Sandra Krebs Hirsh, Jane A.G. Kise - Work It Out, Revised Edition - Using Personality Type To Improve Team Performance-Nicholas Brealey Boston (2006)

WORK IT OUT
WORK
it OUT
Using Personality Type
to Improve Team Performance
REVISED EDITION
SANDRA KREBS HIRSH & JANE A. G. KISE
Davies-Black Publishing • Mountain View, California

Published by Davies-Black Publishing, a division of CPP, Inc., 1055 Joaquin Road, 2nd Floor,
Mountain View, CA 94043; 800-624-1765.
Special discounts on bulk quantities of Davies-Black books are available to corporations, pro-
fessional associations, and other organizations. For details, contact the Director of Marketing
and Sales at Davies-Black Publishing: 650-691-9123; fax 650-623-9271.
Copyright 2006 by Davies-Black Publishing, a division of CPP, Inc. All rights reserved. No part
of this book 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 the publisher, except in the case of brief quotations embodied in critical
articles or reviews.
Davies-Black and its colophon, Strong Interest Inventory, and FIRO-B are registered trademarks
and Fundamental Interpersonal Relations Orientation–Behavior is a trademark of CPP, Inc.
Myers-Briggs Type Indicator, MBTI, and Introduction to Type are trademarks or registered trade-
marks of the Myers-Briggs Type Indicator Trust in the United States and other countries.
Visit the Davies-Black Publishing Web site at www.daviesblack.com.
Printed in the United States of America.
11 10 09 08 07 10 9 8 7 6 5 4 3 2
Library of Congress Cataloging-in-Publication Data
Hirsh, Sandra Krebs
Work it out : using personality type to improve team performance / Sandra Krebs Hirsh
and Jane A. G. Kise.—Rev. ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-89106-212-7 (pbk.)
1. Conflict management. 2. Employees—Psychology. 3. Communication in management.
4. Interpersonal communication. 5. Myers-Briggs Type Indicator® assessment.
I. Kise, Jane A. G. II. Title.
HD42.H57 2006
650.1'3—dc22
2006013314
REVISED EDITION
First printing 2006
For my children,
Katherine and Elizabeth, whose company, HirshWorks,
carries on the tradition of type in our family,
and Andy, who is a constant source of inspiration to me.
—Sandra
For Brian,
my husband, best buddy, and psychological opposite,
in celebration of working it out for 25 years!
—Jane
CONTENTS
What’s New in This Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
1 Working It Out with Type

Can It Make a Difference for You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2 The Extraversion–Introversion Dichotomy

The Case of the Communication Conundrum ................................ 21
3 The Sensing–Intuition Dichotomy

To Improve or Expand? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
4 The Thinking–Feeling Dichotomy

Executive Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
5 The Judging–Perceiving Dichotomy

Deadline Dilemmas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
6 Function Pairs
ST, SF, NF, NT in the Workplace ............................................... 113
7 Style-Changing Stress
The Inferior Function—the Shadow ........................................... 137
8 Influencing Upward
The Problem Is the Boss—or Is It? ............................................. 165
9 Coaching Yourself, Coaching Others

Putting Type to Work for You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
10 A Leader Who Put Type to Work

Management Style with Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Appendix A: The Teambuilding Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Appendix B: The Coaching Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
WHAT’S NEW IN THIS EDITION
The first edition of Work It Out appeared in 1996, before Enron, the rise of Web-
based communication, the dot-com bubble demise, and other events that have
accelerated the rate of change in the world of work. Teams form and dissolve
quickly, membership changes, managers come and go, all adding to the difficul-
ties of working things out in the world of work.
However, the basic conflicts between people are still the same—we rush to
say, “What’s wrong with that person?” rather than take the time to ask, “How
are we different? What can I gain from that person’s style?” In this second edi-
tion, we worked to make the concepts of type, and the solutions it provides,
more accessible, with information and ideas that can help business leaders cre-
ate effective teams.
For anyone who is working on workplace relationships, this edition
provides:
■ Case studies that focus on real workplace issues, such as change, expan-
sion, mandated policies, executive coaching, stress, communication,
deadline issues, and more
■ Insights into how people with different type preferences view one another,
and how the resulting conflict can be resolved when the issues are revisited
as common, normal personality differences
■ More hands-on exercises that allow leaders to implement the teambuilding
techniques described in the case studies
■ More material on the hows and whys of coaching, including examples
of putting together coaching plans and tailoring strategies to meet client
preferences
The cases present examples of teams in conflict that put personality type to
work for them. We trust that these pages will help you work it out as well.
ix
ACKNOWLEDGMENTS
The authors would like to acknowledge the following people, whose wisdom and
ideas have enriched our practice over the years and contributed to the contents of
this book: Leigh Bailey, Maureen Bailey, Nicky Bredeson, the late Susan Brock,
John Buchanan, John Bush, Sandra Davis, Ken Green, Elizabeth Hirsh, Kather-
ine W. Hirsh, Douglas Peters, Sally Stockbridge, and Barbara Tuckner. In addition,
Naomi Quenk gave her careful attention to chapter 7. And thanks to the people
represented in this book who worked with us in learning to work it out.
xi
ABOUT THE AUTHORS
Sandra Krebs Hirsh is the principal of Sandra Hirsh Consulting, a Minneapolis-
based firm that focuses on leadership, career, and organizational development.
She is coauthor of more than 15 books on personality type and vocational inter-
ests, including LifeTypes, MBTI ® Teambuilding Program, LifeKeys, Introduction
to Type® in Organizations, and SoulTypes. She works internationally with type
and has conducted seminars in Asia, Australia, Europe, and Indonesia. Hirsh
holds advanced degrees from the University of Pennsylvania and the University
of Minnesota. Her type preferences are ENFP.
Jane A. G. Kise, EdD, is coauthor of more than 15 publications, including

Using the MBTI® Tool in Organizations, Introduction to Type® and Coaching,
Coaching Teachers for Change, LifeKeys, SoulTypes, and Working with Purpose.
She is also a management consultant, specializing in teambuilding, strategic
planning, and school staff development. Kise is on the board of the Association
for Psychological Type and also serves on the faculty of the Center for Applica-
tions of Psychological Type. She holds an MBA in finance from the Carlson
School of Management and a doctorate in educational leadership from the Uni-
versity of St. Thomas. Her type preferences are INFJ.
xiii
1
WORKING IT OUT
WITH TYPE
Can It Make a Difference for You?
Our second team meeting was worse than the first. Mark kept all his ideas
to himself and then passed them to me in writing two days later—after I’d
finalized my plans. I wish he’d talk things over with me first. It would save
a lot of work because he does have good ideas!
I was looking forward to working with Peter, but now I’m not so sure. He
just leaps to conclusions—I can’t follow his train of thought.
Our work styles are so complementary; Carolyn addresses all the details I
overlook. And yet, I wish she would be more creative, more forward-thinking.
Then we would really be a team!
Chances are, you’ve heard similar comments in your workplace. Such observa-
tions about co-workers, managers, or employees quickly deteriorate into problems
unless we understand that the differences expressed in the above statements are
normal, natural approaches to life.
Work It Out can help you discover patterns in these differences through the
theory of personality type, as made popular in the Myers-Briggs Type Indicator ®
(MBTI®) assessment tool. Individuals are more than just sets of skills, knowl-
edge, and competencies; there is something intangible that brings order, excite-
ment, and unique nuances to each one of us. That intangible is our personality,
1
2 WORK IT OUT
our bundle of preferences for how we are energized, how we take in informa-
tion, how we make decisions, and how we choose to relate to the world.
Personality type theory brings a framework to the complex—and sometimes
chaotic—interactions between people in the world of work. Consultants like us
are seldom summoned into a workplace that is “one big happy family”! Psycho-
logical type helps us find patterns in the interactions of troubled teams, employ-
ees and leaders, and colleagues, leading to proven solutions for more productive
relationships. While one can spend years (as we have!) learning all the nuances
and intricacies of each personality type, the key factors and patterns described in
this book can bring new levels of understanding to managers and team members.
Individuals and teams blossom as their leaders go beyond simple knowl-
edge of the competencies of team members to the more useful understanding of
personality types. Generally, treating all members of a team as if they are the
same is like trying to herd cats: Not only are the results doubtful, but most peo-
ple resent trying to fit a single mold. Understanding people’s types allows you
to tap into their strengths, discover how you work best together, and minimize
unnecessary conflict. Type frequently is helpful in predicting both the strengths
and the developmental needs of each personality type and provides a positive
language for discussion and understanding.
TYPE THEORY
You may already know your type; millions of people have taken the MBTI
assessment. Isabel Myers and her mother, Katharine Briggs, the instrument’s
developers, were longtime observers of human differences. Briggs developed
her own four-part framework with which to study human diversity; however,
she found Carl Jung’s work Psychological Types more complete. Myers con-
structed an “indicator” so that Jung’s theory of personality preferences could be
more widely understood and its concepts made more practical.
If you know your type, you may wish to skim this first chapter for review
and then jump into chapter 2. If not, your human resources department or local
community college is likely to have the MBTI tool in stock, because it’s the
most widely used psychological instrument for people at work.1
People around the world have found these personality type concepts
intriguing. The theory describes complementary styles and the mutual useful-
ness (effectiveness) of opposites, which leads to better problem solving because
WORKING IT OUT WITH TYPE 3
all factors have been considered. You may find that you use aspects of each of
the personality preferences in the pairs we are about to discuss, but one will be
your natural preference, even if it’s only slightly more preferred.
The following analogy may help cement the ideas of this theory of person-
ality preferences. Just as there are many sets of two in the physical body, there
are sets of two in the psyche as well. Generally, when there are two in a set
(hands, eyes, ears, and so on), one has preference over the other; for example,
one eye is for focus, while the other is for peripheral vision. The eye preferred
for focus varies. Some of us use the left eye, others the right. There is no cor-
rect or incorrect here—just difference. In order to view the stars through a tele-
scope, however, it is important to know which eye is better suited for the job.
Let’s give you a chance to experience this concept of physical preference. In
the spaces below, write your name, address, and phone number with your non-
preferred hand. For an extra challenge, keep track of how many seconds it takes
to complete the task. When you are finished, note the quality of your output
and how much time it took.
How did it feel? Most people have said it felt awkward, clumsy, uncomfort-
able, even unnatural. Others mentioned that it took time and concentration and
that the output looked like childhood penmanship.
Now, let’s see what happens when you write your name, address, and
phone number in the spaces below with your preferred hand. Keep an eye on
the clock for comparison, and proceed.
4 WORK IT OUT
Most people have described this experience as faster, more comfortable,

easy, and flowing—it feels natural. There’s even a flair, a distinctiveness that
differentiates your signature from that of others.
This type of physical preference is mirrored by psychological preferences.
Evidence is mounting (through brain scans and other scientific studies) that
while psychological preferences are as innate as the preference for an eye for
focus, or a foot to step forward with, they are not immutable. Factors such as
parents, family, educational experience, and functional training may affect the
expression of a person’s true nature.
Review your handwriting samples. Which one is of better quality? Which
took less time? How slow and frustrated would you be if you had to work for
the next six months with your nonpreferred hand? You’d be tempted to give up
and reach for your pen with your preferred hand—home, sweet home. That’s
how it feels psychologically, tiring and frustrating, when we use our nonpre-
ferred personality preferences at work a majority of the time. Further, you’re
probably sitting next to someone who is using his or her preferred four func-
tions, performing tasks with ease and added energy. That’s when self-esteem, a
very important commodity at work, begins to diminish, because no matter how
hard you work, the results pale in comparison to the accomplishments of peo-
ple who do it naturally. Ask yourself if you would like to work for or with or
manage someone with low self-esteem, and its cost becomes readily apparent.
Meeting with people whose personality preferences are different from yours
can feel as awkward as extending the wrong hand for a handshake. They don’t
act or work or think the way you do. Further, forcing everyone to do things the
same way is similar to asking some of them to write with their nonpreferred
hands. How much better to understand the strengths of each preference, put
them to use, and work out the differences.
Now, on to the framework for understanding your unique style and that of
others. Think about what you do most easily, comfortably, and naturally, and
turn off ideas of what you should do as you identify your natural personality
preferences.
Extraversion (E) and Introversion (I): The Source of Energy

People differ in how they draw energy to themselves. Some prefer to work with
people and things, welcoming interactions with others and the outer environ-
ment. People in this group, known as Extraverts, prefer to do their thinking
aloud in the company of others. People who prefer Introversion, known as
Introverts, tend to enjoy working alone or with one or two other individuals.
Which of the following do you tend to do?
Extraversion Introversion
■ Talk it out ■ Think it through
■ Extend into your environment by ■ Defend against your environment by

reaching out to others stepping back or avoiding others
■ Act first, think later ■ Think first, act later
■ Enjoy variety and action ■ Enjoy concentration and

reflection
■ Prefer face-to-face communication ■ Prefer written forms of
communication
■ Frequently hear that you’re not available ■ Frequently hear that even though you’re
because you’re out and about present, you’re miles away, deep in
thought
Mix Extraverts on a team with Introverts and watch the misunderstandings pile
up. The Introverts will claim “I can’t concentrate!” while the Extraverts com-
plain “I can’t tell what they are thinking!” Through understanding, each group
can allow the other to operate as the group’s members do best. In chapter 2,
you will read about Extraversion and Introversion at work.
6 WORK IT OUT
Sensing (S) and Intuition (N): Gathering Information

Each of us has a preference for how we take in and process information. Those
who focus on the specifics are called Sensing types. They seek information that
can be verified by the five senses and like things to be accurate, detailed, fac-
tual, and practical. Those who focus on the big picture are called Intuitive
types. They gather information using insights, associations, relationships, and
connections. While Sensing types concentrate on current reality, Intuitive types
are dreaming about what could be. Which of the following do you tend to do?
Sensing Intuition
■ Value accuracy and precision ■ Value insights and analogies
■ Let the facts pile up to find the trends ■ Generalize larger meanings from one
fact or happening
■ Avoid fabrications and generalities ■ Overlook details, lose focus when things
are stated too obviously
■ Relish the present ■ Anticipate the future
■ Let experience be your guide ■ Let a combination of imagination and

ideas be your guide
■ Want to know the practical applications ■ Want to know possible innovations or
or results additional uses
Each group has much to offer the other. Where would new ideas be with-
out the practical foundations to implement them? Where would quality produc-
tion be without forward-looking products to meet new demands? Yet these
differences in how we perceive all too frequently lead to conflict, not synergy.
You will learn more about this preference in chapter 3, which deals with the
relationship between Sensing and Intuition at work.
Thinking (T) and Feeling (F): How We Make Decisions

After gathering information through either Sensing or Intuition, we need a way
to organize that information, to draw some rational conclusions about it, or to
put it into categories. We do this in one of two ways—through Thinking or
through Feeling. These are our decision-making processes.
Some of us have a preference for Thinking and take an analytical and objec-
tive approach to decision making. Thinking types like to weigh the pros and
cons of each alternative and find flaws in advance. Feeling types consider the
impact of a decision on themselves, on others, and on their deeply held values.
They proceed after subjectively studying the motivations and nature of people.
Note that Thinking types have feelings, and Feeling types think. Which of
the following do you tend to do when you are trying to make a decision?
Thinking Feeling
■ Weigh the pros and cons ■ Sort through values
■ Want a logical outcome ■ Want a harmonious outcome
■ Seek the truth, influenced by objective ■ Seek what is most important, influenced
reasoning by subjective information
■ Focus on the underlying principles ■ Focus on the impact the decision may
behind a decision have on people
■ Tend toward skepticism and controversy ■ Tend toward acceptance and tolerance
■ Point out flaws in an effort to “care” ■ Prefer not to critique others, offering
for others appreciative comments instead
It’s easy to imagine possible conflicts between Thinking types and Feeling types
when they are working together on issues such as outsourcing, promotions, and
even space utilization. Organizations suffer when they run solely on Thinking or
on Feeling; both styles are necessary, for effectiveness (Thinking) and collegiality
or trust (Feeling). (For an example of a Thinking–Feeling conflict, see chapter 4.)
8 WORK IT OUT
Judging (J) and Perceiving (P): How We Approach Life

Finally, people differ in their approach to life: according to plan or open to the
moment. Judging types tend to plan their work and then follow their plans.
They enjoy having matters settled and like to make decisions quickly. Perceiv-
ing types enjoy the process of gathering information more than the process of
reaching a conclusion. They are more likely to be flexible and respond as a sit-
uation warrants. Which of the following do you tend to do?
Judging Perceiving
■ Plan your work and then work according ■ Deal with situations or problems as they
to your plan arise
■ Schedule your time, settling dates and ■ Leave scheduling options open as long
arrangements as possible
■ Make decisions quickly, putting a stop ■ Enjoy considering new information,
to seeking new information putting off final decisions
■ Find surprises or interruptions annoying ■ Find surprises or interruptions refreshing
or a source of information
■ Want to have things settled ■ Want to face life and work with
spontaneity
■ Focus on tasks and timetables ■ Focus on processes and options
Assign an employee who has already decided which of two marketing

strategies is best (Judging) to work for a manager who wants to keep the
options open (Perceiving), and watch the frustration level rise. Yet consider how
they could create balance: Judging types tend to ensure that deadlines are met,
and Perceiving types tend to lend flexibility when it is needed. (To learn more
about this preference, read chapter 5.)
WHAT TYPE CAN DO

Which preferences seem most like you? Extraversion (E) or Introversion (I)?
Sensing (S) or Intuition (N)?2 Thinking (T) or Feeling (F)? Judging (J) or Per-
ceiving (P)? If you have trouble deciding, think about the experience of writing
with each hand. Choose the preference in each pair that feels more natural. You
are able to use both, just as you could write with both hands, but most of us
prefer one over the other. Forget about what might be required of you by family,
work, or the task you need to accomplish—at least for now. Write your chosen
letters below:
E or I S or N T or F J or P
The eight different preferences lead to 16 personality types. You may be

wondering if understanding a complex theory is worth all the bother. Well, if
gaining insights into the personality types of your team members or co-workers
sounds overwhelming, the following overview of what you can do with those
insights may give you cause to go on. Through type, you will be able to:
■ Identify and reduce sources of conflict. For example, if one person
prefers to talk about everything out loud (Extraversion) and the other likes
peace and solitude for reflection (Introversion), they can negotiate their
shared and private space.
■ Recognize a team’s strengths and blind spots. Knowing what a team
habitually prefers and, as important, habitually overlooks helps that team
strategize for increased effectiveness. For example, a group dominated by
Intuitive types may learn that it should develop checklists so that it doesn’t
overlook facts and details, the province of Sensing types.
■ Clarify the fit between managers and their direct reports. For example,
when a team leader who prefers Thinking (perhaps giving praise only
after a task is completed or expectations are exceeded) works with some-
one who prefers Feeling (perhaps expecting praise from the start of a proj-
ect), problems may arise. When both understand each other, they can
productively manage their different perspectives on praise and recognition.
■ Get value from type diversity. Leaving the most important for last, type
theory emphasizes the positive contributions of each preference. Teaming
10 WORK IT OUT
a Judging type who prefers to plan everything with a Perceiving type who
enjoys spontaneity ensures that a plan is in place and that it will be
adjusted when new information or circumstances warrant a change.
We all know it would be absurd to form an investigative team entirely of

forensics experts or cryptologists; however, in business, we tend to choose
teammates whose perspectives on issues are similar to our own. Diversity of
outlook and behavior yields better team results—type theory helps us manage
diversity.
THE TYPE TABLE

Let’s build a type table with all 16 types on it. Myers and others who put this
table together gave us some mnemonics to help us remember the placement of
the 16 types.
■ Extraversion: Extraverted types prefer action and movement, so they are
at the foot of the table.
■ Introversion: Introverted types prefer time to think, so they are at the
head of the table.
Introversion
Extraversion
■ Sensing: Sensing types like “left-brain” activities (careful use of facts), so

they are at the left.
■ Intuition: Intuitive types like “right-brain” activities (hunches and mean-
ing), so they are at the right.
Sensing Intuition
■ Thinking: Thinking types like to be objective and stand apart from their
decisions, so they are on the outside columns of the table.
■ Feeling: Feeling types like to please and consider others in their decisions,
so they are next to each other in the middle of the table.
Thinking Feeling Feeling Thinking
■ Judging: Judging types like structure and order, so they are in the top and
bottom rows, providing structure for the table.
■ Perceiving: Perceiving types like flexibility and adaptability, so they are in
the middle rows of the table, just enjoying it.
Judging
Perceiving
Perceiving
Judging
This gives the table its structure. Can you find your type’s place in this table
using the mnemonics we’ve given you?
ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP
ESTJ ESFJ ENFJ ENTJ
Some people feel boxed in when they look at the type table. So, instead of a
box, many writers liken the type table to a house with 16 rooms. Your own type
is your favorite room, perhaps the one with the window seat or the fireplace,
but there are other rooms you like almost as much and probably visit often. A
few others, like the laundry room, may be your least favorite, and yet, as an
adult, you know how to function in that room. Type works the same way. Fur-
ther, maturity involves knowing when you have to move to a different room by
working outside your preferences in order to meet the needs of a situation. In
other words, you aren’t stuck being just one type. Knowing your preferences,
however, provides a framework for adjustment when you need to step outside
them to work it out in the world of work.
12 WORK IT OUT
THE TYPE DESCRIPTIONS

Now that you’ve found your place on the table, Type Chart 1 provides more
information about your particular combination of preferences—your personality
type.
If you’ve been undecided until now, does the chart help? If not, ask a
spouse, friend, or colleague to read the clues for each pair of preferences (for
example, Extraversion–Introversion) and to look at the chart to find the type
that describes you best.
The Four-Part Framework

Once you know your type and understand the opposite preferences, the differ-
ent combinations of preferences will help in working out different kinds of
problems. For example, one of the key aspects of psychological type is the com-
bination of the Sensing or Intuition preference with the Thinking or Feeling
preference. These possible combinations—ST, SF, NF, and NT, which form the
four columns of the type table—are called the “function pairs” because they say
so much about how we function in life.3 (To learn about how teams run into dif-
ficulties if they don’t understand their differences in this function-pairs frame-
work, see chapter 6.) These pairings are useful in looking at communication
patterns, organizational cultures, and teamwork. Here are some clues to deter-
mining your function pair:
ST SF NF NT
Are you most Practical Sympathetic Enthusiastic Logical and

likely to be and logical and friendly and insightful ingenious
described as
Is the work you Tangible Social and Creative and Theoretical

prefer and useful personable people oriented and complex
TYPE CHART 1
ISTJ ISFJ INFJ INTJ

■ Leads by bringing ■ Leads by encouraging ■ Leads by encouraging ■ Leads by setting the
order and efficiency to others in tasks that others to cooperate in course to make an
meetings and tasks. suit them best. working to achieve a idea become reality.
■ Influences by using ■ Influences by ensur- vision. ■ Influences by intel-
logical arguments ing that information ■ Influences by being lectual depth and
backed by specifics is accurate, things are creative and dedicated. dedication.
and realism. organized. ■ Focus is on creative ■ Focus is on designing
■ Focus is on facts, ■ Focus is on setting insights and strong systems, changing the
details, and results. priorities based on the values. status quo.
needs of individuals.
ISTP ISFP INFP INTP

■ Leads by quietly set- ■ Leads by encouraging ■ Leads by promoting ■ Leads by convincing
ting an example. others to cooperate. harmonious teams in others of the merit
■ Influences, when ■ Influences by exam- which each person and logic of their
asked, by having all ple, helping others is valued. ideals.
the needed informa- pursue their ideals. ■ Influences by high- ■ Influences by provid-
tion ready. ■ Focus is on the practi- lighting common ideals ing in-depth knowl-
■ Focus is on finding cal care of people. and new possibilities. edge and analysis.
the logical ways to ■ Focus is on group ■ Focus is on logical,
get things done. consensus and shared intellectual insights
values. to problems.
ESTP ESFP ENFP ENTP

■ Leads by finding the ■ Leads by encouraging ■ Leads by creating a ■ Leads by developing
most efficient way others to contribute. vision, helping people novel strategies for
to work together. ■ Influences by enthusi- see their potential. new enterprises.
■ Influences by estab- asm and enjoyment of ■ Influences by listening ■ Influences by going
lishing logical the tasks at hand. to and incorporating the extra mile.
processes, pursuing ■ Focus is on creating the ideas of others. ■ Focus is on innovative
them with enthusiasm. an upbeat atmosphere ■ Focus is on exploring models, conquering
■ Focus is on action, for people. all the possibilities. challenges.
taking care of prob-
lems as they arise.
ESTJ ESFJ ENFJ ENTJ

■ Leads by planning, ■ Leads by paying ■ Leads by facilitating, ■ Leads by presenting a
providing direction, attention to the needs helping others plan vision and then ener-
and assigning respon- of others and making and cooperate to meet gizing and directing
sibilities. sure they feel impor- goals. others to meet it.
■ Influences by model- tant. ■ Influences by clarify- ■ Influences by objec-
ing the standards and ■ Influences by being ing processes by tively analyzing ideas,
commitment expected conscientious and which goals can be setting goals.
from others. hardworking. met. ■ Focus is on making
■ Focus is on structuring ■ Focus is on getting ■ Focus is on encourag- decisions.
tasks so goals are met. things organized so ing others in building
that people’s personal consensus.
needs are met.
14 WORK IT OUT
Here is how the four-part framework is expressed on the type table:
ST SF NF NT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
E STP E SFP E NFP E NTP
E STJ E SFJ E NFJ E NTJ
The Four Functions

Another concept from type theory is type development. We don’t enter life with
all of our preferences fully developed. One of these four functions—S, N, T, or
F—is developed earliest in our lives and takes charge of who we are. It’s called
our “dominant function.” For example, Sensing children are often known as
practical or matter-of-fact, while Intuitive children are often known as imagina-
tive or daydreamers. And children who prefer Thinking are often quick to find
the flaw, whereas children who prefer Feeling are often sensitive, concerned
about others.
Our dominant function is supported by the other three preferences. We rely
on our dominant function the most, so the type of work we do should reflect
this foremost function. If our work does not reflect its use, we should give our
dominant function its way in our personal life. Furthermore, our dominant func-
tion is our greatest gift in solving problems.
Some characteristics of the dominant functions are described below:
If your dominant function is If your dominant function is

Sensing: Intuition:
Things have to make sense, stability Things have to appeal to the imagi-
is sought, and you . . . nation, change is sought, and you . . .
■ Point out pertinent facts, ■ Recognize new avenues and
especially those gained from possibilities and develop inge-
experience nious insights
■ Have the right thing in the right ■ Conjure up plans for future
place at the right time; essentials contingencies with a spirit of
are on hand and schedules are optimism
realistic
If your dominant function is If your dominant function is

Thinking: Feeling:
Things have to be logical, effective- Things have to consider people’s
ness is key, and you . . . aspirations, integrity is key, and
you . . .
■ Make decisions only after ana-
lyzing the strengths and weak- ■ Make decisions only after antici-
nesses in a situation or a person, pating the needs of those involved
pointing out flaws in advance and how they will be affected
■ Monitor and hold organizations ■ Monitor and hold organizations
and teams accountable for goals and teams accountable for their
in an objective, straightforward values while encouraging every-
way one’s contribution
Source: Elizabeth Hirsh, Katherine W. Hirsh, and Sandra Krebs Hirsh, MBTI® Teambuilding Program: Leader’s
Resource Guide, 2nd ed. (Mountain View, CA: CPP, Inc. 2003). Adapted by permission.
Here are a few clues about how a dominant function works on problem
solving:
Sensing problem solving Intuitive problem solving

■ How is the problem best ■ How does this problem relate
defined? to the ways or patterns by which
similar problems are solved?
■ What costs are incurred—
financial, emotional, and so on? ■ What interpretations can be
made from the information or
lack thereof?
Thinking problem solving Feeling problem solving
■ What are the pros and cons and ■ How do people feel about this?
the interesting alternatives? Why Can different views be accom-
are they so? modated?
■ What is the relationship between ■ How does this affect me and the
cause and effect? people I care about? How much
does the outcome matter?
Source: Elizabeth Hirsh, Katherine W. Hirsh, and Sandra Krebs Hirsh, MBTI® Teambuilding Program: Leader’s
Resource Guide, 2nd ed. (Mountain View, CA: CPP, Inc. 2003). Adapted by permission.
16 WORK IT OUT
If you want to identify your dominant function and the rest of your prefer-
ences, use Type Chart 2, below. It has the same type table structure we have
discussed and shows the hierarchy for the 16 types.
The dominant function is balanced by the second function on your list,
which is called your “auxiliary function.” If your dominant wants to get infor-
mation (through either Sensing or Intuition, for example), your auxiliary will
want to organize that information (through either Thinking or Feeling) and vice
versa. If your dominant is Thinking or Feeling, then your auxiliary, either Sens-
ing or Intuition, will want to add information to your decisions. The auxiliary
usually develops when a person is in adolescence or early adulthood.
We don’t know as much about your third function, which is the preference
opposite to your auxiliary. It usually develops in adulthood. If your auxiliary is
Sensing, then your third function will be Intuition, and vice versa, and if your
auxiliary is Thinking, then your third function will be Feeling, and vice versa.
The third function is not as large a part of your conscious mental activity as
your dominant and auxiliary are. It’s more elusive.
TYPE CHART 2
ISTJ ISFJ INFJ INTJ

1. Sensing 1. Sensing 1. Intuition 1. Intuition
2. Thinking 2. Feeling 2. Feeling 2. Thinking
3. Feeling 3. Thinking 3. Thinking 3. Feeling
4. Intuition 4. Intuition 4. Sensing 4. Sensing
ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

The fourth function is the one that is least preferred. When you are behav-
ing normally, it’s pretty much hidden from you, almost unconscious. Mistakes
often occur with this function, because we haven’t been able to tap its gifts or
didn’t make an effort to do so. For example, Sensing types often miss the big
picture, and Intuitive types often overlook details. Thinking types may overlook
the impact a decision will have on people, while Feeling types may overlook the
logical consequences of a decision.
In midlife and beyond, many of us find that the fourth function begins to
claim some of our attention, though still a small part. Some examples of what
this might mean for certain types are given below:
Sensing types, who naturally know Begin to seek out new and untried
and appreciate the here and now, . . . futures.
Intuitive types, who do best at envi- Begin to enjoy the here and now,
sioning the future, . . . paying attention to what is.
Thinking types, who keep logic and Begin to focus on values, interper-
objectivity at the forefront, . . . sonal relationships, and service to
others.
Feeling types, who keep the focus on Begin to apply logic, set boundaries,
what matters to people, . . . or enjoy scholarly pursuits.
When we are tired, anxious, or under stress—or when we’ve been too one-
sided in our type, acting as an overwhelming ENTJ who insists on being in
charge of everything, for example—we may unconsciously undergo a bit of self-
correction to counteract this one-sidedness. The fourth function, feeling very
much like the inferior function it is, emerges. And emerge it does! We don’t act
like our usual selves but instead become caricatures of our opposite types—
from ENTJ to ISFP, but with a vengeance. (For more on the emergence of an
inferior function, see chapter 7.)
Thus, for a Sensing dominant person (ISTJ, ISFJ, ESTP, or ESFP), the usually
inferior Intuition becomes predominant. When this happens, Sensing types tune
into insights or future possibilities, all of which may look bad or seem filled
with doom. The Intuition dominant person (INTJ, INFJ, ENTP, or ENFP) will
see too many of the details and become obsessed with them.
Thinking dominants (ISTP, INTP, ESTJ, and ENTJ) become maudlin, over-
emotional, and self-pitying when their inferior function takes over. Feeling dom-
inants (ISFP, INFP, ESFJ, and ENFJ) become cold, calculating, and domineering
to an extreme as they critique others.
18 WORK IT OUT
The next time people say, “What’s gotten into you?” or “You’re not acting
like yourself!” pause and reflect on whether you’ve been experiencing stress or
are out of balance from being too much your type. (In chapter 7, you’ll find tips
for identifying this state as well as ways to regain your balance.)
A WORD TO THE WISE

In the world of business leadership, there are four types that like to take charge:
ISTJ, INTJ, ESTJ, and ENTJ. While these types often excel at bringing logic and
order, or principles and best practices, to the world of work, each has Feeling as
its third or fourth function (see Type Chart 2, on page 16). What gets over-
looked in these business settings, then, are the gifts of the Feeling preference:
values, interpersonal relationships, and concern for the needs and wants of oth-
ers. Instead, these four types may focus on pursuing the product no matter the
cost to people or the environment. You can see that when we ignore just one of
these four functions—S, N, T, or F—we’re in danger of making big mistakes.
If you want to avoid these mistakes, look at your type’s order of preferences
and do your darnedest to factor in each preference—S, N, T, and F—in a thor-
ough and systematic way when you are facing a major decision or a critical
problem. Realize that your dominant and auxiliary functions will come easily,
since you prefer them, and that the third and especially fourth functions will be
less natural but are well worth the effort when you see the results.
HOW THIS BOOK CAN HELP

If you would like to learn more about the theory of type, check the appendices
and the sources mentioned in the notes. This book is mostly a hands-on guide
to practical applications that will allow you to put type to work for your team.
The next six chapters present case studies of companies that improved per-
formance by developing their understanding of personality type. All the company
names and industries have been disguised (to protect the innocent—and us,
too!), and, in most cases, the businesses are composites of two or more orga-
nizations. But the specific problems, motivations, and situational issues are real,
as are the teambuilding and coaching strategies that helped those involved in
working it out.
For each case, there are guides to help you determine which team members
have personality types similar to yours, as well as exercises and applications for
both your personal life and your work life. Each chapter contains a Type Takeaway,
specific suggestions for implementing the general principles in your situation.
To get the most out of this book, be sure to do the following:
■ Figure out your own type.
■ Determine the people in each case study most closely identified with you
or someone you know.
■ Consider how you would react to the situation. Which aspects would
cause you the most concern?
■ Use the Type Takeaway section to apply the principles to yourself and to
your team or organization. How could these understandings help you
work it out through better teamwork? Better understanding? Better inter-
personal relationships, increased productivity, and more fun?
And as you read, remember:

■ Personality type isn’t a box others put you into; rather, it’s a way to under-
stand your preferences and those of others.
■ Personality type doesn’t explain everything. Within each of the 16 person-
ality types, there is an infinite variety of personalities, each unique and
valuable.
■ Type alone cannot solve all your organization’s problems. However, it can
lead to a deeper understanding of the value of each team member and
provide a logical model for why people do and say the things they do.
■ No one type is better than another. Each type has its unique combination
of assets and blind spots.
■ Personality type should not be used for selecting your work, life partner,
or teammates because it looks at natural preferences, not competencies or
abilities.
If you’ve identified your own personality type and believe that all 16 types
have a valuable contribution to make to your workplace, then you’re ready to
read the cases and discover how to work it out with type.
2
THE EXTRAVERSION–
INTROVERSION
DICHOTOMY
The Case of the Communication Conundrum
The Goal: Creating an environment where

everyone has enough energy to get the job done!
Energy. It’s tough to be effective without it. Extraversion and Introversion say a
lot about an organization’s orientation. Does it focus primarily outward on its
markets, customers, competition, or other departments? Or does it focus primarily
inward on its own processes, technologies, or founder’s dreams? Extraverted
reality is out there, while Introverted reality is within, according to William
Bridges.1
Teams and individuals with a preference for Extraversion may be energized
by conditions that would drain colleagues who have a preference for Introver-
sion. Look at the differences between ideal organizational and team settings for
Extraverts and Introverts:
21
22 WORK IT OUT
Extraversion is honored in settings Introversion is honored in settings

where people can: where people can:
■ Find action for stimulation ■ Find quiet for reflection
■ Be involved in many things ■ Take an in-depth approach to
at once a few tasks
■ Change tasks and add variety to ■ Concentrate on the task at hand
maintain interest
■ Frequently share information ■ Prepare in advance, perhaps in
and ideas face-to-face writing, to discuss ideas or plans
■ Keep up networks of contacts ■ Work without interruption
■ Clarify thoughts through ■ Clarify thoughts through
discussion reflection
■ Move about for action, interaction ■ Have private space for working
■ Work within a team ■ Engage in small-group or one-
on-one interactions
■ Focus externally on the market ■ Focus internally on their own
resources and competencies
Let’s look at a team that found a way to balance their needs, ensuring that
everyone had enough energy to get the job done.
COMMERCE BANK
Luis, team leader
(ESTP)
Systems Design group Marketing group

6 Introverts 1 Extravert 6 Extraverts 1 Introvert
THE EXTRAVERSION–INTROVERSION DICHOTOMY 23
Commerce Bank constantly strove to be at the technological forefront of the

industry. Having the most useful—and most secure—online consumer banking
system was the top priority for senior management. The bank dubbed its new
project Commerce Online.
THE PRESENTING PROBLEM:

TYPE MISUNDERSTANDINGS
It only made sense to team up the Marketing and Systems Design departments
to develop Commerce Online. Marketing staff needed to know what they’d be
selling; Systems Design needed Marketing’s input to determine what customers
wanted. But they weren’t communicating—in fact, they were insulting each
other. The Systems team referred to Marketing as “overconfident loudmouths”
who hogged company resources. The Marketing team called the Systems group
“a bunch of Lone Rangers” whose lackluster presentations made senior man-
agers assume the departments were unlikely to meet the project’s goals.
Luis (ESTP), head of the project, seemed a perfect fit for his job. His résumé
listed several cross-functional projects he’d headed in the past. The vice presi-
dent of new product development had selected Luis because of his communica-
tion skills, agility with details, and willingness to take risks. The time frames
and goals were ambitious, but Luis hand-picked his team and was promised pri-
ority for company resources.
Luis had taken the Myers-Briggs Type Indicator (MBTI) personality inventory
during a workshop and determined ESTP as his best-fit type. Here is how he
described his own style and the issues with his cross-functional team:
I do my best work when I can think out loud—brainstorm with others, hear
their ideas, and interact. That’s how meetings function with the Marketing
team. We get together frequently, and they present their findings and give
status updates. Why waste time writing up reports when I can hear one?
That way, we can discuss the details immediately.
I know exactly where they are in determining the needs of our end
users. They fill me in on customer focus-group data, and they’re right on
track with finding out what customers want and will use. Action and inter-
action with movers and shakers—that’s how I work best.
24 WORK IT OUT
How Extraverted Types View Introverted Types

Luis’s description of the Systems Design team, though, was far less favorable,
and in general the Marketing team shared his concerns. While Luis acknowl-
edged that the Systems team members had impressive résumés and exemplary
technical expertise—at least on paper—he claimed that so far they’d shown lit-
tle evidence that they really understood the nature of the project. He said,
I like the challenging questions I get from the Systems team members and
their willingness to probe deeply into things. But sometimes they keep me in
the dark. Yes, they do send me memos and e-mails, but I don’t have the time
to read them. Honestly? I have no idea whether they’re on schedule, and I’m
concerned.
Given that the teams were hand-picked for Commerce Online, it didn’t
seem likely that the Systems Design people actually lacked the ability to handle
the work. There must have been something preventing the two teams from
understanding each other, and understanding was essential to the success of the
endeavor. As the head of new product development put it, “The two sides really
do have to talk on this project. Otherwise, either Marketing will sell something
that can’t actually be designed, or Systems will build something our customers
won’t want to use.”
We often jump too quickly to affix labels of insubordination, incompetence,
or indifference when what is really blocking productivity or communication is
a basic difference in personality types. The following lists illustrate the com-
plaints Luis and the Marketing team had about Systems Design and then ana-
lyzes those complaints through the lens of type.
Luis’s and Marketing’s complaints Viewing the comments through the

about Systems Design lens of type
■ When Systems gets an assign- ■ Introverts often get lost in their
ment, it falls into a deep, dark own world. When they’re “star-
hole. We have no idea what ing into space,” they’re often
they’re working on because they hard at work. They typically seek
don’t talk to us. They’re at their input at the start of a project and
desks, but they’re staring into again when they’re done, but in
space half the time. between, they gain energy from
working alone.
■ We give verbal progress reports, ■ Written forms of communica-

but if we ask Systems, they tion, like e-mail, allow Introverts
report on whatever is right in to reflect on the clarity of each
front of them and then say they’ll thought. They often have more
get back to us on the rest. And confidence in their written com-
they do—via e-mail! What a munication abilities than in their
waste of time! verbal skills.
■ We work right across the hall ■ By using memos, Introverts
from each other, but they send avoid unpredictable and possibly
memos. Why don’t they just time-consuming interactions
walk over and tell us? with others when they want to
concentrate on the tasks at hand.
■ Instead of interacting like a ■ Introverts often have a different
team, they hide away in their vision of teamwork. They like to
own space. We need to get to “own” their piece of a project,
know them better, both person- occasionally seek input from
ally and professionally. others, and then work with the
team at the end. Introverts tend
to be more private about their
personal lives as well.
■ We almost have to force them to ■ Introverts prefer more reflection
attend team meetings. Then they time between team meetings
sit there in their own worlds. than do Extraverts. Further, if
Why don’t they challenge our they don’t know in advance what
ideas? What about responding to will be discussed, they may hesi-
questions? tate to speak until they can check
their sources and think through
alternatives. Introverts are often
visual learners and may dislike
processing ideas that aren’t in
writing. While some take copious
notes in an attempt to pay atten-
tion, others need more time to
process what they hear as
opposed to what they read.
26 WORK IT OUT
■ They don’t share enough infor- ■ Introverts are energized by and

mation. Once, we even threat- enjoy in-depth study. They can’t
ened to lock the meeting room be rushed, especially on signifi-
doors until they gave us feed- cant matters. When Extraverts
back. Until we know what Sys- want to push for a decision, they
tems can produce, we can’t start can get clarity by asking Intro-
the campaign. verts for information. Questions
such as “What else will you
need to consider? What alterna-
tives come to mind?” are useful
in reframing issues for those
with an Introverted preference.
■ They follow our lead even when ■ Meetings that emphasize fast-
we go off on tangents, nodding paced interactions and quick
complacently. If the tangent’s to decisions can derail Introverts,
the left, they look left. If it’s to who may take on a “deer in the
the right, they look right. headlights” aura under such con-
ditions. They need agendas in
advance so they can think through
all the angles and be prepared.
■ How can they help but talk ■ Too much going on may be the
about this project when so much problem for the Introverts! Talk-
is going on? ing about it de-energizes them
even more.
Although Luis was frustrated, he, too, questioned whether Systems Design
was underperforming or whether there was a mismatch in styles between the
two departments—and himself. He was right about the mismatch. Of the seven
people in Marketing, six were Extraverts like Luis. This is true of many Market-
ing departments, since Marketing often involves the customer contact, rapid
pace, and multiple tasks on which Extraverts thrive. The Systems Design team
was the exact opposite: six Introverts and one Extravert. Systems work benefits
from thoughtful preparation before implementation and in-depth knowledge,
and it often provides opportunities to work on complex efforts in a few areas.
Anyone observing a Marketing meeting and a Systems Design meeting
would have been aware of the type differences. At Marketing meetings, jokes
and verbal quips flew back and forth; team members clearly enjoyed being
together. Their excitement about Commerce Online was obvious. Hearty inter-
changes and laughter filled the room as they fed off each individual’s energy
and ideas. At the Systems meetings, quiet camaraderie filled the room. A similar
shared sense of humor, often expressed in wordplay or in visual form, such as
cartoons, permeated their interactions. Their meetings were also less noisy than
Marketing’s. As Introverts, they found energy in the quiet, reflective environ-
ment. People seldom interrupted one another, instead allowing teammates to
complete their thoughts.
How Introverted Types View Extraverted Types

In teambuilding, it’s important to hear all sides of any conflict. Systems Design
team members summarized their complaints about the work environment and
their colleagues in Marketing this way:
Because we’re just a temporary project team, they tucked us into the Cus-
tomer Service area. Maybe Marketing has a lot of customer contact work,
but this place is like a zoo—three people to an office, with our desks actually
butting up against one another.
If they’d get rid of the paging system and music that goes off and on all
day, maybe a person could think! And the phones ring constantly. How can
we concentrate with constant interruptions, let alone without a quiet place
to work?
As for the team meetings, we’d like to know about the topics for discus-
sion in advance. Usually, while Marketing is talking, we’re processing their
ideas. This takes more time if we don’t know the issues we’re going to be
discussing in the first place! If we get a chance at the end of the meeting,
what we say frequently moves the team from stagnation to progress. When
we’ve had enough time to process and are able to summarize, we can save
the day. However, Luis doesn’t seem to understand or appreciate that what
he sees as reticence and holding back is really work-related reflection.
The Systems Design team had serious doubts that teaming with Marketing
was the best way to roll out Commerce Online. “We’re on such different wave-
lengths. Maybe our managers should do all the talking.”
Here are some of the Systems Design team’s complaints about Luis and
Marketing, which show their misunderstanding of Extraversion:
28 WORK IT OUT
Systems Design’s complaints about Viewing the comments through the

Luis and Marketing lens of type
■ At the kick-off meeting for Com- ■ The intermingling and small talk
merce Online, Marketing brown- that are appropriate at corporate
nosed the entire time with the gatherings are natural for
executive team, racing for spots Extraverts but may be uncom-
at their lunch table, playing golf fortable for many Introverts, who
with senior management—they might even view it as a waste of
did everything but tap dance to time. Instead, Introverts often
get noticed. We took the oppor- use such opportunities to begin
tunity to learn about one another, understanding one another,
eating and golfing with our new learning about impersonal
Systems teammates. things, like the other person’s
technical expertise, as a way to
get acquainted.
■ We hear loud and clear when ■ Extraverts naturally talk about
Marketing meets a goal or comes what they’re doing and get ener-
up with a new idea. gized to do even more. However,
Introverts sometimes view this
as pushiness. Introverts expect
others to judge their work and
that of others on its own merits,
whether they talk about it or not.
■ Where are Marketing’s imple- ■ Extraverts like to take action
mentation plans, beyond expect- and, in this case, were encour-
ing us to make it happen? They aged to do so by the project’s
don’t cover all the bases or think tight deadlines. One way to state
through alternatives. the different approaches is that
Extraverts gain energy by Acting-
Thinking-Acting while Introverts
are energized by Thinking-Acting-
Thinking.
■ Their constant interruptions ■ Extraverts often thrive on inter-
send us back to square one for ruptions that bring energy and
whatever we’re working on. fuel creativity. They may assume
Concentration is key for us. everyone wants to be interrupted!
■ They’re in deal-maker mode, ■ Extraverts often concentrate on

focusing more on features they visible results as sources of moti-
can sell than on whether a fea- vation. Salable features give them
ture fits into our overall concept. something to talk about and ener-
gize them to do even more. Intro-
verts want the concept to be
clearly developed before they
implement it.
■ Our biggest fear is that Marketing ■ Extraverts, with their tendency to
will produce a flash-in-the-pan have a broad array of interests,
product. They’re concentrating sometimes spend less time than
on what customers are saying Introverts considering the many
they’ll use now, not on what facets of new processes or ideas.
they’ll want two years from now. And, in this case, Systems hadn’t
For us, it’s about a system that’s yet voiced its concerns about the
useful now but can serve Com- need to be forward-thinking.
merce Bank for years to come.
We’re aiming for a Cadillac, not
an Edsel.
■ They want the broad picture of ■ For Extraverts, what they say
Commerce Online services, but isn’t usually the last word—they
we need to understand our own need to get their ideas out there
part in depth. and use discussion to process
their thoughts. You hear what
they’re thinking and feel their
energy as they discuss their
plans. Introverts keep their
thoughts to themselves until
their ideas are finalized. You
need to ask them if you want to
find out what they’re thinking.
Their energy comes from think-
ing things through.
30 WORK IT OUT
Clearly, the Commerce Online team had a type difference—a misunder-

standing that related to Extraversion and Introversion. Teambuilding, though,
seldom calls for cookie-cutter solutions.
THE TYPE INTERVENTION

Whether you’re an outside consultant or the head of a team, follow these four
steps for developing an intervention.
Step 1: Gain a Clear Understanding of the Problem

Typically, it’s essential to hear from all involved parties before you plan an
intervention. Employees often feel freer to speak with outside consultants.
Because the Commerce Online Marketing team members were comfortable with
one another, they voiced their concerns as a group; the same was true with the
Systems Design team. However, we generally find that it’s important to speak
with each person individually in order to gain a more thorough understanding
of the problem.
Once everyone has a chance to be heard, review the data with the follow-
ing questions in mind:
■ Are outside factors causing difficulties?
Tight deadlines and the temporary work space put pressure on both sides
of the Commerce Online team.
■ Are there factors in the team’s history that should be considered?
In this instance, the team was recently configured to work on the project.
In other cases, important factors might include the personality and leader-
ship style of past managers, successes and failures, or prior conflicts, to
name a few.
■ Are the team’s problems rooted in basic personality misunderstandings?
For the Commerce Online team, a majority of the conflict seemed to come
from differences and misunderstandings of Extraverted and Introverted
work styles.
■ Does the problem involve one or a few individuals, or does it involve

the whole team? Is individual coaching or teambuilding called for?
In this case, the problem did involve the whole team, making teambuild-
ing an effective approach. However, meeting separately with Marketing
and Systems Design and using group processes that appealed to each
enhanced their communication and understanding of the Extraversion–
Introversion issues.
When the two groups met for teambuilding, they understood through
the lenses of Extraversion and Introversion why we used various tech-
niques such as brainstorming, reflection, and nominal group technique (a
form of brainstorming that requires people to write out their ideas before
sharing their favorite ones).
■ Is the leader the problem?
At other companies, we’ve been called in by a leader to “fix the team”
and, after individual interviews, have determined that the leader is the
one who needs coaching. Since Luis also had a basic misunderstanding of
Extraversion and Introversion, it was a mix of both leadership and team
behaviors, as is often the case.
Step 2: Create Understanding and

Appreciation of Differences
When the problem is a difference in personality and work styles, simply telling
team members that they’re different is seldom enough. They already know that
much!
For a teambuilding session to work, you must demonstrate that each of the
personality preferences is normal and brings unique strengths and contributions
to the team. At the same time, it’s important to help team members develop a
clear understanding of the needs of each personality type preference. The key
principle here is “Show them, don’t tell them.” Try the following hands-on exer-
cise to accomplish both.
Work Style Preferences

At Commerce Bank, we had Marketing and Systems Design generate lists
of what they needed to be productive in their work space and for their work
style. Debriefing the lists in terms of Extraversion and Introversion illustrated
32 WORK IT OUT
the significant, yet normal, differences in work styles. “So that’s why they act
like that!” and “So that’s the source of the problem!” were the general refrains
from both groups. Two additional exercises that demonstrate the difference
between Extraversion and Introversion are included in “Type Solvers to Try” at
the end of this chapter.
Step 3: Generate a Plan

This two-part step should help team members develop a plan for working it out.
Facilitate Discussions to Generate Ideas

To reinforce the concepts, the two sides dialogued, with the Extraverted Market-
ing team asking questions of the Introverted Systems Design team, and then the
Systems Design team getting its chance to do the same with Marketing. (See
page 37 for directions on conducting this exercise.)
The first question from Marketing was, “So what do you expect from us
while you’re busy thinking? I mean, if I don’t get a response, I generally keep
talking, figuring you need more information from me before you can answer. I
also feel uncomfortable with total lulls in the conversation. Sometimes I repeat
my question even louder, thinking that you might not have heard me.”
“I never thought of it that way,” said a surprised Systems team member.
“Your comment helps me realize how important thinking out loud can be for
you and how necessary it is to let you in on my thinking process. I’d still rather
have the questions in advance, though, so I can have time to think about
them.”
“And what do you do,” asked another Marketing team member, “when you
reach a goal? You think we overdo the celebration, but we’d like to know when
and how to pat you on the back.”
“That’s a good point,” said another person from Systems. “We tend to focus
so much on our work, absorbed in our own little successes, that we don’t let
anyone else in on our progress. Speaking for myself as an Introvert, I don’t need
or even like a parade or a celebration when I’ve succeeded. It’s enough to share
my success with a few people who really know the effort that went into the
project. But for starters, Marketing can join us for pizza when we successfully
test the security coding.”
Then it was the Systems Design team’s turn to do the questioning. “Do you
ever wish you had thought things through before telling your ideas?”
One of the Marketing reps laughed. “Sort of. You know, I sometimes wish
that I could retract a statement from midair because I realize after I’ve said it
that it was a dumb thing to say. Sometimes, just as I might interpret your quiet-
ness as a lack of ideas, people who meet me for the first time think I never keep
my mouth shut. Really, though, I get my best ideas by talking out loud and
hearing myself speak and getting reactions from others. I’m a thoughtful kind
of guy; my thoughts are just expressed quickly and more loudly than yours.”
Someone else from Systems stated, “I think it’s easier for you to tell us to
speak up than it is for us to tell you to be quiet. Any suggestions?”
Luis spoke. “Just tell me ‘Give me time to think’ or ‘Go away for a bit’—but
also give me an idea of when you can get back to me with an answer or what
issues you’ve thought of that prevent you from answering right then. Clue me
in to where you are. I may still hound you, so don’t worry about telling me
more than once. Each side has to give a little.”
Create Mutual Usefulness of Opposites

Once the needs of each preference are understood, a team can move on to gen-
erating ideas for working out the situation.
Often, this can be done with the entire group. With the Commerce Online
team, however, letting Systems Design team members generate some ideas
before meeting with Marketing gave them the chance to work within their own
Introverted style. They were also ready to entertain more ideas as well as cri-
tiques when the full team met. The cross-functional team then addressed three
general areas:
■ Meet Marketing’s need for immediate feedback.
Solution: Systems created a project board that they would update daily to
show their progress.
■ Increase Systems Design’s participation in meetings.
Solution: Systems asked to receive meeting agendas at least three hours,
if not a full day, in advance of meetings so team members could bring the
appropriate materials and be ready with ideas.
■ Meet senior management’s request for polished presentations on
Commerce Online.
Solution: At first, Systems wanted Marketing to take care of presentations.
Marketing, however, didn’t feel that it could adequately present the technical
34 WORK IT OUT
aspects. So Systems agreed to be at all presentations, but as backup, to

answer technical questions. Systems team members suggested an “Effec-
tive Presentations” course for all those who wanted to work on their pre-
sentation skills.
The group discussed alternatives and adjustments and developed the fol-
lowing “Prescription for Commerce Online Team Communication”:
For the Extraverts

■ Team members will give one another time to think before responding.
■ Team meeting agendas and other information will be sent out in advance.
For the Introverts

■ Team members will acknowledge when they are thinking about an issue
as opposed to when they have nothing to say about an issue.
■ Both Systems Design and Marketing will list their critical events. The
entire team will celebrate reaching those goals together. However, the
team member or subteam that accomplishes the goal gets to choose how
to be recognized for the achievement. (For more on the different ways in
which people prefer to receive recognition and praise, see chapter 4.)
For both Extraverts and Introverts

■ Representatives from Systems and Marketing will work together on a
project board to ensure that everyone understands the current status
of each aspect of Commerce Online.
■ Everyone will work to mitigate the effects of an environment filled with
interruptions.
Step 4: Reevaluate the Need for Individual Coaching

It might be necessary to coach individuals at any stage in the teambuilding
process, so it’s important to determine whether any one person has develop-
mental needs that are affecting the entire group.
Here, Luis became a candidate for coaching on a few advanced manage-

ment skills. He’d successfully led many projects, but Commerce Online was the
most complex. Coaching him on the usefulness of skills more natural to Intro-
verts, such as in-depth reflection and careful analysis before acting, for exam-
ple, served Luis well. The following lists, compiled through earlier interviews
with both teams, helped Luis see the patterns in his leadership style that he
could build on, enhance, or improve.
Marketing on Luis’s leadership style Systems on Luis’s leadership style

On the positive On the positive
■ He’s great—he has lots of energy. ■ He’s got a good handle on what
needs to happen.
■ He’s easy to work with because
he tells us what’s going on with ■ We know he’s sold on Commerce
him. Online.
■ He represents us well to senior ■ He has senior management’s ear.
management.
■ He’s direct with us. He says ■ I know where I stand with him.
what’s on his mind.
■ The project allows me to grow.
■ He makes Commerce Online fun.
■ He asks my opinion.
■ He’s responsive.
On the negative On the negative
■ Sometimes, it’s hard to get a ■ When he doesn’t seem to under-
word in edgewise. stand, it’s often because he hasn’t
read his memos or e-mail.
■ He can be pretty impulsive.
■ He doesn’t think ahead about
■ He sometimes overcommits us
what we need in order to work
because he doesn’t bother to
effectively.
check with us before he responds
to a request. ■ He talks before he listens and
wants us to talk before we think!
■ He’s often away from the team
site visiting with the senior man- ■ When we’re thinking, he goes
agers. This means I have to wait overboard in pushing us to
to talk to him. respond immediately.
36 WORK IT OUT
Once he’d read the comments, Luis said, “It clears the air for me to under-
stand what the issues are and how the team and I can address them. As for
what this means for me specifically . . . well, a word to the wise is sufficient.”
THE RESULTS OF WORKING

IT OUT WITH TYPE
Within a month, members of the Commerce Online team managed to work
their differences into an almost playful framework. The music was off, parti-
tions were up, meeting agendas went out in advance, and the project board was
prominently displayed outside Luis’s office. Because Luis preferred face-to-face
oral communication, he reserved the right to ask questions of anyone posting
progress notes. The Systems Design team learned to be ready with answers.
Marketing had fun with writing out ideas and then tiptoeing in to deliver
them to the appropriate desk in Systems. Systems frequently responded immedi-
ately with at least an “It depends, and I’ll get back to you in an hour” response,
rather than with the long silences of the past.
Meeting agendas helped a great deal, although Marketing had to fight the
impulse to hound Systems before meetings took place. Systems team members
learned to use the interruptions, which became much less frequent, to deter-
mine if and when they needed more input from Marketing.
All in all, the Introverts and Extraverts of the Commerce Online team learned
to translate their needs into terms the other team and the other preference could
understand, even if they still spoke different languages. The Commerce Online
team found a balance between keeping quiet (I) and speaking up (E).
T Y P E TA K E AWAY
Type differences between Extraverts and Introverts directly affect their productivity.
Each style may keep the other style from working effectively in a way that comes
naturally to each of them. The insights gained from knowing personality type can
lead to compromise and an understanding that benefits everyone.
Type Solvers to Try

To help people understand, and appreciate, the strengths and varying needs of
Extraversion and Introversion, try one of these ideas.
Dialogue for Understanding

Prior to a type-related team meeting, have the following questions on hand (so
the Introverts can come prepared to respond!):
■ What positive contributions does your Extraversion or Introversion make
to this team or endeavor?
■ What does the other style contribute?
■ What do you value about your style?
■ What do you value about the other style?
■ What do you and your team, company, or organization do that honors the
Extraverted style? the Introverted style?
At the meeting, divide into two groups according to preferences on the

Extraversion–Introversion dichotomy. Allow each group to present its answers
to the above questions.
After each presentation, allow time for questions and discussion. Brain-
storm first in Extraversion and Introversion groups, and then together, about
possible ways of improving the work environment to fit the needs of both
preferences.
38 WORK IT OUT
Wait Time Demonstration

At a meeting, hand out cards that are red on one side and green on the other (or
use two Post-It notes of different colors stuck together). Tell the group that mem-
bers will be discussing a given topic—it may or may not be work related, depend-
ing on tensions in the group—which you’ll state after you’ve given directions.
Give the following directions: Participants are to keep their cards red side
up until they are ready to contribute to the discussion. When they feel they are
ready, they should turn their cards over so the green side shows.
Then offer a topic for discussion.
Most people with a preference for Extraversion turn their cards green side
up within a minute after the topic is announced. Depending on the topic’s com-
plexity, many Introverts ponder their thoughts for as long as 10 minutes before
they’re ready to go. Point out the time differences to the entire group.
Once the discussion begins, most participants are impressed by the richness
of the discussion and the level of participation that results because everyone
has had a chance to ready his or her thoughts.
Note: With large groups, consider breaking into smaller groups of seven or
eight for the ensuing discussion, or the Extraverts may still interrupt, outtalk,
and overlook the Introverts.
It Is More Natural for . . .

The following list summarizes the natural styles of each preference, and it may
be beneficial to discuss it.
It is more natural for Extraverts to: It is more natural for Introverts to:
■ Give spontaneous presentations ■ Give presentations that are in
depth and planned in advance
■ Network with other departments ■ Network with a few people who
and outsiders share their interests
■ Promote their ideas and products ■ Promote their ideas and products
to outsiders, new customers, or to well-established customers or
strangers through one-on-one sales
■ Enjoy door-to-door or cold-call ■ Prefer long-term sales arrange-

sales ments (for example, multiyear
contracts) that enable them to
get to know both the product
and the customer in depth
■ Prefer private offices, but they ■ Prefer private offices with doors
don’t mind open office plans if
they can interact easily with co-
workers
Extraverts, to be more effective, you Introverts, to be more effective, you

need to be out and about, but . . . need time for yourself, but . . .
■ Introspect ■ Speak up earlier in the process
when you have a good idea
■ Keep a journal or use another ■ Make sure to connect with those
technique for considering ideas who will promote or fund your
in more depth ideas
■ Schedule time-outs for yourself, ■ Drive the long route home to
away from constant activity give yourself time to reflect on
the day
■ Lobby for opportunities to think ■ Lobby for work space that
through ideas in a collaborative accommodates your need to
environment work without interruption
■ You can also practice Introver- ■ You can also practice Extraver-
sion (see the list below) sion (see the list below)
40 WORK IT OUT
For Personal Development

If your preference is for Extraversion, practice Introversion:
■ Count to 10 when you’re feeling especially action driven, enthusiastic, or
enamored with an idea. Reflect on whether your ideas are everything you
think they might be.
■ Practice being silent for periods of time during meetings. Do so especially
if you’re the boss! (One Extravert in desperate need of toning down even
placed a cough drop in his mouth as a reminder to let others speak.)
■ Keep a journal, reflect, meditate, pray silently, or sit or walk alone in
nature—practice the contemplative arts.
■ Take an area that needs your thorough understanding and dig in. Get steep
and deep with the information.
■ Let the other person speak first, and then listen, and listen again.
■ Slow down your actions. Before starting a task, ask yourself, “Have I
thought this through deeply?”
If your preference is for Introversion, practice Extraversion:

■ Join and become actively involved in a professional, business, or trade
association with people who share a similar interest.
■ If you think someone can help you formulate or implement an idea, ask
that person for assistance, even if you’re not sure of the merits of doing so.
■ Open up with at least one trusted person at work and share what you’re
thinking.
■ If you think you’ve limited your interests too severely, try adding some-
thing new periodically—a course or a concept to study or a new leisure
activity, preferably one that involves other people.
■ Have lunch with one new business contact per week to increase your net-
working circle and add breadth to your relationships.
■ Try getting out and about at work. Keep the office door open at times, if
only periodically.
When You’re One or a Few Among the Many

When you have a preference for Introversion and your teammates have a prefer-
ence for Extraversion, consider:
■ Arriving at work early to take advantage of quiet time
■ Seeking out private reflective time, for example, by taking the long way
home
■ Planning private breaks throughout the day so you can collect your
thoughts
■ In meetings, voicing your perspectives even when you’ve only partially
thought them through
When you have a preference for Extraversion and your teammates have a pref-
erence for Introversion, consider:
■ Networking with others outside your team
■ Asking others to voice their ideas
■ Paying attention to the written word
■ Allowing others to think about your idea before they provide feedback;
count to 3—or 10!
3
THE SENSING–
INTUITION DICHOTOMY
To Improve or Expand?
The Goal: Honoring information that incorporates both

the big picture and the details—the forest and the trees.
What is success? At Stan Maslack’s restaurant in Minneapolis, people lined up

around the block for just one menu item: hot roast beef sandwiches with a
savory garlic sauce. Diners crowded into Brenda Langton’s café in Minneapolis
to sample from a different menu almost every night, with dishes determined by
the availability of fresh ingredients and the chef’s ideas for new items. Both
Stan’s tried-and-true, more Sensing approach and Brenda’s novel, more Intuitive
approach brought success.
What information would you consider in determining business success?
People with a preference for Sensing might look for practical, tangible, or
factual data, including, perhaps:
■ A proven track record
■ High customer satisfaction level indicated by repeat business and positive
customer feedback
■ Clear financial profits
■ Loyal investors and appeal to potential investors
■ A standardized product or project with results that can be replicated easily
43
44 WORK IT OUT
Many organizations are started by Sensing types who find a way to do things
efficiently, easily, and with less expense. Think of McDonald’s, which produces
uniform, inexpensive fast food worldwide. Sensing types in these organizations
often perceive a need to develop insights about new-product development or
market expansion. Without knowing type, people with a preference for Sensing
may seek the perspective of those with a preference for Intuition.
In contrast, people with a preference for Intuition might look for insightful
information that includes future possibilities in determining business success,
such as:
■ A track record of inventiveness
■ Creative alternatives for meeting employee and customer needs
■ Fresh and unusual approaches that lead to new services or products
■ Future possibilities for existing products, services, or ways of working
with people
■ An entrepreneurial spirit
Many organizations are started by Intuitive types who have a vision or a

dream. Think of Federal Express, which started out by offering a new and dif-
ferent approach to delivering mail. These organizational founders have an
uncanny ability to perceive an opening, a niche, or a product to meet a need no
one else has recognized. Intuitive types often know that if their dream or vision
is to succeed, it must be backed by sound accounting practices, business plan-
ning, and consistency of production. However, they tend to find such activities
difficult or dull and seek the strengths of Sensing types.
Which of the following workplace characteristics fit with your natural
approach to taking in information?
Sensing is honored in settings Intuition is honored in settings

■ Observe and determine what is ■ Work with and create new ideas
real by engaging the five senses for the future
■ Focus on the here and now ■ Focus on connections and see
relationships among things
■ Follow a clear path to rewards ■ Look for and anticipate future
rewards
THE SENSING–INTUITION DICHOTOMY 45
■ Succeed through experience, ■ Succeed through potential, with

with credentials other than big ideas, concentrating on what
academic ones could be
■ Engage in hands-on experiences, ■ Push for change rather than stick
with real-time immediate with the status quo
interactions
■ Be rewarded for experience and ■ Be rewarded for sharing insights
seniority and imaginative ideas
■ Gauge success in concrete and ■ Gauge success by achieving
standard terms by reaching goals goals in new and innovative
(profits, promotions, and typical ways
accounting practices)
The natural domain for Sensing tends to be organizations that focus on

standardization, replication, efficiency, and cost-benefit enhancement. Sensing
types tend to gravitate to fields such as manufacturing, construction, medicine,
banking, transportation, and production, in which exactitude and precision are
held in high regard.
The natural domain for Intuition tends to be organizations that focus on
invention, ingenuity, innovation, and potential. Intuitive types often gravitate to
fields such as public relations and advertising, research and development, pub-
lishing, entertainment, new technologies, and the arts, in which departure from
the norm and new concepts are held in high regard.
However, most organizations need to pay attention to the realms of Sensing
and Intuition—the forest and the trees. If an organization is too one-sided, it
risks getting stuck or becoming obsolete (a problem for Sensing organizational
cultures such as Montgomery Ward) or is in danger of chasing an elusive future
(a problem for Intuitive organizational cultures like the 7 out of 10 business
start-ups that don’t succeed).
As you read through the following case, consider what can happen when
either Sensing or Intuition is given too much weight. Visions do need to take
reality into account.
46 WORK IT OUT
ALPHA OMEGA SEMINARS ( ÁΩ)

Darin (ENFP) Blaire (ISTJ)
President Executive vice president
Alpha Omega Seminars (ÁΩ) was a start-up company that offered a full-service
approach in the field of human resources training for small and midsize compa-
nies. ÁΩ provided assessment, teambuilding, problem solving, strategic plan-
ning, and customized programs. Its mission statement proclaimed, “We provide
opportunities for the growth of organizational learning by sharing knowledge
and practice through consulting and training services. We strive to be a dominant
force for creating value for organizations transitioning into the next century.”
Darin’s goal was to create an organization that would be known as an inno-
vator in its field—and it soon was. He hired a team of experts to give smaller
companies the stimulating and creative training, teambuilding, and planning
that larger organizations enjoyed. However, the company experienced a few
growing pains as its number of clients and product lists rapidly increased. It
was on the cutting edge, but could it keep up the pace? Many of ÁΩ’s employ-
ees felt like they were on the bleeding edge.

At a staff meeting, Darin announced plans to expand ÁΩ’s one-office operation
by opening new facilities in Boston and then in Phoenix.
Blaire quickly scanned the agenda and said, “New offices? You barely men-
tioned that to me in passing last week. I thought we’d agreed to slow down—
even avoid new products—until we have concrete policies.”
“Right,” another executive added. “New clients, new services, new every-
thing. Everything except new ways to handle the expanding system needs,
client records, course development procedures—in essence, what we need to
keep the business going. We’ve got to get grounded right here, know what this
business is about.”
Darin leaned forward. “I do know what we’re about. We’re helping compa-
nies meet the future. I want us to work together efficiently, in harmony, and not
waste our time on the small stuff.”
Blaire said, “We used to have harmony, but now everything is so tentative,
with everything a possibility and nothing a certainty, that I question our ability
to strive for excellence. If we want to fulfill our mission, don’t we need to limit
the possibilities until we’re ready to meet them, not stay open to anything we
might fall into?”
After the meeting, Blaire pulled Darin aside. “As I recall, you partnered with
me because I could bring reality and the clear light of day to your dreams.
We’re both supposed to be in charge, so hear me out. It’s not practical to keep
expanding at the possible risk of losing all we’ve gained.”
Darin didn’t answer. But later, he called for help, concerned about the con-
flict with Blaire.
How Intuitive Types View Sensing Types

Darin seemed nervous, almost confrontational, as he discussed what had been
happening at ÁΩ. After confirming his preferences for ENFP, he said, “Our mis-
sion is to prepare companies for the future. That future keeps changing, so how
can we slow down? Our customers know how on-target our training is. Why, I
could call almost any one of them and get them to sign up for the incentives
course I proposed last week as our next offering. I’m tired of Blaire and the rest
of the crew demanding more specifics. Time is too short when opportunities are
calling!”
Here’s how Darin described his conflict with Blaire:
Darin’s comments about Blaire Viewing the comments through

the lens of type
■ Blaire wants me to “stick to the ■ Sensing types often think that an
knitting,” standardize and repeat organization’s competitive edge
our key offerings. We could stag- is in its replication and standard-
nate if we don’t continue to grow ization of a service or product,
and develop. Our competitive edge which thereby create efficiencies
is that we create new offerings. of scale.
■ Blaire spends most of her time at ■ While there is danger in over-
the office and may not see all the looking all the possibilities, there
possibilities that are out there. is real danger in not focusing on
what can actually be done.
48 WORK IT OUT
■ Blaire wants me to have a form ■ Sensing types know that good

for everything, with everything documentation keeps an organi-
planned, documented, and zation from reinventing the
signed before we proceed. wheel, which is a waste of time
and money.
■ I feel pushed to be consistent in ■ Sensing types often feel that
our course offerings even though clients and customers deserve a
customization is our strength. consistent product or service so
that an experience can be repeated
with the same known outcome
for all.
■ She watches expenses like a ■ Sensing types like tangible
hawk. I feel monitored in all that records (such as budgets) by
I do. which to judge success of a
product or service. The absence
of good cost accounting weakens
confidence in the long-term suc-
cess of a venture.
■ Blaire accuses me of lacking ■ If there is no specificity, Sensing
focus, yet our mission for ÁΩ is types question validity. “Excel-
clear: creating opportunities for lence in what context?” Blaire
excellence. might ask. “And what about
excellence in execution?”
■ Blaire wants me to limit ÁΩ’s ■ Blaire might say that by limiting
possibilities. the possibilities, ÁΩ can focus
on what it does best—seminar
design and delivery.
■ Blaire wants me to cost-justify ■ Sensing types see the world dif-
adding more offices. I know ferently and trust their intuitions
there is a need in Boston—I only if the details and figures
don’t need a cost justification to support them.
know what I know!
Yet, Darin admitted, “Blaire is one of the most efficient, reliable people I
have ever met, which is why I invited her to partner with me at ÁΩ. I never
thought we’d be tripping over each other like this. You know, I was really try-
ing to go along with her methods because I do know I need someone to help
keep me organized. But her efficiency could sandbag us now. I need help in get-
ting this place moving again!”
How Sensing Types View Intuitive Types

Blaire came to her interview with a list of points she wanted to be sure to cover.
As we began, she confirmed her preferences for ISTJ, the exact opposite of
Darin’s (ENFP). Blaire admired the initiative and broad vision of her partner
and had been excited about ÁΩ when she came aboard. When asked about her
own role, she said, “I’m the realist, the one who makes sure we keep track of
the essentials of our business. I’d worked with Darin before, and I was quite
certain that anything he started would succeed. Until recently, our division of
responsibility worked well. But now . . . he seems to resent my role of ensuring
that we stay on the track that is bringing us success. Frankly, with his deluge of
new ideas, trying to control this place is like rowing a boat up a waterfall,” she
added without a trace of humor in her voice.
Blaire confided that they’d missed deadlines and made critical record-keeping
errors. She wondered if she had made a mistake in joining ÁΩ. Her stress level
was getting higher and higher. “I’m having trouble keeping up on the procedures
side with Darin’s pace for creating new seminars and consulting packages. Last
week, Darin mentioned opening a new office in Boston! Well, I don’t know how
we can do it. We can hardly manage this office, let alone one in Boston.” Blaire’s
conflicts with her partner are explained below.
Blaire’s comments about Darin Viewing the comments through the

lens of type
■ He’s a man with a mission and ■ Intuitive types have confidence
has an almost religious fervor in broad-based visions that
about it. aren’t easily explained. Many
organizations start out just that
way—as a vision in the
founder’s mind.
50 WORK IT OUT
■ While I know that mission state- ■ Limitless possibilities with few

ments should be broad and gen- boundaries are the delight of
eral, ÁΩ’s doesn’t say what we many Intuitive types.
do at all.
■ Darin surrounds himself with ■ Both Sensing and Intuitive types
entrepreneurial people who see may inadvertently hire people
the world as he does. whose view of the world matches
theirs, thereby missing out on a
valuable opposite perspective.
■ He’s brought together a team of ■ Sensing types may want expertise
“experts.” I know they’ve pub- to be demonstrated by actual
lished in the training and devel- performance of a task, not just
opment field, but what about writing about it.
client recommendations? A real
track record?
■ Darin sees limitless possibilities, ■ Intuitive types look at the big
missing entirely the many poten- picture first and then consider
tial barriers to ÁΩ’s success, the relevant particulars. They
including the fact that one major often need to focus and take a
goof could close us down. cold look at the real situation.
■ He wants to open offices in ■ By focusing on what could be
Boston, Phoenix—once he even rather than what is, Intuitive
mentioned Brussels! Expansion types are at risk of missing what
is the name of his game. Yet we is going on right under their
haven’t managed our only office noses. Taking a step-by-step
effectively. approach, the province of many
Sensing types, may place future
actions on a sounder footing.
■ He’s all excited about a Boston ■ Intuitive types easily anticipate
office, but he doesn’t have one the future even without direct
shred of evidence that we could proof about a given situation,
thrive there. often with mixed results.
■ His approach seems chaotic and ■ The lure of a possibility calls out
scattered as he jumps from one to the Intuitive type. Concretiz-
possibility to another. ing those possibilities will add
much to the endeavor and may
sustain it in the long term.
Blaire concluded, “I know Darin’s vision is rock-solid, but he just doesn’t

realize that a truly successful business builds on a solid financial foundation
before it expands! We need a plan that we can hang our hats on, one that will
help us determine objectively whether and how fast or how far we can expand.
Then we can perhaps start discussing new offices.”

Follow these four steps to facilitate the intervention.

Darin felt that an inventive, cutting-edge organization would naturally be prof-
itable. Blaire wanted to be sure ÁΩ was built on proven processes, procedures,
and products; she believed that having these things in place would naturally
lead to profits for ÁΩ. Darin and Blaire had different perspectives, which gave
them different views on success for their company. Both perspectives were
valid, and both needed to be present if ÁΩ were to be a leader in its field and a
financial success. A struggle between these two perspectives was at the heart of
this organization’s problems. The following questions helped get to the root of
the problem:
Darin was correct—the human resources development field is dynamic,
especially since the Internet has increased the methods and accelerated
the pace of educating and training people. But Blaire was right, too! ÁΩ’s
capacity to deliver on its promises was directly related to standardization
of its products, internal systems, and processes.
Darin sought out Blaire, whom he knew from previous work experiences.
They made a complementary team, as each was gifted in a separate aspect
of the business. Darin saw the need to seize the day by expanding product
lines and locations. Feeling overwhelmed by ÁΩ’s continuously evolving
systems and changing products, Blaire saw the need to stop and focus.
The very success and frenzied climate of ÁΩ blinded each to the other’s
perspective.
52 WORK IT OUT

Darin and Blaire were the exact opposite personality types and had very
different perspectives on ÁΩ’s strengths and shortcomings. Understanding
how to use those differences to ÁΩ’s advantage and to each other’s bene-
fit became key to this intervention.
■ Does the problem involve one or a few individuals, or does it involve
the whole team? Is individual coaching or teambuilding called for?
At ÁΩ, individual coaching came before teambuilding. Darin needed to
learn more about his leadership style and how it enhanced or diminished
his effectiveness. The staff of ÁΩ saw him as its founder and wanted him
to assume a leadership role; he saw himself as just another player and
wanted everyone to feel good about what was happening at ÁΩ. This
leadership style left many to flounder for want of a clear direction and
focus.
Blaire’s coaching helped her learn what she could delegate to others
(including Darin) and what she should do herself. After she understood
that Darin’s sense of possibilities came from a different way of seeing the
world, Blaire regained her trust in his intuition. She also began to practice
a new firmness about her own perceptions—sound systems were just
what ÁΩ needed for its long-term success. And meeting client needs in
a steady and consistent way meant less stress for all.

For the teambuilding session to work, demonstrate that each personality prefer-
ence is normal and brings unique strengths and contributions to the team. The
following exercise helped team members understand that both Sensing and
Intuition were important to the company’s success.
Informational Needs
Ask team members this question: “What does this team need in order to suc-
ceed?” We summarized the ÁΩ responses as follows:
Sensing needs Intuitive needs

■ A business plan, with supporting ■ More offices, with Boston and
policies and procedures in place Phoenix as a start
■ A financial plan ■ New and evolving products to
meet ever-changing customer
needs
■ Agreement on procedures for ■ Ability to be flexible and refocus
developing new courses in response to the market
■ Identification of our strengths, ■ A focus on the future
which we can then build on
Team members of both preferences quickly recognized how different their

lists were, although all agreed that ÁΩ needed elements from both lists to succeed.
Step 3: Generate a Plan


Darin and Blaire called an off-site company meeting to work through the ideas
(N) and the needs (S) they had learned about through their coaching and their
new understanding of personality type.
They had already discovered the importance of honoring different informa-
tional needs. The Sensing group and the Intuitive group each recognized the
other’s different informational needs. As Blaire put it, “I didn’t say we can’t
expand. I just want to know the who, what, when, where, why, and how before
you ask me to start the process.” To practice communicating, each group chose
an issue the others needed to understand more about and presented it using
information that met the other group’s needs (this exercise is explained on page
60).
The Intuitive types presented their case for a Boston office, trying to meet
the Sensing need for facts. They reported, “Over the past six months, our busi-
ness on the East Coast has tripled, causing a 35 percent increase in travel time
and expenses for our consultants. We have nine established clients in the
Boston area. Further, Darin, through contacts in Massachusetts, has already
54 WORK IT OUT
found several potential ÁΩ consultants. Someone from this office will work
alongside them, replicating seminars that have already been presented here.”
The Intuitive group continued with details about office management, conclud-
ing that no other expansions should take place until the head office had deter-
mined the procedures necessary to handle a remote site. Group members also
committed to concrete projections for costs, seminar attendance required in
order to break even, and so on.
The Sensing group presented its case for having a business plan, focusing
on how it would fit into the big picture, the information the Intuitive group
needed. “First, our main point is that a business plan will allow us to set expec-
tations, not limits. With a sound plan, we’ll know just what the financials need
to look like before a new office is possible. We’ll be able to ascertain which
training sessions meet our profitability standards and develop a fair profit-sharing
plan. And a business plan ties to our mission by letting us know with certainty
that we have the resources to follow through before making promises. We can
dialogue about which line items are most important to track—and have just one
line item for all office supplies, not separate ones for pens and pencils!”
They outlined a general process for developing the plan, mentioning specific
steps but leaving out the details of time frames, responsibilities, and expected
output, concluding, “We’ll fill those in later—you can ask to see them when
you need to know.”

Through coaching, Darin and Blaire developed a clear understanding of the
needs stemming from their different personality preferences. They then taught
the entire organization how to use the creative tension that exists between Sens-
ing and Intuition. (The Personal Operating Manuals exercise, described on pages
102–103, is one way to attain this understanding.) They also developed several
norms for working together, which included:
■ Asking each person, “What is most needed from your point of view?”
before proceeding on a plan or making any decision
■ Making sure that the answers to who, what, where, when, and why were
considered in making plans and coming to organizational decisions
■ Doing a SWOT (strengths, weaknesses, opportunities, threats) analysis on
any new idea
■ Using a type-based problem-solving model to resolve conflict: listing the

verifiable facts (S), determining the implications of the facts (N), identify-
ing the consequences of each suggested course of action (T), and acknowl-
edging the impact on all the people involved, including ÁΩ partners,
employees, and clients (F). (See page 59 for a detailed description of this
process.)
Using this open format of brainstorming and prioritizing, as well as their

newly developed norms, the ÁΩ staff came up with the following ideas for
working it out in the year ahead. Staff members quickly realized the benefit of
assigning responsibility for some items to teams made up of a Sensing type and
an Intuitive type. In the end, their list of objectives met the most urgent needs
of both sides. Here is their list:
■ Develop a three-year financial plan for ÁΩ (S). Set profitability goals and
growth benchmarks (N). Assess how profit sharing might be tied to success.
■ Develop a customer survey process to detail customers’ most urgent prod-
uct needs (S) and use that information to determine which opportunity is
most feasible, timely, and important to pursue (N).
■ Determine policies for seminar development (N) and standardization (S).
Determine what needs to be standardized and how to evaluate initial ses-
sions. Consider what information Sensing types and Intuitive types need
in order to decide whether a new seminar product is worth developing.
■ Explore the feasibility of opening one new office. Find out which location
is most practical and has the most potential to generate revenue. Look at
projections (N) and match them with known data (S).
■ Document pricing policies and standards (S) that both sides agree are
needed (N). Once these are proved effective, make sure everyone follows
them—no exceptions!
■ Systematically track ÁΩ’s competition to keep the company’s edge sharp
(S and N).
With the list of objectives on paper, team members were able to agree that
they were again on the same page and could work together to achieve the com-
pany’s goals.
56 WORK IT OUT

After Darin and Blaire went through the initial round of coaching, they decided
to have all ÁΩ staff select an area for coaching (such as time management or
course design), as determined by their type awareness. Many staff members
wanted to work more on using both Sensing and Intuition as they gathered
information. Some asked to partner with their opposite preference to work on
new course design and delivery. Several used their personal operating manuals
(see p. 103) to identify outside training and development opportunities.

IT OUT WITH TYPE
Translating between Sensing and Intuition became standard practice at ÁΩ.
People of both preferences formalized organizational norms and implemented
them in meetings, decision making, status reports, and strategic planning.
Several months later, at a follow-up meeting, there were signs of progress
toward understanding the differences between the Sensing and Intuitive per-
spectives and in carrying out ÁΩ’s listed objectives. Both Darin and Blaire used
an established financial plan to make decisions, complete with financial reports
that allowed Blaire to proceed more confidently with Darin’s growth and expan-
sion plans.
Darin had toned down his “just trust me” style. He commented that the
objectives they had set during the initial teambuilding sessions enabled him to
gain Blaire’s support for his big ideas more easily. In spite of all the effort, was
working it out worth it? Well, it was for ÁΩ!
T Y P E TA K E AWAY
Whether your office is filled with Intuitive types (in which case, who’s paying
attention to the current situation?), or Sensing types (in which case, who’s consid-
ering new possibilities?), or a mixture of the two preferences, there is much to be
gained from honoring the strengths of both preferences.
Type Solvers to Try

When you suspect a Sensing–Intuition problem, try the following exercises to
help people understand—and appreciate—the strengths and different needs of
both preferences.
An Experience in Perception
Although this exercise works best when people can go outside, they may also
try this in a different part of their building. The following instructions assume
participants are able to go outside.
Go outside for 20 minutes. During that time, quietly write about what you
see. This is a silent exercise. After 20 minutes, come back to the room with your
written perceptions.
Request volunteers from those who are clear that Sensing describes them
and ask them to read their perceptions aloud. Note the use of specific details
about the outside space. Be on the lookout for descriptions based on their use
of the five senses, such as smells, textures, noises, colors, and so on.
Then ask for those who are clear that Intuition describes them to read what
they have written. This time, be on the lookout for the use of generalities or
relationships such as “The grass reminded me of the farm where I grew up,”
“The air was cool,” or “The smell brought back memories of working in the
office during my first summer in college.”
An Object Lesson
This easy exercise illustrates the difference between Sensing and Intuition. Take
a common object (a pencil, notepad, coffee cup, or picture) and ask people to
write about it. Do not say “Describe the object,” as this often skews the exer-
cise toward Sensing by suggesting that people have to be descriptive.
58 WORK IT OUT
Note how differently Sensing types and Intuitive types write about some-
thing they perceive. Sensing types will write about a pencil in concrete terms
that are easily verified by the five senses. “The pencil is an Eberhardt #2. It’s
yellow with a gum eraser enclosed in a silver metal casing.” Or “The pencil is
seven inches long and smells like wood and rubber.” Those with an Intuitive
preference may write something like “We had yellow pencils beginning in grade
school. One high school teacher handed out fresh ones for tests, and those tests
were like riding a bronco because she used bizarre questions to try to under-
mine our confidence.” Note the general nature of the comments, how one thing
leads to another, and the lack of specificity about the pencil itself.
Dynamic Tension Demonstration

There is no doubt that organizations work better when they have a common
picture of the future—a mission. In a good planning process, people set broad,
far-reaching goals that tend to capture the imaginations of Intuitive types. How-
ever, it’s also important to establish realistic subgoals, objectives, and specific
steps, or the endeavor could fail. Detailed steps will also allow those with a
preference for Sensing to believe that the plan is feasible.
One easy way to demonstrate the dynamic tension between the Sensing and
Intuitive viewpoints is with a large rubber band. Show the group that pulling
hard on one end while pulling with equal force on the other end stretches the
rubber band to the breaking point. Then allow one end to drop. State that the end
you’re holding is Sensing, with its concern for the current realities of the orga-
nization. With only one end being held, the rubber band is pretty ineffective,
just as an organization would be if it concerned itself only with the present.
Then pick up the opposite end of the rubber band and say that it represents the
vision of the new organization. Allow the other end to go limp. Again, the rub-
ber band becomes useless, just as an organization has no real vitality if it only
looks to the future. Now, pull on both ends of the rubber band and say that the
tension between the current reality and the future mission actually keeps the
rubber band viable—just like the organization. One does not exist effectively
without the other. The key to success is to hold on to the tension between the
opposites!
Problem-Solving Model
Use this model to work through a specific problem such as reconfiguring office
space, launching a new product, or setting up new communications systems.
(This model includes Thinking and Feeling preferences, the subject of the next
chapter. Working through the first two steps, however, will heighten the team’s
awareness of the informational needs for Sensing and Intuitive types.)
Go through the following lists, spending equal time on each step of the process.
Sensing types want specific answers to questions such as:

■ How is the problem best defined?
■ What are the current ramifications?
■ What are our goals?
■ How do we establish time lines, and what are the intermediate objectives?
■ What costs do we incur—financial, emotional, other?
Intuitive types want general answers to questions such as:

■ What are the common threads?
■ What are the other alternatives?
■ What is the relationship of the part to the system?
■ What are the opportunities for growth?
■ Where and how will our inspirations be incorporated into this plan?
Thinking types evaluate options by asking:

■ What are the pros and cons?
■ What is missing from the analysis?
■ What needs to be clarified before we move on?
■ What are the logical consequences?
■ What precedents are we setting, and are they fair?
60 WORK IT OUT
Feeling types evaluate options by asking:

■ What matters most to each party?
■ How might the decision affect other people, the organization, or the
community?
■ What or whose values are being served?
■ Who needs to be included in the final decision?
■ What is important to the people involved in each course of action?
(See pages 175–176 for an example of how a team might use this model.)
Type-Related Communication Practice

In order to improve communication, consider having the Sensing types give pre-
sentations (or prepare written information) for the Intuitive types, and vice
versa. Use the following lists to meet the needs of each group.
For the Sensing types:

■ Point out the pertinent facts.
■ Relate ideas to past experience.
■ Make note of what needs attention.
■ Have the right thing in the right place at the right time. Keep the essentials
on hand.
■ Adopt realistic schedules and time frames.
For the Intuitive types:

■ Recognize new avenues and possibilities.
■ Develop ingenious insights.
■ Predict outcomes.
■ Conjure up plans for contingencies.
■ Supply enthusiasm, zest, and a spirit of optimism.
Remember, for the Sensing types, it has to make sense, and for the Intuitive
types, it has to appeal to the imagination!
For Personal Development, Consider . . .

If your preference is for Sensing, practice Intuition:
■ Do a one- or two-page executive summary of all the trends or patterns
your data suggest.
■ Try some creative thinking, such as brainstorming (be sure to follow all
the rules!). Use metaphors or analogies and think about how this problem
could be related to your other areas of expertise.
■ Take a literature, art, or music class that focuses on motives, relationships,
or themes. Or ask yourself, What does this book, painting, or song really
mean? How does it reflect its larger culture? Additionally, look at your
organization’s annual report or advertising brochures. Ask what hidden or
subtle messages the customer might glean from the pages. For example,
one organization put a photo of all the senior leaders in the center spread
of its annual report, all white men over the age of 50 wearing dark suits.
This photo graphically illustrated the lack of diversity in the corporation’s
leadership.
■ Ask yourself, what is the purpose of my work? Will that change in the
next 10 years? And where do I want to be in 10 years? How will I get
there?
■ Take a class in strategic thinking or long-range planning.
■ Find out which creative functions (advertising, art, communications) exist
in your organization. Sit in on a meeting. Which techniques in this depart-
ment’s processes can you use in your work?
If your preference is for Intuition, practice Sensing:

■ Periodically take stock with your five senses. What do you see (be sure
you’re seeing the scene as it truly is), what do you hear (not what it
reminds you of, but what it is), what do you smell (pungent, flowery,
spicy), what’s the taste of your food (salty, sweet, bitter, sour), what
are you touching (hard or soft, smooth or rough, cold or warm)? Think
literally, not figuratively. Remind yourself to enjoy things as they are!
62 WORK IT OUT
■ Remember not to kid yourself. You need to deal with reality.

■ Stay in the present. What’s actually happening right now?
■ Ask yourself, Of all my perceptions, which ones can be verified (mea-
sured, timed, corroborated)? What would an impartial other say about
my observations?
■ Practice relaying concrete facts. “This is a yellow #2 pencil . . .”
■ Use precise or specific language in a report that you think may not merit
this kind of detailed information.

When you have a preference for Intuition and your teammates have a preference
for Sensing, consider:
■ Practicing step-by-step presentation of information
■ Providing specific examples of vital details
■ Honoring organizational values tied to experience and tradition
■ Reading the fine print and getting the facts straight
When you have a preference for Sensing and your teammates have a preference
for Intuition, consider:
■ Getting involved in projects that require long-range thinking
■ Practicing brainstorming with the rest of the team
■ Preparing yourself for roundabout discussions
■ Going beyond specifics and asking about patterns, meanings, and themes
4
THE THINKING–
FEELING DICHOTOMY
Executive Styles
The Goal: Making decisions in ways that honor

the important objective and subjective criteria.
Not a minute goes by at work without a decision being made. Buy, sell, hire,
fire, stay, go, increase, decrease. But are they good decisions?
We’ve seen companies lay off 10 percent of their workforce, expecting 10
percent savings. The savings didn’t materialize because the productivity of the
remaining workers decreased as they worried about the stability of their own
jobs. Objective criteria missed the subjective fallout.
We’ve also seen an organization fire one of its program directors because
she failed to produce a robust strategic plan. The people her programs served
deserted in droves, citing her skill at building relationships and the betrayal they
felt because of her dismissal. In concentrating on a single criterion, her man-
agers had failed to note her overall effectiveness.
Logic and numbers don’t tell the whole story when decisions involve peo-
ple. Linear predictions and if/then reasoning miss the heart of an issue. How-
ever, there is no doubt that poor decisions also come from overlooking these
objective methods. For example, a human resources director made funerals an
exception to the company’s leave policy, unaware of the precedent she was set-
ting. After months of employees asking for exceptions, the entire policy had to
be reworked. In another example, a leader assigned two team members to work
together in a remote site, knowing that they were good friends and would
65
66 WORK IT OUT
appreciate the arrangement. He missed the fact that the team was already some-
what divided, and the two friends had even less reason to work with the others
after they were paired up at a different location.
In truth, the most rational way, and the best way, is to use both objective
and subjective criteria when making decisions. Being subjective isn’t wishy-
washy; it can be vital in determining the true possible impact of any decision.
People aren’t always logical, predictable, or linear in their actions and reactions.
Would Coke have introduced New Coke if the company had understood con-
sumers’ irrational tie to “old” Coke, even though blind taste tests favored the
new version? Would legislators still have believed that increasing the amount of
time spent in math class would improve math scores if they remembered their
own feelings as first-graders, longing for a chance to run around the playground
and get reenergized for learning?
The differences in workplaces that favor either the Thinking or the Feeling
preference to the neglect of the other are striking.
Thinking is honored in settings Feeling is honored in settings

■ Take an objective, logical ■ Consider the impact of decisions
approach to decisions on those involved
■ Focus on solving problems and ■ Focus on teamwork, harmony,
the tasks at hand in making and human aspirations in making
decisions decisions
■ Have clear and definite principles ■ Instill trust and cooperation
■ Work within or create efficient, ■ Work toward attaining group
logically structured systems for harmony and consensus for
cool decisions making empathetic decisions
■ Seek improvement through ■ Seek to understand what is valued
questioning, finding flaws, and meaningful to people in
and making corrections order to predict responses
■ Be rewarded for exceeding ■ Be rewarded for meeting the
task requirements needs of others
■ Often put tasks before ■ Often put relationships before
relationships tasks
THE THINKING–FEELING DICHOTOMY 67
Understanding the importance of both Thinking and Feeling approaches to

decision making is crucial in business and in life! Countless studies show that
more than 80 percent of managers and executives in the United States and
many other countries have a preference for Thinking. It shouldn’t be a surprise.
The learning environments that produce our managers, accountants, attorneys,
and scientists are characterized by qualities that support the Thinking decision-
making style. Some of these include:
■ Rigorous intellectual debate
■ Analytical reasoning
■ Prove-disprove style of challenging knowledge
■ Finding truth by examining and critiquing others, whether teachers, class-
mates, or experts
■ Supporting positions and viewpoints with logical evidence
Thinking types’ natural style may be considered tough, critical, or cool by those
who discount the value of the Thinking style in decision making.
Those 20 percent of managers who prefer the Feeling style of decision making
may be somewhat at a loss in many settings. They tend to congregate in human
resources departments, nonprofit organizations, and customer service, and they
often choose academic coursework in the arts, humanities, or social sciences and
are trained to:
■ Understand the motivations of people and groups
■ Evaluate character
■ Work in cooperative and collegial environments
■ Focus on empathy and careful handling of others
■ Determine what is of value and importance to people
Their natural style may be considered soft, overly sensitive, or unbusinesslike

by those who discount the value of the Feeling style in decision making.
The gifts of the Feeling function are often lacking, ignored, overpowered, or
devalued in business organizations. Further, where the Feeling function does
reign, people may be so aware of the abuses of logic and objectivity that they
swing too far in the other direction.
68 WORK IT OUT
The Thinking style often uses cost-benefit matrices to calibrate actions or

attaches numerical weight to different options when making decisions, thus
relying on “objective” outcomes and working to reduce subjectivity. The Feeling
style typically uses a stakeholders’ model that looks at what matters or is impor-
tant to decision makers, others, and the community. Values clarification helps
establish a “subjective” outcome, action, or decision. Because the Thinking style
of making a decision is taught in schools in most cultures, Feeling types have the
advantage of knowing (if not always applying) the Thinking decision-making
processes well.
Thinking types need to learn to value the Feeling process, and Feeling types
need to learn to present subjective criteria in ways that will be heard by Think-
ing types. In other words, we need a balance of both Thinking and Feeling to
make good decisions.
At Integrity Manufacturing, Thinking types and Feeling types learned to
work it out as they faced a production quagmire.
INTEGRITY MANUFACTURING
Malcolm (INTP)
President
Eric (ESFJ)
Sales manager,
former president
Integrity Manufacturing produced several niche computer products and had

recently expanded outside its traditional domestic sphere after attracting several
international customers. Eric, the former president, voluntarily resigned and
took a sales manager position. “The company’s just bigger than I am now,” he
said. “I’m better suited to working with our old customers than making us a
world-class firm.” Eric had hired at least two-thirds of the current employees.
Many of them had been with Integrity for at least a decade, and Eric had men-
tored them.

Malcolm had spent several years as president of a similar manufacturing firm.
Integrity’s board of directors was delighted to find him, thinking that an out-
sider would bring in fresh ideas. Indeed, Malcolm soon proved to have the
expertise Integrity needed. Orders increased exponentially. Then a major com-
puter firm placed an order so large that production demand tripled, and all
employees, including sales and administration, were offered overtime bonuses
so the factory could operate 24 hours a day. Even Malcolm took his turn in the
night-shift rotations on the assembly line. When questioned about the strain on
employees, he said, “This is our big chance. This order alone will allow us to
upgrade several key manufacturing areas. And if business with this customer
expands, we will truly be a world-class player in the industry!”
But Malcolm was stymied in his attempts to build an effective team.
“Instead of unity, I’ve got grumbling in the ranks. How do I get them to see that
we have to please this customer?” He also had a hunch that Eric was a major
source of what he termed “growing mutiny.” Malcolm understood that Eric
could sabotage his efforts to unify team members around the manufacturing
process, even if unintentionally, because Eric had deep relationships with other
employees.
How Thinking Types View Feeling Types

Here’s how Malcolm viewed Eric and some of the other sales managers:
Malcolm’s comments about Eric Viewing the comments through the

lens of type
■ He spends far too much time ■ Feeling types, especially SFs,
with small customers. This is a view each person or customer as
business, not a charity for the important. Slighting people with
little guys who used to be our whom he’s built relationships
main base. We’ve changed, and might seem like a poor idea to
we need to change how we do Eric and could be seen as unethi-
sales. cal as well.
70 WORK IT OUT
■ Eric acts like a parent, trying to ■ For Feeling types, work is all
fix quarrels rather than encour- about relationships. Not listening
aging team members to work to those with problems would
things out themselves. Some tat- seem rude and counterproduc-
tle to him rather than dealing tive to team spirit.
directly with the person with
whom they’re having problems.
■ Work is about work, but because ■ Feeling types are often less
of Eric’s influence, there’s too productive in contentious
much emphasis on who is and atmospheres. Thinking types
isn’t getting along with others. often view anything “emotional”
as a waste of time.
■ The sales team won’t take risks. ■ Thinking types tend to be more
They wait for me to set the bar, competitive and make a decision
as if they’re afraid to do it. based on whether it will lead to
meeting or, preferably, exceeding
goals.
■ Eric is too timid with me, and it ■ Feeling types often would rather
influences the other sales man- agree than critique. In fact,
agers. I want feedback on my “That might be okay” could
ideas, yet they just sit there. actually express strong doubt
about an idea when uttered by
a Feeling type.
■ Eric avoids conflict rather than ■ Feeling types may be accused
managing it. He just works with of favoritism when instead they
a few people he seems to like simply prefer to work with like-
best. minded spirits. In contrast,
Thinking types might pick the
most suitable associate, whether
they like them or not, to consult
about a decision or to do a task.
■ Eric doesn’t communicate well, ■ Feeling types often hedge
seldom providing clear messages. responses rather than respond
He rambles on, giving a $10 with a critique or bad news.
response to a $.25 question. They seek the most tactful way
to communicate an idea or a
decision.
Malcolm knew that if he fired Eric, there would be considerable backlash.

After all, Malcolm was still considered an outsider. He also admitted, “The guy
ran an effective business before I came along, or I wouldn’t have inherited such
a great shop. Frustrated as I am, I’m wondering whether I’m missing something
about Eric.”
How Feeling Types View Thinking Types

The sharp production increase meant that nothing was “business as usual.”
Malcolm knew he needed buy-in from everyone if the company was to fulfill
the huge order and then capitalize on what that meant for the future.
He also wondered about how his employees viewed his style, commenting,
“I’d guess not everyone respects me, especially since I’m nothing like Eric. I
can’t believe how hard it is to get their feedback on my ideas and plans. When
I present things at meetings, everyone just stares at me. They either think I’m
brilliant, pander to me, or just dislike me.”
Malcolm was right. Many employees missed the familylike atmosphere Eric
had fostered when he was president. Although two of the five sales managers had
preferences for Thinking, they’d enjoyed Eric’s collegial style and his shared
decision-making method. Their complaints about Malcolm follow common con-
flict patterns when Thinking types and Feeling types are trying to work together:
Eric’s and Sales and Marketing’s Viewing the comments through the
comments about Malcolm lens of type
■ Malcolm’s background is produc- ■ Thinking types don’t always take
tion. He doesn’t seem to under- time to express their ideas, deci-
stand the needs of Sales and sions, and mandates in ways
Marketing. that show their overall under-
standing of the issues, including,
at times, the people issues.
■ Malcolm presents decisions as ■ In the interest of appearing
if they’re written in stone. How competent, Thinking types often
can we critique them? prefer to present fully molded
decisions without seeking input
from others along the way.
Although they may invite cri-
tique, others may see the deci-
sions as done deals.
72 WORK IT OUT
■ Malcolm doesn’t respect Eric. ■ Thinking types can be impatient

Doesn’t he realize Eric built this with what they view as incompe-
company? tence. While Malcolm wasn’t
overtly hostile to Eric, his behavior
in meetings—often cutting Eric
off, frowning, or exhibiting other
subtle body language—might be
read as disrespect.
■ Malcolm thinks that as long as he ■ Thinking types often have high
puts in long hours, we should be expectations for themselves and
willing to do the same. He doesn’t others. Further, they don’t expect
even acknowledge how hard we’re recognition if they’re not working
working. If we question the cur- any harder than everyone else,
rent schedule, he says, “I’m sacri- and they don’t believe recognition
ficing, too—and you’re being paid is warranted for others who are
well. What more do you need?” doing the same.
■ At meetings, Malcolm’s ques- ■ Thinking types often have a nat-
tioning style puts the rest of us ural prove/disprove style of cri-
on the spot. If we can’t answer tiquing and may not realize that
to his satisfaction, he’s quite dis- it can be intimidating to others.
missive. We spend a great deal
of time forecasting how he might
respond—time we should be
spending with customers.
■ The overtime pay is fine, but if ■ Thinking types sometimes under-
the schedule doesn’t slow down estimate the human factors and
soon, we’re out of here. the non-work-related issues
when making decisions.
■ Malcolm doesn’t communicate ■ Thinking types often assume
well. If we’re his chosen team, everyone is focused on business
why doesn’t he act like he appre- and dismiss the need for casual
ciates us? Why do we only hear conversation or office niceties.
from him when he thinks we’ve They need to remember that
messed up? commenting on a job well done
goes a long way toward building
esprit de corps.
■ It seems that Malcolm has an ■ Given that Malcolm has been

inner circle of about three people asking for input, it may be that
—none from Sales—and the rest his Thinking style doesn’t invite
of us are left out of decisions. response. The so-called inner
circle is also made up of Think-
ing types.
Clearly, Integrity Manufacturing had a Thinking–Feeling problem. Malcolm

had inherited a shop that was used to a Feeling-based management style, but
he tended to measure everyone by his own standard instead of stepping into the
shoes of those involved. This was not sitting well with most of his employees,
even those who had a preference for Thinking.

Follow these four steps to conduct a type intervention for Thinking and Feeling
types.

In this case, the key problems arose from a change in the leader’s style. The mix
of longtime employees with important expertise and experience and a totally
new leadership mode called for action. These guiding questions were helpful.
The problems at Integrity were acutely visible because of the production
crunch. The thought of losing a big order had employees and managers
on edge. Because all parties felt that they were under siege, their tolerance
levels for difficult interpersonal relations were reduced.
■ Are there factors in the organization’s history that should be considered?
It is unusual for a former CEO to stay on, albeit in a different position.
Eric’s physical presence highlighted the differences between his and
Malcolm’s styles. People were unclear about their loyalties, and this
made effective leadership and decision making problematic.
74 WORK IT OUT
■ Are the team and the leadership problems rooted in basic personality
misunderstandings?
Thinking and Feeling leadership and decision-making styles were definitely
issues.
■ Does the problem involve individuals or the whole team? Is individual
coaching or teambuilding called for? Is leadership the problem?
In this case, leadership, both old and new, definitely was a contributing
factor. Getting the old and new leaders to understand their differences and
work from the same page became a key focus of the intervention.
Step 2: Coach Individuals

Both Malcolm and Eric needed coaching before any teambuilding session could
occur. Coaching provided a safe place where Eric’s dominant Feeling function
could vent and hear suggestions. Similarly, coaching allowed Malcolm to learn
some new skills in private, reducing his natural Thinking concern with being
viewed as competent. Both benefited by understanding just how type could
help them work it out. While Eric and the other sales managers needed to learn
about Malcolm’s style, Malcolm also needed to understand the value of the
Feeling approach to decisions.
It was difficult to help Malcolm understand the impact of his style because
Integrity Manufacturing was experiencing tremendous success under his lead-
ership. However, as he saw his employees’ critique, he agreed that perhaps the
company could be even more successful, and certainly less stressful, if he
adjusted his style.
Coaching Malcolm for Feeling Skills

Robert Kaplan, Wilfred Drath, and Joan Kofodimos have studied the challenges
involved in coaching executives.1 They have identified four common issues:
1. Power and receiving criticism. Those who have information about an
executive’s demeanor and impact often fear the executive’s power.
2. Competence and accepting criticism. Success often breeds a sense of
superiority and decreases any sense of urgency about making changes
unless something threatens the executive’s position or success.
3. Nature of work and introspection. Executives often need to focus on the

outside world in order to make effective decisions; they don’t take time for
reflection. Further, such introspection may trigger insecurity, as they aren’t
used to it.
4. Success and change. Change involves risk. It also takes time. For those
who have already found success, there seems to be little incentive to
change.
Before Malcolm could see any need to change, he had to understand both
the impact of his own style and what was missing at Integrity because he was
not getting input from employees. He also needed to capitalize on the strengths
of employees with a Feeling decision-making style. Here is the plan we used to
coach Malcolm:
Provide objective data. Often, an executive’s need for objective data that refute
“success syndrome” assumptions is best met through an outside coach or con-
sultant. Employees may be more open with their responses with an outsider.
Further, the outside coach can sift through the data objectively and consider the
motivations and values of each person involved.
Two pieces of objective data convinced Malcolm that he needed to pay
attention to the Feeling side of management. First, his management team esti-
mated that 25–30 percent of its members’ time went to forecasting answers to
his questions and defenses for their ideas rather than to producing new ideas.
Second, several employees stated that the next time their input was omitted
from important matters, they would leave Integrity for a company that actually
used their expertise. Because Integrity had already hired industry leaders, many
of these employees knew they could easily secure employment elsewhere. Mal-
colm knew that many of them would be difficult to replace.
Use type to “neutralize” critique. Type preferences serve as a framework for

looking at the strengths and pitfalls of each type. (See chapter 9, which describes
typical coaching needs for each type, to learn how to take the sting out of cri-
tique.) INTPs like Malcolm, for example, commonly exhibit several characteris-
tics that might indicate a need for coaching, including:
■ Appearing aloof, with little awareness of their effect on people
■ Pointing out logical or other flaws in others’ reasoning
76 WORK IT OUT
■ Being mystified by emotional expression

■ Being an intellectual snob and thereby dismissive of the importance of
emotional or interpersonal intelligence
Critique is then reframed as the downside of an executive’s strengths rather

than as complaints that can easily be dismissed in the glow of the executive’s
success.
Set clear goals within the logical framework of the executive’s agenda. Mal-
colm’s buy-in on being coached was based to a large extent on whether his own
business goals would be accomplished. These goals were to unify Integrity
around meeting the large-order production demand, to plan for the future, and
to somehow turn Eric’s presence into an asset for Malcolm’s leadership. Specific
goals that met Malcolm’s needs included:
■ Understand his impact on others. Malcolm acknowledged that his meet-
ing style shut down the flow of ideas from others. In order to gain an
understanding of how to encourage input, Malcolm met with us and a
member of the management team whom he trusted. Together, they
worked out ways for Malcolm to share his ideas before they seemed set
in stone, including use of tentative language and frequent pauses during
which he could solicit input.
■ Practice discerning the motives and values of others. For example,
when Malcolm read that ESFJs generally “focus on people and values to
the detriment of business” and are stressed by compromising their values,
he understood why it was so difficult for Eric to ignore smaller yet long-
standing customers.2 Malcolm listed the values Eric’s actions upheld and
used them as a new lens for understanding those actions.
■ Publicly recognize the expertise and accomplishments of others. With
our coaching, Malcolm developed a list of ways he could show his appre-
ciation for the overtime his employees were putting in. We attended the
first few meetings where Malcolm adopted new methods to invite more
input and discreetly raised a red pen to signal him to compliment some-
one or say a simple “Thank you.”
■ Retool his critique-delivery style. Malcolm constructed a matrix based
on type information of how different employees reacted to his critiques
and how he should adjust his feedback and delivery. He noticed that these
slight changes brought about the desired results.
■ Publicly build bridges with Eric. Malcolm paid close attention to specific
comments employees had made regarding what they viewed as his disre-
spectful behavior toward Eric. Using the logical formula “If I show respect
toward Eric, then I’ll gain the respect of the team,” he brainstormed areas
where he could seek Eric’s expertise. These included:
■ Offering overtime rewards and incentives
■ Seeking input on preexisting small accounts
■ Using the goodwill Eric had built with employees, vendors, and others
■ Modeling parts of his behavior on Eric’s
Coaching Eric for Thinking Skills

Eric’s new position was a quagmire of stress for him. He had built so much of
the organization and developed a wide network of contented employees and
customers. Practically speaking, he also had two children in college, so he didn’t
want to risk new employment. To help him adjust to working for and with Mal-
colm, and to ensure that he was able to access his own Feeling strengths (but
not weaknesses), we used the following steps in coaching Eric:
Accentuate the positive. Feeling types need to start most feedback sessions
with the positive. In Eric’s case, this included comments from other employees
about his former leadership and mentoring skills as well as Malcolm’s com-
ments about the good shop he’d inherited.
Acknowledge sources of stress. Some of Eric’s performance struggles came

from the tremendous stress produced by his new job. Using type information
helped him name sources of stress, such as:
■ Being forced to compromise his values, including not being able to treat
large and small customers the same
■ Feeling responsible for disagreements, since he knew that some employees
loyal to him were overly critical of Malcolm
■ Taking the drop in employee morale too much to heart
Use type to neutralize critique. Malcolm’s critique of Eric pointed out several
common coaching needs of ESFJs (see the list on page 201). These include:
■ Losing sight of the big picture, the long-term requirements, and reasons
for change
78 WORK IT OUT
■ Holding on to the familiar for too long and not being skeptical when
appropriate
■ Focusing on people and values to the detriment of business needs
Set clear goals in line with the values of the person being coached. Eric
assigned value to helping Integrity Manufacturing continue to be a great place
to work for all employees; reducing the stress on employees, Malcolm, and him-
self; and continuing to provide exceptional service to all of Integrity’s cus-
tomers. He also wanted to team up with Malcolm. Specific goals intended to
further his values included:
■ Learn to use logic to influence Malcolm, so that Malcolm would consider the
needs of employees and Integrity’s traditional values. (See chapter 8, page
172, for suggestions on how Feeling types can influence Thinking types.)
■ Streamline interactions with small customers so they weren’t forgotten,
or assign them to other sales managers. Once Eric understood Malcolm’s
concerns more fully, he was open to devising his own strategies for servic-
ing small accounts.
■ Consciously build support for Malcolm. Eric had not intentionally under-
mined Malcolm’s authority, but he began to look at his patterns of interac-
tion with employees, including after-work socializing. He also realized
that Malcolm was sincere in his desire to develop his own interpersonal
skills.
■ Undertake self-care and model it for others. We helped Eric make a list
of stress-reducing activities. He encouraged other employees to use type
information to find methods that would work for them. (See chapter 7 for
more specific discussion.)

After working with Malcolm and Eric, we decided on a general teambuilding
session with everyone at Integrity Manufacturing. We used the Appreciation
and Recognition exercise in the Type Takeaway (see page 82) to demonstrate the
differences between the Thinking and Feeling preferences.
In addition, because of the specific issues for this team, all team members
undertook an appreciation audit, individually and then collectively, document-
ing the forms and frequency of appreciation they showed. (See page 83 for
information on doing an audit.)
Step 4: Develop a Plan


The overarching problem still remained: the tremendous demands of the pro-
duction crunch. Although Malcolm said, “It’s the way it has to be if we’re ever
going to grow,” he finally agreed to open up the topic for discussion at a staff
meeting.
To ensure that the gifts of each preference were utilized during the process,
we introduced the problem-solving model (see chapter 3, page 59) and divided
the team into groups of dominant Sensing, Intuition, Thinking, and Feeling pref-
erences so that everyone could experience the difference in working with his or
her preferred function.
First, all groups worked on the verifiable facts, the domain of Sensing. This
is what we heard:
We’ve met all scheduled shipment dates so far.

We can handle the workload by running a third shift.
The officers aren’t taking extra pay. And even the president is taking his
turn at the night shift on the machine floor.
The profit margin is 60 percent, even with the overtime wages.
Then we worked with interpretations and possibilities, the domain of

Intuition.
With the increased revenue, we’ll be able to do some long-needed technology

upgrades.
We can finally increase salaries or add a couple of key positions for the
future.
Having a large client will increase our credibility with other prospects!
80 WORK IT OUT
The pros and cons of the Thinking preference followed:
We’re vulnerable to a machine breakdown and need a contingency plan.

We have to make sure we aren’t ignoring other long-term customers.
We’ll succeed if we work as a team and keep our customers happy!
Finally, the team turned to Feeling, with its concern for the impact on people:
Morale is good, especially when the president takes his shift.

People are excited that this customer might mean financial security.
The conversation continued in gleeful optimism until Eric stood up and

said, “We’re forgetting that all of us are people. How long do you think we can
rotate that third shift before our health, our families, or our relationships break
down?”
The room went silent for at least a full minute. Then talk turned to gener-
ating a whole new set of possibilities to meet the new demand levels while
phasing out the horrendous overtime burden. Eric’s lone Feeling voice had
changed everyone’s perspective.
At the conclusion of the problem-solving exercise, the team had reached a
deep level of understanding as to the importance of using both Thinking and
Feeling in making major decisions.

At Integrity Manufacturing, the bulk of this endeavor was coaching Malcolm
and Eric. In general, Malcolm as an INTP needed help with improving interper-
sonal relations, bringing others into his decision making, and dealing with the
subjective factors of any work environment. As an ESFJ, Eric needed help with
making objective business decisions, keeping the big picture as well as the cur-
rent situation in mind, and making sure loyalties were not interfering with
strategic business and personal decisions.
After the teambuilding session, both Malcolm and Eric heartily agreed to
more coaching, sure that type would continue to help them work things out.

IT OUT WITH TYPE
Several months later, Malcolm was consistently letting his managers know
about the problems and policies that were grabbing his attention. He encour-
aged informal meetings for gathering input and gave complimentary or appre-
ciative feedback when appropriate.
Malcolm also frequently consulted with Eric regarding the “people part” of
the business. Employees could feel the difference—the organizational climate
was less stressful, more collegial, and just as, if not more, productive. Integrity
Manufacturing ran more smoothly, handling both large and small accounts well
and enjoying the new equipment it was able to purchase with the increased
profits from the large customer. When, two years later, Eric left to take a posi-
tion with a nonprofit organization, he and Malcolm parted on friendly terms.
82 WORK IT OUT
T Y P E TA K E AWAY
Remember that organizations and teams make the most effective decisions when
they factor in impact on people as well as impact on the bottom line. Achieving a
balance of Thinking and Feeling in your organization will lead to choices that are
good for people and for business, and for the long haul.
Type Solvers to Try

When you suspect a Thinking–Feeling conflict, try one of the following exercises
to help people understand—and appreciate—the strengths and different needs
of both preferences.
Appreciation and Recognition

Divide participants into groups of Thinking types and Feeling types. Ask them
to discuss and be ready to report on the following:
■ What do you consider good reasons for receiving appreciation (a more
Feeling-oriented word) or recognition (a more Thinking-oriented word)?
■ What kinds of recognition or appreciation do you prefer?
■ What happens when that appreciation or recognition is not given?
Thinking types uniformly say that recognition should occur when job stan-
dards are achieved or, in many cases, exceeded. They may even suspect an ulte-
rior motive if they receive appreciation before a job is done. Feeling types
uniformly want praise throughout the task cycle, acknowledgment that they are
performing well, encouragement to continue, and a sense that they are con-
tributing to the overall success of the project.
Universally, both Thinking types and Feeling types become frustrated,
demoralized, and possibly angry if they do not receive recognition or apprecia-
tion in a way that appeals to them. Not an environment conducive to higher-
order problem solving.
Concerns with Conflict

Divide participants into Thinking and Feeling groups and ask them to discuss,
and then be ready to report on, the biggest concerns they have during conflict.
Usually, Thinking types list objective issues such as lost productivity or the
necessity of correcting communication. Feeling types talk about hurting people,
high stress levels, not sleeping, and losing motivation.
Appreciation Audit
■ Do you receive the appreciation or recognition you desire? Do others
receive enough from you?
■ Are there particular individuals, projects, or tasks that deserve self-
appreciation or recognition? Do you need to appreciate your teammates?
■ Are you proud of the quantity and substance of the appreciation you
express to yourself? To your teammates? Do you give credit (to yourself
and others) when credit is due?
■ Do you express appreciation of contributions to individual or team
processes (such as helping to resolve conflict at a meeting) as well as indi-
vidual or team outcomes (such as sales figures)?
■ What actions could you take to enhance the depth and breadth of your
expressions of appreciation?
Meetings Designed with the Needs of Thinking and Feeling in Mind

Think of a recent incident or meeting and answer the following questions:
■ What does the presenter care most about (Feeling) regarding the topic he
or she is addressing? What is most important (Feeling) to him or her
about the topic?
■ What are the criteria or analytical concerns (Thinking) about the topic?
What is left out, missing, or illogical (Thinking) about the topic?
84 WORK IT OUT
■ How is the presenter reacting to the response or lack of response? Does he

or she seem encouraged, motivated, upset, hesitant, concerned, ignored,
pleased (Feeling responses)? Or does the presenter want to debate the
question or probe or critique the listeners (Thinking responses)?
Understanding Check
Use the following questions to see the extent to which Thinking and Feeling
types tune in to each other. Ask each person to consider the questions, and
remember to include yourself.
■ What does this person care most about in his or her work? What’s most
important?
■ What inspires and motivates him or her most about work? What concerns
him or her most about work?
■ What kind of appreciation or recognition does this person need the most?
From whom? Under what circumstances?
■ What kind of criticism or correction seems most acceptable and most
effective? From whom? Under what circumstances?
■ What kind of support and help would he or she value most from you?
From others?
■ How might your actions or interactions be motivating or inspiring? What
is upsetting or discouraging about your behavior and your interactions?
■ What can you and others do to build better working relations that will
really help work it out?
Feeling Style Application

The Thinking decision-making style is the most predominant in the Western
world when it comes to business decisions. But using only the Thinking prefer-
ence leads to poorer business decisions that fail to take into account the values
being served or human aspirations and needs. Encourage a more rounded decision-
making style that includes the rational process of the Feeling function by trying
the following questions and techniques.
Think of your experiences during a recent day at work:

■ What interaction(s) particularly pleased you, and what led to that sense of
being pleased?
■ Did you particularly appreciate someone that day for his or her work,
help, or insight?
■ Who or what inspired and motivated you the most that day?
■ Who or what discouraged and drained you the most that day?
■ What interactions with others frustrated you, and what led to that frustration?
■ How have you contributed to the current state of affairs, and how can you
use type, especially the Feeling preference, to improve the situation?
Activate team improvement with the following techniques:

■ When you’re starting a meeting, particularly about a new project or work
focus, ask people to identify what’s most important to them or what they
care the most about in the new effort. Factor that motivation into your plan.
■ Engage the staff periodically about what has made them feel proud and
what concerns them about the way the work is going and the way people
are treating one another.
■ If your team tends to be critical of ideas and suggestions, initiate this rule:
“Before criticizing an idea or suggestion, you must say two things that you
like or find interesting about it.”
■ Get each team member to reflect on or discuss with whom they would like
to work and how they would like to treat one another. Ask them to identify
explicit interaction guidelines that they will commit themselves to follow-
ing. For example, team members might agree to give only specific praise,
such as “The opening paragraph of your report summarized the findings
well,” not “Your report was great!”
86 WORK IT OUT

The following lists summarize the natural styles for each preference and may
facilitate discussion.
It is more natural for Thinking It is more natural for Feeling
types to: types to:
■ Fit easily into the business and ■ Feel misunderstood in the busi-
higher education worlds ness culture because it reflects
the Thinking style and Thinking
types are in the majority
■ Find that their decision-making ■ Find that their subjective decision-
style matches the style of busi- making style is discounted and
ness leaders worldwide distrusted in the business world
■ Be supported by an industrial ■ Be thought of as “emotional,”
culture that emphasizes an even though Feeling is a rational
objective, logical approach to decision-making process, because
decisions Thinking types have had little
exposure to the merits of Feeling
decisions
■ Be, by nature, prepared to solve ■ Be thought of as soft and overly
problems in a detached and sensitive in their decisions
impersonal way
■ Use questions to gain clarity ■ Use acceptance and agreement
even if the questions put others to look for common ground even
on the spot when little of both can be found

If your preference is for Thinking, practice Feeling:
■ Acknowledge your own emotions and feelings. Then generalize those
emotions and feelings to others who may be having an experience similar
to yours. Anticipate feelings in others as you think about your own feel-
ings about a decision.
■ For a week, keep track of your ratio of compliments to criticisms. Judge
whether the ratio is well balanced. If it is not, do something to improve it.
■ See if you can gain cooperation rather than enforcing compliance. When
working on a project, ask yourself, “How can I win that person over?
What’s in it for him if he joins up with me?”
■ As spontaneously as possible, acknowledge someone who is putting a lot
of energy into a task by making an appreciative comment or sending a
note even if the task is not yet complete.
■ Move outside your normal range of conversational topics to share a personal
fact, detail, or insight about yourself and its underlying emotional tone.
■ Tell someone at work what you value about him or her (resist discussing
only accomplishments or performance).
If your preference is for Feeling, practice Thinking:

■ Practice giving simple, direct, to-the-point feedback to others. When feed-
back comes your way, be objective and use what’s helpful.
■ Ask yourself if-then and cause-effect questions such as, “If I say yes to
this, then what do I need to give up?” “What logical effects might result
from these suggestions?”
■ Make a business decision using an objective framework that lists two or
three options to be evaluated against major criteria such as cost, schedules,
and ease of implementation. Give each option a score when judged against
your criteria. Then select and implement the option with the highest score.
■ After logical consideration (using pros and cons or other approaches),
take a tough-minded stance and hold firm.
88 WORK IT OUT
■ In business communication, especially voice-mail and phone calls, prac-

tice KISS (Keep it short, sweetheart!).
■ Accept that to some people, business means business, and therefore not
all business relationships turn into friendships.

When you have a preference for Thinking and your co-workers have a prefer-
ence for Feeling, consider:
■ Working on projects in which alternative causes and solutions are evaluated
in personal terms
■ Reminding yourself that factoring in the impact on people is logical even if
people typically aren’t
■ Softening critical remarks—find the positive, too
■ Asking for others’ opinions and concerns, looking for points of agreement
before questioning or discussing the issues
When you have a preference for Feeling and your co-workers have a preference
for Thinking, consider:
■ Practicing laying out a logical argument by saying “if this . . . then that”
or by considering the causes and effects and pros and cons of a situation
■ Accepting the idea that critical feedback is often given in the spirit of
improving your professionalism, and you should not take it personally
■ Bringing attention to stakeholders’ concerns regarding projects or work
■ Using brief and concise language to express wants and needs
5
THE JUDGING–
PERCEIVING DICHOTOMY
Deadline Dilemmas
The Goal: Allowing all team members to approach life

and work in ways that enable them to be most productive.
Time—is it a resource to manage or something to make the most of? How we

use time and our view of effectiveness and efficiency are usually influenced by
our preference for Judging or Perceiving. These preferences help us understand
whether individuals, teams, and organizations prefer to come to closure on
decisions or stay open to last-minute facts or insights, and whether they want
schedules and structures or would rather have the flexibility to maximize
opportunities or take advantage of the moment.
For example, consider what it means to be on time for the theater. Jane,
with a preference for Judging, says, “It means you’re in your seat fifteen min-
utes before the curtain goes up so you can read the program notes.” Sandra, a
Perceiving type, counters, “You can read the program afterward—or even at
intermission. I’m happy as long as I’m in my seat before the house lights go
down.” Not understanding these different approaches to life often ends in frus-
tration—or accusation. Judging types and Perceiving types do not speak the
same language, nor do they have the same approach to life!
Which of the following work setting descriptions fits with your natural
approach to life?
91
92 WORK IT OUT
Judging is honored in settings Perceiving is honored in settings

■ Trust posted schedules and ■ Adapt and experience life as
schedule their time it comes along, enjoying the
moment
■ Organize to accomplish tasks ■ Avoid structured, routine, and
repetitious tasks
■ Bring decisions to closure ■ Stay open to options and new
information
■ Plan their work and work their ■ Go with the flow
plan
■ Divide their day between work ■ Tackle tasks when inspired
and play
■ Count on others to follow ■ Enjoy surprises and detours
through from agendas as paths to new
discoveries
■ Experience a minimum of sur- ■ Set their own pace and hours
prises and schedule interruptions
In the business world of goal setting and strategic planning, the Judging
culture predominates. Daily interactions aim to get things done, driving for clo-
sure or accomplishment (by working by the clock or the calendar). Perceiving
types do their best to accommodate the Judging style but feel stressed without
the adaptability and flexibility they find enlivening. When people with different
preferences work side by side, the chances of these Judging and Perceiving
types occasionally disagreeing are about 100 percent.
As with all of the preferences, neither Judging nor Perceiving is best in and
of itself. When businesses are too intent on deadlines, they may miss late-breaking
developments or trends that have an impact on their products or services. Of
course, not meeting deadlines and being too open to last-minute changes may
mean missed opportunities in the marketplace or customer dissatisfaction. How
much better to respect the creative tension that exists between the two styles,
Judging and Perceiving! In truth, we need each other, as the Donelle Sales Com-
pany learned.
THE JUDGING–PERCEIVING DICHOTOMY 93
DONELLE SALES COMPANY

Dean (ENTP) Gwen (ISFJ)
Sales manager Operations manager
Conflict was the story between Dean and Gwen, two senior executives in the
South Central district sales office of the Donelle Sales Company. Donelle con-
tracted with various manufacturers of medical devices to serve as their sales
representative. Dean, the sales manager, was one of Donelle’s top salespeople
and had brought in several of the organization’s biggest accounts. Gwen, the
operations manager, ran one of the most efficient offices in Donelle’s system.
When the South Central office was established a few years back, Gwen and
Dean were chosen for their roles because of their specific gifts: Dean for his
flexibility, his way of keeping abreast of market trends, and his ability to adjust
quickly to customer needs; and Gwen for her ability to manage, organize, and
deliver products to customers efficiently and on time.

Today, however, it’s a different picture. Donelle’s CEO called for help, saying,
The two of them are at each other’s throats rather than each other’s side.
They’re both such valuable players—and what a team they’d be if they’d
only work out their differences! Dean thinks Gwen is trying to straitjacket
him with filing systems and schedules, and Gwen thinks Dean is just one
step away from offending customers by derailing order fulfillments with all
of his last-minute changes and emergencies.
The CEO had met with Dean and Gwen and suggested Myers-Briggs Type
Indicator (MBTI) teambuilding training for both of them. Their failure to team
effectively was causing problems in what had been a collegial relationship.
Gwen and Dean welcomed the chance for teambuilding because of all the stress
they were feeling at work and at home.
94 WORK IT OUT
Gwen said, “We both agree that customer needs come first and that our
sales will increase when we meet those needs, but do we ever have different
approaches to meeting that goal!”
Dean remarked, “Gwen sort of clobbers me over the head with her sched-
ules and procedures, as if I’m not also putting customers first. She doesn’t seem
to understand what a time-waster it can be to do too much paperwork in
advance. In business, things always change!”
How Judging Types View Perceiving Types

Before taking sides regarding the “right” and “wrong” ways to meet customer
needs and run an effective office, all employees were invited to submit com-
ments on working with Dean and Gwen as well as insights into the working
relationship between the two. Gwen said, “Dean has even accused me of being
a wet blanket who sometimes impedes his progress on sales or slows down his
ideas. I suppose I do inundate him and the office with procedural details at
times. But this office had a spotty record of order fulfillment before I standard-
ized things.” Here are some of the comments employees made:
What Donelle employees said Viewing the comments through the

about Dean lens of type
■ This office is so chaotic! All ■ Perceiving types typically do their
Dean’s sales reports and activi- best work at the last minute. The
ties seem to show up at once— adrenaline rush may actually
and usually at the last minute. increase their productivity and
often their creativity as well.
■ We constantly run up against ■ Actually, standard operating pro-
deadlines because Dean ignores cedures are listed as a source of
them and our standard operating stress for ENTPs like Dean, who
procedures. view them as shackles that limit
options (see page 213). Doing
things as needed is a Perceiving
approach.
■ Our workload fluctuates between ■ Most Perceiving types are ener-

boring and terrifying, which gized by last-minute efforts and
obviously causes stress for those don’t notice how this approach
of us caught up in the mess. affects others. They prefer to see
what turns up before making a
decision or taking action.
■ He ignores requests for meeting ■ Perceiving types often feel that
agendas, or ignores agendas agendas should arise from what
during the meetings. is most important at the time
and can’t always be planned.
■ Dean has no sense of time. ■ Perceiving types may struggle
We’re lucky if he’s there by to estimate how long things will
1:50 for a 1:30 meeting. take. From Dean’s perspective, he
is timely enough. What he did in
those 20 minutes seemed neces-
sary to him—completing a cus-
tomer call or reviewing a contract
revision.
■ Dean’s office is filled with files ■ Perceiving types often attest that
and piles. The only place I dare there is order in their chaos. Usu-
set something he must see is on ally they know right where to look
his desk chair, where he’ll have in their piles and files, even if
to notice it when he sits down! others can’t figure out their system.
■ Our hottest disagreements come ■ Perceiving types, perhaps most
when Dean makes commitments clearly ENFPs and ENTPs like
to customers based on unreason- Dean, tend to believe that if it
able time lines. He excuses him- needs to be done, there will be a
self by saying that we need to way to get it done and done on
be customer focused, but then time, too. This approach to life
we end up in a real time bind. often works well for them even if
it doesn’t for Judging types!
■ Dean constantly puts in late ■ Perceiving types generally mix
hours, which makes those of work and personal time, seeing
us who try to honor family the boundaries between the two
schedules feel guilty. as quite permeable. They may
also procrastinate to create that
last-minute pressure they crave.
96 WORK IT OUT
Still, the South Central office employees liked Dean. He treated them pro-
fessionally, allowing them to set their own daily appointments and schedules.
Further, they recognized him as a key player in driving Donelle’s sales growth.
When asked, Gwen could also articulate several valuable contributions
Dean had made, despite their conflicts. She said,
He is one of the most creative people I’ve ever known at work. He’s the clas-
sic entrepreneur: going out and finding new markets that yield new sales,
often huge contracts. Plus, he manages to adapt sales, marketing, and cus-
tomer service to changing market needs—he never fails to find a unique
remedy that exactly fits the bill. His ability to anticipate these changes is
uncanny! I’ll admit, no matter how frustrating he can be, we’d be in bad
shape without him. However, he’d be lost without me as well, and I don’t
think he sees my role as equally important.
How Perceiving Types View Judging Types

Gwen came to her interview on time. She brought two copies, typed, of her
responses to the interview questions she and Dean received in advance from us.
Dean was 10 minutes late, arriving breathless. He said, “I just got off the phone
with my newest account, and I’ve been looking for your questions. They’re
somewhere in my office . . . but I’ve read them through and they’ve been on my
mind.”
When asked about his relationship with Gwen, Dean sighed. “Gwen and I
go way back. She has been rock-solid in running the office side of sales, and I
couldn’t do what I’ve done without her. We used to be the perfect partners in
crime, but our conflicts have grown right along with our sales and responsibili-
ties. Gwen’s told me outright that I’m the driving force of the business—ready
to drive us off track, that is! Maybe my last-minute ways are hard on her, but
her schedules and procedures feel like slow poison to me!”
Here’s how Dean viewed Gwen:
Dean’s comments about Gwen Viewing the comments through the

lens of type
■ She constantly makes sugges- ■ Because Perceiving types have a
tions on how I could rework my different perspective on time,
calendar or set up response Judging-oriented organizing sys-
reminders. tems often don’t work for them.
■ While I can appreciate that she ■ Judging types prefer to approach

may need to have things more life with a schedule for getting
scheduled, it doesn’t always things done, while Perceiving
work to Donelle’s advantage. types prefer to approach life with
a contingency plan.
■ Sometimes I feel as if she’s ■ Judging types like to stick with
obstructing my progress and things and get them done—
resists making changes that will organizing, planning, and com-
keep us current and up-to-date. pleting tasks in a timely and
She seems so set in her ways. unhurried fashion.
■ She gives me so many reminders ■ When Judging types accept a task,
that I forget which items are they fit it in with everything else
really important or what she they have to do and assume others
actually wanted me to do. can do so, too; Perceiving types
may not notice that they’ve over-
looked something while they’re
trying to meet other obligations.
■ If I do as she asks and list dead- ■ If something is listed as needed
lines and shipping dates on a at a certain time or place, most
piece of paper, she sets those Judging types see that it’s done.
dates in stone. Once she almost This is a clue to Gwen’s level of
shipped the stuff without the lat- stress—she seems to be mired in
est changes. certain details, unable to see that
some are more important than
others (see page 193).
■ I’m not always last minute; ■ Judging types find it difficult
Gwen needs to lighten up and to relax when the last-minute
relax a bit along the way. approach is the norm. What
Dean may see as a need to
lighten up may actually be
signs of Gwen’s stress level.
■ I need to do a better job of prior- ■ Judging types often approach
itizing but often I don’t know if work by setting priorities, distin-
what I’m handing over to Gwen guishing the important from the
is urgent or important. urgent.
98 WORK IT OUT
■ I’m on the road a lot, calling on ■ Judging types like to approach

customers. Because of my erratic their work in an orderly manner
schedule, I often come in at and typically avoid odd or irregular
night with a burst of energy to hours. They become stressed when
get things done before I have to their workload is unpredictable.
leave town again. I surprise They also like to keep their work
myself at how much I get done and home lives separate.
between seven and midnight.
Dean admitted, “More than once, she’s saved my neck by reading the fine
print and coming up with a specific maneuver that carries the day. I really do
value the way she can take the mixed-up jumble of things I bring her and put
them in manageable order. Occasionally, I’ve tried to imitate her, but it never
quite works out.”

Follow these four steps to conduct an intervention for Judging and Perceiving types.

The Judging–Perceiving clash is a common source of conflict between sales
groups and operations departments. Sales representatives need to take advan-
tage of the moment. As Dean put it, “My biggest contribution is my ability to
read our customers’ ever-changing needs and respond quickly—especially in
tight market conditions.” Operations people need to fulfill commitments and
think through schedules. As Gwen put it, “There’d be utter chaos without me
or someone else with similar organizational skills. What I do best is head off
problems at the source.”
We used these questions to help resolve the conflict:
Within most companies, tensions exist between sales and operations due
to the nature of each department’s work. Meeting customer needs while
maintaining internal quality and consistency can put the two different
functions in conflict.

In this case, Dean and Gwen were both senior executives with Donelle
Sales. Dean was one of the company’s top salespeople, and Gwen was
known for running one of the most efficient offices in the Donelle system.
They had worked together for years, and although they initially enjoyed
their different approaches to work, their tolerance was wearing thin.
In cases like this one, when there are conflicts between job roles, there is
plenty of room for misunderstanding. The Judging–Perceiving differences
definitely claimed the bulk of time in our interviews, but looking at each
person’s job requirements also took time. Donelle needed the strengths of
both preferences. Helping team members understand the pitfalls and
strengths of their opposites often points the way toward working it out.
coaching or teambuilding called for?
At Donelle Sales, the problem was really between Dean and Gwen, a Judging–
Perceiving struggle over different approaches to work.
Step 2: Create an Understanding

and Appreciation of Differences
Often, the best way to begin working things out is by demonstrating that each
personality preference is normal and brings unique strengths and contributions
to the team. In this case, both Gwen and Dean wanted a better relationship,
making it easier for them to discover for themselves the benefits they derived
from their different personalities.
Conflict Resolution
Conflict resolution exercises, such as the following, have proved their merit in
situations that involve opposing approaches to work. At Donelle, this exercise
helped Dean and Gwen understand that they needed each other. Both were
asked the following interview questions:
■ What do you bring to Donelle Sales?
■ What actions or habits do you have that may be unsettling or irritating to
the other person?
100 WORK IT OUT
■ What does the other person do that annoys you?

■ What do you find valuable about the other person?
■ What outcomes do you hope for as a result of this conflict resolution process?
These questions usually work well with any of the preference combinations
or with entire type categories when there are relationship conflicts. Asking
about the value of the other person, as we did above, helps rebuild bridges
between the combatants.
After Dean and Gwen met to discuss their answers to the above questions,
Dean said, “This difference in Judging and Perceiving gives me a way to keep
our disputes in perspective. If I want the benefit of Gwen’s ability to have things
in the right place at the right time, I need to accept that she may not want to
change the proven way she’s always used to get them there.”
“That’s true,” said Gwen. “And if I’m enjoying South Central’s profitability
and our generous bonuses—due in large part to your entrepreneurial drive—I
may need to accept that deadlines could have different meanings for you . . .
well, at least I can accept it occasionally!”
Negotiating and Realigning Work Relationships

Gwen and Dean also worked through a series of questions to set new norms for
working together, as illustrated below.
Reflect generally about your work:

■ List things that you value and want to keep in your work. What do you
personally have energy for?
■ List things that you have now that you no longer want.
■ List things that you haven’t got now in your work but that you hope to
create for yourself.
Discuss the current situation:

■ Prepare a positive feedback list: things you value about the way you work
together.
■ Prepare a negative feedback list: things you don’t like in your work together.
■ Prepare an empathy list: predict what the other will have on his or her list.
Prepare for the future:

■ Describe your idea of your future work relationship.
■ Describe what you hope will be absent in your future work relationship.
■ List things you can do (or might avoid doing) to achieve the desired work
relationship.
■ Present data to each other to reach understanding. Ask clarifying ques-
tions to ensure understanding.
■ Negotiate changes; reach agreement.
■ Establish mutual monitoring and a follow-up process.
■ Reflect alone on actions you need to take in order to change.


Gwen and Dean needed to outline a future working relationship that left room
for Dean’s spontaneity and Gwen’s structure. This meant finding common
ground on task and role clarity, time management, operating procedures,
growth management, customer service, and flexibility and strictness regarding
work habits.
After a facilitated discussion of the Judging–Perceiving conflicts between
Dean and Gwen, they agreed to do the following:
■ Create further role clarity. In this way, each knew what the other’s tasks
and responsibilities were. This helped them create distinct roles, responsi-
bilities, and reporting relationships that recognized the ways in which
Sales had to dovetail with Operations in order to meet customer needs.
■ Agree on benchmarks for time management. So that they could work in
their own styles, Gwen and Dean formalized the number of requests that
Dean could mark as extremely urgent at 20 percent. Gwen agreed to track
his special requests and give him warning as he neared the limit. Dean
committed himself to following that guideline.
102 WORK IT OUT
■ Mutually agree to necessary procedures. For example, Dean agreed to

check with Gwen in advance before committing to delivery dates and
other services for customers. Gwen then had the opportunity to feed back
realistic time and work schedules on a case-by-case basis.
■ Manage sales growth more effectively. Dean took responsibility for
promptly communicating customer and product changes to Gwen so that
she could manage the increased back-office workload, hiring temporary or
permanent workers as needed. They also established a contingency budget
out of Dean’s sales budget to cover those hiring needs. This kept Dean in
check and allowed Gwen to manage her own time and costs.
■ Use customer surveys. Surveys helped Gwen find the steps in the sales
cycle where customer interface was crucial. Detailing these steps enabled
her to develop better follow-up procedures.
■ Develop key customer manuals. Dean kept a great deal of customer
information in his head. Together, he and Gwen created step-by-step
procedures for key customers and products so that any new sales and
operations personnel could more easily come on board.
■ Adapt work habits. Finally, Dean agreed to work away from the office
several days a month, staying out of Gwen’s way, and Gwen committed
to working no more than 10 percent overtime. They hoped these steps
would decrease the constant friction between them.

We wanted Gwen, Dean, and the others at the South Central sales office to
develop a clear understanding of the needs of each personality preference. To
do this, we decided to use an exercise that we call Personal Operating Manuals.
Personal Operating Manuals

In work-style clashes, type plays a valuable role in getting people to move
beyond comments such as “Don’t be so uptight” or “Show some responsibility.”
One way to do this is to have each team member develop a personal operating
manual.
■ Ask the team members to review their type information. What is most
true about how they work? What do they need, from a type preference
perspective, to be most productive? Make sure they review all their prefer-
ences. For example, Dean and Gwen would expand their search beyond
their Judging and Perceiving needs.
■ Each person then creates a list, using one or more of the following
prompts:
■ What I contribute to the team
■ Areas I’m working on in order to improve my performance
■ What I’d like you to know about working with me
■ What I need to be a productive member of this team
■ Have each person write out 6–10 statements that they would like others to
use in working with them.
■ Let each person report to the team about his or her list.
■ Put a date on each list. If everyone consents, have the lists typed up and
distributed to all team members.

Dean admitted that developing items such as key customer manuals was too big
a stretch for him. He asked Gwen to be his coach. She agreed, saying, “With
our new way of looking at our differences, I think we could actually work
together on this.”
Both Gwen and Dean wanted help with stress management. Dean needed
to learn about his limits before illness taught him what they were. Coaching
topics included ways of attending to his physical needs, especially for rest, exer-
cise, and good nutrition. He also had to look for better ways of determining pri-
orities and attending to them even in the face of continuing urgent situations.
Gwen needed to learn ways of relaxing and letting go—especially of her
habit of taking work home. Recognizing that she should say “No” and stick to it
despite Dean’s use of charm made sense to her. She also decided to take her full
allotment of vacation days, especially when she or others determined she needed
a break.
104 WORK IT OUT

IT OUT WITH TYPE
A month later, Gwen and Dean agreed that their objective benchmarks had
helped to neutralize their conflict. Dean just squeaked in under his 20 percent
limit for urgent requests but said, “I was thinking differently, evaluating which
orders could be processed early rather than assuming all were subject to last-
minute changes. I’ve also cut down on the late-night hours. I’m not getting any
younger!”
Gwen successfully checked her overtime hours and took some needed vaca-
tion. Others, especially Dean, noticed a new sense of authority in Gwen—she
said “no” more often, and they knew she meant it. She commented, “These
guidelines allow Dean to manage himself rather than having me try to do it for
him. And they’ve let me take better care of myself and my job.”
Both Dean and Gwen felt the freedom to contribute to Donelle in a way that
matched their styles—and that dispensed with many, if not all, of those pesky
deadline dilemmas.
T Y P E TA K E AWAY
Are there Judging types in your office, frustrated by herding those who prefer Per-
ceiving into a more orderly, structured procession? Or are Perceiving types trying
to open the eyes of Judging types to the value of keeping their options open? Yes,
we can all learn to benefit from the best each style has to offer. And you can use
personality type to work it out!
Type Solvers to Try

When you suspect a Judging–Perceiving problem, try these ideas to help people
understand—and appreciate—the strengths and needs of the two types.
Term Papers
This brief group exercise illustrates the difference between Judging and Perceiv-
ing. Use 8 1/2" x 11" signs with the following labels:
■ Done before midterm break
■ Done with research before midterm break
■ Choose topic before midterm break
■ Start during last week of term
■ Late for class, just finished typing paper
Ask participants to recall their approach to term papers or big projects in

high school or college. In the Donelle group, Gwen’s habit was to turn in her
papers before midterm break so she could relax during the break. Dean custom-
arily spent his time on research and synthesis and pulled everything together at
the very end, even if it meant writing or proofreading on the train back to col-
lege after vacation.
Ask for a volunteer whose work habit matches “Done before midterm
break” to take that sign to one end of the room. Then, ask for a volunteer
whose approach matches “Late for class” to take that sign to the other end of
the room. Find three more volunteers to hold the other three signs and then ask
the rest of the participants to choose a place along the continuum formed by the
signs. Are they at either end or somewhere in the middle?
106 WORK IT OUT
Explain that people at the “Done before midterm break” end, the Judging
end, do their best work when things are under control. They approach projects
in an organized manner and are often energized by making steady progress
toward set goals.
At the other end of the continuum, Perceiving types often do their best
work at the last minute. They may not feel inspired until the pressure is on. Ask
those who are standing at this end if this is true for them. Emphasize that the
signs at both ends represent legitimate ways to be (though each would most
likely be irritating to the people at the opposite end).
You might then ask those at each end to comment on what it felt like when
they had to operate out of their preferences, when a Judging type faced a tight
or unexpected deadline or when a Perceiving type was asked to start a project
too far in advance. Judging types will talk about stress and may even say their
accuracy or inspiration suffered. Perceiving types will often say that they
delayed starting as long as they could and ended up with a less-inspired project
than usual. They dislike putting things together too far in advance of the last
minute.
Houses or Sailboats
This exercise highlights the different approaches of Judging and Perceiving types
and demonstrates each preference’s reaction to time pressure and change.1
Bring a box of “stuff”—paper, glue, markers, fabric, tape measures, rope,
wood scraps, scissors, yarn, straws, anything! Divide participants into Judging
and Perceiving groups of five or six. Place the box in the center of the room. Tell
the groups they have five minutes to make the best house they can. They may
use anything or nothing from the box and anything they have with them. There
are no restrictions. Tell them that at the end of five minutes, you will judge
which house is the best.
At the end of three and a half minutes, announce that you have changed
your mind and that you want them to make a sailboat instead. Tell them they
have one and a half minutes left.
Debrief the experience. The Judging group often spend the last one and a
half minutes complaining or panicking. They want to show the excellent house
they’ve almost finished and are frequently upset because of the change in plans.
The Perceiving group usually move toward making a sailboat and often fin-
ish it. Typically, they enjoy the whole exercise. They may even create a “human
sculpture” or display sailboat clip art on their laptop computer screens, much
to the chagrin of many of the Judging types.
Brainstorm Ways to Accommodate Judging and Perceiving Needs

Break into small groups of Judging and Perceiving types. Ask each group to gen-
erate ideas that they believe will meet the needs of both preferences. Examples
include:
■ Provide general meeting agendas, with topics but no specific time frames.
■ Plan interim deadlines for Perceiving types. One of our Perceiving coauthors,
for example, teaches a class the week before we need his input on a chap-
ter or article about the same topic. We then meet to blend his lesson plan
with our chapter outline.
■ Work together on time estimates so that those who prefer Perceiving can
benefit from the Judging type’s natural ability to estimate how long tasks
will take and so that those who prefer Judging can benefit from the Per-
ceiving type’s talent for squeezing tasks into the last window of time.
Discussion for Those in Conflict

Ask the following questions:
■ What do you contribute to the relationship?
■ What actions or habits of yours may be unsettling or irritating to the other
person?
■ What does the other person do that annoys you?
■ What do you find valuable about the other person?
■ What outcomes do you hope for as a result of this conflict resolution
process?
When Judging and Perceiving types give and receive positive as well as nega-
tive feedback concerning each preference’s approach to life and work, you may
find some areas for negotiation, and peace!
108 WORK IT OUT
One-Sided Projects
This group exercise may help illustrate how respect for the opposite preference
works to a team’s advantage.
■ Divide the team into two groups based on preferences for Judging and
Perceiving.
■ Ask each group to think of two projects or decisions that suffered because
of a one-sided approach. For example, a market opportunity may have
been missed because Perceiving types were reluctant to come to conclusions
about the trends they were investigating. Conversely, a product may have
been introduced too quickly because Judging types made hasty decisions
about the product’s features.
■ Have each group list specific steps they would have taken to handle the
incident differently. The goal is for both groups to provide concrete exam-
ples of how each type preference might benefit from the processes of the
other.

The following lists summarize the natural styles of each preference and may
facilitate discussion.
It is more natural for Judging It is more natural for Perceiving

types to: types to:
■ Value timetables and schedules ■ Leave room for late-breaking
changes
■ Decide on project steps before ■ Allow for what is necessary as
beginning they go along
■ Make decisions without revisit- ■ Search for options, not wanting
ing each nuance to overlook anything
■ Feel that surprises tend to upset ■ Find last-minute changes or
their plans interruptions useful in maintain-
ing flexibility

If your preference is for Judging, practice Perceiving:
■ Schedule at least one day per month to go with the flow at work. (That
may be asking a lot, but see what happens. Trust us!) Note what turns up
that may add value to your tasks, give you joy in the moment, or enrich
your life.
■ Give yourself some extra time to gather more information, both factual
data and new ideas.
■ In solving a problem, think of several options in addition to the one you
have decided is correct. Make a list of the positive, interesting, and nega-
tive characteristics of each option. Challenge your original choice.
■ In a low-stress area or low-risk situation, ask someone to interrupt and
ask you to do something with him or her. Then evaluate your tolerance for
interruptions, delays, and ambiguities and your ability to handle unfore-
seen events.
■ Expect some contingencies to your planned processes. If you have extra
time, use it to gather more data or come up with one more idea.
■ If someone wants your opinion, try offering several alternatives and then
letting that person make his or her own decision.
If your preference is for Perceiving, practice Judging:

■ Schedule at least half an hour between meetings. Refrain from taking on
new commitments until you’ve had a chance to think about them. Learn
to say “no.” Investigate other time-management techniques. Keep using
the ones that work for you.
■ Ask yourself which five major things you need to accomplish during the
next year (or other time frame). Schedule the five things on your calendar
or planner and then plan backward to ensure that you have allowed
ample time to accomplish them. For extra credit, add a bit more time than
you originally allotted.
■ Remind yourself that contingencies almost always arise and plan for them.
Resist the temptation to attend to just one more thing.
110 WORK IT OUT
■ Place limits on yourself by setting an imaginary deadline for generating

ideas or gathering information. Then stop when you reach it.
■ Determine which daily tasks could be done consistently, and then develop
a routine and follow it. Realize that, in the long run, doing this gives you
more time to explore and enjoy.
■ Practice completing less important tasks a day or two before the deadline.
Be sure to distinguish the important from the urgent.

When you have a preference for Judging and your co-workers have a preference
for Perceiving, consider:
■ Seeking out projects with definite milestones and a final deadline
■ Delaying making a decision for a few days; continue to gather more
information and pay attention to other ideas that may come up
■ Accepting the idea that work is progressing despite the differences in
people’s approaches
■ Making your own milestones or deadlines along the way
When you have a preference for Perceiving and your co-workers have a prefer-
ence for Judging, consider:
■ Recognizing that deadlines set by the organization may not be negotiable
■ Revisiting a past decision you believe was rushed and demonstrating the
advantages of slowing down to gather more information
■ Finding projects in which the process is just as important as the outcome
■ Keeping surprises to a minimum and reducing your options
6
FUNCTION PAIRS
ST, SF, NF, NT in the Workplace
The Goal: Appreciating the contributions and communication

styles of every team member.
That meeting was a waste of my time. We only discussed one of the four
agenda items. (ST)
That meeting was confusing. They didn’t say a word about the specific
training our team would need. (SF)
That meeting was inspiring. I have a clear vision of new trends in training
and development. (NF)
That meeting was okay, but we needed to spend more time deliberating our
underlying rationale and coming up with an effective strategy. (NT)
Yes, all four people quoted above were at the same meeting, but they have very
different standards for effective communication. How we perceive (Sensing or
Intuition) and how we judge (Thinking or Feeling) greatly influence our func-
tioning and our styles for communication, decision making, and leadership. The
four combinations of these preferences (ST, SF, NF, and NT) make up the
columns of the type table:
113
114 WORK IT OUT
ST: Let’s be SF: Let’s be NF: Let’s be NT: Let’s be

accurate and practical and insightful and theoretical and
responsible. service oriented. inspiring. entrepreneurial.
■ ISTJ ■ ISFJ ■ INFJ ■ INTJ

■ ISTP ■ ISFP ■ INFP ■ INTP
■ ESTP ■ ESFP ■ ENFP ■ ENTP
■ ESTJ ■ ESFJ ■ ENFJ ■ ENTJ
When people who function differently are on the same team, it’s no surprise
that there are clashes. Accuracy versus inspiration? Service versus theory? The
biggest clashes come between opposite pairs: ST versus NF, and SF versus NT.
Workplaces that honor each of the four functions value very different things:
ST environments SF environments NF environments NT environments

value value value value
■ Efficiency ■ Personal loyalty ■ Community ■ Competence

■ Certainty ■ Being of service ■ Enthusiasm ■ Competition
■ Thoroughness ■ Emotional well- ■ Insightful problem ■ Strategic planning
being of others solving
■ Consistency ■ Global concepts
■ Respect ■ Harmony
■ Control ■ Big-picture focus
■ Clarity of role ■ Serving society’s
■ Stability ■ Goal setting
and function needs
■ Integrity ■ Creativity
Key words Key words Key words Key words
Practical and logical Practical and helpful Insightful and helpful Insightful and logical
Within corporations, clashes among the function pairs are inevitable given
the different character of the work in different departments:
■ STs are often found in accounting, sales, and production.
■ SFs are often found in customer service, quality control, and office
management.
■ NFs are often found in training and development, advertising, and public
relations.
■ NTs are often found in planning, research and development, and marketing.
FUNCTION PAIRS 115
Without a deep understanding of the strengths, concerns, and needs of the

different function pairs, friction and misunderstandings can distract quite thor-
oughly from the jobs at hand. Such was the case at Investment Partnership Ser-
vices (IPS).
INVESTMENT PARTNERSHIP SERVICES

Julie (ENFJ) Nira (ENTP)
Founding partner Founding partner
Frances (ISTJ) Investment analysts

Office manager (NT)
Office support staff

(SF)
IPS was successful. Very successful. But the growth that came with that success
led to other problems. IPS started as a full-service financial planning firm in the
boom times of the 1980s. Founded and managed by two extremely competent
women, Julie and Nira, the company targeted career women in all stages of life.
Its organizational hallmark was treating clients with respect. The mission state-
ment read: “We are stewards for yet partners with our clients, working together
to establish and reach financial goals.”
As part of their initial marketing strategy, Julie and Nira joined Financial
Women International, the National Association of Women Business Owners, and
their own universities’ women’s associations. They also kept active in professional
associations—restaurant and hotel management for Nira and accounting for Julie.
Julie viewed her financial planning work as a means to help more women
invest in the marketplace, gain a solid financial footing, and prepare for retire-
ment. Nira loved the challenge of playing the market and pitting her financial
savvy against the more traditional brokerage houses. She excelled at predicting
investment trends and promoting her ideas to clients.
With rapid success came growing pains. The client base increased so quickly
that business methods sprang up by accident rather than through tried and true
policies and procedures. Julie and Nira hired Frances as office administrator;
she in turn hired two assistants. They also found two experienced investment
analysts who were investment model experts. IPS then contracted with a larger
brokerage company to execute stock purchases and sales.
116 WORK IT OUT
Julie asked for help in dealing with tension in the office. She said, “I’m not
sure why Nira and I are struggling, given that we share common goals for IPS.
But the tension is contagious—everyone seems on edge with everyone else, and
it’s starting to affect how we serve our customers.”
We interviewed each employee in an effort to understand the root causes of
conflict.
The NF Side of the Story

Julie’s office was filled with neat stacks of files and books on almost every flat
surface. Numerous plants and family pictures added to the room’s warm and
comfortable style. Julie, however, looked exhausted, with dark circles under her
eyes and a general spirit of weariness to her demeanor. When asked, she described
her motivations for founding IPS at some length, concluding, “Women still earn
less than men. I’m committed to helping as many as I can to establish themselves
financially, gaining a fair financial return for the faith they’ve placed in me.”
She listed several strengths she brought to the business, which follow pat-
terns seen in many people who share her NF preferences.
Julie’s self-reported contributions Common NF strengths and

contributions
■ I know the market and the needs ■ Envisions the future and how
of women. to meet people’s needs.
■ I enjoy developing long-term ■ Focuses on relationships,
relationships with my clients. enabling growth in others.
■ I’m able to read our clients and ■ Has insight into what matters
discern their particular needs, to others.
financial and emotional.
■ I’m deeply committed to ■ Serves society’s needs, works for
increasing women’s share a purpose beyond a paycheck.
of the financial pie.
■ Being a teacher at heart, the ■ Communicates, inspiring others.
public workshops and the
presentations are fun for me.
FUNCTION PAIRS 117
Julie’s demeanor went from bright to weary when asked what it was like to
work at IPS. Her specific concerns are listed below:
Julie’s NF concerns How the other functions might

interpret those concerns
■ While I’m in the office meeting ■ NT: Place people in the roles that
with clients (and overseeing all suit their competencies.
of the account administration),
■ SF: One partner shouldn’t have
Nira is out with vendors, being
all the internal responsibilities.
wined and dined, gathering
It’s too much for one person to
investment information. I know
handle.
that I’m better at client contact,
but a part of me shouts that I’m ■ ST: There ought to be a way to
being taken advantage of. streamline operations so that no
one is doing more than the others,
unless that person is getting paid
to do so.
■ I’m having problems sleeping at ■ NT: This is a buyer-beware busi-
night—market shifts remind me ness; 5 percent is 5 percent more
that I’m responsible for so many than they might have gotten if
clients. I can’t even deliver a they hadn’t come here!
modest 5 percent return in a
■ SF: Julie needs to take a week
falling market. Many women are
off and relax!
novice investors, and I’m afraid
they’ll pull their money, regard- ■ ST: The market has its ups and
less of long-term prospects. downs, one time 5 percent,
another time 15 percent. People
ought to know that!
■ The way Frances is streamlining ■ NT: Yield to Frances. That’s what
procedures doesn’t really allow she was hired to do, streamline
me to meet everyone’s needs. and manage the office.
Regardless of anything, she wants
■ SF: Meet the needs of one per-
deadlines met, costs down, and
son at a time and use efficient,
work flow well managed.
proven ways to do that.
■ ST: We can’t meet all needs; it
isn’t practical. Use the 80/20
rule: Meet 80 percent and let go
of the other 20 percent.
118 WORK IT OUT
The NT Side of the Story

Nira’s office was quite a contrast to Julie’s—sleek and sophisticated, with
muted colors and stylish furnishings. Expensive art and Oriental rugs completed
the high-status feel of the room. Nira’s dress and attitude expressed self-assurance.
She talked about her motives for founding IPS, concluding, “I was one of the
first women to become a certified financial planner, and it seemed obvious to
me that more and more women would be seeking financial advice as they
began flooding the workplace. I wanted to build a business so I could pass on
my knowledge and also make a nice return for myself!”
Nira’s self-reported strengths also follow patterns of people who share her
NT preferences:
Nira’s self-reported contributions Common NT strengths and

contributions
■ I keep abreast of market trends ■ Analyzes complex problems,
and find areas with the highest systems.
return for the lowest risk.
■ I’m always finding new possibili- ■ Fosters organizational growth
ties for expanding and developing and development, not wanting to
our business. I wish I had 48 miss any opportunity.
hours in every day to pursue it all.
■ I can tolerate the risk that goes ■ Seeks challenge, competition.
with the excitement of financial
markets.
■ I can clearly see where this ■ Uses strategic planning, big-
company is headed—and plan picture focus.
to make sure we’re ready.
■ I can tell if some product will ■ Sees the relationship of the parts
yield results for our clients and to the whole.
know the various risk positions
involved.
FUNCTION PAIRS 119
Like Julie, though, Nira’s enthusiasm for IPS had been tempered by office
conflicts. Nira’s specific comments are listed below:
Nira’s NT concerns How the other functions might

■ Julie is too concerned about ■ NF: Taking things personally
small financial gains or losses in helps me better meet clients’
our portfolios. She takes market needs, even at my own expense!
downturns personally—forgetting
■ SF: Each person’s portfolio is
that we tell our clients to expect
important. We can’t lose sight of
ups and downs in the market.
our individual customers.
They simply have to stay in the
market for the long haul if they ■ ST: Julie needs to toughen up
want to make a profit. and realize that each person is
a grown-up.
■ Julie spends more time holding ■ NF: The easiest business comes
clients’ hands than I think is from repeat sales and referrals.
appropriate. After all, we have a
■ SF: It’s easier to manage existing
business to run, which means
accounts. We already know them
bringing in new clients. She
and their specific needs.
should enjoy the fun of sales
rather than worry about babysit- ■ ST: The facts are as plain as day.
ting our current clients. Referrals or repeat business from
satisfied customers accounts for 80
percent of our business; only 20
percent comes from new contacts.
■ I thought Frances was a great ■ NF: I wish Nira would support
hire, but she can be a real pain in Frances’s work so that our office
the neck. Here I am, one of the would run more smoothly.
founding partners, and she wants
■ SF: Why can’t Nira just try to
me to document expenses and
follow the procedures?
turn in travel advance requests.
Yes, we asked her to streamline ■ ST: Frances was hired to do a
things, but she’s too picky! job. She’s doing it, and she
needs our respect and adherence
to her plans.
120 WORK IT OUT
■ The office assistants think I ■ NF: I don’t always know specifics

should be able to keep track of about each portfolio, but I do
every client individually, asking have a general recollection of
specifically how Mrs. Jones or everyone with whom I’ve worked.
Ms. Brown or even their cousin
■ SF: Each client is important, and
or friend has fared. I watch
keeping up with those little
aggregate performance, not
details keeps them satisfied and
details of each client portfolio.
happy with IPS.
■ ST: We should have a form with
just the necessary facts so we
can keep on top of any changes
in the portfolio.
Nira indicated that the two investment analysts were working out well.
Later, they confirmed that they shared her NT preferences.
The ST Side of the Story

Frances was cordial but reserved, a bit wary of being interviewed. She said, “I
have several pressing business concerns, such as readying a client’s initial
financial plan by noon today. Our track record for sales is good, but I have a ter-
rible time getting Julie and Nira to do the simplest things.” The strengths
Frances sees in herself match the patterns of others with an ST preference:
Frances’s self-reported Common ST strengths and

contributions contributions
■ Before I was hired, procedures ■ Practical focus, establishing pro-
and filing systems were practically cedures and attending to details.
nonexistent. I now have docu-
mentation almost under control.
■ I’ve established systems and ■ Seeks measurability and ways of
accounts so we can track costs managing costs and schedules.
and inefficiencies.
■ It’s my duty to do all the follow- ■ Consistent, efficient focus on the
up and make sure this office problems at hand.
runs smoothly.
FUNCTION PAIRS 121
■ I’ve made Julie and Nira aware ■ Focus on order, thoroughness,

of the critical need for documen- and control.
tation in this business.
■ I’m the stable factor in the office. ■ Stability and productivity.
I’m always here, unless of course
I have to run an errand because
someone else fell short on some-
thing.
Frances had several specific complaints.
Frances’s ST concerns How the other functions might

■ When Julie or Nira forgets to ■ SF: I hate to call people to come
have transaction forms filled in in and sign a forgotten form. I’ll
or signed, I have to call the keep a record of how often this
clients—or worse, we may not happens. Maybe that will lead to
get forms to the banks or broker- a change in the way things are
age houses in time. They’d be done!
surprised if they knew how
■ NF: I use the form Frances set
much money gets lost and how
up, but I’m never quite sure I’m
antagonistic clients can be over
using it effectively. Maybe she
those slipups, especially if they
could help me occasionally.
have to drive back here to sign
something that should have been ■ NT: I see these forms as too
signed at the time of the sale. detailed for someone with my
responsibilities.
■ Julie seems to understand these ■ SF: I’m committed and show it by
struggles and relates well to the attention I give each client and
clients, but she acts like a mis- the care I take with each client’s
sionary out to convert the portfolio. I want a sale to be tidy!
women of the world to financial
■ NF: Maybe everyone is as enthu-
planning. Worse, she seems to
siastic as I am, but I wish they’d
think that anyone who doesn’t
show it more!
voice the same degree of enthu-
siasm is not committed to IPS. ■ NT: We serve all people, not just
Look at the hours I put in—how women, although that’s where
can she say that? our expertise lies.
122 WORK IT OUT
■ Nira is always out of the office, ■ SF: Nira’s the boss, and that
without my being quite sure comes with some perks!
when or where or why she’s
■ NF: Maybe Nira needs to decide
gone. So many of her trips are
what’s most important. She
last-minute affairs. It wouldn’t
often rushes about at the last
be prudent to keep cash here, yet
minute.
she expects me to give her cash
advances at a moment’s notice. ■ NT: I never know where the next
She doesn’t realize how disrup- opportunity will be or when.
tive and costly it is to make a Catching opportunities is key to
special trip to the bank or run our business success!
other spur-of-the-moment
errands for her.
■ Nira seems to have a superior ■ SF: You can’t argue with success,
attitude, what with her clothes and Nira does set a tone of
and her car. I know she needs to wealth and success.
impress clients, but . . .
■ NF: We don’t want to be too
obvious about the money we’re
making. Some of our clients are
barely making it.
■ NT: If you’ve got it, wear it, use
it, or drive it, unless it’s strategic
not to do so. Also, I have to
impress the vendors to get the
best deals for IPS and our
clients.
■ I never see the investment ana- ■ SF: It would be good to know
lysts, and they never fill us in on how each person contributes to
what they’re doing. IPS, what they do each day.
■ NF: I trust all the people who
work here to make the best use
of their time.
■ NT: Competent people don’t
need anyone to hover over them.
They are their own best drivers.
FUNCTION PAIRS 123
Frances concluded, “I shouldn’t have to work so hard to get everyone to do

what needs to be done to run this business. Think of how easy it is to lose
clients, not to mention the legal implications!”
A look at the IPS employees’ function pairs explains why such highly com-
petent people were struggling to work together:
ST SF NF NT
Frances Office administrators Julie Nira

Investment analysts
Frances, naturally practical and precise, was trying to pin down Julie, the
idealistic NF, and Nira, the achievement-oriented NT. All three of them faulted
the SF office administrators for paying attention to individuals, which is a legit-
imate SF concern. For NTs, such personal interactions seem almost like gossip.
As for the others, they didn’t understand Nira’s drive for competence and cred-
ibility or the investment analysts’ behind-closed-doors work style. If the IPS
staff became type-aware, they might start to see their colleagues’ actions as
flowing from their personality types rather than from spite or disregard for IPS’s
mission.

Follow these four steps to conduct a type intervention for the different preferences.

Discuss the answers to these guiding questions:
Yes, the markets go up and down, and yes, they’re hard to predict, but
IPS stood to benefit from enforcing and supporting Frances’s role and
her changes to office procedures.
Success in the company’s niche did not necessarily mean success in running
a business. The entire IPS staff needed to look at the internal operations and
124 WORK IT OUT
each person’s workload and responsibilities in order to adjust the distribu-

tion of duties and to ensure that people’s responsibilities were matched
with their strengths.
This seemed to be the root of the problems. Knowing type could provide a
language for discussing the differences and a rationale for managing and
enhancing those differences to the benefit of both the staff and the company
as a whole.
■ Does the problem involve individuals, or does it involve the whole
team? Is individual coaching or teambuilding called for?
At IPS, the problems seemed rooted in general misunderstandings of how
people with ST, SF, NF, and NT preferences operate and communicate.
Step 2: Create an Understanding and

Demonstrate that each personality preference is normal and brings unique
strengths and contributions to the team. Here’s an exercise the team used
successfully.
Work Style Exercise

At the first teambuilding session, we talked about the function pairs framework.
Team members then grouped themselves into the function pair category that fit
them best (ST, SF, NF, or NT) and listed what they thought were characteristics
of their style. Provide a flip chart so that participants can see what each team
member writes down. This exercise will help team members understand that
their company benefits when people of every function pair group respects the
others’ differences and when they all acknowledge the gifts each function pair
brings to the successful operation of their company.
The NF Report
Julie listed:
■ Envisioning where we are going
■ Acting on issues I feel strongly about
■ Knowing I can make a difference for women
FUNCTION PAIRS 125
“I can’t help it,” she laughed. “I’m a crusader for women’s financial needs.”
The other team members then gave feedback on the contributions Julie
made to the company. These included:
■ Convincing, authentic, and sincere sales presentations
■ Solid teaching on financial principles
■ Mediating between spouses and their partners or families
The NT Report
Nira and the investment analysts reported next, listing:
■ Individual initiative, being able to take risks
■ Discovering or sniffing out opportunities well in advance of trends
■ Drive and energy to achieve breakthroughs in financial dealings with prof-
itable results
Nira said, “Taking risks is who I am. You all know I left Lebanon for the United
States to strike out on my own—and brought all my siblings here, earning
enough to put them through college. I have the same drive for IPS.”
Team members then added the qualities they associated with the NT
perspective:
■ Insistence on goal setting
■ Constant innovation, especially with products and computerized models
■ State-of-the-art investment planning
The ST Report
Frances listed:
■ Dependability and reliability
■ Being efficient
■ Ensuring that each step necessary to achieving IPS’s goals is followed
explicitly and accurately
126 WORK IT OUT
“You really can set your watches by my arrival because it’s 8:30 a.m. every
day,” Frances added. “I actually enjoy the implementation specifics—if only the
rest of you would acknowledge how many clients we’ve almost lost because
others overlook those details!”
The team quickly came up with a list of ST contributions:
■ Spotting and then eliminating inefficiency and waste
■ Assuring that everything will be taken care of
■ Fulfilling IPS’s obligations and responsibilities to customers
The SF Report
The operations assistants who reported to Frances added their list of what they
valued in their work:
■ Servicing IPS customers in a personal and practical way
■ Being accurate and helpful
■ Working to keep the office harmonious
“Recently,” they added, “the last one, maintaining a harmonious office, has not
been taken seriously by the rest of you. A simple ‘please’ and a ‘thank you,’ a
morning ‘hello,’ go a long way toward making the office more pleasant.”
The rest of the team agreed that they appreciated the SF ability to act as the
social glue that had in many ways kept the office harmonious, to support other
employees, and to model cooperation and order.
Develop a Clear Understanding of the Needs of Each Preference

In the exercise above, team members learned how to improve communication
and customer service at IPS by paying attention to what was on each other’s
list. To practice communicating, they used the following chart to develop a mes-
sage for their opposite preference (ST–NF and SF–NT).
FUNCTION PAIRS 127
STs like ■ Short, crisp, businesslike

communication
■ Impersonal yet polite
that is
■ Factual and credible
■ Sequential
■ Non-biased
SFs like ■ Personalized

communication
■ Sequential
that is
■ Empathetic to their position
■ Practical and results oriented
■ Complete with examples
■ Centered on building the relationship
NFs like ■ Full of new insights and perspectives

communication
■ Enjoyable and fun
that is
■ Big picture oriented
■ Associative, not sequential
■ Concerned with harmony
■ Fuel for brainstorming
NTs like ■ Organized logically

communication
■ Oriented toward future implications
that is
■ Straightforward
■ Complete with underlying theory, research
■ Full of options
■ Balanced, with pros and cons

Team members met again a few weeks later, after taking time to observe the
four functions in action around the office and think through their co-workers’—
and their own—needs through the lens of type. The second meeting showed a
significant reduction in tension around the office. Team members reported on
their ideas for working it out:
128 WORK IT OUT
■ Julie affirmed to the group that she would be slightly less crusading in her
approach to selling financial planning to women, that she would work on
putting more distance between herself and the effect of stock market
changes on her clients’ portfolios, and that she would accompany Nira on
several trips to brokers and vendors so that she could better understand
Nira’s role—and get out of the office.
■ The team agreed that many of the smaller clients should be turned over to
the office assistants, who looked forward to gaining this vital work experi-
ence. This would lighten Julie’s workload and increase office expertise in
interacting with clients and managing accounts.
■ Nira acknowledged that some of her junkets were not profitable to IPS in
the long run. She asked Frances and Julie to help her when she started to
backslide and agreed to:
■ Be more focused and strategic in her selections
■ Spend more time on client relations
■ Share more of the day-to-day operations burden with Julie
■ Initiate her requests for travel advances earlier
■ Stick with the systems that Frances established
■ As promised, Frances and the SF staff did their homework on logging inef-
ficiencies and came to the meeting with a list of dissatisfied clients and
uncompleted financial deals caused by overlooked details.
■ The office assistants were delighted to work with long-term clients as well
as those with relatively small portfolios. They asked to watch Julie’s and
Nira’s initial meetings, at which they evaluate clients. They committed to
listing the clients with whom they had good working relationships and
asked to manage their files as well.
■ The investment analysts agreed it was important to keep the other staff
members informed on their work in the research room. They offered to do
brown-bag lunch seminars to explain the intricacies of their task to their
colleagues.
Julie and Nira pointed out that if they all followed through on the commit-
ments they were making, it could have a positive impact on IPS, each person’s
work life, and each person’s part of the corporate profit-sharing plan.
FUNCTION PAIRS 129

We stayed in touch with the partners, Nira and Julie, and did more coaching
with them. We also helped with an off-site teambuilding session, which rein-
forced the work that had already been done.

IT OUT WITH TYPE
Several months later, the team was still participating in brown-bag lunches.
Julie reported, “Hearing logical explanations of market predictions and behav-
iors has enhanced my ability to explain stock ups and downs to customers.
While I still take a bit too much responsibility for what happens, I know the
clients have a better handle on what ‘playing the market’ really means.”
Frances developed an excellent client-tracking system for current and poten-
tial IPS customers, modeled after one she had used at her previous job. She sta-
pled a flowchart to the inside of each client folder and marked time-sensitive
documents with due dates and procedures to be followed. “It’s taken some
work on my part,” she said, “but I’m doing less reminding. Everyone who has
client contact has gotten better at following the model and procedures for client
interactions!”
Nira and Julie conscientiously worked to develop the office administrators’
customer contact skills. Nira took each one on a research junket, which improved
everyone’s understanding of Nira’s contributions to IPS and the company’s markets.
With all team members working toward their mutual objectives, IPS man-
aged to develop a cohesive culture rather than a clashing four-part one.
REVIEWING THE FOUR-

FUNCTION FRAMEWORK
Can you place yourself or your team within this four-function framework? See
if you can find your own and your teammates’ strengths and possible blind
spots as you review the four functional pairings (ST, SF, NF, NT) below.
130 WORK IT OUT
ST: Let’s Be Accurate and Responsible

ST organizations tend to want answers to questions about costs, schedules, effi-
ciency, precision, and accuracy. STs like to build hierarchical organizations with
a place for everyone and with everything in its place. They believe they are
earning their keep when they are critiquing broad, general ideas in order to help
everyone focus realistically on what is feasible.
Because STs are most concerned with day-to-day issues, they may some-
times overlook the long-term implications of their work. However, their orien-
tation to the present keeps the team from misusing its current resources, both
human and financial.
STs often prefer to work in organizations that produce reliable, high-quali-
ty products and services. You can often identify STs because they want details
on specifics and logical answers to their questions, which are usually tactical
and procedural. Remember Frances’s talent for organizing and establishing
procedures?
SF: Let’s Be Practical and Service Oriented

The SF organizational environment may resemble a diverse, extended family.
Most SF organizations also have a hierarchy, but it’s a friendly one. SF organiza-
tions (such as schools and hospitals) are structured in such a way that a per-
son’s level in the hierarchy reflects that individual’s qualifications or skills for
the services he or she is to provide. This division of labor in a broad hierarchy
allows for a particularly SF flavor—having the right person in the right place to
do the right thing for others.
The motto “Service with a smile” is quite characteristic of SF organizations.
SFs feel like they are worth their salt when they use clarity and direction to
meet the needs of each individual and group. Their attention to people makes
them extremely cognizant of how things will affect others. They are unlikely to
be very wrong about a customer’s needs. Because they are busy serving others,
they may overlook the strategic plan, the big picture, and sometimes their own
needs. They may, therefore, need help in these areas.
SF organizations are typically pleasant, sociable, and enjoyable places to be.
Efficiency is important to SFs, but only if that efficiency allows for careful han-
dling of people’s concerns. Remember how the administrative staff hated call-
ing clients back to sign papers when the financial planners had not taken care
FUNCTION PAIRS 131
of them? Staff members gladly worked to help Frances’s system meet both com-
pany and client needs.
NF: Let’s Be Insightful and Inspiring

NF organizations are characterized by their focus on mission and values. NF
organizations typically set goals that make improvements in the circumstances
of people and communities. While SFs might focus on specific people, the NF
approach is to help people in general. NF organizations are often about foster-
ing growth and development, inspiring people to greater heights, developing
human aspirations, and making the world a better place in which to live.
NFs tend to set up collegial organizations with an interchangeable leader-
ship format, because NFs are often reluctant to elevate one person over another.
Instead, they prefer that people take turns as leader and follower. This is prob-
ably one of the reasons that NF business organizations are rare, but that seems
to be just fine for NFs, who tend to avoid being part of business bureaucracies.
Business organizations generally have only a few places where NFs can express
themselves in the ways they prefer.
Working in accord with one’s values and having, as Isabel Myers said, “a
purpose beyond the paycheck” are important attributes of the work environ-
ment for NFs. Work must have meaning; when it doesn’t, NFs become less pro-
ductive. Like SF organizations, the NF work environment is best when it is filled
with harmonious people who enjoy one another’s company as they strive
together for a common purpose. Remember Julie’s passion for helping women
do well financially?
NT: Let’s Be Theoretical and Entrepreneurial

The NT organization is characterized by meeting challenges: mental, financial,
conceptual, and sometimes physical. NTs set broad goals for themselves. They
are not very patient with detail; however, like STs, they tend to like things to be
logical. While the ST focus may be on day-to-day specifics, the NT focus is on
the big picture and long-range possibilities.
NTs are most happy in an environment that is filled with others who like
debate, rigor, and intellectual work. They are most effective in situations that
involve the orchestration of various systems for the purpose of achieving a com-
mon objective.
132 WORK IT OUT
NTs use a hierarchy when it is the most effective organizational format, but
they generally prefer a structure of matrix organizations and project teams in
which roles are more fluid. They often overlook interpersonal niceties, thinking
of people as only one of the facets in their systems and structures. Of course,
NTs believe people are an important component of any system, strategy, or
structure, but it’s up to people to fit into their structure. Remember Nira’s abil-
ity to spot key investments for IPS clients?
FUNCTION PAIRS 133
T Y P E TA K E AWAY
Type Chart 3 may be helpful in summarizing the function pairs framework and
introducing these type concepts.
TYPE CHART 3
Characteristic STs SFs NFs NTs
Like work ■ Practical ■ Social ■ Idealistic ■ Theoretical

that is
■ Crisp ■ Personal ■ Insightful ■ Complex
Establish ■ Efficient and ■ Friendly ■ Creative ■ Effective and

teams that data oriented and service and growth competition
are oriented oriented oriented
Establish ■ Hierarchical ■ Fraternal ■ Collegial ■ Entrepre-

team structure neurial
that is
Team focus is ■ Predictable ■ Traditional ■ Dynamic and ■ Achievement

and stable and affiliative ideological and compe-
tence oriented
Seek ■ Permanence ■ Membership ■ Personal ■ Rationality

meaning
■ Accountability ■ Personal ■ Opportunity
interaction ■ Development
■ Control ■ Long-range
■ Support ■ Growth plans
Are often ■ Military ■ Service ■ Arts ■ Sciences

found in
■ Industry ■ Health care ■ Communi- ■ Start-up
cation companies
Source: Elizabeth Hirsh, Katherine W. Hirsh, and Sandra Krebs Hirsh, MBTI® Teambuilding Program, 2nd ed. (Mountain View,
CA: CPP, Inc., 2003). Reprinted by permission.
Type Solver to Try

When you suspect a clash of cultures, try this exercise to help people under-
stand—and appreciate—the strengths and different needs of all four functions.
134 WORK IT OUT
The Function Pairs Framework

After discussing the basic concepts, have group members identify which one of
the four function pairs best describes them (ST, SF, NF, or NT). Then, either
individually or in groups, ask them to answer the following questions:
■ What should the other groups know about our values and contributions to
the workplace?
■ What do we need from the three other parts of the four-function frame-
work so that we will have a more effective working relationship?
If appropriate, meet again as a large group. Depending on your needs, the

following topics could be discussed:
■ List the tasks on which each person or group works most naturally and
with the most energy and enthusiasm. Ask whether work division follows
these lines.
■ Conversely, which tasks should each person or group avoid? In what ways
could participants team across the four-function framework to better cover
these areas?
■ When communication is problematic, take two or three recent written
communications and let each person or group report on those aspects of
the communication that made it easy or difficult to understand. Look for
concrete examples of the different communication styles and needs within
the four-function framework. List any changes that would help communi-
cation bridge the four cultures.
Tips for Communicating Effectively

with Each Function Pair
Type Chart 4 describes approaches that work well when communicating with
people who identify with the different function pairs.
FUNCTION PAIRS 135
TYPE CHART 4
ST NF
■ Show me that it works. ■ Show how it will enhance relationships.
■ Indicate how it saves time and money. ■ State how it helps people grow and
develop.
■ Demonstrate a good cost/benefit ratio. ■ Focus on my own and others’ strengths.
■ Show how results can be measured. ■ Show how it offers new insights and
perspectives.
■ Allow me to try it before I buy it. ■ Indicate that people will like it and, by
implication, will like me.
■ Offer specific applications and benefits. ■ Point out how it will help me find meaning.
■ Answer all my questions. ■ Say it’s enjoyable and fun.
SF NT
■ Indicate its practical results for people. ■ Discuss its research base.
■ Demonstrate how it will clearly benefit ■ Highlight its theoretical background.

me and those I care about.
■ Use personal testimonies from those who ■ Demonstrate how it fits a strategy.
have benefited from it.
■ Point out its immediate results. ■ Show how it will increase competency.
■ Set it in a personal context. ■ Indicate its broad and far-reaching

possibilities.
■ Show respect to me and others in your ■ Point out its intriguing and fascinating
presentation. possibilities.
■ Explicitly state the benefits; don’t just ■ Be a credible source of information.

imply them.
Source: Sandra Krebs Hirsh, MBTI ® Teambuilding Program (Mountain View, CA: CPP, Inc., 1992). Reprinted by permission.
7
STYLE-CHANGING
STRESS
The Inferior Function—the Shadow
The Goal: Using type as a tool for understanding and reducing stress.
Workplace stress. The problem is so pervasive that you can read about it at the
Centers for Disease Control and Prevention Web site. According to the National
Institute of Occupational Safety and Health, 40 percent of workers report that
their jobs are very or extremely stressful.1 From what we’ve observed, the other
60 percent are so accustomed to stress that it’s become “business as usual”!
The threat of layoffs, computer screens that announce, “You’re not working as
fast as the person next to you,” cell phones that mean you’re always available,
not to mention performance reviews and lost sales opportunities—the sources
of stress are infinite.
And it’s no joking matter. Early signs of stress include headache, sleep dis-
turbances, upset stomach, a short temper, and difficulty concentrating, none of
which help us do our jobs better. But that’s only the tip of the iceberg. Research
shows that prolonged stress can lead to cardiovascular disease, back and neck
disorders, and mental health problems such as depression. Other studies have
shown links to cancer, suicide, immune system disorders, and increased work-
place injuries, although more research is needed. Further, stress definitely
increases absenteeism while decreasing morale, productivity, and employee loy-
alty. It is destructive to workers and the workplace.
Certain circumstances, such as financial difficulties, cause stress for almost
everyone, but people are often unaware that various attitudes, activities, and
events in the workplace may negatively affect others. They think that everyone
137
138 WORK IT OUT
should just get a grip and get on with the job. However, our personality prefer-
ences influence what we find stressful and how we will react.
TYPE AND STRESS

Carl Jung saw that our reactions to stress—“eruptions” that are inconsistent
with our normal way of being—can be predicted by type. We end up in the grip
of our inferior function, the function we’re least comfortable using. As men-
tioned in chapter 1, each type has a dominant function and an inferior function.
Type Chart 5 shows the dominant (in bold) and inferior functions for each per-
sonality type.
It can be extremely useful for team leaders and members to know the
symptoms of being in the grip of the inferior function. This awareness allows
for recognition and reduction of stress in the workplace. To understand how our
dominant and inferior functions interact, remember that we can’t pay attention
to all four functions at the same time: We can’t see the forest and the trees, nor
be objective and subjective, in a given moment.
TYPE CHART 5
ISTJ ISFJ INFJ INTJ

Sensing Sensing Intuition Intuition
Intuition Intuition Sensing Sensing
ISTP ISFP INFP INTP

Feeling Thinking Thinking Feeling
ESTP ESFP ENFP ENTP

Sensing Sensing Intuition Intuition
Intuition Intuition Sensing Sensing
ESTJ ESFJ ENFJ ENTJ

Feeling Thinking Thinking Feeling
STYLE-CHANGING STRESS 139
■ If a dominant Intuitive type is guided by insights and possibilities, he or

she naturally relies less on information from the senses (facts and current
realities).
■ To a dominant Sensing type who relies on actual data and facts, hunches
or inklings are not seen as trustworthy.
■ If a dominant Thinking type depends on logic for decision making, the
impact of a given decision on people may not seem as important or
relevant.
■ Dominant Feeling types believe that the most reliable information is
knowing what matters to people and what values are important; cool
objective analysis may take a backseat.
Hence, the way we comprehend and experience the function opposite to

our dominant function truly feels inferior. We don’t naturally use it well, and
being forced to use it can be stressful. Under such stress, we sometimes become
caricatures of those for whom the function does come naturally.
All of us can work to become more skillful at using the gifts of our inferior
function. Effectiveness in life requires that we continue to mature in using all
the preferences, but some will always be more difficult to access. And despite
our awareness of the gifts and common pitfalls of our inferior function, it could
sneak into our behavior in an unmanageable way when we’re under stress!
Consider the following examples:
■ Dominant Sensing types may begin to conjecture about the future and fear
that a prime customer will leave or that a new product launch will fail
when neither is likely.
■ Dominant Intuitive types may begin overeating or watch television mind-
lessly, both of which involve exaggerated use of the senses.
■ Dominant Thinking types may become sentimental and emotional in
undesirable ways or at inappropriate times.
■ Dominant Feeling types may become bossy and cold in their dealings with
others.
Clues about the common manifestations of the inferior function for each
type are found in Type Chart 6. Learning about the inferior function gives you
140 WORK IT OUT
TYPE CHART 6
When using In the grip of Common trig-

the dominant the inferior gers of the infe-
function function rior function What helps
ESTJ, ENTJ ■ Make ■ Hypersensi- ■ Violation of ■ Solitude

decisions tive to their core
Extraverted ■ Rest
criticism values
Thinking ■ Look for ■ Assessment
truth, effec- ■ Prone to ■ Accusations
of limitations
tiveness, and emotional of coldness
commitment outbursts
■ Remorse over
■ Enjoy ■ Uncomfortable their unfeel-
leadership with their ing actions
own feelings
and those
of others
ISFP, INFP ■ Known as ■ Judgmental ■ Negative ■ Time

trustworthy atmosphere
Introverted ■ Critical of ■ Acknowledge
and affirming
Feeling others ■ Fear of loss the effect of
■ Focus on the or failure in a criticism on
■ Act before
best in others relationship others
thinking
■ Maintain inner things ■ Violation of ■ Emphasize
harmony through values established
skills
ISTP, INTP ■ Observe ■ Overly defen- ■ When others ■ Time alone

objectively sive when try- are overly doing activi-
Introverted
in order to ing to prove emotional ties they
Thinking
find truth the “logic” of enjoy
■ Situations
their feelings
■ Use logical that appear ■ Physical
analysis ■ Excessively arbitrary or activity
adeptly, sensitive uncontrol-
■ Having others
applying that about rela- lable
give them
analysis to tionships
■ Having no space
people and
■ Too time for
events
emotional reflection
■ Known for
depth of
knowledge

ESFJ, ENFJ ■ Depend on ■ Overly critical ■ Being asked ■ Change in

feelings, and domi- to compro- routine
Extraverted
which are neering mise a value
Feeling ■ A new project
considered
■ Sidetracked ■ Being misun-
more rational ■ Confiding
by poor logic derstood or
than logic in an under-
belittled by
■ Compulsively standing
■ Known for others
search for friend or to
sensitivity to
answers in ■ Experiencing self through
the needs of
books or too much journaling
others
unusual conflict,
■ Able to easily philosophies too little
and appropri- harmony
ately express
emotion
ESTP, ESFP ■ Take in and ■ Imagine ■ Overcommit- ■ Contingency

sort all the doom and ment planning
Extraverted
data the gloom
Sensing ■ Being forced ■ Solitary
senses
■ Misinterpret to make deci- activities
provide
the motives sions about such as
■ Accept the of others the future gardening,
world at face exercise
■ Obsessed ■ Having too
value
with mystical much struc- ■ Getting help
■ Enjoy every- life views ture at work from others
day life to adjust
priorities
INTJ, INFJ ■ Demonstrate ■ Overindulge ■ Dealing with ■ Space

intellectual in Sensing details
Introverted ■ Quiet, natural
clarity (TV, food)
Intuition ■ Experiencing surroundings
without
■ Sort intuitive unexpected
enjoyment ■ Using Think-
hunches events
ing to find
accurately ■ Approach the ■ Too much solutions or
world as an
■ Have long- Extraverting Feeling to
enemy
term, novel allow them-
perspectives ■ Overwhelmed selves to be
by sensory less serious
data
142 WORK IT OUT
TYPE CHART 6 continued

ISTJ, ISFJ ■ Exhibit effi- ■ Anxious over ■ Experiencing ■ Finding others

ciency, calm- facts and change, who will take
Introverted
ness, and details prospect of them seriously
Sensing
attention to the unknown
■ Reckless and ■ Delegating
specifics
impulsive ■ When others details
■ Focused on deny reality
■ Worried about ■ Working
the present (especially
possible future through
and perfect- dominant
disasters auxiliary
ing the tried Intuitive
Thinking to
and true types)
find Feeling
■ Aware of ■ Overdoing solutions
their sensory reliability and
experiences efficiency
ENFP, ENTP ■ Focus on ■ Depressed ■ Overcommitted ■ Meditation

their vision and with- and tired
Extraverted ■ Positive use
or the big drawn
Intuition ■ Attending to of Sensing—
picture
■ Obsessed details physical
■ Pursue new with details exercise,
■ Violation of
ideas opti- and infor- sleep, healthy
important
mistically mation diet
values or
■ Identify ■ Focused on principles ■ Using Thinking
future trends physical or Feeling
with uncanny symptoms to lend
ability perspective
Source: Adapted from Naomi L. Quenk, Was That Really Me? (Mountain View, CA: Davies-Black Publishing, 2002).
Adapted by permission.
ways of recognizing its positive contributions and negative manifestations,

understanding your blind spots, and making sense of your behavior and the
actions of others during stressful or changing times.
The following case offers a concrete example of what can happen when
stress takes over and the inferior function is unleashed.
IMPRESSIONS, INC.
Penny (INFJ)
Director, Quality Department
Wesley (ENFP) Leya (INFP) Josh (ESTJ)

Quality control analyst Quality control analyst Marketing liaison
Impressions, Inc., was a midsize retailer of quality discount furniture with a

loyal customer base. After 25 years as a regional firm, Impressions had posi-
tioned itself to go nationwide. Expansion plans included streamlining and sys-
tematizing the business.
Senior management started those changes with the Quality Department.
Traditionally, furniture quality at Impressions had been defined in a personal
way, with analysts asking, “Would I buy it?” “Would I want my friends to buy
it?” “How will it hold up?” “Will it reflect an Impressions standard of quality
that wins repeat customers?” The new definition involved quality for the price,
or “you get what you pay for.” For example, a lower-priced rocker wasn’t
expected to last as long as an expensive one. Those who weren’t happy with
the changes called it “buyer beware” quality standards.
Further, the vice president of Quality, Ellen, retired after 16 years in the
position. Ellen had been with Impressions from the start, originally as the
founder’s administrative assistant. In that role, she’d answered customers’ let-
ters and complaints, until the company’s rapid growth necessitated the creation
of the Quality Department. Through her work in Quality, Ellen gained technical
expertise and selected people to work in the department who had the quality
analysis experience and educational expertise that she lacked.
From previous work with Impressions, we knew that Ellen had preferences
for ESFJ. She ran the Quality Department like a big family, with herself in the
supportive and nurturing role. Because of Ellen’s direct link to the founder, the
team had relatively high status in the organization.
While Impressions conducted a 12-month nationwide search for Ellen’s
replacement, the Quality Department managed itself. Wesley, a department
member, acted as informal leader. Meanwhile, through their strategic planning
initiative, management decided to streamline the number of vice presidents and
create new liaisons among departments. Now the Quality Department reported
144 WORK IT OUT
to Marketing. The new head, Penny, was hired as director, not vice president,
of Quality.
A few months into Penny’s tenure, the director of human resources called
for our help. “I need you to read the riot act to our Quality team. They’re
behaving like children, giving Penny a run for her money. You know what a
great work environment we have here. I want you to tell them that.”
She continued with a rundown of Penny’s credentials. “We snatched her
away from our competitor. She knows every aspect of the furniture business—
she’s even written articles about quality standards for household furnishings.
But she’s never been a manager, so perhaps she needs some coaching.”
While we were not going to read anyone the riot act, we agreed to meet
with the key players to explore what was happening. The first meeting revealed
that the changes affecting the Quality Department were deeper than the organi-
zational and procedural ones.
The team sat back, passively listening to Penny, until she mentioned the
Quality Department’s quarterly report.
Wesley, a quality analyst, blurted out, “I was in charge of that whole proj-
ect. You only rewrote a few pieces. How could you take our names off and send
it to senior management under your signature? Ellen would never have done
that!” Heads around the table nodded in agreement.
“Well,” stammered Penny, “it’s my responsibility to check things. I’m head
of this department now, and my name should be on department reports. Any
errors and it’s my neck on the block, not yours. Part of a leader’s job is to pro-
tect the team and be a team player. Besides, getting to the details is one way I
can familiarize myself with the way things are done.”
“Team player,” someone muttered. “Yeah, right.”
After the meeting, we arranged interviews with each person in the Quality
Department. The following four individuals illustrate the patterns we found in
employee attitudes and reactions toward all the changes at Impressions, Inc.
The Introverted Intuitive View of Quality

In her brief time at Impressions, Penny had single-handedly created a new
department vision and mission statement, conducted interviews with each of
her direct reports, audited the department’s procedures and practices, and delin-
eated the new price-based quality standard. During her interview, Penny’s
defensive tone and nervous gestures created the impression of a person with
trouble on her hands. “I want this team to cooperate with me and accept me as
the leader,” she began, “but you saw the meeting—they’re either apathetic or
venomous. I know I’m not an experienced manager, but I do know the technical
stuff and I’ve read up on all the latest leadership gurus. All my hard work so far
should have been enough to show my team that I’m capable. Plus, I have the
solid backing of the VP of Marketing and the rest of the senior management
team.”
Penny’s reported type came out ENTJ, with slight preferences for Extraver-
sion and Thinking. As Penny reviewed the results, she said, “I need to be an
Extravert in this job. I’m pleased to see my Extraversion score because that’s
what I’m working on—being more action oriented and outgoing. One of my
responsibilities is to develop buy-in for the new quality standard.”
Hearing that someone is “working on” changing a preference is always a bit
of a warning signal; if all preferences are great ways to be, then the best prefer-
ences to have are the ones most natural for you. As Penny continued to talk
about her new role, her discomfort became evident. Was she really an ENTJ?
Further conversations led us to suspect a more natural style of INFJ—a domi-
nant Intuitive type, not a dominant Thinking type (see Type Chart 6 on pages
140–142. Note that one of the ethical principles of working with type is that the
person, not the Myers-Briggs Type Indicator (MBTI) assessment or the consul-
tant, determines his or her own type. “I answered according to the way
I thought I should be here at work, not the way I want to be,” she finally
concluded.
Here’s how her comments provided clues to her inferior function, Sensing.
Penny’s comments Signs of the inferior function

■ This team treats me like a new ■ Penny was under stress to prove
kid on the block, balking at that she could lead the team, but
everything I ask them to do. I INFJs usually lead by winning
instituted several changes that cooperation, not demanding it.
will make the department’s oper- Her ENTJ style was inauthentic,
ations smoother, but they ignore and the team knew it.
the opportunities I’m creating.
■ I’ve read all the department’s ■ Even under optimal circum-
reports, financial statements, and stances, working with details is
warehouse inventory reports for draining to a dominant Intuitive.
the last year. I’m brimming with Penny showed signs of being
details. overwhelmed.
146 WORK IT OUT
■ Page six, paragraph three, of the ■ For a dominant Intuitive, focus-

quarterly report deals with a ing on one detail to the exclusion
group of occasional chairs from of others is a sign that the inferior
North Carolina. They shouldn’t function, Sensing, may be at
have been rejected under our work.
standards. At every chance, I’m
exploring why it happened.
■ Most days, I leave this place with ■ Bodily manifestations of stress
a headache. I keep losing my such as headaches and an inabil-
watch and my glasses and feel ity to manage the external world
like my brain is so scattered. (the gift of Extraverted Sensing)
are signs of her inferior function
at work.
■ I have to be logical and analytical ■ The words “have to” are very
in this job. My decisions have to different from “prefer to.” Penny
be fair and firm. I used to be more is forcing herself to be something
on the “heart” side, but I don’t she really isn’t, doing things that
think that works in management. don’t come easily to her.
■ Life would be so much easier if ■ Again, the words “have to.” Penny
I didn’t have to play the tough wasn’t leading from her natural
guy—monitoring everyone every style. Usually, we don’t adopt
day to see whether they follow another style very well, and
through on my requests. when we do, we may exhibit
its weaknesses rather than its
strengths. For Penny, detailed
monitoring became caustic
rather than the helpful guidance
it can be.
Penny was also under a great deal of stress, brought on by the following
factors:
■ Her move to a new geographic location: “I’ve moved clear across the
country for this job—left my family, friends, and a very comfortable
house, not to mention a sure promotion at my old company.”
■ Her move to a new job: “I wanted the senior management post Impres-
sions offered, and the salary and new job title are great too.”
■ Her move to senior management: “I know that I’m not a seasoned leader,
but to become one, I needed to take this position.”
All of this added up to ideal conditions for Penny to be in the grip of her inferior
function.
Instead of using her own style, Penny adopted one that was inconsistent
with who she was, behavior that in itself was stressful. Instead of looking at the
big picture, she became obsessed with details and paranoid about errors.
Instead of listening to her body (headaches and feelings of tiredness), she chose
to plow ahead. Penny needed coaching to understand her true type and use it
prescriptively in her new leadership role and for personal development.
The Extraverted Intuitive View of Quality

Wesley served as the informal acting leader of the Quality Department before
Penny was hired. He quickly and easily determined his type to be ENFP. When
asked about how others viewed him, Wesley responded, “I’m known as an
innovator who has lots of creative ideas.” Recently, Wesley had been working
overtime, creating a display room of fabrics and furniture samples for a trade
show.
Here are some of Wesley’s comments, indicating the stress he was under
and suggesting that his inferior function, Sensing, might be active.
Much like Penny, Wesley was showing his stress in his obsession with
details. He couldn’t see the creative opportunities coming his way. In addition
Wesley’s comments Signs of the inferior function

■ Show me in my job description ■ Most dominant Intuitives rarely
where it says I’m supposed to read their job descriptions, let
do trade show displays! I’m not alone follow them to the letter.
happy about doing something Wesley brought his to the inter-
that is not in my job description. view, a possible manifestation
of his inferior function.
■ There is no model for me to ■ Most dominant Intuitives enjoy
follow or detailed information creating from scratch. Because of
on this assignment. stress, Wesley was upset by the
kind of creative challenge he
usually thrived on.
148 WORK IT OUT
■ More and more they’re asking ■ Travel, especially at company

me to travel all over the place! expense, is usually an Intuitive’s
Ugh! dream, opening up a world of
possibilities.
■ I have terrible stomach cramps ■ During stressful times, many
and ache all over. I must have dominant Intuitives feel ill and
cancer, so I’ve put myself on a attribute this feeling to a major
strict macrobiotic diet. I follow or catastrophic illness. Wesley’s
the recipes to the letter. strict macrobiotic diet was another
clue to the grasp of the inferior
function—most Extraverted
Intuitives love food in all its
variety and don’t take well to
restrictive diets.
■ I really miss the good old days ■ Experiencing so many imposed
with Ellen and our old approach changes leads many dominant
to sizing up quality. Intuitives to long for the “good
old days.”
to the stress caused by organizational changes, after flourishing under Ellen’s

management style, he experienced Penny’s pseudo-ENTJ approach as tough,
detail-obsessed micromanagement. For him, Penny’s signature on the quarterly
report was the last straw in a series of antagonisms. “We did just fine without
a leader for more than a year. Now we have one who doesn’t trust us!”
The Introverted Feeling Side of the Story

Leya, too, showed signs of stress. She affirmed her preferences as INFP, with
dominant Feeling. INFPs are usually among the most cordial of types. However,
Leya was anything but pleasant as the interview began; her hostile glances
revealed her anger.
Leya had more seniority than anyone else in the Quality Department. She
had been selected by Ellen and, in the course of their working together, saw the
department grow in influence and size. She and Ellen were friends outside
work, too. More than others on the team, Leya detested the new quality stan-
dard. “Ellen trained us to look at quality with these questions in mind: ‘Would
I buy this? Would I want my friends to buy this? How would I feel about
Impressions if I bought a chair and something was wrong with it?’ Perhaps
Ellen’s standards were personal in nature, but they worked for 25 years!”
Leya’s specific personality type added to the general stress caused by the
management and standards changes. As a dominant Introverted Feeling type,
Leya’s comments Signs of the inferior function

■ This department is the pits! I ■ Negative global evaluations are
won’t be a part of something that’s unusual for Introverted Feeling
going to hell in a handbasket. types, but when they’re under
stress, their judgments take on a
negative tenor.
■ The new policy of “quality for ■ Values-based standards “feel”
the price” is one of the worst right to Feeling types. Keeping
moves Impressions has ever Impressions a leader of low-cost,
made. I can’t imagine any good- high-quality furniture was impor-
will coming from it. tant to Leya. The new standard
unnerved her and helped push
her into her inferior function.
■ We used to get letters day in and ■ Leya seemed to be finding fault
day out from satisfied customers. with everything, speaking at length
We’re going to lose them with about the organization’s stupidity.
this new policy.
■ Penny manages the department ■ When Leya thought about going
like she’s Attila the Hun! along with the changes, she felt
disloyal to her own values and
to her friend Ellen. Penny was a
convenient target, as she was the
new person in charge of imple-
menting the new standards and
had also taken Ellen’s job.
■ I can’t be part of peddling “qual- ■ Although the inferior function
ity for the price” to Impressions drives people toward escape,
customers. Given a choice of making big changes while in its
going along or getting along, I’ll grip is unwise. People aren’t at
just move along. their best psychologically and
may make flawed decisions.
150 WORK IT OUT
she had a keen sense of what was important to her and operated from a values
base. She’d internalized the old quality standard and was deeply bothered by
the new approach as it was contrary to her values. She also valued Ellen’s
familial style of leadership. She held steadfast to what she thought was right,
and Impressions held steadfast to developing consistent quality control.
Because of this impasse—this values clash—Leya felt the need to leave the
Quality Department of Impressions, Inc.
The Extraverted Thinking Side of the Story

Aside from Penny, Josh was the newest hire in the Quality Department. He had
been with the company for four years and often was on the road in his procure-
ment role. He felt that his added responsibilities as Marketing liaison matched
his abilities well. “I used to be a buyer, but I saw firsthand how mistakes were
made between the two functions. I wanted to be proactive on the Quality side
of things so that we can ‘buy right’—you know, correct mistakes before cus-
tomers are involved. I know from experience what we need to do to keep things
working well.” He agreed with his MBTI results of ESTJ.
Josh didn’t seem stressed by the changes at Impressions; in fact, he wel-
comed them. Here are his responses to the same interview questions we asked
everyone.
Josh’s comments Signs of the dominant function

■ ESTJ suits me to a T. I like to see ■ Josh felt comfortable in his
things happen, and I work hard type, perhaps because the new
to make sure that we all follow Marketing leader was an ESTJ,
through on commitments. and they shared similar views
on the changes.
■ Given the nationwide expansion ■ With typical ESTJ reasoning,
plans, it only makes sense that Josh said, “The others should
the organization is shifting and realize that new leadership
that Penny was brought in from always wants to put its own
the outside to initiate the changes. stamp on things.”
■ The disruption with Penny hasn’t ■ Because of their logical approach

affected me all that much to assessing new problems and
because I have a good grasp of their ability to keep emotions
the company’s overall strategies. out of the way, ESTJs often add
I thought we needed clearer a cool stability to their work
quality standards, and it only environments.
makes sense to partner with
Marketing.
■ You can’t miss the problems ■ As a dominant Extraverted
between Penny and the team, Thinking type, Josh expected
but it puzzles me that they can’t people problems both at home
get along. People never agree 100 and at work. That there are
percent; even at home, we quar- always people issues seems only
rel once in a while. logical to ESTJs like Josh. Not
taking this fact personally serves
ESTJs well.
■ We are simply at a low time ■ Thinking types believe that in
because of all the changes. due time and with proper analy-
When Penny gets used to her sis, things can be turned around—
role and everyone else gets used and that there naturally will be
to the quality standard, things “ups and downs” with any
should be okay. changes.
Why wasn’t Josh as stressed as everyone else? He hadn’t been at Impres-

sions as long, his experiences outside the department had helped him see the
need for some changes, and his personality preferences, ESTJ, fit the newly
evolving culture at the company. The new standards and reporting relationships
with Marketing matched Josh’s experiences and ideas about improvements that
could be made.
Even with all the changes going on around him, Josh maintained his psy-
chological equilibrium and did not experience the mishaps of the inferior func-
tion. He used his personality type to advantage by objectively analyzing the
situation and making sense of the changes. He applied his earlier experiences
to the new situation and refused to let his emotions get in the way of his logi-
cal assessment. “It only makes sense to support Penny as the new director,” he
said. “That’s how you get ahead.”
152 WORK IT OUT

Follow these four steps to conduct a successful intervention.

To get to the root of the problem, consider these questions:
At Impressions, a host of factors other than basic personality differences
were causing problems. In fact, without all these issues, the new team
might have gotten along famously—Penny, Wesley, and Leya all shared NF
preferences, which aided communication. These outside factors included:
■ A long period of uncertainty between the departure of the former leader,
Ellen, and the arrival of the new leader, Penny
■ New leadership with a different style, from ESFJ to INFJ
■ New standards for evaluating quality, from a Feeling standard to more
of a Thinking standard
■ A perceived loss of status in the corporate hierarchy, with the Quality
director (no longer vice president) reporting to the head of Marketing
rather than the CEO
■ A change from an ESFJ familylike culture to an ESTJ price-directed busi-
ness culture
Ellen, who had founded the department and selected all of the current
employees except Penny, was gone but was almost a phantom leader. Her
ESFJ leadership style had left its stamp on the department. Further, Feel-
ing types tend to be loyal; those at Impressions felt torn between their loy-
alty to Ellen and the knowledge that they should transfer that loyalty to
Penny.
Type theory played a key role in helping team members understand the
degree of stress they were experiencing and its effect on their behavior. In
this case, stress-related issues rather than basic personality clashes led to
the need for an intervention.
For example, Penny thought she could change her type, much as one
changes an outfit, to suit her new role. A true understanding of personality
type theory was important to this intervention, as it has been to many others,
since there is real reason to be who you are. Personality type does not pos-
tulate one best way to be but offers 16 types, each with its own strengths.
Working to change your type is counterproductive; a better goal is to seek
paths for growth that are congruent with your natural bent.
coaching or teambuilding called for?
Both individual coaching and teambuilding were required. Each person
used the MBTI tool, and we met with them individually to help them
verify their best-fit types. The MBTI data helped all the team members
learn about the inferior function, what leads to stress, and how to reduce
that stress.

Help team members develop a clear understanding of the needs of each person-
ality preference. At Impressions, the team needed to understand how stress
affected their personalities, considering their dominant functions. This included
knowing what events, activities, or changes cause stress, how each type might
act when in the grip of the inferior function, and what would help each type
relieve that stress. (See Type Chart 6, on pages 140–142, for information on each
personality type.)
Because tensions ran so high, we met with each person individually to dis-
cuss the workings of the inferior function. As part of the process, Sandra
described to them her own experiences with her inferior function:
My inferior function is Introverted Sensing. People who have Sensing as their

dominant function are able to take in all the data the senses provide. Aes-
thetic and sensual experiences are appreciated in all their richness. There’s a
wonderful delight in the physical world.
But when I’m in the grip of my inferior function, those gifts of Sensing
get twisted somehow. Instead of processing data, I become obsessed with
detail and perhaps paranoid about errors. Instead of seeking pleasure, I tend
to overindulge in ice cream and other things that feel good. Instead of enjoying
154 WORK IT OUT
the physical world, I avoid it or complain about it. And instead of accurately
evaluating any physical discomforts I have, I tend to overreact and think I’m
really sick with a major life-threatening illness!
Quality Department team members then used the chart to evaluate how the
stress-producing changes had affected them. We worked with each person to
list concrete suggestions, based on his or her personality, that would work to
reduce stress. Type Chart 6, on pages 140–142, was a key part of these discussions.
Coaching to Relieve Penny’s Stress

As an INFJ, Penny had Sensing as her inferior function. Being forced to attend
to details, extraverting too much, and experiencing unexpected events (such as
employee rebellion!) frequently trigger the INFJ’s inferior function (see the
chart on page 141). To deal with stress, we suggested that Penny:
■ Use the teambuilding session as a vehicle to relate, in a straightforward
way, her background and expertise to her new responsibilities at
Impressions
■ Be open with her team about her newness to management, acknowledg-
ing her need for their support of her and of one another
■ Take some time to be alone and reflect as a way to reduce physical stress,
including her headaches
■ Extend the upcoming holiday with extra days of vacation so she could get
away and be refreshed
■ Read more about her own psychological type and those of the people in
her department, focusing on the impact of stress and change and the infe-
rior function (we suggested LifeTypes and Was That Really Me? 2 INFJs
often prefer to learn by reading background information and reflecting on
how it applies to them)
Coaching to Relieve Wesley’s Stress

Triggers of Wesley’s inferior function included being overcommitted and tired
(he was putting in considerable overtime on a trade show) and violation of
important values or principles (Penny’s inauthentic leadership style and the
new Quality standards). Because he mentioned so many physical symptoms, we
strongly suggested he immediately take the following actions:
■ See a doctor to get an expert’s opinion on his stomach pain

■ Take time off to reflect on the creativity and inventiveness of his trade
show assignment
■ Look at the impact of his judgments on Penny and see if he could
empathize in part with her anxiety about her new position at Impressions
■ Leave the office at normal times for the next two weeks without taking
any work home (Wesley groaned at this one!)
■ Plan to use the upcoming holiday to get some fresh air and see if he could
find a way to change his perspective about what was going on at work
Note that we came up with similar suggestions for Penny and Wesley.
That’s because they have similar type dynamics. Both are dominant Intuitives,
and both have Sensing as an inferior function.
Coaching to Relieve Leya’s Stress

Typical triggers of the inferior function for INFPs like Leya include a negative
atmosphere, fear of loss in a relationship, and violation of values—all of which
Leya had experienced. No wonder she was distraught and full of rage over the
changes at Impressions, Inc. In coaching Leya, we took the following steps:
■ Asked what new possibilities might be open to her and whether she could
regain her enthusiasm for the new path ahead of her
■ Allowed her to vent her frustrations (INFPs need to hear others agree that
criticism, backstabbing, and negative atmospheres are harmful)
■ Asked her to think about the impact her heated explanations of her posi-
tions might have had on Penny and her other colleagues
■ Provided both personal and career counseling (Leya determined that she
could not stay in the Quality Department and be productive with the new
leader and the new standards. The human resources director offered Leya
a choice of moving into another spot at Impressions or moving to a differ-
ent organization entirely. Leya chose to move within Impressions and
looked forward to the change.)
With time, Leya realized that there were sound business reasons for the
changes at Impressions even though she couldn’t accept them herself. When she
156 WORK IT OUT
finally left to join another department, she had calmed down and recognized the
legitimate differences in points of view, even if she couldn’t adapt to them.
Coaching to Relieve Josh’s Stress

It seemed clear from our observations that the changes at Impressions, Inc.,
hadn’t caused as much stress for Josh as they had for his teammates. Some of
this could be attributed to his shorter tenure with the company, his alignment
with the new plans for Quality, and the frequent road trips that kept him away
from the fray and the daily irritations involved. The literature on ESTJs also
indicates that they tend to recover from inferior function stress reactions more
quickly than other types, perhaps because of their objective perspectives. Josh
wanted all the “sensible and logical” changes made as quickly as possible.
“Things will be just fine once Penny gets started on implementing the changes
and my colleagues get used to the way things are going to be,” he said.
We provided a sounding board for Josh as he reworked his thoughts about
the value of all the changes at Impressions. We also asked him how he could
support Penny in her current situation and what advice he might have for his
co-workers on coping with the changes.
Leadership Styles
This exercise is designed to help people understand how different types lead.
Leadership was an important issue for two reasons: Penny had adopted a false
leadership style, thinking that she had to be as tough as nails to be fair; and the
team had thrived under Ellen’s ESFJ style and needed to become aware of the
strengths of other styles.
Each person was asked to fold a piece of flip-chart paper in half crosswise
and then lengthwise, so that it had four quadrants. They were to draw four
symbols, one in each quadrant, representing:
■ Their image of the Impressions Quality Department
■ Their leadership style
■ An animal that represents their way of contributing to the department
■ Their theme song
The last two items were meant to add some humor to the exercise but often
also help people learn about one another. The following chart shows the
responses of the four people at Impressions, Inc.
Penny (INFJ) Wesley (ENFP) Leya (INFP) Josh (ESTJ)
Image of A boat that I A polished Dorothy’s Tin A good clock

the Quality accidentally string quintet Woodsman—no that just needed
Department punched a hole that’s struggling heart a few adjust-
in while trying to adjust to ments
to rig the new dance-hall
sails it needed music
Leadership A flashlight, A juggler, keep- A mirror, A clock,

style shining the way ing all sorts of reflecting back dependable and
to new ideas things going what we ought accurate—no
to be surprises
Animal that A race horse— Dolphin—intel- Unicorn—hold- Border collie—

represents professionally ligent, playful, ing great ideas knowing what
their way of oriented but and communica- but only coming we need to do
contributing also has a bit of tive, with a into the light to move in the
the Wild West wide ocean of when necessary right direction
(new adventure) ideas
in her
Theme song “Don’t Fence “A Spoonful of “I’d Like to “Heigh-Ho,

Me In” Sugar” Teach the World Heigh-Ho, It’s
to Sing” Off to Work
We Go”

In this step, team members met to generate ideas and then developed action
plans for working it out at Impressions.
After they gained an initial understanding of personality type and the role
of the inferior function, team members were ready to clarify roles and respon-
sibilities. At the first meeting, the vice president of Marketing made a clear pre-
sentation on Quality’s role, the rationale for selecting Penny, and the new
quality policy. Penny then stated her goals for teambuilding, her understanding
of the department’s mission, and her thoughts about the new quality standards.
The rest of the session involved deepening their understanding of type and
exploring how they might reduce stress for one another.
The second phase of the teambuilding process came three weeks later. Dur-
ing this meeting, team members set up committees to develop action plans that
addressed the specific concerns identified in the previous meeting. As the com-
mittees reported out at the end of the day, Penny commented, “I think we’re
158 WORK IT OUT
finally on the same page. And I can be who I am and use my natural style.” She
acknowledged that she had overdone her “tough guy” stance in a poor imita-
tion of an ENTJ and would be true to herself in the future.
“I’m beginning to feel hopeful and even enthusiastic about our department
again,” said Wesley.
“Finally, we can get down to work,” added Josh.

Penny in particular needed extensive coaching and support for her new role and
responsibilities. She listened carefully to several key findings from the interview
data, which were shared without mentioning names or specific situations.
These included the impact of her tough, unnatural management style, micro-
management of employee assignments, and newness to management. After
reviewing the typical areas for growth for INFJs (see page 201), she also recog-
nized that she had failed to bring others into her thinking and had tried to do
everything herself. She used the first teambuilding session to rectify some of her
mistakes, clarifying her positions and forming committees to involve everyone
in solving the problems facing the department.
Other specific coaching included:
■ Explaining situational leadership. In The Situational Leader, Paul Hersey
and Ken Blanchard compare and contrast leaders’ experience with their fol-
lowers’ readiness to complete tasks, resulting in four leadership styles:
Delegating, Participating, Telling, and Selling.3 At Impressions, Penny, an
inexperienced leader, inherited a very experienced staff. The model helped
Penny—and the rest of the team—understand why any new leader might
have had initial difficulties managing this particular team.
■ Providing reading materials on type and leadership. INFJs often
prefer independent study, with a coach available later for discussion
and clarification.
■ Promoting self-advocacy. Penny practiced self-advocacy at the first
teambuilding session by explaining why she was uniquely qualified for
the role. INFJs often assume that people understand the value of their
contributions.
Penny announced to the staff that she wanted them to tell her any time they
felt she’d left them out of her thought processes for too long. Seeing that INFJs
generally had this tendency made it easier for team members to suggest they be
included in her thinking processes.

IT OUT WITH TYPE
Leya and Wesley both left the Quality Department, although Wesley left only
partially. After his doctor confirmed that he did not have cancer, Wesley began
to enjoy setting up the trade show. Further, he found such satisfaction in part-
nering with Marketing and Sales for the project that he approached their direc-
tor about moving to that area, and she created a new Marketing/Quality liaison
role for him.
Those who chose to remain with the Quality Department reported that
understanding their inferior functions helped them work through the changes
and challenges they’d experienced.
160 WORK IT OUT
T Y P E TA K E AWAY
You might ask, “How do I recognize the signs of a lurking inferior function, and
how can I keep it at bay?” Here are some suggestions for you as an individual and
for your team. Type Chart 6, on pages 140–142, should help you implement them.
Type Solver for Individuals

To reduce the effects of an activated inferior function, you can use your auxil-
iary function. The following questions may help you focus on how to use your
auxiliary function (#2 on page 16) in order to escape the grip of your inferior
function.
If your auxiliary function is Sensing (ESTJ, ESFJ, ISTP, ISFP), ask:

■ What can my senses verify about this situation? What is real, and what
have I imagined?
■ What can I learn that is concrete? What can I do that is more sensible?
■ What are the real costs, and how can I be sure something works?
If your auxiliary function is Intuition (ENFJ, ENTJ, INFP, INTP), ask:

■ What new ideas might be helpful? Could I take a different approach to a
current activity?
■ What possibilities for growth or renewal could come out of this situation?
■ What else could be going on in this situation, and in what other ways
should I proceed?
If your auxiliary function is Thinking (ESTP, ENTP, ISTJ, INTJ), ask:

■ What logical steps could I take to change what is causing me stress?
Which area can I fix first?
■ What are my guiding principles? How can I align with them?
■ Why is this an issue, and what should be done about this situation?
If your auxiliary function is Feeling (ESFP, ENFP, ISFJ, INFJ), ask:

■ How are my actions making others feel?
■ Am I being too hard on myself? Would I judge others as harshly under
similar circumstances?
■ What is good about this, and why do I like/dislike this course of action for
this situation?
Type Solver for Teams

When your team seems unduly stressed, and the inferior function may be lurk-
ing, choose from the following teambuilding ideas.
■ Interview each person using a common set of questions. If you are con-
cerned about whether responses will be honest, consider bringing in a
representative from your human resources department or an outside con-
sultant to gather the information. Here are some sample questions:
■ What’s it like to be a part of this team?
■ What would you change if you could?
■ Do you receive clear direction? If not, give some examples of times
when you have not had clear direction for your area of responsibility.
What would help bring clarity?
■ Are employees treated fairly? If not, give examples of unfair treatment.
How could employees be treated more fairly?
■ What does this team do best?
■ Where could the team improve?
■ What else would help this team function more smoothly?
■ Consider conducting a commercially available team attitude survey. These
surveys provide specific and quantifiable data about the various issues
facing teams (leadership, support, clarity, roles, and so on).
162 WORK IT OUT
■ Talk with external customers, vendors, and others who interact with the
team and ask for their comments as to what the team is doing well and
where improvements could be made.
■ Brainstorm with a mentor or a senior manager to explore the history of
the team, as we did at Impressions. Look for reasons for the team’s cur-
rent reality. Could there be resentment of newcomers or promotions? How
has this team changed organizationally (for example, at Impressions, the
team had recently acquired a new quality standard, a new manager, and
different reporting relationships and status)? If there are contrasts between
the management styles of the new team leader and previous ones, what
are they? Type can help tremendously with this analysis.
■ Assess what the team can and cannot change and/or what the team
“needs” versus what the team “wants.”
■ Consider your own communications in times of stress. Are you sending
clear messages? Remember that when a person is in the grip of the infe-
rior function, you may need to communicate repeatedly before you are
heard and understood.
■ Think of general ways to relieve stress around your workplace. Some
remedies include noise reduction, private spaces where people may go
when they need to concentrate, keeping surprises to a minimum, and
making sure that people keep regular hours and take their vacations.
Be careful not to imply that a given behavior is a result of another person’s

inferior function. People don’t like to hear that they’re acting like they got up
on the wrong side of the bed, especially when they’re already feeling that way!
8
INFLUENCING UPWARD
The Problem Is the Boss—or Is It?
The Goal: Effectively influencing others by speaking their language.
It’s a fact: Your boss is the boss. She or he is in control, and your relationship
may not always be smooth. Given that all of us go through life and work inter-
acting with many different people, there is ample opportunity for problems. You
can approach these problems with seminars and books about how to deal with
micromanagers, procrastinators, show-offs, and other difficult people. Or you
can look for clues about the kinds of information people with different person-
ality preferences pay attention to—especially your boss. What factors do they
consider in making decisions? How do they prefer to approach solving prob-
lems? How can you get them to listen to your perspective?
One way to do this is to identify your boss’s dominant function—Sensing,
Intuition, Thinking, or Feeling. (See chapter 1 for more information on the dom-
inant function.) The dominant preferences have different styles of problem solv-
ing and decision making. Understanding these styles can help you provide the
right tools and information to your superiors and others as well as discover
more effective ways to communicate.
Compare your boss’s preferences for gathering information, making deci-
sions, and solving problems. If these preferences match yours, you’re in luck,
because you have methods in common. If they don’t, this chapter covers ways
to adapt your style to exert influence upward. However, even when the preferences
are a match, remember that there are a lot of individual differences within per-
sonality preferences and types. Thus, the techniques given here may apply even
when the person you hope to influence shares your personality preferences. So
this chapter may give you some ideas for bossing your boss—or at least playing
to his or her strengths!
165
166 WORK IT OUT
SOLVING THE MYSTERY OF

GETTING YOUR IDEAS HEARD
Dominant Sensing (ISTJ, ISFJ, ESTP, ESFP)
Kyri, a dominant Intuitive type, thought she had developed a brilliant way to
handle her division’s monthly client review process. When the computer gen-
erated its list of troubled accounts, she carefully marked those that appeared on
the problem list for the first time. For those accounts, Kyri had her assistant pull
the client’s complete file. She or one of her colleagues then filled out a summary
analysis form, recording the pertinent financial information and review com-
ments. For repeats on the problem list, her assistant pulled only the information
placed in the file since the previous review, thus eliminating several hours of
review work that duplicated the efforts of the month before. The existing analy-
sis form was updated and passed on to Kyri’s manager for review and approval.
Sara, Kyri’s manager, disliked the new system. A dominant Sensing type,
she still wanted to see all the data, especially the background information on
which the summary form was based. Before Kyri came up with her idea and
review form, a client’s entire folder, three to five inches thick, went to Sara each
month with a written analysis form placed on top. Sara told Kyri, “I can’t tell if
you’ve captured all the important information. Besides, what if you missed
something last month? What if that information is important now?”
Kyri replied, “You don’t have time to review all this stuff . . . and we don’t
have time to redo the same items month after month. With my method, we
don’t spend time checking on clients who seem to provide repeat business for
our surveillance screens.”
Even though Kyri has an idea that could save considerable time and effort,
Sara, a Sensing type, will not be comfortable with it unless Kyri pays attention
to her needs for details and specific information. Dominant Sensing types such
as Sara often have a unique ability to find pertinent facts in the midst of volumi-
nous data files and notice what needs attention.
Here are some Sensing characteristics along with suggestions for approaches
Kyri could try:
INFLUENCING UPWARD 167
Dominant Sensing types tend to: As a dominant Intuitive type, Kyri

could:
■ See the facts at hand and want ■ Increase the amount of detail
to know the exact details shown on the summary sheets
■ Spell out specific policies and
procedures for the new system
■ Rely on their past experience ■ Prepare several files using both
the old and new methods
■ Review the dual reports with
Sara, demonstrating how the old
method dovetails with the new
■ Want realistic time frames and ■ Quantify the time savings under
schedules the new system
■ Provide a comparison of the
processing schedules under
the old and new systems
■ Have all the necessary informa- ■ Set up a flag system so that more
tion at their fingertips information can be pulled quickly
if Sara needs it
■ Use her Intuition to look for
patterns in Sara’s informational
needs and then meet those needs
■ Look for the details first in order ■ Back up the summaries with
to ascertain what is essential to details in plain sight so that Sara
the problem can quickly review what needs
attention
■ Perform periodic reviews and
assessments so that important
details are not overlooked
168 WORK IT OUT
THE COMPANY GATHERING PUZZLE

Dominant Intuition (INTJ, ENTP, INFJ, ENFP)
Mutual Benefits Corporation, a large insurance company, had just completed a
merger with Trimark Corporation, one of its competitors. Hannah, the head of
employee relations, asked Andrew, a senior manager, to meet with her.
Hannah began, “Now that our merger with Trimark is complete, I want to
make sure that the annual employee gathering welcomes everyone, including
our newcomers. Let’s make it a stretch this year, something really special to
help them transfer their loyalty from Trimark to Mutual Benefits.”
Andrew asked, “What kind of budget do I have for the event?”
“I’ll negotiate some extra funding from senior management after I review
your ideas. Why don’t you get back to me next week with your plans? You can
put your other projects on the back burner until we have the site reserved and
our plans roughed out.”
Andrew spent the next few days thoroughly checking out the traditional
company picnic site—a beautiful, multiuse park complete with beach, play-
ground, picnic area, and nature trails. He verified that if Mutual Benefits rented
two adjacent picnic shelters, the park could accommodate the increased size of
the group. The company’s favorite caterer, a popular Mexican deli, also assured
Andrew that it could easily serve the larger group.
Andrew reported back to Hannah, “We can get the park on the first Sunday
in August, as usual. I found two new entertainment acts, so we’ll be able to
divide the children into groups instead of having one magician or clown act try-
ing to keep the interest of so many. Also, with two picnic shelters, we can add
more games and activities. This should make for a great employee appreciation
event.”
Hannah looked at the information Andrew had given her. “Did you check
out any other possibilities? What if we did something other than a picnic?”
“Something else? We’ve been at Mears Lake Park for twelve years, and most
employees circle the first Sunday in August when they get their yearly calen-
dars. It’s a tradition that lots of people look forward to. More than 200 employ-
ees and their families attend every year. That shows how popular the event is.”
“I hear, though,” replied Hannah, “that it’s the same employees every year.
Those without children aren’t interested, and others don’t like Mexican food.
Did you find out if Trimark had any traditions for their gatherings?”
“Well, no. I thought it would be better to welcome them in our fashion.”

Hannah paused a moment before speaking again. “I want some new ideas
for this event. Some companies rent recreational facilities, theaters, hire profes-
sional entertainment, take evening cruises. What would generate some excite-
ment here? What would make this an event no one would want to miss?”
“I’m really not sure we should change it. It’s always been a family event.
You could lose as many employees as you gain, all for a lot of bother and cost,”
Andrew replied.
Andrew, a dominant Sensing type, didn’t understand that Hannah, a domi-
nant Intuitive type, wanted new possibilities for the annual employee gathering.
Andrew knew that the picnic had been popular and built on his past experi-
ences to come up with what was, to him, a bigger, better, more exciting event,
albeit at the same place and time.
To meet Hannah’s needs, Andrew might consider these tendencies and
ways of addressing them:
Dominant Intuitive types tend to: As a dominant Sensing type,

Andrew could:
■ Explore new possibilities. ■ Research several alternatives,
either by calling his counterparts
at other companies or by check-
ing library or Web resources on
corporate events.
■ Survey employees through an
informal poll or by posting a
suggestion box in the lunch-
room.
■ Look for patterns other than the ■ Seek other reasons why picnic
obvious when reviewing data. attendance has been consistent.
Talk with other employees about
their likes and dislikes.
■ Gather information from others—
suppliers, customers, other firms
(especially Trimark).
■ See what data points come up
again and again and present
them as a pattern.
170 WORK IT OUT
■ Use analogies to solve problems. ■ Review how other meetings and

events have been handled since
the merger. Are all consistent
with the Mutual Benefits style,
or have Trimark elements been
added? Use the findings to aug-
ment the planning process.
■ Review the way others handle
issues.
■ Use his experience to reflect on
or remember similar events and
ask, “What worked and didn’t
work?” Use conclusions to aug-
ment his plan.
■ Tackle new problems with zest. ■ Remember that Hannah may be
a better advocate for a novel
event than for the “same old
thing.”
■ Determine what is new, differ-
ent, or unusual in his findings.
■ Focus on the big-picture aspects ■ Keep the broad scope of the event
of a problem. at the forefront for Hannah.
■ Show how people and processes
come together.
■ Save details until they are needed.
SOLVING THE MYSTERY

OF WHO SHOULD GO
Dominant Thinking (ISTP, INTP, ESTJ, ENTJ)
For Edge Electronics, a manufacturer of consumer electronics, early advertising
and exposure of its new developments were vital to success. Edge’s strategies
included showcasing new lines and ideas at the major electronics industry trade
conventions each year.
Chris handed a folder to his associate Gerri and said, “Here’s the scoop on
the upcoming digital electronics convention in Orlando. I have clearance from
above to send one sales representative from your team and one rep from my
National Accounts team. Everyone realizes that two people will be slim cover-
age for our booth, but Edge’s travel budget won’t handle sending more reps
than that. Given that our three major customers plan to attend, I think that I, as
head of National Accounts, should be there to provide them with red-carpet
treatment. I’d like you to decide who the other rep should be—no reason it
couldn’t be you, if you think that’s best. Otherwise, take a look at everyone’s
sales records this year, which sales representatives’ customers plan to attend,
and whatever else you think will make your decision as fair as possible.”
“You and I certainly don’t both need to be there,” replied Gerri. “And you
know, my husband and I just took our kids to Orlando last year, so I have no
interest in attending. My first thought is to send Roxanne. She needs this type
of experience in making contacts and spotting potential clients.”
“Roxanne? She’s too new. I don’t think she knows enough about our upcom-
ing consumer products to work a convention. I won’t say no to her yet, but let’s
consider our other options. Which rep is furthest ahead of budget so far this year?”
Gerri thought for a moment. “Kyle—but he just got back from the Las Vegas
show. Sending him would only hurt the morale of others who’ve worked just as
hard. Given that the convention runs over the weekend, it would be a shame
not to send someone who has children.” Gerri went on, “Perhaps we could set
this up as an annual opportunity, with the idea that the chance will rotate
among our top achievers. That way, everyone will feel motivated by the oppor-
tunity to go.”
Chris raised an eyebrow. “The problem with doing that is finding crystal-
clear criteria so that we won’t be accused of playing favorites. If it’s set as a per-
centage of budget, someone will say his or her budget was unfairly high. If it’s
seniority, the same people will go. If it’s perfect attendance, then we might not
like the choice. The people who go should be the best ones to represent our
firm,” Chris concluded. “Set up your criteria and let me know your choice.”
Chris, as a Thinking type, needed a logical rationale to reach his decision,
whereas Gerri, as a Feeling type, wanted to maintain harmony in the organiza-
tion. Gerri has quite a job, trying to set objective criteria for Chris that will also
meet her needs and contribute to harmony in the office. Here are some sugges-
tions for going about this task:
172 WORK IT OUT
Dominant Thinking types tend to: As a Dominant Feeling type, Gerri

could:
■ Seek objective, measurable ■ Create a matrix that lists the
criteria for decision making that decision-making criteria, cover-
can be fairly and consistently ing both Thinking and Feeling
applied aspects
■ Rank each decision against the
criteria
■ If the decision turns out
“wrong,” revisit the criteria
■ Identify the flaws in ideas or ■ Show that only logical criteria,
processes such as sales records, might be
less than effective as key indica-
tors of problems
■ Point out Thinking criteria early
so as to more easily introduce
less logical yet equally rational
Feeling criteria
■ Desire consistency, considering it ■ Work with Chris to articulate a
more important than the feelings framework for choosing future
of others convention attendees; the same
criteria would have to work
when conventions are held in
different settings
■ Look at the principles involved ■ Meet Chris’s need to know that
in the situation the best people are being consid-
ered by making a list of each
member’s objective qualifica-
tions, such as product knowl-
edge and convention experience,
before moving to values-based
criteria
■ Weigh the pros and cons ■ Be sure to consider the nega-
tives, hard as it may be, about
each alternative
THE SEARCH FOR

THE RIGHT SITE
Dominant Feeling (ISFP, INFP, ESFJ, ENFJ)
Tender Toys manufactured and distributed nonviolent toys that emphasized cre-
ativity and met the needs of people of different ethnic origins. Dale had worked
for Tender Toys and its founder, Ramón, from the beginning. Ramón’s timing
for Tender Toys was perfect; the company was ahead of the market in realizing
the importance of multiculturalism and parents’ concerns about selecting long-
lasting, worthwhile products for their children. The company had outgrown its
suburban facility, and Ramón asked Dale to meet with him to start relocation
planning.
Ramón began, “This has been such a great spot for our company, with its
easy access for our staff and Oak Field Park just down the way. I know employ-
ees often walk there at lunch, and I personally like the view. I’ve also enjoyed
being housed with a nonprofit organization—this is all in keeping with our
image as a values-driven company. Dale, your job is to find us a new spot that
will keep our employees happy and be good for our business. I’d like to have a
small museum-style showroom in the new building so that customers and their
children can stop by and see the development of our toys. We’ve had a lot of
mail recently from teachers who think this could be a good field trip spot, and
I’d like to provide that opportunity. It’s good business and good customer rela-
tions, too.
“So what I’m looking for is a place like this, but one with more space. Cost-
effective and convenient, of course, but also personifying the mission of Tender
Toys. I feel you’re the right person for this assignment,” Ramón continued. “You
handled our space planning so well last year, keeping shipping, manufacturing,
and our customer service staff happy! Let me know when you find some possi-
ble sites.”
Dale left the meeting with her head full of considerations. Her first thought
was, “If Tender Toys could be near the airport, rather than on the opposite end
of town as we are now, that would reduce our trucking costs by about 50 per-
cent and save headaches on rush shipments. And sharing a warehouse facility
again could decrease overhead. Perhaps the new office park next to that spa-
cious compound the defense contractors developed . . . ”
174 WORK IT OUT
Two weeks later, Dale returned to Ramón’s office with a neatly bound
report on relocation sites. “My report delineates the top five choices, weighted
on the criteria of leasing costs, distance from the airport, and space available for
future expansion. Various other factors such as neighboring tenants are listed in
narrative form. Actually, I included more information on the top three sites
since the last two are significantly more expensive and therefore pretty much
out of the running. I’m especially excited about the first one, in Quadrangle
Office Park. It’s close to the airport, yet it’s a new building that could be turned
into a showpiece.”
Ramón scanned the report summary. “We can’t move to the west side of
town. Most of our employees live here in the eastern suburbs and wouldn’t
want that kind of commute. As for the second one—isn’t it next to the National
Guard armory? I served in the Guard myself, but I imagine that Tender Toys cus-
tomers wouldn’t want to drive their children past the military display as they
head to the premier maker of nonviolent toys!”
Dale looked a bit perplexed as she replied, “But anything on this side of
town will double our transportation costs as well as lessen our chances of find-
ing a newer site. Everything around here is occupied by established businesses
that are not likely to move out. The other side of town is full of empty space,
and that means more choices and lower costs. We’re at the top end of the toy
market already, and we can’t afford to increase our costs. The fifth site on my
list is close to here. You’ve already eliminated sites one and two, but I can’t see
choosing number five over sites three and four.”
“Well, the third one isn’t in the greatest part of town for our workers. Am I
correct about that?” asked Ramón.
“We’d have our own secured facility, and the building already has most of
the modifications we need,” Dale replied.
Ramón shook his head. “I want my employees to feel that we look out for
their best interests. Remember, key factors for me are, in no special order, prox-
imity to a park or nature area, having business neighbors with values similar to
ours, and a space that reflects our image back to our customers. So that leaves
just two of your five choices, and I’m not sure about the fourth one. I think
you’d better come up with at least two more that meet our needs. Will that take
much longer?”
Ramón, a dominant Feeling type, did not have the same priorities as Dale, a
dominant Thinking type. Dale placed a higher weight on the logical, measura-
ble criteria for the decision than on the values-based criteria Ramón outlined.
Here are some ideas Dale could try as she looks for sites that would be accept-
able to Ramón:
Dominant Feeling types tend to: As a dominant Thinking type, Dale

could:
■ Consider foremost the impact ■ Restart the process with Ramón
of a decision on the people
■ Listen carefully to his concerns
involved
for employees and customers
(commuting distances, surround-
ings, etc.), typical of Feeling
types
■ Know that the impact on
people might outweigh cost
considerations
■ Be values driven (These values ■ Understand that it is extremely
often seem vague to Thinking difficult to change a Feeling
types. For example, the image of type’s position on a value, and
co-tenants and the ambience of therefore find options that honor
nearby parks might matter greatly those values
to Feeling types like Ramón,
■ List the non-negotiables for the
whereas criteria like cost and
Feeling type
efficiency tend to be more impor-
tant to Thinking types like Dale.)
■ Make exceptions to rules if ■ Start first with the values being
people or circumstances served and then carefully list the
warrant it pros and cons of each site using
both the “logical” and the values-
based options
■ Remember that the best choice
may be based on a combination
of values and logical criteria
176 WORK IT OUT
■ Try to keep harmony among all ■ Remember that Feeling types

players and therefore may under- may really dislike a decision but
state their position be unwilling to hurt anyone’s
feelings by directly articulating
what they dislike (Dale, as a
Thinking type, needs to listen
closely to hesitancies or cushion-
ing terms that may indicate
she’s on thin ice with Ramón,
her Feeling-type boss.)
■ Want group consensus ■ Consider letting the employees
vote on the two or three most
reasonable choices that meet all
of Ramón’s criteria (This is a
rational, although perhaps not
logical, way to proceed.)
T Y P E TA K E AWAY
Has this chapter piqued your curiosity? Would you like to see if providing infor-
mation in a different way or paying attention to different factors can indeed influ-
ence those around you?
Type Solvers to Try

When you suspect differing dominant functions, these ideas may be helpful.
Influencing Upward
If your problem is with the boss, try this exercise:
■ Determine your boss’s dominant preference (S, N, T, F), either the actual
one or your best estimate.
■ Recast your messages using the suggestions given in this chapter for your
boss’s dominant preference.
■ If you know someone else with the same dominant function as your boss,
have him or her coach you as you practice communicating. Incorporate
this person’s suggestions before you approach your boss.
Criteria Comparison
If your problem is with your team, try this exercise:
■ Select one of the scenarios from this chapter—introducing a new process,
planning a company event, choosing the right person for an assignment,
or moving to a different location—or work on your team’s current hot-
button issue.
■ Divide into four groups, based on dominant function (Sensing, Intuition,
Thinking, and Feeling). If you are missing a dominant function, work
together to fill in responses, using the material in this chapter.
■ Ask the people in each group to outline the process they would use to
solve a problem and record the factors they consider most important.
178 WORK IT OUT
■ As the groups report back, use the statements on pages 167, 169–170, 172,
and 175–176 to analyze how closely each group’s answers reflect its domi-
nant functions.
■ As a full team, discuss the implications of each group’s style for dealing
with problems that face the team. Are there any missing perspectives—
Sensing, Intuition, Thinking, or Feeling?
■ If any of the dominant functions is absent from your team, discuss ways
in which your team can compensate, perhaps by looking at who might
have that function as his or her auxiliary function.
Progressive Problem Solving

Here’s another graphic way to demonstrate the use of the dominant functions
in problem solving. Work as a full group on a topic such as purchasing new
computers for everyone.
■ Start with the whole group in one corner of the room and list three factual
information needs for the decision (Sensing).
■ Leave the Sensing types in the first corner to listen while the rest of the
group moves to the next corner. Come up with three possible “outside the
box” possibilities for addressing the issue (Intuition).
■ Move on to the third corner, leaving the Intuitive types behind in the second
corner to listen, and consider the pros and cons of the informational needs
just given and the possible methods (Thinking) of resolving the problem.
■ Finally, move the Feeling types to the last corner. With the other three
groups listening, ask them to address the way the process delineated so
far may affect individual team members.
This exercise illustrates the importance of considering the domains of each

dominant function (Sensing, Intuition, Thinking, and Feeling) in making deci-
sions and solving problems.
Note: If your team has had considerable training in formal approaches to

problem solving, the differences among the dominant functions may not be as
striking, because good problem solving involves the use of all four dominant
preferences—Sensing (the facts), Intuition (interpretation of the facts), Think-
ing (the pros and cons of acting), and Feeling (the impact of a solution on the
people involved).
9
COACHING YOURSELF,
COACHING OTHERS
Putting Type to Work for You
One of our great privileges in the work we do is coaching people for success—
helping Malcolm, the new president, soften his critical edges; tutoring Penny,
the new director of the Quality Department, to use the strengths of her person-
ality type; and seeing Luis pull his team back together.
The concepts of personality type often deepen an individual’s self-awareness.
Our clients understand more about themselves, their individual work situations,
and how they want to live their lives. The theory gives Sensing types a practi-
cal and meaningful way of understanding human interaction. For Intuitive
types, it offers a conceptual framework for pondering human potential and pos-
sibilities. For Thinking types, it provides a logical model that explains many
puzzling nuances of human interaction. And for Feeling types, it presents a sys-
tem that honors the value of individual differences, encouraging us to enrich
our lives and our work by learning how to work it out with our opposites.
Several common scenarios lead to requests for individual coaching, including:
■ A teambuilding process in which either the leader or a team member
needs specific skill development, support, or more intensive one-on-one
time. Remember the public speaking needs of the Systems Design team in
chapter 2?
■ When the person appears mismatched with the work he or she is required
to do, with others on the team, or with the organizational environment in
general. Remember Eric, who eventually left the company he’d once led?
181
182 WORK IT OUT
■ When there are personality clashes and people need mediation or conflict
resolution. Remember Dean and Gwen?
■ When an individual feels like a “square peg in a round hole,” is caught in
a no-win situation, or finds that work is no longer meaningful or reward-
ing. Remember Leya?
Appendix B outlines our coaching process in detail. In this chapter, though,

we provide information on each of the 16 types: their general strengths, typical
areas for growth, leadership styles, problem-solving styles, and how you might
coach them. Use the information as a starting place for coaching yourself, or as
a source of tips for working with someone on your team.
Also included is the story of a real-life coaching situation (identities dis-
guised, of course), which is representative of typical needs for each of the 16
personality types.
COACHING YOURSELF
Use these coaching tips for yourself:
■ Before reading the pages for your personality type, think of two recent sit-
uations that didn’t go as smoothly as you would have liked. Ask yourself
if type may have been a factor.
■ Look through the typical areas for growth for your type. Were any of these
areas a factor in the situations you identified?
■ Review the coaching suggestions and record specific instances when you
could have acted or reacted differently.
■ Review your self-critique with a trusted colleague or someone else you
respect. Does he or she agree with your conclusions? If so, what might
that person recommend you do differently?
■ List the areas for growth most appropriate for you on an index card and
place it somewhere that will allow a daily review of your hot-button issues.
■ Broaden the coaching suggestions by reading other management texts or
finding specific training opportunities.
COACHING YOURSELF, COACHING OTHERS 183
■ Look at your type dynamics. Respect the role of your dominant function
(#1 on page 16) and make sure you allow time for its expression, either at
work or at home. Then think about your inferior function. How does it
emerge under times of stress? Have you overlooked its domain in problem
solving? If so, what were the results?
ACTING AS COACH
Use these suggestions to coach a teammate or someone who works for you:
■ First, review your own type description to see if the problem between you
and the other person might result from your own shortcomings or from
honest differences in your and the other person’s personality styles. Pay
particular attention to the typical areas for growth given below.
■ Allow the person you are coaching to self-select his or her own type by
taking the Myers-Briggs Type Indicator (MBTI) assessment, reading the first
chapter of this book, or reviewing another type resource.
■ Use the following suggestions for people with a given preference.1 Tailor
your constructive feedback to meet that person’s communication style:
Sensing: Describe the actual and specific unwanted behavior or unful-
filled responsibilities you have observed. Be concrete. Use factual data.
Intuition: Relate the actual behavior to the big picture (team productivity,
for example) and give your impressions about how this behavior has
affected outcomes. Present this as your interpretation of the facts.
Thinking: Determine and express the logical outcomes of this behavior
and its consequences for you, the individual, and others in the work unit.
Consider the pros and cons of any actions you might take.
Feeling: Disclose your values and feelings. Explain why this behavior or
responsibility is important to you and why it matters.
■ If the difficulty is between different members of the team, consider having
each person work through the suggestions above. Then mediate a discus-
sion of what went wrong from a type perspective and how the team could
do things differently in the future (see chapter 5 for an example).2
■ Together, adopt an action plan that respects each type and gives specifics
for improvement.
184 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ISTJ
ESTJ ESFJ ENFJ ENTJ
Commonsense Leaders
Ruth asked for coaching. “I can’t seem to say ‘no’ to my boss, no matter how
much work I already have. How can I delegate when he’s counting on me to do
it right?” she lamented. As with many ISTJs we’ve coached, Ruth worked too
hard, put in long hours, and consequently lost sight of the big picture. Not sur-
prisingly, as her work mounted, her enthusiasm dropped. She felt burned out.
While we were discussing Ruth’s situation with her boss, he commented,
“She does everything I ask her to do, so I naturally thought she could handle
more. I didn’t realize that Ruth completed these assignments by working
evenings and Saturdays and on her vacation days, too.”
As we coached Ruth, we reviewed her duties and tried to assess what could
reasonably be accomplished in a normal workweek. We then helped her deter-
mine options for delegating tasks to others and strategized how she could say
no to unreasonable requests. By periodically pausing, taking a step back, and
looking at the big picture, Ruth gradually gained perspective and lowered her
stress level considerably.
General Strengths
■ Learning and practicing until they have mastered their tasks or necessary
skills
■ Being trustworthy with details in contracts, documents, time tables,
events, and so on
■ Sticking with things, such as schedules and commitments, until they are
done
■ Using past experience and the facts of a situation to make decisions
Leadership style: Bring order and efficiency to whatever they undertake.

Problem-solving style: Sensing (looking at the facts), then Thinking (applying
logic), then Feeling (considering people), and last, Intuition (looking at the larger
picture).
When coaching ISTJs: Use systematic, step-by-step, practical, and proven
methods.
Typical areas for growth Coaching suggestions

■ Not being able to see the big pic- ■ Look again at the situation. Ask
ture, getting mired in the details or yourself how the facts add up,
constraints of the current reality. how your perspective might
change in the future, what infer-
ences you can make based on
the data.
■ Holding on to your own conclu- ■ Ask about the other stakehold-
sion too long, becoming inflexible ers’ perspectives. What pieces
in your views. are you missing?
■ Accepting more responsibilities ■ Say “yes” only if you have time
rather than delegating them or or if no one else could do it or
saying “no.” benefit from doing it. Ask your-
self what else would benefit
from your attention.
■ Making few exceptions for your- ■ Recognize the reality of extenu-
self or others with regard to ating circumstances. Before you
standard operating procedures. resist making an exception, think
about whether anything will be
harmed, or if a different rule
should become the standard.
■ Failing to express approval or ■ Write a note or say how much
appreciation. you appreciate or value the con-
tributions of others. Work to per-
sonalize these expressions.
■ Being too work oriented or ■ Open up to others, relax and
serious. take time away from work, or
share your wry sense of humor.
186 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ISTP
ESTJ ESFJ ENFJ ENTJ
Factual Leaders
If most ISTPs we’ve encountered could have their way, their positions would
allow them to work autonomously, with little interference. Many ISTPs prefer
working alone and enjoy taking a task from start to finish. Fred was just such
an ISTP. His supervisor, who thought highly of Fred’s technical work, asked us
to coach Fred because he found Fred difficult to read. “Plus, if he wants resources
and responsibilities, he needs to let others know the value of his work and how
they might add value.”
Fred admitted, “I’ve always been a man of few words. And shouldn’t my
work speak for itself?” However, he understood the rationale for being more polit-
ically savvy and willingly agreed to be coached rather than put the job he enjoyed
at risk. He believed it would, in the long run, yield him more job satisfaction.
Fred took several short courses in interpersonal relationships. We also video-
taped role-playing activities, using recent experiences from his work. As he role-
played situations, we noted what he did well and brainstormed how he could
handle other things differently. As Fred watched the videotapes, he commented,
“That actually works. I felt strange, trying to be a bit warmer and more enthusi-
astic, but I sound believably persuasive!” That motivated him to practice his
skills outside our sessions.
Fred agreed to give his supervisor brief daily updates as well as weekly and
monthly reviews of his work in progress. This allowed him to communicate
what he was thinking to others.
General Strengths
■ Being a repository for facts and specifics that can be readily retrieved
■ Working around or through red tape to accomplish the seemingly impossible
■ Adapting realistically to extenuating circumstances
■ Using past experience and the facts of a situation to make decisions
Leadership style: Lead by quietly setting an example.

Problem-solving style: Thinking (applying logic), then Sensing (looking at the
facts), then Intuition (looking at the larger picture), and last, Feeling (consider-
ing people).
When coaching ISTPs: Use observation, example, and hands-on experiences
that apply directly to developmental needs.

■ Being indifferent to the needs ■ Respect others’ need for commu-
and wants of your managers, co- nication. They may need to see
workers, or family; keeping outward signs of enthusiasm or
important things to yourself. commitment.
■ Being nonchalant about how ■ Take a moment to understand the
others view your actions. logic or values behind the posi-
tions of others so you may deter-
mine whether autonomy is wise.
■ Having unrealistic expectations ■ Remind yourself that many
or being overly concerned that things in life defy the rules of
all things should be logical. logic. Therefore, factor in the
impact on relationships of the
decisions you make.
■ Taking the expedient, but not ■ Try project-planning methods.
necessarily the most effective, Think “Am I responding to the
route to getting things done. urgent or the important?” or,
“If I do this quickly, what might
I overlook?”
■ Not completing what was started. ■ Analyze things left incomplete.
What do you gain or lose? What
is important to finish and why?
■ Dismissing or withdrawing from ■ List concrete reasons why the
a troublesome relationship rather relationship should be fixed. If it
than trying to fix it. seems worth saving, say so, and
then devise a plan to bring about
the desired end result.
188 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ESTP
ESTJ ESFJ ENFJ ENTJ
Self-Starting Leaders
Marcie was recently appointed director of security for St. Luke’s, a large subur-
ban hospital. Her career had progressed with the growth of the hospital. She
enjoyed her work immensely and was one of the most senior women there.
Clearly, her boss saw her as a key performer, yet he felt she needed some
coaching help. A series of hasty actions on Marcie’s part had resulted in some
costly security problems for the hospital.
Marcie loved to live life on the edge, and she frequently jumped into action
at any hint of a hospital security violation. Others had tolerated this behavior
when she was at a lower status in the organization. However, as her boss pointed
out, “She’s the head of security now. She has to balance prudence, safety and cost.”
In coaching Marcie, we thoroughly explored the ramifications of her ESTP
personality type. She quickly contrasted her natural style with the meticulous
security procedures established by the hospital board.
A simple strategy helped her avoid acting too quickly: We coached her to
count to 10 to give herself time to think before acting. Under our direction, she
made her own checklist for the security breaches that occurred most often and
began following that checklist to the letter.
The vice president of administration also agreed to mentor her. By acting as
a sounding board, he helped check Marcie’s rush to action when a potential
security emergency loomed. Marcie was a quick study and put the coaching
suggestions to good use. Thus, she reduced her hasty responses to security
emergencies and their potentially hazardous or chaotic results.
General Strengths
■ Solving problems in straightforward, direct, and logical ways
■ Being resourceful, flexible, quick to act to save the day
■ Negotiating and seeking compromise in order to move things along
■ Reminding others, by their example, of pleasures of the moment
Leadership style: Lead by finding the most efficient way for people to work
together.
Problem-solving style: Sensing (looking at the facts), then Thinking (applying
logic), then Feeling (considering people), and last, Intuition (looking at the larger
picture).
When coaching ESTPs: Use outdoor activities that provide hands-on skill
development; let them try out new behaviors in real time.

■ Bluntness—calling it like it is ■ Ask, “If I say or do this, what
without regard to the impact on impact will it have on others,
others. and what might be the conse-
quences for me?”
■ Being overly concerned with ■ Communicate how committed
recreational pursuits or material you are to your work as well as
possessions. how much your leisure activities
heighten your work productivity.
■ Restlessness, indecision, leading ■ Stop, think ahead, and see
to last-minute heroics. where forethought could
improve results.
■ Overlooking or giving little ■ Ponder your goals or desired
thought to long-range planning outcomes for the next year, year
or outcomes. and a half, or five years. Then
plan backward.
■ Competitive motivation, pushing ■ Remember, others may not have
yourself and others to do things the same abilities, interests, or
before you or they are ready. desire to do things quickly.
Regard the caution of others as
prudent for them—and occasion-
ally for you.
■ Not owning up to your part of a ■ Accept your role in the difficulty
problem. and then suggest ways to solve
the problem.
190 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ESTJ
ESTJ ESFJ ENFJ ENTJ
Take-Charge Leaders
Bill had switched industries, from heavy equipment manufacturing to designer
clothing. An accountant and financial analyst by training, Bill assumed that his
financial experience would transfer easily between the two industries.
However, his new environment was completely different from the old one.
In his previous job, he gave orders and people followed them, but that manage-
ment style just didn’t work in the new job. When Bill called us for coaching, he
said, “They’re about to fire me because I lack ‘teaming skills.’ I guess I’ve never
managed and teamed at the same time.”
Together, we reviewed his past experience to see what he could apply to his
new environment and evaluated his knowledge and skill level with teamwork.
Then we set action steps to develop teambuilding and problem-solving tech-
niques for anticipating and adjusting to his new environment.
At our suggestion, Bill attended several internal corporationwide programs
on team development and team leadership. He also participated in an external
adventure-style leadership school where he learned teamwork skills and princi-
ples that could be applied to his new job. Eventually, Bill met the challenge of
adapting to the new culture. He became a team player, to his and everyone
else’s satisfaction.
General Strengths
■ Stepping up to the task and getting people, things, and organizations
mobilized for action
■ Providing structure, direction, and clarity of focus
■ Following through to see that tasks are done correctly and results are seen
■ Finding flaws and correcting them in advance
Leadership style: Lead by planning, providing direction, and assigning

responsibilities.
Problem-solving style: Thinking (applying logic), then Sensing (looking at
the facts), then Intuition (looking at the larger picture), and last, Feeling
(considering people).
When coaching ESTJs: Use structured, logically sequenced activities with
stated, clear benefits.

■ Becoming so goal focused that ■ Remember, people get things
you overlook the impact of done and often work harder if
actions on others. their needs are considered in the
plans. Acknowledge and reward
the contributions of others.
■ Expecting others to have the ■ Practice allowing some give and
same methods or goals as you. take. Start in small ways and
work to increase adaptiveness
and attentiveness to others.
■ Speaking out of turn and rail- ■ Watch what you say and the way
roading things through, believing it affects others. People often see
your course of action is the only you as tougher than you see
one. yourself, often to your detriment.
■ When successful, you believe no ■ Practice humility even when you
improvements are necessary— don’t want to. Consider if things
the “you can’t argue with suc- could be better with input from
cess” syndrome. others or by making some
changes to the way you usually
do things.
■ Not making exceptions when ■ Explore why others would make
others would. an exception, then determine
whether the standard should be
changed.
■ Deciding before collecting all the ■ Learn and use techniques of
necessary information. defining problems, brainstorm-
ing, and generating ideas before
rushing to act.
192 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ISFJ
ESTJ ESFJ ENFJ ENTJ
Behind-the-Scenes Leaders
Rosa worked in the production section of a large airplane parts manufacturer.
The organization initiated a total team concept, and her section attended one of
the first training programs. Rosa was instrumental in the team’s subsequent
success in implementing the training concepts while continuing to meet the
organization’s production goals. She worked in a quiet, yet directive way and
made sure expectations and assignments were clear.
The organization asked us to work with Rosa because, while all the evi-
dence pointed to her key leadership role in the team’s accomplishments, she
shied away from acknowledging her abilities and taking on an expanded lead-
ership role. For Rosa’s boss, the last straw came when Rosa arranged a photo
shoot for the three top teams in the organization. Her team was one of them,
but Rosa wasn’t in the picture. She was so busy organizing the photographer
and her teammates that she neglected to step into her spot!
After an initial coaching session, we convinced Rosa to take a three-part
series on leadership effectiveness offered by a large, off-site leadership training
organization. The program included videotaping and a thorough assessment of
leadership skills and competencies. Additionally, Rosa worked with us to find
specific ways to enhance her leadership style. We put a plan in place to meet
periodically over several months, acting as a sounding board as Rosa developed
her leadership and assertiveness skills.
General Strengths
■ Honoring commitments—others can rely on them
■ Being painstaking and thorough in organizing so that everything is in the
right place at the right time
■ Handling with ease those details that matter to others
■ Being cooperative, considerate of each person
Leadership style: Lead by encouraging others in tasks that suit them best.
Problem-solving style: Sensing (looking at the facts), then Feeling (consider-
ing people), then Thinking (applying logic), and last, Intuition (looking at the
larger picture).
When coaching ISFJs: Use practical assignments with clear instructions and
definite procedures that have demonstrable outcomes for the tasks at hand.

■ Not taking the credit that is due, ■ Say “I did that” and toot your
thereby losing out on resources own horn; practice seeking the
for yourself and others. spotlight you deserve.
■ Picking up the balls that others ■ Have others complete their own
drop; feeling taken advantage of, assignments. This helps them
undervalued, or stuck. grow while freeing you to do
your own work.
■ Putting your own needs on the ■ Befriend yourself; put yourself
back burner while you help on your list of those who
others. deserve support and attention.
■ Neglecting to set priorities, doing ■ Prioritize those tasks that matter
things as they turn up, or work- to you and to others and then do
ing straight through a to-do list. the most important things first.
■ Avoiding leadership roles. ■ Consider what projects might
benefit from your leadership.
Assume a low-stress leadership
role and then move to larger ones.
■ Missing the larger picture; becom- ■ Practice using the facts to
ing lost in defending traditions, come up with several possible
hierarchies, and procedures. approaches. Could more than
one work? Would a new approach
be better?
194 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ISFP
ESTJ ESFJ ENFJ ENTJ
Gentle Leaders
Michael, a lead auditor for an accounting firm, was in career transition when
he sought our coaching help. He seemed down on himself and mused aloud,
“I’m not sure I did the right thing in following in my parents’ footsteps and
going into accounting. I spend my days getting information from people who
are reluctant to give it or telling people about their record-keeping errors. I don’t
know if my work is really useful to the clients—it only seems to upset them.”
After some soul-searching, Michael determined that what he missed most was
the chance to give concrete, positive feedback and service to people in need.
We used a fairly straightforward career development intervention in coach-
ing Michael. He completed several vocational assessments, a values clarification
exercise, and the MBTI tool. With this new information and self-awareness,
Michael researched the job market. After about eight months, he found a job
that aligned more closely with his service-centered values. He became a busi-
ness manager in a small nursing home, where he used his accounting skills in a
caring environment. There, he also enjoyed interacting personally with the res-
idents and their families.
General Strengths
■ Knowing the right word or action for just the right time
■ Exemplifying joy, kindness, and awareness of the precious nature of living
things
■ Valuing and using sensual treats, such as color, form, and texture
■ Creating harmony, unassumingly modeling compassion so that others
want to cooperate
Leadership style: Lead by encouraging others to cooperate.

Problem-solving style: Feeling (considering people), then Sensing (looking
at the facts), then Intuition (looking at the larger picture), and last, Thinking
(applying logic).
When coaching ISFPs: Use tangible, relevant learning experiences with
concrete steps that match the person’s abilities and directly augment his or
her skills.

■ Being overly gullible, too easily ■ Consider taking assertiveness
persuaded. training to learn to represent
your needs as legitimate.
■ Living in the day-to-day world, ■ Consider studying project man-
neglecting to think about or act agement or taking on a task with
strategically for the future. long-range planning requirements.
■ Not representing your accom- ■ Practice talking about your
plishments in businesslike terms. accomplishments appropriately
with someone who knows you
well.
■ Being overly self-critical. ■ Make a concerted effort to find
your own value and worth by
reflecting on your past good
deeds or by consulting with
others whom you trust.
■ Empathizing to the point of being ■ Work on establishing boundaries
unable to separate yourself from with people. Give others ample
needy others. time and opportunity to help
themselves.
■ Sweeping conflict under the rug ■ Accept conflict as a way to clarify
when you feel threatened, being your own agenda and those of
reluctant to leave your comfort others. Seek out support to help
zone. you bridge your comfort gaps
until you feel more at ease.
196 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ESFP
ESTJ ESFJ ENFJ ENTJ
Exuberant Leaders
Nils’s co-workers called him “Mr. Sunshine,” and he lived up to his name.
When we met Nils at a restaurant near his office, he greeted us with a broad
smile and a friendly wave and immediately stood up to shake hands. Over
lunch, we discussed his coaching needs. He said, “You know, the people in my
office don’t take my work abilities seriously. Just because I tend to be a little
more outgoing and try to make the office more enjoyable, they look right past
the quality output I produce.”
His boss had told us that he wished Nils could be a little less lively and
more serious at work. “I have to admit, though, that Nils is a real asset,” he
added. “When he does tone down his exuberance, everyone listens to him.”
Because Nils was a realist, he quickly caught on to the downside of being
Mr. Sunshine. To coach him, we helped him contrast his natural style with sev-
eral key on-the-job interactions. What were appropriate behaviors for his role as
marketing director for office products? He decided that before a sales call, he
would ask himself what impression he had to make. He would keep that
impression foremost in his mind and then act it out during the sales call.
Because Nils was a valued employee, his boss agreed to mentor him in learning
the appropriate use of his serious side. Now Mr. Sunshine is earning the respect
he deserves.
General Strengths
■ Being generous with people, accepting others in spite of their flaws
■ Taking an exuberant approach to work as well as play
■ Adding enthusiasm, energy, spirit, and spunk that enhance any workplace
■ Being observant and able to link people, practical information, and
resources to the task at hand
Leadership style: Lead by encouraging the contributions of others.

Problem-solving style: Sensing (looking at the facts), then Feeling (consider-
ing people), then Thinking (applying logic), and last, Intuition (looking at the
larger picture).
When coaching ESFPs: Use hands-on, adaptable skill development, prefer-
ably in an action-oriented group setting.

■ Being perceived as a social but- ■ Ask yourself, “Of the roles I have
terfly, party person, or company at work, which ones allow others
clown. to see my serious side?” Keep
your answer in mind to balance
your work and playful sides.
■ Misjudging what is important ■ Use your person-centered values
versus what is urgent. to determine what is important
for others, your work, or your-
self. Turn that knowledge into
action.
■ Failing to see patterns or systems ■ Stop and ask, “What do all these
that explain your world and the things add up to? What interpre-
things in it. tations could be made? What is
the larger picture? Is there order
somewhere?”
■ Not following through to com- ■ Improve your project and time-
pletion and thereby missing out management skills.
on rewards.
■ Avoiding theoretical learning. ■ Motivate yourself by listing the
practical outcomes and benefits
of learning theories that are rele-
vant to your career.
■ In trying to be nice, failing to ■ When the situation calls for it,
express your true opinion or use your values to clarify your
preference in a situation. position and then state it. Guard
against being “too nice,” or others
may take advantage of your good
nature.
198 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ESFJ
ESTJ ESFJ ENFJ ENTJ
Service-Oriented Leaders
Charlotte was the new executive vice president of a small family-owned hotel
chain. Because of her strong service orientation and her loyalty to the compa-
ny’s founder, Charlotte had risen quickly to a senior position. The company’s
founder considered her part of his family. When he died suddenly, with no suc-
cession plan, she landed the role of keeping his business affairs going during
the executive search process.
Charlotte was not used to making tough decisions; the founder had handled
those himself. With the uncertainty created by his death, however, several
weighty matters arose. Charlotte tried to keep things running smoothly, but the
family accused her of meddling. They wanted to retain her because of her
knowledge of the business, but they asked us to coach her regarding the appro-
priate boundaries for her role.
We helped Charlotte separate her likes and dislikes from the family’s busi-
ness needs and wants. She acknowledged that the new president would likely
be a family member and that her responsibilities would change. Together, we
planned for setting appropriate boundaries with the new leader.
We also recommended that Charlotte pursue a degree in hotel management
for career insurance. She worked diligently at her studies and graduated a few
years later. In the meantime, she did an admirable job of staying out of the way
of the new president and the family owners unless they asked for her help.
General Strengths
■ Responding consistently, compassionately, and carefully to each person’s
needs
■ Being committed and loyal to people and organizations, a team player
■ Offering warmth, practical recognition, and harmonious ways of getting
along
■ Working for accord, helping everyone fit in
Leadership style: Lead by paying attention to the needs of others and making
sure they feel important.
Problem-solving style: Feeling (considering people), then Sensing (looking at
facts), then Intuition (looking at the larger picture), and last, Thinking (apply-
ing logic).
When coaching ESFJs: Use a variety of structured methods—observation,
acting or role-playing, and step-by-step action plans.

■ Telling people what they need, ■ Monitor others’ perceptions of
attempting to help but instead your interventions; ask for other
being perceived as meddlesome. ways you might help or even if
your help is needed.
■ Losing sight of the big picture— ■ Look for patterns by organizing
the long-term requirements and material in terms of future value
reasons for change. to you, to others, and to the
organization.
■ Staying too long with the famil- ■ In adverse situations, ask who
iar; not being skeptical enough. benefits the most from keeping
things the same. Try asking
“why?” more often.
■ Focusing on people and values ■ Look at your values with work-
to the detriment of the business. place goals in mind. If there are
conflicts, find ways to negotiate
or compromise. If all else fails,
consider finding a job that
matches your values.
■ Talking too much. ■ Every now and then, try
responding as concisely as you
can. Remind yourself to be brief
and businesslike.
■ Loss of boundaries, forgetting ■ Put yourself first occasionally.
your own needs. Do boundary and/or role clarifi-
cation for yourself and others.
200 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

INFJ
ESTJ ESFJ ENFJ ENTJ
Visionary Leaders
Cecil worked for a large international religious organization. Although he was an
ordained clergyperson, his main responsibilities were administrative tasks and
strategic planning. Cecil was bright, earnest, and dedicated to giving his best effort.
However, he sometimes ran into trouble because his co-workers didn’t quite
know what was on his mind. He had a reputation for showing up with a task
fully accomplished when his teammates were still wondering if anything needed
to be done! In one recent incident, Cecil actually developed and began funding
a plan that no one else had heard about or passed judgment on. Cecil definitely
needed to work on reducing his “surprise” factor in order to achieve more suc-
cess in his calling.
Part of our coaching plan for Cecil included weekly lunches with at least
one other person from his immediate circle—his manager, a co-worker, some-
one who reported to him, or someone who represented the people he served—
with whom he could discuss his current ideas. Additionally, he agreed to take a
public seminar on influencing skills. As Cecil reflected on his tendency to go it
alone, he said, “I didn’t realize I wasn’t sharing. When I’m incubating ideas I
do get lost in my own world.” He decided to meet one-on-one with his boss
when he came up with an idea so that they could interact before Cecil worked
the idea through to completion. Cecil called us several months later, pleased at
the progress he had made in inviting others into his work world.
General Strengths
■ Providing insights that sometimes approach clairvoyance, especially about
what matters to people
■ Understanding how individuals and systems interrelate
■ Being a storehouse of integrity, uplifting those with whom they live and
work
■ Contributing future-oriented ideas to planning and development
Leadership style: Lead by encouraging others to cooperate in working toward

a vision.
Problem-solving style: Intuition (looking at the larger picture), then Feeling
(considering people), then Thinking (applying logic), and last, Sensing (look-
ing at the facts).
When coaching INFJs: Ask people-oriented questions or assign readings with
multiple interpretations and layers of nuance that they can use for reflection.

■ Failing to bring others into your ■ As you go along, share some of
world of ideas soon enough. the richness of your insights and
thinking process with others so
that you may gain their support.
■ Being too sure you know what is ■ Hear others out and ask yourself,
best for others. “What does it mean if they’re
right?”
■ Neglecting to let others know ■ Remind yourself that accepting
how they might help you. help early in the idea-generating
phase may give you even more
time for your first love—creating.
■ Being very optimistic and living ■ Let someone you trust who
too much in the future, forget- lives spontaneously and for the
ting to deal with the present. moment plan your leisure time
and perhaps even some of your
work life.
■ Not advocating for yourself, ■ Ask how big a difference your
thinking others should be able to involvement would make. If it’s
guess your potential contributions. significant, get involved.
■ Lack of political savvy and ■ Learn to watch your back even
assertiveness skills when pre- if you think everyone is on the
senting ideas. same team. Strategize how you
can win the support of those
who could promote your ideas.
202 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

INFP
ESTJ ESFJ ENFJ ENTJ
Inspired Leaders
Grace was a trust officer at a large banking firm. She enjoyed customer contact
and the opportunity to think creatively with the people she served. However,
Grace’s supervisor, Anne, was displeased with her lack of attention to very nec-
essary trust formalities and regulations. Anne appreciated the good relation-
ships Grace had with her customers, yet she also knew that rules had to be
followed.
As we began coaching Grace, we underscored the importance of following
bank protocol. Because she valued her relationship with Anne, Grace quickly
realized that attention to procedures would not only benefit the bank but also
maintain harmony between her and Anne.
We tutored Grace on presenting new ideas to Anne, an ESFJ, in concrete,
incremental steps, which would help gain Anne’s acceptance so that Grace’s
ideas could become reality. In time, though, with the new information about
her INFP type, Grace decided that her heart was really elsewhere. She loved the
people side of the business but resented the time she had to spend keeping up-
to-date on the myriad of trust regulations. Eventually, she moved to an interna-
tional economic organization that focused on fighting world hunger—one of her
deeply held values.
General Strengths
■ Galvanizing people and organizations to action
■ Standing firm on their values in the face of formidable opposition
■ Reminding others in creative ways about human aspirations and goals
■ Focusing on compassion, caring, and harmony
Leadership style: Lead by promoting harmonious teams in which each person

is valued.
Problem-solving style: Feeling (considering people), then Intuition (looking
at the larger picture), then Sensing (looking at the facts), and last, Thinking
(applying logic).
When coaching INFPs: Use originality of expression and novel ideas; provide
opportunities for creativity and deep exploration of topics.

■ Tending to consider your own ■ Evaluate whether other people’s
values of greater merit than values are as appropriate to
those of others. them or their situation as yours
are to you.
■ Not being straightforward with ■ Try assertiveness training, espe-
others. cially for the tough messages
you need to deliver or that others
need to hear.
■ Missing deadlines while pursu- ■ Decide before you begin how well
ing perfection. a job needs to be done. Give your-
self a concrete deadline, or team
with someone who will bring the
job to a timely conclusion.
■ Harboring resentments. ■ Talk with the transgressor, stat-
ing the facts as you see them.
Offer your interpretation and
suggestions on how he or she
could earn your favor again.
■ Being too idealistic. ■ When appropriate, temper your
idealism with realism. Remind
yourself that both are necessary
and mutually beneficial.
■ Accepting salary treatment that ■ Tell yourself that fair compensa-
may not match your worth. tion for what you do allows you
to give or do even more.
204 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ENFP
ESTJ ESFJ ENFJ ENTJ
Catalytic Leaders
Alex came late to our first meeting, carrying an armful of books and files and
looking rather frazzled. He had the potential to be a star performer in his orga-
nization but was also known for lack of focus and direction. At team meetings,
he was often unprepared and seemed disorganized. His manager had told us
that Alex sometimes took the team way off track through the force of his per-
sonality. “I need his creativity,” he said, “but Alex needs to develop some orga-
nizational skills.”
In coaching Alex, we asked him to list his five key job requirements in pri-
ority order. Then we arranged his daily schedule and appointment book to
reflect these five priorities. Alex also attended a time-management class. Addi-
tionally, he started watching for cues from his teammates that he was promis-
ing more than he could deliver, interjecting too many of his own faddish ideas,
or otherwise pulling the team off track. While it was sometimes difficult for
Alex to restrain himself, he realized that a less scattered approach, built around
his top five priorities, was yielding him more real influence at work, something
on which he placed a high value.
General Strengths
■ Being initiators and promoters for all kinds of ideas for human growth
and potential
■ Tirelessly pursuing novel opportunities
■ Being resourceful and innovative in efforts to accomplish the nearly
impossible
■ Celebrating and appreciating others
Leadership style: Lead by creating a vision, helping people see their potential.
Problem-solving style: Intuition (looking at the larger picture), then Feeling
(considering people), then Thinking (applying logic), and last, Sensing (looking
at facts).
When coaching ENFPs: Use a variety of methods, experimentation, brain-
storming, and what-if questions; provide plenty of opportunity to talk over what
is being learned.

■ Not knowing your own physical, ■ List the practices you should
mental, and time limits. adopt that will allow you to
honor your spirit, mind, and
body. Use healthful stress- and
time-management techniques.
■ Being considered unbusinesslike; ■ Assess the value of your ideas,
giving too much information to your intellectual property. Are
others, who may use it against you receiving the credit you
you or without giving you due deserve and good information in
credit. return?
■ Promoting a new fad, leader, or ■ Use your values to weigh which
idea without enough evaluation. claims are proven and how well
promises are kept. Be wary in
your selection and, considering
your enthusiasm, what you
encourage others to do.
■ Underestimating how long or ■ Ask someone with strong project-
how much effort something will management skills to help you
take. set timelines.
■ Procrastinating while searching ■ Find a trusted person who has a
for the optimal answer; over- talent for decision making, or
whelming yourself and others learn some of the skills yourself
with options or ideas. and then apply them.
■ Ignoring facts and reality. ■ Look for the givens or unalter-
ables in a situation. Don’t shy
away from what is.
206 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ENFJ
ESTJ ESFJ ENFJ ENTJ
Values-Focused Leaders
Jesse was an entrepreneur in the software design and development industry.
Specializing in user-friendly products, his business was booming. In the early
days, he hired people based on their potential for camaraderie as well as their
credentials. He asked for coaching when several employees claimed that he
played favorites and reacted negatively to anyone’s disapproval. His staff felt
that these problems made him less effective as a leader.
Jesse quickly grasped the concepts of personality type and saw that he
needed to be more businesslike and, as head of the firm, fair to all. We cau-
tioned him that while he might wish to make everyone his friend, not everyone
would want his friendship in return. He also realized that tough business deci-
sions had the potential to affect the bottom line, as well as people, both posi-
tively and negatively. He wanted to make those decisions wisely.
When Jesse sought to add another senior-level person, he looked for some-
one who would provide balance in decision making as well as technical exper-
tise. Notice we didn’t say Jesse would hire a certain type, because hiring on the
basis of type preferences would be unethical! Besides, even if Jesse did hire a
certain type, that person still might not have the requisite skills for the job. Hav-
ing a particular type doesn’t guarantee that a person can use those type prefer-
ences effectively.
General Strengths
■ Offering care, cooperation, and facilitation for people’s growth
■ Articulating messages that others want or need to hear
■ Reminding stakeholders of their mission and core values
■ Providing support, believing in the positive nature of people
Leadership style: Lead by facilitating, helping others plan and cooperate to

meet goals.
Problem-solving style: First, Feeling (considering people), then Intuition (look-
ing at the larger picture), then Sensing (looking at the facts), and last, Thinking
(applying logic).
When coaching ENFJs: Use a variety of information sources; allow time to talk
and to work in groups on topics that are important for people.

■ Ignoring or not valuing your own ■ Rethink decisions minus the
natural decision-making process, business jargon. Which outcome
leading to a caricature of logical is really better? Trust your own
decision-making processes. style and augment it with logical
methods as needed.
■ Staying too long in a social mode ■ Monitor and ask for feedback on
and not getting down to business. how quickly and efficiently you
get to the point of the business
at hand.
■ Taking work-related coaching as ■ Ask yourself how a sensible,
personal criticism. impartial person would regard
the critique. Then work to sepa-
rate your work performance
from your personal identity.
■ Thinking that most, if not all, ■ Develop a checklist of factors
relationships can be win-win that allow people to operate in a
and collaborative. lose-win or lose-lose way. Use it
to be sure others are playing by
mutually agreed-upon rules.
■ Becoming bossy or overly ■ Especially when deadlines loom,
zealous on issues. take time to notice the reactions
of others. Ask yourself what a
given stance might cost you.
■ Becoming the caretaker for ■ Practice detachment. Take care
co-workers’ problems and of yourself, too. Get away from
office woes. work, take vacations, and find
other diversions to rejuvenate
yourself.
208 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

INTJ
ESTJ ESFJ ENFJ ENTJ
Strategic Leaders
Shelly, a senior vice president at a large engineering organization, was charged
with developing a plan to reduce technical obsolescence for the engineers and
scientists under her direction. Unfortunately, she implemented her plan without
sharing it with other members of the executive team. Furthermore, she didn’t
gather input from those who would be affected by the plan, namely the scien-
tists and engineers. When rumblings of discontent began, Shelly called for
coaching. “I think the plan is essentially right, but without buy-in, it’ll never
work,” she admitted.
When Shelly saw that a common area for growth for INTJs is “Not letting
others in on your thinking until the very end,” she nodded slowly in compre-
hension. We helped Shelly understand that although working independently
served her well in technical aspects of her job, not involving others could be
detrimental for other arenas, such as management. We coached her in consider-
ing the impact of her decisions on others. We looked at each step of her techni-
cal vitality plan to see what effect it might have on people. With Shelly’s
concurrence, we also held focus groups with the engineers and scientists so that
we could gain their insights for the plan.
Shelly set a goal for herself to involve others earlier in future plans that
affected them. She also took an off-site class on interpersonal negotiating skills. At
her request, we continued to meet with her on a periodic basis to see how things
were going and to serve as shadow consultants for some of her major projects.
General Strengths
■ Envisioning an idea so clearly that it’s palpable
■ Acting as paradigm shifters, conceptual blockbusters
■ Seeing the relationship of each part to the whole
■ Using independent thinking, redesigning outmoded approaches in order to
meet future needs
Leadership style: Lead by setting the course to make an idea become a reality.
Problem-solving style: First, Intuition (looking at the larger picture), then
Thinking (applying logic), then Feeling (considering people), and last, Sensing
(looking at the facts).
When coaching INTJs: Use systems, theories, and constructs relating to univer-
sal principles and creative processes to stimulate original thinking.

■ Seeing outcomes so vividly that ■ Practice patience. Think about
you become impatient and can’t what will capture others’ atten-
understand how others miss tion and then use this informa-
them. tion as you outline your ideas.
■ Not letting others in on your ■ Bring others into your process
thinking until the very end. before you work it all out. Write
down others’ ideas and ponder
their merits.
■ Detaching from interpersonal ■ Develop the art of friendship;
relationships, getting lost in your schedule time for building rela-
own world. tionships and networking.
■ Doing team projects alone, ■ Delegate parts of the project as
believing no one else can do early as possible—people will
them as well. often learn from the experience.
■ Failing to take the necessary time ■ Practice sharing tasks with others.
to train or develop others. Spend time training them. Real-
ize that the net outcome is more
freedom for you to dream.
■ Having a skeptical, challenging ■ Make yourself think of some
attitude and lacking awareness positives in others’ ideas before
of its impact on others. critiquing them. Where do you
need to be more intentional in
changing the impression you
make?
210 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

INTP
ESTJ ESFJ ENFJ ENTJ
Intellectual Leaders
Nicole was a talented research scientist who could draw circles around anyone
in her technical area. However, she often struggled to read people’s verbal and
nonverbal behaviors. She knew that her lack of interpersonal skills jeopardized
her prospects of becoming senior project leader in the laboratory where she
worked. Because she wanted a crack at setting the course for a cutting-edge
project with extremely high potential, she sought interpersonal coaching with
us.
Nicole wanted to understand the impact she had on others. We videotaped
her interactions with us and with a small group of her team members who were
also learning interpersonal skills. As we viewed the tapes together, Nicole took
extensive notes on the suggestions we made. We also gave her reading assign-
ments, as this was her preferred mode of learning.
With that foundation, Nicole began to practice many of the tips and skills
suggested during our coaching session and those she found in her reading.
With her determination and intentional use of interpersonal skills, she soon
received the project leader assignment she wanted. She noted that using the
skills was draining but well worth it in light of reaching her true goal of leading
more technical projects.
General Strengths
■ Being the strategists’ strategist, masters of complexity
■ Developing models and theories
■ Providing independent, critical, and logical analysis of traditions or new
thoughts and systems
■ Finding the errors of logic and long-term consequences of plans or strategies
Leadership style: Lead by the merit and logic of their ideas, persuading others
to join in.
Problem-solving style: First, Thinking (applying logic), then Intuition (looking
at the larger picture), then Sensing (looking at the facts), and last, Feeling (con-
sidering people).
When coaching INTPs: Use broad developmental models with intellectual/
scholarly underpinnings.

■ Intellectual snobbery. ■ Study the other types of intelli-
gence, such as interpersonal,
intrapersonal, and emotional.
■ Regaling others with abstract ■ Practice explaining your
thought, confusing them with thoughts with three to five easily
complex explanations. understood key points.
■ Appearing cold and aloof, with ■ Remember that most work
little awareness of your effect on involves people. Finding ways
people. to engage with them may ulti-
mately provide more resources
or recognition for you or your
work.
■ Pointing out logical flaws in ■ While like-minded souls may
others’ reasoning. appreciate your critique, others
may choose to avoid you. Look
for points of agreement and offer
those instead.
■ Forgetting commitments and ■ Review and act on your obliga-
responsibilities when lost in tions, take people breaks, put
thought. yourself on committees.
■ Being mystified by emotional ■ Recognize the value and strength
expression—your own or that of of emotions, starting with your
others. own feelings. Seek self-awareness
classes or personal growth
opportunities.
212 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ENTP
ESTJ ESFJ ENFJ ENTJ
Entrepreneurial Leaders
Britta was on the faculty of an international training organization and often
teamed with two or three other trainers when working with a client company.
Britta’s boss, the head of consulting and training, asked us to coach Britta about
her exaggerated Extraverted style and overly competitive nature. “She stays cen-
ter stage when she co-trains—and her teammates complain that she upstages
them. Plus, we work with many multinationals. Sometimes her style just isn’t
appropriate for the different cultures we serve.”
With Britta’s permission, we videotaped several training sessions so she
could see the impact of her style on her colleagues. After watching herself, she
said, “No wonder they think I’m competing instead of co-training . . . ” To con-
trol her center-stage tendencies, Britta agreed to solicit feedback from her col-
leagues periodically during the training day and adjust her behavior accordingly.
Britta also enrolled in a university course on cross-cultural sensitivity in an
effort to improve her effectiveness internationally. Through connections she
made in the class, she joined an intercultural service organization that gave her
a firsthand understanding of several different cultures’ interpersonal norms.
Finally, because her energy was quite Extraverted, we suggested that Britta
do some needed introspection, perhaps making her sporadic meditation prac-
tice a more regular part of her life.
General Strengths
■ Providing energy and thrust to new endeavors, starting things off with
enthusiasm
■ Using synthesis as a strategy to work on or solve problems
■ Seeing possibilities even in the face of disaster
■ Strategizing to meet challenges proactively
Leadership style: Lead by developing novel strategies for new enterprises.

Problem-solving style: First, Intuition (looking at the larger picture), then
Thinking (applying logic), then Feeling (considering people), and last, Sensing
(looking at the facts).
When coaching ENTPs: Offer ideas, case studies, or systems to challenge, eval-
uate, or debunk.

■ Competitive nature—stealing the ■ Ask others for feedback on your
show, needing to be the center of style. Consider who else deserves
attention. recognition. Remember, sharing
the limelight may increase others’
support for you.
■ Glib responses to human needs. ■ Think through how others
might interpret or feel about
your remarks.
■ Impatience, questioning, and ■ Ask a question, then wait
impulsive interference with (count to 10 if need be) and
productive processes. listen. Practice giving others
the benefit of the doubt.
■ Getting tied up in models or ■ Remember that many people get
structures when explaining lost with models and prefer more
reality. straightforward answers.
■ Bending the rules, taking advan- ■ Note the times when this practice
tage of loopholes. gave you more trouble that it was
worth. What were the actual costs?
■ Overextending yourself, your ■ Take time to reflect, recreate, and
resources, and those of others rejuvenate. Practice closing down
or the organization. options using logic to decide
where you should place your
focus. Determine what you need
to let go of to make room for a
new opportunity.
214 WORK IT OUT
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP

ENTJ
ESTJ ESFJ ENFJ ENTJ
Master Plan Leaders
Miki earned her doctorate in business management in the shortest amount of
time possible by being characteristically focused in her studies. After gradua-
tion, she moved into several troubleshooter assignments in which she was
expected to turn things around. However, she often left people in pain in her
wake. This caught up with her in her last assignment. She was on the verge of
being terminated or plateaued because of her overbearing style. “But,” she
explained to us, “I was told I had free rein. When I exercised this option, people
got on my case. I realize I’ve been a bit heavy-handed, but I got the job done
and in record time!” Rather than lose her, Miki’s boss asked us to coach her.
In our first session together, Miki asked us to describe our coaching compe-
tency. We then did a thorough cause-and-effect analysis of her three most recent
assignments and weighed the consequences of her actions, not only on the task
but on the people involved. Next, we searched for a qualified mentor for her—
someone who had similar accomplishments and had reached the same goals in
a more productive way. We looked at areas in Miki’s work and leisure time
where she could relax her standards and just enjoy the people or the circum-
stances. Of her own accord, Miki decided to take a project-management course
that emphasized the people part of the planning process.
After several months, Miki told us that she’d gotten some positive feedback
about the “new Miki” and that she even liked her new self better!
General Strengths
■ Marshaling forces to achieve future goals
■ Thinking in terms of systems, bringing all elements to bear on a situation
■ Finding flaws and focusing on what can be achieved once the flaws are
removed
■ Taking charge, dealing directly with problems
Leadership style: Lead by presenting a plan and then energizing and directing
others to achieve it.
Problem-solving style: First, Thinking (applying logic), then Intuition (looking
at the larger picture), then Sensing (looking at the facts), and last, Feeling (con-
sidering people).
When coaching ENTJs: Use developmental activities that lead to mastery or
the ability to get ahead or secure an advantage.

■ Overstructuring and/or control- ■ Work on need for control. Prac-
ling people and processes. tice being in the moment. Not
every person or interaction has
to have a goal.
■ Being overly confident of your ■ Listen to others, even people you
strategies; shutting out others may not consider experts. Find
who are less assertive or logical. the person most likely to chal-
lenge your views and then run
your ideas past him or her.
■ Becoming impatient with ■ Try to manage your impatience
processes or people when you by realizing that the implementa-
are able to come up with a tion of your ideas may go more
solution so quickly. smoothly when the people
involved have input.
■ Assuming the world is yours ■ Develop and coach the leader-
to run. ship potential in others.
■ Overlooking the interpersonal, ■ Think about yourself and others
spiritual, and psychological as whole persons with needs
needs of yourself and others. beyond achievement and work.
■ Forgetting the basic day-to-day ■ Take your focus off the goal and
realities necessary for achieving check to make sure the details
your large-scale plan. are still in place.
10
A LEADER WHO PUT
TYPE TO WORK
Management Style with Type
In these pages, you’ve seen business leaders tackle wide-ranging and very real
issues such as problems with communication, deadline difficulties, rapid expan-
sion, changing work cultures, and more. In each case, personality type provided
a language for working through the dilemmas and a framework that made sense
of complicated human interactions.
As with any worthwhile tool, though, mastering the complexities of type
takes time and effort, although benefits often begin to flow from your first
efforts. To close, let's look at one leader whose knowledge and use of type grew
with his responsibilities. As you read, note how working it out with type allows
you to do the following:
■ Anticipate what others might need.
■ Acknowledge the strengths and leadership qualities of every team member.
■ Establish norms for working together that work for everyone.
■ Plan ahead for productivity.
■ Build bridges and coalitions right from the start.
■ Identify blind spots and adjust for them before making decisions.
■ Make constructive and wise use of differences.
■ Continue to grow as a leader throughout your career.
217
218 WORK IT OUT
Joel first learned about personality type when he was the director of cur-
riculum for a large suburban school district. At the age of 32, he was one of the
youngest people in the state to hold such a high-level district position. He asked
for help with his elementary principals as they implemented site-based manage-
ment together. The principals had several concerns about this new approach,
including the role of the principal and the curriculum director, shared decision
making, and how the system would allow them to work with their various con-
stituencies, including teachers, unions, parents, and one another.
Joel agreed to offer the Myers-Briggs Type Indicator (MBTI) assessment to
each individual, taking it for the first time himself. His type preferences came
out INTJ, and he confirmed that as his best-fit type. The elementary school
principals were primarily ESFJs and ESTJs. He immediately went to work, using
the type information about himself as an INTJ to interact with his team. He
knew he had a good plan for the way site-based management could function
and a well-thought-out model that could be applied in each school. However,
he quickly recognized that if he wanted his complementary Extraverted Thinking
principals to be committed to his ideas, he needed to dialogue with them so
that they would be active participants in the planning process.
We structured our teambuilding meeting to debrief members on their MBTI®
results, work on issues of collaboration, and determine a plan of action for
implementing site-based management.
Joel started off the program with his hopes for the session’s outcomes. He
said, “I guess I’ll be known as the ‘newcomer’ here for a long time to come,
since the rest of you have at least five years in your positions. As we move for-
ward into site-based management, though, I want to put to rest such issues as
the ‘old guard versus new guard’ politics that have hindered this team. Those
issues will only block each person’s individual effectiveness. That’s why we’re
here today: to reach a better understanding of our strengths and to see how
each of us can best be utilized in implementing these ideas.”
Many of the team members nodded in agreement. They were well aware of
the problems and appreciated Joel’s efforts to address them. The principals as
a group believed that, so far, they were more trusting and supportive under
Joel’s leadership than they had been before. But there was still room for
improvement.
After a group interpretation of the MBTI® results, we moved on to the
issues. Joel had decided in advance to participate as a group member so that his
thoughts wouldn’t unduly influence the others’ input, so we facilitated the dis-
cussion, working with each person on the concepts of psychological type and
the following points.
A LEADER WHO PUT TYPE TO WORK 219
First, the participants listed

■ One accomplishment in their current position of which they were proud
■ What they saw as their strengths and areas for development
■ What they most admired in each of their colleagues
■ What each of their colleagues needed to do so that all would have better
working relationships
Second, we worked on setting priorities for putting plans into action. The
factors we considered included the interpersonal relationships on the team, based
on the information we had gathered in the first exercise and through the MBTI
tool. When the action plans were set, we moved on to the following questions:
■ How do we want to express support within our group?
■ How do we want to manage conflict and disagreement?
■ How can we value team operations as well as highly competent individual
performance?
■ How do we handle competition among ourselves?
We worked through each of the questions in our two-day session. Joel eas-
ily wove the ideas and plans of others into an overall strategy for the district.
He guarded against his natural INTJ tendency to find the flaws in others’ ideas,
knowing it could interfere with the input of his staff—something he really valued.
He did an excellent job of keeping the team on course and listened intently to
members’ input in a nonjudgmental fashion.
By the end of the meeting, the elementary school principals had developed
a code of conduct for their team efforts, a unified plan for each school to use in
introducing the concepts of site-based management, and a partnership system
for managing the inevitable difficulties. They saw their Extraverted Thinking
and Introverted Intuition differences as a strength for the tasks ahead. “Reality
combined with vision,” they named it.
The teambuilding process seemed to work well in Joel’s eyes—at least,
that’s what he reported when we met several weeks after the session. He stuck
with his plan that year, and it worked.
Two years passed before Joel called again. By then, he had become the new
superintendent of a large suburban community with very high educational stan-
dards. Joel was clearly perceived as a rising star in the state’s educational arena.
220 WORK IT OUT
For most of the previous superintendents, the position had been a capstone to
their careers; they had not been at midcareer, like Joel.
Joel had just moved to the district when he called for help in working with
his new school board. He particularly wanted to build on the existing pride and
sense of community in the district’s schools. The district took a very progres-
sive approach to education, with 12 educational pilot projects under way when
Joel arrived on the scene. However, he said, “We’re facing a huge bond issue
vote, and I don’t want to alienate anyone who might support the bond. We
need to be cautious about suggesting any more innovations and be unified as a
board.”
At Joel’s request, we met individually with all school board members and
discussed:
■ Their view of education
■ What topics made them get up on their soapboxes
■ What they wanted to be remembered for
■ What mattered most to them in establishing their working relationship
with Joel
Joel had also already conducted in-depth discussions with all board mem-
bers, sharing with them his vision for the schools. Many of these board members
were recently elected and anxious to support their new leader. We then adminis-
tered the MBTI tool to each of the board members and found that the board had
a mixture of the 16 types, with the majority preference being for Intuition.
The teambuilding session began in a spirit of camaraderie and mutual
respect between Joel and the board. Joel started the meeting by listing some of
his hopes for their relationship. We then worked through the MBTI information.
Before the meeting, Joel distributed nine different pieces of information to
each board member, including what the school board could expect from a
superintendent, why teams have problems, team commandments, and a self-
assessment on his or her thoroughness and efficiency in relation to tasks. He
joked, “I assigned the advance readings for those of you with a preference for
Introversion so that you would be ready to give me your opinions today.
They’re listed in priority order, and there’s also a synopsis of each piece for peo-
ple (probably those with a preference for Extraversion) who might not learn as
well by, or enjoy, reading articles. I hope that by now, everyone is set to go on
to our big task today, crystallizing our vision for the district.”
Joel’s advance planning paid off. By the end of the day, the group had come
up with a 20-point plan. At Joel’s urging, they placed each goal and subgoal for
the district in priority order. The plan also included timelines, specific imple-
mentation ideas, and assignment of responsibilities.
The session demonstrated a clear collaboration between Joel and the school
board. Joel was persuasive, yet remained open to the ideas and influence of
board members. His clear thinking, ability to represent his viewpoints, and
strong commitment convinced the others that he was on target.
At the end of this meeting, board members discussed what they had accom-
plished. The team felt that it had moved very effectively and efficiently through
the many issues it faced at the start of a new school year with a new superin-
tendent. Board members universally praised Joel for his organizational skills,
ability to listen, and clarity of vision, which was instrumental in helping the
board develop its plan. Many commented that they had felt the group’s open-
ness as they expressed their own positions. They had enjoyed the humor and
trust evident in the session—and there was unanimous agreement that no one
had a hidden agenda and that egos had been checked at the door before entering!
After obtaining such clarity of purpose at the first meeting, Joel was off to a
good start. He and the board enjoyed being perceived as a solid leadership team
across the community.
Exactly one year later, Joel called again. He had just issued the first annual
report of his activities to the district and the local newspaper. Not surprisingly,
as an INTJ, he chose to call it “The Road Ahead,” a visionary look at the dis-
trict’s future. This time, he asked us to do a teambuilding session with his entire
administrative council, which included the district’s administrative leaders as
well as the principals from every school.
Joel’s objectives were similar to those of the previous session with the
school board. The goals for this administrative council were:
■ To help members become better acquainted
■ To strategize how to navigate “The Road Ahead”
■ To increase role clarity about each council member’s responsibilities, espe-
cially those of the district administrative leaders and the school principals
■ To establish higher levels of trust
■ To determine, from the council’s perspective, the immediate as well as more
long-term needs for the continuation of educational excellence in the district
222 WORK IT OUT
As is common in teambuilding sessions, Joel worked with several other

council members to define the objectives. We interviewed council members
individually to gain their views on Joel, their own strengths, the challenges they
anticipated, and their responses to “The Road Ahead.”
Several key issues were identified in the interviews: ensuring that the new
people on the council felt comfortable about speaking up; selecting the correct
group of individuals for different “Road Ahead” projects; and meeting the need
for quick communication methods (e-mail, interoffice memos, or voice-mail)
that would facilitate effective communication across the sprawling district.
We also decided to give the MBTI assessment to each team member. After
each individual confirmed his or her best-fit type and a team type analysis was
completed, the following data emerged: The team type was ES/NTJ, and its
modal types were ENFP and ESTJ. The dominant functions (selected from the
four functions of S, N, T, and F) were Intuition first, Thinking second, and Sens-
ing third. No one on the team was a dominant Feeling type. As the meeting pro-
gressed, team members decided that, before making any major decisions, they
would work on factoring in the characteristic Feeling emphasis on values and
concern with the impact on people involved.
Further, in examining the four-function framework, the team discovered it
had only one SF. The council decided to invite that person to speak out and to
incorporate the SF service focus in its work.
The NT functional pairing was the most frequent, and it was Joel’s prefer-
ence, too. The NF and the ST functional pairings were second and third,
respectively.
The MBTI data proved to be very compelling to the council members, gen-
erating lively discussion of Joel’s style and that of the group. Many issues
revolved around the team’s Extraverted style and Joel’s preferred Introverted
style. After seeking input on how he could better accommodate the predomi-
nant Extraverted communication style of the council, Joel listed some future
action items for himself.
Joel’s dominant Intuitive style matched the dominant Intuitive style of the
team. Someone remarked, “No wonder this district has so many educational
pilot projects going on!” To act as a check on Joel’s and the council’s majority
Intuitive process, the Sensing types in the group were asked to pay attention to
and remind the group about current operations and standards and to focus on
the practical aspects of “The Road Ahead.” Without this check, the group might
want to spend too much of its time on future planning.
Joel and the team matched on their preference for Thinking. Some of the
team members with a preference for Feeling asked for a bit more feedback from
Joel at the start of a new project so that they could know that he valued what
they were doing.
Joel’s preference for Judging matched the team’s preference for Judging;
however, the influential high school principal Andy, who had a preference for
Perceiving, supplied a strong counterbalance to the majority of Judging types.
Andy was a lifetime resident of the school district and enjoyed firm support
from students, parents, and community leaders for his enthusiastic and creative
manner. Council members agreed that they would call on Andy and the other
Perceiving types before anything was absolutely solidified. They also set ground
rules to give Perceiving types enough time to bring in new findings before any
major decisions were made.
Council members used the concepts of psychological type as they estab-
lished a list of issues, assigned those issues to various team members, and drew
up timelines. An overall sense of satisfaction permeated the session.
We occasionally met with Joel, his board, or his council when problems
arose. We asked Joel how psychological type helped him in working with peo-
ple. He said,
You know, I used to wonder why other people didn’t think like I did. All too
often, I lost them with my ideas and brainstorming. I wanted to move ahead
and get on to the task, but time and again, I’d find that others were digging
in their heels on projects I knew were on target.
Now, I understand that I wouldn’t want them to all think like me. If the
world were full of INTJs, a lot of things would get left undone. Further, type
helps me communicate with the other 15 types and explain my ideas in a
way that they can understand. Then they ask me the right questions, which
helps me.
I truly can’t think of being in leadership without this understanding of
myself and those around me. Take Andy, for instance. Knowing that one of
his gifts is identifying as many options as possible is very different from
thinking that he can’t keep focused on a single solution. Being a student of
type, I think, is one of the things that makes me an effective leader.
Yes, Joel was a model student when it came to personality type. He found
that his INTJ preferences and his understanding of personality type helped him
understand 15 other valid styles and ways of doing things. This self-knowledge
and understanding of the type model took the mystery out of working relation-
ships and allowed Joel to achieve success by working it out. And that is what
we wish for you!
APPENDIX A
THE TEAMBUILDING
PROCESS
A team may be defined as two or more people who coordinate their activities
regularly to accomplish a common purpose or task. Teambuilding, as we see it,
is a process for working with a group of two or more people to facilitate and
make possible an enhancement in their working relationships. As a result,
teambuilding may be described in any of the following ways:
■ It may be a one-time or an ongoing process.
■ It may involve the entire team, subteams, or a pair of individuals.
■ It may use instruments such as the MBTI tool.
■ It may occur when a team forms or at any other point in the team’s life.
■ It may happen when the group is in conflict or when the group is working
well.
■ It may be part of an ongoing culture change effort or may occur in isolation.
In any one of these six scenarios, we might be called in to provide team-

building consultation and coaching.1 Most teambuilding begins with a request
from an individual team member, the team leader, or someone in the organiza-
tion’s human resources department. This appendix will give you a flavor of how
most teambuilding interventions go.
When possible, we prefer to do teambuilding with another individual,
either someone from within the organization or one of our colleagues in type
work. Having another person helps ensure that the information gathered in the
225
226 WORK IT OUT
teambuilding process is as clear and complete as possible. The other person

also serves as a check on our perceptions and evaluations.
INITIAL INTERVIEW
The first phase of the teambuilding process almost always includes an initial
interview with the client and/or the human resources person in the organiza-
tion. One of the goals is to determine whether the process we offer fits the work
that is to be done. We also want to hear the client’s objectives and hopes for the
teambuilding process, learn how the company heard about us, and judge the
appropriateness of a teambuilding intervention. (Other alternative interventions
include one-on-one conflict resolution, coaching, training, or systemwide orga-
nizational development planning.) At this initial interview, we can determine
whether or not it seems useful to use the Myers-Briggs Type Indicator (MBTI)
tool and the concepts of psychological type.
Preferably, this meeting takes place at the client’s work site because it gives
us a chance to read the organizational culture.2 Our primary goal at this early
problem-definition stage is to obtain as much information as possible about the
team’s or individual’s past successes, current needs, and future aspirations.
CONTRACTING
In the contracting phase, we work with the client to develop a written contract
that delineates his or her expectations and hopes for the teambuilding session.
We also include our best guess as to costs, facilitation fees, steps in the process,
and the use of the MBTI tool or other instruments.
FORMATION OF THE
PARTNERSHIP TEAM
If there is a match between our styles, skills, and abilities and the objectives
and needs of the client, and if we agree to go ahead with the teambuilding
process, the next step is to form a partnership or implementation team with the
client and several others in the organization. The task of the partnership team
is ninefold:
APPENDIX A 227
■ To model teambuilding from the very start

■ To be learners in a process designed to train and develop the team and its
members
■ To define and fine-tune the teambuilding objectives and procedures as
necessary
■ To assist in the interview process by:
■ Selecting or creating interview questions that have the greatest potential
of yielding the most valuable information
■ Providing guidance to create a safe environment for the honest
exchange of information by all those interviewed
■ Scheduling interviews, rooms, and so on
■ To serve as a communication conduit to the teambuilder(s) throughout the
process
■ To provide reality checks and understand context as the data emerge
■ To offer guidance and assistance for future training designs or other inter-
ventions and to help with their delivery
■ To find a place for an off-site teambuilding session, to provide the neces-
sary resources for that session, and to otherwise facilitate a comfortable
climate for the teambuilding process
■ To be sure the teambuilding process continues once the teambuilder(s)
leave the organization
On numerous occasions, the partnership team has saved our hides. Because
they live and breathe in the organization, they often balance our perceptions,
add suggestions for subsequent action, and aid in managing sticky issues that
might come along (some examples we’ve experienced include uncovering a reli-
gious cult, an office affair, weapons at the work site, and, on a few occasions, a
racial or ethnic conflict). Because the people on the partnership team also share
in designing the intervention and have a sense of the way it will go, they gener-
ally are more committed to the process and are able to get their fellow team-
mates’ commitment, too.
Members could also be selected for the partnership team by asking the
client’s organization for volunteers who want to experience a teambuilding
process firsthand and learn some skills that they can use later in their work.
228 WORK IT OUT
The partnership team is charged with the responsibility of carrying the

teambuilding process forward and making sure the action items and the legacy
of teambuilding continue in the life of the team or organization.
INTERVIEW QUESTIONS
The partnership team helps us select interview questions for each team mem-
ber. Here again, the team assists the process in a very cogent way. The ques-
tions on the coaching process, listed in Appendix B, are similar to those we use
in teambuilding. With that list to spark their recall or imagination, members of
the partnership team modify the questions or come up with some of their own.
Usually, we interview each team member, asking the same six to eight ques-
tions of everyone and recording their answers. Later, we synthesize the respons-
es to each question and suggest possible solutions or actions.
If the team is very large or there is not enough time to interview everyone,
we may send out the interview questions to all team members and ask for their
written responses. However, we’ve learned from experience not to enter a team-
building session unless we’ve provided every team member with a chance to
voice his or her concerns to us.3
INTERVIEWS AND
DATA ANALYSIS
Once we have determined the interview questions and the individuals who will
be interviewed, we schedule approximately 30–60 minutes to conduct each
interview. This book provides many examples of this interview process. During
this interviewing step, we might discuss the MBTI results.
The interview and data analysis process involves using Sensing, Intuition,
Thinking, and Feeling as we weave together comments and opinions, data from
sights and surroundings, and our own intuitions into a synthesis about the key
issues or problems facing the team. We also compare the team’s MBTI data to the
interview data, looking for type-related clues that we can use in the teambuilding
intervention. For the report on interview data, we use our impressions of the
environment, the history of the organization, the organization’s annual reports
(if available), mission statements, departmental objectives, job descriptions,
APPENDIX A 229
company newsletters, product information, and any other material that will
help us understand and work more effectively with our client.
That report on our interview findings and other data sources might be any-
where from 10 to 25 pages long, with the following typical format: an executive
summary, a synopsis of each interview question with an overall impression of
the findings, and then specific comments from people (with identities disguised
in order to maintain anonymity) that help amplify the overall summary. We
avoid words that would identify an individual in particular. For example, if a
team member constantly says “I put my stake in the ground,” using that phrase
in the written report would identify that person.
At the end of the responses to each interview question, we add several
action steps for the team to consider. Finally, at the conclusion of the report, we
develop a list of potential action plans, some of which incorporate principles
from psychological type data.
ONE-ON-ONE CONSULTATIONS
Sometimes, during the interview and data-gathering stage, it becomes obvious
that problems may exist between two individuals on the team or with just one
of the team members. Our contracting allows for private sessions, known only
to us and the individuals involved, with such a team member or, for conflict
mediation and resolution, the two individuals involved. It’s usually a judgment
call as to when, how, and with whom we intervene. (See the section on Dean
and Gwen in chapter 5 for an example of how we go about this process.)
These one-on-one consultations are often brief, since our role is not a ther-
apeutic one. If therapeutic counseling is necessary, we make a referral to a
counselor, and if the individual agrees that we may share the information, we
will help lobby the organization for the required funds.
PLANNING SESSION
After we have prepared the interview report, and while any necessary one-on-
one consultations are in progress, we meet again with the client and/or partner-
ship team members to share our findings. In essence, they get a preview of
what is going on. Then we work together to plan the teambuilding session and
strategy. This planning session covers:
230 WORK IT OUT
■ The issues the team faces, as given in the report

■ Schedules, processes, and time needed for a teambuilding session
■ Agenda items and time frames
Here again, the partnership team plays a vital role in the ultimate success of the
teambuilding intervention because team members provide extra information
and an extra evaluation of the process so far.
For example, in one especially contentious government agency, the partner-
ship team decided that each person needed to see a copy of the report. They
required team members to put their names on the report and return it to us at
the end of the session because in an earlier teambuilding process, someone
faxed another consultant’s report to the local newspaper! Luckily the local
newspaper chose not to publish it.
THE TEAMBUILDING SESSION

We plan the session so that we do the right things, in the right sequence, and
in, we hope, an adequate amount of time. Decisions include whether MBTI
results come first or follow the team interview report. Sometimes it’s best to
start with the results of the interviews because those are first and foremost in
people’s minds, and they may not pay as much attention to the MBTI data.
More frequently, we work with the MBTI tool first, because it provides a
language and a lens through which team members can understand the report
findings. In many situations, we’ve offered individual MBTI interpretations dur-
ing the interviews, which gives people a chance to think about and confirm
their best-fit type before the large-group session. They then come ready to put
this information into practice.
One effective way to start the teambuilding session, after some basic intro-
ductions, is for the client to tell the group why he or she thought teambuilding
was necessary. Additionally, the client might share the mission or vision for the
team and the goals for the day. Next, we provide a chronological history of the
endeavor, sharing our intervention activities to this point. Then, with the team’s
help, we establish some norms of conduct for teambuilding. These norms of
conduct often include:
APPENDIX A 231
■ Speaking for oneself using “I” messages

■ Critiquing the problem, not the person
■ Having only one person speaking at a time
■ Skewering no one (it’s not the purpose of the session)
■ Speaking about things from one’s own perspective
Throughout the day, we take note of additional process or action steps as

we watch interactions and listen to comments.
Often, we subdivide the team and ask each group to select the issue for
which it has the most energy (see the example in chapter 7). They then form
small, informal subteams within the team to set action plans.
The following sample agenda for a typical teambuilding session might be
spread over two days.
A TYPICAL TEAMBUILDING SESSION

1. Icebreaker and personal introductions (name, role, personal update since
last meeting)
2. Why we are here (client’s presentation on the need for teambuilding)
3. Teambuilding definitions (if necessary)
■ Terms (what is a team, examples of team characteristics, and so on)
■ Norms of conduct
■ Our role in this session
■ The team’s role for the session
4. History of the endeavor
■ List of meetings and events prior to this session that can clarify what
has occurred so far
■ Agenda for the session
5. Points of clarification, logistics, and “administrivia” for the session
232 WORK IT OUT
6. Basic introduction to personality type

■ History of the MBTI tool
■ Illustration of preference concept
■ Review of MBTI preferences
■ Selecting one’s best-fit type
■ Return of MBTI results
■ Selected type and reported type clarification
■ Review of scoring and other questions
■ Reading type description
■ Meeting with others of the same type (type-alike groups)
7. Team type exercise
8. Interview or teambuilding report
9. Use of MBTI data and interview data to solve problems
10. Action implementation planning
11. Closing activity
■ One thing I’ve learned about myself today
■ One thing I’ve learned that I will apply immediately
■ One thing I learned about the team today
■ One thing I will do to help the team work differently
12. Evaluation and wrap-up
FOLLOW-UP SESSION
Few teams are able to smoothly implement what they learn from an intensive
teambuilding session without follow-up. In fact, we usually include at least one
additional follow-up session in our initial contracting so that the client under-
stands the long-term commitment necessary to work it out effectively. The follow-
up session may take place several weeks to several months after the team-
building session. The main purpose of the follow-up session is to determine
progress toward goals. The partnership team is typically responsible for the
APPENDIX A 233
actual implementation of plans. The partnership team knows from the start that
implementation will be a large part of its work, but this follow-up session
allows us to give appropriate suggestions.
At the follow-up session, we plan the next steps the team should take and
determine which people are the logical choices for carrying out these steps.
Believe it or not, we view our job as working ourselves out of a job. We like to
leave the organizations, teams, and individuals we serve with the tools and
skills to continue to work it out on their own!
APPENDIX B
THE COACHING
PROCESS
We approach each coaching opportunity with the important and deeply held
value of supporting the people and organizations involved in the process. Our
role is to care for individuals, teams, and organizations as they master the intri-
cacies of working it out more successfully and effectively, either alone or with
others—no small feat!
In the work of coaching, boundaries become important. Coaches aren’t
therapists, nor are they magicians. Our usual tack is to find what the individual
is doing right and enhance it, on the premise that it is better to augment
strengths than to try to overcome weaknesses.
Part of the coach’s job is to facilitate a greater awareness of the individual’s
personal and professional expertise. As coaches, we want to present as full a
picture as possible and represent accurately any data that we gather. In deliver-
ing that data to a client, we take care to ensure that it is relevant and fair. We
also need to assure the person of confidentiality in all that we do and to strive
to help him or her make necessary changes and perhaps find time to heal
as well.
Finally, any coaching endeavor is a partnership with the client. Whatever we
ask the individual to do is for the purpose of enhancing his or her well-being. If
we find that the situation might compromise our values, for whatever reason,
we either decline the opportunity or discuss that values conflict with the client
or organization in the hope that we can resolve it and proceed. Coaches are most
effective when they follow their hearts as well as their heads, allowing their
work to reflect their principles and values.
235
236 WORK IT OUT
If this sounds like a decidedly NF approach to coaching, well, that’s because

it is! Being NFs, we seek to achieve a win-win situation for all involved,
enhanced self-esteem for the client, and as many possibilities as we can gener-
ate for his or her future development and growth.
THE RESPONSIBILITIES
OF THE COACH
Here are some general principles we think are essential when providing profes-
sional coaching to another person:
■ Determine the objective for the coaching process. What does the organiza-
tion want to achieve? What does the person want to achieve? How do
both the client and the organization see the coach’s role in meeting this
goal? And how will we evaluate change and/or success with the process?
■ Determine who the client is. Often, individuals are referred for coaching
by management or by someone in human resources. It’s necessary to
be absolutely clear with the referral source and with the person to be
coached about the differing loyalties and responsibilities. Privacy is a key
point to contract and negotiate: Which data go back to the organization,
and which reside with the coach and the individual?
■ Is the person aware of the coach’s skills and competencies? Does the per-
son know what coaching implies? Decide if there is buy-in and a relation-
ship of trust between both parties.
■ Find out if the person to be coached is a victim of selective feedback—in
other words, if negative feedback has been withheld from him or her. This
happens in some organizations when people are reluctant to pass negative
information up the ladder, which results in people at higher levels being
uninformed. For managers who have not experienced openness from others
in their work lives, it may be necessary to establish that part of the coaching
process might involve relaying information they have not heard before—
and may not like hearing.
■ Before starting the process, make sure that coaching is the best strategy
for the individual. Perhaps he or she would be better served by therapy,
support group meetings such as Alcoholics Anonymous, or a specific
training or skills-development course.
APPENDIX B 237
■ Establish that you are on the person’s side and that this process is one of
reciprocity. Listen, and then listen again to what he or she is experienc-
ing. While our job is to offer suggestions and support, we do expect
something back—commitment to the coaching process, to trying out new
skills, and to giving us feedback about the merits of the process as we go
along.
■ Learn about the culture or climate of the team or organization where the
individual works. When coaching, be aware of the various ways in which
organizational or team climates operate and affect the person. Also, from
a psychological type perspective, how does this person’s type interact with
the predominant psychological type of the job, team, or organization? Use
Myers-Briggs Type Indicator (MBTI) concepts to judge the match or mis-
match between the individual’s type and the organization’s style.
■ Finally, appreciate the seriousness of this task. The people you are coach-
ing often have jobs on the line or relationships in serious disrepair. People
need to understand the amount of trauma they may be causing them-
selves or others. At times, you may need to move beyond giving people
what they want and make sure they are getting what they need.
THE CLIENT’S RESPONSIBILITIES

The person to be coached needs to provide input to the coaching process: plan-
ning our work together and deciding on how to measure the success of the
work. The client is responsible for doing the following:
■ Determining the objectives for the process and why changes in skill or
behavior are necessary
■ Ascertaining who else has a stake in the outcomes of this coaching rela-
tionship, such as a boss, teammates, and so on
■ Finding an on-site sponsor or organizational coach who can help with
practicing the coaching tips
■ Demonstrating commitment by following through with the coaching sug-
gestions and assigned tasks
■ Giving direct feedback to the coach about how the coaching process is
proceeding toward the targeted goals, needs, and wants
238 WORK IT OUT
THE ORGANIZATION’S
RESPONSIBILITIES
Finally, the organization has responsibilities for the coaching process. Some of
these are listed below:
■ Provide resources. For example, make tuition available for off-site courses
or arrange for private meeting spaces on-site.
■ Decide who is to be involved in the coaching process, what their informa-
tional needs are, and what the confidentiality arrangements should be.
Aim to have clear communication among all parties.
■ Determine what constitutes success in the coaching experience and how it
will be evaluated.
■ Assist in finding a mentor within the organization to help and support the
person being coached.
QUESTIONS FOR
GATHERING INFORMATION
Before determining a coaching plan, we interview the person to be coached and
as many people who work with that person as possible, for example, boss, co-
workers and peers, employees, and outside vendors. By altering the wording
slightly, the following questions can be used with the person being coached and
his or her co-workers. We usually choose six to eight questions for an interview.
■ What do you do well? Describe your interpersonal, leadership, or manage-
ment skills and other key strengths.
■ What do you do that is less than effective in terms of interpersonal, leader-
ship, or management skills?
■ What are your greatest current needs for development? Future needs?
■ Which of your skills or talents are particularly helpful to others?
■ What things do you do that get in the way of your having effective rela-
tionships with others?
APPENDIX B 239
■ If you could wave a magic wand, what would you want to accomplish in
this coaching process?
■ Describe how you solve problems.
■ Discuss the factors within the organizational or team environment that
lessen your effectiveness.
■ Describe how you handle change.
■ Tell me about your personal goals and aspirations.
■ What barriers do you perceive as keeping you from achieving your goals
and aspirations?
■ What steps would you be willing to take to remove these barriers?
■ Tell me your thoughts about conflict. How do you approach resolving
conflicts?
■ What are your views on why we need to work together?
■ What information would help me be more effective in coaching you if I
were to know it right now?
■ If your boss, colleague, or spouse were to describe you in 25 words, what
would those words be?
■ Have I omitted asking you any questions that I should have asked?
The next set of questions deals with psychological type:

■ Think about your personality type preferences, and determine which ones
are assets and which ones offer you the greatest challenges.
■ How have your personality type preferences influenced your life and
career?
■ Which of your preferences make you feel good? Why?
■ Which aspects of your personality type most often cause relationship
problems between you and others?
■ Based on your self-analysis, articulate the fundamental things about your
personality type that people need to understand if they want to build a
working relationship with you.
240 WORK IT OUT
■ Think about your personality type and identify which aspects of it are
most difficult for you to accept or change.
■ Think about the personality types of your colleagues, teammates, or
organization. Which ones do you have the most difficulty with, which
ones are you drawn toward, and which are the most complementary?
Why?
■ In order to be more versatile, which part of your personality type needs to
be strengthened or modified?
■ What are the greatest insights you have attained about yourself by learn-
ing about personality type?
THE COACHING PLAN

The MBTI tool is a vehicle for greater self-awareness and self-acceptance and is
therefore an excellent beginning for the coaching process. A typical process has
the following steps:
1. Before the initial meeting with the client:
■ Review and record the person’s general strengths in relation to his or
her psychological type preferences.
■ Study the typical areas for growth using chapter 9 of this book, priori-
tize what is most important for this individual’s development, and use
these areas as a springboard for early discussions.
■ Select from resources such as the MBTI Step II instrument; other instru-
ments (such as the Strong Interest Inventory® and Fundamental Interper-
sonal Relations Orientation–Behavior™ [FIRO-B®] assessments); audio or
reading resources; biographical data; counseling professionals; college,
technical school, community, or in-house educational offerings; role-
modeling exercises; videotaping; or shadowing someone in the organi-
zation who has mastered a certain skill.
2. In the first meeting, interpret the client’s MBTI results:
■ Have the person choose a best-fit personality type.
■ Read about the general strengths and areas for growth for that personality
type.
APPENDIX B 241
3. Develop specific action items with timelines based on your own knowl-
edge and resources.
4. Have the person you are coaching practice the necessary skills or behaviors
in coaching sessions and then on the job.
5. Meet to report back on skills practice. Determine the next steps for coach-
ing sessions.
6. Evaluate progress toward goals. Decide if and when follow-up should occur.
ADDITIONAL RESOURCES FOR THE

COACHING PROCESS
Here are several suggestions for resources to use in addition to the standard
MBTI instrument:
■ The MBTI Step II instrument is particularly helpful for executive develop-
ment and for individuals who are having trouble clarifying their best-fit type.
■ The Strong Interest Inventory assessment used with the MBTI tool offers a
combination of perspectives when coaching people about their careers.
■ The Perception Checklist can be helpful in gathering information on others’
perceptions of the client. It is published in the Strong Interest Inventory®
Resource: Strategies for Group and Individual Interpretation in Business
and Organizational Settings training program.1
■ Try using instruments that take a 360-degree feedback approach or inter-
views with people who can assess how the client manages various inter-
personal and functional business interactions.
■ Discussion of an individual’s psychological type dynamics (the order of
dominance of Sensing, Intuition, Thinking, and Feeling) helps clients
understand whether they are experiencing tension with or attractions to
the various aspects of their type dynamics at work or in life.
■ Add a values clarification exercise to see which values are most important
to clients and how those values influence their work or other parts of their
lives.
NOTES
Chapter 1
1. For more information, you may also contact us, at www.lifekeys.com, or CPP (for-
merly Consulting Psychologists Press), which publishes the MBTI® instrument, at
800-624-1765 or www.cpp.com.
2. N is used for Intuition because I is already used for Introversion.
3. For more information about this “functions lens” for viewing team dynamics, see
Elizabeth Hirsh, Katherine W. Hirsh, and Sandra Krebs Hirsh, MBTI® Teambuilding
Program: Leader’s Resource Guide, 2nd ed. (Mountain View, CA: CPP, Inc., 2003).
Chapter 2
1. William Bridges, The Character of Organizations (Mountain View, CA: CPP, 2000).
Chapter 4
1. Robert E. Kaplan, Wilfred H. Drath, and Joan R. Kofodimos, High Hurdles: The
Challenge of Self-Development, Technical Report 25 (Greensboro, NC: Center for
Creative Leadership, 1985).
2. Sandra Krebs Hirsh and Jane A. G. Kise, Introduction to Type® and Coaching
(Mountain View, CA: CPP, Inc., 2000).
Chapter 5
1. Exercise adapted from Margaret U. Fields and Jean B. Reid, Shape Up Your Program
(Gainesville, FL: CAPT, 1999).
Chapter 7
1. Retrieved from http://www.cdc.gov/niosh/stresswk.html on June 1, 2005.
2. Sandra Krebs Hirsh and Jean M. Kummerow, LifeTypes (New York: Warner Books,
1989) and Naomi L. Quenk, Was That Really Me? (Mountain View, CA: Davies-
Black Publishing, 2002).
3. Paul Hersey and Ken Blanchard, The Situational Leader (New York: Warner Books,
1984), p. 160.
243
244 WORK IT OUT
Chapter 9
1. Adapted from Sandra Krebs Hirsh and Jane A. G. Kise, Using the MBTI® Tool in
Organizations, 3rd ed. (Mountain View, CA: CPP, Inc., 2003).
2. For more help on coaching using the framework of type, consider purchasing
Introduction to Type® and Coaching, available from CPP (www.cpp.com).
Appendix A
1. Definitions adapted from Elizabeth Hirsh, Katherine W. Hirsh, and Sandra Krebs
Hirsh, MBTI® Teambuilding Program, 2nd ed. (Mountain View, CA: CPP, Inc.,
2003).
2. See C. Williams, D. Armstrong, and C. Malcolm, The Negotiable Environment
(Ann Arbor, MI: Facility Management Institute, 1985), for discussions and illustra-
tions of the office layout and furniture that STs, SFs, NFs, and NTs prefer.
3. Our teambuilding approach is detailed in Elizabeth Hirsh, Katherine W. Hirsh, and
Sandra Krebs Hirsh, MBTI® Teambuilding Program: Leader’s Resource Guide, 2nd
ed. (Mountain View, CA: CPP, Inc., 2003); some but not all of these steps are fea-
tured in the chapters of this book. For more detailed information, consider pur-
chasing Introduction to Type® and Coaching, available from CPP (www.cpp.com).
Appendix B
In the section “The Organization’s Responsibilities,” we are indebted to John C.
Buchanan, of Buchanan and Associates, Minneapolis, for his coaching expertise. In
the section “Questions for Gathering Information,” we are indebted to Douglas Peters,
of Douglas Peters Associates, Minneapolis, for the formulation of many of the type-
related coaching questions.
1. Sandra Krebs Hirsh, Strong Interest Inventory® Resource: Strategies for Group and
Individual Interpretation in Business and Organizational Settings (Mountain View,
CA: CPP, Inc., 1995).
INDEX
auxiliary function, 16–17, 160–161 differences in, 177–178; Intuition as, 14,
167–170; problem-solving uses of, 178;
Blanchard, Ken, 158 Sensing as, 14, 166–167, 169–170;
boss, 165, 177 Thinking as, 15, 170–172
coach: client partnership with, 235; ENFJ type: characteristics of, 13; coaching
description of, 183; responsibilities of, of, 207; dominant function of, 138, 142,
235–237 173–174; inferior function of, 138, 142;
coaching: boundaries in, 235; client’s leadership style of, 207; problem-solving
responsibilities, 237; of ENFJ type, 207; style of, 207; strengths of, 206
of ENFP type, 205; of ENTJ type, 215; ENFP type: characteristics of, 13; coaching
of ENTP type, 213; of ESFJ type, 199; of, 205; dominant function of, 138, 143;
of ESFP type, 197; of ESTJ type, 191; of inferior function of, 138, 143; leadership
ESTP type, 189; for Feeling skills, 74–77; style of, 205; problem-solving style of,
individual, 34–36; of INFJ type, 199; 205; strengths of, 204
information-gathering–related questions, ENTJ type: characteristics of, 13; coaching
238–240; of INFP type, 203; of INTJ type, of, 215; dominant function of, 138, 141,
209; of INTP type, 211; of ISFJ type, 193; 170–171; inferior function of, 138, 141;
of ISFP type, 195; of ISTJ type, 185; of leadership style of, 215; problem-solving
ISTP type, 187; for Judging–Perceiving style of, 215; strengths of, 214
type differences, 103; organization’s ENTP type: characteristics of, 13; coaching
responsibilities, 238; process of, 240–241; of, 213; dominant function of, 138, 143;
resources for, 241; situations that inferior function of, 138, 143; leadership
need, 181–182; for stress management, style of, 213; problem-solving style of,
158–159; stress management by, 213; strengths of, 212
154–156; for Thinking skills, 77–78; ESFJ type: characteristics of, 13; coaching
of yourself, 182–183 of, 199; dominant function of, 138, 142,
coaching plan, 240–241 173–174; inferior function of, 138, 142;
communication: description of, 25; by NFs, leadership style of, 199; problem-solving
127, 135; by NTs, 127, 135; by SFs, 127, style of, 199; strengths of, 198
135; by STs, 127, 135 ESFP type: characteristics of, 13; coaching of,
conflict, 9 197; dominant function of, 138, 142, 166;
conflict resolution, 99–100, 107 inferior function of, 138, 142; leadership
criticism, 74–75 style of, 197; problem-solving style of,
critiques, 75–78 197; strengths of, 196
ESTJ type: characteristics of, 13; coaching
decision making, 66 of, 191; dominant function of, 138, 141,
documentation, 48 170–171; inferior function of, 138, 141;
dominant function: description of, 14–16; leadership style of, 191; problem-solving
Feeling as, 15, 172–176; interventions for style of, 191; strengths of, 190
245
246 WORK IT OUT
ESTP type: characteristics of, 13; coaching of, function of, 138, 142, 154; leadership
189; dominant function of, 138, 142, 166; style of, 201; problem-solving style of,
inferior function of, 138, 142; leadership 201; strengths of, 200
style of, 189; problem-solving style of, information-gathering questions, 238–240
189; strengths of, 188 INFP type: characteristics of, 13; coaching of,
Extraversion–Introversion type differences: 203; dominant function of, 138, 141,
intervention for, 30–36; understanding 173–174; inferior function of, 138,
of, 37; wait time demonstration for, 38 141, 155; leadership style of, 203;
Extraverts: characteristics of, 5; interven- problem-solving style of, 203; strengths
tion for, 30–36; Introversion practice of, 202
by, 40; Introverts’ view of, 27–30; interview, for teambuilding, 226, 228–229
natural style of, 38–39; in team setting, INTJ type: characteristics of, 13; coaching
41; in type table, 10; view of Introverts of, 209; dominant function of, 138, 142;
by, 24–27; workplace settings for, 22 inferior function of, 138, 142; leadership
style of, 209; problem-solving style of,
feedback, 236 209; strengths of, 208
Feeling types: communication style of, 183; INTP type: characteristics of, 13; coaching
decision making by, 67–68; dominant, of, 211; dominant function of, 138, 141,
139; natural style of, 86; problem solving 170–171; inferior function of, 138, 141;
by, 15, 60; in team setting, 88; Thinking leadership style of, 211; problem-solving
practice by, 87–88; Thinking types’ view style of, 211; strengths of, 210
of, 69–71; traits of, 7; in type table, 11; introspection, 75
view of Thinking types by, 71–73; work- Introversion–Extraversion type differences:
place settings for, 66 intervention for, 30–36; understanding
Feeling–Thinking type differences: case study of, 37; wait time demonstration for, 38
of, 68–81; coaching of individuals, 74–78; Introverts: characteristics of, 5; Extraversion
exercises for, 82–88; intervention for, practice by, 40; Extraverts’ view of,
73–80; plan for working out, 79–80; 24–27; intervention for, 30–36; natural
understanding of, 73–74, 78–79 style of, 38–39; in team setting, 41; in
function pair(s): definition of, 12; type table, 10; view of Extraverts by,
types associated with, 114; work- 27–30; workplace settings for, 22
place settings for, 114. See also Intuition–Sensing type differences: communi-
specific function pair cation practice for, 60–61; dynamic ten-
function pair differences: case study of, sion, 58; exercises for, 57–62; intervention
115–129; exercises for, 133–134; interven- for, 51–56; plan for working out, 53–55
tion for, 123–129; plan for working out, Intuitive types: characteristics of, 6; commu-
127–128; understanding of, 123–127 nication practice for, 60–61; communica-
tion style of, 183; description of, 44;
goal setting, 76–78 dominant, 139; natural domain for, 45;
problem solving by, 14, 59; Sensing
Hersey, Paul, 158 practice by, 61–62; Sensing types’ view
of, 49–51; in team setting, 62; in type
INFJ type: characteristics of, 13; coaching of, table, 10; view of Sensing types by,
201; dominant function of, 138, 142; inferior 47–49; workplace settings for, 44–45
INDEX 247
ISFJ type: characteristics of, 13; coaching of, Myers-Briggs Type Indicator® assessment, 1–2,
193; dominant function of, 138, 143; 23, 93, 183, 218, 222
inferior function of, 138, 143; leadership
style of, 193; problem-solving style of, negative feedback, 236
193; strengths of, 192 NF: case study of, 116–117; characteristics of,
ISFP type: characteristics of, 13; coaching 133; communication preferences of, 127,
of, 195; dominant function of, 138, 141, 135; organizations for, 114, 131; strengths
173–174; inferior function of, 138, 141; of, 116–117; types associated with, 114
leadership style of, 195; problem-solving NT: case study of, 118–120; characteristics
style of, 195; strengths of, 194 of, 133; communication preferences
ISTJ type: characteristics of, 13, 184–186; of, 127, 135; organizations for, 114,
coaching of, 185; dominant function of, 131–132; strengths of, 118; types
138, 143, 166; inferior function of, 138, associated with, 114
143; leadership style of, 185; problem-
solving style of, 185; strengths of, partnership team, 226–228
184–185 Perceiving types: characteristics of, 8; Judg-
ISTP type: characteristics of, 13; coaching of, ing practice by, 109–110; Judging types’
187; dominant function of, 138, 141, 166, view of, 94–96; natural style of, 108; in
170–171; inferior function of, 138, 141; team setting, 110; view of Judging types
leadership style of, 187; problem-solving by, 96–98; workplace settings for, 92
style of, 187; strengths of, 186–187 Perceiving–Judging type differences: coach-
ing for, 103; conflict caused by, 98;
Judging types: characteristics of, 8; natural description of, 92; exercises for, 105–110;
style of, 108; Perceiving practice by, 109; intervention for, 98–103; plan for working
Perceiving types’ view of, 96–98; in team out, 101–103; understanding of, 98–101
setting, 110; view of Perceiving types by, physical preference, 3–4
94–96; workplace settings for, 92 problem solving: description of, 14;
Judging–Perceiving type differences: dominant functions for, 178; by ENFJ type,
coaching for, 103; conflict caused by, 207; by ENFP type, 205; by ENTJ type,
98; description of, 92; exercises for, 215; by ENTP type, 213; by ESFJ type,
105–110; intervention for, 98–103; plan 199; by ESFP type, 197; by ESTJ type,
for working out, 101–103; understanding 191; by ESTP type, 189; by Feeling types,
of, 98–101 60; by INFJ type, 199; by INFP type, 203;
Jung, Carl, 2 by INTJ type, 209; by INTP type, 211; by
Intuitive types, 59; by ISFJ type, 193; by
leadership style: description of, 35, 156; ISFP type, 195; by ISTJ type, 185; by ISTP
of ENFJ type, 207; of ENFP type, 205; type, 187; by Sensing types, 59; by
of ENTJ type, 215; of ENTP type, 213; Thinking types, 59
of ESFJ type, 199; of ESFP type, 197; Psychological Types, 2
of ESTJ type, 191; of ESTP type, 189;
of INFJ type, 201; of INFP type, 203; reflection, 25
of INTJ type, 209; of INTP type, 211;
of ISFJ type, 193; of ISFP type, 195; selective feedback, 236
of ISTJ type, 185; of ISTP type, 187 self-advocacy, 158
248 WORK IT OUT
self-awareness, 181 tangible records, 48

self-coaching, 182–183 team: definition of, 225; partnership,
self-correction, 17 226–228; strengths of, 9; stress manage-
self-esteem, 4 ment for, 161–162
Sensing types: characteristics of, 6; commu- team setting: Extravert in, 41; Feeling type in,
nication practice for, 60; communication 88; Introvert in, 41; Intuitive type in, 62;
style of, 183; description of, 44; domi- Judging type in, 110; Perceiving type in, 110;
nant, 139; Intuition practice by, 61; Sensing type in, 62; Thinking type in, 88
Intuitive types’ view of, 47–49; natural teambuilding: contracting phase of, 226;
domain for, 45; problem solving by, 15, interview for, 226, 228–229; one-on-one
59; in team setting, 62; in type table, 10; consultations, 229; overview of, 225–226;
view of Intuitive types by, 49–51; work- partnership team, 226–228; planning
place settings for, 44–45 session, 229–230; sessions for, 230–233
Sensing–Intuition type differences: commu- Thinking types: characteristics of, 7; commu-
nication practice for, 60–61; dynamic nication style of, 183; decision making
tension, 58; exercises for, 57–62; by, 67–68, 84; dominant, 139; Feeling
intervention for, 51–56; plan for practice by, 87; Feeling types’ view of,
working out, 53–55 71–73; natural style of, 86; problem
SF: characteristics of, 133; communication solving by, 15, 60; in team setting, 88;
preferences of, 127, 135; organizations in type table, 11; view of Feeling types
for, 114, 130–131; types associated by, 69–71; workplace settings for, 66
with, 114 Thinking–Feeling type differences: coaching of
situational leadership, 158 individuals, 74–78; exercises for, 82–88;
ST: case study of, 120–123; characteristics intervention for, 73–80; plan for working
of, 133; communication preferences of, out, 79–80; understanding of, 73–74, 78–79
127, 135; organizations for, 114, 130; time, 91
strengths of, 120–121; types associated time management, 101
with, 114 type: benefits of determining, 9–10, 217;
stress: case study of, 140–159; health descriptions of, 12–18; self-awareness
effects of, 137; intervention for, and, 181; stress management and,
152–159; signs of, 137; situational, 137; 138–140. See also specific type
type and, 138–140; understanding of, type development, 14
152–156 type table, 10–11
stress management: coaching for, 154–156, type theory: description of, 2; principles of, 2–4
158–159; by Extraverted Thinking,
150–151; by Introverted Feeling, values, 175
148–150; plan for, 157–158; for teams,
161–162 work relationships, 100–101
“success syndrome,” 75 work style preferences, 31–32

Sandra Krebs Hirsh, Jane A.G. Kise - Work It Out, Revised Edition - Using Personality Type To Improve Team Performance-Nicholas Brealey Boston (2006)

Uploaded by

Copyright:

Available Formats

Sandra Krebs Hirsh, Jane A.G. Kise - Work It Out, Revised Edition - Using Personality Type To Improve Team Performance-Nicholas Brealey Boston (2006)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sandra Krebs Hirsh, Jane A.G. Kise - Work It Out, Revised Edition - Using Personality Type To Improve Team Performance-Nicholas Brealey Boston (2006)

Uploaded by

Copyright:

Available Formats

WORK IT OUT

SANDRA KREBS HIRSH & JANE A. G. KISE

Davies-Black Publishing • Mountain View, California

1 Working It Out with Type

2 The Extraversion–Introversion Dichotomy

3 The Sensing–Intuition Dichotomy

4 The Thinking–Feeling Dichotomy

5 The Judging–Perceiving Dichotomy

9 Coaching Yourself, Coaching Others

10 A Leader Who Put Type to Work

Appendix A: The Teambuilding Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Jane A. G. Kise, EdD, is coauthor of more than 15 publications, including

Most people have described this experience as faster, more comfortable,

Extraversion (E) and Introversion (I): The Source of Energy

■ Talk it out ■ Think it through

■ Extend into your environment by ■ Defend against your environment by

■ Enjoy variety and action ■ Enjoy concentration and

Sensing (S) and Intuition (N): Gathering Information

■ Value accuracy and precision ■ Value insights and analogies

■ Let experience be your guide ■ Let a combination of imagination and

Thinking (T) and Feeling (F): How We Make Decisions

■ Weigh the pros and cons ■ Sort through values

■ Want a logical outcome ■ Want a harmonious outcome

Judging (J) and Perceiving (P): How We Approach Life

Assign an employee who has already decided which of two marketing

WHAT TYPE CAN DO

The eight different preferences lead to 16 personality types. You may be

We all know it would be absurd to form an investigative team entirely of

THE TYPE TABLE

■ Sensing: Sensing types like “left-brain” activities (careful use of facts), so

Thinking Feeling Feeling Thinking

ISTJ ISFJ INFJ INTJ

THE TYPE DESCRIPTIONS

The Four-Part Framework

Are you most Practical Sympathetic Enthusiastic Logical and

Is the work you Tangible Social and Creative and Theoretical

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

Here is how the four-part framework is expressed on the type table:

The Four Functions

If your dominant function is If your dominant function is

If your dominant function is If your dominant function is

Sensing problem solving Intuitive problem solving

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

A WORD TO THE WISE

HOW THIS BOOK CAN HELP

And as you read, remember:

The Goal: Creating an environment where

Extraversion is honored in settings Introversion is honored in settings

Systems Design group Marketing group

Commerce Bank constantly strove to be at the technological forefront of the

THE PRESENTING PROBLEM:

How Extraverted Types View Introverted Types

Luis’s and Marketing’s complaints Viewing the comments through the