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Career counselor explaining MBTI results to a student

Personality Type and What’s Next After High School?

Nov 17, 2020
Mollie Allen, MEd
MOLLIE ALLEN, MEd, is a certified coach, teacher and consultant working with groups and individuals. With undergraduate degrees in Child Development and Special Education and a M.Ed. in Administration and Supervision she worked in schools and in private practice with students of all ages and levels for 25 years.
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It's that time of year, and in spite of the pandemic, planning for next year is under way. After sitting with counselors, mentors, and parents, exploring all sorts of colleges, universities, gap-year options or entering the military service, some high school seniors are beginning to make decisions. Some are looking at careers and occupations, others have toured institutions on-line and (maybe) in person. They have accumulated a lot of personal information. They've invested in a good deal of self-searching about the future.

That search for clarity brings up the idea of preferences and personality type. How can we use results from the MBTI® or MMTIC® type assessments to help shape the post-high school study and career search?

Not long after my own four children completed various work and college paths, I began working with high school students as they embarked on the post-high school quest. One reason I took the work is that many of my adult clients remarked that if they had experienced an MBTI feedback session earlier, their lives may have been different. Another reason: some parents experience the on-going, months-long effort as very challenging. Some are ready to have the process roll along while they contribute from the sidelines when appropriate.

I've learned over the years that although there's not a clear dotted line leading from a particular type to a particular course of study, college, or career, students discovering their type with a mentor can gain valuable insight about their choices. At a minimum, as part of a complete profile, MBTI or MMTIC results can begin to reveal subtle differences between students who, on the page, look pretty similar.

Here's a recap of two students who had similar grades, GPAs and progress through high school. Along the way, both enjoyed math and were competent at it all the way through calculus. Both were members of the drama club for a number of years, one as stage manager the other in lighting. In extracurricular clubs and sports, they were chosen as leaders by their peers. By the time senior year arrived both were looking at electrical engineering.

One claimed INFP preferences, the other ISTJ. Knowing about personality type was helpful during discussing and selecting a final college. We dug into what kept them engaged in electives and extracurricular activities. The ISTJ student imagined continuing tech projects while the INFJ was curious about pottery, drumming and off-campus offerings such as art and theater. For the latter in particular, it made sense to at look at what universities, campus-sharing colleges, and metropolitan settings might provide.

However, there's a richer and much more beneficial use of the MBTI or MMTIC experience in the post-high school search. It goes "beyond the code." Beginning before the fall of senior year, we can blend the feedback session with the problem-solving model and offer a repeatable process for future decisions and career searches. This process provides structure for meaningful conversations as the progression goes back and forth between seeking and deciding.

The perception phase of a feedback session opens a discussion about learning habits vs. cognitive habits. It widens the search to additional career fields and work environments. It invites questions about hopes and dreams. It helps hold off hasty decisions. The judgement phase provides space to examine academic and life values and for-profit and non-profit worlds. It allows for discussion about the "why's" behind extracurricular likes or dislikes. The structure offers opportunities to explore inner and outer influences. Type processes becomes active, and they don't stand alone.

So yes, knowing about personality type can be helpful as part of the post-high school search ?as long as it's not used stringently or in a limiting way such as "matching" a certain type to a particular institution, or field of study, or occupation. In my mind, high school students (and perhaps all of us) get the most from learning about personality preferences if we remember to "hold type lightly." Personality type is only one part of any endeavor ? it's not the only thing.

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Yvonne Nelson-Reid, PhD
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Personality type awareness offers a way to manage stress, be more comfortable with our stretches, and further develop our strengths. This month, in this third article of the SEL series, on the core competency Self-Management, Yvonne Nelson-Reid highlights how we can resolve the conflicts that arise when dealing with one another's opposite preferences, especially the Judging and Perceiving preference pair. Self-management, especially in stressful moments, becomes easier with an understanding of personality type.

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In this fourth article of the Social Emotional Learning (SEL) series, Yvonne Nelson-Reid presents how to approach the SEL core competency of Responsible Decision-Making by using the Zig-Zag Process™ (Z-model). The Z-model introduces a balanced method for decision-making by using all four mental processes of Sensing, Intuition, Thinking, and Feeling to allow for clearer perceptions and sounder judgments.

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Making a Choice: Type Tip #20

Give CHOICES, CHOICES, CHOICES. Every time a child makes an independent choice, they choose a way to process the options and make a selection. This action allows for type exploration and type development. Even infants and toddlers can make choices. With toddlers, instead of the command, "Sit here" say, "Which chair would you like to use?" We may not know the basis for the choice but reaching a decision would require taking in information and making a choice, resulting in personal development.

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Type and Decision-Making: Type Tip #21

Use the Z-model of decision-making with children just as you do with adults. Before bringing closure to a decision, they should answer four key questions.

  1. Do we have all the information we need? (Sensing)
  2. Should we consider other possibilities? (Intuition)
  3. Is this reasonable? Can we really do it? (Thinking)
  4. Is this important? Is it worth my time? (Feeling)

They may need help answering the questions but asking the questions prepares them to look at an issue from a variety of perspectives. These four questions are only an example. Many others could be used.


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Type dynamics can affect how one naturally approaches the Z-Model.

Problem-Solving Model Using Personality Type (Part 2: The Z-Model Ideal vs Actual)

Sep 09, 2024
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, Ph.D., is the Vice President of Education and Programs at Myers & Briggs Foundation®️ (M&BF), the editor/lead writer for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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Using all the mental processes (Sensing, Intuition, Thinking, and Feeling) can lead to clearer perceptions, sounder judgments, and more effective problem-solving. In this second article of the Problem-Solving two-part series, Dr. Yvonne Nelson-Reid explains Gordon Lawrence’s Z-Model for problem-solving using MBTI® personality type, and each personality type's bias is considered.

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The Z-Model provides a solution to balanced and responsible decision-making.

Problem-Solving Model Using Personality Type (Part 1: The Z-Model)

Sep 05, 2024
Yvonne Nelson-Reid, PhD
YVONNE NELSON-REID, Ph.D., is the Vice President of Education and Programs at Myers & Briggs Foundation®️ (M&BF), the editor/lead writer for the People Stripes® website, a mother of 5, writer, teacher (BEd, MA), depth psychologist – Jungian and archetypal studies (MA, PhD), and career coach. Parenting, teaching in a classroom, or on the ice as a figure skating coach has taught her a great deal about relationships and the importance of communication.
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The four mental processes—Sensing, Intuition, Thinking, and Feeling—are used for taking in information and making decisions. We need all the processes for effective problem-solving. Most of us tend to lean on our natural strengths and neglect our stretches. For a balanced way to problem-solve, Yvonne Nelson-Reid, PhD, proposes the use of the Z-model. The Z-model is easy to use and directs one, using questions for guidance, through each of the four mental processes.

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