The aim of my work was to evaluate company culture in particular companies and suggest any possible changes that would lead to an improvement. The main aim was both the analyses of personal types of particular managers with their perception of company culture and the perception of company culture by ordinary workers of monitored companies. The final evaluation should result in suggestions of changes that would achieve the desired improvement. For the research the questionnaire method was used together with the directed interview method. Always two managers and two workers of the same company attended the interview. The directed interviews were performed with managers. During particular interviews, the managers were asked selected questions with the possibility of adding their own remarks. Questions concerned the managers personally and the company where they work. Further, all managers filled in a questionnaire that measured their perception of company culture. A questionnaire was also given to other employees of the company in addition a directed interview was also performed with them about the company culture. After the evaluation of results, managers were given the opportunity to express their opinion which was also implemented into this research.

D.Litt. et Phil. / South Africa is a country in transition where the development of people is a primary focus. The Myers-Briggs Type Indicator® (MBTI®) is a valuable instrument to use for such a purpose. The applicability, use and popularity of the MBTI® in Southern Africa has outstripped research using the instrument on the African continent. This study serves to provide base line research on type distribution patterns found amongst different language, age and gender groups within the South African culture. The research also has as an important focus the assessment of similarities and differences found in South African and USA type distribution data. A total of 6 452 South African MBTI® profiles is used in this study. This represents males and females from a broad segment of society and industry. The database consists mainly of adults, both working and non-working. The profiles represent individuals ranging from 17 to 70 years of age. The study discusses the following international analyses : RSA type distribution compared to a representative USA sample; RSA White type distribution compared to a representative USA White sample; and RSA Black type distribution compared to a representative USA African-American sample. The study discusses the following national analyses : type distribution of the Afrikaans speaking compared to English speaking group; type distribution of the Afrikaans speaking compared to Indigenous languages group; and type distribution of the English speaking compared to Indigenous languages group. The study discusses the following national comparison of language and gender groups : type distribution of Afrikaans speaking females compared to Afrikaans speaking males; type distribution of English speaking females compared to English speaking males; and type distribution of Indigenous language speaking females compared to males of the Indigenous languages group. The study discusses the following national comparison of age groups : type distribution of females aged 20-29 compared to females aged 50-59 years; and type distribution of males aged 20-29 compared to males aged 50-59 years. Results indicate similarities and differences in both the international and national comparisons. Similarities and differences are discussed in detail in terms of MBTI® attitudes, functions, functional pairs, whole types, temperament and dynamics of type. The South African type distribution results are related to the theories of national cultures formulated by Hofstede (1991), Lessem (1993) and Trompenaars (1993). The concept of UBUNTU, as a significant cultural force (Mbigi, 1997) is interpreted within the perspective of the unique type distribution results of the South African Indigenous Languages group.

In order to continue their contribution to the profession of psychology in South Africa the selection committees of psychology departments of higher education institutions are faced with the difficult task of selecting the most suitable candidates to fill their Clinical, Counselling, Educational and Industrial Psychology masters coursework programmes. Selection committees have traditionally made use of several admission criteria and procedures ranging from academic performance to personality assessment to a combination of methods. Admission criteria vary greatly across Higher Education Institutions. The selection committee at the selected participating institution of higher education takes into account the prospective students' academic performance, relevant work or practical experience, research experience, active participation in the classroom, active involvement outside of the classroom (participation in and engagement with community activities), and personality. Currently the institution of higher education that provided the sample for the current study employs the NEO PI-R as well as the MMPI-2 to assess masters applicants’ personality traits. A study by Britz (1994) recommended that the MBTI® be included in the assessment battery for psychology masters students. The primary aim of the proposed study is to identify, explore and describe the personality preferences of a group of prospective psychology masters applicants and a group of successfully selected psychology masters students at a South African Higher Education Institution utilising the Myers-Briggs Type Indicator® (MBTI®). The study was exploratory descriptive in nature and was based on the quantitative research approach. Non-probability convenience sampling and the survey method was utilised to identify and approach prospective participants. Participants were requested to complete the MBTI® questionnaire. The MBTI® protocols were hand-scored and the findings analysed utilising frequency distributions and inferential statistics, that is, means and standard deviations. The MBTI® was found to be valid and reliable in a variety of populations and contexts. xi Results indicated that the ISTJ (15 percent), INTP (15 percent) and ESFJ (15 percent) personality types were the three most common personality types amongst participants from the group of prospective psychology masters applicants. The ENFP (13 percent), INTP (13 percent) and ISFJ (13 percent) personality types were the three most common personality types amongst participants from the group of successfully selected masters students. The majority (14 percent) of participants from the total sample displayed a preference for the INTP personality type. An examination of the dichotomous personality types of the participants revealed that the majority of participants preferred the Extraversion attitude, Sensing and Thinking functions, and Judgement attitude.

M.A. (Research Psychology) / Please refer to full text to view abstract

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This is a case study of a popular shōnen manga, My Hero Academia, written andillustrated by Kōhei Horikoshi. The study’s aim is to determine the personality typesof five characters, while utilizing the Myers-Briggs Type Indicator. The secondaryaim is finding out which details help in the MBTI analysis and which do not. Thethird aim is to look into what are the difficulties of executing this kind of study. Theinitial focus of the analysis was the characters’ actions, dialogue, body language,facial expressions, use of role language and how the manga artist utilizes theJapanese scripture. The final results show that the characters are INFJ, ENTP, ENFP,INTJ and ESTJ types, and that the most helpful methods are to look at acombination of the characters’ actions, speech, body language, behavior, andexpressions. In addition, the method of analysis occasionally depends on thecharacter in question. While the scripture does not help in gaining the results, thechoice of language for the characters gives additional affirmation for the resultsbut does not work by itself to affirm any MBTI types. The main challenge is decidingwhich of the MBTI type pair polarities has more value to the character’s personalityto become the preference.

A review of the literature suggests a coincidence of personality characteristics among the cognitive styles defined by Field Dependence-Independence and the Myers-Briggs type preferences. This thesis proposed these independent measures of cognitive style tap common cognitive processes and hypothesized the Myers-Briggs dimensions of Extraversion-Introversion (EI), Sensing-Intuition (SN), and Judgement-Perception (JP) would correlate positively and Thinking-Feeling (TF) would correlate negatively with the dimension Field Dependence-Independence (FD-FI) as measured by the Group Embedded Figures Test (GEFT). The relationships of gender, age, and intelligence to the prediction of field-dependence-independence were also tested.

The purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The researcher collected and analyzed data to determine self-reported leadership changes that came as a result of school-system led professional development involving the Myers-Briggs Test Indicator. The results of these findings could help determine if school leaders and school systems would benefit from Myers-Briggs professional development. The findings were as follows: a) interview participants indicated only limited benefits of the MBTI training b) some participants identified self-awareness as a valuable leadership action related to the personality disposition training; c) some participants identified that they changed how they approached decisions when working with individuals with similar or different personality preferences and, d) participants indicated interest in additional MBTI training. Based on these findings, it is reasonable to conclude MBTI could be considered as a personality disposition tool in the context of comparing educational leadership personality preferences and understanding certain aspects of the decision-making process. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings. / Doctor of Education / The purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The Myers Briggs Test Indicator (MBTI) was used as a framework for the professional development. The MBTI is an introspective self-report questionnaire indicating differing psychological preferences in how people perceive the world and make decisions. The training was led by school division staff that had been certified to use the MBTI materials. The researcher interviewed nine school leaders from the school division located in the southeastern region of Virginia. The majority of participants identified that the training led to increased self-awareness and a change in how they viewed the decision-making process as it related to personality preferences. Based on the study findings, it is reasonable to conclude that MBTI could be considered as a professional development tool. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings.

Differential item functioning on the Myers-Briggs Type Indicator (MBTI) was examined in regard to gender. The Myers-Briggs has a differential scoring system for males and females on its thinking/feeling subscale. This scoring system preserves the 60 % thinking male and 30 % thinking female proportion that is implied by the Jungian theory underlying the Indicator. The MBTI's authors contended that the sex-based differential scoring system corrects items that subjects at a certain level of a latent trait either incorrectly endorse or leave blank. This reasoning is the classical definition of differential item functioning (DIF); consequently, the non differentially scored items should exhibit DIF. If these items do not show DIF, then there would be no reason to use a differential scoring system. Although the Indicator has been in use for several decades, no rigorous item response theory (IRT) item-level analysis of the Indicator has been undertaken. IRT analysis allows for mean differences in subgroups to occur, independent of the question of DlF. Linn and Harnisch's (1981) pseudo-lRT analysis was chosen to test for the presence of DlF in the MBTl items because it is best for tests of relatively small length. The Myers-Briggs subscales range from 22 to 26 items, which is relatively small by lRT standards. lRT analyses conducted on N=1887 subjects indicated that no items on the thinking/feeling subscale showed evidence of DIF. Out of 94 items, only one extraversion/introversion item and one judging/perception item showed evidence of DIF; no Thinking/Feeling items showed DIF. It is recommended that sex-based differential MBTI scoring be abandoned, and that the distribution of type in the population be examined in future studies. / Ph. D.

This study was an exploration into the effects of four categories of extra-student variables: high school performance, demographic characteristics, Myers-Briggs personality preferences and mathematics attitudes on three measures of college mathematics achievement (a Problem-Solving Test, an Algebra Skills Final Examination and course grade for all seven classes of 175 undergraduate students taking Pre-Calculus I Fall semester 1993). High school performance explained the most variation for all measures of mathematics achievement. Demographic characteristics and mathematics attitudes do not significantly influence any measure of mathematics achievement. The Myers-Briggs Type Indicator (MBTI) preference Extravert versus Intraverts (E versus 1) was a significant predictor for the Problem-Solving Test; the Judging versus Perception a versus P) preference was a significant predictor for the Algebra Skills Final Examination, and both E versus I and J versus P were predictors for the course grade. An experimental design was used to explore four classroom variables--3 class times, 2 instructional settings, MBTI E versus I and J versus P-- in six classes. Students taking 8:00 classes averaged 9 points lower than students taking 10:00 classes and 11 points lower than students taking 1:00 classes for all measures of mathematics achievement. There was no significant difference for the two instructional settings--cooperative learning or traditional lecture--for any measure of mathematics achievement. Students who were Introverted averaged 8 points higher on the Problem-Solving Test. Students who had the Judging preference averaged 11 points higher on the Algebra Skills Final Examination and 5 points higher for the course grade. There was a significant interaction (p<.01) for the Problem-Solving Test of class Time x instructional setting caused by the poor performance of the 8:00 Cooperative Learning class. The interaction of E versus I x J versus P or the EIJP learning styles was significant (p<.05) for the Algebra Skills Final Examination and course grade. The students with the IJ learning style averaged 13 to 20 points higher for scores on the Algebra Skills Final Examination and 11 points higher for scores on the course grade than students with the other three learning styles--EP, EJ and IP. / Ph. D.