development patterns using pairs of types with the same dominant function as a base (for example, ESTP and ESFP) and then expanding the discussion to consider the distinctions and similarities between the two types’ auxiliary and tertiary functions. This provides a flexible model through which you can help clients both identify their best-fit type and begin to understand the dynamic and developmental aspects of type theory. Clients can usually provide examples of how they use both the auxiliary and tertiary functions. From this point, you can help them explore the underlying dynamics. Asking questions about a client’s comfort level with each preference, the usefulness of that preference in the current situation, which preference is more trusted and relied on, and which was relied on more when the client was younger, and why, will help

Exploring the Inferior Function The inferior function can be a helpful tool for coaching career development. Clients may be consciously focused on developing and incorporating this nonpreferred function into their work life. If not, exploring the inferior function can help them pinpoint blind spots that may be interfering with their career development. Developing the inferior function will result in a distinct change from the typical behavior patterns usually seen in a younger person of a specific type. For example, an ENTJ (called here an Insightful Expeditor) in midlife may be considering ways to make a more personal and meaningful contribution to society. This doesn’t mean that he will change his natural approach; it simply means that he is adding depth and balance to his personality.

Value Added An ENTJ business executive in his midfifties was considering leaving his corporate leadership position and exploring ways to travel to developing countries to help others. He wanted to find volunteer work that would allow him to continue to take charge and manage resources—but with a focus on having a beneficial effect on the well-being of others. He saw this as a major shift from his previous roles, which had focused primarily on results and processes. When he understood the nature of the logical and values-based processes for evaluating and making decisions, it became clearer to him what aspects of his personality he was interested in developing.

Focusing on the Individual Just as everyone expresses his or her whole type in different ways on the basis of individuality and experiences, individuals express their type development in unique ways. When you work with clients, it is helpful

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to consider the typical development patterns for their type. At the same time, you should seek to understand how their experiences and personal situation are affecting the preferences they are developing and expressing. Never assume development—or lack of development—of any of the functions. As you will see in the stories accompanying the descriptions of the dominant functions in Fostering Clients’ Type Development, development does not appear to follow a clearly demarcated pathway. Accommodation and adaptation to environmental factors seem to play a key role in how individuals express and develop their type.

Explain in Everyday Language In your efforts to help clients understand type dynamics and development, it is important that you avoid overuse of type jargon. As with any situation in which you are sharing information with clients, it is essential to explain complex theories and concepts using everyday language and descriptors. Midlife clients, for example, will likely not benefit from hearing that they are in the process of developing their perceiving tertiary function as a balance point for the judging focus of their auxiliary function. Although a few clients will understand and be sufficiently interested in type theory to make sense of such an abstract and complex explanation, most will not. Clients in career transition are often stressed and under time pressure to find new work options. Although most are interested in assessing themselves and looking at possibilities, few are interested in learning a new, complex psychological theory. Practitioners must be able to quickly move clients toward practical applications using language that is familiar and understandable.

Type Descriptors Used in This Booklet By using the eight dominant functions, practitioners can quickly begin to describe type dynamics and move clients toward an understanding of their natural way of working. In this booklet the eight dominant functions have been given carefully crafted names and

two-word descriptors so clients can immediately see a link between personality preferences and the way they prefer to approach the world of work (see Customizing Career Development for the Client). For example, the dominant Extraverted Sensing types—ESTP and ESFP—are categorized as “Responders,” and the phrase “Act and Adapt” summarizes their characteristic way of working. Responders are often inclined toward acting quickly, finding practical solutions to immediate problems, adapting to changing situations, enjoying the moment, and so forth. By capturing the flavor of the dominant function, type becomes immediately applicable to the day-to-day activities in the workplace. Three of the four letters of the personality type code can be summarized through dominant function descriptions.

The Concept of Balance Use the concept of balance to help clients understand the auxiliary function and the role of type development without confusing them with a lot of type jargon. Clients can easily understand the need for balance, so this approach provides a practical alternative to using type language to explain the term auxiliary. Everyone’s way of working is naturally balanced by a secondary focus. For example, Responders (ESTP and ESFP) are inclined toward taking in information and reacting immediately to the world around them as a primary approach. To avoid becoming distracted, they must decide what to focus on. Some—Logical Responders (ESTP)—take an analytical approach when deciding what to focus on. Others—Compassionate Responders (ESFP)—take an approach that focuses on what is more personally important. Describing which of these two approaches they prefer brings clients to an understanding of the auxiliary function. Adding a familiar descriptor such as logical or compassionate provides a concrete way for clients to better understand and remember their type dynamics. The stage is now also set to explain how Responders, as they develop, learn to use both logic and compassion to balance their approach. This jargon-free way of introducing the third, or tertiary, function provides clients with an understanding of the idea of balance

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and type development. With this understanding clients reading the description of the two approaches for balancing can identify their own patterns of growth and development. Customizing Career Development for the Client (see pp. 17–33 of this booklet) is organized so you can quickly identify similarities and differences between clients with the same dominant function but different auxiliary and tertiary functions.

The Idea of “Greatest Challenge” Practitioners can use the idea of “greatest challenge” as a way to introduce the fourth, or inferior, function. For example, long-term planning and focusing on the big picture may be less attractive for Responders (ESTPs and ESFPs) than living in the moment. Practitioners can then provide tips and ideas to help clients compensate and develop to meet their specific challenges. Fostering Clients’ Type Development (see pp. 34–42) offers tips for managing blind spots linked to the inferior function.

Avoid Finding a “Job Match” Clients often come looking for the “right” job for them. This matching of person to job is an area in which career practitioners must be very careful. Clients will ask you for a list of occupations that will suit their personality type. Lists of occupations that tend to attract certain personality types do exist, and these lists can provide a starting point for generating options. However, if used alone, a list of occupations can be very limiting for a number of reasons. For instance, your client’s local economy may not provide opportunities in the specific types of jobs listed. As well, many other factors, such as interests, values, competencies, lifestyle, and constraints, will affect the type of work a client will be suited for.

A New-Economy Approach Job lists can also be limiting because they take an “oldeconomy” approach focused on finding and maintain-

ing a “job.” In a new-economy approach, a client’s focus must be more on finding meaningful work. Often this is accomplished through alternative work strategies such as self-employment or contract or project work. Almost half of today’s workers are involved in nontraditional work arrangements rather than “jobs.” Thus, when counseling clients, focus on how they prefer to approach work rather than on what job they want to do. Then emphasize that they can use this preferred approach in a broad range of work roles. Help them find work that provides them with opportunities to use their natural approach. For example, if you have a client who likes to generate ideas and implement changes, have him think of work options in the local economy that will provide him with opportunities to do this. Remember that some personality types find it more difficult to brainstorm career options than others do. In these cases, it may help to provide a starting list of occupations. Don’t stop with the list. Help these clients brainstorm other related—and then less-related—work options.

Avoiding Stereotypes In a similar way, it is important not to dismiss work options that do not statistically attract clients’ personality type. For example, ENFPs are underrepresented in the field of accounting. This means that, when you compare the percentage of accountants with ENFP preferences to the percentage of ENFPs in the North American representative sample, there are fewer such accountants than you would expect. So, if an ENFP client were thinking of becoming an accountant, it might occur to you to consider discouraging her. This, however, could represent a limiting mind-set. It is more appropriate to take time to relate your client’s individual situation to the work option. Questioning techniques can help clarify the client’s interest in a particular type of work. Perhaps the client enjoys working with numbers or sees accounting as a way to help people attain financial freedom. In such a situation, an ENFP might be greatly rewarded by working in the accounting field.

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Take a Holistic Approach Personality type provides a simple and effective way to explore how people prefer to approach work. Clients are usually intrigued and impressed by the accuracy of personality type descriptions. Many clients will share insights and examples demonstrating how their personality type preferences resonate with and match some of their work and personal experiences. Because personality type does “fit” people well, sometimes it is tempting to assume that all the specific descriptors of a type will be true for a person of that type. In reality, although most people agree generally with the description of their best-fit type, there are usually some descriptors that don’t fit as well. It is important to work with clients to refine and define more specifically how they are expressing their type preferences. However, even with this expanded perspective of personality type, it is essential to recognize that every individual has been affected and shaped by a large number of factors.

Sometimes career practitioners can get overenthused with personality type and minimize the importance of other factors affecting career satisfaction. Personality type is only one factor in career development and must be integrated with a number of other factors for your clients to make well-rounded career choices. Carefully consider and link work competencies and experiences to interests, aptitudes, values, and preferences. Also consider each individual’s family circumstances, life roles, and lifestyle choices. Constraints such as physical limitations, finances, education, and mental and physical health are also important considerations when assessing and choosing career development options. Utilize a career-planning model that integrates personality type with these other factors influencing career satisfaction.

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The Career Development Process

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here are many models of and philosophies regarding the most effective con-

tent and process to use when facilitating career development. Although practitioners will always tailor their process to individual clients, career development can be conceptualized as a four-step process requiring clients to assess themselves, generate and research options, decide, and act. The amount of time spent and the emphasis on each of these activities will vary from client to client. For example, a client may come to see you with a very specific work target in mind and may simply be looking for assistance with work search tools and strategies, such as a resume or portfolio. Another client may be experiencing a vague sense of work dissatisfaction and may want help deciding what to do next. By providing an overview of the career development process and explaining the various tasks and outcomes for each step, you can pinpoint which steps the client needs to focus on. Described in terms of steps, the career development process may appear linear and sequential. However, in reality, clients will move back and forth through these steps. For example, research may lead a client to additional options or may provide her with an insight that builds on her self-assessment. Before discussing the four steps in the career development process in detail, let’s begin with how you can set the stage and develop rapport.

Setting the Stage for Development Some clients find self-assessment threatening. They may be divulging highly personal information, such as weaknesses or areas requiring development, or situations in which they have not been successful. Many clients will be experiencing a range of thoughts and emotions that accompany loss of work. Their sense of identity, confidence, competence, and self-worth can all be negatively affected. In this uncertain situation, clients will need to feel they can trust and be comfortable with their practitioner. They will also need to know that the practitioner is competent to lead them through the career development process.

Aligning Your Approach to Client Needs With these considerations in mind, you will want to make sure you take the time to understand what clients are looking for in a career development practitioner and in the career development process. Individual client needs vary widely, but generally you want to consider using activities that will help you establish rapport, credibility, and trust. Demonstrate your credentials to clients and assure them of your experience and competence. Some clients will be interested in and sensitive to small talk and personal connections. Others will want to be more objective and task oriented in sessions. Align your approach to the needs of each client. Table 1 summarizes some points for you to think about when aligning your counseling to the Thinking and Feeling preferences while establishing a client-practitioner relationship.

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Table 1: Aligning Counseling to Thinking/Feeling Preferences For clients with a preference for Thinking: ●

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Demonstrate competency Minimize small talk about personal matters and situations Show the logical reasoning behind the steps used for completing the development process Provide sound reasons for completing tasks Have clients assess what doesn’t fit or what doesn’t work well for them

For clients with a preference for Feeling: ●

●

●

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●

Demonstrate empathy and friendliness Use small talk to develop rapport and learn about the client Show how the development process is designed to help them learn about themselves Emphasize how tasks facilitate self-understanding Have clients assess what fits well or what does work well for them

Providing an Overview of the Steps of Career Development When initiating career development with clients, you may find it helpful to provide an overview of the steps involved. An overview will show clients how the career development process is organized and what the outcomes are. It will also provide a starting point for choosing specific activities that will be most helpful in fostering each client’s career development. Again, clients will vary in terms of which format and amount of detail they prefer. They will also vary in the specific activities they prefer to engage in while completing the steps of career development. Table 2 offers tips for providing an overview of the career development process for Sensing and Intuitive types.

each factor affects their career satisfaction by taking a variety of assessments. They can also review information or impressions they have gathered from previous experiences. For example, performance indicators such as evaluations, school marks, and feedback from others can focus clients on their work preferences and abilities.

Facilitating Clients’ Sense of Balance In many cases, a holistic assessment is critical to an individual’s sense of self-satisfaction. Activities that spotlight various life roles and commitments can facilitate clients’ understanding of their sense of balance. These activities are most effective when they integrate a variety of aspects of an individual’s life, including work, recreational, family, social, spiritual, intellectual, and personal pursuits. Each client will seek a different balance within these pursuits, and as with all life and career development, there are no right or wrong ways to separate or combine these aspects. The practitioner’s task is to increase awareness of and highlight the client’s level of commitment to these various roles and responsibilities.

Defining and Evaluating Specific Work Criteria When helping clients express interests and preferences, coach them to focus on general themes as well as Table 2: Providing an Overview of the Career Development Process for Sensing/Intuitive Types For clients with a preference for Sensing:

Step 1: Conducting Self-Assessment

●

●

To move toward creating positive work experiences, clients need to recognize which aspects of their life and work contribute to or take away from their personal satisfaction. There are literally hundreds of tools and strategies clients can use to explore factors such as personal preferences, work-style interests, aptitudes, abilities, values, constraints, and lifestyle choices. Clients can build a greater self-understanding of how

●

●

●

List the steps and explain them sequentially Use practical examples and applications to show how the steps will be carried out Show concrete applications and immediate results of completing the steps Choose practical activities grounded in current realities Start with the here and now and move incrementally toward the future

For clients with a preference for Intuition: ●

●

●

●

●

Explain the model you are using and how parts of the model interact and mesh Use metaphors and analogies to explain the process underlying the model Show the possibilities and potential of the process Choose activities that promote a vision of an ideal future Start with the ideal future and move back to realities of the situation

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specific work options or activities. This can broaden their possibilities. For example, if a client says he would like to be a carpenter, explore what it is about carpentry that appeals to him. Does he like hands-on activities? Does he want to create a unique product? Does he prefer to work outdoors? Focus on what the client likes to do or accomplish and how he likes to do it. By finding out what it is about a specific occupation that appeals to the client, you can help him clarify his self-assessment data. Most clients will have a general sense of what they want from work. However, many will not have taken the time to clearly define what is most important. By engaging in this self-assessment process and clarifying specific criteria for work satisfaction, clients can search more specifically for satisfying work. The range of work criteria important to clients is very broad. For example, factors such as hours, location, and organizational structure/leadership may be more or less important to any specific client than factors such as activities, pay, and benefits. Constraints such as the availability of childcare, education level required, physical restrictions, and having a criminal record may define critical limitations for a client and can greatly affect the work options he or she can consider. Your goal in this step is to find the most effective way to help each client define and describe his or her unique combination of needs, preferences, and constraints. Clients will need coaching to help them determine whether their criteria are appropriate. If the criteria are too specific or limiting, there will be few work options that will meet them. If they are too general, they will not help clients sort and consolidate specific work options. In some cases, clients’ criteria may be contradictory and you may need to help them define what is most important. For example, an individual may want to work in the not-for-profit sector and make a lot of money. Although it might be possible to find such work, the nonprofit sector is not usually associated with high income. As an outcome of this step, clients can make a list of criteria for their “ideal work.” They might want to rank or otherwise prioritize their criteria. Table 3 lists some common factors affecting work satisfaction.

Table 3: Factors Affecting Work Satisfaction Ensure that your clients consider a variety of factors that may affect work satisfaction, including the following. Remember that each of these factors may have greater or lesser importance for each client. ●

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Personal preferences Work style Interests Aptitudes Abilities Values Constraints Lifestyle Hours of work

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Location Pay Benefits Atmosphere Morale Leadership Physical demands Physical limitations Activity level

Using Type in Self-Assessment Personality preferences will affect the way clients prefer to carry out their self-assessment. Table 4 summarizes some of the differences between those with a preference for Extraversion and those with a preference for Introversion.

Step 2: Generating and Researching Options Once your clients have a clear picture of what satisfying work looks like, your challenge is to help them consider work options that meet the criteria they have identified. Clients need to get information about specific work choices to accurately evaluate them. They must research options to see how well the work meets their personal criteria. These activities, generating options and researching options, are often considered separate steps in career development, although in reality the two activities overlap considerably since researching often serves to create more or eliminate some work options. The practitioner’s task is to increase clients’ awareness of suitable work options and help them find out more about these possible work choices. Many career practitioners advocate generating a wide range of options without regard to practicality. This can be a helpful activity for some clients but overwhelming and difficult for others. Clients may not be aware of, or open to, the wide range of work/life options available to them. They may

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Table 4: Self-Assessment and the Extraversion/Introversion Preferences Clients with a preference for Extraversion: ●

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Welcome the opportunity to discuss their experiences, thoughts, feelings, and/or ideas as they assess them Usually prefer frequent sessions with less homework and to process new information through dialogue Use sessions as an opportunity to think about current topics and gain insight about the topic at hand Usually learn during sessions, and when they see the practitioner, want to continue the discussion where they left off Enjoy question-and-answer techniques as a way to help develop and process their thoughts and feelings Are uncomfortable with silence and want to fill any that occurs during a session

Clients with a preference for Introversion: ●

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●

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Welcome the opportunity to reflect on their experiences, thoughts, feelings, and/ or ideas after assessing them Usually prefer less frequent sessions with more homework and new information to process independently Use sessions to share insights made between sessions about previous topics and to gather information about new topics Often learn outside sessions, and when they see the practitioner, are ready to move on and process new information Can be overwhelmed by excessive questioning techniques; want to think about questions before responding Find silence a helpful tool for gathering, formulating, and organizing thoughts

lack awareness of or knowledge about specific fields of work or options within them. As well, clients may not have considered nontraditional options such as selfemployment, casual work, contract work, job sharing, consulting, and part-time work. If you are working with a client within an organization, this process will be somewhat limited by the types of activities the organization sees as part of its core competency focus. However, even within an organization there can be opportunities to work at a variety of positions, change work sites, take on development assignments, work from home, or utilize flex hours. Management may consider a proposal for an employee to take on new activities or activities that are normally contracted out if the employee can produce a reasonable business case. In some cases employers may also consider changing the client’s status from employee to consultant or utilizing an individual’s skills for a specific project or piecework.

Brainstorming, in which you and your client use the self-assessment information to come up with ideas and possibilities, is a common way to generate options. However, not everyone likes to brainstorm, so you will need to know other ways to generate options with clients. Table 5 lists some possibilities. When helping clients research options, refer back to their self-assessment for questions to ask or information to elicit. For example, if hours of work and location are important to a client, make sure he or she researches these aspects. Some clients will find it difficult to approach people and may want to prepare questions ahead of time and practice participating in information-gathering interviews. Other clients may not know how to effectively access information about career options on the Internet or through text resources and may need help in completing these activities. Clients will need to gather both general information about work options and specific information closely tied to the local economy and labor force.

Using Type in Generating and Researching Options Personality preferences will affect the way clients prefer to generate and research options. Table 6 offers Table 5: Ways to Generate and Research Options Consider which combinations of these might work best for your clients: ●

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Brainstorm alone Brainstorm with someone or in a group Talk to people about what they do Review lists of occupations Look through job descriptions Find and read want ads and job postings Look through the yellow pages of the phone book Go to a career center Attend information or job fairs

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Check school calendars for work options associated with their programs Contact or join associations, clubs, and groups Observe people at work while they carry out day-today activities Do research on general career areas, looking for specific options within a general field Review books on career fields or career trends

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Table 6: Ways to Help Sensing and Intuitive Types Generate and Research Options For clients with a preference for Sensing: ●

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When generating options, include realistic and practical work choices that are linked to their experiences Review and find ideas from existing lists of work options rather than using a brainstorming approach Focus on realities when generating options; they may need to broaden their options and imagine unfamiliar options When doing research, help them find relevant facts and details about the work

For clients with a preference for Intuition: ●

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When generating options, include many options from a broad range of work areas Use brainstorming, imagining, and visioning possibilities; lists of options may be starting points but can seem limiting Focus on the future when generating options; they may need to narrow their options and be more realistic in their approach When doing research, help them find general information about how the work links to other opportunities

some suggestions for helping those with a preference for Sensing and those with a preference for Intuition generate and research options.

Step 3: Making a Decision Once clients have gathered information, they will need to evaluate it by determining the relative importance of various considerations.

interested in generating and researching options than in deciding and taking action.

Other Factors Affecting Decisions Of course, factors such as deadlines, family roles, and immediacy of financial needs will affect how quickly a client wants to come to closure in any particular situation. When helping clients make a decision, focus them on the criteria and priorities they have created and researched. Some clients will want to create a formal system of rank ordering specific criteria, while others will prefer a more global approach to evaluating and choosing between options. In many cases, there will be other people, such as family members and friends, who will be affected by an individual’s career choices. It is difficult to predict how external needs and preferences will affect an individual’s choices. (In more than one situation, I have seen clients make career choices based on how the hours and location would affect the needs of their pets.) Fears, confidence, and comfort in taking risks also affect a client’s decisions. Financial, health, age, and other constraints can be critical considerations in this part of the process. Review clients’ work satisfaction criteria carefully and help them determine the priorities of various factors. Identify and address any issues that will affect their decisions and, when necessary, find ways to minimize the limiting effects of negative influences such as fears and lack of confidence.

Using Type in Decision Making Personality preferences affect the way clients prefer to make decisions. Table 7 summarizes some of the differences in decision-making style between those with a preference for Thinking and those with a preference for Feeling. Clients will prefer to go about their decision making in a variety of ways. Some clients, particularly those with a preference for Judging, will seek closure and will be uncomfortable until they have made a decision and are moving forward into the takingaction stage. Others, particularly Perceiving types, will want to keep their options open and will be more

Table 7: Decision Making and the Thinking/Feeling Preferences Clients with a preference for Thinking: ●

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Weigh the pros (benefits) and cons (disadvantages) of options Check whether an option is reasonable Remain objective Analyze all the logical consequences and implications Look at the principles involved in the situation

Clients with a preference for Feeling: ●

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Weigh options using personal, subjective beliefs and values Assess the impact of the decision on others Look at how the harmony of their environment will be affected Consider who will support the decision Consider the likes, dislikes, and commitments of others

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Step 4: Taking Action Once a decision has been made, clients will need to make a plan and carry out actions to move toward their desired goal. Clients will go about this in a variety of ways and will need different amounts and kinds of assistance in completing this step. Some clients will prefer to structure and plan their actions in a formal manner, while others will prefer a more informal approach. Clients will also seek varying degrees of support and independence as they move toward their goals. As well, their focus may be on making either long- or short-term goals. To accommodate all personality types, practitioners will need to assess and consider all these differences and then tailor the action portion of career development to suit the client. As with other steps in career development, practitioners should coach clients to use their preferences as well as learn balance. Clients who prefer an informal, unstructured plan, may need to learn to add some specific tasks and deadlines to facilitate follow-through. Clients who prefer a formal, structured plan may need to build in some flexibility so the plan will not be disrupted too much when unexpected events occur. Assess and accommodate your clients’ need for support. Clients are more or less comfortable taking risks and trying new things. Some may seek encouragement or support before they are ready to try something new. Others may prefer to take action independently and will not seek your involvement. Often clients with a preference for Thinking seek different kinds of support throughout career development than clients with a preference for Feeling. Clients with a Thinking preference may seek expertise, critiquing, and a sounding board for their analytic process when necessary. Clients with a Feeling preference may seek a more ongoing demonstration of support and encouragement. Skills coaching and practice may also be needed before clients are ready to take specific actions. For example, some clients may need to rehearse or otherwise prepare for activities such as an interview or networking event. In these cases, have them anticipate

questions or situations and then provide a nonthreatening environment in which they can practice their questions or responses. Activities such as role-playing, videotaping, and rehearsing responses to anticipated questions can ease clients’ fears and prepare them for real-life situations. Some clients will need to build up to performing work search activities gradually and will need a significant amount of guided practice. Others will be comfortable jumping into these activities but may still need coaching regarding exactly what to say and do. Extraverted clients often comment that they wish they hadn’t said something in a work search–related interaction, whereas Introverted clients often report they wish they had said something. Help clients decide whether they need to rein in or expand on their statements or actions and then coach them appropriately. Some clients will be naturally driven to seek closure and results, while others will struggle to take action. You may need to encourage some clients to take time to think things through before deciding, while other clients will need encouragement to make a decision and move forward. Table 8 summarizes some of the differences between those with Judging preferences and those with Perceiving preferences as they approach the taking-action step of career development. Table 8:Taking Action and the Judging/Perceiving Preferences For clients with a preference for Judging: ●

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Specify and clarify results to be accomplished Create a plan so they can organize and accomplish activities Provide opportunities to achieve results and closure Expect them to approach deadlines by starting early and pacing activities Facilitate their strategy of decide, act, and then correct or adjust course

For clients with a preference for Perceiving: ●

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Approach follow-through in an open-ended manner Keep plans loose; clients will find highly structured plans confining Provide opportunities to explore without coming to closure Expect them to approach deadlines in a last-minute rush Facilitate their strategy of trying things out and gathering information before deciding

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Customizing Career Development for the Client

B

y understanding and applying personality type differences, you can customize the

career development process to accommodate your clients’ needs.This section contains specific information about the work preferences of and strategies for accommodating each personality type. It is organized by dominant functions. For each dominant function, a list of work preferences is provided as well as specific tips for

As you read through each of the eight dominant function descriptions, consider your clients’ type development as well as their natural preferences. To accomplish this, consider the similarities and differences between the two specific personality types within each dominant function grouping. Specific work preferences and tips are added here to further customize career development. Also consider whether personality type development would help your clients better manage this and other transitions. Type development information for clients is presented in the next section.

adjusting each of the steps in career development to meet clients’ needs.

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RESPONDERS (ESTP AND ESFP): AC T A N D A DA P T Dominant function: Extraverted Sensing

Tips for Customizing Career Development for ESTPs and ESFPs Responders are looking for what to do next and want to try something now. They learn about themselves by doing and will want to experience activities to see if they are suitable. Responders are easily bored by theories and assessment tools, unless they are presented in an interesting, relevant manner. They find sitting and discussing their goals and the future engaging for only a short period of time. Responders want to take action rather than contemplate the actions they could take. They want to live, not plan, their life. Responders use their auxiliary function to balance their practical and active approach by evaluating information and making decisions. This helps them develop purpose and direction. Taking time to evaluate information and make decisions provides checks and balances for Responders’ tendency to act quickly in response to the most interesting stimuli of the moment. The following descriptions will help you customize your interventions by highlighting general Responder preferences.

Following are some tips to consider when establishing an effective career development relationship with Responders.

Setting the Stage • Provide Responders with short, practical sessions • Assign tasks with concrete deadlines and immediate applications • Create a step-by-step career development process that is active, interesting, and fun • Avoid complex discussions regarding abstract concepts • Use practical language and examples throughout

Conducting Self-Assessment • Take a short-term focus on what is important in the moment • Identify needs, preferences, and constraints related to the immediate situation • Keep the self-assessment process concrete, practical, and applied • Let Responders learn about themselves by trying things out • Avoid excessive inventories, especially theoretical ones

Generating and Researching Options

Responder Work Preferences

• Consider practical, here-and-now work options

• Are practical, realistic, and action oriented

• Have Responders observe and talk to people at work in the world around them

• Enjoy solving immediate problems • Observe salient facts and details about situations • Quickly read people and enjoy interactions • Entertain, negotiate with, and/or persuade people • Prefer hands-on, concrete experiences • Live in and enjoy the moment

• Brainstorm variations of work on a familiar theme • Encourage hands-on research such as practicums, job shadowing, or volunteering • Support their style of active exploration by providing flexibility and lots of options

• Thrive on being physically active and moving around

Making Decisions

• Enjoy varied and changing work activities

• Don’t push for closure

• Become bored by excessive structure, repetition, and/or routine

• Let Responders try things out before deciding

• Seek freedom and independence to troubleshoot and improvise

• Allow them to make “tentative” decisions they can change later

• Act spontaneously by adapting to the situation at hand

• Focus on immediate benefits and consequences of a decision

• Have fun and approach work playfully

• Incorporate preferences for both Thinking and Feeling

• Look for a rapidly changing, dynamic work environment • Demonstrate practical creativity or artistry

Taking Action • Use action as a focus throughout the process • Avoid complicated planning processes • Focus on step-by-step, ongoing planning rather than working toward broad goals • Have them take specific, immediate, engaging actions • Show how significant results will be achieved through concrete changes

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ESTP

ESFP

Logical Responder

Compassionate Responder

“It’s easier to beg forgiveness than to ask permission.” 4.3% of the population

“Consider it done.” 8.5% of the population

Dominant (SE): Outwardly act on the facts and details of the immediate situation Auxiliary (TI): Inwardly interpret data logically, based on their experience Tertiary (F): As they mature, consider personal as well as logical consequences of actions Inferior (NI): Have the developmental challenge of visioning the future and conducting long-term planning

Dominant (SE): Outwardly act on the facts and details of the immediate situation Auxiliary (FI): Inwardly choose actions according to their personal values Tertiary (T): As they mature, consider logical as well as personal consequences of actions Inferior (NI): Have the developmental challenge of visioning the future and conducting long-term planning

ESTPs hone their active, practical approach by developing their auxiliary function. The following work preferences and tips for working with ESTPs show how the auxiliary preference, Thinking, acts in balance with the dominant function, Extraverted Sensing.

ESFPs hone their active, practical approach by developing their auxiliary function. The following work preferences and tips for working with ESFPs show how the auxiliary preference, Feeling, acts in balance with the dominant function, Extraverted Sensing.

Work Preferences of ESTPs

Work Preferences of ESFPs

• Are logical, analytical troubleshooters and problem solvers

• Enjoy helping others in a personal and practical manner

• Determine logical causes and immediate consequences of actions

• Have a personal, people-focused approach to work

• Have an impersonal, task-oriented approach to work

• Socialize with, encourage, collaborate with, and support others

• Solve problems and communicate in a straightforward manner

• Are easygoing and accepting

• Enjoy challenges and are not afraid to take risks

• Accept differences and look for common ground

• Approach situations as games to play, puzzles to solve, or competitions to win

• Express themselves by providing or producing useful products or services

• Perform quickly in a crisis or emergency or when under time pressure

• Enjoy flexibility and opportunities to develop rapport

• Are highly self-reliant; want the autonomy to take independent action

Tips for Working with ESTPs

• Resist structured situations or policies that negatively affect people

Tips for Working with ESFPs • Establish a friendly, supportive atmosphere of rapport

• Establish your credibility and competence immediately

• Focus on clients’ personal situation and unique needs

• Make the process flexible and fun but also relevant to the task at hand

• Share stories and examples of people moving through career development

• Let them critique and question the importance of tasks • Provide opportunities for them to act independently

• Provide opportunities to share and discuss activities and experiences

• Create challenges and opportunities to compete or take risks

• Encourage clients to take risks and try new things

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A S S I M I L AT O R S ( I S T J A N D I S F J ) : S P E C I A L I Z E A N D S TA B I L I Z E Dominant function: Introverted Sensing

Tips for Customizing Career Development for ISTJs and ISFJs Assimilators are grounded by and trust what they know to be true from their experiences. They are comfortable maintaining the status quo unless they can see practical and necessary reasons for change. Coach them to move incrementally from the present into the future rather than starting with abstract goals or ideas. They want to know what is going to happen next and will be most comfortable when given a clear structure and specific expectations throughout the career development process. When working with Assimilators, minimize theory and maximize practical applications. Assimilators use their auxiliary function to balance their reflective, experience-based approach by evaluating information and making decisions. This helps them develop purpose and direction. Evaluating information, making decisions, and carrying out those decisions in the world around them provides checks and balances for Assimilators’ tendency to think about and absorb past experiences. The following descriptions will help you customize your interventions by highlighting general Assimilator preferences.

Following are some tips to consider when establishing an effective career development relationship with Assimilators.

Setting the Stage • Specify outcomes and show examples for each step • Make the career development process practical, structured and clearly defined • Provide a sequence of steps and tasks; set concrete timelines • Provide data and resources during all steps • Create opportunities to work on tasks in depth and without interruption

Conducting Self-Assessment • Provide information as far ahead as possible • Provide concrete, specific, detailed, relevant examples • Focus on skills and competencies • Define and explore areas of expertise • Help them tease out patterns from their work history

Generating and Researching Options • Show how their experiences, skills, and competencies can be transferred to different work

Assimilator Work Preferences

• Coach them to consider unfamiliar as well as familiar options

• Are careful, decisive, and thorough

• Use lists of occupations or variations on a theme when generating options

• Focus on, observe, and remember facts and details • Enjoy learning about a topic in detail and becoming a subject area expert • Organize people and resources to get the job done • Prefer well-organized, systematic, steady, predictable work • Like to see practical and useful results from their efforts • Relate current data to past experiences • Trust what they know to be true from their experience • Are accurate, exacting, precise, and efficient • Maintain the status quo; prefer tried-and-true methods • Accomplish tasks by following step-by-step, sequential procedures • Are most comfortable when tasks and expectations are clearly defined and structured • Demonstrate a loyal, responsible approach to work • Are grounded and comfortable working in an established group with established routines • Prefer incremental change building on what is already working

• Take a systematic approach when helping them do research • Provide access to detailed and specific information

Making Decisions • Watch out for their tendency to maintain the status quo even when it is no longer appropriate • Provide time for them to reflect before deciding • Watch out for overthinking and deferring action, especially in unfamiliar situations • Focus on immediate benefits and consequences of a decision • Incorporate preferences for both Thinking and Feeling

Taking Action • Help them learn to be open to new opportunities • Show them how to incorporate elements of their past into the new situation • Allow time to reflect and plan before implementing an activity • Expect and coach step-by-step change • In unfamiliar situations, coach them to carry out small, welldefined activities

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ISTJ

ISFJ

Logical Assimilator

Compassionate Assimilator

“Why reinvent the wheel?” 11.6% of the population

“Don’t rock the boat.” 13.8% of the population

Dominant (SI): Inwardly take in and assimilate relevant, detailed information Auxiliary (TE): Are outwardly logical and decisive, focused on accomplishing tasks Tertiary (F): As they mature, assess situations personally as well as objectively Inferior (NE): Have the developmental challenge of seeking and acting on new ideas and possibilities

Dominant (S I): Inwardly take in and assimilate personally important information Auxiliary (FE): Are outwardly decisive, collaborative, and sensitive to needs of people Tertiary (T): As they mature, assess situations objectively as well as personally Inferior (NE): Have the developmental challenge of seeking and acting on new ideas and possibilities

ISTJs hone their detailed reflective approach by developing their auxiliary function. The following work preferences and tips for working with ISTJs show how the auxiliary preference, Thinking, acts in balance with the dominant function, Introverted Sensing. Although Logical Assimilators have Introverted Sensing as a dominant function, they tend to use Extraverted Thinking to deal with the world around them. Because of this, their career preferences are somewhat similar to those of their extraverted counterparts, Practical Expeditors (ESTJs).

ISFJs hone their detailed reflective approach by developing their auxiliary function. The following work preferences and tips for working with ISFJs show how the auxiliary preference, Feeling, acts in balance with the dominant function, Introverted Sensing. Although Compassionate Assimilators have Introverted Sensing as a dominant function, they tend to use Extraverted Feeling to deal with the world around them. Because of this, their career preferences are somewhat similar to those of their extraverted counterparts, Practical Contributors (ESFJs).

Work Preferences of ISTJs

Work Preferences of ISFJs

• Maintain an independent, calm, objective approach

• Are practical helpers who focus on others

• Are task and results oriented

• Observe people and notice what they need

• Are decisive and logical

• Collaborate with others to coordinate projects and reach common goals

• Objectively manage and direct people to achieve results • Spot and correct small deviations and discrepancies • Conduct an efficient and thorough evaluation of situations • Provide direct, corrective feedback • Dislike spending work time resolving issues or dealing with personal matters

Tips for Working with ISTJs

• Organize and manage details so the process runs smoothly for the people involved • Give and receive positive feedback • Are comfortable working in structured and supportive work settings • Are uncomfortable with conflict or discord; may avoid bringing up issues • Celebrate and uphold traditions

• Demonstrate your competence, attention to details, and expertise

Tips for Working with ISFJs

• Be organized and prepared for sessions

• Develop rapport and provide support

• Explain the logical reasons behind activities and tasks

• Get to know your clients; listen carefully to and acknowledge their experiences

• Focus on accomplishing tasks and obtaining results • Present factual information in a logical manner

• Share practical information with real-life, personal stories and examples • Create a structured, cooperative plan and collaborate to obtain results • Provide reassurance, especially when clients are moving outside their comfort zone

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EXPLORERS (ENTP AND ENFP): I N N O V AT E A N D I N I T I AT E Dominant function: Extraverted Intuition

Tips for Customizing Career Development for ENTPs and ENFPs Explorers are most interested in and energized by imagining what could be. They are focused on the future and see opportunities everywhere. Explorers are more interested in brainstorming ideas and possibilities than in dealing with concrete details and realities. They want to be inspired by career development and will be looking for a future vision to guide them. Working with bursts of energy and enthusiasm, they want the career development process to be illuminating and full of possibilities. Explorers use their auxiliary function to balance their innovative, idea-based approach by evaluating information and making decisions. This helps them develop purpose and direction. Evaluating information, making decisions, and carrying out those decisions in the world around them provides checks and balances for Explorers’ tendency to generate and envision possibilities. The following descriptions will help you customize your interventions by highlighting general Explorer preferences.

Explorer Work Preferences • Are innovative, future-focused change agents • Prefer to work in an open-ended, exploratory environment • Work with bursts of energy and enthusiasm • Communicate with and influence others • Brainstorm, generate, share, and work with original ideas • Plan cutting-edge systems and/or processes

Following are some tips to consider when establishing an effective career development relationship with Explorers.

Setting the Stage • Provide a big-picture overview of the process • Emphasize the exploration process rather than focusing on specific goals or results • Allow Explorers to discuss possibilities and ideas • Be open-ended and flexible when moving through steps • Expect and permit lots of discussion and free-flowing thought

Conducting Self-Assessment • Start with a vision of what could be • Provide alternative perspectives and tools for gathering selfassessment information • Discuss patterns, meanings, and implications of assessment information • Integrate information from a variety of sources • Provide opportunities for envisioning the future

Generating and Researching Options • Consider a wide range of career options • Take time to discuss ideas without having to make a decision • Focus on the future and generate a number of ideas/possibilities • Avoid narrow or specialized work options that limit opportunities for ongoing change • Encourage Explorers to ground ideas by researching specific facts and details

• Solve problems or capitalize on opportunities in novel ways

Making Decisions

• Jump into new challenges and learn along the way

• Discuss far-reaching and broad impacts of their options and actions

• Learn about, integrate, and apply theories and concepts

• Coach Explorers to check facts and details before deciding

• See potential and possibilities for people and systems

• Don’t push too hard for closure; keep options open

• Act as a catalyst to gain support for new projects

• Show them how to make decisions that broaden rather than narrow future choices

• Initiate new projects and move on rather than following through or maintaining • Multitask to take on a variety of tasks and challenges • Prefer to work in flexible, unstructured, and changing work environments • Seek freedom to act quickly without rules, structure, conventions, or limitations

• Incorporate preferences for both Thinking and Feeling

Taking Action • Map out a plan of action from their vision back to the realities • Do not expect them to work steadily in a step-by-step way • Allow opportunities to run with ideas or try something new • Provide flexibility rather than direction when action planning • Coach and reinforce the importance of follow-through

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ENTP

ENFP

Logical Explorer

Compassionate Explorer

“The possibilities are endless.” 3.2% of the population

“Follow your dreams.” 8.1% of the population

Dominant (NE): Outwardly focus on possibilities for enhancing systems Auxiliary (TI): Inwardly evaluate ideas analytically and objectively Tertiary (F): As they mature, assess personal as well as logical implications of situations Inferior (S I): Have the developmental challenge of considering facts, data, and current realities

Dominant (NE): Outwardly focus on possibilities for enhancing human potential Auxiliary (FI): Inwardly evaluate ideas according to their personal values Tertiary (T): As they mature, assess situations objectively as well as personally Inferior (S I): Have the developmental challenge of considering facts, data, and current realities

ENTPs hone their imaginative approach by developing their auxiliary function. The following work preferences and tips for working with ENTPs show how the auxiliary preference, Thinking, acts in balance with the dominant function, Extraverted Intuition.

ENFPs hone their imaginative approach by developing their auxiliary function. The following work preferences and tips for working with ENFPs show how the auxiliary preference, Feeling, acts in balance with the dominant function, Extraverted Intuition.

Work Preferences of ENTPs

Work Preferences of ENFPs

• Analyze situations and problems strategically

• Advocate for others and foster growth and development

• Conceptualize new processes that are more efficient and logical

• Value and appreciate diversity and individuality

• Design and improve systems and processes

• See possibilities and potential for people

• Debate and question ideas; seek to convince and influence others

• Connect, establish rapport, and communicate with others

• Are able to argue an issue from multiple, sometimes seemingly opposite, perspectives

• Approach new situations with outward enthusiasm and excitement • Express themselves in a creative and personal way

• Take logical and objective, rather than personal, perspectives

• Take a personal rather than logical and objective perspective

• Expect and value competency in working relationships

• Seek participative, cooperative, and supportive work settings

• Want challenges and new experiences; willing to take risks

Tips for Working with ENTPs • Demonstrate your competence and expertise • Take an analytic problem-solving approach to career development • Expect them to question the process; convince them with logical reasons for activities • Provide opportunities for them to develop and challenge ideas and perspectives • Discuss ideas and then provide autonomy so they can act

Tips for Working with ENFPs • Approach them with energy and enthusiasm; focus on opportunities for growth • Develop rapport and demonstrate interest in them as individuals • Focus on mentoring and/or coaching rather than directing or structuring the process • Listen to, acknowledge, and appreciate their idealistic ideas before turning to realities • Support them and encourage decision making and followthrough

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VISIONARIES (INTJ AND INFJ): INTERPRET AND IMPLEMENT Dominant function: Introverted Intuition

Tips for Customizing Career Development for INTJs and INFJs Visionaries will seek in-depth conceptual information about work opportunities and the career development process itself. They are future focused and inclined toward integrating and acting on information from a broad range of sources. Visionaries look for the big picture and focus on making immediate choices that will have positive long-term benefits and consequences. When working with them, provide time to reflect upon and integrate information. Expect independence of thought and significant processing of ideas to occur between sessions. Visionaries can find it difficult to describe their complex train of reasoning, so don’t probe too quickly or become impatient for explanations of their decisions. Visionaries use their auxiliary function to balance their reflective, integrative approach by evaluating information and making decisions. This helps them develop a sense of purpose and direction. Evaluating information, making decisions, and carrying out those decisions in the world around them provides checks and balances for Visionaries’ tendency to reflect on and integrate information and ideas. The following descriptions will help you customize your interventions by highlighting general Visionary preferences.

Following are some tips to consider when establishing an effective career development relationship with Visionaries.

Setting the Stage • Link career development to theoretical models • Provide an overview and integrate all parts of the process • Use metaphors, symbols, and analogies • Provide time during and between sessions for Visionaries to understand and integrate information • Process steps in depth while also recognizing the drive to achieve results

Conducting Self-Assessment • Focus on the future and long-term goals • Explain the theoretical models behind the assessment • Provide opportunities to imagine and create themes, visions, and dreams • Help Visionaries imagine themselves in an ideal future • Coach strategies for linking and transferring skills across disciplines

Generating and Researching Options • Use brainstorming to generate options • Consider and research broad and diverse possibilities • Provide access to data sources that include projections and trends

Visionary Work Preferences

• Explore specialized options as well as links between fields of endeavor

• Maintain an in-depth, discerning, futuristic focus

• Help Visionaries focus on and research facts and details

• Become energized and inspired by ideas and possibilities • Are stimulated by learning and being exposed to novel ideas • Look at things from a variety of perspectives • Seek time alone and the independence to work through ideas and make plans

Making Decisions • Map out long-term consequences of options and decisions • Provide time to process information before deciding • Share models and decision-making processes

• Enjoy metaphors, analogies and other symbolic language

• Align immediate decisions to longer-term goals

• Seek precision and clarity in thought and language

• Incorporate preferences for both Thinking and Feeling

• Make and apply conceptual models • Strive to improve systems or processes

Taking Action

• Solve complicated problems with broad, integrated solutions

• Focus on a big-picture, integrated, organized plan of action

• Plan and organize complex projects

• Allow Visionaries time to conceptualize and reflect on a plan before expecting action

• Strive to maintain high standards and complete projects on time • Reflect, conceptualize, and plan first, then implement

• Move backward from the future vision rather than starting by addressing realities

• Seek closure and want to follow projects through to completion

• Link immediate steps and actions to longer-term results

• Dislike routine or highly detailed tasks

• Coach actions that expand rather than narrow options

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INTJ

INFJ

Logical Visionary

Compassionate Visionary

“A picture is worth a thousand words.” 2.1% of the population

“There’s more to it than meets the eye.” 1.5% of the population

Dominant (NI): Inwardly focus on concepts, integrating ideas and improving systems Auxiliary (TE): Are outwardly logical and decisive, focused on accomplishing goals Tertiary (F): As they mature, assess situations personally as well as objectively Inferior (SE): Have the developmental challenge of acting on the realities of immediate situations

Dominant (NI): Inwardly focus on integrating ideas and developing human potential Auxiliary (FE): Are outwardly decisive, collaborative, and sensitive to needs of people Tertiary (T): As they mature, assess situations objectively as well as personally Inferior (SE): Have the developmental challenge of acting on the realities of immediate situations

INTJs hone their reflective, integrative approach by developing their auxiliary function. The following work preferences and tips for working with INTJs show how the auxiliary preference, Thinking, acts in balance with the dominant function, Introverted Intuition. Although Logical Visionaries have Introverted Intuition as a dominant function, they tend to use Extraverted Thinking to deal with the world around them. Because of this, their career preferences are somewhat similar to those of their extraverted counterparts, Insightful Expeditors (ENTJs).

INFJs hone their reflective, integrative approach by developing their auxiliary function. The following work preferences and tips for working with INFJs show how the auxiliary preference, Feeling, acts in balance with the dominant function, Introverted Intuition. Although Compassionate Visionaries have Introverted Intuition as a dominant function, they tend to use Extraverted Feeling to deal with the world around them. Because of this, their career preferences are somewhat similar to those of their extraverted counterparts, Insightful Contributors (ENFJs).

Work Preferences of INTJs

Work Preferences of INFJs

• Use logical analysis to solve complex problems or manage complex projects

• See broad and far-reaching potential and possibilities for people

• Create a long-term strategic vision

• Appreciate and capitalize on individual strengths within a team

• Map out long-range consequences and implications

• Focus on interactions and interpersonal relationships

• Organize and implement projects effectively

• Seek and provide meaningful positive feedback

• Value competency and achieving high standards of performance

• Foster and encourage development of others

• Are very task and results focused once a plan is created

• Align work to values of an organization, society, or global humanistic perspective

• Evaluate self and others critically • Are not naturally inclined to engage in small talk or to provide positive feedback

• Coordinate activities by collaborating and building consensus

Tips for Working with INTJs

Tips for Working with INFJs

• Demonstrate your competence, vision, and expertise

• Take time to develop rapport and get to know Compassionate Visionaries

• Use a logical, systemic approach with integrated models and processes • Provide evidence to demonstrate the validity of your tools • Be precise and accurate with language; avoid vague encouragement or small talk • Allow Logical Visionaries to achieve results and evaluate their progress independently

• Seek harmonious, cooperative, synergistic work situations

• Highlight and build on personal strengths • Listen to and acknowledge complex, far-reaching personal vision and dreams • Focus on finding, defining, and working toward a personal sense of purpose • Provide support and encouragement throughout the process

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EXPEDITORS (ESTJ AND ENTJ): DIRECT AND DECIDE Dominant function: Extraverted Thinking

Tips for Customizing Career Development for ESTJs and ENTJs Expeditors make decisions quickly and take the most logical course of action. They will want to complete the process and achieve results as soon as possible. Calm and objective, Expeditors are convinced by reason. They will ask questions and challenge what they don’t understand or agree with. With Expeditors, demonstrate your competence and expertise immediately and provide opportunities to debate and critique tasks and process. Work efficiently and incorporate actions and results into each career development step. Define and work toward outcomes. Expeditors use their auxiliary function to balance their results-oriented approach by taking in additional information or perceptions. This input of information and ideas provides checks and balances for Expeditors’ tendency to act quickly to accomplish a result. The following descriptions will help you customize your interventions by highlighting general Expeditor preferences.

Expeditor Work Preferences • Are logical, analytical, decisive mobilizers

Following are some tips to consider when establishing an effective career development relationship with Expeditors.

Setting the Stage • Demonstrate your competence as a career development expert • Be clear and logical when defining the career development process • Work efficiently in a structured, task-oriented mode • Let Expeditors take charge of the process • Provide opportunities to debate and critique tasks and process

Conducting Self-Assessment • Provide opportunities to document competencies and expertise • Define areas of interest for development • Challenge Expeditors to analyze which aspects of their work didn’t suit them, and why • Provide logical reasons for completing self-assessment tasks • Show how greater self-understanding will increase their efficiency

Generating and Researching Options • Generate options wherein Expeditors can demonstrate expertise and competence • Focus on logical links and stepping-stones between types of work

• Take on responsibility and set high standards of competence

• Focus on analyzing what doesn’t work for career options

• Take charge of situations • Are comfortable managing and leading others

• Using reasonable arguments, coach them to spend a bit more time in this step

• Like to direct and organize projects or events

• Provide access to reliable and credible data sources

• Seek competent superiors and co-workers • Plan, manage, delegate, and complete projects

Making Decisions

• Solve problems and complete tasks efficiently

• Define parameters and establish clear decision-making criteria

• Act quickly on decisions

• Evaluate options by analyzing consequences and implications

• Focus on achieving results

• Let Expeditors make decisions, act, and then change course later if necessary

• Use questioning and critique to understand • Use analysis to spot flaws and inconsistencies

• Without devaluing their quick, decisive nature, coach against deciding too quickly

• Focus on logical consequences and implications of actions

• Coach them to consider personal as well as logical criteria

• Provide clear and frank feedback and direction to others • Apply clear principles or rules to situations

Taking Action • Provide opportunities for taking action right away • Focus on results gained; ensure that each action will create immediate results • Provide opportunities for them to master lacking skills privately • Encourage Expeditors to practice new skills in public • Let them create, organize, and manage the action plan

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ESTJ

ENTJ

Practical Expeditor

Insightful Expeditor

“Let’s get to work.” 8.7% of the population

“Let’s make it happen.” 1.8% of the population

Dominant (TE): Are outwardly logical and decisive, focused on accomplishing tasks Auxiliary (SI): Are inwardly attuned to the facts and details of the immediate situation Tertiary (N): As they mature, consider long-term implications as well as current realities Inferior (FI): Have the developmental challenge of considering personal factors when deciding

Dominant (TE): Are outwardly logical and decisive, focused on accomplishing goals Auxiliary (NI): Inwardly focus on long-term possibilities for improving systems Tertiary (S): As they mature, become practical and realistic as well as innovative Inferior (FI): Have the developmental challenge of considering personal factors when deciding

ESTJs hone their results-oriented approach by developing their auxiliary function. The following work preferences and tips for working with ESTJs show how the auxiliary preference, Sensing, acts in balance with the dominant function, Extraverted Thinking.

ENTJs hone their results-oriented approach by developing their auxiliary function. The following work preferences and tips for working with ENTJs show how the auxiliary preference, Intuition, acts in balance with the dominant function, Extraverted Thinking.

Work Preferences of ESTJs

Work Preferences of ENTJs

• Achieve concrete or practical results

• Seek variety, innovation, and complexity

• Manage people and projects to complete the task at hand

• Want opportunities to debate and challenge accepted ways

• Use established, standard operating procedures

• Take on challenging and complex projects and problems

• Meet deadlines; keep projects organized and on track

• Achieve results to improve the way things are done

• Preserve what works and maintain the status quo • Prefer clearly defined, unambiguous expectations

• Are strategic and systemic in their approach; look at the big picture

• Use existing resources efficiently

• Conceive and then actualize a vision as efficiently as possible

• Give and want to receive clear, specific corrective feedback and direction

• Focus on long-term logical implications and consequences of actions • Take charge of and direct others to complete projects

Tips for Working with ESTJs • Use a clearly defined, structured, step-by-step process

Tips for Working with ENTJs

• Focus on achieving practical, tangible results

• Provide a justifiable theoretical framework within which to work

• Be direct, specific, and concrete when providing feedback or direction

• Take a strategic, systemic approach

• Present accurate and relevant facts in a logical manner

• Look at long-term results and their implications and consequences

• Show practical applications for theoretical information

• Provide credible data focusing on projections and trends

• Create and work toward a future vision

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A N A LY Z E R S ( I S T P A N D I N T P ) : E X A M I N E A N D E V A L U AT E Dominant function: Introverted Thinking

Tips for Customizing Career Development for ISTPs and INTPs Analyzers are skeptical and independent minded. You will need to convince them that this process is a worthwhile use of their time and energy. Move through the career development process as efficiently as possible and show logical reasons for activities. Analyzers may not want to spend much time developing rapport and making small talk. They will want to get what they need as quickly as possible during the session and then work on tasks independently. Analyzers do not seek or require constant encouragement or support during career development. They are interested in analyzing the process and moving ahead in a flexible, unstructured manner. Analyzers value and seek autonomy and do not see the need to check in repeatedly throughout the process. Analyzers use their auxiliary function to balance their reflective, analytical approach by taking in additional information or perceptions. This input of information and ideas provides checks and balances for Analyzers’ tendency to reflect on logical causes. The following descriptions will help you customize your interventions by highlighting general Analyzer preferences.

Analyzer Work Preferences • Are adaptable problem solvers and troubleshooters • Take an open-ended, exploratory approach • Logically examine and evaluate information and situations

Following are some tips to consider when establishing an effective career development relationship with Analyzers.

Setting the Stage • Demonstrate your competency as a career development expert • Get to the point and minimize structure • Make the career development process as streamlined as possible • Provide opportunities to work independently and options for working through tasks • Allow time to critique and question the process and the information

Conducting Self-Assessment • Show reasons behind self-assessment activities • Assess strengths and weaknesses in a logical framework • Probe Analyzers for self-evaluation data • Challenge their tendency to disregard evaluation data from others • Establish the credibility and usefulness of tools before using them

Generating and Researching Options • Show how Analyzers can maneuver and transfer skills across different types of work • Focus on analyzing what doesn’t work and what doesn’t fit for career options • Include flexibility and maneuverability in the research process • As a research strategy, provide ways to explore and try things • Provide access to easily accessible, reliable, credible data sources

• Are usually calm, detached, and objective under pressure

Making Decisions

• Critique and question to build understanding • Take time to understand how things work and why things happen

• Acknowledge and respect Analyzers’ independent, self-reliant approach to deciding

• Spot flaws and inconsistencies in data, processes, or reasoning

• Provide opportunities to make tentative, reversible decisions

• Are more interested in finding reasons for problems than in taking action to correct them

• Give them time to reason through and evaluate information

• Are independent minded and self-reliant

• Coach them to consider personal as well as logical criteria when making decisions

• Are uncomfortable in overly routine or highly structured settings

• Clarify the effects and impacts of their choices on others

• Enjoy working in situations where results and consequences are unknown

Taking Action

• Seek freedom, variety, and flexibility • Prefer more impersonal than personal interactions

• Let them use their expertise and adaptability to maneuver through tasks

• Are frank, open, no-nonsense communicators

• Do not structure action planning too rigidly

• Exert minimum effort to obtain maximum results

• Provide clear, frank corrective feedback when they are off track • Provide opportunities for them to act independently • Coach follow-through

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ISTP

INTP

Practical Analyzer

Insightful Analyzer

“Get to the point.” 5.4% of the population

“Get the picture?” 3.3% of the population

Dominant (TI): Inwardly analyze data logically based on their experience Auxiliary (SE): Outwardly act on the facts and details of the immediate situation Tertiary (N): As they mature, consider possibilities as well as facts and current realities Inferior (FE): Have the developmental challenge of showing empathy and creating personal bonds

Dominant (TI): Inwardly evaluate ideas analytically and objectively Auxiliary (NE): Outwardly focus on possibilities for enhancing systems Tertiary (S): As they mature, consider facts and current realities as well as possibilities Inferior (FE): Have the developmental challenge of showing empathy and creating personal bonds

ISTPs hone their results-oriented approach by developing their auxiliary function.The following work preferences and tips for working with ISTPs show how the auxiliary preference, Sensing, acts in balance with the dominant function, Introverted Thinking. Although Practical Analyzers have Introverted Thinking as a dominant function, they tend to use Extraverted Sensing to deal with the world around them. Because of this, their career preferences are somewhat similar to those of their extraverted counterparts, Logical Responders (ESTPs).

INTPs hone their results-oriented approach by developing their auxiliary function. The following work preferences and tips for working with INTPs show how the auxiliary preference, Intuition, acts in balance with the dominant function, Introverted Thinking. Although Insightful Analyzers have Introverted Thinking as a dominant function, they tend to use Extraverted Intuition to deal with the world around them. Because of this, their career needs are somewhat similar to those of their extraverted counterparts, Logical Explorers (ENTPs).

Work Preferences of ISTPs

Work Preferences of INTPs

• Are hands-on practical improvisers

• Develop, improve, and/or modify systems and/or processes

• Take on physical challenges

• Engage in strategic planning

• Have a realistic, matter-of-fact approach

• Solve complex, systemic, and/or long-term problems

• Attend to immediately relevant facts and details

• Work and think outside conventions

• Solve practical problems or respond to current situations

• Take time to analyze and evaluate ideas in depth

• Seek effective, concrete results with minimum effort • Are stimulated by time pressure or in emergency situations

Tips for Working with INTPs

• Want work to be challenging, engaging, and active

• Introduce theories, models, and processes

Tips for Working with ISTPs

• Work through the career development process in a conceptual, logical manner

• Focus on short-term, immediate goals and needs

• Provide credible information on trends and patterns

• Minimize use of theoretical tools or models

• Create and work toward a strategic vision

• Have Practical Analyzers complete active and engaging hands-on tasks

• Consider and evaluate options by analyzing broad implications and consequences

• Present relevant facts and details in a logical, sequential manner • Provide opportunities for them to try things right away

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CONTRIBUTORS (ESFJ AND ENFJ): C O M M U N I C AT E A N D C O O P E R AT E Dominant function: Extraverted Feeling

Tips for Customizing Career Development for ESFJs and ENFJs Contributors focus on the needs and situations of others and are most comfortable in an amicable and sociable setting. They want to build a harmonious, supportive relationship with the practitioner. Take time to establish rapport with them. They will consider logical aspects of situations, but will be comfortable making and following through with decisions based on what feels right for them. Organizational atmosphere and morale can be as essential to Contributors’ sense of well-being in the workplace as the specific tasks and activities in which they engage. Contributors will want to explore the values and behaviors within an organization. They want to know if people are nurtured and treated with respect. Contributors use their auxiliary function to balance their cooperative, collaborative approach by taking in additional information or perceptions. This input of information and ideas provides checks and balances for Contributors’ tendency to immediately act on values-based decisions. The following descriptions will help you customize your interventions by highlighting general Contributor preferences.

Following are some tips to consider when establishing an effective career development relationship with Contributors.

Setting the Stage • Create a pleasant, friendly career development environment • Support and encourage Contributors in a personal way • Discuss feelings and values • Take time to discuss and deal with personal implications of transitions • Offer opportunities to participate collaboratively

Conducting Self-Assessment • Explore career satisfaction factors through dialogue • Encourage and listen to personal stories; discuss what was learned from the experience • Focus on values and contributions • Consider the needs and expectations of important family members and friends • Discuss importance of morale and atmosphere at work

Generating and Researching Options • Look for options and organizations that are based on values • Encourage research through networking and dialogue

Contributor Work Preferences

• Share others’ stories, especially encouraging or inspiring examples

• Are collaborative, people-oriented communicators • Are cooperative rather than competitive

• Provide access to personal stories and perspectives

• Seek to build consensus and agreement between individuals and groups

• Develop strategies for assessing organizational morale and atmosphere

• Plan, organize, and coordinate people, events, and projects

Making Decisions

• Express emotions and values openly

• Factor the needs of significant others into the process

• Understand others through interactions and discussions

• Ensure that Contributors also factor in their own needs

• Develop and maintain rapport and personal relationships with co-workers

• Contributors may be swayed by what they think they should do; explore this

• Uphold and contribute to personal, community, and societal values

• Evaluate information in terms of personal, subjective, and logical criteria

• Seek and give positive feedback, validation, encouragement, and support • Create and maintain harmony in groups • Take on helping and/or nurturing roles

• Coach them to also consider logical aspects of situations

Taking Action

• Seek and create pleasant and peaceful working spaces

• Assign tasks within a cooperative, structured development plan

• Responsibly accomplish tasks and meet deadlines

• Support and provide reinforcement for Contributors’ efforts

• Focus on the needs of the people involved in a project as well as the project itself

• If they are overcommitted, coach them to say no and set limits

• Take on multiple obligations and feel responsible for the welfare of others

• Capitalize on their preference for organizing, structuring, and obtaining results

• Encourage them to take actions focusing on their own needs

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ESFJ

ENFJ

Practical Contributor

Insightful Contributor

“Many hands make light work.” 12.3% of the population

“Two heads are better than one.” 2.5% of the population

Dominant (FE): Are outwardly decisive, collaborative, and sensitive to the needs of people Auxiliary (S I): Inwardly focus on the practicalities and realities of each situation Tertiary (N): As they mature, consider broader possibilities to enhance human potential Inferior (TI): Have the developmental challenge of assessing situations logically and objectively

Dominant (FE): Are outwardly decisive, collaborative, and sensitive to the needs of people Auxiliary (NI): Inwardly focus on possibilities for enhancing human potential Tertiary (S): As they mature, consider practicalities as well as possibilities Inferior (TI): Have the developmental challenge of assessing situations logically and objectively

ESFJs hone their results-oriented approach by developing their auxiliary function. The following work preferences and tips for working with ESFJs show how the auxiliary preference, Sensing, acts in balance with the dominant function, Extraverted Feeling.

ENFJs hone their results-oriented approach by developing their auxiliary function. The following work preferences and tips for working with ENFJs show how the auxiliary preference, Intuition, acts in balance with the dominant function, Extraverted Feeling.

Work Preferences of ESFJs

Work Preferences of ENFJs

• Prefer to engage in practical and frontline service roles

• Contribute to the growth and development of others

• Notice and attend to immediate needs of people

• Collaborate to create and implement new ideas to help people

• Uphold social norms and traditions and enjoy celebrating successes

• Engage in activities that will enhance organizational climate and morale

• Schedule and coordinate details so events run smoothly

• Champion change that will improve peoples’ situations

• Work in collaborative, structured, predictable settings

• Organize and cooperate on complex, multifaceted, long-range projects

Tips for Working with ESFJs • Follow a clear, structured, step-by-step process

Tips for Working with ENFJs

• Help Practical Contributors set and achieve immediate, concrete goals

• Focus on the future by sharing Insightful Contributors’ visions and dreams

• Share examples of real people and their success stories

• Make a plan to actualize long-term goals

• Provide practical, factual information

• Explore broad options while also moving toward actions and results

• Monitor and reward specific efforts and results

• Share ideas and actively encourage growth and development • Provide inspirational stories and metaphors, especially of people achieving dreams

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ENHANCERS (ISFP AND INFP): CARE AND CONNECT Dominant function: Introverted Feeling

Tips for Customizing Career Development for ISFPs and INFPs Enhancers greatly value authenticity. They prefer work that validates their personal values and allows them to express themselves. In the career development process, they will often need time to develop rapport and trust before sharing personal information. Enhancers approach career development in a flexible manner and will be open to new opportunities. Their core values, however, are not flexible or negotiable; if these are violated, Enhancers can become unyielding. When Enhancers express discontent or act resistant, likely someone has stepped on one of their core values. They will respond well to a nurturing approach and to practitioners who will take the time to get to know and understand them as individuals. Enhancers use their auxiliary function to balance their reflective, individualistic approach by taking in additional information or perceptions. This input of information and ideas provides checks and balances for the Enhancers’ tendency to evaluate information subjectively. The following descriptions will help you customize your interventions by highlighting general Enhancer preferences.

Following are some tips to consider when establishing an effective career development relationship with Enhancers.

Setting the Stage • Provide a supportive and nurturing environment; build rapport • Avoid a highly structured or rigid process • Don’t expect Enhancers to share their most important considerations right away • Listen carefully and openly; be accepting of their values and choices • Provide one-on-one opportunities to share concerns and express personal needs

Conducting Self-Assessment • Avoid simplistic values rating scales and checklists • Help them focus on, clarify, and express their personal values • Be sure to factor in the needs of significant others • Explore and separate personal needs from the needs of significant others • Consider how they can make a unique and personal contribution

Generating and Researching Options • Consider unique forms of self-expression • Look for options that align with their values

Enhancer Work Preferences • Are quiet, agreeable, flexible supporters of others • Act in harmony with personal values • Treat others, and want to be treated themselves, with respect • Listen to and develop rapport with others

• Encourage Enhancers to speak one-on-one with individuals in careers they are considering. • Provide access to career data that include personal stories and unique perspectives • Research how organizations treat people, emphasizing acceptance and respect

• Express themselves in a unique and authentic way • Contribute something meaningful and personal to the world

Making Decisions

• Validate and support the efforts of others

• Assess how personal responsibilities will affect career choices

• Work behind the scenes to make things happen harmoniously

• Allow time for them to reflect on how choices will affect them

• Encourage others to do their best

• Help them look at the logical consequences of choices

• Provide a service or product that people want or need

• Consider how their choices will affect those close to them

• Enjoy freedom, flexibility, and opportunities to work independently

• Coach them to balance their needs with those of others

• Avoid highly structured, routine, or rigid settings

Taking Action

• Favor peaceful personal space to focus on tasks without interruption

• Initially choose meaningful and nonthreatening one-to-one activities

• Seek positive working environments with minimal conflict

• Avoid plans that are too definitive or highly structured

• Give and receive private, sincere, positive feedback

• Provide time for Enhancers to prepare before acting • Coach them to promote themselves through rehearsal • Encourage and support follow-through efforts

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ISFP

INFP

Practical Enhancer

Insightful Enhancer

“Always glad to help.” 8.8% of the population

“I’ve got a good feeling about this.” 4.4% of the population

Dominant (FI): Inwardly focus on evaluating ideas according to their personal values Auxiliary (SE): Outwardly act on the facts and details of the immediate situation Tertiary (N): As they mature, consider longer-term possibilities as well as realities Inferior (TE): Have the developmental challenge of expressing opinions logically and impersonally

Dominant (FI): Inwardly focus on evaluating ideas according to their personal values Auxiliary (NE): Outwardly focus on possibilities for enhancing human potential Tertiary (S): As they mature, consider current realities as well as possibilities Inferior (TE): Have the developmental challenge of expressing opinions logically and impersonally

ISFPs hone their results-oriented approach by developing their auxiliary function. The following work preferences and tips for working with ISFPs show how the auxiliary preference, Sensing, acts in balance with the dominant function, Introverted Feeling. Although Practical Enhancers have Introverted Feeling as a dominant function, they tend to use Extraverted Sensing to deal with the world around them. Because of this, their career preferences are somewhat similar to those of their extraverted counterparts, Compassionate Responders (ESFPs).

INFPs hone their results-oriented approach by developing their auxiliary function. The following work preferences and tips for working with INFPs show how the auxiliary preference, Intuition, acts in balance with the dominant function, Introverted Feeling. Although Insightful Enhancers have Introverted Feeling as a dominant function, they tend to use Extraverted Intuition to deal with the world around them. Because of this, their career preferences are somewhat similar to those of their extraverted counterparts, Compassionate Explorers (ENFPs).

Work Preferences of ISFPs

Work Preferences of INFPs

• Appreciate and enjoy the moment

• Support the growth and development of others

• Make an immediate and personal contribution

• Work must align with personally important values and causes.

• Create products or offer services that appeal to the senses

• Find and explore possibilities for people

• Help others in a tangible, practical way

• Seek to improve systems and processes that are negatively affecting people

• Observe others carefully and attend to their needs

• Express their individual values and ideas in a variety of forms

Tips for Working with ISFPs • Take a practical, sequential, but not highly rigid approach • Make the process fun, active, and personal • Explore practical options and provide opportunities to try things out right away • Share examples of real people and their success stories • Provide factual information about how people relate to and enjoy their work

Tips for Working with INFPs • Share perspectives and information about career development theory • Use metaphors and analogies to explain the development process • Listen carefully to Insightful Enhancers’ dreams and visions for the future • Explore broad options without immediately coming to closure or making judgments • Provide inspirational stories, especially of people achieving dreams

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Fostering Clients’ Type Development

A

s discussed in the previous section, clients have different work preferences

and needs related to their personality type. Each client you work with will also express his or her personality type in a unique way and will be at a different stage of personality development.This section builds on the general strategies covered in the previous section by con-

As a skilled practitioner, you will need to adapt to clients’ preferences as well as recognize when they are ready, willing, and able to engage in self-development activities. This section describes some typical type development patterns. As you read through these patterns, consider how you can customize your interventions to accommodate type development. Ideas for developing the inferior function are included to facilitate self-development for appropriate clients. Remember, these are only guidelines. Keep in mind that each client will have a unique developmental story.

sidering personality type development.

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RESPONDERS (ESTP AND ESFP) AND TYPE DEVELOPMENT

When you’re coaching Responders at any age or stage of development, they will be most readily convinced and motivated when you can appeal to their dominant function, Extraverted Sensing. Demonstrate practical, immediate, useful reasons for acquiring knowledge and skills and provide active, engaging activities to facilitate their learning and development. Midlife Responders are often learning to balance Extraverted Sensing by developing the Thinking and Feeling functions. Well-developed Responders will consider the people involved and the personal side of a situation as well as the logical implications and consequences when evaluating information and making decisions. When working with individual clients, assess their degree of comfort with the use of each of these functions to ensure that they are considering both logical and personal aspects and implications when making decisions. In the example below, an ESTP Responder in a leadership role recounts his type development story. Notice how he explains that he is not prone to analyzing his actions and motivations. He has developed the Intuition function to help him with the strategic aspects of his work. However, he is also still drawn to practical, immediate responses, especially if the future-focused approach comes across as too structured or seems inefficient. Notice, also, that this individual does not see a pattern in the development of his auxiliary and tertiary functions of Thinking and Feeling. Without Delay “I don’t really think a lot about how I operate. I know it is very natural for me to work for the moment and to solve things right now in a creative way. I have been in some high-pressure situations and from these have realized that long-term planning is not a bad idea. Strategic planning has always been a stretch for me. I know there is merit in it, but found it hard to read books on the topic. Fortunately I found a ‘Reader’s Digest version’ of systems thinking that helped me get around my short-term focus. The model is practical, applied, and easy to use. It is fast to use and I can have fun. I still am somewhat cynical about performance evaluations where we expect people to spend a lot of time sitting down and making a detailed plan. I understand the process, but I’m not sure it’s useful. If a person notices a problem, they can change it right now. The formality of a plan seems unnecessary. If you have a good relationship with the person, problems can be dealt with as soon as they arise. “As to using Thinking and Feeling, they both come quite naturally. I use my Thinking at work to be clear and objective, and in school it fit well in the technical courses I was taking. In work I also find it is always important to think about impacts on employees. I much prefer a human process to a mechanical process and want to deal with situations in a caring way. I guess I have always used both Thinking and Feeling easily.”

Facilitating Type Development with Responders The inferior function for Responders is Intuition.The inferior function can create blind spots but can also be a source of growth and development.The following tips focus on Responders’ blind spots and can help you work with Responders to maximize development and conscious use of nonpreferred preferences and orientations. Most tips link specifically to the inferior function, but some tips touch on whole-type blind spots as well. • Responders are focused on the here and now and may need coaching to focus on setting longer-term goals. Show them how longer-term planning can provide them with more freedom to engage in activities they enjoy. For example, link completing a training program to a greater number of interesting work opportunities. When Responders are visualizing goals or dreams, help them link these to their experiences and current realities. • Responders will live in the moment and can be quick to react to opportunities that arise.They may not take a proactive view or make and follow through with a developmental plan. Encourage Responders to make longer-term goals and define and follow through on specific developmental tasks and deadlines.This will require a structured, organized approach as well as a focus on the future. • Provide coaching to help Responders link experiences into themes or patterns. For example, creating a comprehensive yet succinct checklist can help Responders see multiple factors affecting their current career satisfaction. Point out or have them find recurring links or themes from their work experiences that reflect their preferences. • When looking at roadblocks or analyzing problems, Responders may stick to current realities.This can work well in the short term, but they may miss out on opportunities to understand underlying issues and develop and grow over the long term. Focus on the kinds of barriers or difficulties they have experienced in the past. Encourage them to take time to reflect on, process, and interpret past experiences.

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A S S I M I L AT O R S (ISTJ AND ISFJ) AND TYPE DEVELOPMENT

When you’re coaching Assimilators at any age or stage of development, they will be most readily convinced and motivated when you can appeal to their dominant function, Introverted Sensing. Relate new information to what they know to be true from their experiences and provide indepth, practical facts and details ahead of time for them to think about. Midlife Assimilators are often learning to balance Introverted Sensing by using and developing the Thinking and Feeling functions. Well-developed Assimilators will consider the people involved and the personal side of a situation as well as the logical implications and consequences when evaluating information and making a decision. When working with individual clients, assess their degree of comfort with the use of each of these functions to ensure that they are considering both logical and personal aspects and implications when making decisions. Assimilators’ experiences, as with other types, can greatly affect the order and manner in which they develop their preferences. In the example below, an ISTJ Assimilator shares her story. Notice how the tertiary function (Feeling) was developed earlier in life as an adaptation to circumstances. Also notice how, in the last sentence, she describes how she uses her dominant function (Sensing) to help develop her inferior function (Intuition) by moving from the details toward a more general and global perspective. Finding Myself “When I first took the MBTI® assessment in my twenties I was convinced I had a preference for Feeling and was very surprised when my results indicated a preference for Thinking. When I began thinking about my past experiences, I realized I had learned to respond to situations using my Feeling function. Due to family circumstances, I had to grow up fast. From an early age I was responsible for caring for my six siblings. They looked to me and depended on me to help them cope in a rather chaotic family setting. I worked hard at mastering this nurturing, supportive role and as a result thought that the subjective, personal approach described by the Feeling function accurately reflected my preference. On further reflection I realized that using the Feeling function had actually been an adaptation for me and that my more natural preference was for Thinking. “On a positive note, this early experience focusing on and dealing with the needs of others has been very helpful in my work, as now I am regularly required to listen to the needs of others and collaborate with them to achieve results. I then can use my more natural preferences to work toward meeting their needs in the most logical and efficient manner possible. Also, growing up in an unpredictable environment made it difficult to plan and structure my life, so I learned to go with the flow and be flexible. This, too, has been helpful to me as an adult because in

my work I still need to adjust to unexpected changes. I have been conscious of how others around me tend to use their Intuition more than I do. This is something I don’t do well now. I tend to focus on meeting the immediate needs of situations and find it difficult to approach a situation with a future focus. I am finding that if I can see the details and results first, I can then begin to see and work with the ‘big picture.’”

Facilitating Type Development with Assimilators The inferior function for Assimilators is Intuition.The inferior function can create blind spots but can also be a source of growth and development.The following tips focus on Assimilators’ blind spots and can help you work with Assimilators to maximize development and conscious use of nonpreferred preferences and orientations. Most tips link specifically to the inferior function, but some tips also touch on whole-type blind spots as well. • Assimilators will be highly conscientious, responsible, and loyal. They are comfortable with routines and stability and uncomfortable with uncertainty. After job loss they may experience a sense of anxiety and betrayal, especially if they have been with an organization for a long time.You may need to work through some of the stages of grieving before Assimilators can move forward. • Assimilators can struggle in the unfamiliar territory covered during career development. Help them understand that change is constant and changing jobs is not uncommon. Coach specific strategies and a step-by-step plan for finding work. When Assimilators see career planning as specific activities, they will be more comfortable and interested in carrying out the process. • Assimilators may not be focusing on changes and trends.This can be a disadvantage when new systems and processes are being adopted in their areas of expertise. Encourage them to access current information on changing standards and cutting-edge practices in their field. Continuous learning will help them become more marketable. • Ensure that Assimilators do not avoid a potential new opportunity simply because it is unfamiliar. Coach them through unfamiliarity by grounding new experiences to something they already know. When Assimilators see and understand their tendency to trust what is familiar, they can gradually move toward taking more risks and managing change and uncertainty with more confidence.

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EXPLORERS (ENTP AND ENFP) AND TYPE DEVELOPMENT

When you’re coaching Explorers at any age or stage of development, they will be most readily convinced and motivated when you can appeal to their dominant function, Extraverted Intuition. Focus on the concepts, ideas, and possibilities that arise from data. Demonstrate a link between what they need to learn or do now and the resulting increased number of future options. Midlife Explorers are often learning to balance their Extraverted Intuition by using and developing the Thinking and Feeling functions. Well-developed Explorers will consider the people involved and the personal side of a situation as well as the logical implications and consequences when evaluating information and making decisions. When working with individual clients, assess their degree of comfort with the use of each of these functions to ensure that they are considering both logical and personal aspects and implications when making decisions. The example below chronicles an ENFP’s development. Notice how she is focusing on using Thinking and Sensing to balance her dominant function, Extraverted Intuition. Give and Take “Ideas and possibilities always entranced me. When I was younger I would get into trouble at school for not following rules and being a bit of a rabble-rouser. If I thought a teacher was mean to someone or was unfair, I would go out of my way to make life difficult for him or her. I behaved well for teachers I respected. I guess this was my early way of honoring my valuesbased decision-making preference. However, while at the university I realized that it wasn’t logical to act out, since it was my marks that were at stake. I think that was my first attempt to balance my passionate actions by making more logical decisions. “It is still an ongoing effort for me not to take things personally. One of my big challenges, still, is accepting that people say things to me that I find personally hurtful without any intent or realization of the effect the words have. I think I will always need to focus on this as I learn to interpret what I hear more objectively. Being in my own business has provided me with the freedom to make decisions based mostly on my personal values. I have trained myself to consider the realities of situations and the logical consequences of my choices as well. I believe I can do almost anything, but I am learning to take more time to carefully choose how to use my time and energy. One strategy I use is to not give an immediate response to a request. Since many things are intrinsically interesting, I can quickly get overcommitted. “Which brings me to the inferior function. I used to get inspired by something and then tire myself out trying to actualize a vision. I forgot to enjoy the here and now, waiting until I finished this . . . or accomplished that. . . . I am slowly learning to enjoy each day and have been working toward awareness of the basics. I try to sleep and eat well and exercise outdoors when-

ever possible as a way to enjoy life now. It seems that these things—eating, sleeping, exercising—should be obvious things to do, but for me they can easily fall away.”

Facilitating Type Development with Explorers The inferior function for Explorers is Sensing.The inferior function can create blind spots but can also be a source of growth and development.The following tips focus on Explorers’ blind spots and can help you work with Explorers to maximize development and conscious use of nonpreferred preferences and orientations. Most tips link specifically to the inferior function, but some tips touch on whole-type blind spots as well. • Playing with ideas and possibilities has a strong draw for Explorers. It is much less interesting for them to focus on the factual and practical side of career development. Because of this, they must learn to focus on the realities in order to accurately evaluate and actualize their ideas. Help them develop a systematic research and decision-making process. • Explorers are more interested in creating ideas than in acting on them.They may need coaching to make and follow a structured plan of action. If the plan is too structured, they may resist it. However, some structured planning and goal setting is essential if Explorers want to move ahead and make concrete changes. • Working within a highly structured setting can be frustrating for Explorers.They may need to find either flexible work settings or ways to adapt to routine and structure. Coach them to understand their preferences in this regard and have them consider the structures and procedures in place in an organizational setting as well as the work tasks themselves when considering work options. • Explorers are comfortable getting a general impression or quick overview of a topic and may not always have the depth of information required in a specific area. While this works well in areas that require a generalist perspective, Explorers may need to develop the patience to drill down deeper into a subject to gain specific expertise or credentials or to work in a specialized field.

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VISIONARIES (INTJ AND INFJ) AND TYPE DEVELOPMENT

When you’re coaching Visionaries at any age or stage of development, they will be most readily convinced and motivated when you can appeal to their dominant function, Introverted Intuition. Share information and ideas from a variety of sources and appeal to their desire to integrate and apply knowledge. Demonstrate long-range and far-reaching consequences of actions. Midlife Visionaries are often learning to balance Introverted Intuition by using and developing the Thinking and Feeling functions. Well-developed Visionaries consider the people involved and the personal side of a situation as well as the logical implications and consequences when evaluating information and making decisions. When working with individual clients, assess their degree of comfort with the use of each of these functions to ensure that they are considering both logical and personal aspects and implications when making decisions. In the example below, a Visionary offers insights about her personal and career development patterns. Her story illustrates how type development is not simple or linear. You can see the dominant function of Introverted Intuition throughout her description as she integrates her experiences and describes her main career focus, creating and building her business. Notice how at midlife she was immersed in development tasks that became apparent only as she reflected on the context of her broader experiences. Also notice how her inferior function (Sensing) has always been a source of enjoyment outside her work role and how she is consciously using it now as a source of recreation. Alterations “I validated my best-fit type in my midforties as INFJ. The INFJ descriptions fit me well and characterized the way I approached work. I found it difficult to choose a type at that time, since I had been working for two decades in a very technical, analytical role. I saw myself using all the functions as necessary. Looking back now, I wonder if perhaps my best-fit type is actually INTJ.When I was younger the work of analyzing systems and processes came naturally for me and captured my interest.At midlife, when I took the MBTI assessment, I was managing my consulting company and immersed in the process of developing my Feeling function. Customer service and good working relationships with staff were critical to my success. This may have affected my results, and my focus might have been on what I saw as crucial at that time. “As for my inferior function, I think I have always enjoyed using my Sensing function. When I was in my twenties and thirties, I enjoyed sewing and would create quite complex garments. However, I rarely had time to do this, as I was in the process of creating and building my consulting business. Now, in my mid-

fifties, I find I am consciously focusing on enjoying the moment and am taking more time to sew and garden. People ask me to sew something for them, but I haven’t obliged them. Instead, I am creating things for myself that I have wanted to make for a long time.”

Facilitating Type Development with Visionaries The inferior function for Visionaries is Sensing.The inferior function can create blind spots but can also be a source of growth and development.The following tips focus on Visionaries’ blind spots and can help you work with Visionaries to maximize development and conscious use of nonpreferred preferences and orientations. Most tips link specifically to the inferior function, but some tips touch on whole-type blind spots as well. • Visionaries focus on the long-term possibilities and are less interested in the details and realities of a situation.They may underestimate the time and energy needed to complete the specific steps to move forward. Coach them to move backward from their vision to the realities of the situation.Then help them bridge the gaps with practical, small steps. • Detailed, immediate administrative tasks can bog Visionaries down. Coach them to attend to tasks such as filling out forms or applications.These tasks can seem tedious to them and can become barriers to moving forward.Visionaries will complete such activities more easily when they understand how these realities are aligned to the completion of their longerterm goals. • Visionaries who have determined their best course of action may have difficulty changing their well-thought-out plan in midcourse. Because of this, they may miss out on unexpected opportunities. Coach them to build flexibility into their models and plans so they can respond to unforeseen opportunities. Focusing on the possibilities in the opportunity will help them see the advantages of changing their plans. • Because Visionaries spend considerable time internally developing and elaborating their ideas, they may find it difficult to explain them.This can be a disadvantage if they are trying to network with others to obtain work or actualize their ideas. Coach them to explain their ideas succinctly in everyday language to make the ideas accessible to others.

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EXPEDITORS (ESTJ AND ENTJ) AND TYPE DEVELOPMENT

When you’re coaching Expeditors at any age or stage of development, they will be most readily convinced and motivated when you can appeal to their dominant function, Extraverted Thinking. Give logical reasons for activities and demonstrate how new knowledge and skills will increase their competence. Show how new actions will increase efficiency and help them obtain better results. Midlife Expeditors are often learning to balance their Extraverted Thinking by using and developing the Sensing and Intuition functions. Well-developed Expeditors will look at the facts and realities of a situation as well as the future possibilities and implications before evaluating information and making decisions. When working with individual clients, assess their degree of comfort with the use of each of these functions to ensure that they are considering both logical and personal aspects and implications when making decisions. The example below demonstrates type development as described by an Insightful Expeditor (ENTJ) who is working as a mental health professional. She is familiar with type and she focuses on how she uses and has developed her tertiary (Sensing) and inferior (Feeling) functions. Becoming Aware “Early in my work history I found I was not suited to working with details and doing work that required me to concentrate on specific facts or working accurately with numbers. I can use my Sensing function when I need to. I grew up in a family with Sensing parents and a Sensing brother and from them I learned to appreciate having a clean and tidy home. I do like order, but I’m not observant enough to notice if the fridge or the carpet is dirty. I am in charge of this role in my family now and find I just need to make a plan for cleaning and then do it carefully and thoroughly.This isn’t my style of work; it’s something I just know I have to do. “As a mental health worker I always struggled with the paperwork, recording details and scoring tests. This was likely a major reason that I moved into the consulting role, so I can focus on looking at patterns, not details. As a consultant I can sit back and analyze problems rather than collect and deal with details. “My inferior function is Feeling. I know I am not all that skilled at reading nuances in people, especially cues to their personal situation. I used to try to interpret this more, but now I come right out and tell clients I don’t know how they feel. If they want me to know how they feel about something, they will have to tell me. Then they can choose to tell me or not tell me and that is OK. I have always found it difficult to assess not only the feelings of clients but how situations are affecting me personally as well. When I was in my thirties I learned a marriage encounter strategy where you wrote about how you felt about something by making metaphors for what the experience looks like, tastes like,

sounds like, smells like, and feels like. I found that, by writing down these metaphors, I was able to get a better realization and augmentation of my personal reaction to situations. It was like someone took my earmuffs off and I was in touch with what was important to me. I think strategies such as these help me to access my Feeling function.”

Facilitating Type Development with Expeditors The inferior function for Expeditors is Feeling.The inferior function can create blind spots but can also be a source of growth and development.The following tips focus on Expeditors’ blind spots and can help you work with Expeditors to maximize development and conscious use of nonpreferred preferences and orientations. Most tips link specifically to the inferior function, but some tips touch on whole-type blind spots as well. • In situations of unexpected change, Expeditors may be uncomfortable admitting they need assistance or lack a skill, especially if they sense their credibility or competency has been challenged. Let Expeditors drive and control the pace and choose activities where they can define and demonstrate competencies. Emphasize that it is acceptable to show flaws and weaknesses. Coach them not to appear too self-assured or overconfident in interviews, since this can be interpreted negatively. • Expeditors prefer to make a decision and move ahead. Deciding too fast and moving in one direction may potentially result in some missed opportunities. Spending time reflecting on and considering a variety of factors, especially how people near to them are affected by a decision, may be uncomfortable for Expeditors but may result in a clearer and stronger final sense of direction. • Expeditors are logical and objective in their approach. At times they may miss seeing the importance of considering personal factors when making and following through on decisions. Show them logical reasons for considering how others will react to and otherwise be affected by their career decisions. By documenting and focusing on the needs of others, Expeditors will balance and enhance their decision making. • Expeditors may need to be coached to listen carefully to others, especially in interview and networking situations.Their initial tendency may be to take charge of and direct a conversation. Potential allies and employers may not always see Expeditors as being in tune with their interests and needs. Coach Expeditors to ask a few open-ended questions and to strive to focus on the needs of others before sharing how they can provide solutions.

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A N A LY Z E R S (ISTP AND INTP) AND TYPE DEVELOPMENT

When you’re coaching Analyzers at any age or stage of development, they will be most readily convinced and motivated when you can appeal to their dominant function, Introverted Thinking. Show them the logical reasoning underlying activities and demonstrate useful consequences of their actions. Show them how new skills or information will allow them to work in more independent or flexible ways. Midlife Analyzers are often learning to balance Introverted Thinking by using and developing the Sensing and Intuition functions. Well-developed Analyzers look at the facts and realities of a situation as well as the future possibilities and implications before evaluating information and making decisions. When working with individual clients, assess their degree of comfort with the use of each of these functions to ensure that they are looking at both realities and possibilities. In the example below, an INTP shares a type development story. You can see how he uses his inferior function (Feeling) in response to a work situation. Making Adjustments “For a long time it seemed I could solve any problem if I thought about it long enough. My job as a systems analyst provided many chances to prove my problem-solving skills. “For more than 10 years I sailed through work, anticipating problems, finding innovative solutions, and advancing within the company.When I advanced into a management position I quickly recognized I had to make some serious adjustments to the way I solve problems. People were resistant to the changes I was implementing and the way I was implementing them. I realized I needed to get more input and buy-in from people before solving a problem. Being a manager has helped me see how important it is to consider the people involved when making decisions.”

Facilitating Type Development with Analyzers The inferior function for Analyzers is Feeling.The inferior function can create blind spots but can also be a source of growth and development.The following tips focus on Analyzers’ blind spots and can help you work with Analyzers to maximize development and conscious use of nonpreferred preferences and orientations. Most tips link specifically to the inferior function, but some tips touch on whole-type blind spots as well. • Analyzers can ignore corrective feedback from others, especially if the feedback differs from their own evaluation or if they doubt a person’s competence.This can result in Analyzers’ not changing certain behaviors others find unacceptable. Coach Analyzers to listen to and seek to understand others’ perspectives even when they disagree with them. Coach them to change problem behaviors even if they are a problem only for others, not themselves. • Analyzers are more interested in examining and solving problems than they are in implementing solutions.They may think about and identify problems in their career development but may not focus on creating a systematic plan to solve them. Coach Analyzers to take specific actions to change unpleasant or unrewarding situations. • The networking and rapport-building part of action planning can seem like a waste of time to some Analyzers. Show them practical reasons for carrying out these activities. Behavioral rehearsals can help Analyzers hear and practice small talk that is valued by other types. • Working within structures and rules can be tedious for Analyzers, especially when they do not see the reasons behind them.This can apply to activities such as formal application or interview processes.They may avoid or simply refuse to complete or prepare for activities that would help them get ahead in the long term. Coach Analyzers to attend to the tasks that must be done.They may enjoy being challenged to find more effective or efficient ways of doing these tasks.

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CONTRIBUTORS (ESFJ AND ENFJ) AND TYPE DEVELOPMENT

When you’re coaching Contributors at any age or stage of development, they will be most readily convinced and motivated if you appeal to their dominant function, Extraverted Feeling. Find personal reasons for activities and demonstrate how new knowledge and skills will contribute to personal well-being and morale. Show how new actions will result in greater harmony, cooperation, or collaboration between people. Midlife Contributors are often learning to balance Extraverted Feeling by using and developing the Sensing and Intuition functions. Well-developed Contributors will look at the facts and realities of a situation as well as future possibilities and implications before evaluating information and making decisions. When working with individual clients, assess their degree of comfort with the use of each of these functions to ensure that they are considering both realities and possibilities. In the example below, an ESFJ Contributor working in human resources shares his story of type development. Notice how he has learned to use all the functions to accomplish results. Also notice how the way he learns and the way he incorporates the nonpreferred functions serve his collaborative, practical approach. Everything Considered “I think most of my type development has resulted from experience and trial-and-error learning. I chose the human resources field because I was interested in working with and helping people. When I first started taking human resources courses, I was introduced to a number of theories and models about human behavior.These theories seemed too broad and vague for me. So I learned to ask for or find pragmatic examples of how to apply the theory. Now that I have learned and used these theories, I find them helpful tools when working with others. “In a similar way, I learned through mistakes how to present information to others. When I started work in human resources I was eager to teach people ‘soft skills’ to improve communication and interpersonal interactions. When I first introduced these ideas, I found others wouldn’t always buy in. I now have learned to back up my ideas with logical reasons. One tool that works well is evaluation results from 360-degree feedback. I show people numbers and look at the numbers from an analytical point of view. Numbers don’t lie and they provide a thirdparty evaluation that is more convincing than my opinion. So in this way, I can start with great theories and ideas and then use numbers and logical reasoning to convince people.When I do all this, I get much less resistance. “Along the way, when experiencing conflict I talk to other people with more experience as well as learn from my own mistakes and successes.When individuals have a performance prob-

lem I still focus on practical ways to help them, but I use the theories and models I am familiar with and logical reasoning to convince them. Even though I do incorporate this focus on Intuition and Thinking, the recommendations I make are still very immediate, practical, and specific to the situation of the individual involved.”

Facilitating Type Development with Contributors The inferior function for Contributors is Thinking.The inferior function can create blind spots but can also be a source of growth and development.The following tips will help you work with Contributors to maximize development and conscious use of nonpreferred preferences and orientations. Most tips link specifically to the inferior function, but some tips touch on whole-type blind spots as well. • Being personally focused, Contributors may not always be attuned to the logical implications and consequences of their decisions. Coach them to analyze situations in an objective manner. Emphasize that completing a logical analysis of the situation is supplementary to, rather than a substitute for, personal assessment. • Sometimes Contributors are so concerned about the needs of significant others that they lack the time and energy to focus on or support their own career needs. Emphasize that focusing on meeting their own needs will provide them with the personal satisfaction and energy to help them fulfill their other roles.They may also be motivated to move toward meeting personal needs when they consider the positive effects of being a role model for others. • Contributors may take feedback personally when interviewing or interacting with someone who discourages or criticizes their ideas or efforts. Coach Contributors to distinguish critique and feedback on their ideas and efforts from a personal attack.This ability to deal with and learn from what they see as unpleasant information will be necessary throughout the work search. • Contributors are concerned about and focused on the needs of groups they belong to or are involved in and may feel a pressure to conform to these commonly shared expectations. If Contributors’ personal needs and expectations differ from the norm, they may feel that they “should” uphold the social convention.This can create dissonance for them in their career development process. Discuss this topic with them to understand how norms and expectations may be positively or negatively influencing their career decisions.

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ENHANCERS (ISFP AND INFP) AND TYPE DEVELOPMENT

When you’re coaching Enhancers at any age or stage of development, they will be most readily convinced and motivated when you can appeal to their dominant function, Introverted Feeling. Demonstrate how learning new information and skills will result in increased acceptance and validation of people. Align learning and career development activities to Enhancers’ personal values and goals. Link activities to opportunities for self-expression. Midlife Enhancers are often learning to balance Introverted Feeling by using and developing the Sensing and Intuition functions. Well-developed Enhancers will look at the facts and realities of a situation as well as the future possibilities and implications when evaluating information and making decisions. When working with individual clients, assess their degree of comfort with the use of each of these functions to ensure that they are considering both realities and possibilities. In the example below, an Enhancer describes how her personality type development has proceeded. Notice how using the nonpreferred functions was initially draining for her. However, with experience, she has learned to harness them as necessary. It is also interesting to note that she uses her personal learning and development to educate and help others understand and utilize all their preferences. Meeting the Challenge “I naturally gravitated toward a career working with people in social services. By providing services and benefits to individuals in financial and emotional need, I found great satisfaction and compatibility within my role and with my colleagues. As my career progressed I moved into management, where I was required to use my less developed preferences. This was a tremendous energy drain. However, I really enjoyed my role, found it challenging, and grew to use the less favored preferences successfully. “I then left to become an independent contractor and found myself relying on the Sensing, Thinking, and Judging preferences considerably. I had to become more specific and tangible, analyze situations and make decisions on the basis of logic, be more decisive, and become more outcome and goal oriented.Working in a role where I used these preferences daily certainly helped me develop and respect them, and more readily call them into service. Developing my opposite preferences has helped me understand and more effectively serve my clients. I readily recognize strengths and limitations in other types as well as myself. I can educate them in the differences between preferences and open their eyes to more effective problem solving, decision making, and conflict resolution options.”

Facilitating Type Development with Enhancers The inferior function for Enhancers is Thinking.The inferior function can create blind spots but can also be a source of growth and development.The following tips focus on Enhancers’ blind spots and can help you work with Enhancers to maximize development and conscious use of nonpreferred preferences and orientations. Most tips link specifically to the inferior function, but some tips touch on whole-type blind spots as well. • Enhancers often find it difficult to self-promote. Have them create a portfolio showcasing their work, experience, and credentials. Sometimes Enhancers use endorsements from others rather than self-promotion to advertise their expertise. This can be effective, but it should not be their only marketing plan. Rehearse interviews and discussions in which Enhancers state their strengths and market their abilities. • Enhancers may personalize comments, especially if the comments can be interpreted as critical or demeaning. When Enhancers have behaviors that require correcting, approach these gently, emphasizing that behavior is separate from the individual. During work search, Enhancers should interpret what they hear in a logical manner, rather than personalizing feedback. • Enhancers may not always focus on the logical implications of their decisions. Coach them to analyze a situation in an objective manner. Emphasize that completing a logical analysis of the situation is supplementary to, rather than a substitute for, personal assessment. • Enhancers can be so focused on the needs of significant others that they lack time and energy for their own career needs. Although it is important that Enhancers’ career choices supplement and align to the needs of others, also ensure that they are finding personal satisfaction. Help them separate their needs from others’ needs and find a balance between them.

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Fostering Practitioners’ Type Development

I

n addition to understanding the needs and preferences of others, practitioners

in counseling relationships must understand their own preferences and compensate for their potential blind spots. Reviewing the information in this and the previous section with an eye on their own personal strengths and areas for improvement will help practitioners foster their development. Just as clients prefer to move through the career development process in different ways, practitioners also prefer certain aspects of the development process and are likely to suggest particular activities and strategies when working with their clients. Practitioners can benefit from maximizing the steps and activities they find most helpful while simultaneously making a conscious effort to include other valuable, but not necessarily preferred, activities in the career development process.

While focusing on using a variety of approaches and perspectives, practitioners must also consider the similarities and differences between their preferred approach and the approach of the clients they are serving. Accommodating clients who are very different is an obvious challenge. To effectively help these clients, vary your approach to meet their needs. You might find it easiest to work with clients who are most like you since your natural approach will suit them. However, these clients will have blind spots and challenges similar to your own. In these cases, you need to be especially vigilant to ensure that you coach clients through your mutual blind spots. This section focuses on the career practitioner, highlighting strengths and ways to harness strengths to meet diverse client needs. As you analyze this information, consider how you can improve your counseling process and competencies to best serve all your clients. Consider creating your personal development plan by tailoring your career development process to better meet the needs of all personality types.

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RESPONDERS (ESTP AND ESFP) A S C A R E E R P R AC T I T I O N E R S

Responders working as career practitioners have specific strengths associated with their characteristic approach. When working with clients, they want to maximize their strengths while recognizing that not all clients will be comfortable with the approach Responders tend to prefer. Specific Responder career practitioner strengths, and ways to effectively balance them when working with clients with different preferences, are described below.

How One Responder Sees Her Strengths “I make development fun. When I work with clients we can smile and have a good time. I encourage clients to be open and I can ease the tension. I am observant and I listen to what people say. For me, it is rewarding to see people try something new and put some fun into their life.”

Responder Career Practitioner Strengths and Ways to Balance Them Greatest Strengths

Balancing These Strengths

Responders provide a practical, active approach to career development.They influence and encourage their clients to take immediate action and learn by doing.This can energize and engage clients in the career development process by making it fun and interesting.

Introverted clients may want to reflect and process information before acting. Ensure that you provide time and space for this to occur. Provide more detailed or in-depth information about a topic to interested clients. Intuitive clients will be idea and future focused. Use conceptual activities focused on creating and moving toward long-term visions or goals. Explore a range of possibilities, options, and consequences before taking action.

Responders are adaptable to client needs and open to new and unexpected opportunities that arise. Responders are flexible and spontaneous.They can maneuver and adjust activities to suit their client.

Judging clients may want to know what will be happening next and will prefer a structured plan for their career development. For these types, provide clear direction and share expected results for the career development process. Introverted clients may find it difficult to act and adapt in the moment. Be careful not to expect them to take immediate risks, especially in unfamiliar areas. Include opportunities to rehearse behaviors in nonthreatening situations.

Logical Responders (ESTPs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as being practical, active, and adaptable, ESTPs quickly analyze a client’s situation, problem solve, and can see the most logical course of immediate action.

Feeling clients may want to take time to establish rapport. Show interest in their unique personal situation. Incorporate personal factors and implications as well as logical consequences when coaching decision making.

Compassionate Responders (ESFPs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as being practical, active, and adaptable, ESFPs quickly develop rapport with clients and are tuned into their immediate needs and situation.

Thinking clients may want to take an impersonal, objective approach. Incorporate logical consequences and implications as well as personal factors when coaching decision making.

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A S S I M I L AT O R S (ISTJ AND ISFJ) A S C A R E E R P R AC T I T I O N E R S How One Assimilator Sees Her Strengths “I am a good listener. I pay attention to every little detail and I notice everything. Listening and paying attention help me understand what is going on. In a group discussion, others will miss some of the information because they are expressing themselves and want to make sure they are being heard. I listen carefully and know what is going on with everyone. In one-on-one situations, clients know that I hear and remember what they are saying.”

Assimilators working as career practitioners have specific strengths associated with their characteristic approach. When working with clients, they want to maximize their strengths while recognizing that not all clients will be comfortable with the approach Assimilators tend to prefer. Specific Assimilator career practitioner strengths, and ways to effectively balance them when working with clients with different preferences, are described below.

Assimilator Career Practitioner Strengths and Ways to Balance Them Greatest Strengths

Balancing These Strengths

Assimilators provide a structured, step-by-step approach to career development that is specific and easy to follow. Assimilators focus on achieving practical results with immediate applications. Clear expectations and specific activities are given so a client can achieve these results.

Intuitive clients will be idea and future focused. Use conceptual activities focused on creating and moving toward long-term visions or goals. Explore a range of possibilities, options, and consequences before taking action. Perceiving or Intuitive clients can find a step-by-step, sequential approach inflexible. Build flexibility into the development process so clients don’t see themselves as boxed in or restricted.

Assimilators will explain information in depth, provide additional resources, and give people time to process what they are learning. As a result, they encourage well-thought-out, careful decision making.

Extraverted clients will want to discuss ideas or facts immediately and will be looking for chances to take action. Balance your explanations and opportunities for reflection with activities and discussions. Extraverted clients may not want in-depth information, and Intuitive clients may not want too many facts. Provide a smaller amount of information as a starting point and then assess how much more and what kind of information the client wants.

Logical Assimilators (ISTJs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as providing a structured, step-by-step approach, ISTJs can step outside a situation to provide a calm, objective perspective. They focus on results and are task oriented.

Feeling clients will want to get to know their counselor personally. They may find a calm, objective approach too impersonal.Take time to develop rapport and assess situations in a personal as well as objective manner.

Compassionate Assimilators (ISFJs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as providing a structured, step-by-step approach, ISFJs focus on meeting the immediate needs of the people involved in the situation.They will take time to explore the personal side of career development.

Thinking clients may become impatient with taking time to build rapport and share personal information. For these clients, focus on the task or goals at hand and minimize the attention given to personal considerations. Explore logical implications and consequences.

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EXPLORERS (ENTP AND ENFP) A S C A R E E R P R AC T I T I O N E R S

Explorers working as career practitioners have specific strengths associated with their characteristic approach. When working with clients, they want to maximize their strengths while recognizing that not all clients will be comfortable with the approach Explorers tend to prefer. Specific Explorer career practitioner strengths, and ways to effectively balance them when working with clients with different preferences, are described below.

How One Explorer Sees His Strengths “I think my greatest strength as a career counselor is my ability to help clients see options. I present career development as an opportunity, not a problem. Many of my clients are unaware of how transferable their skills are or are uninformed about the wide range of work they can choose from. I find it very rewarding to open up the world of possibilities to them.”

Explorer Career Practitioner Strengths and Ways to Balance Them Greatest Strengths

Balancing These Strengths

Explorers see the potential and opportunity in situations. Not being constrained by traditional thinking or boundaries, they can help others expand their horizons. Explorers will help clients generate a wide range of options and alternative work arrangements.

Sensing clients will be looking for a concrete, step-by-step, predictable approach to finding new work.Work through steps sequentially. Link possibilities to clients’ current realities in concrete ways. Judging clients can be impatient with an open-ended approach, preferring to seek closure and obtain results. Move into research, decision making, and taking action at a pace that suits your clients’ needs.

Quick to focus on patterns and interrelationships, Explorers can integrate a client’s self-assessment information from a variety of sources to create a big-picture, long-term career development vision. Explorers use theoretical models and a variety of tools to provide rich opportunities for self-examination.

Sensing clients may not look at broad, integrative aspects of career development. Use more practical, less conceptual activities.Take the current situation into account as well as taking a long-term approach. Sensing clients will need to ground big-picture thinking to practical experiences. Using numerous theoretical assessment tools will seem unnecessary. For these clients, provide a more streamlined, practical self-assessment process.

Logical Explorers (ENTPs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as providing an insightful, future- and possibilities-focused approach, ENTPs can step outside a situation to focus on the logical implications and consequences of career decisions.They will help clients analyze situations objectively to find their best long-term solutions.

Feeling clients will want to get to know their counselor personally. Take time to develop rapport and assess situations in a personal as well as objective manner.

Compassionate Explorers (ENFPs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as providing an insightful, future- and possibilities-focused approach, ENFPs focus on personal needs and the potential of the individual.They will take time to explore the personal side of career development and focus on how clients can maximize their career and life to meet their personal needs.

Thinking clients will want to take a logical approach. For these clients, include strategies for analyzing information and creating objective criteria for evaluation as well as focusing on personal needs and situations.

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VISIONARIES (INTJ AND INFJ) A S C A R E E R P R AC T I T I O N E R S How One Visionary Sees Her Strengths “One of my greatest strengths is patience. I can work with a broad range of clients with diverse cultural, language, and situational needs. When working with clients I will explain things a number of ways and look at things from different angles until it makes sense to them. I am careful to be nonjudgmental about my clients’ capabilities, although I also am careful to balance encouragement with the realities of the situation. When I am nonjudgmental, I provide a safe place where clients can admit weaknesses and begin to deal with them. By taking a coaching approach, I can impart confidence as well as skills, which is equally important for the client’s growth and development.”

Visionaries working as career practitioners have specific strengths associated with their characteristic approach. When working with clients, they want to maximize their strengths while recognizing that not all clients will be comfortable with the approach Visionaries tend to prefer. Specific Visionary career practitioner strengths, and ways to effectively balance them when working with clients with different preferences, are described below.

Visionary Career Practitioner Strengths and Ways to Balance Them Greatest Strengths

Balancing These Strengths

Visionaries have a future-focused, conceptual approach.They help people see far-reaching possibilities.This thorough, broad, integrative approach opens the door to many long-range options and opportunities and helps clients recognize, define, and move toward actualizing long-term goals.

Sensing clients may be seeking practical, immediate work options and not as interested in a broad, long-term approach. Focus on practicalities, realities, and immediate needs. Don’t start with complex visioning of the future or long-term goal-setting exercises. Sensing and Judging clients may want to find work immediately. Emphasize and assess specific skills and experience. Create practical products such as résumés or portfolios. Minimize theoretical tools in favor of tools that can be directly applied.

Visionaries use metaphors, symbolism, and abstract language to help clients imagine alternative ways to think about their life.This helps clients delve deeply into self-understanding and results in a well-developed future vision.Visionaries bring insight and integration into the career development process.

Sensing clients would rather discuss topics directly and focus on day-to-day experience. Use more concrete examples and tools. Minimize activities requiring clients to symbolize or represent goals, needs, or situations abstractly. Extraverted clients want to act and may not be interested in a highly in-depth, abstract self-assessment or evaluation process. Provide opportunities for them to learn by carrying out actions and then reflecting on them later.

Logical Visionaries (INTJs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as providing a far-reaching conceptual approach, INTJs tend to analyze a situation by focusing on the logical implications and consequences of career decisions.They will help clients analyze situations objectively to find their best long-term solutions.

Feeling clients will want to get to know their counselor and emphasize personal and situational factors.An objective, analytical approach may be too impersonal for them.Take time to develop rapport and assess situations in a personal as well as objective manner.

Compassionate Visionaries (INFJs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as providing a far-reaching conceptual approach, INFJs focus on the personal needs and potential of each individual.They explore how clients can maximize their career path and lifestyle to meet their personal needs and develop their potential.

Thinking clients may not want to place as much emphasis on developing rapport and considering personal aspects of situations. Include decision-making strategies to analyze information, predict outcomes, and create objective criteria as well as emphasize personal considerations.

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EXPEDITORS (ESTJ AND ENTJ) A S C A R E E R P R AC T I T I O N E R S

Expeditors working as career practitioners have specific strengths associated with their characteristic approach. When working with clients, they want to maximize their strengths while recognizing that not all clients will be comfortable with the approach Expeditors tend to prefer. Specific Expeditor career practitioner strengths, and ways to effectively balance them when working with clients with different preferences, are described below.

How One Expeditor Sees Her Strengths “My strength in career planning is my ability to take a logical and systematic approach to problem solving. I am strategic in my efforts and focus on finding the root causes of a problem. This allows the client to take effective action to solve the problem. If people just want someone to listen to them, they shouldn’t come to see me. I’m not saying that listening and providing support are not important; it’s just not the way I operate.When someone comes to me with a problem I want to solve it, not commiserate about it.”

Expeditor Career Practitioner Strengths and Ways to Balance Them Greatest Strengths

Balancing These Strengths

Expeditors are task oriented and will strive to accomplish results in the career development process as efficiently as possible.They will use a problem-solving or troubleshooting approach to ensure that clients move forward quickly.This efficiency can minimize the time clients spend in transition.

Perceiving clients may not want to make decisions and come to closure immediately.With these clients, provide time to explore ideas and options in an open-ended manner. Introverted clients may find a quick, action-oriented approach overwhelming. Rather than coaching immediate action, provide time to reflect on and plan for taking action.

Expeditors will give clear, direct, open, and honest feedback to clients. Clients will know where they stand and will be given corrective feedback. Expeditors will offer advice and provide solutions for clients. In some situations, where clients are unable to move forward, this directive approach can be helpful.

Feeling clients may find it difficult to hear direct corrective feedback.With these clients, balance corrective feedback with positive feedback.Also develop rapport before providing any corrective feedback. Feeling and/or Perceiving clients will not want someone else to provide a solution. Listen to and understand them as they explore the problem themselves.Avoid giving solutions.

Practical Expeditors (ESTJs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as having an efficient and direct style, ESTJs will be aware of and tuned into the realities and facts of a situation.They help clients make quick decisions toward immediate goals.

Intuitive clients will want to consider broader effects and consequences of decisions.With these clients, consider future goals and make longer-term, more strategic plans.

Insightful Expeditors (ENTJs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as having an efficient and direct style, ENTJs will be aware of and tuned into the possibilities and longer-term consequences of decisions.They help clients work strategically toward future goals.

Sensing clients will want to make decisions based on relevant current realities.With these clients, consider factors influencing their immediate situation and work toward shorter-range, more practical goals.

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A N A LY Z E R S (ISTP AND INTP) A S C A R E E R P R AC T I T I O N E R S How One Analyzer Sees His Strengths “I find clients can usually figure out their own problems. One of my strengths is asking the right questions. Questions help clients think more clearly about their situation.‘What would happen if . . .’ or ‘What is the worst thing that could happen if . . .’ work well for evaluating possible outcomes.”

Analyzers working as career practitioners have specific strengths associated with their characteristic approach. When working with clients, they want to maximize their strengths while recognizing that not all clients will be comfortable with the approach Analyzers tend to prefer. Specific Analyzer career practitioner strengths, and ways to effectively balance them when working with clients with different preferences, are described below.

Analyzer Career Practitioner Strengths and Ways to Balance Them Greatest Strengths

Balancing These Strengths

Analyzers are independent minded and analytical in their approach. They take time to analyze and solve client problems. By looking at causes and consequences, they help clients view their situation objectively and identify the best logical course of action.They coach clients to independently assess and analyze consequences and implications of career options and choices.

Feeling clients will be more interested in their subjective needs and those of others involved in the situation.Take time to discuss and validate these personal career considerations. Integrate subjective factors into a career analysis. Extraverted and Feeling clients may want to discuss ideas and connect with their counselor.Accept and accommodate their preference for a less independent, more collaborative process. Offer frequent positive feedback to reinforce their efforts.

Analyzers will maneuver and adapt. Comfortable exploring and analyzing career options in an open-ended manner, they can help clients develop flexibility. Not overly concerned with rules and structure,Analyzers can help clients think “outside the box.”

Judging clients can be uncomfortable with an open-ended exploratory approach. Provide these clients with some additional structure for the process so they know exactly what to expect from a session. Extraverted and Judging clients may want to make decisions and move forward by taking action.Work with them to set goals, take action, and achieve results throughout the career development process.

Practical Analyzers (ISTPs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as having an independent and adaptable style, ISTPs will be aware of and tuned into work realities and the facts.They help clients analyze immediate consequences and implications of their options.

Intuitive clients will want to consider broader effects and consequences, not just facts. Incorporate a long-term focus by adding possibilities, trends, and future goals to the career analysis.

Insightful Analyzers (INTPs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as having an independent and adaptable style, INTPs will be aware of and focused on work trends and patterns.They help clients analyze long-term consequences and implications of their options.

Sensing clients will want to focus on relevant current realities. With these clients, consider factors influencing their immediate situation and help them incorporate these factors into their analysis.

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CONTRIBUTORS (ESFJ AND ENFJ) A S C A R E E R P R AC T I T I O N E R S

Contributors working as career practitioners have specific strengths associated with their characteristic approach. When working with clients, they want to maximize their strengths while recognizing that not all clients will be comfortable with the approach Contributors tend to prefer. Specific Contributor career practitioner strengths, and ways to effectively balance them when working with clients with different preferences, are described below.

How One Contributor Sees Her Strengths “I encourage people to look at the big picture and consider what feels right in their gut. I know some people will prefer to look at the pros and cons and take a more logical and practical approach. I accommodate this as needed, but what I think I do well is to help people think about and focus on what is most important to them personally. I am much more likely to attend to and focus on what I am attracted to first and then look at why later.When I am analyzing a decision, there may be many pros and only a few cons, but to me the key is in knowing how important each pro and con is. One pro might be as important as ten or more cons. I use open-ended questions to help people discover what is really important to them. If you think of factors affecting decisions as threads, I like to help staff sort out the factors affecting their decisions by pulling on one thread and looking at how it interacts with all the others. I personally don’t reason decisions through logically.”

Contributor Career Counseling Strengths and Ways to Balance Them Greatest Strengths

Balancing These Strengths

Contributors approach career development in a personal, warm, empathic way.They will build a relationship with clients and will support and encourage their efforts. Clients will feel comfortable interacting with their counselor.

Thinking clients may not be interested in a highly interactive process to develop rapport and build a relationship. Provide these clients with a more objective approach and with clear corrective feedback. Judging and/or Thinking clients will want to make decisions and move forward efficiently in their career development.Work with these clients in a task-oriented way with a focus on setting and achieving logical results.

Contributors approach career development using a structured and collaborative process.They will collaborate with clients to help them achieve personal and meaningful results.

Perceiving clients may be more interested in exploring options in an open-ended manner. Use a less structured approach providing opportunities to consider options without coming to closure. Introverted clients may want time alone to ponder decisions before taking action. Provide opportunities for them to think things through before engaging in actions or discussions on a topic.

Practical Contributors (ESFJs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as having a personal and collaborative approach, ESFJs will be aware of and tuned into the realities and facts of a situation.They help clients make meaningful decisions and move toward immediate goals.

Some clients, especially those with a preference for Intuition, will want to consider broader effects and consequences of decisions. With these clients, consider future goals and make longer-term, more strategic plans.

Insightful Contributors (ENFJs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as having a personal and collaborative approach, ENFJs will be aware of and tuned into the possibilities and longer-term consequences of decisions.They help clients work strategically toward future goals.

Sensing clients will want to make decisions based on relevant current realities.With these clients, consider factors influencing their immediate situation and work toward shorter-range, more practical goals.

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ENHANCERS (ISFP AND INFP) A S C A R E E R P R AC T I T I O N E R S

Enhancers working as career practitioners have specific strengths associated with their characteristic approach. When working with clients, they want to maximize their strengths while recognizing that not all clients will be comfortable with the approach Enhancers tend to prefer. Specific Enhancer career practitioner strengths, and ways to effectively balance them when working with clients with different preferences, are described below.

How One Enhancer Sees His Strengths “I think I listen well and build rapport by relating to my client’s difficulties, frustrations, and situation. I am very optimistic and see possibilities even when things look dire and dark. I can be a cheerleader for people when they need it. I’ve helped people who thought there was no way out of a situation by encouraging them and seeing something good in them and their situation. I present this to them in a sincere way and they start to feel good about themselves.This gives them hope and something to believe in, which then is the starting point for development.”

Enhancer Career Practitioner Strengths and Ways to Balance Them Greatest Strengths

Balancing These Strengths

Enhancers will listen carefully to each client’s story and situation and will seek to understand and validate each client as an individual. This highly personal, accepting approach allows clients to express themselves and carefully consider all the personal factors affecting their career decision.

Thinking clients may not always be very interested in an in-depth exploration of personal factors. Explore more objective matters and provide clear criteria-based strategies to help them make decisions. Extraverted clients may not want to take the time to delve into personal matters too deeply. For these clients, move through the process more quickly and in less depth.

Enhancers approach career development using an in-depth, openended, exploratory process.This flexible, adaptable approach allows clients the time and space to gather information and consider a number of factors.

Judging clients will want to come to closure, make a plan, and take action. For these clients, structure the career development process and link activities to results. Extraverted clients will want to take immediate action. For these clients, provide ways to learn by doing and trying things out.

Practical Enhancers (ISFPs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as having an open-ended, accepting approach, ISFPs are tuned into realities and facts.They help clients look at how their current situation is affecting their career satisfaction.

Intuitive clients will want to focus on their future dreams and goals and incorporate these into career development. Focus on the longterm as well as the short-term factors affecting them.

Insightful Enhancers (INFPs) as Career Practitioners Greatest Strength

Balancing This Strength

As well as having an open-ended, accepting approach, INFPs will be aware of and tuned into future possibilities.They help clients define and clarify their visions and dreams.

Sensing clients are more interested in dealing with current realities. With these clients, consider factors influencing their immediate situation and focus on career satisfaction in the here and now.

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Final Thoughts

C

areer development is a complex aspect

■

Personality type can be an enlightening way to help clients and practitioners balance their focus on immediate realities of the situation and strategic planning. By exploring both perspectives, clients and practitioners can set and accomplish goals to both incorporate short-term needs and align and build toward longer-term possibilities.

■

In a similar way, personality type can help clients and practitioners balance their approach to decision making and problem solving by creating an awareness of the importance of both logical and personal aspects of these processes.

■

Clients are adaptable, and their type preferences have developed in unique ways as they have moved through their career and life. Address and specifically focus on interests, experiences, competencies, and skills as well as type preferences to avoid stereotyping. Every client and every practitioner is different. Responsible practitioners will be careful to acknowledge individual differences and will use personality type appropriately as part of a broader context involving a number of tools and strategies.

of human development. Personality type

can be used to facilitate the career development of your clients and your own personal and professional growth. Here is a summary of the most important points to remember. ■

Personality type is a useful tool for facilitating human development. It is very helpful in assisting clients and practitioners with seeing their preferred ways of working and for highlighting strengths and potential blind spots.

■

When clients are aware of their preferred ways of working, strengths, and blind spots, they can make career choices to maximize their personal satisfaction. They can also make conscious efforts to focus on and develop skills and competencies within and outside their natural preferences.

■

When practitioners are aware of their own preferred ways of working, strengths, and blind spots, they are better able to customize the career development process to meet their clients’ needs.

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Resources Dunning, D. (2001). What’s Your Type of Career? Unlock the Secrets of Your Personality to Find Your Perfect Career Path. Boston: Davies-Black Publishing. Dunning, D. (2003). Introduction to Type® and Communication. Mountain View, CA: CPP, Inc. Dunning, D. (2003). Quick Guide to the Four Temperaments and Learning. Huntington Beach, CA: Telos Publications. Dunning, D. (2004). Quick Guide to the Four Temperaments and Change. Huntington Beach, CA: Telos Publications. Dunning, D. (2004). TLC at Work: Training, Leading, Coaching All Types for Star Performance. Boston: Davies-Black Publishing. Hammer, A. L. (1993). Introduction to Type® and Careers. Mountain View, CA: CPP, Inc. Hirsh, S. K., & Kummerow, J. M. (1998). Introduction to Type® in Organizations (3rd ed.). Mountain View, CA: CPP, Inc. Kummerow, J. M., Barger, N. J., & Kirby, L. K. (1997). WORKTypes. New York: Warner Books. Myers, I., with Kirby, L. K., & Myers, K. D. (1998). Introduction to Type® (6th ed.). Mountain View, CA: CPP, Inc. Myers, I., with Myers, P. (1995). Gifts Differing: Understanding Personality Type. Mountain View, CA: CPP, Inc. Myers, K., & Kirby, L. (1994). Introduction to Type® Dynamics and Development: Exploring the Next Level of Type. Mountain View, CA: CPP, Inc. Myers, I., McCaulley, M., Quenk, N., & Hammer, A. (1998). MBTI® Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator® (3rd ed.). Mountain View, CA: CPP, Inc. Quenk, N. (2000). Essentials of the Myers-Briggs Type Indicator® Assessment. New York: Wiley. Quenk, N. (2000). In the Grip: Understanding Type, Stress, and the Inferior Function. Mountain View, CA: CPP, Inc. Quenk, N. (2002). Was That Really Me? How Everyday Stress Brings Out Our Hidden Personality. Boston: Davies-Black Publishing.

53 This eBook is licensed to Ahmadiyya Hajiyev ([email protected]) Order number : 906568

The MBTI® Type Practitioner Series includes ■

Type and Training: Designing and Delivering an Effective MBTI® Workshop by Donna Dunning

■

Type and Culture: Using the MBTI® Instrument in International Applications by Linda K. Kirby, Elizabeth Kendall, and Nancy J. Barger

■

Measuring Results of MBTI® Type Training: ROI in Action by Richard J. Wagner and Robert J. Weigand

■

Type and Career Development: Facilitating Personal and Professional Development by Donna Dunning

■

Type and Retention: Retaining Talent, Leveraging Type by Allen L. Hammer

■

Finding the Fit: Helping Clients Clarify MBTI® Type by Sally Carr

800-624-1765 www.cpp.com

6195

This eBook is licensed to Ahmadiyya Hajiyev ([email protected]) Order number : 906568