The Myers-Briggs Type Indicator (MBTI®), published by CPP, Inc., is a forced-choice instrument designed to examine preferences in how respondents see the world and make decisions. Scores are based on four preference dichotomies (Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling, and Judging-Perceiving), originally derived from Carl Jung's theory of psychological types by Katherine Cook Briggs and Isabel Briggs Myers. Currently available in four versions and 20 languages, it is extremely popular in organizational and counseling settings, yet has been criticized for its adherence to type theory and perceived lack of psychometric support.

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If citing, please use this reference:

King, S. P., & Mason, B. A. (2020). Myers Briggs Type Indicator. In B. J. Carducci & C. S.

Nave (Eds.), Wiley encyclopedia of personality and individual differences: Vol. II.

Measurement and assessment. Hoboken, NJ: John Wiley & Sons. Retrieved from

https://online.vitalsource.com/#/books/9781119793922/epubcfi/6/116%5B%3Bvnd.vst.id

ref%3DAc123%5D!/4/2/2/2/6%400:0

Abstract

The Myers-Briggs Type Indicator (MBTI®), published by CPP, Inc., is a forced-choice

instrument designed to examine preferences in how respondents see the world and make

decisions. Scores are based on four preference dichotomies (Extraversion-Introversion, Sensing-

Intuition, Thinking-Feeling, and Judging-Perceiving), originally derived from Carl Jung's theory

of psychological types by Katherine Cook Briggs and Isabel Briggs Myers. Currently available

in four versions and 20 languages, it is extremely popular in organizational and counseling

settings, yet has been criticized for its adherence to type theory and perceived lack of

psychometric support.

Main text

Overview

The Myers-Briggs Type Indicator (MBTI®) is an instrument published by CPP, Inc. designed to

determine a respondent's preferences in how they see the world and make decisions, based on

four pairings stemming from Carl Jung's theory of psychological types.

It was created by Katharine Cook Briggs and Isabel Briggs Myers with the purpose of

making Jung's theory relevant and understandable in people's everyday lives. The instrument

aims to identify preferences in respondents' patterns of answers that can then be classified into

one of 16 personality types.

Despite widespread use in a variety of organizational settings, the MBTI's psychometric

properties have been subject to criticism from academic researchers.

History

Katherine Cook Briggs and Isabel Briggs Myers published the Briggs Myers Type Indicator

Handbook in 1944 as an effort to help women entering the war-time industrial workforce find

jobs suitable for their personalities. Briggs, despite lacking academic affiliation, theorized her

own personality typologies that she adapted to fit Jung's after reading his book Psychological

Types.

Katherine Briggs' daughter, Isabel Myers, developed her own interest in personality

types that galvanized with the onset of World War II. Myers had little formal training in

psychology or psychometrics, and apprenticed under Edward Hay, a personnel officer in

Philadelphia. In 1962, the Educational Testing Service published the MBTI (renamed in 1956)

for research purposes only. Mary McCaulley (University of Florida) updated the MBTI Manual

for its 1985 publication after Myers died in 1980. Myers transferred MBTI publication rights to

CPP in 1975, and with McCaulley, founded CAPT as a research laboratory.

Currently, three entities promote the MBTI. CPP is the publisher of the MBTI. CAPT is a

not-for-profit research and training center providing numerous resources, including the peer-

reviewed Journal of Psychological Type. The Myers & Briggs Foundation (2015) provides

guidance in accurate and ethical use of the MBTI instrument, and awards biennial "Isabel Briggs

Myers Memorial Research Awards". Myers' son, Peter Myers, and his wife, Katharine Downing

Myers, currently hold the copyright to the MBTI, which will be passed to the Myers & Briggs

Foundation upon their deaths.

According to Cunningham (2013), the MBTI is the most popular personality test in the world,

with 2 million people taking it annually, frequently at the request of employers, vocational

counselors, or career coaches. Its users include more than 10,000 companies, 2,500 universities

and colleges, and 200 government agencies. As of 2015, 89 Fortune 100 companies had used it

within their organizations.

Purpose, Preferences, & Personality Types

The MBTI is designed to determine respondents' preferences in four opposite pairs known as

"dichotomies". Each dichotomy is a division of two mutually exclusive groups, in this case, type

preferences, typically referred to with a letter abbreviation: Extraversion (E) – Introversion (I),

Sensing (S) – Intuition (N), Thinking (T) – Feeling (F), and Judging (J) – Perceiving (P). Based

on these preferences patterns, the instrument categorizes a person into one of 16 personality

types, where each type is a combination of the four dichotomies, e.g., INTJ.

The Extraversion/Introversion dichotomy categorizes respondents' preferences in how they focus

attention, with "extraverted" people preferring to focus on the external world, and "intraverted"

people preferring to focus on the internal world. Briggs and Myers conceptualized this pairing

similarly to Jung's attitude-based description of introversion and extraversion as based in the

relationship between energy, action, and reflection, with extraverts gaining energy from action

and losing energy from reflection, and introverts losing energy through action and gaining

through reflection.

The Sensing/Intuition dichotomy categorizes respondents' preferences in how they absorb

information, with people in the "sensing" category taking in information in an orderly, step-by-

step fashion, relying on their five senses, while those in the "intuition" category taking in

information holistically, seeing it in a wider context. Jung described this set of functions as

"perceiving" functions, since they involve how people gather information as they perceive the

world.

The Thinking-Feeling dichotomy categorizes respondents based on how they make decisions

after taking in information, with people in the "thinking" category preferring to be as objective

and rational as possible, and people in the "feeling" category preferring to rely on empathy and

inserting themselves into a situation. Jung described this set of functions as "judging" functions.

After gathering information through either sensing or intuiting, one uses either thinking or

feeling to make a decision. Thinkers attempt to detach themselves from the situation and think

about it logically and rationally, while feelers attempt to see the situation from each side's eyes

and make a decision resulting in the best fit for all parties involved.

According to Jung, each person uses one of the above four functions more predominantly than

the rest, and the four functions operate together with attitudes of extraversion or introversion, in

that each function can be expressed in either an extraverted or introverted way. Briggs and Myers

added to these a classification of what function (judging or perceiving) respondents prefer as a

lifestyle.

The Judging/Perceiving dichotomy categorizes respondents in terms of how they deal with the

world, with people in the "Judging" category preferring to decide on a course of action and carry

it out, and people in the "Perceiving" category preferring to continue to take in information

before taking action. Judgers prefer making decisions and acting on them in an orderly fashion,

and perceivers prefer to collect all possible information before acting, and remain open to

different courses of action.

Thus, when combining one's attitude (E/I), perceiving function (S/N), judging function (T/F),

and lifestyle preference (J/P), sixteen different personality types are possible: ENTP, ENTJ,

ENFP, ENFJ, ESTP, ESTJ, ESFP, ESFJ, INTP, INTJ, INFP, INFJ, ISTP, ISTJ, ISFP, and ISFJ.

Briggs and Myers have further theorized that interactions between preferences, what they call

"type dynamics," normally develop in such a way that one "dominant" function (S/N/T/F)

appears early in life, one "auxiliary" function during adolescence, and one "tertiary" function

during midlife, with an "inferior" function (the opposing preference of the dominant) being

present in one's unconscious. Which functions assume which roles depends on a person's

lifestyle preference (J/P) and attitude preference (E/I).

Formats

According to the Myers & Briggs Foundation, four versions of the MBTI are currently in use: a

self-scorable Form M, a standard Form M (administered as "MBTI Step I™" by its publisher

CPP), Form Q (administered as MBTI Step II™ by CPP), and MBTI Step III™. In any form, the

MBTI consists, at a minimum, of a number of forced-choice items asking respondents to choose

which of two items they feel best describes them. All forms provide respondents with their 4-

letter personality type, but the MBTI Step II™ is designed to provide a more nuanced assessment

of a respondent's personality, and the MBTI Step III™ is intended solely for use in one-on-one

counseling or coaching sessions.

The MBTI Step I consists of 93 items and typically takes about 20 minutes to complete. Scoring

the test provides respondents with their 4-letter personality type. To administer the test, potential

users are required to become an MBTI Certified Practitioner by completing a 4-day MBTI

Certification Program, or by providing verification of credentials, including a master's degree or

state certification in a psychology-related field. This instrument and manual have been translated

into 20 different languages.

The MBTI Step II consists of 144 items and typically takes about 35 minutes to complete.

Scoring the test provides respondents with their four-letter personality type, along with more

personalized description of their preferences through the use of facets of each type. CPP

recommends this version of the instrument for coaching, action planning, and team building. It

can be administered by individuals completing the MBTI Certification Program.

The MBTI Step III consists of 222 items and is intended for use in coaching or counseling

sessions between a client and a practitioner. It provides respondents with their 4-letter

personality type, although in the context of a report written to the client in "non-type" language,

designed for exploration through dialog with a counselor. The Center for Applications of

Psychological Type (CAPT®) (2015) requires prospective practitioners of the MBTI Step III to

complete their MBTI® Step III Certification Program, in addition to meeting the qualifications

of administering the Step I and Step II tests.

Criticisms

Despite its popularity, the MBTI has been subject to criticism from academic psychologists and

psychometricians, who attribute its widespread use to aggressive marketing by CPP. Much of the

criticism stems from academic research starting in the late 1970's (see 2005 review by David

Pittenger in Consulting Psychology Journal: Practice and Research) revolving around the

MBTI's emphasis on dichotomous (as opposed to continuous) scales, test-retest reliability,

predictive ability for career success, factor analytic (see Factor Analysis in Personality Research)

structure, convergent validity, and discounting of situational influences on behaviors or

cognitions.

Trait theorists disagree with the MBTI's foundation in type theory, the belief that people can be

classified dichotomously (e.g., a person prefers either extraversion or introversion) instead of

viewing personality constructs as a continuous scale between two poles. If people were truly able

to be classified dichotomously, then distributions of scores should be bimodal on each preference

dimension; but, trait scores' distributions tend to show most scores clustering near a midpoint.

Thus, opponents argue that assuming statistically significant personality differences exist

between individuals may not be true for respondents whose scores place them near the midpoint

of a preference dimension. Also, several studies have shown test-retest reliability for the 16

MBTI types to be lower than desired.

A common model the MBTI has been compared to in convergent validity examinations is

the Five Factor Model (FFM, see Big Five) of personality. Scores from extraversion, openness,

agreeableness, and conscientiousness have been shown to have positive correlations with MBTI

scores in extraversion (although Jung's definition is somewhat different than modern

conceptualizations), intuition, feeling, and judging. The fifth component, neuroticism, has

appeared to not overlap with any MBTI preference type – something FFM proponents have

criticized, although the MBTI Step III instrument attempts to include this dimension.

The Myers & Briggs Foundation appears to counter the accusation of over-reliance on

type in their website's ethical guidelines for administering the MBTI: "Explain how people can

and do act in ways contrary to their preferences because of personal history, education, training

and experience – and sometimes too because of pressure from family, relationships, job

environment, or culture." Other guidelines, such as "Present psychological type as describing

healthy personality differences, not psychological disorders or fixed traits" and "The

administrator should not counsel a person to, or away from, a particular career, personal

relationship or activity based solely upon type information," seem to address criticisms relating

to the stability of types, and using the instrument to predict job performance, respectively.

MBTI supporters point to numerous studies supporting the MBTI's utility, validity (see Validity,

Issues of), and reliability (see Reliability, Issues of), yet most of those studies have appeared in

the Journal of Psychological Type, which, while peer-reviewed, is funded by CAPT. Articles

supporting the MBTI's validity in prominent scholarly journals are scarce, although Robert and

Mary Capraro published a largely positive meta-analysis of its reliability in 2002 in Educational

and Psychological Measurement.

References

Capraro, R., & Capraro, M. M. (2002). Myers-Briggs Type Indicator score reliability across

studies: A meta-analytic reliability generalizability study. Educational and Psychological

Measurement, 62, 590-602.

Center for Applications of Psychological Type, Inc. (2015). About the MBTI® Instrument.

Retrieved from www.capt.org/mbti-assessment/mbti-overview.htm

CPP, Inc. (2009). Myers-Briggs Type Indicator®. Retrieved from

https://www.cpp.com/products/mbti/index.aspx

Cunningham, L. (2013, April 13). Myers-Briggs personality test embraced by employers, not all

psychologists. The Seattle Times. Retrieved from

http://www.seattletimes.com/business/myers-briggs-personality-test-embraced-

byemployers-not-all -psychologists/

Pittenger, D. J. (2005). Cautionary comments regarding the Myers-Briggs Type Indicator.

Consulting Psychology Journal: Practice and Research, 57, 210-221. doi:10.1037/1065-

9293.57.3.210

The Myers & Briggs Foundation. (2015). Ethical use of the MBTI® Instrument. Retrieved from

www.myersbriggs.org

... The P dichotomy on the other hand, is more attuned to spontaneity and prefers to have options open. According to a combination of these arrays or of the four dichotomies, the MBTI classifies an individual into one of the sixteen personality classifications [26]. ...

... As such, they are perfect to be dentists, medical doctors, teachers, psychologists, psychiatrists, education consultants, and marketers. They are at their best when they materialize their visions to be a reality, as they are blessed with an idealistic vision [7,8,26]. ...

... Furthermore, they are ideal as leaders because of their long-range perspective and vision for societies. They have high standards of competence, they are independent, determined, and they have conviction when they feel they are right [7,8,26]. ...

Background: The Dentist Licensure Examination (DLE) is one of the most difficult pre-professional practice examinations in the Philippines. The personality type of a dental student can be a determining factor or a test-for-fit of the chosen college program, the DLE, and the eventual profession. Objectives: This study aimed to document the personality dichotomies and MBTI personality categories of the respondents. Methods: Through the Myers Briggs Type Indicator (MBTI), this cross-sectional investigation examined the Filipino students' personality type in a dental school in the Philippines and presented it through descriptive statistics. Results: In retrospect to the personality dichotomies, majority or 44 (17.19%) of the students were of the introverted feeling with intuition variety or the Introversion Intuition Feeling Perceiving (INFP) type. This personality type does not coincide with that of a dentist or dental student in other studies. Conclusion: The mainstream dental students' personality types were inclined to traits that are indicative of the INFP professions (e.g. artists, counselors, social workers, etc.) and not of a prospective dentist. These findings will add to the database of dental education in the Philippines and will enable the dental educators and schools to improve their educational strategies.

... The P dichotomy on the other hand, is more attuned to spontaneity and prefers to have options open. According to a combination of these arrays or of the four dichotomies, the MBTI classifies an individual into one of the sixteen personality classifications [26]. ...

... As such, they are perfect to be dentists, medical doctors, teachers, psychologists, psychiatrists, education consultants, and marketers. They are at their best when they materialize their visions to be a reality, as they are blessed with an idealistic vision [7,8,26]. ...

... Furthermore, they are ideal as leaders because of their long-range perspective and vision for societies. They have high standards of competence, they are independent, determined, and they have conviction when they feel they are right [7,8,26]. ...

Background: The Dentist Licensure Examination (DLE) is one of the most difficult pre-professional practice examinations in the Philippines. The personality type of a dental student can be a determining factor or a test-for-fit of the chosen college program, the DLE, and the eventual profession. Objectives: This study aimed to document the personality dichotomies and MBTI personality categories of the respondents. Methods: Through the Myers Briggs Type Indicator (MBTI), this cross-sectional investigation examined the Filipino students' personality type in a dental school in the Philippines and presented it through descriptive statistics. Results: In retrospect to the personality dichotomies, majority or 44 (17.19%) of the students were of the introverted feeling with intuition variety or the Introversion Intuition Feeling Perceiving (INFP) type. This personality type does not coincide with that of a dentist or dental student in other studies. Conclusion: The mainstream dental students' personality types were inclined to traits that are indicative of the INFP professions (e.g. artists, counselors, social workers, etc.) and not of a prospective dentist. These findings will add to the database of dental education in the Philippines, and will enable the dental educators and schools to improve their educational strategies.

... Nelson (2003), for instance, argued that team assessment is important to increase team efficiency and productivity. He explored four of the common team assessment methods to understand how and when they can be successfully utilized: (a) Myers-Briggs Type Indicator (MBTI) (King and Mason (2017), (b) Hallam Team Development Survey (TDS) (Hallam & Campbell, 1994), (c) Teamwork KSA (Stevens & Campion, 1994) and (d) Parker Team Player Survey (PTPS) (Parker, 1990(Parker, , 2008. Nelson (2003) concluded that teams who focus on the task components are more likely to benefit from the information determined by the Teamwork KSA and the Team Development Survey; whereas teams who focus on emotional elements would find the MBTI and PTPS components helpful. ...

... In addition, the results could be utilized as benchmarking data between companies in Jordan and in other Arab countries. Moreover, as assessments have become crucial as tools to help increase the effectiveness and productivity of teams, the authors suggest implementing other assessment tools to measure the level of teamwork performance in Jordanian and other Arab organizations, such as the Myers-Briggs Type Indicator (MBTI) (King and Mason (2017), Hallam Team Development Survey (TDS) which centers on team performance and development, as well as teams strengths and weaknesses (Hallam & Campbell, 1994) and Parker Team Player Survey (PTPS) (Parker, 1990(Parker, , 2008. ...

  • Hala Abdulqader Sabri Hala Abdulqader Sabri
  • Zakareya Abu-Atiah

This study investigates team performance effectiveness in the relation to team members' Knowledge, Skills and Ability (KSA) in the context of an Arab country, namely Jordan. The study also examines if differences exist between its results and the results of other studies conducted in Western societies to contribute to the development of comparative research in the area of teamwork KSAs and team performance effectiveness. The study utilized Uhl‐Bien and Graen "Work Unit Effectiveness (WUE)" survey and Stevens and Campion KSA test. Data were collected from ninety‐nine (99) employees comprising twenty teams (20) in a Hygiene paper manufacturing company. The study offers practical implications for human resource management professionals for employing the best practice in evaluating teams' performance effectiveness and measuring teams' Knowledge, skills and ability in order to reconsider their training plans, selection and recruitment processes. This is the first study that adopts valid instruments of measurement, that are used and tested in other international studies, to examine the relation between teams performance in light of individuals' KSA in a non‐Western context.

... According to Jung, the collective unconscious is the deepest layer, not personal, and shared with all humans. The same experience will settle in the human mind [6]. Myers decisions, Judging and Perceiving shows how a person adopts the lifestyle or relates to the outside world [7]. ...

... Beyond various benefits, MBTI is also not free from weaknesses and criticism. MBTI objects that a person cannot be separated into a dichotomy because the personality constraints must be seen in full [6]. Some studies also explain that the reliability of the MBTI test-retest is lower than desired. ...

  • Erita Diah Sari Erita Diah Sari
  • Khoiruddin Bashori

The managerial ability for leaders becomes a critical matter to achieve organizational effectiveness. This study aims to describe the profile of school principals in Yogyakarta. A total of 39 principals in elementary school and senior high school participated in this study. Data was collected using the Myers-Briggs Type Indicator (MBTI) and Management Style Diagnostic Test (MSDT). The results showed that the dominant personality character is the components of openness, relationships, confidence, persistence, and combined with opportunities for creative and macro thinking. The principal's management style is dominated by Bureaucrat's type, which signifies compliance with the organization's rules and regulations and, combined with the Developer that allows a harmonious relationship between subordinate superiors to make efforts to develop.

... Myers Briggs Types Indicator (MBTI) Personality traits do not provide information about the capabilities, the nature of the individual and individual character. However, through the analysis of these personality traits, then students will find various tendencies in order to optimize the abilities they already have [10]. ...

... They are not so interested in the facts that have no direct relationship with the community, social environment and real life. They have excelled in expressing what the advantage of themselves is but they also have good ability in group supportive developing [10]. In the history teaching context, teachers should relate historical events to current issues, political conditions, social conditions and even better if the teacher can correlate history subjects with another discipline as such sociologist, geography, economic, political etc. ...

  • Rully Putri Nirmala Puji Rully Putri Nirmala Puji
  • Abdul Razaq Ahmad

This study aims to identify the dominant type of learning style in history education students at Higher Education. Types of learning styles used in this study are the learning style according to the Myers-Briggs Type Indicators (MBTI). These are Extrovert, Introvert, Sensing, Intuition, Thinking, Feeling, Judging and Perceiving. The sample of this study involving a total of 600 students at a second year (2013) and third year (2012) upon history education major from two universities of education are in Jember and Bandung, Indonesia. Statistic analyses used in this study is descriptive statistic upon SPSS (Statistical Package for the Social Science 22.0). The result showed that the dominant learning style is in judging the type of learning style aspect. Implications of this study showed that teacher should comprehend a type of learning style for evoking an effective learning.

Learning in a pandemic situation has shown an increased role and need for research and implementation of personalized learning, and therefore the factors necessary to take into account when forming such an approach. The purpose of this study was, firstly, to find out how students of technical specialties perceive the fact to refuse from classroom studies, and, secondly, to determine the influence of person's individual characteristics on attitude towards distance learning. The research results showed that a significant part of full-time IT students (about 70%) reacted positively to the advantages of distance learning and that the attitude towards this form of education is to some extent determined by gender, as well as a manifestation of Introversion-Extraversion and Thinking-Feeling.

Before choosing a test for selection in recruitment, it is necessary to observe some characteristics that may influence its results. The test should have a research background that makes it suitable for selection. Otherwise, the test may give an incorrect assessment. This, in turn, can lead to wrong decisions in the selection process, and the wrong final candidates are chosen. Therefore, it is relevant that the test you use has high reliability and validity. This article aims to examine just this in psychometric theories and research. We found that the only psychological theory to be used in recruitment and selection is the five-factor model. We have also found out why other theories and tests that are not made for selection are popular, even though they do not have a stable and valid research background.

  • Aaisha Saqib Aaisha Saqib

Abstract: Introduction: Healthcare performance and quality of care have been shown to improve when clinicians actively participate in leadership roles. However, the training for junior doctors in leadership and management is either not formally provided or requires out of programme training. In this article, we discuss how we devised a leadership training programme for junior doctors at our district general hospital and reflections on how it can be implemented elsewhere. Methods: A junior doctors leadership programme was developed involving workshops and guidance through delivery of quality improvement projects. A precourse and postcourse questionnaire assessing preparedness to lead was given to trainees to assess the effectiveness of the course. Results: Using a Likert Scale, trainees provided quantitative self-assessment for precourse and postcourse changes in their leadership skills. There was an overall increase in confidence across key areas such as communication, preparing business cases and understating hierarchies of management teams. Discussion: The structure of this leadership programme has provided the opportunity to address gaps in leadership skills that trainees encounter, without the need to extend training. This programme is easily reproducible and offers other trusts a guide on how to do so

  • Jo Ann A. Abe

With the tremendous growth in online classes and programs at institutions of higher education, conflicting claims are increasingly being made on media and blog sites about the personality types that are compatible with this new learning format. The relations between the Five Factor Model of Personality (FFM) and linguistic styles with measures of academic performance in fully online asynchronous classes were examined. Consistent with findings based on research in face-to-face classes, Conscientiousness, Openness to Experience, and Analytic Thinking were associated with academic success. There was no support for the views propagated on the internet that extraversion, introversion, or anxiety hinder or foster online learning. The most robust predictor of academic performance throughout the semester, independent of the personality variables, was the number of words students contributed to the online discussions. These finding are interpreted within the Community of Inquiry framework (CoI; Garrison, 2003) and future lines of research are suggested.

The book analyses the 1997-1999 trade union movement on the basis of the largest psycho-sociological studies conducted so far in Romania within the Social Research Bureau.

The Myers-Briggs Type Indicator (MBTI) was submitted to a descriptive reliability generalization (RG) analysis to characterize the variability of measurement error in MBTI scores across administrations. In general, the MBTI and its scales yielded scores with strong internal consistency and test-retest reliability estimates, although variation was observed.

  • David Pittenger David Pittenger

The Myers-Briggs Type Indicator (MBTI; K. C. Briggs & I. B. Myers, 1998) is a popular measure of normal personality that its promoters claim has many applications. M. H. McCaulley (2000) offered an optimistic and enthusiastic account of how counselors can use this instrument in corporate settings. The present article evaluates several of the psychometric limitations and criticisms of the MBTI that warrant considerable caution when making inferences from its 4-letter type formula. The author concludes that the MBTI, while offering much intuitive appeal, may not yet be able to support the claims its promoters make. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

  • Myers

The classic work on the 16 major personality types as identified in the Myers-Briggs Type Indicator.

About the MBTI® Instrument Retrieved from www.capt.org/mbti-assessment/mbti-overview.htm CPP Myers-Briggs Type Indicator® Retrieved from https Myers-Briggs personality test embraced by employers, not all psychologists. The Seattle Times

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Center for Applications of Psychological Type, Inc. (2015). About the MBTI® Instrument. Retrieved from www.capt.org/mbti-assessment/mbti-overview.htm CPP, Inc. (2009). Myers-Briggs Type Indicator®. Retrieved from https://www.cpp.com/products/mbti/index.aspx Cunningham, L. (2013, April 13). Myers-Briggs personality test embraced by employers, not all psychologists. The Seattle Times. Retrieved from http://www.seattletimes.com/business/myers-briggs-personality-test-embraced-byemployers-not-all-psychologists/

2010) is an associate professor of psychology at Shenandoah University His research specialties include generational dynamics, measurement validity, psychology pedagogy, and the intersection of social media and personality. His most recent publication

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  • King

Scott P. King (Ph.D., Loyola University Chicago, 2010) is an associate professor of psychology at Shenandoah University. His research specialties include generational dynamics, measurement validity, psychology pedagogy, and the intersection of social media and personality. His most recent publication, " The Workplace Intergenerational Climate Scale (WICS): A Self-Report Instrument Measuring Ageism in the Workplace " appeared in Journal of Organizational Behavior in 2016.

Myers-Briggs personality test embraced by employers, not all psychologists. The Seattle Times

  • L Cunningham

Cunningham, L. (2013, April 13). Myers-Briggs personality test embraced by employers, not all psychologists. The Seattle Times. Retrieved from http://www.seattletimes.com/business/myers-briggs-personality-test-embracedbyemployers-not-all-psychologists/

Myers-Briggs Type Indicator®

  • Inc Cpp

CPP, Inc. (2009). Myers-Briggs Type Indicator®. Retrieved from https://www.cpp.com/products/mbti/index.aspx