AN EXERCISE FOR EXPLORING THE RELATIONSHIP BETWEEN JUNGIAN PSYCHOLOGICAL TYPES AND ORGANIZATIONAL DYNAMICS Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 250 AN EXERCISE FOR EXPLORING THE RELATIONSHIP BETWEEN JUNGIAN PSYCHOLOGICAL TYPES AND ORGANIZATIONAL DYNAMICS Robert W. Boozer, Stetson University E. Nick Maddox, Stetson University ABSTRACT This paper describes an exercise, which includes both imaginal and verbal processes in relating Jungian psychological types to organizational dynamics. Guidelines are presented for using the exercise in a variety of settings. INTRODUCTION The relationship between Jung’s (1971) psychological types and various organizational dynamics has been of interest to researchers for more than 20 years (Mitroff, 1983; Morgan, 1986; Patz, 1992). Given this degree of interest, it thus is not surprising to find that experiential exercises exist for exploring the relationship of type to organizational topics (Mitroff & Kilmann, 1975; Ramsoomair, 1994). In general, however, these exercises involve a reliance on verbal processes to the exclusion of the imaginal realm. The purpose of this paper is to describe an exercise, which balances verbal and imaginal processes. THE EXERCISE Objectives The exercise has three objectives: (1) to teach the concepts of psychological type, (2) to demonstrate how psychological type affects the design of organizations, and (3) to make students more aware of the different learning styles in class as they engage in developing teams. Materials Needed At least five sets of material are needed. First, since students will need to complete the Myers-Briggs Type Indicator (MBTl®; Myers & McCaulley, 1985), some form of the MBTI will be needed. Second, a sheet or two of newsprint for each group will be needed. Third, each group will need four or five different colored markers to use for drawing on the newsprint. Fourth, masking tape will be need to post the groups’ results for everyone to see. Finally, lecture materials (e.g., overheads) will be needed for the brief lecture portion of the exercise. Instructions/Steps 1. Obtain MBTI scores before the exercise and group participants according to their scores. Four groups generally should be formed: those with preferences for sensing and thinking (ST), those with preferences for sensing and feeling (SF), those with preferences for intuition and feeling (N F), and those with preferences for intuition and thinking (NT). Groups of 3 to 6 people are preferable. For large classes or training groups, it is often interesting to form groups with even more specific preferences (e.g., Introverted ST and Extraverted ST). On the other hand, should only one person indicate a particular set of preferences (e.g., NF), that person should not be placed in another group but should be asked to work alone. 2. After participants have formed their groups they are instructed to “Draw something that represents your ideal organization” using the newsprint and markers provided. Participants also should be instructed to “be prepared to share your drawings with the rest of the class/training group.” Give groups about 15-20 minutes to do their drawings. Expect certain groups, particularly those with S preferences, to ask for more details and structure. (As might be expected, the different type groups will handle the exercise differently’) When confronted with this question, simply reinforce the initial set of instructions. 3. Present a brief lecture on the sensing, intuition, thinking, and feeling preferences. The lecture should particularly emphasize the combinations of the preferences and that each combination of preferences tends to use a particular metaphor to represent their ideal organization. Experience shows the following relationships: ST-machine, SF-team or small family, N F-nature or human spirit, and NT-politics and power (including brainpower). More will be mentioned about these relationships in the processing section. The lecture typically takes 10-15 minutes. 4. Ask for volunteers to show and discuss their drawings. Instruct those participants who are observing to both look at the drawing and Listen to how the presenter(s) describe their drawing. Also, instruct observers to be ready to guess which group they think is represented by the drawing (ST, SF, etc.). As each group presents their drawing, ask them to tape it to a wall or board so that all Developments In Business Simulation & Experiential Exercises, Volume 22, 1995 251 drawings remain visible throughout the exercise for comparison. Processing When discussing their drawings, different groups tend to focus on different kinds of information and some groups give more information than others. Therefore it sometimes becomes necessary for the instructor to ask questions of the group (or better yet, encourage observing groups to ask questions). Some key questions to ask that get at the type differences include: Who makes the decisions in this organization? How do communications work in this organization? Where are you located in this organization? What’s more important in this organization, practical work procedures or research and development? Processing and interpretation also can be facilitated by seeking out the metaphor that seems to underlie the groups’ conceptualization of their ideal organizations. As mentioned above, ST groups seem to employ the metaphor that their ideal organization is a machine and will often times actually draw a machine or engine of some kind (car, boat, engine with gears, and so on). ST groups also tend to draw the traditional organizational chart or a pyramid, which reflects the machine or bureaucratic organization with its emphasis on hierarchy. Experience also shows, however, that STs can mix their metaphors and draw organic symbols such as the human body, a tree, a plant, and so on. In these situations it is important to see that the human body or what ever is being seen as a finely tuned machine--efficient, rational, logical. Also, the way the STs talk about their drawing will be rational, analytical, impersonal, and so on. The primary metaphors for the SFs seem to be the team and the small family wherein the authority of the whole (family, team) is balanced with a respect for the individuality of each member of the whole. Thus, drawings of small groups at a table or in other work settings are common. Another common image is the wheel (whole) with individually colored spokes (individuals) all connecting to a common core (goal). Other SF groups have drawn an arrow (whole) with the head representing the goal and the individually colored tail feathers representing the individual members. (In observing this group draw their image it was noticed that each member drew their own part of the tail feathers for the arrow.) The NF groups tend to draw images that reflect the human spirit, nature, or culture indicating that the ideal organization is full of possibilities (N) for life (F). In comparison with ST and SF groups, the NF drawings thus tend to be more abstract and such activities as leadership, communication, and so on are more dynamic and decentralized. For example, when one NF group was asked how the bees communicated in their beehive ideal organization, one of the NF group members responded “Well, they just know !“ (Intuition at work, of course). Expect NF groups to also be idealistic and at times somewhat “romantic” in their images as compared with what traditionally shows up in business classes. For example, images of Camelot have been drawn and discussed by some NFs. The NT groups tend to draw images, which reflect power, politics, space, molecules and mazes—all of which indicate logical possibilities. (Images from Startrek are not unknown!) Given that NTs value problem solvers, it should not be surprising to find images of brains, light bulbs, and lightening bolts—the ideal organization will be full of innovative ideas and activities. As with NFs, leadership and authority issues are more flexible and decentralized but NTs do have a tendency to want to be the CEOs. For example, NT groups will often draw the traditional organizational chart much as STs do. However, NTs will usually put themselves at the top of the chart. Allow about 5 minutes processing time for each group. Alternatives This exercise focuses on the ideal organization of different psychological types and thus may be used in a variety of settings and classes. However, the exercise can be tailored to other venues. For example, the exercise has been used with first-semester college freshen to teach about the different teaching styles they encounter in high school versus college. In this case the students were asked to “draw something that represents you ideal teacher.” Similarly, with church groups, the type groups can be asked to “draw something that represents your ideal church.” The same metaphors and issues seem to arise, but with a more topic specific flavor. ACKNOWLEDGEMENT The exercise reported here represents an extension of an exercise used by Alan Hammer and John DiTiberio in the MBTI qualifying workshop conducted under the auspices of the Association for Psychological Type, St. Louis, MO, December 1986. REFERENCES [References available upon request] Table of Contents Volume 22, 1995 Simulation Performance, Learning and Struggle Are Good Simulation Performers Consistently Good? Cognitive and Behavioral Consistency in a Computer-Based Marketing-Simulation-Game Environment: An Empirical Investigation of the Decision-Making Process Chalk & Cheese: Executive Short-Course vs. Academic Simulations Revisiting Personality Bias in Total Enterprise Simulations Are Good Strategies Consistently Good? Investigating the Use of a Computer Simulation as an Effective Pedagogical Tool for the Application of a Strategic Model The Problem of determining an Individualized Simulation's Validity as an Assessment Tool A Simulation Based Analysis of the Value of Information in the Hrebiniak Joyce Typology of Adaptation Relative to Porter's Generic Strategies The Impact of Sales and Income Growth on Profitability and Market Measures in Actual and Simulated Industries A Comparison of a Stand Alone Version of a Simulation with the Traditional Competitive Version Computer-Assisted Gaming of International Business Analyzing Simulations with Computer-Based Programs and Applying the Experience to a Real-World Business A Preliminary Investigation of the Use of a Bankruptcy Indicator in a Simulation Environment Graduates' Views on the Use of Computer Simulation Games Versus Cases as Pedagogical Tools An Analytical Advertising Model Approach to the Determination of Market Demand Dealing with the Complexity Paradox in Business Simulation Games A Prototyping Approach for Incorporating Large Data Bases into Media Planning Simulations: An Example Using Magazine Media Through the Looking Glass, Inc: Superior-Subordinate Personality Type and the Leniency effect Evaluating the Effectiveness of Role Playing Simulation and Other Methods in Teaching Managerial Skills Student and Teacher Perceptions of a Management Simulation Course Performance Evaluation: The Effect on the Propensity to Create Budgetary Slack Management Team Formation for Large Scale Simulations Comparative Static Analysis with the Complete PPA Package: A Strategic Market Planning Tool Consistency in Intent: Learning Objectives at the 1994 Intercollegiate Business Policy Competition A New Twist on an Old Game: The Business Strategy Game: A Global Industry Simulation 3ed Evaluation of Performance in Management Simulation: A Management Coefficients Model Building SimuWorlds: Strategic Management Games of the Future Bulls and Bears: A Stock Market Simulation A Systems Thinking Paradigm and Think Computer Simulation Model of Broadcast and Cable Television Industry Competition Jacket Factory The Sales Management Simulation The Marketing Management Simulation A Demonstration of Promodel Demonstrating A New, Cross-Functional Business Simulation: Vision+ A Cost Chain For The Business Strategy Game Simulation Special Session On Experiential Teaching Compensation Dilemmas: An Exercise In Ethical Decision-Making Organizational Storytelling: Telling Tales In The Business Classroom Evaluating Experiential Training: Case Study And Recommendations The Internship Portfolio: An Innovative Tool For Experiential Learning, Critical Thinking, And Communication An Ethnographic Analysis Of The Pedagogical Impact Of Cooperative Communicating Consumer Behavior: A Long-Term Integrated Exercise Using Personal Consumption Journals And Consumer Analysis Papers An Experiential Paradigm For Teaching Business Problem Solving Developing Leadership Skills The Spss® Student Assistant: The Integration of A Statistical Analysis Program Into A Marketing Research Textbook Negotiating With Your Students Using TQM Principles To Transform Accounting Systems Into An Experiential Exercise Enhancing The Effectiveness Of Outdoor-Based Experiential Training Using Virtual Reality Concepts Case Writing In A Developing Country: An Indonesian Example Experiential Learning Using Focus Groups How Real Should Experiential Pedagogy Be? A Viewpoint From Our Students Reengineering The Internship: A New Approach To Experiential Learning Utilizing The Cosmopolitan/Local And Marginal Man Constructs To Measure Students' Propensity For Creativity Developing Experiential Processes For Teaching Quantitative Techniques For Business Team Learning Roles: A Cooperative Learning Technique Creating the Ultimate Small Business Student Experience: Melding Score/Ace with SBI The Development of Trust in Work Teams: The Impact of Touch Some Outcomes of Experiential Learning: How the Cultural Dynamics of Different Countries are reflected in Workplace Norms & Values Incorporation of Job Analysis Results in Various Forms of Selection Interviews Chudesno, Inc.: An Evaluation of an Experiential Training and Development Simulation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Dynamics Partnership: A Radical Approach to Experiential Learning Partnership: A Nice Idea, But How Do I Get Started? Recognizing Discrimination at Work Using Critical Incident Skills Questions to Help Students Become More Successful at Job Interviewing The Video Project Introduction to Psychological Type Theory Come On Down Understanding Facilitation for Development and Continuous Learning: A Micro-Workshop Leadership and Empowerment: An Experiential Exercise in Decision Making Experiential Exercises and Pedagogy Track Workshop: Selecting a Manager for Maquiladora, Inc. Experiential Training In Multi-Cultural Corporate Settings The Role of Facilitation as an Aid to Complete Learning An Experiential Exercise to Illustrate Difference in Information Processing Behaviors and Styles How to Deliver Accessible Survey Results Age Diversity in the Workplace- Family Feud Style Nafta Standoff: A Cross-Cultural negotiating Role-Play Three Strikes and You're Out!: A Downsizing Experiential Exercise