The Greek Hippocrates
(460 BCE - 370 BCE)
Told of four temperaments easily recognized as schizoform and cycloform:
Sanguine, Choleric, Phlegmatic, and Melancholic.
Sanguine (in old physiology): having blood as the predominating humor
and consequently being cheerful.
Choleric: irascible; characterized by anger.
Phlegmatic: not easily excited to action or display emotion.
Melancholic: a gloomy state of mind.
R. Graves
The Greek Myths I and II, 1955
M. Grant
Myths of the Greeks and Romans, 1962
Friedrich Schiller, 1795
Conceptualized two psychological types:
"Idealist"
and
"Realist"
Friedrich Nietzsche
The Birth of Tragedy, 1871
Proposed two types called:
"Apollonian"
and
"Dionysian"
Carl Friedrich Georg Spitteler, 1881
Described two types called:
"Prometheus"
and
"Epietheus"
William James, 1911
Characterized two temperaments:
"Realist" or "Intellectual"
"Empiricist" or "Sensational"
C. G. Jung
Psychological Types, 1923
Two Basic Types:
Introverted
and
Extroverted
Referred to by Jung as (Attitude Types),
distinguished by the direction of their interest, or movement of libido.
Special types (Function-Types)
Thinking Sensation
Feeling Intuition
Peculiarities are due to the fact that the individual adapts or orients
himself chiefly by means of his most differentiated function.
E. Kretschmer, 1925
Physique and Character
People are divided into two opposed temperamental camps:
The "Schizoid" and The "Cycloid"
In saying this Kretschmer was getting at what Jung was,
although their terminology and emphasis completely obscured their common ground.
A. A. Roback
The Psychology of Character:
with a Survey of Temperament, 1928
Eduard Spranger
Types of Men, 1928
Spranger named four values which distinguished one type from another:
"Aesthetic" "Economic"
"Theoretical" "Religious"
The other two values, "Social" and "Political",
pertained to all and were not distinguishing.
William Sheldon
The Varieties of Human Physique:
An Introduction to Constitutional Psychology, 1940
E. Fromm
(1900-1980)
Escape from Freedom, 1941
Fromm also spoke of "orientation of character" in his book Man For Himself, which describes the ways an individual relates to the world and constitutes his general character, and develops from two specific kinds of relatedness to the world: acquiring and assimilating things ("assimilation"), and reacting to people ("socialization"). Fromm considers these character systems the human substitute for instincts in animals. These orientations describe how a man has developed in regard to how he responds to conflicts in his or her life; he also said that people were never pure in any such orientation. These two factors form five types of malignant character, which he calls Receptive, Exploitative, Hoarding, Necrophilous and Marketing. He also described a positive character, which he called Productive.
D. McKinnon
"The Development of Personality"
Chapter 1
Personality and the Behavior Disorders
Edited by J. McV Hunt, 1944
Isabel Briggs Myers
MANUAL:
The Myers-Briggs Type Indicator
Educational Testing Services, 1962
This was a major breakthrough in the study of typology,
designed and developed by Isabelle Myers and her daughter Kathleen Briggs.
The invention of the Myers-Briggs Type Indicator,
made possible the decades of research by Educational Testing Services,
and she must be credited with bringing Jung's typology to life.
She also brought out the Judgment and Perception functions
that were only implicit in Jung.
The S and N functions are primary for Myers. People are either S or N.
If you were a S she thought the T and F functions were next in importance.
So she has STs and SFs and NTs and NFs
She believed the Ns were pale copies of the Ss.
The Four Preferences
Index Preference as Between Affects Individual's Choice as to:
E or I Extroversion or Introversion - Whether to direct perception and judgment
upon environment or world of ideas.
S or N Sensing or Intuition - Which of these two kinds of perception to rely on.
T or F Thinking or Feeling - Which of these two kinds of judgment to rely on.
J or P Judgment or Perception - Whether to use judging or perceptive attitude
for dealing with environment.
Summary of the Four Preferences
Your type is the result of your own combination of preferences,
which can be stated for convenience in four letters.
For example:
ISTJ means an introvert liking sensing and thinking
and a mainly judging attitude toward the outer world.
ENFP means an extravert liking intuition and feeling
and a mainly perceptive attitude toward the outer world.
(N is used for intuition because I stands for introversion)
Isabel Briggs Myers with Peter B. Myers
Gifts Differing, 1980
Carol S. Pearson
The Hero Within:
Six Archetypes We Live By, 1986
Contents:
1. The Hero's Journey
2. The Innocent to Orphan
3. Wanderer
4. The Warrior
5.The Martyer
6. The Magician
7. The Return
Carol S. Pearson
Awakening The Heros Within:
Twelve Archetypes To Help Us Find Ourselves
and Transform Our World. 1991
Contents:
Part I. The Dance of Ego, Self, and Soul
Part II. Preparation for the Journey
The Innocent, The Orphan, The Warrior, The Caregiver
Part III. The Journey - Becoming Real
The Seeker, The Destoryer, The Lover, The Creator
Part IV. The Return - Becoming Free
The Ruler, The Magician, The Sage, The Fool
Part V. Honoring Diversity - Transforming Your World
TYPE TALK
The 16 Personality Types
That Determine How
We Live, Love, and Work
By Otto Kroeger and Janet M. Thuesen, 1988
David Keirsey and Marilyn Bates
Please Understand Me:
An Essay on Temperament Styles, 1978
David Keirsey
Portraits of Temperament, 1987
David Keirsey
Please Understand Me II:
Temperament, Character, Intelligence, 1998
Keirsey Has four Temperaments
He made a major correction of the Myers system.
If you were a S the next important function was J or P.
So he views the Ss as SJs or SPs.
If you were a N then the next important function was T or F
and the NTs and NFs are not pale copies of the Ss.
So Keirsey has four different temperaments.
The SP's The SJ's
Dionysus Epietheus
ESTP: Promoter ESTJ: Administrator
ESFP: Entertainer ESFJ: Seller
ISTP: Artisan ISTJ: Trustee
ISFP: Artist; Kindest ISFJ: Conservator
Value - Freedom Value - Duty
Need a challenge; Into The Moment Into the Past
Intellengenc is Artful Action Intellengence is Reckoning/Balancing
The NT The NF
Prometheus Apollo
ENTJ: Field Marshall ENFJ: Pedagogue
ENTP: Inventor ENFP: Journalist
INTJ: Scientist INFJ: Author
INTP: Architect INFP: Questor
Value - Science Value - Spirit
Into the Future Into the Contempory
Intellengence is Analysis Intellengence is Communication
TEMPERAMENT:
can denote a moderation or unification of otherwise disparate forces,
a tempering of concession of opposing influences,
an overall coloration or tuning,
a kind of thematization of the whole, a uniformity of the diverse.
The DIONYSIAN temperament; THE SP's
To teach man joy; Sanguine
Action is its own end. Compelled to be free and independent,
they are spontaneous, full of fun, master of the grand gesture,
generous beyond measure; ones who leap first and look later.
They are virtuosos in artful action.
Appreciating the SP
SPs appreciate recognition of the clever, facile ways they work. Commendation for the grace and flair of their actions is more important to them than note of how much work was done. The SP is processed-oriented, not product-oriented. If the work entails risk and taking chances, this should be commented on. When risks pay off, he needs companionship in celebrating the results; when they do not, he needs support and encouragement, expressions of comfort that this was merely a temporary setback. Boldness, bravery, endurance, cleverness, adaptation, and timing-- these are what SPs pride themselves on and feel appreciated when these qualities are noted by the leader.
They are Actual-Spontaneous Learners.
The EPIETHEAN temperament; THE SJ's
To convey a sense of duty; Melancholic
Value duty above all else. Institutionalizes,
they accept all responsibilities, complete all tasks,
feel more comfortable as the caretaker
rather than the cared for,
the preserver rather than the revolutionary.
Their well-developed sense of tradition
makes them stabilizers in the world.
Appreciating the SJ
Caution, carefulness, thoroughness and accuracy of work are valued by the SJ, for he is product-oriented. An SJ enjoys comment about whatever he produces, especially if these comments recognize how well the product meets the standards set for it. He appreciates being recognized as a responsible, loyal, and industrious person, which is not difficult, for those three adjectives can readily be applied to most SJs. SJs need an abundance of appreciation, although they will have difficulty
in showing their pleasure when recognition is given.
They are Actual-Routine Learners.
The PROMETHEAN temperament; THE NT's
To give man science; Phlegmatic
They most highly treasure competence and capability,
keenly aspiring to do things well under all circumstances.
They have a passion for intelligence and
its promise of understanding and controlling nature.
They feel they should know, should be able to do,
and are constantly escalating their standards of performance,
working not for product but for improvement,
perfection and expansion of skill and knowledge.
Appreciating the NT
NTs want to be appreciated for their ideas. They want an intelligent listener who will take the trouble to follow the complexities of the NT’s conception. Seldom does an NT enjoy comments of a personal nature; rather he responds to recognition of his capabilities. Appreciation by management of a routine task well done would not only not delight an NT, but might even make him suspicious of the manager. The qualifications of the person rendering appreciation are vital to an NT. The fact that the person holds a high office signifies nothing if he does not also possess intellectual competency in the area he is appreciating. NTs have difficulty appreciating others verbally and, as with the SJs, have difficulty accepting appreciation.
They are Conceptual-Specific Learners.
The APOLLONIAN temperament; THE NF's
To give man a sense of spirit; Choleric
They need meaning, significance, and integrity,
highly self-reflective, they continually query,
"How can I become the kind of person I really am?"
They search relentlessly to become what they are meant to be
and to achieve wholeness, unity, and authenticity.
They are "Gardeners of the Soul" for others and themselves.
Appreciating the NF
NFs value expressions of appreciation which are more personal than those valued by NTs. NFs want to be recognized as unique persons making unique contributions and need an awareness of this stated by their subordinates, peers, and superiors. The other three styles can handle negative criticism more easily than the NFs, who become immobilized and discouraged when met with negatives. It is important to an NF that his feelings as well as his ideas are understood by others and he wants constant feedback concerning both as verification.
They are Conceptual-Global Learners.
But what do those letters mean?
We are continually processing information.
Data bombards us all of the time.
We take in the data, accept what we wish,
and then determine the actions to be taken.
The input process is called: Perception - P
It has been found people can be classified
according to how they perceive reality
and how much they enjoy the process of perception.
Do you prefer to keep your options open,
gathering more and more data?
Do you tend to be more interested in the process than the outcome?
The output process is called: Judgment - J
People can also be classified
by how much they like to make judgments.
Do you tend to hold strong opinions on most things?
Do you give advice without even being asked?
Do you do your best work after you separate, sort, arrange and list?
Are you restless until things are decided?
Which process do you use more?
Perception or Judgment?
P = +3, +2, +1 0 -1, -2, -3
J = +3, +2, +1 0 -1, -2, -3
Do you make judgments based on:
Thinking: T
T's will side with an argument that "makes sense."
They will use rational analysis and impersonal logic
to guide their decision-making.
The thinking styles become better judges
of inanimate objects or theories.
or
Feeling: F?
The F's will defend a position because it "feels right."
The F person may appear to be irrational to the T person
since they sometimes appear to ignore
the facts and decide "with the heart."
F's usually have a better "feel" in judging people and their values.
T = +3, +2, +1 0 -1, -2, -3
F = +3, +2, +1 0 -1, -2, -3
Do you perceive information from the world about you from
Sensory data or Intuition?
The difference between the S and N styles may matter the most
because it seems to cause so many misunderstandings.
Two people can look at the same thing
and receive completely different information.
Are your perceptions based on:
Sensory: S
Sensory types place greater trust in what their five senses tell them.
Ss are intensely interested in what is actually here or was here.
They focus on facts and lean toward usefulness and practicability.
or
Intuition: N?
Intuitive types listen more often to their sixth sense: hunches.
Ns sometimes feel a little out of place in the "real world"
and forever imagining what could be,
the possibilities of the future.
Ns scan the scene and take in impressions.
Sometimes Ns give in to imagination and day-dreams.
S = +3, +2, +1 0 -1, -2, -3
N = +3, +2, +1 0 -1, -2, -3
The other two letters, E and I, stand for extravert and introvert.
The difference between the two is their power supply.
Extravert: E
Extraverts are actually charged up by people.
Their time alone is more tiring than their time with others.
or
Introvert: I?
Introverts can enjoy people, but for shorter periods.
Solitude and space restores their energy.
As a result the introverts show
their best and strongest side in privacy.
E = +3, +2, +1 0 -1, -2, -3
I = +3, +2, +1 0 -1, -2, -3
Self Scoring: note the number of each letter.
The number will show the strength of the function.
One type is not particularly good or bad,
right or wrong, or weak or strong.
There are strengths in each.
Role Messages of the 4 Temperaments
© 1985 by David Keirsey
Messages Abstract Symbols Concrete Signals
Roles Cooperative Useful Cooperative Useful
1.0 HISTORY
Cholerics Phlegmatics Melaacholics Saguines
1.1 PERSPECTIVES Credulism Skepticism Orthodoxy Heterodoxy
1.2 MOODS Enthusiasm Tranquility Concern Excitement
1.3 VALUES Religion Theory Economics Aesthetics
1.4 ORIENTATIONS Acceptance Exchange Storage Procurement
1.5 FACULTIES Feeling Thinking Judging Perceiving
2.0 SENSING Latregal Differential Legitimate Variable
2.1 THOUGHT Transformations Functions Standards Harmonics
2.2 PERCEPTION Transpositions Structures Quantities Expedients
3.0 INTERESTS Mymph Sylph Gaome Chameleon
3.1 OPTIMISM Intuition Will Authority Impulse
3.2 PRIDE Empathy Competence Dependability Finesse
3.3 VIRTUE Benevolence Reason Beneficence Bravery
3.4 LOVE Integrity Justice Obedience Potency
3.5 NEED Love Accuracy Possession Stimulation
3.6 SEARCH Meaning Explanation Membership Adventure
3.7 PROMOTION Growth Efficiency Institution Opportunity
3.8 ENVY Sage Genius Aristocrat Virtuoso
4.0 SITUATIONS Nesting Territoriality Herding Hunting
4.1 LEADING Plaudits Pragmatics Caviats Preemptions
4.2 RESPONDING Dramatics Conditionals Compliance Blandishment
4.3 FAMILY Mutuality Individuality Hierarchy Equality
4.4 EDUCATION Narratives Expositories Information Operations
4.5 WORK Personnel Plans Guarding Artcraft
4.6 PLAY Fantasy Skills Festivities Action
4.7 POLITICS Liberalism Libertarianism Conservativism Anarchism
4.8 RELIGION Apollo Prometheus Epimetheus Dionysius
4.9 SUPERSTITION Amulets Models Badges Weapons
5.0 NEGACTIONS Attention Struggle Service Retaliation
5.1 PESSIMISM Morality Authority Property Altruism
5.2 FEAR Depreciation Helplessness Abandonment Bondage
5.3 HATE Dishonesty Injustice Disobedience Meekness
5.4 GUILT Malevolence Weakwill Avarice Cowardice
5.5 FRUSTRATION Irritability Tension Depression Boredom
5.6 SHAME Imperviousness Incompetence Dereliction Awkwardness
5.7 DEFENSE Confusion Preoccupation Immobilization Cynicism
5.8 DENIAL Attribution Disconfirmation Imperviousness Intrusion
5.9 NOSOLOGY SchizoHysteric SchizoCompulsive CycloDepressive CycloManic
The Person Classifier
Circles the word (or words) in each row the best describe or defines you. Enter the total number of circled words in each column in the boxes below.
More often? Enthusiastic Calm Concerned Excited Want more? Romance Precision Ownership Stimulation
More of a virtue? Goodwill Willpower Generosity Boldness
Imagine easier? Metaphors Structures Associations Tones
More often? Irascible Pressured Despondent Bored
Best for your family? Mutuality Individuality Hierarchy Mobility
Learn easier? Letters Sciences Business Arts
Seek more? Identity Problems Security Adventure
More enjoyable? Make Believe Practice skills Being Indulged Play Games
More aware of? Integrations Differentiations Standards Variations
Join groups for? Inspiration Rationale Ceremony Frivolity
More needed? Rapport Achievement Membership Impact
Best work? Personnel Strategies Materiel Tactics
Trust more? Intuition Reason Authority Impulses
Observe easier? Implications Categories Quantities Expedients
General outlook? Paradoxical Skeptical Pessimistic Cynical
More proud of? Integrity Ingenuity Responsibility Skill
Are you more? Believer Relativist Fatalist Optomist
Admire more? Prophet Genius Aristocrat Prodigal
1 = Idealists
2 = Rationals
3 = Guardians
4 = Artisans
Keith Golay
Learning Patterns and Temperament Styles:
A Systematic Guide to Maximizing Student Achievement, 1982
The Four Types of Learners:
SP = The Actual-Spontaneous Learners
SJ = The Actual-Routine Learners
NT = The Conceptual-Specific Learners
NF = The Conceptual-Global Learners
Learning Patterns and Temperament Styles
Actual-Spontaneous Learner
This student above all else seeks freedom; he will not be bound or confined or obligated. Action is his thing. Not action which is directed toward a goal, but action emerging from his urges. He lives and thrives on the impulse it means to feel alive. He seeks excitement, risk, and challenge. He values variety and welcomes more experiences. He delights in the physical sensual world and prefers that which he can either use or consume.
He needs an existential classroom atmosphere. One that allows him to respond to what the moment brings, and is pregnant with excitement, fun, and playfulness. To learn for the sake of learning is not this student’s way. Learning is a by-product of his action. He learns through hands-on experience. He performs best when he has the opportunity to construct, operate, or manipulate objects. He will like instructional games, role playing, dramatic play, task cards, and audio-visual packages. Subjects which attract this student are ones such as industrial arts, fine arts, performing arts, and athletics.
Actual-Routine Learner
The goal of this student is to be useful to social institutions, and he believes this belonging must be earned. He is responsible, stable, and consistent. His way is to save, plan and prepare. He prefers the practical and concrete, and has little interest in the complex and abstract. He seeks to know those practical things which enable him to preserve his social units and to prepare for the duties.
This student learns best in a friendly, consistent, and hardworking atmosphere. He needs to be given clear expectations and specific procedures for accomplishing a task. He will be most responsive to programmed learning packages, task cards, workbook completion, lecture, and recitation and drill. He tends to prefer such subjects as history, geography, physical sciences, business, industrial arts, and homemaking.
Conceptual-Specific Learner
The goal of this student is to be competent or capable. He wants to be able to understand, explain, predict, and control realities. Abstract matters interest him, as does collecting rules or principles in an attempt to give structure to the knowable world. He has a capacity to look and listen technically, sharply, and to keep his mind focused on a single point for a long period of time.
An atmosphere of exploration, invention, and discovery fits him quite well. He will be most responsive to such instructional strategies as long term independent research projects, logical and didactic presentations, and assignments which call for the collection, classification, and technical documentation of information. Subjects which he has a strong preference for are science and technology, mathematics, philosophy, and ancient languages.
Conceptual-Global Learner
The goal of this student is to become a unique identity. For him life is a process of self-discovery. Personal relationships are highly valued for it is through these relationships that he experiences his own personal worth.
An atmosphere which is harmonious, personal, and democratic matches this student’s needs. He is a conceptual thinker and has a global cognitive mode. Rather than using well articulated principles like the Conceptual-Specific Learner, he uses hunches or impressions which are vivid but not detailed or technical. He will do best when instructional methods provide him the opportunity for group discussions, small group projects, short-term independent projects, role playing, and dramatic play. He shows a preference for such subjects as English, creative writing, performing arts, and social studies.
Published by MANAS-SYSTEMS. P.O Box 3106, Newport Beach, CA 92663
SURVEY OF PREFERRED ADMINISTRATIVE ACTIVITIES
This survey is designed to identify your degree of preference (not ability or skill) for preforming a variety of administrative activities. Your responses, which will remain confidential, will be pooled with the responses of other administrators to investigate the relationship between Myers-Briggs Type Indicator scores and preferred administrative activities.
To answer the questions below, imagine that you have been released from your present job to work on temporary detached service so that you can spend the next six months working on one assignment of your choice. The organizational unit to which you will temporarily transfer may be different company or organization from the one in which you are presently employed, or a different department within the same organization or company in which yo0u are presently employed. That organizational unit to which you will temporarily transfer is in a similar line of business to your own, and you will continue on your present salary schedule. Assuming that you could spend the next six months working on any one of the assignments described below, please indicate your degree of preference for each of them be circling a number from one to ten.
1. An organization unit's workers have threatened to call a strike if their extensive demands are not met. As millions of dollars are at stake in this crisis, the unit's leaders are seeking someone to act as an arbitrator/negotiator to facilitate cooperation and a rapid settlement. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
2. An organizational unit has recently decided to act on a well-designed plan and needs someone to assure that there is sufficient follow-through on all of the details by thoroughly executing appropriate standard operating procedures. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
3. An organizational unit has lost its sense of purpose and direction. It needs to visualize long range goals and to mobilize the resources of the unit to accomplish those goals with maximum efficiency. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
4. An organizational unit's leaders determine that their employees are not working at their true level of potential. they need someone to identify and activate the unique potential of each employee by creating a warm, personal environment in which self-growth is encouraged and appreciated. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
Very low very high
5. An organizational unit is in need of external sources of financial and political assistance. An administrator is needed who can effectively direct an active promotional campaign to generate immediate enthusiastic support for the organization. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
6. This newly formed organizational unit needs assistance in establishing sound and realistic policies, regulations, and standards. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
7. An organizational unit needs some stimulating intellectual leadership, a kind of leader who can provide new ideas and invent innovative ways of doing things, and who will not be bound by tradition and authoritative rules and guidelines. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
8. Moral is low in this organizational unit, with employees complaining that their work is meaningless and insignificant. Someone is needed to help make the work more personally satisfying for employees while assisting them in recognizing and appreciating the present and future value of their contributions. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
9.The organizational unit is close to "going under" and needs a new administrator willing to take some immediate, expedient, high risk actions to save it. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
10. Recently this organizational unit has been careless and inefficient about fulfilling its contracts with its consumers/clients. To rectify the situation an administrator is sought who will make certain that all contracts and obligations are responsibly honored. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
11.There are several new theories which have remained largely unexamined and untested. This organizational unit needs someone to carefully examine those theories, make decisions as to which appear to be the most promising, and manage the initial stages of linking theory to practice. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
12. An organizational unit is fraught with discord between subordinates and administrators. An individual is needed to promote more harmonious relationships and to establish an organizational climate which fosters trust and cooperation between those two groups. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
13. An organizational unit has decided to expand by taking over a smaller unit which has been operating independently and showing extensive losses. Someone is needed to quickly and energetically revamp that unit to make it a productive segment of the larger organization. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
14. An organizational unit wants someone to manage the identification and re-establishment of institutional traditions and ceremonies which have been forgotten over the years. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
15. An organizational unit is suffering from a lack of conceptual clarity with respect to its operational model, and needs a leader who can provide the needed conceptual clarification while leaving to others the responsibility for carrying out and carrying through. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
16. Surveys indicate that this organizational unit's reputation among the general public has been getting increasingly worse. Someone is needed to design and manage a unique program for improving the unit's relationship with the public. My preference for this role is:
1 2 3 4 5 6 7 8 9 10
very low very high
Of these sixteen roles:
I most prefer number ______.
My second preference is number _____.
The two that I prefer least are number _____ and number _____.
ACHIEVEMENT-ORIENTED BEHAVIOR (Desire to do things well)
Performs best in situations involving personal responsibility, from inception to completion, for finding solutions to challenging problems. Indifferent toward participative control systems.
Makes time for craftsmanlike hobbies or for individual sport.
Strives to outperform self-imposed standards of excellence (i. e., quality or accuracy rather than quantity or intensity) without competition or prodding from others, and/or to accomplish something unique.
Sets moderate achievement goals ( i.e., not too easy to best or impossible to meet) and takes calculated rather than careless risks.
Maintains a long-range perspective on the future and is acutely aware of passing or wasted time.
Critically evaluates personal initiatives or methods and finds ways to do things better, faster, or simpler.
Specifies differences between desired and actual states and establishes specific action plans for achieving personal development or career advancement goals.
Remembers failures more than successes, consults experts for advice, and develops contingency plans for overcoming obstacles to success.
Seeks direct, continuous, concrete, and impersonal feedback on results of effort. Unimpressed or embarrassed by flattery, praise, or appeals for cooperation.
Concentrates attention on technique and controls emotion with conscious thought as if impervious to conditions of stress.
Selects competent over amiable co-workers and will continue the search for qualified people rather than lower standards.
Declines participation in activities requiring nominal skill (i.e., chance or ingratiating situations) and withdraws services if chronically deprived of clear expectations or knowledge of results.
Relies almost exclusively on logic and reason when securing support for change (as if the facts alone spoke for themselves).
Attributes success or failure to persistence rather than environment, fate, or aptitude.
Perceived by others as conventional if not "Philistine" on matters of aesthetics, culture, or ecology and disciplined if not "Puritanical" in areas of vice.
POWER-ORIENTED BEHAVIOR (Desire to make an impact)
Seeks positions of influence, leadership, authority, status, visibility, or to assume direction of groups.
Maintains membership, if not office, in multiple organizations or decision-making bodies.
Seeks information which can be used to influence actions of others (e.g., collects critical incident data to interpret motivators, reveals confidences which build trust and reciprocity, plays the devil's advocate to test attitudes, analyzes positions, opinions, evaluations, aids, supports.
Imposes wishes on, regulates the behavior of, or helps others directly by volunteering suggestions, opinions, evaluations, aids, supports.
Builds coalitions to champion the aspirations of others, change the conditions which affect them, secure support for initiatives, or exercise influence on the hierarchy.
Tends to be outspoken or argumentative and may even role play or provide conflict in order to prove a point or right a wrong.
Competes against or prevails over others by outmaneuvering, obstructing, or overwhelming them.
Arouses awe, fear, gratitude, dependency, inspiration, loyalty in others by strong or forceful actions (e.g., insults, threats, reprimands, ultimatums, instruction, crusades, interventions, altruism, heroism).
Attempts to make a favorable impression on others or to be the center of attention (maintains physical appearance, owns prestige possessions, displays status symbols, boasts of accomplishments, says clever things, uses unfamiliar words, asks baffling questions).
Attracts widespread or public recognition (e.g., making news, winning elections, publishing papers, competing for awards, associating with influential people).
Assumes extremely high or low risks, resists imposed structure, accountability, or supervision, and rationalizes failure or distorts information which damages personal reputation.
Works long hours compulsively or misses work impulsively, depending on position authority or emotional state.
Experiences chronic levels of stress and preforms below potential or berates and scapegoats others when provoked by precipitating events.
Regarded as somewhat profligate or intemperate by vulnerabilities to heavy drinking, profane expressions, and perhaps sexual exploitation.
Derives justification for assertions and manipulations from forces beyond the individual (i.e., institutional authority, popular consent, social justice, moral imperatives.
AFFILIATION-ORIENTED BEHAVIOR (Desire for close interpersonal relations)
Works most effectively on projects requiring interaction with peers or assignments that offer ample opportunity for service to others.
Values cooperative rather than competitive, participative rather than directive, and pleasant rather than challenging work environments.
Writes, calls, and visits acquaintances or contacts on a social, extended, and often non-business basis, sharing and seeking information of a personal nature.
Tends to sympathize with, draw out, listen to, relax, nurture, or console others.
Assumes similarity of attitudes with others, expects others to cooperate, and communicates with them in terms of what they seem to think of feel or will accept rather than in terms of what facts or logic require (i.e., does not speak to others as if thinking out loud).
Maintains close, warm, friendly relationships with co-workers, and especially under peer pressure, prefers amiable or flattering co-workers even when non-competent.
Responds positively only to supportive authority figures or feeling-oriented feedback (i.e., unconditional acceptance, praise, positive reinforcement, active listing).
Becomes despondent about disapproval or disrupted relationships and tries to restore relationships by maneuvering to be reprieved or forgiven.
Concentrates on learning or accepts instruction only when inspired by role models, taught by "sensitive" authorities, or tutored by peers, and requires a reference group as support when undertaking behavior change.
Spares others personal anxieties until the threatening consequences of non-performance can no longer be denied, and then, becomes emotional if not hysterical and seeks the comfort, company, or sympathy of others who find themselves in a similar state.
Subscribes to absolute standards of good and bad and right and wrong conduct, substitutes correct or appropriate behaviors for genuine personal feelings in interpersonal relations, and experiences guilt for failure to measure up.
Rejects or ostracizes disagreeing strangers, avoids or conspires against persons of discrepant status, and/or withdraws abruptly from disconfirming relationships, despite attempts to conceal any feelings of hostility toward others.
Risks the popularity gained from ingratiating gestures by suppressing feelings, playing favorites, jealously guarding relationships, or demanding proof of approval.
| Last Updated: 10/19/22 |