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The Development and Validation of a Personality Instrument to Increase Collaboration Educational Research and Review Vol. 3 (4), pp. 121-127, April 2008 Available online at http://www.academicjournals.org/ERR ISSN 1990-3839 © 2008 Academic Journals Full Length Research Paper The development and validation of a personality instrument to increase collaboration Rita Coombs Richardson1*and Thomas A. DeVaney2 1University of Saint Thomas, Houston, Texas 2Southeastern Louisiana University, Hammond, Louisiana. Accepted 2 April, 2008 Understanding personality profiles can be helpful in working relationships. Situations such as co- teaching frequently pair individuals in teamwork. Turf and personality conflicts between professionals can be destructive and impede goal attainment. The Myers-Briggs Type Indicator (MBTI) is a personality measure that is based on Jung’s theory of psychological types and has been established as having reasonable construct validity. The Richardson Inventory of Personality Types (RIPT) is likewise based on Jungian theory and contrary to the MBTI, utilizes a non-forced format and can be administered in a significantly reduced amount of time. The present study is a psychometric evaluation between the MBTI and the RIPT instruments. Both were administered to 210 participants enrolled in special education and speech/language and communication disorders courses at a state university. Results provided support for the construct validity and reliability of the RIPT and suggest utility in promoting understanding of personality profiles useful in situations requiring collaboration. Key word: Personality/Collaboration INTRODUCTION Examining personality profiles for effective collaboration Becoming aware of one’s own personality type and the that individuals who were trained on the type of perso- personality type of others can be helpful in developing nality of team members were helped to improve commu- intra-personal and inter-personal growth. Personality nication, trust, and interdependence inspite of differ- identification has been used for many purposes in various rences. Briggs, Copeland and Haynes (2006) propose organizations; to forecast a worker's ability to fill certain that a heterogeneous mix is actually preferable in most roles, to establish harmonious relationships, to determine organizations. In their study of accountants, they suggest team effectiveness, and to predict future behavior that many corporate collapses can be traced to a (Barbian, 2001). Individuals with opposite personality skill/personality mismatch of workers. Application of preferences can work together to achieve common goals personality type knowledge has been used in many areas when they understand that the mixture of strengths can in society such as in career guidance, managing employ- contribute to the job. One way that companies and yees, counseling and in teacher education. Thornton, et academic institutions have attempted to increase produc- al. (2005) report that new teachers leave the profession tivity is through building teams. Varvel, et al. (2004) found at an alarming rate and that 50% leave the profession within five years of their first job. These authors recom- mend that personality type research be expanded to stu- dy both measures of satisfaction and measures of long- term success. *Corresponding author. E-mail: In various educational circles, collaboration among [email protected]. colleagues is encouraged. Collaboration is a central com- 122 Educ. Res. Rev. ponent in promoting partnerships to improve student functions indicate the manner in which people interact success (Buddy, 2007). The concept of co-teaching has with the environment. Judgers (J) prefer an organized created a service delivery model whereby two teachers, and stable environment, and strive to regulate and control usually a teacher of general education and a teacher of their lives. Whereas, Perceivers (P) are flexible and special education, can work together to teach all types of spontaneous and prefer to stay open to opportunities as students. Inclusion of students with disabilities in general they unfold. education classrooms requires a willingness of special and general educators to maximize the potential of all students (Friend and Cook, 2007). In many instances, The MBTI Instrument compatibility between individuals is frequently hindered The Myers Briggs Type Inventory (MBTI) consists of by various barriers such as personality conflicts caused forced-choice questions that represent each of the four by faulty perceptions of each other. A personality assess- opposite functions. Numerous researchers have ment can be used to assist educators to be more investigated the construct validity and reliability of the successful in the classroom and beyond. This knowledge instrument. Cohen, Cohen, and Cross (1981) supported of personality types can be useful in developing stra- the construct validity of the MBTI scales of tegies for more effective interactions, smoother communi- Extraversion/Introversion (E/I), Sensing/Intuition (S/N), cations, and more successful relationships. Compatibility and Thinking/Feeling (T/F), whereas, that of Judg- can be achieved when colleagues are willing to negotiate ing/Perceiving (J/P) was not supported. Bradway (1964) and accommodate to differences, in philosophies, values, used a direct approach to measure construct validity by and behavior. Through an under-standing of differences asking Jungian analysts to type themselves and to diversity can be appreciated instead of posing a threat. compare their self-typing to their MBTI scores. The Assessing personality types however, should be consi- results were significant on the E/I scale, the S/N scale, dered as a method towards establishing compatibility and the T/F scale. No comparisons were made on the J/P rather than as a tool to stereotype people or as a justify- scale because the respondents did not type themselves cation for certain behaviors. on this trait. Although reliability data of the MBTI has been inter- Personality theory preted positively in several studies (Murray, 1990; Tzeng, 1991), some reviewers remain skeptical as to the utility of The personality theory of Jung (1971) assumes that the MBTI. Pittenger (1993) refers to studies which people are different from each other in functional types indicate that as many as 50% of the people changed consisting of pairs of opposites. The first pair describes some aspects of their type preferences in test–retest the way people obtain their energy. Some people are reliability analysis. He attributes this discrepancy to the energized by interacting with others and are tuned to the MBTI’s absolute classification scheme. As to the validity outer world of events. Others are more preoccupied with of the MBTI, he concludes that there is no evidence that the inner self and are energized by their own thoughts the MBTI reflects the stable and unchanging personality and ideas. These two extremes are termed Extraversion traits that are claimed to be measured by this test. In (E) and Introversion (I). The second pair in Jung’s theory addition, the 16 unique categories in which all people can relates to the way individuals perceive and acquire be placed are not supported. Nevertheless, the instru- information. These avenues of acquisition are termed ment has gained popularity in educational applications as Sensing (S) and Intuition (N). Individuals predominant in well as in career and marriage counseling. Jackson et al. the Sensing orientation carefully examine information and (1996) noted that 1.5 to 2 million individuals complete it employ all of their senses in their investigations. They are each year and that more than 3 million copies were sold reality based and are thorough in examining the data they in 1993. have carefully collected. Individuals who are intuitive (N's) rely on their instincts and trust their “sixth sense” to gather information. Two modes of judgment and methods Purpose of the study of reaching decisions are labeled Thinking (T) and Feeling (F). Thinkers are objective, analytic and logical, Several alternative personality measures have been and consider facts in reaching conclusions. They are able developed and correlated to the MBTI to determine con- to suspend their personal feelings when they logically current and construct validity (Kier and Thompson, 1997; resolve a predicament. In contrast, Feelers are subjective Parker and Mills, 1998). Dewald (1989) examined the and considerate of affective outcomes to specific situa- relationship between the MBTI and the Herrmann Brain tion. Feelers consider how their decisions will impact Dominance Instrument (HBDI). He concluded that the others. relationship between the MBTI and the HBDI provid-ed Myers and Briggs (1987) elaborated on Jung’s theory support for the theoretical constructs of both instru- by adding the Judgment/ Perception polarities. These ments. In their technical review of the MBTI, Denham and Richardson and DeVaney 123 and Morrison (2002) concluded that there is strong Table 1. Cronbach reliability estimates for RIPT. evidence for the reliability and validity of the instrument and discussed the uses of the inventory for improving Scale Reliability estimate management practices, teaching, learning, career deve- Extravert/Introvert .692 lopment, and relationships. King et al. (1999) conducted Sensing/Intuiting .644 a score validation and elaboration of Jungian personality Thinking/Feeling .292 measures by comparing the Personal Preference Self- Judging/Perception .752 Description Questionnaire (PPSDQ) to the MBTI. The data
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