Applying Psychological Type: Functions and Function Pairs

The “Functions” of Jung’s psychological type theory – Sensing and Intuition (S/N) and Thinking and Feeling (T/F) – are vital psychological processes that support problem solving and decision making. Learning to effectively use all four functions develops essential critical thinking skills. In this post, we summarize a type exercise that we frequently use with client groups to develop their use of the functions and their recognition of function pairs.

Exercise Context

The following exercise takes a minimum of 60-90 minutes to complete with a group. It assumes a basic familiarity with type, making it a natural exercise to do right after a Myers-Briggs Type Indicator® (MBTI®) introduction module, or with a group that is familiar with type and wants a practical process for applying it.

Step 1:  Small Function Pair Groups Generate Problem or Need

Break your group into small groups by function pair (ST, SF, NT, NF). Ask each group to write a statement that captures an important need or problem that the team (or project or organization) faces. Emphasize that their output is a need or problem statement, written on chart paper to share with the full group.

Generally, while often related to a common theme like better communication or financial stability, the specific problem statements will reflect the function pair perspective that generated the chart. Sensing Thinking (ST) groups will generate practical, objective, concrete problems or needs, often with a metrics component. Sensing Feeling (SF) groups will generate problems or needs that are also practical and concrete, but which are stated in people terms. Intuitive Thinking (NT) groups will generally generate a big picture, future focused statement that captures a “to be” vision. Intuitive Feeling (NF) groups will generally generate a big-picture, future focused statement that focuses on the development of people and their relationships – e.g., team, staff, customers.

Here are examples of statements generated by different clients in function pair groups (altered slightly to provide anonymity):

• ST: (1) Reduce expenses and gain efficiencies to ensure a competitively priced product.  (2) Increase youth market sales by 25% by December 31,2010.
• SF: (1) Problem: Staff is receiving mixed messages from leadership. Need: How to provide more consistent messages. (2) How do we change from being just “nice” to be able to deliver effective and impactful feedback?
• NT: (1) How do we become an expense leader in our industry and increase growth?  (2) How do we create a culture of efficiency?
• NF: (1) We are blocking ourselves from communicating with our customers in a manner that they desire.  (2) How do we engage employees through times of change? (3) Beat competition and remain customer’s first choice by increasing employee engagement and growth.

In debriefing this step, groups quickly see how type differences impact how they define problems and needs from the very start.  Even when we are all asked the same question, the answers differ greatly! Many groups find this valuable in beginning to see how typological differences are impacting the problems and needs that are on the view screens, and those that are in the blind spots.

(Note: In a small group, less than 8 people, have them work as one group to generate one shared problem statement.)

Step 2: Use the Four Functions to Work on the Problem or Need

With the problem or need statement posted, the next step is to use the four functions for critical thinking and problem solving about the statement they just developed.  This part of the exercise can (and in fact should) be done in mixed-type groups. (Again, with a small team, you may only have one group.)

First, instruct each small group to select one of the problem or need statements that was generated in Step 1 to work on – each group may revise their chosen statement to that group’s liking.  Then, using the Decision-Making (or Problem Solving) Worksheet (PDF) as a guide, each group engages in discussion, asking questions from all four functions to analyze and develop recommendations for solving the problem or filling the need they picked. (As an optional element of this exercise, you can ask each person in the group to be the “steward” of a specific letter – e.g., people assigned “N” are responsible for making sure that N dimensions are addressed by the group, the person/people assigned “S” is responsible for S dimensions, etc.)

To support this exercise, you (the trainer) may want to post a “cheat sheet” at the front of the room to capture the essence of each function:

• S: What are the facts? What does experience tell us about this problem?
• N: Are there any patterns in the facts that point to root causes? What are the possibilities?
• T: What are the criteria for a good solution? What are the fair and just alternatives?
• F: How will the alternatives or a solution impact the people involved?

I generally check in with the groups midway through to have them reflect on their own process – are each of the four functions getting air time?  Is any function being undermined or dismissed by the group?  After reflecting, the group is invited to return to their discussion, with any needed modifications based on that reflection.

Note:  This model is often called the Z-Model because it can be helpful to start with S, then move to N, then to T, then to F, as in the figure above.  This pattern forms a Z across the functions.

Next Steps and Conclusion

Many groups find this process useful in concretely seeing how type can be very practically applied to everyday problem solving.  I generally leave the group with a model agenda for a one-hour meeting, so that they can apply this process on their own the next time they want to focus on a specific problem or issue:

• 15 min – Develop your problem or need statement
• 30 min - Analyze your problem/need and develop proposed recommendations using the four function model (S-N-T-F) – making sure that each function gets an even amount of attention (e.g., 5-7 minutes across the time allowed. (Many groups find that when they first start, it is best to go in order (S-N-T-F).  Once used to the model, they may finding themselves starting to jump around more as the questions become more familiar.)
• 10 min – Develop explicit statements that capture what should be done next (I call these the “therefore, we should do WHAT” statements).
• 5 min – Capture immediate action items and their owners, with time lines and an explicit process for following up on progress.

With some focus and a little time, your group will see how quickly type principles can be applied to today’s problems – real-time applications that make your type training memorable!

Looking for other practical ways to apply the MBTI?  Access this May/June 2010 article, Optimizing Myers-Briggs Type Indicator Training: Practical Applications (PDF), published in the Department of Defense’s (DoD) CrossTalk Journal.

We welcome your comments and questions!