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Understanding the Differences in Scoring the MBTI® Assessment

Jun 15, 2009 in Eye on Edu | 0 comments

We have received several requests from our customers regarding confusion about what are the ways of scoring and administering the Myers-Briggs® (MBTI®) assessment. I wrote up the following descriptions to give you a better understanding. We have two forms available for the MBTI assessment: MBTI Form M (Step I™ Assessment): This is the most commonly used version of the assessment. Contains 93 items.   MBTI Form Q (Step II™ Assessment): Provides a more detailed analysis of each of the MBTI preference dichotomies. Contains 144 items.   After choosing the Form you would like to take, a Report must then be generated to view the results. You have the following options to choose from for each form, and any of them can be either used on our online assessment delivery system, SkillsOne®, or be pre paid for mail in scoring. I have linked each of the reports to a sample report for you to get a better idea if you are not yet familiar with these: MBTI® Form M (Step I™): MBTI® Self-Scorable – This is a 93 item booklet which can be used in workshop or classroom settings for on the spot interpretation when computer access is not available. It includes easy-to-understand instructions and comes with an answer sheet and basic interpretive information.   MBTI® Profile – Provides reported type, explanations of the preferences, characteristics frequently associated with the type, and an easy-to-read graph displaying the preference clarity index. This is primarily classified as a summary of your student’s or client’s type.     MBTI® Interpretive Report – This includes all data from the profile, but with more information about the student’s or client’s type to conduct an interpretation. This includes a summary of their strengths and needs based on personality type, tips for finding best-fit type and it shows how their responses to the instrument relate to scored MBTI type. This is basically a more thorough report than the profile for your students or clients to understand their type.     MBTI® Career Report – Helps to assess a student’s or client’s type and how that plays a role in the career exploration process. This report explores preferred work tasks and work environments, as well as popular occupations for those with their same preferred MBTI type.     MBTI® Communication Style Report (*New) – This personalized interpretive report is designed to help your students or clients understand their...

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What are you talking about?

Jun 4, 2009 in Eye on Edu | 0 comments

How many times have you spoken with someone about a simple issue and have ended the conversation in a heated argument? Or have you ever had a hard time getting your point across to someone that just doesn’t seem to get it and you end up frustrated instead? In both scenarios, it may not have been the topic at hand, but the way the conversation was handled. We all know that improving our communication skills is crucial. Not only do you need to communicate well at work with your students or clients during counseling sessions or with coworkers, you also need to communicate with family and any other people outside of work. But have you taken the time to really analyze your own communication style and take the necessary steps to improve it? CPP just launched the new MBTI® Communication Style Report this past week. Download the sample report here while you read on. The report is based on your Myers-Briggs® (MBTI®) personality type preferences. The purpose of the report is to help you understand your natural communication style, and how your four-letter personality type preference can influence this. The report discusses each of your preferences by listing your key strengths, your communication approach and tips for communicating with the opposite preference (i.e. if your preference is for Intuition, your report will show you tips for communicating with Sensing types). As noted on the first page of the report, this report describes your natural preferences, not your learned skills or abilities. To give you an example, one of the main tips that jumped out at me as an Extravert for improving communication with an Introvert was “Pause and wait for a response; don’t jump in to fill silence, especially with small talk”. I’m guilty of this as silence tends to make me nervous. I assume that when someone doesn’t respond to me right away, I need to keep the conversation going by filling in the silence. Sometimes my talking can be irrelevant to the original topic due to my extraverted nature. Yet I now realize that this can be annoying as I’m not giving the other person time to think, and thus I may receive a negative response for this reason. After reading the breakdown of your individual type preferences, the report gives you an overview of your four-letter personality type. This includes a section titled “Giving and Receiving...

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How Engaged Are You at Work?

May 29, 2009 in Eye on Edu | 0 comments

Consider this: Only 29% of North American employees are fully engaged. Then consider this: The academia/higher education industry has the fewest engaged—23%.* Now more than ever, employee engagement plays a huge role in the workplace. An important factor that plays in to employee engagement is not only how your engagement level is viewed by your colleagues, peers, and even your students, but most importantly it’s about how you feel about your current job and the work you do. Your engagement level, believe it or not, is reflected during your counseling sessions with your students or clients. In a time when morale may be low and layoffs are looming, keeping employee engagement levels up can prove to be a difficult task for many managers. Yet this is the time to take charge of helping yourself to be more fully engaged in your job to deliver high-level results, and thus improve your own morale at your job. According to the author of the new Work Engagement Profile, Ken Thomas, there are two main types of rewards that need to be understood before discovering which of these plays into engagement: Extrinsic Rewards: These include pay raises, bonuses, and any other perks considered to be incentives which are manipulated by others, such as your manager. More often than not, workers that are motivated by these types of rewards tend to care more about the rewards than about doing quality work. As long as the work is done to meet a certain expectation to achieve these rewards, the enjoyment of doing the work is not as strong. Intrinsic Rewards: These include psychological rewards such as recognition from others or how satisfying the work you do is to you. For example, your sense of accomplishment in knowing that your counseling sessions are helping to drive your students to a brighter future is what drives you to work in the field that you are in. Intrinsic rewards are what the Work Engagement Profile measures. The following are four main intrinsic rewards which drive work engagement: Meaningfulness – how meaningful your work is to you.   Choice – the sense of choice in your job gives you the feeling that you are free to exercise your judgment and thus grants greater flexibility in your work.     Competence – involves how you feel about the quality of work and results you achieve.     Progress – your...

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Video Resources to Aid in Career Development for Your Students

May 22, 2009 in Eye on Edu | 0 comments

I recently came across a site called CareerTV (http://www.careertv.com/) which I found really helpful to share with you. The purpose of this site is to share videos that are solely to help students in their career development quest. The types of videos include mock interviews, what to wear to interviews, job search tips, tips from employers which are categorized by industries, companies, and locations, and many others. Not only did I find the videos I came across as highly valuable, I found the format of the presenters interesting. CareerTV really knows how to reach out to students, because I have yet to come across a video I found boring! I came across a video titled Generation Y & Social Networking which I found interesting as I had blogged about generational differences in the workplace recently. This video is a great tool to share with your students as teaching them about proper social networking skills before heading to the workplace is essential. The video explores Facebook, Myspace and LinkedIn sites and how employers are using these as an extension to their resumes to hire students. The issue of freedom of speech comes up several times, both from the experts in the video, as well as from a panelist of students who share their concerns over privacy. The video is approximately 30 minutes long and well worth the time. I hope you enjoy it and can share some of the tips you hear with your students! I’ll be reviewing more videos and sites I come across to share with you, so keep checking back for more!...

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Using Your Students’ Interests to Guide Them to a Career Path

May 19, 2009 in Eye on Edu | 0 comments

As you already know, guiding your students along the right career path is easier said than done. There are plenty of free career assessments online that students can take. Yet you get what you pay for. Many of those free assessments are not backed by sufficient research to guide your students in the proper direction. The majority of students are already confused about what career path they should take, so counselors must exercise caution with the assessments they offer as many students will believe the first thing they see. One of the most respected and widely used of career assessment tools is the Strong Interest Inventory® assessment. The occupations have been updated several times in the past 80 years to reflect the most current occupations. The Strong has provided research-validated and time-tested insights to thousands in their quest for finding a fulfilling career path. Here is why: By discovering their true interests, students are then able to expand and explore various career options or specific college majors with this knowledge – and of course with your guidance. When students take the assessment, their interests are related to interest patterns of workers who are satisfied with their work within an occupation. Students are given a description of their preferred style of working, learning, leading, risk taking, and team participation to help them learn more about themselves. The assessment’s norm group is representative of ethnic, racial, and demographic workforce diversity. There is a misconception that when presented with a list of possible occupations, students will feel forced to choose only amongst those. Yet with a proper interpretation, counselors can utilize the results by bringing out the student’s individual skills such as Critical Thinking, Service Orientation, Coordination, Writing, and Speaking, and applying them to a career path the student may be undecided about. If you are not sure where to start, here are some suggested materials we recommend: Strong Profile Strong Profile, College Edition Strong Interest Inventory® Manual Strong User’s Guide Strong College Profile User’s Guide Where do I go Next? In order to purchase or administer the Strong assessment, you must be certified. You do not need to be certified to purchase any of the support materials. If you are uncertain as to whether or not you are certified, you may always contact us to find out (800.624.1765). G/S Consultants offers certification programs, and they also offer a convenient online certification...

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Generational Differences in the Workplace

May 12, 2009 in Eye on Edu | 1 comment

We are all aware of how social networking and technology have become the “normal” way for many people to communicate. At the same time, as Generation Y gradually enters the workforce, there has been large concern over the proper usage of technology and social networking sites during work hours. This generation has grown up with MP3 players and making plans for a Friday night through Myspace. It is not uncommon to find Gen Y workers updating their status on Facebook during work hours, as it is deemed as something completely normal in their view. I came across an article* online on Frontline about a study LexisNexis recently did on a small sample group about whether there is a technology gap between different generations in the workplace. Here are some of the statistics I found interesting to share with you: *67% of Boomers think using a laptop or PDA (e.g. Blackberry) during in-person meetings is impolite, versus 57% of Gen Yers. 68% of Baby Boomer workers find it distracting, while only 49% of Generation Y workers do. And 32% of Gen Yers think it’s essential, compared with 11% of Boomers. *71% of Baby Boomers believe social networking sites inappropriately blur the lines between personal and professional life. 65% of Generation Yers think so. *47% of Generation Y workers think PDAs and mobile phones contribute to the decline of proper workplace etiquette, compared with 69% of Baby Boomer workers. Students must be made aware of the proper usage of technology and social networking sites at work. It should be stressed that they need to speak with their managers on what is deemed as appropriate usage, if at all. Many companies simply block these sites, but as more companies are marketing through social networking sites themselves, this has become a larger issue for companies to control. GS Consultants recently offered an interesting workshop on this topic: Type Challenges Across Generations — Baby Boomers/Gen X/Millennials. MBTI® type preferences were used to uncover how the different generations approach issues in life such as workplace values, retention, the economy and much more. Two recommended products that CPP offers to help you learn more about type are Introduction to Type® and Introduction to Type® and Communication. Knowing about how different generations view such issues is crucial in helping your students to be aware of what to expect amongst diverse organizations. *Source: Tech etiquette gap between Gen...

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Linking Personality Type to the Career Exploration Process

Apr 29, 2009 in Eye on Edu | 0 comments

Written by Karen Gonzalez Working so closely with the Education Market, I was naturally curious to generate the different reports that are available for students in helping them with the career exploration process. One of the most recent ones generated for me was the MBTI® Career Report Form M. Even though I am no longer a student, I still found the results to be very interesting, as this report is also a great resource for anyone looking for a career change or for increasing job satisfaction. The MBTI Career Report matches your preferred personality type with a list of occupational titles that compare with those of your same type who are satisfied in those fields. Here is a walk through of the report sections with what I found to be the most useful aspects to share with you during a counseling session with your students: Summary of Your Myers-Briggs® (MBTI®) Assessment Results As with all reports, this page gives you a brief summary of your type. The table on this page is a great resource to use with a student as a way to verify their preferred type after they have been given their initial interpretation of the MBTI instrument. How Your Type Affects Your Career Choice I was given a summary of both Preferred Work Tasks and Preferred Work Environment according to my type. The majority of my own work tasks included helping others, such as “focusing on people and process issues rather than on technical problems”. This section gets your student thinking about a certain occupation they may be considering and how their type may play out in that particular environment. A great online resource to find information on occupations is by visiting the O*NET database (http://online.onetcenter.org/). This is especially helpful as most students do not know what to expect as far as environment or work tasks in their desired occupation. How Your Type Affects Your Career Exploration This section identifies what your strengths are in the career exploration process. You are also given a list of challenges along with suggested strategies. This is a great section to help your students familiarize themselves with their preferred type and have them focus on their strengths. For example, one of my challenges is that I may make decisions on what I think will please others. My dominant Feeling preference sometimes gets in the way as I tend to worry...

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Greetings from a new blogger!

Apr 14, 2009 in Eye on Edu | 0 comments

I’d like to introduce myself as one of the newest bloggers to our Education Community site! My name is Karen Gonzalez and I began working for CPP in November of 2007 as the Marketing Coordinator. I have been dedicated to serving the needs of our customers who work in the fields of Education and Career Counseling, and I am also the editor of our quarterly CPP Career Insider. When I accepted the position at CPP, I had just graduated from college a few months before (May 2007) and I was very excited to share my experiences as a recent student with my coworkers. My encounter with CPP’s products began while I was in college. During the course of my college career, I switched majors three times. I spent more time worrying about which major to choose than I did thinking about the future. It wasn’t until my last semester in college that I began to panic about what I was supposed to do after I graduated. I had already chosen a major I liked, but I was uncertain, and I also was not sure where that major was supposed to take me. I was intimidated to visit my career center because I was already a senior and knew I should have visited earlier, but I never made the time for it. When I finally worked up the nerve to seek guidance, a career counselor who helped me suggested I take the Myers-Briggs Type Indicator® (MBTI®) and Strong Interest Inventory® assessments. I had already been given both assessments a few years before, but I unfortunately hadn’t been given a proper interpretation. Therefore, I hadn’t found my results useful, so I dismissed the second opportunity to take them.   Shortly after joining CPP, I became certified in both the MBTI and Strong Interest Inventory assessments. I now realize the tremendous value these hold and recognize the importance of a proper interpretation. Had this been the case in my experience, I would have been much more confident in the major that I chose. It was much more stressful than it needed to be with all the endless career choices I was presented with. Being an ENFJ, my Intuition made it a bit difficult to narrow down which career path I wanted to take. Luckily, I ended up loving the one I did finally choose, and here I am now! We will be...

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