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The myers briggs type indicator free paper
Myers briggs personality test
Myers briggs personality test
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Introduction
As an educator and advisor, I am very interested in student interest inventories. Working in the classroom, it can be very difficult to assess interest of students when choosing thematic units or classroom project. As a college advisor, I am constantly searching for resources to help my students choose a future career path. I completed research and found three popular interest inventories- the Strong Interest Inventory, the Myers-Briggs Type Indicator and the Clifton Strengths Finder. Each of the three assessments analyze the same general theme of interest, personality and career choice. I have analyzed each to determine the best interest inventory to use with my students.
Test A: 1994 Strong Interest Inventory
The Strong Interest Inventory was developed in 1935 by researcher E. K. Strong. The inventory is highly related to Holland’s Codes, a six-part occupational choice theory. The six components are Realistic, Creative, Investigative, Social, Enterprising and Artistic. More than 55,000 individuals completed the research version of the 1994 Strong Interest Inventory that was used in the study Validity, Structure and Content of the 19994 Strong Interest Inventory (Donnay & Borgen 1996). The inventory consists of 317 items, and is mostly used with a wide age range of high school age to older adults.
The inventory is based on general occupational themes, basic interest scales and personal style scales. These scales have a mean of 50 and standard deviation of 10 (Donnay & Borgen 1996). Personal style scales are bipolar scales, meaning they have distinct and meaningful poles. The study then goes on to discuss each of the three types of questions and identifies the answers and correlation for each.
Of the three sec...
... middle of paper ...
... get funding from my department to pay for the testing. Free versions of the test are also available at some resources online. Therefore, the administrative concerns for the MBTI are the least of the three test options.
Works Cited
Donnay, D., & Borgen, F. (1996). Validity, Structure and Content of the 1994 Strong Interest
Inventory. Journal of Counseling Psychology, 43(5), 275-291.
http://doi.apa.org/journals/cou/43/3/275.pdf
Lopez, S., Hodges, T., & Harter, J. (2005, January 8). The Clifton StrengthsFinder Technical
Report: Development and Validation. Clifton Strengths Finder. Retrieved April 26, 2011,
from http://strengths.org/docs/CSFTechnicalReport.pdf
Pittenger, D. (2003). The Utility of the Myers-Briggs Type Indicator. Review of
Educational Research, 63(4), 467-488. Retrieved April 27, 2011, from http://www.jstor.org/stable/1170497
I had the opportunity to take the 16 Careers Cluster Inventory. I found the assessment very easy to take. As well, I found the inventory easy to score. My results of the assessment indicated my top three career areas were: 1. Educational and Training, 2. Health Sciences, and 3 had a three way tie between Human Services, Hospitality, and Law enforcement. I found the assessment to be dead on. Based upon the past personality inventories that I have taken I found the suggested areas very appropriate. One of the appealing aspects of the inventory was the easy of taking it! It seemed to gather accurate information without being overly pathological and test-driven.
Another piece of the assessment that I liked was it provided me with careers that fit my interests and preparation levels needed. For instance, one of the categories was job zone three careers that require medium preparation, such as vocation school training, on-the-job experience, or an associate’s degree. Some of the jobs I found interesting included, electronics and mechanical engineering technicians, web administrators and developers, medical equipment repairer, and aviation inspectors. However, I’m looking more for a career that will utilize a four-year bachelor’s degree, which are identified in job zone four with high preparation needed. For example, I found the following jobs interesting, aerospace engineering and operations technicians, Biomedical engineers, computer systems engineers/architects, financial analysts, forensic science technicians, nuclear and robotics engineers and software developers. Inclusively, I found this assessment thought-provoking because it allowed me to distinguish my work-related interests and what I consider important in a
Newsweek. 128.4 (22 July 1996): 31. Infotrac Web: Expanded Academic ASAP. Gale Group. 31 Oct. 2000 <http://web5.infotrac.galegroup.com>.
As to my results for the Myers-Briggs Type Indicator it shows how being an INFP type can affect not only how I push myself to create a better future for myself but also how my type affects my career exploration. As a result, the purpose of education should be to prepare young people with as much knowledge as possible to fulfill their goals and acquire excellence in their careers.
I do believe this assessment produced reputable answer about my interests. In both assessments they indicated that I am most satisfied with my social activity interests such as hanging out with friends, social media, planning parties for birthdays and such, and many other social activities. All social activities I partake in help me relax and enjoy the time I am doing these things, not looking at the clock wondering when it will be over. Planning parties and social media also involve my creativity skills, which was a top interest domain in the LIM assessment tool. I enjoy going to family dinners and trying new restaurants, which tap into my social and relaxation interests and satisfaction domains from the LSM and LIM assessment tools. Both
Rising mostly through self-efficacy and outcome expectations, career-related interests foster educational and occupational choice goals (Bandura, 1997). Especially to the extent that they are clear, specific, strongly held, stated publicly, and supported by significant others, choice goals make it more likely that people will take actions to achieve their goals (Lent, Hackett, Brown, 1999). Their subsequent performance attainments provide valuable feedback that can strengthen or
Personality is defined as a combination of characteristics or qualities that make up an individual’s character. There are tests that can help one decode their personality and understand their quality of what it means to be a person. The Myers-Brigg Type Indicator and the Big Five or Five Factor Model ate such tools. The Myers-Brigg Type Indicator is a psychological self-assessment which provides some insight to the takers personality. Although it can be a tool used for career planning and leadership development, the Myers-Brigg Type Indicator is better classified as a personality test that depending on the results of the assessment can help one with their decision making skills, build stronger relationships, and
The Myers-Briggs Type Indicator is another model that attempts to inventory personality traits. Isabel Briggs Myers created the MBTI based on psychologist Carl Jung’s work regarding psychological types. Myers developed the model to “help people understand themselves and each other so they could find work that matches their personality.” (Phillips & Gully, 2014) Four scales are explored with the MBTI. The first scale assesses extroversion/introversion; the same idea described in the first dimension of the Big Five. The second scale identifies sensing or intuitive individuals. Sensing individuals are detail and fact oriented when focusing on information, whereas intuitive people interpret and add meaning to information. The third scale classifies
According to Strong Interest Inventory, it reveals that my personal values and potential skills can be a strong fit for law enforcement occupation. My highest personal preference is working with people, learn by doing, lead by taking charge, taking risks, and enjoy participating in teams. Working with others enhances my interpersonal skills that can help me make quick and decisions in any circumstances.
Some observations on interest’s. We may make several observations’ about interests and types of interests.
Lowman, Rodney L. (1991). The Clinical Practice of Career Assessment: Interest, Abilities, and Personalities (1st ed.). Washington: American Psychological Association.
When people ask me about my interests, I’m usually unsure of what to say. I find it difficult to define myself in broad terms and generalities akin to ‘interests’. I usually like specific things and not generalities. Similarly I find it difficult to define myself. Who I am on the outside and who I am on the inside are intertwined through my race and yet still do not dictate one another. My ideas of the person I want to become is equal in emotional to professional parts.
This is a multi-dimensional scale. It consists of 50 items that are in a statement form with a four-point rating. Separate forms are there for men and women The scale gives two types of scores : total score and subscale scores on twelve relation...
These group behaviors affect career development to a great extent. These factors can influence how a person thinks and later affect his decisions and his relations in his daily life. Vigroli (2009) investigated the role of adolescent global self-esteem and career indecisions on the relationship b/w mother and father attachment and self-esteem. The personality and interest are not the only criteria for choosing a career. An individual aptitude and intellectual abilities are equally of great importance. An aptitude is a potential for success in an area after undergoing same training but a layman may define aptitude as a flair for something. The context in which people live, their personal aptitudes, and educational attainment are other things that do influence people’s career
Social cognitive career theory (SCCT) emphasizes cognitive-person variables that enable people to influence their own career development, as well as extra-person, contextual variables, which enhance or constrain personal agency (Lent, Brown, & Hackett, 1994). SCCT attempts to understand the processes through which people form interests, make choices, and achieve varying levels of success in educational and occupational pursuits (Lent, Brown, & Hackett, 2000). Cognitive-person variables include qualities such as self-efficacy and personal goals that enable people to exercise personal control or agency in their own career development; while environmental variables consider a person’s physical attributes, features of their environment, and particular learning experiences which have influence on career-related interests and choice behaviors. Environmental variables can be further divided into two basic categories according to their relative proximity to the career choice-making process. Distal factors are those which have had an impact on the learning experiences through which expectations have developed, for instance the type of career role models to which one is exposed and the support or encouragement one receives for engaging in