3.7 SKILL BUILDER: Personality Profile Game
Students enjoy exploring themselves by filling out the “Communicator Personality
Profile” that follows on the next page. Have them choose from the list provided the words
that best represent them. Note that the words are organized into four categories.
1 As students to go down each column of the profile and check those qualities
which represent them as they see themselves.
2 Read the categories for the words and have the students note them. The
students then count the number of 1s, 2s, 3s, and 4s on their lists.
3 They then transfer those totals to the display form, circling the appropriate
number in each column. Next—using a marker, highlighter, crayon, or the like
—they color in all the space below the circled number in each column. Next,
using a marker, they color in all the space below the circled number in each
column. This will produce a bar graph that will indicate the category in which
they rate highest, and the one in which they rate lowest.
4 Finally, distribute the discussion sheet. Students can then decide whether the
characteristics of their high and low points do indeed represent the way they
see themselves.
Be sure to point out that this is simply a game. Some people report that the results mirror
their self-concept; others think that their descriptions fail to reflect their self-concept.
Students will want to discuss how their results point up their strengths and weaknesses as
communicators and what skills they need to improve.
3.8 SKILL BUILDER: Who Are You?
In the spaces provided, answer the following question: Who are you?
1. Who are you?
2. Who are you?
3. Who are you?
4. Who are you?
5. Who are you?
6. Who are you?
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7. Who are you?
8. Who are you?
9. Who are you?
10. Who are you?
Compare your answers with those of others in your class. How are your answers similar?
How are they different? Do the answers seem to fall into a series of categories that
represent ways of seeing ourselves.
3.9 SKILL BUILDER: Personality Code Exercise
First, sign your name with your preferred hand. Now sign it with the other hand. We all
have preferred ways of behaving. What are your preferences?
Name:
Name:
Next, select either a or b from each of the following groups, and note your choice on the
Personality Code Detector Grid. Base your decision on the description that best
represents you.
1.
a. high energy level, sociable
b. lower level energy level; soft-spoken
2.
a. interpret matters literally, rely on common sense
b look for meaning and possibilities
3.
a logical thinking; questioning
b empathic; feeling
4.
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a organized; orderly
b flexible, adaptable
5.
a outgoing; make things happen
b shy; do fewer things
6.
a practical; realistic
b imaginative; innovative
7.
a candid; straight forward; frank
b tactful; kind; encouraging
8.
a plan; schedule
b unplanned; spontaneous
9.
a seek many tasks; public activities; interaction with others
b seek more private, solitary activities with quiet to concentrate
10.
a standard; usual; conventional
b different; novel; unique
11.
a firm; tend to criticize; hold the line
b gentle; tend to appreciate
12.
a regulated; structured
b easy-going
13.
a external; communicative
b internal; reticent; hold things in
14.
a consider immediate issues; focus on the here and now
b look to the future; the big picture
15.
a tough-minded; just
b tender hearted; merciful
16.
a preparation; work-minded
b go with the flow; play minded
17.
a active; initiate
b reflective; deliberate
18.
a facts; things
b ideas; dreams
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19.
a issue-oriented; matter-of-fact
b sensitive; people oriented
20.
a control; govern
b latitude; freedom
Adapted from Myers, Isabel Briggs. Introduction to Type: A Description of the Theory
and Application of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting
Psychologists Press, 1987.
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Personality Code Detector Grid
After you have selected and entered on the grid either a or b for each of the 20 word
groups, establish your personality codes by circling, in the last row of the grid, the letter
(E or I, S or N, T or F and J or P) that received the highest number of responses. Column
I reveals your E (Extraversion) versus I (Introversion) code. Column II shows your S
(Sensing) versus I (Intuition) code. Column III shows your T (Thinking) versus F
(Feeling) code. And Column IV shows your J (Judging) versus P (Perceiving) code. Your
personality code is now expressed as a four-letter combination. Place the four letters in
the blank spaces under the grid.
I II III IV
a b a b a b a b
Grou
p 1
Grou
p 2
Grou
p 3
Grou
p 4
Grou
p 5
Grou
p 6
Grou
p 7
Grou
p 8
Grou
p 9
Grou
p 10
Grou
p 11
Grou
p 12
Grou
p 13
Grou
p 14
Grou
p 15
Grou
p 16
Grou
p 17
Grou
p 18
Grou
p 19
Grou
p 20
E I S N T F J P
Type _____________ ______________ _______________ ______________
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Overview of Personality Codes
ENERGY
How are you energized?
E Extraversion I Introversion
PERCEPTION
How do you take in information?
S Sensing N Intuition
DECISION MAKING
How do you make decisions?
T Thinking F Feeling
ORGANIZATION
How do you organize your world?
J Judging P Perceiving
Summary of Personality Code Characteristics
EXTRAVERTS (E)
High energy
High talk
Think out loud
INTROVERTS (I)
Quiet energy
Talk less
Reflective
SENSORS (S)
Less complex language
Focus on facts
65 percent of the population
INTUITIVES (N)
More complex language
Figurative/Vague
35 of the population
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THINKERS (T)
Logical
Analytical
Honest
FEELERS (F)
Friendly
Sensitive
Diplomatic
JUDGERS (J)
Serious
Decisive
Organized
PERCEIVERS (P)
Playful
Curious
Casual
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Analysis of Personality Codes
1. With a team, discuss the characteristics of your four-part code and consider how
they do and do not reflect how you see yourself.
2 Work with a new group. Talk informally for a few minutes about an issue in the
news. Then, attempt to determine the four-part code of each team member.
Compare your analysis with team members’ analyses.
3 View a soap opera or daytime program such as Ellen. Identify the personality
codes for the actors or program participants.
4 You or your instructor may bring in some video clips for the class to analyze.
3.10 SKILL BUILDER: Where Do You Feel Free to be You?
Consider the following comment by a woman who is about to come face-to-face with a
man whom she met online.
I didn’t exactly lie to him about anything specific, but I feel very different online. I
am a lot more outgoing, less inhibited. I would say I feel more like myself. But
that’s a contradiction. I feel more like who I wish I was. I’m just hoping that
face-to-face I can find a way to spend some time being the online me.
To what extent, if any, is the computer changing the way you think and feel about
yourself? In which environment, real or virtual, do you feel freer to experiment with who
you are and who you can be? What aspects of that particular environment cause you to
feel that way? Be specific. In your opinion, is the Internet an effective social laboratory
for self-discovery? Support your response with references to specific sites and personal
experiences.
3.11 SKILLBUILDER: Your Self Concept
You have the opportunity to appear on a television reality show. You will need to change
the way you behave in order to fit in with the program. Would you do it?
3.12 SKILL BUILDER: Cell Phones, Tweets, and More
Take an hour of your day to describe every time you use technology—such as a cell
phone, laptop, or other piece of technology. Are you plugged in more than you thought?
Do you feel it is rude to text someone while talking to someone face to face? Do your
parents use technology as frequently as you do? Why?
3.13 SKILL BUILDER: Celebrity Personality Style
Once students are familiar with the Personality styles, ask each team to select a celebrity.
Begin by brainstorming a list of celebrities who have been in the news. They should do
some research on the life of the celebrity. As a team they are to determine the personality
style of the celebrity. Support their conclusions based on the recent public behavior of the
celebrity. Report to the class. Open the presentations to questions from the entire class.
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3.14 SKILL BUILDER: Managing Memories
Because we seek to remember more than can possibly be managed by our brains, our
brains plays favorites with our memories. To recollect some memories more accurately,
we block out distracting memories. We do not recall some names, numbers, or details, not
because we necessarily have faulty memory, but because those memories have been
crowded out.
Think back over the past week. Distinguish between people, places and events you
encountered or experienced that you believe are important to remember and those that
you would do well to ignore. Identify the specific criteria you use to make your decisions.
3.15 SKILLBUILDER: Prejudiced Eyes
What we see in other people’s faces depends on what we know or think we know about
people. When researcher Paul Chance showed subjects a set of photographic portraits and
asked them to set aside those of Jews, the guesses were not very accurate. He reported
that the subjects who were anti Semitic were not any better at he task than the other
subject, but they set aside more photographs. To their prejudiced eyes, more looked
Jewish.
Why do you think the prejudices subjects saw more faces as Jewish/
Using the images you carry around in your head, list the traits you believe are most
characteristic of the member of each of the following groups: Afghans, Pakistanis, North
Koreans, Israelis, and the French.
Share with your team or the class. How do you imagine that your list would influence
future communication with members of these groups?
3.16 SKILLBUILDER: Frames of Reference
Intermittent reports of terrorist threats distort perceptions of risk, inducing an experience
of fear that is out of proportion to the actual danger.
Dr Baruch Fischoll, a psychologist at Carnegie Mellon reports: “If scientists are studying
it and the news reports it people assume it must be worth their attention.”
Give an example of a media report that caused you to perceive a risk as greater than it
was in reality. Did it involve, weather? Traffic? Crime? Environmental issues? Political
issues?
3.17 SKILLBUILDER: Reflect and Respond
Discuss how the excerpts that follow help amplify our understanding of the nature of
perception. Then agree or disagree with each selection, supply reasons and examples that
support your position.
What I set down here is true until someone else passes that way and rearranges the world
in his own style. (John Steinbeck)
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It is with our judgments as with our watches; no two go just alike, yet each believes in his
own. (Alexander Pope)
3.18 SKILL BUILDER: Service Learning
Visit a Web site on teaching the dangers of stereotyping. Then, on the basis of
information you find there, other research you conduct, and the knowledge you how
have, prepare to conduct a workshop for an audience of your own choosing (young
children, parents, police, physicians, etc.) Use a series of case studies you create to help
the audience members avoid drawing the wrong conclusions from perceptions.
ADDITIONAL INFORMATION
Paul Tieger and Barbara Tieger have a fine summary of personality type in their book
The Art of SpeedReading People. Their website, www.personalitytype.com, offers
videotapes containing interesting examples of the eight types.
For the most complete description of personality type, consult:
Myers, Isabel Briggs. Introduction to Type: A Description of the Theory and Application
of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press, 1987.
There are several online sites that detail Myers-Briggs’ and Carl Jung’s work in more
detail. Students will enjoy examining the summary work at “The Personality Page”
www.personalitypage.com. Other sites offer more complete
inventories to take online at no cost.
HRDQ Experience Learning Corporation has several games that relate to self concept:
Just My Type: Personal Style
By trading and discussing cards and fashioning a hand that best captures
their personality style, students learn about the four personality dimensions.
Style Play: Personal Style
This is a card game in which students can identify the preferred
communication style of famous people
Generation Next: Speak Up. Be Heard. Judy Woodruff’s documentary examining the
lives of young people who grew up in the shadow of 9/11. Available from PBS Video.
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