.title
{OTTO'S FAMOUS NEVER LET YOU DOWN EIGHT GROUP DESIGN}
.Minimum
{24 participants}
.Maximum
{64 participants}
.TimeMin
{4 Hours (Including Temperaments).  If you have 3 - 3.5 hours you can omit Temperaments and run the same basic design.}
.TimeMax
{This design works well if you only have 3 - 4 hours but can be extended up to 8 hours if more time is available to allow you to go into more depth.

<B>Note:<N> The time required for this design does not necessarily have to be all in one block.  It is possible to conduct several, 2-hour sessions or even smaller segments over a series of brown bag lunches, etc.}
.Object1
{To demonstrate TypeWatching differences and similarities on all preference dichotomies through experiential group exercises}
.Object2
{To actively involve workshop participants in experiencing typological differences}
.Object3
{To reinforce the group's learnings through didactic presentations}
.PreTask1
{Because this design runs exercises for all preferences simultaneously, divide participants into eight preference groups (S, N, T, F, E, I, J, and P).  Try to set up groups evenly so that at least three participants with clear or very clear preferences are in each group, with no more than eight participants in a group.  You may want to prepare on an overhead transparency or newsprint a list of group members.  This will make the logistics flow smoothly during the workshop. }
.PreTask2
{Select the exercises and handouts you will use for each dichotomy (see Exercises, Applications, and Aids and Handouts).}
.PreTask3
{Prepare presentation points for each preference dichotomy (see Preference Dichotomies Presentation Notes).}
.PreTask4
{Label individual flipchart paper with numbers - 1 (S); 2 (N); 3 (T); 4 (F); 5 (E); 6 (I); 7 (J); 8 (P) (not disclosing the preference letter).  Before the workshop begins, post 1 and 2 on opposite sides of the room, 3 and 4, and so on.  (If you do not have enough space in the room to do all eight groups, post them where the groups will go to do the exercise.)}
.PreTask5
{Prepare an agenda (see below) for the workshop on flipchart paper or on an overhead transparency to share with the participants as you begin the day.  (The agenda could also be shared with a client who may want to know about the design for the day or reproduced as an agenda prior to the workshop).}
.Agenda
{<b>Agenda<n><R>
Introduction<R>
Basic 8 Preferences exercises<R>
Understanding the eight preferences<R>
Receiving and validating your results<R>
Temperaments (optional) <R>
Workshop summary and close<R>}
.pretask6
{Record the scored results for each participant on a report form for later distribution to participants (see Report Form in Reports.)}
.Material1
{Flipchart paper}
.Material2
{Markers}
.Material3
{Masking tape}
.Material4
{Overhead projector and screen}
.Material5
{TypeWatching Profiles from <i>Type Talk<N>, <i>Type Talk at Work<N>, and <i>16 Ways to Love Your Lover<N> (select from The TypeWatching ToolKit or other materials you want to hand out to participants) }
.Material6
{Four Dichotomies Template handout to allow participants to take notes and guess their preferences and score or clarity strengths (see Aids and Handouts).}
.Material7
{Other explanatory materials e.g., <I>Type Talk<n>, <I>Type Talk at Work<n>, <I>Introduction to Type<n>, <I>Introduction to Type in Organizations<n>, (optional)}
.Material8
{A Temperament handout, if covering Temperaments (see Aids and Handouts).}
.Material9
{A handout on applications of type (e.g., The Ten Commandments of TypeWatching) (See Aids and Handouts).}
.title2
{Running the Workshop}
.intro1
{Welcome the group, state objectives, review agenda and tell audience that you will not hand back scored results until they have experienced all four preference dichotomies.}
.intro2
{Ask participants to introduce themselves, if they don't already know one another One possibility is to go around one-by-one asking for name, job, location, and one personal sharing that is non-job related, e.g., "I raise falcons as a hobby.".}
.intro3
{Convey to the group the purpose of the workshop, post on newsprint, if desired, the following:}
.intro3a
{"Better self-management through heightened self-awareness.  The fundamental gift of Typology is self-management."}
.intro4
{Introduce the History of the MBTIŽ (see Aids and Handouts).  Reinforce the concept that this material is based on Jung, who says that we are born with our personality preferences.}
.intro5
{Conduct a preference exercise such as:}
.intro5a
{Handedness: Ask participants to fold their hands and interlock their fingers.  Ask them to then unfold their hands and do the same thing but by putting the other thumb on top. }
.intro5b
{Handwriting:  Ask participants to write their name as they normally would and then again with their pen in their non-preferred hand.}
.intro5c
{Arm Folding:  Have participants fold their arms on their chest and then ask them to reverse their arms and re-fold them.}
.intro6
{Introduce the Theory of Jungian Functions by mentioning:}
.intro6a
{"For Jung, life centers around Perception and Judgment."  Offer an illustration of this.  For example, alarm ringing = perception, shutting the alarm off = judgment.  Animals observe something (P), based on observation, do something - swim, growl (J).}
.intro7
{Segue into discussing the eight Preferences by mentioning:}
.intro7a
{"The fun begins because how we perceive and how we judge are matters of preference."  "Based on your MBTI results, I'm going to put you into eight groups and we're going to do some exercises.  If they go well, you will experience the differences which is the most powerful way to learn them.}
.exercise1
{Using The TypeWatching ToolKit to help you select exercise groupings prior to the workshop, announce who is in Groups 1 and 2, 3 and 4, etc., and send them to their related flipchart stations.  (Use prepared overhead transparency/flipchart paper indicating who is in each of the groups.  <u>Remember<n> to not reveal the preferences for the groups.)}
.exercis1b
{The TypeWatching ToolKit exercises which are recommended for use with this design are:<R>
     -  Describe (Anything) (S/N)<R>
     -  Spaghetti and Meatballs (S/N)<R>
     -  Go Team Go (T/F)<R>
     -  Define (A Concept) (T/F)<R>
     -  Receiving Feedback (T/F)<R>
     -  The Ideal Weekend (E/I)<R>
     -  Loose Lips Sink Ships (E/I)<R>
     -  Lifestyles of the Js and Ps (J/P)}
.exercise2
{Give participants assignments, supplies and time limits as directed by the exercises you have selected. }
.exercise3
{Send them off to complete their assignments.  (Keep track of the time and let groups know when the time is up.)}
.exercise4
{When all eight groups have returned, have groups 3 through 8 hold onto their results, ask groups 1 and 2 to post them up front.}
.exercise5
{The trainer can have all group's flipchart results posted and then have everyone take their original seats to process the results.  Or, to keep the group more active, move them from station to station.}
.exercise6
{Give participants the Four Preference Template (see Aids and Handouts).}
.exercise7
{Process all four dichotomies one at a time (S/N - groups 1 and 2; T/F - groups 3 and 4; E/I -  groups 5 and 6; J/P - groups 7 and 8), following the debriefing instructions for each exercise you selected, and the presentation and discussion points you planned.}
.exercise8
{After processing each preference dichotomy, have the participants mark their anticipated preference and strength with an "X" on the Four Preference Template.}
.exercise9
{Have the participants talk to the person next to them about why they marked themselves where they did.  If people know each other, have them give each other feedback.  If participants don't know each other, ask them to share something about why they marked their preference as they did.}
.exercise10
{Continue with the next dichotomy by asking each related pair of groups to post their flipchart paper and begin debriefing that dichotomy or move the group to the next station to discuss their results.}
.valid1
{Distribute the results in individual envelopes to ensure confidentiality.}
.valid2
{If you used the OKA Report Form, explain the following information:}
.valid2a
{The four-letter type}
.valid2b
{The raw points for each preference (if you used the raw point scoring option)}
.valid2c
{The computed preference strength (derived from the raw points)}
.valid2d
{Implications of the different preference strengths}
.valid2e
{Inconsistencies on the word pairs}
.valid2f
{The shaded areas on the dichotomy indicate the maximum score for each preference (Form G)}
.valid2g
{Indication of Temperament style}
.valid3
{Ask: "How many of you guessed all four of your preferences correctly?; three correctly?, etc.".  Also ask,  "How many were surprised by the results?"

<B>Caution:<N>  About 3/4 of the group should have guessed at least three of their four preferences.  If not, it's a flag for you.  Perhaps you:}
.valid3a
{did not give clear definitions and examples}
.valid3b
{was biased in presenting the preferences}
.valid4
{Explain the meanings of the score or clarity strengths.  Consider distributing the handout on Understanding your Scores (see Aids and Handouts).}
.valid5
{Sometimes it's necessary to discuss take-retake reliability.  Depending on how challenging your group is concerning this issue, some thoughts that might be helpful include:}
.valid5a
{Statistically, few people change a preference where an original preference is quite clear.  Included as support of this statement use the following:}
.valid5a1
{young people who have taken it in their teenage years and then later in their 30's}
.valid5a2
{students who have taken it before entering college and then taken it the night before final exams}
.valid5a3
{twelve hundred clinical pastoral educators who took the indicator pre and post an intensive 16-week program}
.valid5a4
{executives who have taken it pre and post an executive development program; and thousands of people who have attended personal development programs}
.valid5b
{The results of these take and retake situations are as follows:}
.valid5b1
{if on original taking of the indicator the score was 1 - 15, then 70% tend to keep that preference on the second taking,}
.valid5b2
{If the original score was 17 - 29 then 85% tend to keep the preference,}
.valid5b3
{If the original score was 31 or higher then 95% tend to keep the preference,}
.valid6
{If you have mentioned Temperaments, inform the group that the topic will be coming later.  If you are not introducing Temperaments, tell participants where they can read more about it.}
.valid7
{Respond to questions from the participants as time allows.}
.valid8
{Review The Basic Three (See Aids and Handouts section for handout or show the OKA Video Tape, "Basic Three".)}
.TEMPER1
{Select and run Temperament exercises (see Temperament Exercises in TypeWatching Exercises and Applications.)}
.wrapup1
{Distribute the remaining handouts you have selected.  Depending on time, cover them in greater or lesser detail.}
.wrapup2
{Suggest ideas for how to put today's learnings and resources into some practical applications (see Applications).  Indicate follow-up workshops, if available.}
.wrapup3
{Request that Type Watching participants answer the question:  "One thing I learned about myself today was..." and record responses on flipchart paper.}
.wrapup4
{Discuss any remaining questions or issues.}
.wrapup5
{Hand out Meeting Evaluation Form (see Aids and Handouts) and thank participants for attending}
.wrapup6
{Deliver a grand summary statement.  You will develop your own language and comments based on experience.  Some comments we have used include:}
.wrapup6a
{"If today's training has been beneficial and if it is to be effective it must translate in the weeks and months ahead to more capable management of yourself in a cross section of situations.  To know your type and what that means can help you in your personal and professional life.  To the degree that today has contributed to this, even in a small way, it will have been worthwhile."}
