CAP Leadership CoverNational Staff College
2
8 History of Myers-Briggs Type Inventory
9 CAP Leadership and the Myers-Briggs Type Indicator (Author’s
Commentary)
15-19 Type Explanations
MBTI Charts
Leadership Profiles
Composite MBTI Type Charts
Pacific Region Staff College National Staff College National
Commander’s Course National Commanders Distribution of Type in USA
as compared to CAP
44 Suggested Readings regarding the MBTI Inventory
2 Table of Contents
Foreword
The mission of the National Staff College (NSC) was designed to
enhance the leadership skills of the adult volunteers of Civil Air
Patrol (CAP) in their transition from leadership at lower level
executive echelons to national strategic leadership.
I have been part of the National Staff College experience over the
past several years. I have functioned in various capacities as a
Seminar Leader, Curriculum Director and Deputy Direc- tor. The
Myers-Briggs Type Inventory (MBTI®) was administered to me as a
participant in the Pacific Region Staff College by the author. I’ve
witnessed the MBTI® administered many times over the years. This
inventory was/is extremely useful for the interaction of the semi-
nars during NSC. I have known the author for many years in both the
Region and National Staff College experience, and have observed his
administration of the inventory to CAP members. His work has
culminated in the results that are being presented in this
monogram.
The Region Staff Colleges (RSC), such as the one operated in the
Pacific Region, are gener- ally limited to CAP field grade members.
The majority of the participants who attend any of these Region
Staff Colleges will have held at least one or more leadership
positions at the various command levels in CAP. These leadership
positions are at the squadron, group, wing, regional levels. By the
time our members become graduates of the RSC, and attend the Na-
tional Staff College (and the chosen few who attend the National
Commander's Course), their leadership preferences are quite
ingrained in their command styles. The National Staff Col- lege,
and the National Commander's Course, is the premier schools/courses
for CAP mem- bers that assist and prepare them to accept regional
and national strategic level leadership in the CAP
organization.
The National Staff College introduces executive level thinking and
concepts as the banner for these adult members to follow in their
future volunteer assignments. The Myers Brigg Type Inventory®
(MBTI®) is one of the most valuable tools that we utilize to
provide useful and practical information to our participants. We
offer it as the first course of the NSC experi- ence. We know the
MBTI® value to our participants, and are delighted that we now have
rele- vant Civil Air Patrol MBTI® data and information to rely upon
in our effort to educate the great volunteer leaders within CAP. I
hope the author's data will stimulate thoughtful consid- eration,
discussion, and increased understanding about the MBTI® process of
developing CAP Leadership.
4
CAP Leadership and the Myers-Briggs Type Indicator (MBTI)®
The Author Lieutenant Colonel Cain, CAP, has been an administrator
and instructor of the Myers-Briggs Type Indicator ® at the Pacific
Region Staff College (1991-2006). He has also been the guest
instructor at the National Staff College (2002-2006), and the 2007
National Commander’s Course as he administered the MBTI® Indicator
to the volunteer leaders within the Civil Air Patrol. Lieutenant
Colonel Cain is Certified by the Center for The Application of
Psychological Types to administer the Myers-Briggs Type Indicator ®
(MBTI)®.
Lieutenant Colonel Cain is also a registered Practitioner for the
Association of Psychological Types, and has published articles on
MBTI®, as well as pre- sented research papers at both the 5th and
6th National Head Start Research Institutes, and the 16th and 17th
International Conferences of the Association of Psychological Types
Conferences.
Lieutenant Colonel Cain has been a Speaker and Course Leader for
the American Management Association, and is a lecturer known for
his ability to
bridge the worlds of theory and the practical applications of the
MBTI®. Lieutenant Colonel Cain has received a Master, and Doctorate
degrees in the areas of Organizational Behavior and Management
Systems.
© This Dilbert January 2000 comic strip panel reprinted with
permission of United Media, Inc., June 2006
5
Title: CAP Leadership and the Myers-Briggs Type Indicator
®(MBTI)®
Introduction: The Myers-Briggs Type Indicator ® (MBTI) ® provides a
foundation for un- derstanding and influencing individual and group
behavior at CAP management and exec- utive command levels. The
MBTI® is probably the most widely used personality prefer- ence and
psychological instrument utilized for team-building and
communications train- ing in organizations today. The inventory is
exceptionally well researched, valid, reliable, and is
non-judgmental in nature. The inventory is based on rich theory,
and is used inter- nationally. Air University administers the MBTI®
to the all officers who attend Squadron Officer School. As a matter
of fact, the instrument is presently being translated into nu-
merous other languages. Carl Jung's theory on psychological types
is generally assumed to transcend races, sexes and cultures as it
deals with the preference behavior of the human mind.
Over two million people take the inventory in any given year.
Annually, it is administered in the Pacific Region Staff College,
the National Staff College and the National Com- mander's Courses
to their participants. The data presented in this writing is from
the cu- mulative results of all participants’ inventories who
attended the various MBTI presenta- tions conducted from 1991-2007,
and therefore forms the basis of the CAP specific re- search data
in this monogram.
“Knowledge is the only instrument of production that is not subject
to diminishing returns.”
J.M. Clark
In the PACRSC (1991-2006), NSC (2001-2006) and Commander's Course
(1999-2007), the principles of the MBTI® were explained, validated,
utilized and ultimately practically applied by the participants
through their subsequent seminars experiences. Many of you have
taken the MBTI® before, and have hopefully found it to be useful
for identifying personal preferences in leadership styles…..your
own and others.
This block of instruction is intended to expose you to some of the
current data and trends in management and executive leadership as
it relates to the MBTI®. You will hopefully develop an
understanding of various personality types, and how these
differences can en- hance or detract an organization from reaching
its goals. You will also receive an evalua- tion of their own
personality type using the Myers-Briggs Type Indicator (Form M®).
In addition, you will be exposed to the concept of personality
diversity, as well as the con- cept of leading volunteers. Finally,
you will have opportunities to participate in several seminar
practicum designed to enhance the leadership principles being
articulated through the college’s overall presentation.
6
The three major areas of emphasis that follow are intended to
influence your need to…
1. think with a strategic and future view of the MBTI’s worth to
leadership; and 2. move towards an excelled management and
executive leadership model utilizing the
MBTI; and 3. be provided with some tools to help strengthen the CAP
organizational health
through the use of the MBTI.
These aforementioned areas correspond to the well-thought out
blocks of instruction for the NSC. The Myers-Briggs Type Inventory®
is only one of the many tools that will be instru- mental in
achieving competency during your stay in the National Staff College
experience.
A key to successfully navigating these blocks is to realize that
the end result of the NSC ex- perience is to better equip you and
your seminar members, enabling all of you to be better prepared to
accept and achieve management and executive leadership
assignments.
7
The MBTI® has been used successfully by many different
organizations like CAP to examine decision making/ problem solving
/communication patterns in team building.
Learning Objective: To apply the MBTI® framework to analyze and
enhance individual and group behavior at the Executive
levels.
Desired Learning Outcomes:
B. Identify how your preferences affect individual, group, and
organizational decision-making.
C. Contrast your four MBTI® preferences with your four
non-preferences (i.e., if your type is Introvert,
Sensing, Thinking and Judgment , your non-preferences would be
Extrovert, INtuitive, Feeling and
Perception.)
D. Discuss the significance of the Temperament Thinking, and
Judgment preference in Leadership with- in the CAP Regional and
National field grade levels.
1. How does the MBTI® help in the understanding and application of
concepts of psychological type?
2. How can the MBTI® be helpful in areas of interpersonal
relationships in the seminar work setting?
3. How does the MBTI® assists leaders in learning about their
strengths and potential blind spots in their reasoning
process?
4. What can participants gain as a better understanding through the
interpretation of how others experience the world around them, and
insights into how they can best serve as a leader for others?
5. How can the MBTI® helps in managing and resolving conflict
through the use of what individuals have learned about the MBTI
preferences?
6. What can be explained about how the MBTI® can be useful in
informing people at the same level, people in the same functional
area, and throughout a vertical hierarchy (Chain of Command)?
7. How can The MBTI® helps individuals gain an understanding of how
“their type” affects the way that they prefer to make decisions,
process information, and interact with others?
8. How does the MBTI® set the stages for discussion on
interpersonal relationships, conflict resolution and management and
supervision styles?
Questions For Seminar Study and Discussion
8
Year Event
1890s - 1920s Carl Jung (INTP), a noted Swiss Psychologist,
developed and published the book “Psychological Types”. He
identified four (4) basic functions which serve as a structure for
an individu- al’s personality. Those 4 domains were SENSING, INTUI-
TION, THINKING and FEELING.
1916 – 1930s Katherine Briggs (INFJ), a researcher, began study and
re- search in similarities and differences in human personality
during World War I. She began to integrate the work of Dr. Jung
with her own, and set the basic for today’s Meyers-Briggs Type
Inventory.
1930s – 2004 Isabel Myers (INFP), daughter and researcher, began
working with her mother toward more in-depth research and analysis
revolving around Jungian typology. Between the two, they de-
veloped what is today’s Myers-Briggs Type Inventory®.
1962 - 1975 The Educational Testing Service, began distributing the
in- ventory for research purposes.
1975-Present The Consulting Psychologists Press took over the
distribution and licensing of all forms associated with the
Myers-Briggs Type Inventory®.
Carl G. Jung was a Swiss psychologist, who practiced during the
late eighteen hundreds. Contrary to the thinking of the day, Jung
felt that a person’s psychological type primarily was a product of
genetic factors and that at birth or shortly thereafter, the
determinant of the way a person preferred to function in the world
was formed. In l92l Jung wrote a book called Psychological Types
that explained this theory. Jung identified four basic functions
that serve as a structure for an individual's personality.
Katherine Briggs, an educator, became interested in similarities
and differences in human personality during World War I. She began
to develop her own typology, largely through the study of
bibliographies. During her research, she discovered the existence
of Carl Jung's theory on personality types, which she began to
explore and elaborate on in her research. Katherine Brigg’s
daughter, Isabel Myers, having long been interested in her mother's
work in Jungian typology, was determined to develop an instrument
to define and make the theory a practical instrument for use. She
joined her mother, and began the task of developing an “item pool”
that would tap the attitudes, feelings, perceptions, and behaviors
of the different psychological types as described by Jung.
Forty years after the beginning of research (1962), the Educational
Testing Service, was sufficiently im- pressed with the Myers-Briggs
instrument that they offered to distribute the inventory for
research purposes. During the next decade, several well-known
psychologists and researchers began using the instrument and
writing about it. In 1975, publication of the Myers-Briggs Type
Inventory® was transferred to Consulting Psy- chologists Press Palo
Alto, California, to allow for more widespread worldwide use.
9
(Author’s Commentary)
"An extensive review of over 60 studies shows that the MBTI has
become a popular tool for management and organizational
development."
Psychological Type and Management Research: A Review. Christa L.
Walck, Michigan Technological University, Journal of Psychological
Types, Volume 24, 1992, p-13
The MBTI Type provides a logical, proven structure for
understanding a major portion of the differences between people.
Using the knowledge and tools developed from it can dramatically
improve leadership effectiveness. The key to effective leadership
is not any single leadership style; more importantly, it is the
ability to adapt leadership behavior to meet the requirements of
many different situations, and the needs of various people.
A good leader is someone who makes the system hum, attends to
policies, completes projects in a timely way, controls budgets,
connects systems, sets goals, and builds teams. They are al- so
someone who has vision and integrity, and has evolved a definite,
though flexible, leader- ship style. One that takes into account
not only their own aspirations, temperament, as well as their
personal and professional experience, but also the aspirations,
levels of competence and degree of moral consciousness of their
followers (whose ability to follow depends on nuances of their
ability to lead).
In regards to Leadership, the MBTI Type Inventory has provided a
logical, proven structure for understanding a major portion of the
differences between people. Therefore, the MBTI has also been used
to focus on how people’s behavior is actually consistent when it
comes to how they prefer to get information and make decisions. It
is also useful in informing people at the same level, people in the
same functional area, and throughout a vertical hierarchy of how
type and preference effects personal interaction.
I have utilized the Myers-Briggs Type Inventory as a base
information gathering tool for the past couple of decades. The end
use is always the eventual sharing of essential personality traits
and team-building information among the participants whom I’ve
administered the in- ventory. The validation and results of the
inventories were then utilized to discuss a wide range of issues
communications, to the influence of personality and temperaments in
the work- groups functions. I found that temperament was an
important part of defining and improving leadership
characteristics.
10
What are “Temperaments” (in terms of the MBTI)? A natural outgrowth
of the Myers- Briggs work by Katherine Briggs and Isabelle Myers
was the concept of distinct tempera- ments in the personality.
Combinations that describe the four temperaments are Sensing and
Judgment (SJ), Sensing and Perception (SP), Intuitive and Feeling
(NF) and Intu- itive and Thinking (NT).
These descriptions and concepts were developed and described in
modern form by David Keirsey and Marilyn Bates, and further
extended and refined by Linda Berens. The tem- peraments are
described and identified as Guardian (SJ), Artisan( SP), Idealist
(NF), and Rationalist (NT).
Keirsey and Bates found that selectively combining Intuition with
the two judging func- tions (NF and NT) and Sensing with Myers' two
orientations to the outer world (SJ and SP) produced a descriptive
personality system similar to the four temperaments Hippocra- tes
described centuries earlier. Modern temperament theorists,
therefore, use selected type constructs theory that are identified
by answering the MBTI in order to approximate the constructs
specified by temperament.
It is important to recognize that temperament is not a variant of
type theory, nor is type theory a variant of temperament. Type
theory and temperament theory are two sepa- rate systems for
explaining personality that are independent of each other in
origin, the number and kind of basic elements each hypothesizes and
in the way each theo- ry’s elements are combined. Both type and
temperament theory share a common goal of identifying, describing,
and appreciating individual differences in personality that emerge
from a set of theoretical constructs.
I suggest that a good leader is someone who makes the system hum,
attends to policies, completes projects in a timely way, controls
budgets, connects systems, sets goals, and builds teams. They are
also someone who has vision and integrity, and has evolved a defi-
nite, though flexible, leadership style. A style that takes into
account not only their own aspirations, temperament, as well as
their personal and professional experience, but also the
aspirations, levels of competence and degree of moral consciousness
of their followers (whose ability to follow depends on nuances of
their ability to lead). In other words, a good leader possess and
exercise all four of the temperaments to some degree, while fully
understanding the personalities and temperaments of those around
them.
The work done by Keirsey and Bates, and others, and corroboration
through my data from a 16 year study show that Type and
Temperament, specifically Sensing/Judging and In- tuition/Thinking,
are predominate types among CAP leadership, and likely does plays a
significant and relevant role in leadership in a voluntary
organization like CAP.
11
Sensing and Judgment (SJ) and Intuitive/Thinking (NT) in CAP
Leadership
The Predominate Temperament of the Leadership within this study of
RSC/NSC participants tend to be SJ (as well as National
Commanders), and NT for the Commanders Course. SJ is said to sta-
bilize the organizations that they belong to by being dependable,
sticking to routines, and creating standard operating
procedures.......the chart shows the percentage of SJs in all
groups of this study (as well as descending order of each of other
types).
Composite Types Pacific Region Staff
College
ISTJ
ESTJ I-245/ S-321/ T-376/ J-337 E-233/S-207/T-265/J-285
E-68/N-62/T-68/J-95 E-5/S-5/T-5/J-5
What is evident and demonstrated in the above data is that SJ is a
predominant Temperament theme for both the participants in the
Pacific Region and National Staff Colleges, as well as with the
past and current National Commander’s. Prior to the 2006
Commander’s Course, it was the predominant tem- perament trait for
that group also. It should be note that NT is second in total
occurrence, with the ex- ception of the National Commander category
(which it is # 1)
In the chart below, there is a complete listing of the percentages
of all Temperament Types represented in this study.
Sensing/Judging:
SJ Intuitive/Thinking:
NT Intuitive/Feeling:
NF Sensing/Perception:
SP SJ's have a love for Structure in developing Responsibility and
Utility in their followers.
NT's have a love for growth of Knowledge and Skills in their fol-
lowers.
NF's have a love for developing Identity and Integrity in their
followers.
SP's have a love for growth of Spontaneity and Freedom in their
followers.
RSC - 56.2% NSC - 44.5% CC - 39.7% NC – 44.0%
RSC - 20.5% NSC - 32.9% CC - 39.6% NC – 0.0%
RSC - 8.9% NSC - 12.5% CC - 13.8% NC – 28.0%
RSC - 14.4% NSC - 10.1% CC - 6.9% NC 28.0%
My Extended Thoughts on Temperament and Leadership
I suggest that the temperament traits of the SJ’s developing
Responsibility and Utility, and the NT’s growth of Knowledge and
Skills are active descriptions that are consistent with what we
hope to develop in CAP volunteers through collaboration; and that
is acceptance of respon- sibility and achievement of both growth
and the knowledge and skill levels of all in those vol- unteers
that we lead.
Therefore, I am convinced that we in CAP rely most on these
predominant temperament traits (SJ and NT) in convincing others
that are volunteers to follow based on developing Responsi- bility
and Utility, and growth of Knowledge and Skills . We have an
understanding that power has it’s limits, and realize that “it is
easier to lead a horse to water, knowing we can’t make it
drink…..but learning dictates that if it is thirsty…..it will drink
sooner or later!” This style is primarily associated with the
aforementioned principles, and is indicative of the theme behind
collaborative leadership of volunteers.
12
What is Collaboration and Collaborative Leadership of
Volunteers?
Collaboration is defined as a relationship for learning where new
ideas are seen as possibili- ties, not mandates.
Leading authorities define the role of Collaborative Leadership as
the ability to engage oth- ers by designing constructive processes
for working together, convening the appropriate stake- holders and
facilitating and sustaining their interaction. This indeed reflects
the role of those who want to work with and lead, rather than
manage volunteers.
Collaborative leaders…..
create environments in which people feel safe. They do this by
walking the talk and demon- strating and by being clear and upfront
about the boundaries which apply to work and rela- tionships within
the group. Most importantly their whole attitude is one of working
collabo- ratively and working with volunteers.
encourage volunteers to take on particular roles. They do this
through personal engagement, suggestion and influence rather than
through direction or formal delegation. They do un- derstand the
fundamentals of delegating projects and roles rather than tasks and
avoid pre- scribing the how. They link these roles and projects
back to the vision and values of the group and discuss how this can
be put into action.
act as linkers and relationship builders. They know the various
skills and interests within their program and link skills to
project and one person to the other. Central to their style is a
manner of communication which is in line with the group’s style and
approach. This means that they are usually democratic in style and
spend a lot of energy engaging people in thinking about what to do
and how to do it.
encourage and engage new volunteers in an increasing level of
involvement and responsi- bility, while recognizing that some just
want to stay put. They do this through increasing the complexity
and range of work the volunteer is involved in, through setting up
a range of leadership roles across the organization and by
encouraging, recognizing and supporting leadership acts from all
the staff they work with.
manage the work - particularly the different levels of involvement,
making it happen, driv- ing the processes. They facilitate
involvement. They are responsive too, to organizational ebbs and
flows; to volunteers’ changing interests, skills and
aspirations.
13
Leadership of Volunteers
One of the most helpful resources that I have discovered, is a
book, “Volunteers: How to get them how to keep them” by Helen
Little. There is a detailed listing of thirteen basic needs of
every volunteer. The 13 Basic needs of every volunteer are to
provide:
1. specific, manageable tasks with a beginning and an end. 2. tasks
that matches interests and reasons for volunteering 3. a good
reason for doing the task. 4. written instructions 5. a reasonable
deadline for completing the task. 6. freedom to complete the task
when and where it is most convenient for the volunteer 7.
everything necessary to complete the task without interruption. 8.
adequate training 9. a safe, comfortable, and friendly working
environment. 10. follow-up to see that the task is completed. 11.
an opportunity to provide feedback when the task is finished. 12.
appreciation, recognition and rewards that match the reasons for
volunteering. 13. value added to encourage the unit to support
volunteer efforts.
Collaboration and Power
For a CAP leader to effectively understand the motives, desires of
their followers, there is an evolution of utilizing personal power
in their leadership styles, and a recognition of which power styles
will help them achieve their own highest collaborative leadership
potential. Pow- er can be considered to include a variety of
approaches to exerting influence over others and may stem from a
number of different sources. These involve the use of rewards,
punishment, or persuasion. Leaders must determine whether the
circumstances indicate that influence based on the ability to
reward, to punish, or to persuade is most likely to accomplish his
or her ends. There is a need to understand the definitions of
Power, and how they affect leadership.
Types of Power
The Air Force has time honored chain of command structure, and
therefore sets the standard for the power exhibited by their
officers. The difference is that CAP must rely on it's leaders to
have "buy-in" to the concept of Chain of Command on a voluntary
basis.
Air Force
Formal Authority: The power that derives from a formal position
within a structure that con- fers certain decision-making
prerogatives. This is the power of a President.
Sanction Power: The ability (or perceived ability) to inflict harm
or to interfere with a party's ability to realize his or her
interests. This is the power of a Commanding Officer.
14
Procedural Power: The control over the procedures, by which
decisions are made, separate from the control over those decisions
themselves. This is the power of a Judge Advocate Gen- eral.
Civil Air Patrol
Expert/Information Power: The power that is derived from having
expertise in a particular area or information about a particular
matter. This the power of a FAA CFII.
Associational and/or Referent Power: The power that is derived from
association with other people with power. This is the power of Wing
or Region Staff members.
Resource Power: The control over valued resources (money,
materials, labor, or other goods or services). The negative version
of this power is the ability to deny needed resources or to force
others to expend them. This is the power of Wing Headquarters, as
it relates to requests made by Squadrons for needed
resources.
Nuisance Power: The ability to cause discomfort to a party, falling
short of the ability to apply direct sanctions. This a by-product
of a member’s complaint to an Inspector General.
Habitual Power: The power of the status quo that rest on the
premise that it is normally easier to maintain a particular
arrangement or course of action than to change it.
Both Air Force and Civil Air Patrol
Moral Power: The power that comes from an appeal to widely held
values. Related to this is the power that results from the
conviction that “one is right”.
Conclusion
My major hope in presenting the information (additional data that
follows) in this monogram is that as a leader, you will gain a
better understanding of how others experience the world around
them, and insights into how you can best serve as a leader for each
of them. Primarily the objective of this monogram is to complement
the course instruction, and thereby furthe the basic objectives of
the MBTI® stated earlier in this publication.
What do I envision as a furtherance from publishing this monogram?
I would like to update the contents of this ongoing study with what
I learn, and hear, from the participants that I encoun- tered in my
role as an instructor at the various Staff Colleges……Let me hear
from you, and tell me…….. “How the MBTI® has helped you in your
present and future leadership roles?” I welcome both your input and
success stories that will help us all understand the value of what
I consider to be a wonderful tool for leadership!
Contact me at
[email protected]
20 Composite MBT Participants
The following sections list the details of the specifics aspects of
the MBTI® with an insight into the learning styles and
characteristics of each Type.
16 Introvert (I) and Extrovert (E)
16
INTROVERT "Closed for processing......Come back later!"
Introvert relates more easily to the inner world of ideas, than to
the outer world of people and things.
Learning style: Needs time to think about a problem or consider all
the facts, particularly before a group discussion or problem-
solving session; wants to understand a concept or new situation
before experiencing it.
EXTROVERT “Open 24 hours a day....Come on in and let's talk!”
Extrovert relate more easily to the outer world of people and
things, than the inner world of ideas.
Learning style: Needs to talk about a story or solve a problem with
an individual before working alone; does best watching or trying an
experiment before the concept is explained; learns by trial and
errors; when concentration is required, needs an environ- ment free
of distractions.
Introvert
Like quiet for concentration Are interested in the idea behind
their job
Tend to be careful with details, dislikes sweeping statements
Dislike telephone intrusions and interruptions
Have trouble remembering names and faces Likes to think a lot
before they act, sometimes without acting
Tend not to mind working on one project for a long time without
interruption
Have some problems communicating
Likes variety and action Often act quickly sometimes without
thinking
Tend to be faster, dislikes complicated procedures Usually
communicates freely
Are often impatient with long slow jobs Are interested in the
results of their job, in getting it done, and in how people do
it
Are often good at greeting people Often do not mind the
interruption of answering the telephone
17
Sensing (S) and Intuitive (N) (How you gather data/information to
make your decisions)
SENSING "What is/What is not....Details...Facts....Bridging the
gap."
Sensing would rather work with the known facts, than look for
possibilities and relationships
Learning style: Seeing is believing. Does well with films,
television and other audiovisual aids. Like activities that require
careful observation, memory and hands-on experience. Does well with
drills. Likes to know how something works and gets practical ex-
amples of concepts. Wants to get to new information one step at a
time. Recalls previously learned facts.
INTUITIVE "What could be....Impact...Feelings!"
Intuitive would rather look for possibilities and relationships,
than work with known facts.
Learning Styles: Does well with tasks that challenge the
imagination and open-ended problems that allow for many different
solu- tions; enjoys self-paced learning; better with learning new
skills than applying old ones.
Sensing
Dislikes new problems unless there are standard ways to solve
them
Are patient with routine details
Likes an established way of doing things Are impatient when details
get complicated
Works more steadily, with realistic idea of how long it will take
Are not inspired, and rarely trust the inspiration when they are
seeking facts
Enjoys using skills already learned, more than learning new ones
Seldom make errors of fact
Usually reach a conclusion step by step Good at precise work.
Intuitive
Like solving new problems Are impatient with routine details
Dislike doing the same thing repeatedly Are patient with
complicated situations
Enjoy learning a new skill more than using it Follow their
inspirations, good or bad
Work in bursts of energy powered by enthusiasm, with slack periods
in between
Frequently make errors of fact
Reach a conclusion quickly Dislike taking time for precision
18
Thinking (T) and Feeling (F) (Basis for how you make
decisions)
THINKING "Data, value, thoughts, and lastly feelings equals a
logical answer and outcome."
Thinking base their judgments more on impersonal analysis and
objective reasoning, than on their personal values
Learning style: Belief in competence of teachers, peers and self is
important; needs an opportunity to solve problems by collecting,
organizing and evaluating data and to know criteria.
FEELING "Feelings take over and logic goes out the window!"
Feeling base their judgment more on personal values, than on
impersonal analysis and logic
Learning style: Needs to feel appreciated as a person, not for work
or performance; personal and encouraging remarks on papers are
treasured; group conflicts and competition cause stress; works well
in group projects; like to know how materials affect people.
Thinking
Do not show emotion readily and are often uncomfortable with
dealing with people's feelings
Tend to decide impersonally, sometimes paying insufficient
attention to people's wishes
May hurt people's feelings without knowing it Tend to be
firm-minded
Like analysis and putting things into logical order Are able to
reprimand people or fire them when necessary
Can get along without harmony Are more analytically oriented.
Respond more easily to people's thoughts
Feeling
Tend to be very aware of other people and their feelings Needs
occasional praise
Enjoy pleasing people, even in unimportant things Dislike telling
people unpleasant things
Like harmony. Efficiency may be badly disturbed by office feuds Are
more people-oriented. Respond more easily to people's values
Often let decisions be influenced by their own or other people's
personal likes and dislikes
Tend to be sympathetic
19
Judgment (J) and Perception (P) (How you plan and put order to your
life)
JUDGMENT "In order....and keep it in order!"
Judgments like a planned, decided, orderly way of life, better than
a flexible and spontaneous way.
Learning style: Needs an established group routine; requires clear
assignments and precise guidelines; likes to finish one assign-
ment before another; may enjoy organizing activities.
PERCEPTIVE "Goes with the flow....rides with the tide.....and there
is not any finality!"
Perceptives like a flexible and spontaneous way of life, better
than a planned, decided and orderly way.
Learning style: Needs flexible instructors and freedom to move
around; because the individual is so open to new information,
assignments may be done at the last minute and turned in late; has
hard time making decisions; may start too many projects that remain
unfinished; too much routine can lead to misbehavior; responds to
behavior contracts, with freedom as the reward.
Judgment
Work best when they can plan their work, and work their plan May
not notice new things that need to be done
Like to get things settled and finished Want only the essentials
needed to begin their work
May decide things too quickly Tend to be satisfied once they reach
judgment on a thing, situation, or person
May dislike to interrupt the project they are on for a more urgent
one
Perceptive
Adapt well to changing situations May postpone unpleasant
jobs
Do not mind leaving things open for alterations Want to know all
about a new job
May have trouble making decisions Tend to be curious and welcome
new light on things, situations, or person
May start too many projects and have difficulty in finishing
them
20
National Staff College 378 (6 Years)
National Commander's Course
116 (9 Years)
The Myers-Briggs Type Inventory® is probably the most widely used
psychological in- strument for teambuilding and communications
training in organizations today.
We live and think differences, and MBTI® “Type” shows us a way to
be respectful of those differences. The MBTI® has been used
successfully by many volunteer organiza- tions to examine decision
making/ problem solving communication patterns in team building.
The findings of the 941 CAP Inventories [Pacific Region Staff
College (PACRSC) - 447, National Staff College NSC) - 378, National
Commander’s Course (NCC) -116] have pointed to various
interpersonal trends and comparisons as they relate to the
interaction between various participants at these events (1991-2006
for the PA- CRSC, 2001-2006 for the NSC, and 1999-2007 for the
NCC).
21
Page Type
22
ISTJ: Introverted, Sensing, Thinking and Judgment Type
Characteristics of ISTJ: Doing What Should be Done
Serious, quiet, earn success by concentration and thoroughness.
Practical, orderly, matter-of-fact, logical, realistic and
dependable. See to it that everything is well organized. Take
responsibility. Make up their own minds as to what should be
accomplished and work toward it steadily, regardless of protests or
distractions.
Live their outer life more with thinking, inner more with
sensing.
Leaders that are Dominant Introverted Sensing (ISTJ)
While not directly seeking leadership positions, ISTJs are often
placed in such roles. They build a rep- utation for reliable,
stable, and consistent performance that causes others to select
them to lead. As leaders, ISTJs use their past experience and their
factual knowledge in their decision making. They focus on the
immediate, the practical, and the tangible. They respect
traditional, hierarchical ap- proaches and seek to reward those who
get the job done by following the rules and standard operating
procedures. In their view, rewards should go to outstanding
contributors who do not violate the rules while completing their
work. ISTJs are more task oriented than relationship oriented in
their style. Since results speak louder than works, they may not
verbally acknowledge the contributions of those they lead. They
often pattern themselves after those who have led them, especially
if that style pro- duced results they liked. Seeing others use
different styles that work may cause the ISTJ to loosen up. When
there is no pattern or model for ISTJs, they are likely to lead by
setting a standard and expect- ing others to do their duty. ISTJs
know and carefully follow company policies and procedures. If any-
thing is to be held at a certain time, it will be held then unless
a higher priority supersedes it.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ISTJ 0 0 10 62 45 12 1 130 29% National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
ISTJ 0 3 28 23 0 0 0 54 14%
Commander's Course CC Percentage
ISFJ: Introverted, Sensing, Feeling and Judgment
Type Characteristics of ISFJ : High Sense of Duty
Quiet, friendly, responsible and conscientious. Work devotedly to
meet their obligations and serve their friends and job. Thorough,
painstaking, and accurate. May need time to master technical sub-
jects, as their interest are not often technical. Patient with
detail and routine. Loyal, considerate, concerned with how other
people feel.
Leaders that are Dominant Introverted Sensing (ISFJ)
ISFJs may be selected for positions of leadership based on their
conscientiousness, follow through, dependability, and mastery of
previous assignments. While they may be hesitant to accept leader-
ship positions at first and, in fact, do not outwardly seek
leadership positions, they will step in when asked because of their
sense of duty and responsibility. They expect compliance with
organizational needs, structure, hierarchy, and tend not to ask
others to do things that they themselves would not do. They keep
track of the details and focus their knowledge to achieve practical
results.
Live their outer life more with feeling, inner more with
feeling.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ISFJ 0 0 1 9 8 1 1 20 4% National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
ISFJ 0 2 11 11 0 0 0 24 6%
Commander's Course CC Percentage
INFJ : Introverted, Intuitive, Feeling and Judgment
Type Characteristics of INFJ: Inspiration to Others
Succeed by perseverance, originality and desire to do whatever is
needed or wanted. Put their best efforts into their efforts into
their work. Quietly forceful, conscientious, concerned for others.
Respected for their firm principles. Likely to be honored and
followed for their shear convictions as to how best to serve the
common good.
Live their outer life more with intuition, inner more with
feeling.
Leaders that are Dominant Introverted Intuition (INFJ)
INFJs lead through their quiet yet persistent and determined effort
toward long-range goals for them- selves, others, and their
organizations. In working toward their vision, they win cooperation
rather than demand it. INFJs work to make their insights real and
are able to inspire others with their ideas. They use low-key soft,
yet intense and determined course of action. When they do not
directly lead others, they may still act as facilitators between
people. In meetings, they focus on both people and new ideas. INFJs
may lead by becoming champions for ideas or causes.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
INFJ 0 0 0 6 2 1 0 9 2%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
INFJ 0 0 1 3 4 0 0 8 2%
Commander's Course CC Percentage
INTJ: Introverted, Intuitive, Thinking and Judgment
Type Characteristics of INTJ: Everything has Room for
Improvement
Have original minds and great drive that they use only for their
own purposes. In fields that appeal to them they have a fine power
to organize a job and carry it through with or without help.
Skeptical, critical, independent, determined, often stubborn. Must
learn to yield less important points in order to win the most
important
Live their outer life more with thinking, inner more with
intuition.
Leaders that are Dominant Introverted Intuition (INTJ)
In INTJ terms, leadership means a person who is willing to
conceptualize, design, and build models, strategies, and systems to
attain organizational goals. INTJs act strongly and forcefully in
the field of ideas and hard work to make them become reality. They
are tough-minded and drive themselves and others. They are more
task than relationship oriented, and may need to learn to say an
appropriate word of thanks to others. INTJs are people who enjoy
reorganizing and will take on entire systems when necessary. They
may get so deeply involved in a task that they respond to little
else in their work or home environment. Once a decision or a goal
is conceived, the INTJ moves toward that deci- sion and is not
willing to stop. Effective INTJ leaders are those who are willing
to invoke others in their model, realizing that congenial
relationships are necessary to achieve their goals. To enhance
their impact, INTJs need to use persuasive and political skills to
make their ideas realities.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
INTJ 0 0 5 12 7 2 0 26 6% National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
INTJ 0 3 14 15 0 0 0 32 9% Commander's Course CC
Percentage
Percentage
ISTP: Introverted, Sensing, Thinking and Perception
Type Characteristics of ISTP: Ready to Try Anything Once
Cool onlookers, quiet, reserved, observing and analyzing life with
detached curiosity and unexpected flashes of original humor.
Usually interested in impersonal principles, cause and effect, or
how and why mechanical things work. Exert themselves no more than
they think necessary, because any waste of energy would be
inefficient.
Live their outer life more with sensing, inner more with
thinking.
Leaders that are Dominant Introverted Thinking (ISTP)
The ISTP leadership style is one of leading through action, by
setting an example. They respond quickly when trouble is at hand.
They operate logically from their internal ruling principles They
give their staff the necessary information to do their jobs,
allowing them to complete their work in their own fashion. ISTPs
hold to an egalitarian approach in the midst of hierarchy and
authority They pre- fer to be managed loosely and with minimal
supervision, and they manage others in similar fashion.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ISTP 0 1 2 14 7 2 6 32 7%
National Staff College Type Gen Col Lt Col Major Captain 1st Lt 2nd
Lt NSC
Percentage
ISTP 0 0 2 6 0 0 0 8 2%
Commander's Course CC Percentage
ISFP : Introverted, Sensing, Feeling and Perception
Type Characteristics of ISFP: Sees Much.....Shows Little
Retiring, quietly friendly, sensitive and modest about their
abilities. Shuns disagreements, do not force their opinions or
values on others. Usually do not care to lead but are often loyal
followers. May be rather relaxed about assignments or getting
things done, because they enjoy the present moment and do not want
to spoil it under haste or exertion.
Live their outer life more with sensing, inner more with
feeling.
Leaders that are Dominant Introverted Feeling (ISFP)
The ISFP leadership style is one that involves personal loyalty as
a means of motivating others. ISFPs prefer an egalitarian and
cooperative team approach and are more apt to lead others by praise
and en- couragement than by criticism They persuade others by
gently tapping into others' good intentions. When in emergency and
crisis situations, they particularly rise to meet those challenges,
adapting and dealing with what is needed at that moment. ISFPs
generally do not seek direct leadership roles unless the situation
or others demand that they do.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ISFP 0 0 0 1 0 0 0 1 1%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
ISFP 0 0 4 4 0 0 0 8 2%
Commander's Course CC Percentage
INFP: Introverted, Intuitive, Feeling and Perception
Type Characteristics of INFP: Performs Noble Duty to Aid the
Organization
Full of enthusiasm and loyalties, but seldom talk of these until
they know you well. Care about learn- ing ideas, language, and
independent projects of their own. Tend to undertake too much, then
some- how get it done. Friendly, but often too absorbed in what
they are doing to be sociable or notice much.
Live their outer life more with intuition, inner more with
feeling.
Leaders that are Dominant Introverted Feeling (INFP)
The INFP leadership style is subtle, gentle, indirect, and
inclusive of others. INFPs do not confront people head-on, but
rather work with them to get the job done. Their style is not an
aggressive one but is highly persistent; only reluctantly do INFPs
assume leadership roles. They lead with their values in mind, and
these guide them. They prefer not to take a hand-on approach with
others but to allow them to achieve in independent ways. They are
facilitative rather than directive. They encourage others by
appreciation and praise. Critiquing others does not come easily to
them. As leaders, INFPs may not confront situations directly, in
pall because they do not like conflict. Whenever possible, they
would rather wait for a situation to work itself out, since they
trust that people will work things through. Careful timing is very
important in their styles. They are often able to wait out refusals
and objections from others, and eventually to find a way to get
done what they really want. They do not like follow- ing all rules
and regulations, but they are not overtly rebellious. They seek to
get things done in their own style.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
INFP 0 0 1 4 2 0 1 8 2%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
INFP 0 0 2 4 0 0 0 6 1%
Commander's Course CC Percentage
INTP: Introverted, Intuitive, Thinking and Perception
Type Characteristics of INTP: Love of Problem-Solving
Quiet, reserved, brilliant in writing proposals, especially in
theoretical or abstract issues. Logical to the point of
hair-splitting. Interested mainly in ideas, with little liking for
parties or small talk. Tend to have very sharply defined interests.
Need to chose careers where some strong interest of theirs can be
used and useful.
Live their outer life more with intuition, inner more with
thinking.
Leaders that are Dominant Introverted Thinking (INTP)
As leaders, INTPs focus on logic and principles, leading others)
the strength of their ideas. They are able to analyze problems and
goals conceptually and apply logical systems thinking to meet
organizational needs. Generally, INTPs do not seek traditional
leadership roles, preferring autonomy for themselves and others.
They do their best when leading other independent, idea-focused
people. INTPs relate to others based on their expertise, not their
position or status in hierarchy. As leaders, INTPs tend to inter-
act intellectually rather than emotionally and appeal to their
followers using their logical thanking rather than personal
example.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd
Lt Total PACRSC
INTP 0 1 2 4 5 4 3 19 4%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd
Lt NSC Percentage
INTP 0 0 10 5 0 0 0 15 4%
Commander's Course CC Percentage
ESTP: Extroverted, Sensing, Thinking and Perception
Type Characteristics of ESTP: Ultimate Realist
Matter-of-fact, do not worry or hurry, enjoy whatever comes along.
Tend to like mechanical things and activities, with friends on the
side. May be a bit blunt or insensitive. Can do logic or abstract
issues when they see the need. Dislikes long explanations. Are best
with real things that can be worked, handled, taken apart and put
back together.
Live their outer life more with sensing, inner more with
thinking.
Leaders that are Dominant Extraverted Sensing (ESTP)
The ESTP leadership style is one that takes charge readily,
especially in crises. ESTPs have a direct and assertive style, and
they move ahead with it necessarily paying attention to all of the
rules. They find the immediate cause of problems and seek immediate
solutions. They can react to any given situa- tion, expedite it and
make it work. They hear different sides of the problem, make
decisions, and keep things moving.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ESTP 0 0 0 10 12 2 2 26 6%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
ESTP 0 2 4 7 0 0 0 13 3%
Commander's Course CC Percentage
ESFP: Extroverted, Sensing, Feeling and Perception
Type Characteristics of ESFP: You Only Go Around Once in Life
Outgoing, easygoing, fond of a good time. Likes activities and
making things. Knows what’s going on and joins in eagerly. Finds
remembering facts easier than mastering theories. Are best in
situations that need sound common sense and practical ability with
people as well as with things.
Live their outer life with sensing, inner more with feeling.
Leaders that are Dominant Extroverted Feeling (ESFP)
The ESFP leadership style is one that promotes good will and team
work. ESFPs are quickly adaptable and thus able to guide others in
crisis situations, unless that crisis is one of disharmony among
people. In such a situation, they may get caught up with their
emotions. ESFPs are able to make things happen by focusing on
immediate problems and using their ability to work with people.
They are more relationship than task oriented but will work hard on
the task part when the people part is going well.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ESFP 0 0 3 3 0 0 0 6 1%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
ESFP 0 0 4 3 3 0 0 10 3%
Commander's Course CC Percentage
ENFP: Extroverted, Intuitive, Feeling and Perception
Type Characteristics of ENFP: Giving Life an Extra Squeeze
Warmly enthusiastic, high-spirited, ingenious, imaginative. Able to
do almost anything that interests them. Quick with a solution for
any difficulty and ready to help anyone with a problem. Often rely
on their ability to improvise instead of preparing in advance. Can
always find compelling reasons for whatever they want.
Live their outer life more with intuition, inner more with
feeling.
Leaders that are Dominant Extraverted Intuition (ENFP)
ENFPs are energetic and enthusiastic leaders who are likely to take
charge when a new endeavor needs a visionary spokesperson. ENFPs
are values-oriented people who become champions of causes and
services relating to human needs and dreams. Their leadership style
is one of soliciting and rec- ognizing others' contributions and of
evaluating the personal needs of their followers. ENFPs are often
charismatic leaders who are able to help people see the
possibilities beyond themselves and their current realities. While
they vary in their approaches to leadership. ENFPs usually function
as cata- lysts.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ENFP 0 0 1 4 2 1 1 9 2%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
ENFP 0 0 8 6 0 0 0 14 4%
Commander's Course CC Percentage
ENTP: Extroverted, Intuitive, Thinking and Perception
Type Characteristics of ENTP : One Exciting Challenge After
Another
Quick, ingenious, good at many things. Stimulating company, alert
and outspoken, argue for fun on either side of a question.
Resourceful in solving new and challenging problems, but may
neglect routine assignments. Turn to one new interest after
another. Can always find logical reasons for what- ever they want
or do.
Live their outer life more with intuition, inner more with
thinking.
Leaders that are Dominant Extroverted Thinking (ENTP)
ENTPs seek leadership roles that allows them to make their mark and
have impact. They may develop theoretical models to address
individual and organizational needs. They are able to apply logical
systems thinking and use compelling reasons for whatever position
they take. They encourage inde- pendence in their followers and act
as catalysts between people and systems. ENTPs can be skilled at
generating enthusiasm for their new approach. They may like a
certain amount of limelight, and they tend to adopt a "sink or
swim" approach to training staff. They will describe the big
picture, pointing others in the right direction and assuming the
rest will follow. The discourage dependence on the part of their
employees, and they encourage initiative. As leaders, they tend to
allow a great deal of free- dom to others and do not typically work
in a hands-on approach.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ENTP 0 1 1 6 4 4 0 16 3%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC Per-
centage
ENTP 0 3 6 10 0 0 0 19 5%
Commander's Course CC Percentage
ESTJ: Extroverted, Sensing, Thinking and Judgment
Type Characteristics of ESTJ: Life’s Administrator
Practical realists, matter-of-fact, with a natural head for
business. Not interested in subjects they see no use for, but can
apply themselves when necessary. Like to organize and run
activities. Tend to run things well, especially if they remember to
consider other people'’ feelings and points of view when making
their decisions.
Live their outer life more with thinking, inner more with
sensing.
Leaders that are Dominant Extroverted Thinking (ESTJ)
The ESTJ leadership style is the one on which many American
businesses are based Whenever situa- tions require a leader, ESTJs
take charge quickly and give advice directly, whether solicited or
not. When situations are off track, ESTJs want to know what
happened, why it happened, and how it is going to be fixed. ESTJs'
opinions of what ought to be done are based on their past
experiences. They are more task than relationship oriented and can
appear to others as tough, driven, or heartless. They are quick,
crisp, and direct in getting at the core of the situation, and
while they invite input from others, they expect them to adhere to
the ESTJ's final decision.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ESTJ 0 2 10 41 29 7 2 91 20%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
ESTJ 0 5 29 32 0 0 0 66 18%
Commander's Course CC Percentage
ESFJ: Extroverted, Sensing, Feeling and Judgment
Type Characteristics of ESFJ : World’s Host
Warm-hearted, talkative, popular, conscientious, born cooperators,
active committee members. Al- ways doing something nice for
someone. Works best with plenty of encouragement and praise. Little
interest in abstract things or technical subjects. Main interest is
in things that directly and visibly affect people’s lives.
Live their outer life with feeling, inner more with sensing.
Leaders that are Dominant Extraverted Feeling (ESFJ)
The ESFJ leadership style is one of leading through attention to
personal values and the needs and wants of others. When a situation
requires someone to take charge and no one does, the ESFJ will
often volunteer. In taking charge ESFJs will work to gain the
goodwill and cooperation of others. ESFJs keep their people well
informed and set a personal example of hard work and follow through
to uphold their own and their organization's commitments. They
expect others to work as hard as they do. When others do not meet
their standards, they often feel disappointed and coach them until
things are made right; then all is forgiven. Sometimes ESFJs may
hesitate to act as quickly as needed with performance issues, out
of their concern to keep the relationship harmonious.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ESFJ 0 0 4 5 3 3 0 15 3%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
ESFJ 0 1 12 11 0 0 0 24 6%
Commander's Course CC Percentage
ENFJ: Extroverted, Intuitive, Feeling and Judgment
Type Characteristics of ENFJ : Smooth Talking Persuader
Responsive and responsible. Feel real concern for what others think
and want, and try to handle things with due regard for other
people’s feelings. Can present a proposal or lead a group
discussion with ease and tact. Sociable, popular, active in many
work-related activities, but put time enough on the work tasks to
do good work.
Live their outer life more with feeling, inner more with
intuition.
Leaders that are Dominant Extroverted Feeling (ENFJ)
The ENFJ leadership style is a highly facilitative one. ENFJs
include others and desire to have a par- ticipative environment.
They are responsive to their followers' needs and yet are
uncomfortable with con-flict. They can overcome their discomfort
with conflict, however, if dealing with it benefits others. They
are well aware of the organization's values and feel uncomfortable
when those values are in con- flict with their own. They inspire
change, and that change is usually related toward some humanitarian
purpose. They may enter a committee meeting, for example, with a
strong desire to get to know the other members of the group first
before they get down to business. They look for ways everyone can
get their needs met, not solely to further their own personal
agenda. They will make sure something happens since they do like
conclusions. Often this occurs by bringing together their viewpoint
and that of others in a creative, complementary way. The results of
these deliberations, however, must be true to their values.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ENFJ 0 1 3 2 2 3 0 11 3%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
ENFJ 0 1 6 10 0 0 0 17 6%
Commander's Course CC Percentage
ENTJ: Extroverted, Intuitive, Thinking and Judgment
Type Characteristics of ENTJ: Life’s Natural Leader
Hearty, frank, able in tasks, leaders in activities. Usually good
in anything that requires reasoning and intelligent talk, such as
public speaking. Are well informed and keep adding to their fund of
knowledge. May sometimes be more positive and confident than their
experience in an area warrants.
Live their outer life more with thinking, inner more with
intuition.
Leaders that are Dominant Extraverted Thinking (ENTJ)
Leaders that are Dominant ENTJs are quick to take charge and are
quite decisive about whatever they consider to be logically
necessary. They are action oriented, energetic, tough-minded, and
direct They like to run as much of the organization as they can and
are willing to take on new and different as- signments, especially
when those assignments involve complex problems and long-range
planning. ENTJs may ask others questions to help them think through
what a problem is really about and force them to look beyond their
initial response. Many ENTJs find that asking questions helps
others understand and find the reasons why a particular behavior or
situation exists. In this process, ENTJs work with others to mold
their future.
Pacific Region Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt Total PACRSC
Percentage
ENTJ 0 0 6 21 6 3 0 36 7%
National Staff College
Type Gen Col Lt Col Major Captain 1st Lt 2nd Lt NSC
Percentage
ENTJ 0 4 31 23 0 0 0 58 15%
Commander's Course CC Percentage
40 National Staff College (2001-2006)
41 National Commander’s Course (1999-2007)
42 National Commanders (Last 7)
43 Distribution of Type in the USA (May 2006)
44 Suggested Readings Regarding the MBTI Inventory
39
MBTI Type - Pacific Region Staff College - 1991-2006 (447) (May
2006)
ISTJ Doing what should be done
130
20
26
32
1
8
19
ESTP
6
9
16
15
36
ISTJ Doing what should be done
54
24
32
8
8
6
15
10
14
19
24
58
(E-223/S-207/T-265/J-285)
41
ISTJ Doing what should be done
22
3
10
2
1
1
3
ESTP
0
1
8
4
25
(E-68/N-62/T-68/J-95)
42
ISFJ High Sense of duty
INFJ Inspiration to others
ISTP Ready to try anything once
(1) General Barry (6) General Wheliss
2
INFP Performs noble duty to aid socie- ty
INTP A love of problem solving
ESTP
ENFP Giving life an extra squeeze
ENTP One exciting challenge after another
ESTJ Life’s administrator
3
Smooth talking persuader
2
(E-5/S-5/T-5/J-5)
43
CAP Populations:
PACRSC - 447 NSC - 378 NCC - 116
Percentage of General Population and Adult Managers in the USA
(Consulting Psychology Press, Inc. MBTI Manual, 3rd Edition, 1998,
p-327 - Gen Population, and p-379 - Adult Managers
ISTJ
ISFJ
INFJ
INTJ
Extrovert Gen Pop - 49.5% US Mgrs - 52.5%
PACRSC - 43.5% NSC - 60.6% CC - 58.6%
Introvert Gen Pop - 50.5% US Mgrs - 47.5%
PACRSC - 56.5% NSC - 39.4% CC -41.4%
Sensing Gen Pop - 73.5% US Mgrs - 49.6%
PACRSC - 72.2% NSC - 54.3% CC –46.6%
Intuitive Gen Pop - 26.5% US Mgrs - 50.4%
PACRSC - 27.8% NSC - 45.7% CC –53.4%
Thinking Gen Pop - 40.5% US Mgrs - 79.6%
PACRSC - 83.8% NSC - 72.8% CC - 58.6%
Feeling Gen Pop - 59.5% US Mgrs - 20.4%
PACRSC - 16.2% NSC - 27.2% CC - 41.4%
Judgment Gen Pop - 54% US Mgrs - 68.9%
PACRSC - 75.3% NSC - 76.9% CC - 81.8%
Perception Gen Pop - 46% US Mgrs - 31.1%
PACRSC - 24.7% NSC - 23.1% CC –18.2%
ISTP
ISFP
INFP
INTP
ESTP
ESFP
ENFP
ENTP
ESTJ
ESFJ
ENFJ
ENTJ
44
Suggested Readings regarding the MBTI Inventory
Introduction to Type Series – Consulting Psychologist Press (CPS),
Palo Alto, CA.
Title Author
In the Grip-Our Hidden Personality Naomi Quenk
Introduction to Type and Coaching. Hirsch, S.K., & Kise,
J.A,
Introduction to Type Dynamics and Development Myers, K.D.., &
Kirby, L.K.
Type Isabel Briggs Myers
Type and Change Nancy Barger and Linda Kirby
Type and Dynamics and Development Katherine Myers and Linda
Kirby
Type and Teams Sandra Krebs Hirsh
Type in College John Ditiberio and Allen Hammer
Type in Selling - Building Customer Relations Susan Brock
Other Publications
Title Author/Publisher
A Guide to Development and Use of the Myers-Briggs Type Invento-
ry
Isabel Briggs Myers and Mary McCaulley, Consulting Psychologist
Press (CPS)
Air Force Leadership and It's Relevance to the Myers-Briggs Type
Indicator ® (MBTI) ®
Dr. Bill Knowlton and Lt. Col Mike McGee, Department of Leader-
ship and Ethics, Air War College, United States Air Force, Maxwell
AFB, AL.
Benefits of Using the MBTI - and What It Cannot Do Naomi Quenk, in
the APT Bulletin, pg 36, Fall 2004, APT, Glen- view, IL.
Developing Leaders: Research and Applications in Psychological Type
and Leadership Development
Fitzgerald, C., & Kirby, L.K., eds. Palo Alto, CA:
Davies-Black.
First, Break All the Rules: What the World's Greatest Managers Do
Differently.
Buckingham, M., & Coffman, C. New York, NY: Simon and Schus-
ter.
Looking at Type in the Workplace Larry Demerest, CAPT, Looking at
Type Series, Gainesville, FL
Please Understand Me II: Character & Temperament Types David
Keirsey and Marilyn Bates, Gnosology Books Ltd., Fifth Edi-
tion
Psychological Type and Management Research: A Review Christa L.
Walck, Michigan Technological University, Pg 42, Journal of
Psychological Type, Volume 24, 1992
The Introvert Advantage Marti Olsen Laney, Workman
Publications
The Portable Jung Joseph Campbell – Penquin Press