Behavioral model first presented by David Keirsey

Developed independently of type theory and the MBTI assessment—the four groupings were originally called Idealists, Rationalists, Guardians and Artisans

Only later was psychological type used as a means to identify these behavioral groups

Temperament by-passes some of the complexities of type and--by focusing on observable, and even predictable, behavior--becomes an actionable tool

Using as much or as little of your environment as you wish,

create or make something.

NF Exercise

Presentation and Discussion

NF – The Super F

Eat, Sleep and Breathe: Personalization

Quest: Identity

Style: Catalytic

Achilles’ Heel: Guilt

Motto: “I’m an NF, and I’m here to help.”

NF Descriptive Words

NF Pathways and Pitfalls

Quick to feel and inflict guilt

Hold grudges

Have trouble facing conflict, delivering bad news and taking action that will bring a negative reaction

Tendency to carry and emotionally rescue people—even those who don’t want savingP

ITF

AL

LS

PA

TH

WA

YS

Tend to have diplomatic intelligence

Tend to tie work, relationships and activities to values and turn them into causes

Value harmony and interpersonal connectedness

Tend to be aware of others’ feelings

Work to include others

How NFs LeadRegard power as residing in personal and professional relationships

Create and maintain non-hierarchical work structures and relationships

See possibilities in institutions and people

Build bridges to individuals and groups through shared values, concern and affection, and then leverage these bridges to bring about the wanted outcome

Use inspirational speeches and imagery to unite and motivate

Communicate appreciation, approval and hope with greater ease and urgency than criticism or anything that invites conflict

Give and want compliments and affirmation often

How to Lead NFsLike them, know them, acknowledge their uniqueness, share their values or at least acknowledge that their values exist and are important

Acknowledge their contribution and effort with affirmation and sincere expressions of gratitude

Help provide and maintain an open, conflict-free workplace

Ask for their help, support, creativity and collaboration

Affirm and complement at least as much as you criticize and correct, and make sure criticism is framed as a means to greater personal and professional development—and a stronger bridge

Teaching and LearningNF Teachers:

High personal commitment to students

In touch with climate of classroom, creating harmony

Relate individually to each student to mobilize his/her talent

Create egalitarian, comfortable atmosphere with students

Tie in content to learners’ values or goals

Need acceptance, care and supportEnjoy group interactionPrefer cooperation to competitionFocus more on people than on problemsLearn best in face-to-face dialogue

NF Learners

Presentation and Discussion

Eat, Sleep and Breathe: Complexity

Quest: Competency

Style: Visionary

Achilles’ Heel: Incompetence

Motto “Why?”

Tend to have strategic intelligenceVisionary, futuristic and imaginative problem-solversOriented toward continuous improvementStrive to prove and increase competency of self and othersAble to see complexities and systemic interrelatedness

Non-personal analysis and argumentation can look uncaring, aloof, arrogant and disrespectful of authorityMay miss the immediate in their focus on “what if”Tendency to make the simple complexImpatient and intolerant of incompetence and dismissive of others’ definition of competence

PA

TH

WA

YS

PIT

FA

LL

S

Regard power as residing in skill, ability, knowledge and competency

Drive toward an independently conceived and assessed standard of competence and excellence and then apply this standard to those who work for them

Intrigued and motivated by challenges and problems to be solved, often taking a systemic, strategic and/or conceptual approach to generating solutions

Visionary, focusing on possibilities, change and continuous improvement through non-personal analysis

Often see conflict as a positive tool, shining a light on what needs to be confronted, fixed or improved

Reward success with criticism, a harder assignment and more freedom to perform independently

Demonstrate competence by passing their individual (and often internal) competency assessment

Identify clear quality standards and accept nothing less

Have a vision of the future and communicate this direction clearly to put today’s activity into a strategic framework

Allow for independent contributions, successes and failures—do not micro-manage

Push for independent problem-solving on challenging issues, and introduce, allow and encourage-- “why” questions.

Follow the above points and you will have the NT subordinate on board until the end of the day—tomorrow, you’ll start over again

NT TeachersEnjoy designing new curricula

Stretch student’s intellect and ability to solve problems independently

Do not often express appreciation

Apt to be well read in their field

See criticism as a gift and may sound harsh or impatient

Expect competency of students and are often demanding

Interested in principles and logicEnjoy developing own ideasTechnology appeals to themNeed constant experiences to challenge and hook their intellectExert escalating standards on self and others

NT Learners

Presentation and Discussion

Eat, Sleep and Breathe: Procedures

Quest: Belonging to Meaningful Institutions

Style: Traditionalist/Stabilizer

Achilles’ Heel: Disorder/Disorganization

Motto “Don’t change what isn’t broken.”

Tend to have logistic intelligenceCreate structure and boundaries and operate within themPrecise, organized and scheduledRespectful of authority and traditionNatural project management approach to most endeavors, organize objectives, then focus in sequence on their completion

Can nit-pick details and lose or miss the big pictureAdhere to structure, schedule and order to the point of rigidityMay do the wrong thing to stay on schedule or follow ordersForget or refuse to praise good behavior while quick to criticize wrongdoingP

AT

HW

AY

S

PIT

FA

LL

S

Regard power as residing in the organization or system, so real power is in the authority of your title, rank, tenure, position or status

Prize efficiency, responsibility and consistency

Orderly, dependable and realistic

Understand and conserve institutional values

Supply stability, routine and structure

More likely to reward institutionally (trophies, letters, commendations) rather than personally

Tend to be more critical of mistakes than rewarding of expected duties

Communicate and maintain clear timelines and reporting structures

Give specific and detailed instructions

Get to the point and stick to it

Emphasize consistency and efficiency

Officially reward and recognize contributions with money, status and official commendations

SJ TeachersResponsible, dependable and highly structured

Present well outlined material in sequence

Impatient with disruptions and students who do not follow the rules

Can be critical of students who are tardy or seem disorganized

Adhere to organizational structure

Value responsibility, dependability and orderExpect a structured classroomLike and need organization, schedule, and the discipline of authorityExpect teacher to rule and teach—and students to follow and learnPrefer following sequentially a highly structured curriculum

SJ Learners

Presentation and Discussion

Eat, Sleep and Breathe: Now

Quest: Action

Style: Troubleshooter/Negotiator

Achilles’ Heel: Routine/Inactivity

Motto: “If all else fails, read the directions.”

Tend to have tactical intelligence

Realistic and practical

Hands-on, immediate and resourceful problem solvers

Active and spontaneous

Quick starters, open to change

Little interest or concern beyond practical and immediate

Get bored easily and often

More starts than finishes

Little concern for promises, procedures or plansP

AT

HW

AY

S

PIT

FA

LL

S

Regard power as residing in the moment—unencumbered by the past and future

Hunger for freedom and action

Flexible, open-minded and willing to take risks in dealing with realistic problems

Highly negotiable

Challenged by trouble spots but not long-term

Best at verbal planning and short-range projects

Get to the point

Make tasks a challenge and allow them to make it fun

Be realistic and practical

Outline any critical guidelines, provide options, then back off and let them approach the task at their own pace and in their own way

Relax and have some fun

SP TeachersValue activity, risk, adventure

Spontaneous in classroom

Entertaining and fun

Apt to use varied media and teaching methods

Tend to follow impulse rather than well-laid plans

Easy going and resourceful free spiritsImmediate and short attention spanNeed physical involvement, freedom and activityThrive on sensory input—auditory, visual and kinestheticMay well be restless in traditional classroom settings

SP Learners

What questions do you have about temperament or how you can use it?1

2Find the Action Plan for your temperament in your Temperaments Workbook—starting on page 22—and respond to the questions it asks.

About OKA

Founded in 1977, OKA is a training and consulting small business specializing in leadership and team development. Expert in a variety of psychological instruments and group processes, OKA offers high-impact leadership and team development programs and a variety of instrument qualification workshops. We have been teaching and using type and temperament for over thirty years. We are based in Fairfax, Virginia with Associates across the U.S.

OKA consultants have published many books including Typetalkat Work, MBTI™ Introduction Workbook, Generations: Bridgingthe Gap with Type, Portraits of Jung Type Behavior, and NarrativeIntelligence: Archetypes and the PMAI™.

Clients include Fortune 500 companies and many US Governmentdepartments, as well as organizational and leadership developmentconsultants around the world.

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