.Category
{Teambuilding}
.Stage
{Beyond Basics}
.Title
{Type and Decision Making}
.Minimum
{2 - 3 of each 2-letter type combination [This exercise utilizes the following preference combinations – IJ, EP, IP, and EJ].}
.Ideal
{4 - 6 of each 2-letter type combination.}
.Maximum
{7 or more of each 2-letter type combination. – If you have more than 8 in a group, divide that group into two sub-groups.}
.Mintime
{60 minutes}
.Maxtime
{120 (time will vary by group size)}
.Objective1
{To determine the effects of Attitude Pairs on the process of decision-making.}
.Objective2
{To help people view the decision-making process from different perspectives. }
.Objective3
{To affirm participants own style of decision-making and to make them sensitive to the styles of others.}
.Materials1
{Flipchart paper (several sheets) for each group}
.Materials2
{Markers}
.Materials3
{Masking Tape}
.Materials4
{Large Type Table}
.Materials5
{Blank Type Table (see Other Handouts)}
.Instruct1
{Separate the participants into four groups: IJ, EP, IP, EJ. Select participants with the greatest preferences or clarity scores.}
.Instruct2
{Give the participants the following instructions:}
.Instruct3
{Prepare a group report on the flipchart paper that answers the following questions:}
.Instruct3a
{What process do you go through in making a decision?}
.Instruct3b 
{What things help you and hinder you in your decision-making process?}
.Instruct3e
{What positive and negative feedback have you gotten in the past on your decision-making style?}
.Instruct3f
{You have 20 minutes to complete this assignment.”}
.Debrief1
{Have each subgroup present their work to the large group. Ask them to discuss the process they used to develop their work as well as the content of the report itself. }
.Note1
{Highlighting the process the groups use is an essential part of this exercise so the trainer should watch to see if these typical observations occur: }
.Note2
{The EJs may finish the exercise early. }
.Note3
{The IPs may have a difficult time creating a report, especially if they are Feelers, as this requires bringing an internal and possibly personal process out in the open; }
.Note4
{The IJs may feel rushed as they attempt to thoroughly gather the group's data on each question; this will highlight the fact that they are really “Closet Perceivers” [Their Dominant Function is N, a Perceiving Function]. }
.Note5
{The EPs will also feel rushed because they had to continually pull themselves back on task although they will have discussed many things unrelated to the task. The facilitator may have to remind them to stay on task. }
.Tip1
{It will help to make a large Type Table with each person's name written in the appropriate type box. Individuals should then also use a blank Type Table to record the information for themselves.}
.Tip2
{Then have the large group discuss the following questions:}
.Tip3
{What similarities and differences do you observe?}
.Tip4
{What kinds of issues do the differences present and how significant are they?}
.Tip5
{What are the strengths of each group?}
.Tip6
{How can the groups' differences be used constructively? If you are working with an intact team ask: “What changes can the team make in order for it to be more effective?”}
.Option1
{It is also suggested that the trainer collect all of the flipchart paper and compile it into a handout for participants to reinforce learning.}
