Myers-Briggs Type Indicator and Its Role in Psychology

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Table of Contents

Introduction
ESTJ: General Characteristics
Conclusion
References

Introduction

Determining one’s personality qualities is a crucial step toward self-improvement and successful interpersonal communication (Safaei, Moghmizade, & Shariati, 2014). The Myers-Briggs Type Indicator (MBTI) offers an opportunity for an insight into one’s self (Moran, 2015). According to the MBTI results, I am an ESTJ, or “the Executive” (ESTJ standing for Extraversion, Sensing, Thinking, and Judgment) (16 Personalities, n.d.). While the test sheds a lot of light on my personality, it overlooks some of the minor characteristics that, once combined, contribute significantly to the big picture. For example, the test omits my ability to incorporate innovative solutions into the process of problem analysis, thus, failing to reflect my flexibility. Therefore, while MBTI provides a rather detailed characterization of my mindset, it also lacks essential details, making the result somewhat flat.

ESTJ: General Characteristics

By definition, ESTJ is the character type that makes everything possible for their judgments to be grounded in facts and does not like to have their head in the clouds (Schneider & Prudhomme, 2014). Studies show that ESTJ people are extremely prone to stress since they often tend to commit themselves to a specific cause or causes too much (Geri, 2014). The specified characteristics partially apply to me since I like to play the role of a leader. However, I am also able to draw a line between commitment and obsession with a cause, thus, preventing the levels of stress to peak too high. Therefore, I cannot be considered an accurate representation of the ESTJ type.

ESTJ: Extraversion

Extravert thinking implies that I have a propensity toward reasoning, making logical links, and being a leader (Kise, 2014). Indeed, I am grounded deeply in reality and willing to play the role of a leader. The MBTI description suggests that I should feel the urge to bring the community members together; however, my motivations for leadership are slightly different. When guiding people, I feel that the appreciation that I receive is earned and, therefore, the role of a leader completes me.

ESTJ: Sensing

Introvert sensing means that I rely on past experiences extensively. However, while I use the information and skills that I have learned, I also tend to focus on the future and what it has in store for me. In other words, I tie together the information received in the past and the scenarios that I have to deal with at present. As a result, the innovative approaches that represent a compromise between the available options and, therefore, leave all stakeholders satisfied, taking as few losses as possible, can be located. The past-oriented approach, while being an admittedly important part of my decision-making and problem-solving strategies, informs but does not define them.

ESTJ: Thinking

The test also indicates that my decision-making relies on reasoning rather than on emotions. While I try to be reasonable in my choices, I have to admit that emotions determine the choices that I make quite often. Therefore, the specified part of my character description does not seem to be very accurate.

Nevertheless, I have to admit that logic is a much more important element of decision-making for me than my emotions, and I try very hard to focus on what would be the reasonable step to take as opposed to what feels the right thing to do. As a result, the choices that I make are often emotionally exhausting for me.

ESTJ: Judgment

Finally, according to the assessment, judgment is higher than perception on my list of priorities. The identified description is partially true. I need to have everything planned; however, I often leave several options open so that I could have enough flexibility in case something unexpected happens. Nevertheless, the idea of putting facts over emotions is what I strive to do when facing a complex dilemma.

Conclusion

Although the outcomes of the assessment can be used to describe my personality, they seem to be rather one-dimensional. For instance, they do not cover my ability to define innovative approaches and be rather flexible during conflict management. As a result, the description of my personality, which the test provides eventually, turns out to be a bit flat. Furthermore, my motivations are at times misinterpreted in the assessment outcomes. Specifically, the aspects associated with a communication need to be mentioned among the problem areas.

However, on the whole, MBTI provides a decent overview of my characteristics. As a tool for determining the environment in which one feels comfortable as a learner, leader, or executive, the assessment is rather efficient. It sheds light on how further progress can be made and allows exploring the available opportunities, often suggesting rather unexpected ideas.

It could be argued that the test was designed to provide a generic description that could help an average participant to identify their characteristics and determine their strengths and weaknesses. For these purposes, the MBTI test can be rather useful. However, as far as a detailed description of one’s personality or opportunities in personal and professional growth goes, the assessment is rather vague.

References

16 Personalities. (n.d.). ESTJ personality (“the Executive”). Web.

Geri, S. (2014). Comparing political skills in terms of personality types: A research on students in individual or team sports. International Online Journal of Educational Sciences, 6(3), 533-543.

Kise, J. (2014). Differentiation through personality types: A framework for instruction, assessment, and classroom management. New York, NY: Skyhorse Publishing, Inc.

Moran, A. (2015). Managing Agile: Strategy, implementation, organization, and people. New York, NY: Springer.

Safaei, B., Moghmizade, R. P., & Shariati, M. (2014). Exploring the relationship between willingness to communicate, self-perception and personality type among Iranian EFL learners in Ayandesazan Institute of Kerman. The Iranian EFL Journal, 10(2), 198-217.

Schneider, R. E., & Prudhomme, D. S. (2014). ESTJ stress reduction guide. New York, NY: Lulu.com.

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