.title
{INTRODUCTORY ONE-DAY DESIGN}
.Minimum
{12 participants}
.Ideal
{24 participants}
.Maximum
{50 participants}
.Time
{This one-day design was created by Otto Kroeger Associates for a day-long (8am - 5pm) introductory workshop.  You may modify the design to meet specific schedules, and exercises may need to be changed where there is a lack of representation of a preference.<R>
<R>
The time required for this design does not necessarily have to be all in one block.  It is possible to conduct several two-hour sessions or even smaller segments over a series of brown bag lunches, etc.}
.Object1
{To actively involve workshop participants}
.Object2
{To demonstrate TypeWatching differences and similarities on all preference dichotomies through experiential group exercises}
.Object3
{To reinforce the group's learnings through didactic presentations}
.PreTask1
{You will conduct one exercise at a time in this design.  Using the reports from The TypeWatching ToolKit, organize <u>all<n> participants by strength of preference for each preference dichotomy and divide into groups, making as many groups as necessary, with about 5-6 in each group.  Put the strongest of one preference in one group, less strong in another group; and the strongest of the other preference in one group, less strong in a second group, etc.  Depending on the preferences represented, you may have more groups of one preference than for another (e.g., 3 groups of Ss and 2 groups of Ns).}
.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 Presentation Notes in Workshop).}
.PreTask4
{Prepare an agenda for the workshop on flipchart paper or on an overhead transparency to share with the participants as you begin the day.  (This could also be shared with a client who may want to know about the design for the day or to reproduce as an agenda prior to the workshop).}
.Agenda
{<b>Agenda<n><R>
     Introduction<R>
     Eight preference exercises<R>
     Understanding the eight preferences<R>
     Receive and validate your results<R>
     Temperaments (optional) <R>
     Workshop summary and close}
.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> (selected 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., <I>The Ten Commandments of TypeWatching<N>, see Aids and Handouts).}
.title2
{Running the One-Day Workshop}
.intro
{Welcome the group, state objectives, review agenda, and tell audience that you will not hand out scored results until they have experienced all four preference dichotomies.}
.INTRO1
{Ask participants to introduce themselves, if they don't already know one another.  One method 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!").}
.INTRO2
{Convey to the group the purpose of the workshop.  Post on flipchart paper, if desired, the following:}
.INTRO2a
{"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 activity, 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 write their name 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
{"According to Jung's theory, 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 Preference exercises 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 conduct a series of exercises.  If they go well, you will experience the differences, which is the most dramatic and powerful way to learn them."}
.SNEXERCIS1
{Indicate that a small group task is forthcoming, assemble people into their S/N groups, and give assignment.  If there are unassigned people (due to not having their results, perhaps), they are to silently observe <U>how<N> one or two groups work.}
.SNEXERCIS2
{Conduct the selected S/N exercise (see Exercises and Applications) and process according to the instructions.}
.SNEXERCIS3
{Have participants return to their seats.  Give a brief presentation on the Perceiving Function.  Distribute handouts, "Good S/N Words" (see Aids and Handouts) or other materials you may have prepared on an overhead transparency or flipchart to highlight S/N similarities and differences.  If you have the luxury of two trainers, each trainer takes a preference to describe and give vignettes. }
.SNEXERCIS4
{Respond to group questions.}
.SNEXERCIS5
{Before moving on to the next preference dichotomy, have the participants guess their preference and score or clarity strength and mark with an "X" on the Four Dichotomies Template.}
.TFEXERCIS1
{Indicate that a small group task is forthcoming, assemble participants into T/F small groups, and give assignment.  If there are unassigned people (due to not having their results, perhaps), they are to silently observe <u>how<n> one or two groups work.}
.TFEXERCIS2
{Conduct the selected T/F exercise (see Exercises and Applications) and process according to the instructions.}
.TFEXERCIS3
{Have participants return to their seats.  Give a brief presentation on the Judging Function.  Distribute handouts, "Good T/F Words" (see Aids and Handouts) or other materials you may have prepared on an overhead transparency or flipchart to highlight T/F similarities and differences.}
.TFEXERCIS4
{Respond to group questions.}
.TFEXERCIS5
{After processing each preference dichotomy, have the participants mark their preference and score or clarity strength with an "X" on the Four Dichotomies Template.}
.EIEXERCIS1
{Indicate that a small group task is forthcoming, assemble participants into E/I small groups, and give assignment.  If there are unassigned people (due to not having their results, perhaps), they are to silently observe <U>how<N> one or two groups work.}
.EIEXERCIS2
{Conduct the selected E/I exercise (see Exercises and Applications) and process according to the instructions.}
.EIEXERCIS3
{Have participants take their seats.  Give a brief presentation on the Energy Attitude.  Distribute handouts, "Good E/I Words" (see Aids and Handouts) or other materials you may have prepared on an overhead transparency or flipchart to highlight E/I similarities and differences.}
.EIEXERCIS4
{Respond to group questions.}
.EIEXERCIS5
{After processing each preference dichotomy, have the participants mark their preference and score or clarity strength with an "X" on the Four Dichotomies Template.}
.JPEXERCIS1
{Indicate that a small group task is forthcoming, assemble participants into J/P  small groups, and give assignment.  If there are unassigned people (due to not having their results, perhaps), they are to silently observe <U>how<N> one or two groups work.}
.JPEXERCIS2
{Conduct the selected J/P exercise (see Exercises and Applications) and process according to the instructions.}
.JPEXERCIS3
{Have participants take their seats.  Give a brief presentation on the Lifestyle Attitude.  Distribute handouts, "Good J/P Words" (see Aids and Handouts) or other materials you may have prepared on an overhead transparency or flipchart to highlight J/P similarities and differences.}
.JPEXERCIS4
{Respond to group questions.}
.JPEXERCIS5
{After processing each preference dichotomy, have the participants mark their preference and score or clarity strength with an "X" on the Four Dichotomies Template.}
.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}
.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 graphic scale indicate the maximum score for that particular 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?"}
.VALID3a
{<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:}
.VALID3a1
{did not give clear definitions and examples}
.VALID3a2
{were biased in presenting the preferences}
.VALID4
{Explain the meanings of the score or clarity strengths.  Consider using the handout on Understanding Your Scores (see Aids and Handouts).}
.VALID5
{Sometimes it is 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 nothing has been said about Temperaments, inform the participants that it will be coming later in the workshop or, if not to be covered, where they can read more about it.}
.VALID7
{Answer questions from the participants as time allows.}
.VALID8
{Review The Basic Three (see Aids and Handouts) or show the OKA Video Tape on the Basic Three.}
.TEMPER
{Select and run Temperament exercises (see Temperament Exercises).}
.WRAPUP1
{Suggest ideas for how to put today's learning and resources into some practical applications (see Applications).  Indicate follow-up workshops, if available.}
.WRAPUP2
{Request that participants answer the question:  "One thing I learned about myself today was..." and record responses on flipchart paper.}
.WRAPUP3
{Discuss any remaining questions or issues.}
.WRAPUP4
{Hand out Workshop Evaluation Form and thank participants for attending.}
.WRAPUP5
{Adjourn}
