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ISFP

EXECUTIVE LEADERSHIP

ASSIGNMENT #2 

EMOTIONAL INTELLIGENCE, PERSONALITY TYPE AND LEADERSHIP

Emotional Intelligence and Leadership:

Part I:

Please take this short EQ Quiz: 


https://www.mindtools.com/pages/article/ei-quiz.htm

· What are your results?  Do you agree with them?  Why or why not?

· How is Emotional Intelligence connected to Leadership?

· Please provide an example of Emotional Intelligence/Leadership in the workplace.

Part 2:

Personality Type and Leadership:

You will receive an email during the first week of class that will have the link to the MBTI. Please take the self-assessment personality quiz.  Once you receive your results you can look up your personality types on the QEP website.  (FYI:  Your results can take up to one week to receive so please do not wait until the last minute to take this test.)

** PLEASE NOTE:  Please use your Amberton email for the MBTI quiz because results can’t be sent to non-Amberton email accounts.

Write a summary, covering the following points:

· Identify your learning style.

· Analyze your learning style as well as your MBTI type.

· Do you think the assessment is correct?

· Why is personality type important in the workplace?

· As a leader, what skills are needed to manage various personality types in the workplace?

· How does your personality type affect your leadership and communication skills? 

REQUIREMENTS:

All assignments must be typed and reflective of graduate work.

1 This is an individual assignment and as such, you must not give help or receive help from another student or individual.

2 This assignment is generally 6-8 total pages in length.  
Please combine both sections into one document.

3 Each time an assignment is emailed, include the following information:

·       Assignment number and title,

·       Student’s name,

·       Course:  MGT5670.E1

APA format is required.  If you require information about how to cite using APA, please refer to:


www.apastyle.org


http://owl.english.purdue.edu/owl/resource/560/01/

MY LEARNING STYLE

A QUALITY ENHANCEMENT PLAN

The mbti

The dunning model of adult learning

Extraverted learners

Discuss facts and ideas to learn them

Think out loud

Share information and opinions

Learn in a group

Learn with partner, mentor, coach, teacher

Active and interactive

Ask and answer questions

Jump in and do something

EXTRAVERTED LEARNERS

Discover through trial and error

Variety of activities

Change learning modes often

Like a variety of people

Use network when researching a topic

Learn a little about a broad range of topics

INTROVERTED LEARNERS

Minimize distractions

Time to think before responding

Share well thought out ideas in private

Calm interactions with time for processing

One on one assistance, feedback

Work in quiet space

Time to process new information

Understand new information by reflecting on it

INTROVERTED LEARNERS

Read listen and observe to collect information

Access information well before having to talk about it

Individual or small group projects

Deal with one topic at a time

Concentrate on one topic for a long time

Decide independently how to approach a task

Access to additional information to study in depth

SENSING LEARNERS

Practical useful ideas

Specific facts, literal ideas

Information relevant to current situation

New knowledge built on what is already known

Content related to concrete application

Hands on learning

Applying to here and now

Organizing learning sequentially

SENSING LEARNERS

Real life examples and stories

Common sense approach

Engage the senses

Visual aids, diagrams, video, color

Memorize specific facts and details of material to be learned

Theory is understood after the facts

INTUITIVE LEARNERS

Theory ideas models

Possibilities, visions of what could be

Information from a number of sources

Relationships between facts and ideas

Content related to global goals

Creating, grasping, sharing ideas

Exploring concepts

Predicting trends

INTUITIVE LEARNERS

Organize conceptually in non-linear fashion

Symbols, metaphors, associations, abstractions to represent ideas

Inspired by novel ideas

Create theoretical frameworks

Integrate new ideas with other ideas

Focus first on a general overview

Secondary focus on learning specific facts

THNINKING LEARNERS

Need a logical reason for learning

Analyze and evaluate what is being learned

Want to know information is accurate, credible

Ask to know Why?

Have brief concise conversation

Find cause and effect relationships

Exploring logical consequences

Consider pros and cons of ideas

THINKING LEARNERS

Clear evaluation and performance

Receive clear corrective feedback

Staying on task even when working with groups

Debate, critique, question information

Identify biases in information

Take on challenging tasks, compete with other learners

Learn from highly competent teacher or expert

FEELING LEARNERS

Personal reason for learning

Relate learning to personal needs, beliefs, values, experiences

Identify how learning benefits people

Supportive encouraging teacher

Environment that supports effort and contribution

Focus on effects of ideas on people

Case history, personal stories

FEELING LEARNERS

Connect to other learners

Build relationship with approachable instructor

Receiving positive feedback

Making a unique personal contribution

Discussing thoughts feelings and experiences

Accepting and valuing others viewpoints

Pleasant harmonious environment

Collaborating, cooperating

JUDGING LEARNERS

Take charge plan actions, finish projects, achieve results

Receive clear instructions

Structured environment, well organized instruction

Clear learning goals and objectives

Define what is to be learned, how to be successful

Organized learning

Structure and schedule of time

JUDGING LEARNERS

Set up deadlines with structure

Clarify expectations

Use time and resources efficiently

Finish one thing before starting another

Organize learning space

Start early and complete assignments well before the deadline

PERCEIVING LEARNERS

Adjust timelines and deadlines as they go

Engage in a variety of learning activities

Have options

Take an informal approach to learning

Work in a flexible schedule

Approach learning in an open ended way

Curious and exploratory

Gather more information

PERCEIVING LEARNERS

Start at the last minute

Variety of information sources

Initiating changes in plans

Being spontaneous and unstructured

Modify the learning to fit their needs

Take advantage of last minute opportunities

Work under time pressure

EIGHT LEARNING STYLES

THE DUNNING MODEL OF ADULT LEARNING

DUNNING MODEL OF
ADULT LEARNING

Responder

Explorer

Expeditor

Contributor

Assimilator

Visionary

Analyzer

Enhancer

RESPONDERS
ESTP ESFP

Observant and like to respond quickly by taking action

Immediate problems and opportunities

Enjoy being spontaneous

For learning to hold attention it needs to be interesting, active, applied

Want to link learning with common sense and situation at hand

Often bored with formal learning settings

RESPONDERS

Learn from trial and error

Practical and use common sense

Want to immediately apply learning

Prefer concrete information

Dislike highly theoretical information

Prefer real life learning

Are active in the learning process

Memorize relevant thoughts and ideas

RESPONDERS

Use color, sight, sound to help learning

Like hearing about real life experiences

Enjoy useful, humorous discussions

EXPLORER
INFP ENTP

Enthusiastic, innovative, adaptable

Work in bursts of energy

Read extensively and have broad interests

Like exploring topics rather than coming to closure

Need variety and change to hold their interest

Like to initiate new ideas and seek change

Think out loud

Want to discuss information

EXPLORER

Seek out different points of view

Become bored with too many details

Look at what could be vs what is

Focus is on the future

Enjoy group activities and discussions

Dislike highly routine and structured classes

Difficult listening to long presentations unless they are dynamic and engaging

EXPEDITOR
ESTJ ENTJ

Direct and decide is their motto

Are decisive and like closure

Analyze a situation, mobilize people, get the job done

Use logical decision making in their approach

Focus on time and task management

Set their own learning goals

Dislike disorder and inefficiency

Prefer logical presentation of materials

EXPEDITOR

Looks for flaws and inconsistencies

Enjoy competition, challenge and debate

Have an open, frank communication style

Ask questions

Seek clear, objective, corrective feedback

CONTRIBUTOR
ESFJ ENFJ

Want to learn in a pleasant environment

Take on many tasks and may over commit themselves

Focus on interaction and communication

Consider the needs of others in a learning activity

Make sure everyone is included and accepted

Organize their time and tasks

Want to be appreciated and supported

Dislike situations where people are challenged

CONTRIBUTOR

Seek harmony in the learning environment

Recognize ways to utilize individual strengths

Give and receive positive feedback

Devoted to key values

Encourage personal growth in self and others

Learn from a broad range of people

Enjoy traditions and celebrate people’s success

Cooperative learning tasks

CONTRIBUTOR

Helpful and collaborative learners

Coordinate with people to complete tasks

Develop rapport with others and use empathy

Establish relationships with other learners and faculty

Enjoy stories that relate learning to individual’s needs

ASSIMILATOR
ISTJ ISFJ

Specialize and stabilize

Enjoy accuracy and precision

Learn practical and relevant facts

Are task oriented

Prefer structure and routine

Work at a steady careful pace

Study materials thoroughly

Like to learn in depth about a topic

ASSIMILATOR

Prefer quiet time to reflect on what they learn

Study effectively alone

Like learning from knowledgeable teachers

Listen and think before interacting with others

Take a systematic careful approach

Like to develop practical skills

Plan carefully before starting a task

Relate learning to real life applications

ASSIMILATOR

Try hard to meet assignment expectations

Observe how others do the task or assignment

Dislike having to interact or perform on the spot

Link new information to experience

Provide reading materials ahead of time

Thrive in learning that is structured

VISIONARY
INTJ INFJ

Systems thinkers and long term planners

Like to thoroughly analyze and plan a learning project before they take action

Enjoy intellectual challenges and complex projects

Are independent and self motivated

Prefer quieter environments

Take in ideas and make mental models

Focus on theory underlying the facts

visionary

Prefer complex projects to routine tasks

Enjoy metaphor, story and abstract ideas

Question accepted knowledge

Seek new ideas

Want to hear alternative viewpoints

Conscientious, determined, strongly driven to meet goals

Reflect on what they have learned

visionary

Need quiet time to process information

See many different ways to process information

Intent focus on content and projects

Need time to process internally before commenting

Like to discuss ideas, theory

Dislike hearing too many facts

Sometimes find it difficult to explain their complex ideas

Like an overview, structured class, materials ahead of time

ANALYZER
ISTP INTP

Examine and evaluate

Focus on developing competency

Critically evaluate information

Prefer objective data

Seek competent and knowledgeable instructors

Independently evaluate their progress

Want to stay on task

Need challenge and variety in their learning

aNALYZER

May be impatient with group activities and rapport building

Provide them corrective feedback

Questions decisions and information

Wants logical reasons for learning something

Relate what they learn to science, reason, what they know

Wants information in clear logical manner

Independent observers

Need time to think before interacting

Analyzer

Focus more on understanding or reacting to situations than on achieving results

Self directed in their feedback-self critical, quick to evaluate their performance. They may ignore feedback that opposes their self assessment. They dismiss feedback generalized positive feedback. Receive feedback if from a respected informed source in their view. Want clear feedback that is corrective in nature.

ENHANCER
ISFP INFP

Care and connect

Approach situations in a personal, unique and individual way

Like to control their own pace and create structure for themselves

Appreciate and work to improve the world around them

Put others first and focus on the needs of others

Dislike the structures formal classroom

ENHANCER

Comfortable staying in the background in learning situations

Like personal stories and experiences related to learning situations

Seek opportunities to hear how others solved problems

Are most comfortable learning after trust is established

Value harmony, collaboration in a supportive environment

Work alone or a small group to learn best

enhancer

Dislike debate and will avoid conflict

Like instructors that take an interest in them and can appeal to values

Like to have time to process information before having to talk about it out loud

Enjoy flexibility and variety in learning

Need uninterrupted alone time for learning

Will take some time to warm up if in a group project

Prefer one on one feedback that is positive, dislike negative comments

Extrovert
learning strategies

Slow down if the course requires depth of knowledge

Sit up front to avoid excessive talking

Limit comments, questions to respect other learning styles

Take time to gather information before discussing it

Reading out loud may help retain information

Use discussion groups, learning partners

Introvert
learning strategies

Create a quiet space to learn

Use online and independent learning courses

Cue others by saying “Let me think about that”

Signal your listening with some non-verbal cues

Try jumping into a learning activity though its uncomfortable

Learn to skim, summarize and not go in depth when needed

Sensing
learning strategies

Summarize material, write down just the main ideas not every word

For theory…ask how this can be applied

For abstract concepts…use models and charts

Create short term goals

For ideas that seem to lack immediate application look for the long term use or goal

INTUITIVE
LEARNING STRATEGIES

Limit ideas and focus on what can be accomplished in a specific period of time

Charts, timelines and detailed notes

Back up ideas with supporting facts when speaking

Make connections when changing topics to show relationships

Create a list of steps

Avoid being distracted by marginally related material

Thinking
learning strategies

Find expert instruction

Take a moment to craft the comment diplomatically

Consider if it is best not to debate or challenge

In a group get to know others, build rapport

Give some positive feedback

Instead of focusing on how to challenge an idea, listen to gain understanding

Ask for constructive targeted corrective feedback

Feeling
learning strategies

Link learning to what is important to you

Accept and even seek corrective feedback

Learn the value of objective analysis

Find instructors that are passionate

Find professors that take an interest in you the student

Try new skills even if they are not encouraged

In a cold, unsupportive environment resist the urge to withdraw

JUDGING
LEARNING STRATEGIES

When expectations or deadlines change, don’t panic, take time to clarify

Avoid overscheduling yourself

Avoid expecting too much of yourself

Don’t make decisions too quickly

Don’t make commitments too quickly

In groups negotiate clear deadlines/expectations

Build in time in schedule to address interruptions and last minute changes

PERCEIVING
LEARNING STRATEGIES

In group work, honor your part of joint assignments and deadlines

Use time management skills

Set deadlines before the actual deadline

Resist fun distractions and stay focused on task

Start assignments earlier

Look for flexible learning environments

Have a strong calendar with you at all times

ACADEMIC ORGANIZATION

JUDGING VS. PERCEIVING

SUPPORTIVE FEEDBACK

CORRECTIVE FEEDBACK

THINKING VS FEELING

Amberton University
Dunning Model of Adult Learning Styles

Adapted from Introduction to Type and Learning, 2008

Enhancers
“Care and Connect”
ISFP, INFP

• Approach situations in a personal, unique and individual way

• Like to control their own pace and create structure for themselves

• Appreciate and work to improve the world around them

• Put others first and focus on needs of others

• Dislike a formal structure classroom approach

• Comfortable staying in the background in learning situations

• Like personal stories and experiences related to the learning

• Seek opportunities to hear how others problem solve

• Are most comfortable learning after trust is established

• Value harmony, collaboration and a supportive environment

• Work alone or in small groups to learn best

• Dislike debates and will avoid conflict