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close this bookLeadership and Influence - Student Manual (FEMA-EMI, 1991, 208 p.)
close this folderLESSON PLANS
View the documentUnit I Introduction
View the documentUnit II Personal Values
View the documentUnit III Personal Styles
View the documentUnit IV Conflict Management Styles
View the documentUnit V The Impact of Different Influence Styles
View the documentUnit VI Exercising Leadership
View the documentUnit VII Exercising Power
View the documentUnit VIII Motivation
View the documentUnit IX Group Dynamics
View the documentUnit X Tying the Concepts Together: Course Integration & Application
View the documentUnit XI Presentation of Influence Plans
View the documentUnit XII Conclusion

Unit III Personal Styles

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. Determine your personal style and explain how it relates to your role in emergency management; and

2. Describe how the personal style of the person with whom you are interacting affects the relationship.

Personal styles are characteristic ways that people relate to other people.

Understanding personal styles helps you:


PERSONAL STYLE INVENTORY

Just as every person has differently shaped feet and toes than every other person, so we all have differently shaped personalities. Just as no person's foot shape is correct or incorrect, no person's personality shape is correct or incorrect. The purpose of this inventory is to give you a picture of the shape of your preferences. That shape, while different from the shapes of other people's personalities, has nothing to do with mental health or mental problems.

The following items are arranged in pairs (a and b), and each member of the pair represents a preference you may or may not hold. Rate your preference for each item by giving it a score of 0 to 5 (0 meaning you really feel negative about it or strongly about the other member of the pair, 5 meaning you strongly prefer it or do not prefer the other member of the pair). The scores for a and b must add up to 5 (0 and 5, 1 and 4, 2 and 3, etc.). Do not use fractions.

I prefer:

1a __

making decisions after finding out what others think.

1b __

making decisions without consulting others.

2a __

being called imaginative or intuitive.

2b __

being called factual and accurate.

3a __

making decisions about people in organizations based on available data and systematic analysis of situations.

3b __

making decisions about people in organizations based on empathy, feeling, and understanding of their needs and values.

Copyright 1979 by D.W. Champagne and R.C. Hogan. Reprinted with permission of the authors from Consultant Supervision by David W. Champagne and R. Craig Hogan, CH Publications, 812 Irving Street, Wheaton, IL 60187. This material may be freely reproduced for educational/training/research activities. There is no requirement to obtain special permission for such uses. However, systematic or large-scale reproduction or distribution – or inclusion of items in publication for sale – may be done only with prior written permission of the authors.

4a __

allowing commitments to occur if others want to make them.

4b __

pushing for definite commitments to ensure that they are made.

5a __

quiet, thoughtful time alone.

5b __

active, energetic time with people.

6a __

using methods I know well that are effective to get the job done.

6b __

trying to think of new methods of doing tasks when confronted with them.

7a __

drawing conclusions based on unemotional logic and careful step-by-step analysis.

7b __

drawing conclusions based on what I feel and believe about life and people from past experiences.

8a __

avoiding making deadlines.

8b __

setting a schedule and sticking to it.

9a __

talking a while and then thinking to myself about the subject.

9b __

talking freely for an extended period and thinking to myself at a later time.

10a __

thinking about possibilities

10b __

dealing with actualities.

11a __

being thought of as a thinking person.

11b __

being thought of as a feeling person.

12a __

considering every possible angle for a long time before and after making a decision.

12b __

getting the information I need, considering it for a while, and then making a fairly quick, firm decision.

13a __

inner thoughts and feelings others cannot see.

13b __

activities and occurrences in which others join.

14a __

the abstract or theoretical.

14b __

the concrete or real.

15a __

helping others explore their feelings.

15b __

helping others make logical decisions.

16a __

change and keeping options open.

16b __

predictability and knowing in advance.

17a __

communicating little of my inner thinking and feelings.

17b __

communicating freely my inner thinking and feelings.

18a __

possible views of the whole.

18b __

the factual details available.

19a __

using common sense and conviction to make decisions.

19b __

using data, analysis, and reason to make decisions.

20a __

planning ahead based on projections.

20b __

planning as necessities arise, just before carving out the plans.

21a __

meeting new people.

21b __

being alone or with one person I know well.

22a __

ideas.

22b __

facts.

23a __

convictions.

23b __

verifiable conclusions.

24a __

using appointments and notes about commitments in notebooks or in appointment books as much as possible.

24b __

using appointment books and notebooks as minimally as possible (although I may use them).

25a __

discussing a new, unconsidered issue at length in a group.

25b __

puzzling out issues in my mind, then sharing the results with another person.

26a __

carrying out carefully laid, detailed plans with precision.

26b __

designing plans and structures without necessarily carrying them out.

27a __

logical people.

27b __

feeling people.

28a __

being free to do things on the spur of the moment.

28b __

knowing well in advance what I am expected to do.

29a __

being the center of attention.

29b __

being reserved.

30a __

imagining the nonexistent.

30b __

examining details of the actual.

31a __

experiencing emotional situations, discussions, movies.

31b __

using my ability to analyze situations.

32a __

starting meetings at a prearranged time.

32b __

starting meetings when all are comfortable or ready.

PERSONAL STYLE INVENTORY SCORING SHEET

Guessing Your Type

Below are descriptions of the letter designators that will indicate your personal style. Study the descriptions and then select one letter from each pair (i.e., E or I, S or N, T or F, J or P).

An E for extroversion probably means you relate more easily to the outer world of people and things than to the inner world of ideas and concepts.

E or I

An I for introversion probably means you relate more easily to the inner world of ideas and concepts than to the outer world of people and things.

An S for sensing probably means you would rather work with known facts than look for possibilities and relationships.

S or N

An N for intuition probably means you would rather look for possibilities and relationships than work with known facts.

A T for thinking probably means you base your judgments more on impersonal analysis and logic than on personal values.

T or F

An F for feeling probably means you base your judgments more on personal values than on impersonal analysis and logic.

A J for judging

A P for the

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Now, write the letters that you have selected in the boxes below (ENTJ, ISTJ, ENFP, etc.)





To refine your guess, turn to pages 5 and 6 of the reference booklet, Introduction to Type, and read the overall composite characteristics of each type.

Revise your guess, if appropriate.





Use the Tabulating Sheet on the next page to score your inventory.

TABULATING SHEET

Instructions: Transfer your scores for each item of each pair to the appropriate blanks. Be careful to check the "a" and "b" letters to be sure you are recording scores in the right blank spaces. Then total the scores for each column and record the larger number from each pair in the boxes below (for instance, the higher of I and E).

I

E

N

S

1b______

1a ______

2a______

2b ______

5a______

5b ______

6b______

6a ______

9a______

9b ______

10a______

10b ______

13a______

13b ______

14a______

14b ______

17a______

17b ______

18a______

18b ______

21b______

21a ______

22a______

22b ______

25b______

25a ______

26b______

26a ______

29b______

29a ______

30a______

30b ______

Total ____

Total _____

Total ____

Total_____

T

F

P

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3a______

3b ______

4a______

4b ______

7a______

7b ______

8a______

8b ______

11a______

11b ______

12a______

12b ______

15b______

15a ______

16a______

16b ______

19b______

19a ______

20b______

20a ______

23b______

23a ______

24b______

24a ______

27a______

27b ______

28a______

28b ______

31b______

31a ______

32b______

32a ______

Total ____

Total _____

Total ____

Total_____

Overview of the Myers-Briggs Type Indicator

Carl Jung's pairs of opposites:

Extraversion (E) - Introversion (I)

- Extraversion and Introversion (E/I) describe two different ways of relating to the world. In fact, Jung created these words.

Sensing (S) - Intuition (N)

- Sensing and Intuition (S/N) define two ways of collecting and generating information. They deal with the world of perception.

Thinking (T) - Feeling (F)

- Thinking and Feeling (T/F) define two ways of making decisions. They deal with the world of judgment.

Judging (J) - Perceiving (P)

- Judging and Perceiving (J/P) describes two different life style orientations and two contrasting ways of relating to the external world.

How we use the opposites


INDIVIDUAL ACTIVITY

Write your full name here using your non-dominant hand.


Is it possible?


Is it difficult?


Use of non-dominant types:


Effects of type in work situations:

What would a team composed of all sensing (S) types be like?


What would a team composed of all intuitive (N) types be like?


Importance of all types:


Data from this group:


What does this data suggest:


Interactions between types:


Useful interactions:


Potentially frustrating interactions:


Influence Plan Update: Return to page II-11 and take notes about the personal style of the individual you are trying to influence.


Summary: