Team Profile

Myers-Briggs Type Indicator (MBTI)

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The significance of this graph is to have a visual representation of our Myers-Briggs type indicator (MBTI). From the graph, it is easy to see the many similar personality traits we have, particularly towards introversion in general. It then also clearly shows any deviation from and preference towards a specific personality trait.

BIG 5 Factor Personality Test

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The significance of this graph is to have a visual representation of the team's BIG 5 Factor test results. Similarities can be observed from the graph between team members. Most team members lean towards Factor V: Intellect/Imagination, which demonstrates a high level of willingness to experience new things and Factor III: Agreeableness, which shows a high level of cordiality amongst group members. However, there is a distinct lack in Factor 1: Extroversion, which confirms the team members' introverted natures.

Learning Styles Quiz

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Aidan Colosimo-Petrasso

Looking at a data from the tests in Assignment One, this show similarities between all 5 of us. Overall, most of us are INFJ and are all skewed towards introverted; some more than others. My results show that as a team member, I very much work within my feelings as well as being quite introverted; however, I have high emotional stability. I have a turbulent personality which means I’m success-driven, a perfectionist and eager to improve.

In a group situation, being a diplomat advocate can make us sensitive to criticism, meaning we can become defensive in the face of criticism. Also, we can be reluctant to open up, which means that while we value honesty, we are also very private and have a hard time opening up and being vulnerable about our struggles. Another issue is that we are prone to burn-out.

Potential conflicts could arise due to our being sensitive to criticism. If we are being criticized, it may lead to conflict between us and the person giving the criticism. Our reluctance to open up could be a huge issue due to not getting the assistance we need when we need it due to our desire to not be vulnerable in front of people.

References:
NERIS Analytics Limited 2013, Advocate Personality: Introduction, 16Personalities, NERIS Analytics Limited, viewed 12 October 2021, < http://www.16personalities.com/infj-personality >.

Gesina Sands

Looking at the data and results of all three personality quizzes from Assessment 1, similarities between the results across the quizzes can be seen. Overall, the results skew towards introversion and assertiveness, thinking over feeling and conscientiousness. These results in the context of group work, show that as a team member I bring an independent and analytical approach to the team, as well as a desire to research areas deeply and take the initiative to complete tasks.

When reading further about the Myers-Briggs learning styles, I found that the introverted types prefer “deep concentration on finding problems and solutions” (Khamparia & Pandey, 2017). In contrast, extroverted types “are action-oriented individuals who would like to interact with others and society” (Khamparia & Pandey, 2017). Within a group work context, frustration could arise regarding how to start and work through a task. With the INTJ personality type being prone to thinking their solutions are the best way forward, it would be beneficial for me to pause before engaging in a discussion and keep in mind that there are many ways to complete a task. Keeping an open mind to how others complete tasks and the processes they use to do that may enable me to learn a new way of doing things.

When it comes to completing tasks, INTJ favour the Judging aspect over the Perceiving aspect. Judging learners “are swift and action-oriented,” whereas Perceptive learners “are curious and interested in learning new details and findings about each task (Khamparia & Pandey, 2017). An issue that may arise with this is that I may try to take a very proactive approach to completing work when completing tasks. If I am then in a group with others who lean towards being perceptive learners, I will need to learn how to take a slightly different pace and understand that whilst I might want to jump into the work right away; there is also value in taking time to gather resources and materials before jumping into a task.

A lot of the possible conflicts that could arise in a group work scenario can be mitigated by an open and conscientious approach. Understanding that differences in personality and learning styles are not a bad thing but are simply another way of reaching the same end goal. Keeping lines of communication open and clear if issues should arise is valuable, especially as we are not having group experience in person.

References:
Khamparia, A & Pandey, B 2018, Effects of visual map embedded approach on students learning performance using Briggs–Myers learning style in word puzzle gaming course, Computers & Electrical Engineering, Vol 66, pp. 531-540.

Liane Wong

Evaluating the results of these three personality tests, I can conclude that my personality leans towards introversion while also being highly intuitive and preferring order and stability over spontaneity. I can also observe that the data from two of the tests, MBTI and Big 5 Factor suggest that my agreeableness and constant need to improve may conflict with each other and have the potential to cause burnout due to an internal struggle between the need to please and the need to challenge. It is also suggested that to achieve my goals; concrete steps are often conceived and taken. In terms of preferred learning styles, the results indicated that the pragmatist and theorist styles stood out the most. This means that I prefer to learn from tangible facts and case studies using real-life statistics and systems.

In a group context, these results suggest that I am most effective around others who possess the same goals. As I am highly introverted, extra effort will be needed to communicate effectively. My eagerness to please may also contribute to a phenomenon aptly named “Groupthink”, which is when a group born of good intentions make decisions that are poorly thought out due to an overemphasis in preserving harmony and unity over critical thinking. However, there are ways to circumvent this by discussing goals and protocols at the beginning of the project. Critical thinking, discord and challenges should also be supported to obtain the best course of action (Cherry 2020).

Potential conflicts that arise could be caused by imbalanced workload, skills, and principles. Personally, as my Big 5 Factor suggests of my conscientiousness, I am careful and diligent when broaching tough topics. The test results also indicate a high degree of openness to experience, which is a positive trait when navigating difficult group situations as it suggests resiliency and divergent thinking.

References:
Cherry, K 2020, How Recognize and Avoid Groupthink, Verywell Mind, viewed 8 October 2021, < https://www.verywellmind.com/what-is-groupthink-2795213 >.

Purdey Eades

Reviewing the team’s profile results, it would be easy for me to get lost in the sea of data, but I am reminded that these are merely tools to start conversations. Here are three examples of, in my case, hastily completed, 5 min online surveys that are somehow meant to unlock a magic window into the complexities of the human personality. We then pour over the results and draw correlations with our daily behaviour. As our tutor, Thomas Bierly has pointed out, the Learning Styles framework has been proven to be based on falsified data and negatively affect students who choose to rely upon it (Newton & Salvi 2020).

The Myers-Briggs® data, while more robust in its research, is still only useful in the context it was designed for, which is “to be descriptive, not predictive.” (The Myers and Briggs Foundation n.d.)

With that in mind, my observations are that the team overwhelmingly has a tendency for the diplomat role. We will need to be careful when making decisions, as we could easily fall into the trap of discussing things at length without actually setting outcomes or making decisions.

Most of our Myers-Briggs® profile scores fall within the middle 3rd of the range (between 50 & 80%), effectively sitting on the fence between one extreme and the other. This could allow the team to display behaviour flexibility by stretching out of the comfort zone when required, e.g. one team member stepping up to be more assertive and chairing the team meeting.

As a team, we will need to remember that no matter what the profile results say, all of the team members have strengths and use these to the best of their ability to complete the task at hand. Clear communication and objectives will be the key to success for the team.

References:

• Newton, PM & Salvi, A 2020, ‘How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review’, Frontiers in Education, vol. 5.

• The Myers and Briggs Foundation n.d., The Myers & Briggs Foundation - Misconceptions About the MBTI® Assessment, www.myersbriggs.org.

Samuel Drew

Comparing the data from the three tests that our five group members took, it is clear to see that there are similarities between us at first glance. The ‘Learning Styles’ and the ‘Big 5’ tests are difficult to interpret as percentages set against brief criteria are prone to differing interpretations. The Myer-Briggs test offers a more detailed interpretation that is applied to a variety of situations, as well as highlighting the strengths and weaknesses of the result category one is placed in.

The negative stand outs for me in the Big 5 compared to the other team members are the extroversion and the emotional stability being on the lower end of the scale. This has me described as more of a ‘shut in’ personality with the potential to become quite stressed in demanding situations, which may mean I need time to settle into a group dynamic before putting in my personal opinions, which could make for a slow start with like personalities. To manage my personal stress, I will need to ask clarifying questions often so I can see and plan the path forward, which will be of benefit for the whole group. On the positive, my other results lend themselves to making a reliable group member scoring high in agreeableness, conscientiousness and intellect/imagination, which confirms my need to get along with others at all costs (Open-Source Psychometrics Project, 2019).

Having retaken the learning styles test to align with the other group members for consistency and a fair comparison, it highlights my hands-on approach to tasks with ‘kinaesthetic’ in the old test and ‘pragmatist’ in the new test rating the highest. Where problems arise and a solution needs to be devised, I am in my element, yet with theoretical work that requires lots of reading and research I may struggle. I may require group input to keep me motivated (Emtrain, n.d).

The Myer-Briggs test results were more informative, although a little pigeon-hole like with their categories. To summarise my results, I was identified as an ‘Assertive Advocate’ type who is best in a ‘Diplomatic’ role and works best with a ‘Confident Individualism’ strategy. From what I could gather, this is somewhat a rare combination. An Assertive Advocate demonstrates confidence in expressing their ideas but also understated at times, preferring to keep the peace instead of challenging others, as well as aim to do what is right. We feel compelled to use our creativity, imagination and sensitivity. We come across as reserved; however, we communicate in a warm and sensitive way, with the need to help others, although we need time to work by ourselves to get tasks completed. Scanning the strengths and weaknesses for this category, the areas of being ‘creative, insightful, passionate and altruistic’ as strengths resonate with me and can add support and depth to the group in tackling problems. The weaknesses of ‘sensitivity to criticism, reluctance to open up and prone to burn out’ will be areas that I will need to monitor and take a reality check once-in-a-while to keep things in perspective as a group member (16 Personalities, n.d.)

Reflecting on my role as a group member from the test results returned, it is clear to say that being involved in many aspects of the assignment will be important for my sense of contribution, along with the supporting and helping of others towards a common goal. My creativity and imagination will need to be engaged for a stake in the task, paired with a need for comfort in-group cohesion and harmony. Clarity of purpose to manage time and tasks is something I will need to highlight to minimise burnout and be assertive in putting forward ideas, along with acceptance of criticism as a natural part of working in a group situation.

References:

• Open-Source Psychometrics Project, 2019, viewed 9 October 2021, < https://openpsychometrics.org/tests/IPIP-BFFM/ >

• Emtrain, n.d, viewed 9 October 2021, < http://www.emtrain.eu/learning-styles/ >

• 16 Personalities, n.d., viewed 9 October 2021, < https://www.16personalities.com/infj-strengths-and-weaknesses >