Issue link: https://www.e-digitaleditions.com/i/58063
Among MBAs, the preference for "thinking/judging" is double what is expected in the general population, and the "thinking/intuiting" combination is three times more frequent. What makes a very strong case for using MBTI in an MBA program is evidence that people who pursue MBAs tend to have very different personality profiles from the general pop- ulation. Data from 1,925 MBA students in one study have been cross-tabulated with a large national sample, taken in 1997, of general MBTI type distribution. The frequency of MBAs who are categorized as "thinking" instead of "feel- ing" is almost twice the national average. The emphasis on "thinking" continues to show up in MBAs as the categories are combined. Among MBAs, the preference for "thinking/judging" is double what is ex- pected in the general population, and the "thinking/intu- iting" combination is three times more frequent. Finally, the "intuiting/thinking/judging" combination makes up 14 percent of the MBA popula- tion, but only 3.9 percent of the general population. Here is why this is important: MBAs who use the MBTI tool learn that they operate in a ratio- nal way, and they simultaneously learn that there are others who operate in a more emotional way. If they want to be leaders, they will need to understand and work with all of the people in the orga- nization, no matter what prefer- ences they bring to the table. In addition, business lead- ers must recognize that while their logical, solution-oriented approaches may be helpful in some situations, at other times, different skill sets will be more valuable. They must capitalize on their employees' unique skills and know when to compensate or add another perspective. They need to know when to go with their natural impulses, when to hold back, and when to let someone else step in. To do this well requires understanding individual preferences, and a tool like MBTI helps them develop that framework of understanding. But it's not enough for MBA students to understand the strengths and weaknesses of various personality types—they need to work toward their own self-improvement. Roger Pearman, a longtime MBTI guru, has collaborated with co- authors to produce a recent book called You: Being More Ef- fective In Your Type, which has the sanction of Isabel Briggs 42 BizEd MARCH/APRIL 2007 Myers herself. Not only does the book describe the different strengths of the 16 MBTI types, it stresses the areas where each type needs to improve and offers simple suggestions on how to do it. For example, my preferences come up as ENTJ—which stands for extroverted, intuiting, thinking, and judging—a relatively common typing among MBAs. Most ENTJs need to be more conscious about expressing appreciation and car- ing to those around them. They especially need to show, in ways that are meaningful to others, that they are listening to what other people say. This skill set comes much more natu- rally for other types. Students should start learning about development-focused MBTI at orientation, at the very beginning of their MBA program. Then, students should be coached to continue develop- ing their skills while working in diverse study group sessions and during other school experiences. The study group system has long been an intrinsic and valuable part of the full-time MBA curriculum, but a deeper understanding of human differences and intention- al steps to improve interaction within groups would provide an even better training ground for the real world of work. Learning from Others External assessment is the sec- ond key part of leadership devel- opment. At the end of year one, students should be assessed by other people through a modified 360-degree feedback process. In a corporate setting, 360-degree feedback refers to around- the-compass assessment from bosses, peers, and direct reports. For comparison, it also includes a self-assessment. Feedback like this is critical because research results repeat- edly demonstrate that most people are accurate about how others perceive them only 50 percent of the time. Because the school setting includes no bosses or direct re- ports, the 360-degree assessment needs to be modified for MBAs. It should still include confidential feedback from at least eight people who know the student from different situa- tions. These might include fellow students, professors, friends, former co-workers, or former bosses, all of whom have known