.Category
{J/P Exercise}
.Stage
{Beyond Basics}
.Title
{Loosen Up/Tighten Up}
.Minimum
{3 - 4 Js and 3 - 4 Ps}
.Ideal
{6- 8 Js and 6  8 Ps}
.Maximum
{50 people (If larger see Trainer Tips  Dealing with Large Groups.)}
.Mintime
{45 minutes based on the minimum number of participants}
.Maxtime
{75 - 90 minutes (Time will vary by group size.)}
.Objective1
{To highlight and experience the differences between J and P behavior in a constructive 
setting}
.Objective2
{To develop methods that will help the J's modify type behavior (e.g. to loosen up) and 
the Ps to modify type behavior (e.g. to tighten up)}
.Objective3
{To develop criteria and methods to support modification of desired behaviors}
.Materials1
{Flipchart paper (several sheets) for each group}
.Materials2
{Markers}
.Materials3
{Masking tape}
.Materials4
{<I>J/P Highlights <N>or <I>Good J/P Words <N>handouts (Optional)}
.Instruct1
{Separate the participants into groups according to their preference score or preference 
clarity. (See Trainer Tips).  Provide each group with flipchart paper and markers.}
.Instruct2
{Give the participants the following instructions:}
.Instruct21
{For Js: Brainstorm areas in your life where you feel that you 
could <I>modify <N>your Judging behaviors. For Ps: Brainstorm 
areas in your life where you feel that you could <I>modify<N> 
your Perceiving behaviors.  You have 20 minutes to list these 
and to also rank order them in terms of what Js can 
<I>modify<N> and what Ps can <I>modify<N>.}
.Debrief1
{Have each group share their results.}
.Debrief2
{Solicit interactive dialogue between the Js and Ps by asking the following questions.}
.Debrief21
{What is important on your list and why?}
.Debrief22
{What on the others' list is important to you?}
.Debrief23
{What on the others' list is not important to you?}
.Debrief24
{What seems really absurd or out of reach on the others' list and why is this the case for 
you?}
.Debrief3
{At the end of the discussion ask the Js and Ps to return to their original groups to list 
what they have learned about others' reactions to their preferred behavior and what 
modifications they will attempt based on the discussion.  Also, ask them how they can 
reinforce the desired behavioral changes, (e.g. a phone call with a colleague to discuss 
changes, journaling or taping a message to yourself on voice mail to reinforce 
learnings).}
.Debrief4
{To complete the group debriefing, give a brief presentation and a handout to reinforce 
J/P differences and group learnings.  (See <I>Good J/P Words<N>, <I>J/P 
Highlights<N>, or <I>J/P Strengths and Weaknesses<N> handouts.)}
.Caution
{In this exercise it is important for the trainer to keep the J and P groups focused on 
learnings about themselves.  Often in this type of exercise, groups want to talk about 
what they don't like about the other group rather than what they need to do to change 
their own behavior.}
