Temperament Overview

2. Temperament Overview Behavioral model first presented by David Keirsey Developed independently of type theory and the MBTI assessment—the four groupings were originally called Idealists, Rationalists, Guardians and Artisans Only later was psychological type used as a means to identify these behavioral groups Temperament by-passes some of the complexities of type and--by focusing on observable, and even predictable, behavior--becomes an actionable tool

3. Temperament Exercise Using as much or as little of your environment as you wish, create or make something.

4. NF Exercise Presentation and Discussion

5. NF – The Super F Eat, Sleep and Breathe: Personalization Quest: Identity Style: Catalytic Achilles’ Heel: Guilt Motto: “I’m an NF, and I’m here to help.”

6. NF Descriptive Words Seductive Interpersonal skills Supportive of others Sympathetic Relationships Possibilities for people Interaction Cooperation “Becoming” Vivid imagination Mysterious Hypersensitive to conflict Search for self Autonomy Needs encouragement& recognition Integrity Giving strokes freely

7. NF Pathways and Pitfalls PATHWAYS • Tend to have diplomatic intelligence • Tend to tie work, relationships and activities to values and turn them into causes • Value harmony and interpersonal connectedness • Tend to be aware of others’ feelings • Work to include others • Quick to feel and inflict guilt • Hold grudges • Have trouble facing conflict, delivering bad news and taking action that will bring a negative reaction • Tendency to carry and emotionally rescue people—even those who don’t want saving PITFALLS

8. How NFs Lead • Regard power as residing in personal and professional relationships • Create and maintain non-hierarchical work structures and relationships • See possibilities in institutions and people • Build bridges to individuals and groups through shared values, concern and affection, and then leverage these bridges to bring about the wanted outcome • Use inspirational speeches and imagery to unite and motivate • Communicate appreciation, approval and hope with greater ease and urgency than criticism or anything that invites conflict • Give and want compliments and affirmation often

9. How to Lead NFs • Like them, know them, acknowledge their uniqueness, share their values or at least acknowledge that their values exist and are important • Acknowledge their contribution and effort with affirmation and sincere expressions of gratitude • Help provide and maintain an open, conflict-free workplace • Ask for their help, support, creativity and collaboration • Affirm and complement at least as much as you criticize and correct, and make sure criticism is framed as a means to greater personal and professional development—and a stronger bridge

10. Teaching and Learning NF Teachers: NF Learners • High personal commitment to students • In touch with climate of classroom, creating harmony • Relate individually to each student to mobilize his/her talent • Create egalitarian, comfortable atmosphere with students • Tie in content to learners’ values or goals • Need acceptance, care and support • Enjoy group interaction • Prefer cooperation to competition • Focus more on people than on problems • Learn best in face-to-face dialogue

11. NT Exercise Presentation and Discussion

12. NT – The Super T Eat, Sleep and Breathe: Complexity Quest: Competency Style: Visionary Achilles’ Heel: Incompetence Motto “Why?”

13. NT Descriptive Words High achievers Knowledge seekers Objective perceptions Independent Self-doubt Intellectually curious Conceptualizers Competition with self and others Non-conformist Wordsmiths Principles Enjoys complexity Authority independent Architects of change Systems designers Argumentative “What would happen if . . .”

14. NT Pathways and Pitfalls • Tend to have strategic intelligence • Visionary, futuristic and imaginative problem-solvers • Oriented toward continuous improvement • Strive to prove and increase competency of self and others • Able to see complexities and systemic interrelatedness • Non-personal analysis and argumentation can look uncaring, aloof, arrogant and disrespectful of authority • May miss the immediate in their focus on “what if” • Tendency to make the simple complex • Impatient and intolerant of incompetence and dismissive of others’ definition of competence PATHWAYS PITFALLS

15. How NTs Lead • Regard power as residing in skill, ability, knowledge and competency • Drive toward an independently conceived and assessed standard of competence and excellence and then apply this standard to those who work for them • Intrigued and motivated by challenges and problems to be solved, often taking a systemic, strategic and/or conceptual approach to generating solutions • Visionary, focusing on possibilities, change and continuous improvement through non-personal analysis • Often see conflict as a positive tool, shining a light on what needs to be confronted, fixed or improved • Reward success with criticism, a harder assignment and more freedom to perform independently

16. How to Lead NTs • Demonstrate competence by passing their individual (and often internal) competency assessment • Identify clear quality standards and accept nothing less • Have a vision of the future and communicate this direction clearly to put today’s activity into a strategic framework • Allow for independent contributions, successes and failures—do not micro-manage • Push for independent problem-solving on challenging issues, and introduce, allow and encourage-- “why” questions. • Follow the above points and you will have the NT subordinate on board until the end of the day—tomorrow, you’ll start over again

17. Teaching and Learning NT Teachers NT Learners • Enjoy designing new curricula • Stretch student’s intellect and ability to solve problems independently • Do not often express appreciation • Apt to be well read in their field • See criticism as a gift and may sound harsh or impatient • Expect competency of students and are often demanding • Interested in principles and logic • Enjoy developing own ideas • Technology appeals to them • Need constant experiences to challenge and hook their intellect • Exert escalating standards on self and others

18. SJ Exercise Presentation and Discussion

19. SJ – The Super J Eat, Sleep and Breathe: Procedures Quest: Belonging to Meaningful Institutions Style: Traditionalist/Stabilizer Achilles’ Heel: Disorder/Disorganization Motto “Don’t change what isn’t broken.”

20. SJ Descriptive Words Loyal to system Duty Super dependable Resists change Preserves traditions Precise “K.I.S.S. –Keep It Simple, Stupid” Procedures Decisive Stability “Should” and “Should not” Social responsibility Structure Orderly Authority dependent

21. Pathways and Pitfalls • Can nit-pick details and lose or miss the big picture • Adhere to structure, schedule and order to the point of rigidity • May do the wrong thing to stay on schedule or follow orders • Forget or refuse to praise good behavior while quick to criticize wrongdoing • Tend to have logistic intelligence • Create structure and boundaries and operate within them • Precise, organized and scheduled • Respectful of authority and tradition • Natural project management approach to most endeavors, organize objectives, then focus in sequence on their completion PATHWAYS PITFALLS

22. How SJs Lead • Regard power as residing in the organization or system, so real power is in the authority of your title, rank, tenure, position or status • Prize efficiency, responsibility and consistency • Orderly, dependable and realistic • Understand and conserve institutional values • Supply stability, routine and structure • More likely to reward institutionally (trophies, letters, commendations) rather than personally • Tend to be more critical of mistakes than rewarding of expected duties

23. How to Lead SJs • Communicate and maintain clear timelines and reporting structures • Give specific and detailed instructions • Get to the point and stick to it • Emphasize consistency and efficiency • Officially reward and recognize contributions with money, status and official commendations

24. Teaching and Learning SJTeachers SJ Learners • Responsible, dependable and highly structured • Present well outlined material in sequence • Impatient with disruptions and students who do not follow the rules • Can be critical of students who are tardy or seem disorganized • Adhere to organizational structure • Value responsibility, dependability and order • Expect a structured classroom • Like and need organization, schedule, and the discipline of authority • Expect teacher to rule and teach—and students to follow and learn • Prefer following sequentially a highly structured curriculum

25. SP Exercise Presentation and Discussion

26. SP – the Super P Eat, Sleep and Breathe: Now Quest: Action Style: Troubleshooter/Negotiator Achilles’ Heel: Routine/Inactivity Motto: “If all else fails, read the directions.”

27. SP Descriptive Words Free spirit Process oriented Fun-loving Good in crisis situations “When all else fails, read the directions.” Impulsive Needs freedom and space “Let me do something.” Flexible Focus on immediacy Realistic Practical Enjoys the moment Spontaneous Likes hands-on experience Adaptable Seeks variety and change Most worry-free Action oriented

28. SP Pathways and Pitfalls PATHWAYS • Tend to have tactical intelligence • Realistic and practical • Hands-on, immediate and resourceful problem solvers • Active and spontaneous • Quick starters, open to change • Little interest or concern beyond practical and immediate • Get bored easily and often • More starts than finishes • Little concern for promises, procedures or plans PITFALLS

29. How SPs Lead • Regard power as residing in the moment—unencumbered by the past and future • Hunger for freedom and action • Flexible, open-minded and willing to take risks in dealing with realistic problems • Highly negotiable • Challenged by trouble spots but not long-term • Best at verbal planning and short-range projects

30. How to Lead SPs • Get to the point • Make tasks a challenge and allow them to make it fun • Be realistic and practical • Outline any critical guidelines, provide options, then back off and let them approach the task at their own pace and in their own way • Relax and have some fun

31. Teaching and Learning SP Teachers SP Learners • Value activity, risk, adventure • Spontaneous in classroom • Entertaining and fun • Apt to use varied media and teaching methods • Tend to follow impulse rather than well-laid plans • Easy going and resourceful free spirits • Immediate and short attention span • Need physical involvement, freedom and activity • Thrive on sensory input—auditory, visual and kinesthetic • May well be restless in traditional classroom settings

32. Temperament Wrap-Up 1 What questions do you have about temperament or how you can use it? 2 Find the Action Plan for your temperament in your Temperaments Workbook—starting on page 22—and respond to the questions it asks.

33. About OKA Founded in 1977, OKA is a training and consulting small business specializing in leadership and team development. Expert in a variety of psychological instruments and group processes, OKA offers high-impact leadership and team development programs and a variety of instrument qualification workshops. We have been teaching and using type and temperament for over thirty years. We are based in Fairfax, Virginia with Associates across the U.S. OKA consultants have published many books including Typetalk at Work, MBTI™ Introduction Workbook, Generations: Bridging the Gap with Type, Portraits of Jung Type Behavior, and Narrative Intelligence: Archetypes and the PMAI™. Clients include Fortune 500 companies and many US Government departments, as well as organizational and leadership development consultants around the world. We are changing the way the world lives and works - one person at a time.

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