AN EXERCISE FOR EXPLORING THE RELATIONSHIP BETWEEN JUNGIAN PSYCHOLOGICAL TYPES AND ORGANIZATIONAL POLITICS Developments in Business Simulation & Experiential Learning, Volume 27, 2000 AN EXERCISE FOR EXPLORING THE RELATIONSHIP BETWEEN JUNGIAN PSYCHOLOGICAL TYPES AND ORGANIZATIONAL POLITICS Robert W. Boozer, Stetson University Monique Forte, Stetson University E. Nick Maddox, Stetson University ABSTRACT This paper describes an exercise to help trainees explore the relationship between their psychologi- cal type preferences and their experience of or- ganizational politics. Guidelines are presented for administering the exercise and interpreting results. INTRODUCTION Jung's (1971) psychological types have long inter- ested management researchers. Thus it is not sur- prising to find that experiential exercises exist for exploring the relationship between psychological type and management topics (e.g., Ramsoomair, 1994). The purpose of this paper is to describe an exercise that builds on this literature, particularly that literature dealing with the relationship be- tween type and organizational ideals. Type and Organizational Ideals Prior experience (e.g., Mitroff & Kilmann, 1975) suggests that different psychological types tend to articulate distinctly different ideals about organ- izational life. These results seem particularly valid for the four mental functions groups: sens- ing-thinking (ST), sensing-feeling (SF), intuition- feeling (NF) and intuition-thinking (NT). The ideal organization for each of these groupings can be summarized metaphorically (Boozer & Maddox, 1995). The ideal organization for STs is the machine: rational, impersonal, analytical, hi- erarchical, and so on. For SFs the ideal organiza- tion is the team wherein the authority or goal of the team is balanced by respect for the individual- ity of each member. The ideal organization for NFs is one where the expression of the human spirit is allowed, reflecting an organization that provides possibilities (N) for people (F) to grow. For NTs, the ideal organization reflects issues of power, particularly those related to articulating the logical (T) possibilities (N) for an organization. Type, Ideals, and Organizational Politics Our prior experience with the following exercise suggests that the different groups view organiza- tional politics in terms of their organizational ide- als. Simply, each type sees as "good" politics those actions that foster the development of their ideal organization. Conversely, "bad" politics are those actions that frustrate the development of their ideal organization. THE EXERCISE Objective The objective is to help students understand how their psychological type tends to influence their orientation office to politics. Materials Needed Three sets of materials generally are needed. First, some form of the Myers-Briggs Type Indi- cator (MBTI; Myers, McCaulley, Quenk & Hammer, 1998) will be needed to provide infor- mation about trainee type preferences. Second, each group will need a supply of newsprint and colorful markers for drawing. Finally, lecture ma- terials (e.g., overheads) will be needed for the brief lecture portion of the exercise. 138 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 Instructions/Steps 1. Assign trainees to one of the mental functions groups using their MBTI scores. Groups of 3 to 6 people are preferable although "groups" with only 1 person generally provide useful results (assum- ing they have been correctly typed). 2. Instruct the groups to "Draw something which represents a situation at work you consider political." Give the groups 15-20 minutes. Expect some types (especially SJ) to ask for more details and directions. Simply reinforce the initial in- structions. 3. Present a brief lecture. The content of the lecture will vary, depending upon when this exer- cise is used in an educational program. If partici- pants have not been exposed to type concepts and how they relate to the organizational ideal, then a brief lecture on these topics will be needed (about 20 minutes). We use this exercise later in a pro- gram after trainees have completed an exercise and lecture relating psychological type to organ- izational ideals (Boozer & Maddox, 1995). Thus, we simply review the results of that activity (about 5 minutes). 4. Have the groups present and discuss their drawings. As one group presents, encourage other groups to both look at what has been drawn and listen to how the presenting group describes their drawing. (Sometimes groups will draw similar images, but discuss the images in radically differ- ent ways.) Also, instruct observers to be ready to guess the presenting groups type (ST, SF, etc.) if not already announced. Processing Tips A basic tip is to keep in mind our definition of of- fice politics as those actions frustrating (bad poli- tics) or supporting (good politics) the enactment of the ideal organization. Most groups generally seem to have negative connotations for office politics, so we focus here on processing this im- agery. The ST groups draw images reflecting the frustra- tion of the ideal organization as machine: struc- tured, impersonal, etc. For example, one group of STs drew a house on fire. The house represented their ideal class (machine-like) and the fire repre- sented the conflict going on in the class that dis- rupted the class' structure and goal orientation. The SF groups draw images reflecting frustration of the ideal organization as team: a group working harmoniously toward a goal. For example, one group of SFs in a service organization drew a football field, with two teams in "combat," to rep- resent politics in their office. The SFs saw them- selves taking on the roles of referee and coach to help restore harmony. The NF groups draw images reflecting frustration of the ideal organization as an expression of the human spirit. In many ways this type appears to experience office politics as suffocating. For ex- ample, one group of NFs drew a stick figure in a box to represent how politics limited possibilities for people. The NT groups draw images reflecting frustration of the ideal organization as power, often ex- pressed as competency at organizational work. For example, a group of female NTs drew a "bimbo" (their words) who had received rewards (unfairly, politically) when it was the NTs in the drawing who themselves had done the work. Note: Contact the first author for a paper contain- ing more examples. REFERENCES (References available upon request) 139 Table of Contents Volume 27, 2000 Internet International: A Simulation Exercise for Understanding Technological Innovation and customer Service In a Rapidly Growing Internet Server Company Simulations and Learning: Dialog and Directions Endnote Activity: A Tool for Integration of Course Content and Communication Skill Practice Incorporating Video as a Teaching Strategy in Interpersonal Communication Vision Quest: An Alternative Approach to Industry Analysis for MBA Courses in Strategic Strategic Management: An Evaluation of the Use of Three Learning Methods Trainer, Mentor, Educator: What Role for the College Business Instructor in the Next Century? Using the Internet and Shareware to Facilitate Computer Simulation in Distance Learning Classes Visual Modeling of Business Simulations Teaching about Information with Management Games A Self-Evaluation Based on the Discussion and Decision in Experts' Business Gaming The Restaurant Game Using Journals to Enhance Computer Simulation Based Learning Exercises to Facilitate Better Student Writing in the Undergraduate Strategy Class Identifying, Resolving, and Managing Common Ethical Dilemmas in the Workplace: An Experiential Approach Integrating the Digital Revolution into the Classroom The Wheel of Learning: An Integrative Business Curriculum Experiment The Changing Nature of Simulation Research: A Brief ABSEL History Perspectives on Simulation & Gaming's Review Process Experiential Learning Across Disciplines: Mixing International Business and Accounting Simulating Governmental Effects on Economic Development Internationalizing the Introduction to Business Course Using an International Text and Domestic Simulation with a Twist Using Stock Value as the Performance Measure in a Business Simulation Game Introducing Cross-Elasticities in Demand Algorithms Validating a Model of Currency Valuation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Politics Exercise: Preparing Financial Reports Using the Group Categorizing Technique Effect of Trust and Cultural Beliefs on Negotiation Processes: Data from an Experiential Role Play Experiential Learning Gets Stamp of Approval From the Boyer Commission Talent Search 2000 - An Experiential Activity to Help Strengthen Skills in Employee Recruitment and Selection Clemson University's Collaborative Learning Environment Initial Data on a Test Bank Assessing Total Enterprise Simulation Learning Changing the Assessment Paradigm: Using Student Portfolios To Assess Learning from Simulations How We Learn and Why We Don't: The Cognitive Profile Model: A Workshop in Teaching to Reach Your Students Knowing Thyself: A Portfolio Approach to Student Self-Assessment Collaborative Learning and Web-Based Instruction in a Cognitive Apprenticeship Model Teamwork Attributes in a Classroom Simulation Virtual Teams: Meeting the Next Challenge for Experiential Education New Age Learning: Nuance or Nonsense Developing Charisma: An Experiential Exercise in Leadership Problems and Solutions in Going Web-based with an Agribusiness Simulation Creating a Comprehensive Web-Enhanced Classroom Your Class is in Session, Now What? The Challenges of Teaching On-line An Application of Process Control Charts for Attributes as a Form of Classroom Assessment for Experiential Learning Work Goals and Life Aspirations: Do You Have What it Takes to be an Entrepreneur An Exercise to Develop Initiative: Possible Dream? The Ball Point Pen Assembly Company Management Game Review System Development Total Enterprise Simulations and Optimizing the Decision Set: Assessing Student Learning Across Decision Periods Facilitating Learning in the New Millennium with the Complete Online Decision Entry, System (CODES) The Marketing Management Experience The Right Venue for Your Simulation One More Time: Overall Dominance in Total Enterprise Simulation Performance A Profile of ABSEL Conference Attendees Learning Readiness: An Underappreciated Yet Vital Dimension in Experiential Learning Active Learning in a Professional Undergraduate Curriculum The Problem Is - They Think Differently! Cultures Integration in Mergers and Acquisitions: Putting Managers Together in a Business Simulation The Global Business Game: A Strategic Management and International Business Simulation