Reference no: EM131516690

Assignment: Experiencing Type

Based upon your experiences in our 3rd class, and the identification of your Dominant, Auxiliary, Tertiary and Inferior functions, you will experience your inferior function and then prepare a reflective report which relates these experiences to better manage your personal stress reactions.

This work will include the following:

1. Determine your dominant, auxiliary, tertiary and inferior functions and report these as an introduction to this reflective work.

2. With the inferior function identified, you are ready to begin exercising this function. This activity is to reflect on the inferior function. Refer to the the "Last page of this instructions" activities for your inferior function. Choose an activity from the list to exercise your inferior function and complete it.

3. Compose a report on the experience which includes a reflection upon the difficulties and merits of exercising this function.

4. Consider this in the context of relation to the stress and "in the grip" experiences discussed in class, and outline a plan to ensure personal growth.

5. Understanding that there are members of your group, class and workplace that prefer this function over all others, how does/could this experience change your perceptions of interactions with them? Explain how you will make constructive change toward your own professional development based upon these conclusions.

Your work will be assessed according to the KPU Grade Conversion Scale, considered in its entirety and scored out of 10 based upon the following criteria:

Demonstration of mastery of MBTI concepts, language and application:

Have you used MBTI terminology in the proper context? Have you demonstrated an understanding of the MBTI theories and philosophies as discussed in class and in course resources?

Demonstration of personal reflection and application to personal professional experiences:

Have you related your experience with the activity to personal professional experiences? These can be in the context of your work, volunteering, or education.

Conclusions, implications and applications for professional development:

Have you reported what the experience means to your professional self? Why was the experience useful? What did you learn? How will knowing this make you a better member of a team or organization? What are you going to do now that you know these things?It is answers to questions such as these that should be included in this section.

Professionalism (spelling/grammar/syntax, clarity, organization, Chicago Style citations etc.):

Have you completed the assignment fully? Is the report formatted professionally? Is the file a PDF? Are proper citations used? Is it free of spelling and grammar errors? Is the report organized clearly and is your message clear? Have you used paragraphs,bullet lists and/or diagrams appropriately?

NOTE: Plagiarism or other academic misconduct will result in a grade of 0. Likewise, poorly written, formatted and/or organized work will result in penalties of up to 100% of the assignment grade.

Submission Details:

The report you prepare is to be a professional account of your experiences. Prepare it as if you were going to share it with a professional career coach, your mentor, or other such professional. (For context ... You trust this person, and can be honest, but the relationship is still a relatively formal one so spelling, grammar, citations etc still count.) How you format your work etc. is up to you but as this is a reflective work, write in the 1st person. Convert your masterpiece into a pdf file for submission and upload no later than the start of class in week 4.

To experience extraverted Intuition:

1. Read a poem and then draw a picture of the mood the poem creates in you. You don't have to be an artist, and the picture needn't convey anything to anyone else - just represent your mood with colours and shapes.

2. Describe an everyday object to someone without using a single Sensing detail, no specific fact that is actually directly descriptive of it. Us the phrases "It's like..." or "It's as though ..."

3. When you are gathering information to make a decision, ask for advice and information from a totally irrelevant source and turn off the "Yes, but ..." reflex. If you need to decide about buying a new computer system at work, ask friends who know nothing about computers what they would look for. If you need to make a family budget decision, ask a child, who had no idea of the value of a dollar, for her advice. Then imagine following that advice. What might happen? What might it lead to?

4. When you are puzzling over a problem or decision, ask the next five people you see - including strangers - what they would do in your situation. Take each one's suggestions or comments seriously, and then try to find a pattern in what each has said. If it's not a momentous decision or one with major impacts, go ahead and try solving the problem based on the pattern you have identified.

5. Think of all the possible things people do on a Saturday and select one that you would normally not consider doing - some new activity or a place to go. Invite someone you do not normally spend time with to join you (neighbours, a new colleague) and describe it with so much enthusiasm that they will join in. Then do it, with energy. Later, reflect on how you were like, or unlike your usual self, and think of other new things you might try in the future.