Team decision skills development with MBTI© step II

2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports, 2007

ABET criteria require that engineering graduates have the ability to "function on multidisciplinary teams" and "communicate effectively". An important component of these skills is the ability to reflect on one's personal actions and the dynamics occurring within the group. This workshop is intended to provide participants with a practical exercise that can help students become more self-reflective and aware of group dynamics, while demonstrating the use of the "virtual facilitator" system to improve group dialogue.

It is widely considered that success in the design and development of an engineering system is contingent upon the team having a shared vision of the problem they are solving. The goal of this research is to determine which factors improve the performance of an engineering team. One of the aspects explored is the effectiveness of arranging teams based upon each team member’s cognitive problem solving style preference using the Adaption-Innovation framework 1 . This paper presents a complete experiment evaluating concept map data from the design stage of engineering, graduate student, teams.

The Myers-Briggs Type Indicator (MBTI) is one of the most common personality assessments and a frequently used instrument for team development. However, in relation to team development processes, there is little research and literature on the role of personality in general and the usefulness of MBTI in particular. This article starts with a review of the MBTI and explores the relationship between MBTI profiles and team processes using a sample of 1,630 people working in 156 teams in a Swedish industrial organization. The results show that only a small number of MBTI personality profiles have a significant relationship with team processes. Overall, the composition of teams in terms of MBTI profiles does not seem to predict team development very well. Findings suggest that the MBTI may be used as an instrument for personal development and as a vehicle for group members to gain a better understanding of each other.

2008 38th Annual Frontiers in Education Conference, 2008

Given the importance of teamwork in engineering, engineering educators have explored using many different assessment tools to help individuals understand themselves and others. Among the most popular of these assessments are the Myers-Briggs Type Indicator (MBTI)® and the Index of Learning Styles (ILS). Another potentially powerful assessment tool is the Strength Deployment Inventory (SDI). Whereas other tools measure behavior, the SDI provides insight into one's underlying motivations both when things are going well and in conflict. In this study, we gave the SDI as well as the ILS and the MBTI assessment to twentyfive undergraduate engineering students. Here we present the results of these assessments and explore comparisons between the three assessment tools. For the students in our sample, we showed that Extroverts on the MBTI tend to be more "Red" or Assertive on the SDI while Introverts on the MBTI tend to be more "Green" or Analytical on the SDI. Also, when under conflict, such as may arise on a team project, students' behavior changes and is influenced by their MBTI type. This information might help instructors enhance students' team experiences.

2002

HAL (Le Centre pour la Communication Scientifique Directe), 2017

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American Journal of Business Education (AJBE), 2011

This study investigated the effects of personality on participation in decision making in a sample of 225 business students. The Neo-FFI scale was used to measure the five personality dimensions of openness, agreeableness, extroversion, conscientiousness and neuroticism. Analysis indicated that personality dimensions, extroversion and conscientiousness, influenced participation. No participation influence was observed for other personality variables. Partial Least Squares modeling indicated that the extroversion and conscientiousness influences were mediated by other variables. The effect of extroversion was fully mediated by an intervening variable representing the choice to use competitive strategies for achieving success. The effect of conscientiousness was mediated by citizenship behavior as well as the choice to use competitive strategies.

Americas Conference on Information Systems, 2015

Across various disciplines, self-efficacy, team-working skills and problem solving skills are recognized as important characteristics of workforce readiness. The purpose of this research is to examine the impact of multiple antecedents of perceived team-working skills and self-efficacy on change in team scores and higher-order cognitive skills when all students are provided the same treatment. The study involves the use of a multimedia instructional environment and problem-based learning in teams. Data were collected at multiple points during the semester using a combination of self-reported instruments and grades provided by instructors. We found that students' institution, gender, and perceived relevance of engineering technology contribute to perceived team skills. Surprisingly, and in contrast to extant self-efficacy literature, self-efficacy is not related to perceived higher order cognitive skills or actual performance. However, perceived team skills were an accurate predictor of perceived higher order cognitive skills and actual team scores.

In this information age, organizations have come to realize that they can no longer rely on employees to have all the knowledge necessary to make quick, well-informed, and competitive decisions. Consequently, most of today's organizations structure work around teams, which enable workers to share, discuss, and integrate information, thereby increasing the speed with which informed decisions can be made while boosting employee learning. Research has long shown that, when there is no clear "right" or "wrong" answer, teams make significantly better and more innovative decisions than individuals do when working alone. Whether you are studying engineering, nursing, education, management, accounting, or any other field, you will find yourself working in teams. However, team decision making only works well when team members solicit information and ideas from every team member, listen to one another, and then build on or integrate ideas to make a decision. Although this may sound easy, it isn't, as many of the behaviors that get in the way are either unconscious or outside one's awareness. Thus, this essay discusses what can go wrong and what must go right for a team to use its members' information effectively and make the best possible decision.