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Guest Blogger: Communicating with Another Introvert, or I Wish You Would Tell Me What You Are Thinking!

Dec 30, 2010 in Eye on Edu | 0 comments

Written by Michael Segovia CPP Lead MBTI® Certification Trainer You would think that two people with the same preference would be able to communicate well all of the time. Of course, we know that in reality this is not the case. Sometimes when I am trying to communicate with another Introvert, my own Introversion gets in the way. I have trouble expressing my point of view on the spot. As a result, the other Introvert in the conversation may assume I mean one thing when instead I mean another thing. Then the other Introvert starts pondering what all this might mean and then come to a completely incorrect conclusion. Whew! I get exhausted just thinking about it. Anyway, I’ve learned to give these situations a little time, and they usually work themselves out as long as I eventually go to the other person to explain myself. I have also learned that if I work harder at flexing my type in the moment, I won’t get into these situations in the first place. I value the Introverted part of who I am, but I realize that flexing to Extraversion from time to time is essential to healthy, effective communication. So, I’m going to stop writing and go talk to the person that led me to write this post in the first place. For more of Michael’s blogs, visit to “Connect, Learn, and Talk MBTI® Type”....

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The Never Ending Topic – Does Type Change?

Dec 15, 2010 in Eye on Edu | 0 comments

Does type change? This is a question that always seems to come up – whether it’s during certification trainings, workshops, counseling sessions, or anytime someone is introduced to MBTI® type. I was one of those who wondered about this. How can you go through life with the same personality type even as you go through life-changing events? The first time I took the MBTI® assessment (as I shared in my first blog entry) was in college. When I took it again a few years later, I had just begun working at CPP. I was so sure that my type had changed. I searched through my “college stack of papers” and lo and behold, I was still an ENFJ. I know I changed quite a bit from college to the person I am now, so I was surprised to say the least. After I became certified, I learned that type doesn’t actually change. Circumstances can change, and you learn to better flex your type in situations where you need to. This is actually a challenging topic to handle, and CPP author, Donna Dunning, does a fantastic job with sharing insights as to why type doesn’t change in her blog....

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Announcing two new College Editions for the MBTI product suite!

Sep 24, 2010 in Eye on Edu | 0 comments

At CPP, we’re constantly looking for ways to expand our MBTI® product suite and want to make you aware of two of our most recent efforts—the college editions of the MBTI® Form M Self-Scorable and the MBTI® Form M Profile! We’ve updated these tools in order to provide you with an easier way to interpret and help your students to understand their results. The MBTI® Profile, College Edition furnishes a summary of your student’s MBTI results, allowing you the ability to tailor interpretation and feedback sessions to your student’s needs. It provides reported type, explanations of the preferences, characteristics frequently associated with the type, and an easy-to-read graph displaying the preference clarity index. Click here to learn more. The MBTI® Self-Scorable, College Edition is a compact, all-inclusive booklet which makes administration of the MBTI instrument easy in a classroom, group or teambuilding setting. It contains 93 items, an answer sheet, and basic interpretive information. Easy-to-understand instructions and a simple three-step process make scoring quick and easy. Click here to learn more. We’re very excited to have these college editions especially for our educators! We are currently working to expand on these and will keep you...

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MBTI® Type and Choosing a College Major

Sep 14, 2010 in Eye on Edu | 0 comments

According to Introduction to Type® in College by John K. Ditiberio and Allen L. Hammer, people tend to be attracted to, and are most satisfied in, careers that provide them with the opportunity to express and use their preferences. When students learn about their personality type, they can be better prepared on their search for a career. Knowing the type of work settings they can expect from certain occupations (which is something they can research) can help them decide if that will fit with their personality. A great example is the article I shared in my last blog. In the next few weeks, I’ll be sharing how each of the sixteen types chooses a major on our facebook and twitter pages. I encourage you to check out the booklet. It is broken out in six main sections which lead to more specific insights for each of the sixteen types: Choosing Courses, Majors and Careers – includes how students choose majors and what majors students choose. Learning styles – each of the sixteen types has a different style that works best for them. The tasks of a college student – includes writing, studying and taking tests. Its not all work – this section focuses on dating and relationships. Living with a roommate – learning how to deal with other types in a situation where there isn’t much control on the student’s part. Dealing with stress – each person copes differently, but knowing what works best for one’s personality type can be helpful. If you haven’t connected with us yet, find us on and Don’t forget to visit us to collect all sixteen...

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How the MBTI® assessment helped one undecided student – her story

Sep 13, 2010 in Eye on Edu | 0 comments

I understand that I’m a little biased saying this, but I love hearing success stories from students who have used our products. I was one of them, but many feel it’s much more credible to hear from others who have no ties with CPP (i.e. aren’t employed there, as I am). I came across a blog site called “Beyond the Elms: Exploring Careers with Scripps Students and Alumnae” where several students from Scripps College track their career search journey by blogging. One blog in particular is from a student, Emily Chesbrough, who was having a hard time deciding on what major to choose. She felt she loved each equally but needed to pick one. After meeting with a career counselor at her college, she was advised to take the Myers-Briggs® assessment. Click here to read more about her experience and how the MBTI® helped her make a...

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Top 3 reasons to attend a conference – Meet us at NACADA!

Sep 9, 2010 in Eye on Edu | 0 comments

Have you attended any education conferences this past year? Every year, we travel nationwide to attend regional and national conferences. We love the opportunity to connect with our customers and meet new faces along the way – as well as learn about what’s going in the Education market! Here are three (of the many) reasons why you should attend a conference: -They are a great opportunity to advance in your field – You can network with like-minded professionals and peers – and make some new friends! – Gain new learning experiences – many conferences, especially the national ones, offer informational seminars and workshops Our next conference stop will be at NACADA (National Academic Advising Association) from October 3 – 6, 2010. It will be held at Coronado Spring Resort at Walt Disney World in Florida with an expected attendance of 2,500. Take a look at the workshop schedule here. There will be over 350 workshops, individual concurrent and panel sessions and poster presentations on relevant topics to aid in professional development. To learn more, go to NACADA’s Conference website. And don’t forget to stop by our booth #2 to say...

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Linking #MBTI® Personality Type to Learning Style – Strategies and Insights

Aug 14, 2010 in Eye on Edu | 0 comments

It’s back-to-school time once again! What better way to start the school year than by having some MBTI® type learning strategies handy? In the next few weeks, I’ll be posting learning strategies from Introduction to Type® and Learning by Donna Dunning for each of the 16 MBTI types on our CPP Education Facebook page. According to the booklet, personality type plays a significant part in an individual’s learning style, influencing what and how that person prefers to learn. Consider trying out some new strategies based on both your preferred personality type as well as opposite your own. This way you’ll learn to be more flexible with your approach to learning under varying circumstances. Here are a few of the many insights picked up from the booklet for each of the 8 preferences: Extraverts prefer to learn by: Being active and interactive Plunging in and doing something. Changing learning topics, tasks, and activities relatively frequently. Introverts prefer to learn by: Working on a task in a quiet space. Understanding material by reflecting on it. Having access to additional information for studying in depth. Sensing types prefer to learn by: Engaging in “hands-on” learning. Using visual aids such as color highlighting, videos and diagrams. Focusing first on memorizing specific facts and details of the material to be learned. Intuitive types prefer to learn by: Exploring concepts, extrapolating data, and finding patterns. Using symbols, metaphors, associations, or abstractions to represent ideas. Mapping out concepts or creating theoretical frameworks. Thinking types prefer to learn by: Exploring logical consequences and implications. Having clear evaluation and performance criteria. Debating, questioning, and critiquing information. Feeling types prefer to learn by: Focusing on the effects of ideas and information on people. Connecting with other learners. Mentoring, helping, cooperating, or collaborating. Judging types prefer to learn by: Structuring and scheduling time and tasks. Clarifying others’ expectations. Starting early and completing projects well before deadlines when possible. Perceiving types prefer to learn by: Approaching learning in an open-ended, flexible way. Using a variety of information sources. Taking advantage of last-minute or unexpected opportunities. Introduction to Type® and Learning is packed with more insights, strategies and even checklists to help you become familiar with and adopt new learning styles. These are especially helpful to share with your students as they adjust to their classes and pick up new learning habits. I hope you enjoy the posts to come! Join us...

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Keep MBTI® Type Concepts Alive!

Aug 6, 2010 in Eye on Edu | 0 comments

If you’re looking for a fun way to keep the learning top of mind after a Myers-Briggs® feedback session with your students (or after you’ve had one yourself), here is a new and easy way to help them apply what they learn! Check out the latest addition to the MBTI® product suite – the MBTI® Type Tower. This fun visual aid can provide you and your students with a striking, affordable way to display type and reinforce learning about the eight preferences. At 8 inches high and just over 2 inches wide, it is a small way to make a big impact. What makes it the perfect training takeaway? • Spinning blocks allow individuals to display their own type • Compact design makes it easy to display on any desk • Information on the eight preferences for quick reference is provided • It’s an affordable way to add value to your MBTI engagements • It is the ideal gift for the MBTI enthusiast in your life For more details and to order, click...

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Insights for working with challenging Strong profiles

Jul 28, 2010 in Eye on Edu | 0 comments

Have you come across any challenging profiles while interpreting the Strong Interest Inventory® assessment with your students? Most of these profiles normally fall into two groups: 1) Profiles with few elevations, referred to as “Flat Profiles” and 2) Profiles with many elevations, referred to as “Elevated Profiles”. So what are Flat Profiles? According to the Strong Interest Inventory® College Profile User’s Guide, written by Jeffrey P. Prince, profiles with scores on all the General Occupational Themes (GOTs) and Basic Interest Scales (BISs) at the “Moderate” level or below are generally considered to be “flat”. The students in this case indicated “little” or “very little” interest level to most of the items on the assessment. These are fairly uncommon for general client populations, but they occur frequently with younger college students. Elevated Profiles are those with a large number of high scores on the General Occupational Themes and Basic Interest Scales. This usually means that the students indicated “like” or “strongly like” to most of the items on the assessment. This can be frustrating to both the interpreter and the student as the results won’t offer clear direction. I’ll be sharing some common causes of both Flat Profiles and Elevated Profiles, as well some insights on how to interpret these in the next few weeks on both our Facebook and Twitter pages. If you are not already part of our community, please join us! Facebook: Twitter:...

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Have you used the #MBTI Tool for teambuilding with your students?

Jul 26, 2010 in Eye on Edu | 0 comments

Many of you already use the MBTI® assessment to help your students during the career development process. Are there other ways you use the tool? I have spoken with a few educators who use the tool for team building in classrooms, depending on the major. They feel its important to use for students once they’ve declared their majors, as most often than not, they will be encountering the same classmates throughout their remaining time in school until graduation. This is a great way to help students learn to work with one another early on, so they can take these skills to the workplace after graduation. Working on teambuilding with your own coworkers is also a great way to improve productivity. For that reason, I wanted to share an indispensable tool if you are considering holding a workshop: The third edition of the MBTI® Team Building Program – Leader’s Resource Guide. This edition includes plenty of new handouts and activities for you to use to conduct a teambuilding workshop. Truthfully, I had never gone through any of our binders before, so I thought this was a perfect opportunity to do so. I found the binder to be overwhelmingly filled with resources. Here is a broad overview of what the MBTI Team Building Program binder includes, as it is divided into five parts: 1) Beginning the Teambuilding Process – This part includes all the prep work of the workshop, such as the initial student contact and the recommended steps in the contracting and interviewing process. There is a section that includes several resources on how to “sell” your student on teambuilding. You will find samples such as interview questions, interview forms, a teambuilding contract and more. These are all intended to be reproducible materials. 2) The Teambuilding Workshop – This second part includes things to cover during the workshop, as well as post-workshop ideas of how to conduct a follow-up session and an understanding of how and why teambuilding interventions can go awry. Also includes a pre-workshop checklist, a sample one-day teambuilding workshop agenda, two activities to “break the ice” when starting a workshop, handouts, more activities, and an evaluation form to help you assess your teambuilding effectiveness. 3) Team Analysis Using the Type Table and the Lenses – Includes tools to help you conduct a team analysis in which you analyze the types that make up your team. This part also describes the Lens...

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