The MBTI® gives you reflections about your preferences in 4 arenas:

• ways you direct and receive energy
• ways you take in information
• ways you decide and come to conclusions
• ways you approach the outside world.

Learning objectives in working with the MBTI® include:

• understanding the 4 arenas ("preference pairs") as a framework, and situating yourself within that framework
• developing questions that will help you increase your awareness of your own preferences, and those of others
• leveraging awareness and skills to explore how/when to make use of or to expand beyond your preferences

If you purchase this as a stand-alone course outside an existing coaching relationship, this course gives you:

1.  A 30-minute Leadership Intro discussion with your coach 
2. The MBTI® assessment
3. An interpretative report of your assessment results
4. A 45-minute interpretive discussion of your assessment report
5. Additional resources to translate insights into action.

Within a coaching relationship with a Kardia Group coach, the components of this course are integrated into your coaching engagement in this way: 

1. You and your coach will discuss  how the MBTI® can give you insight into where you are, where you'd like to go, how your context influences you, and where you might focus efforts to develop your leadership.
2. You take the MBTI® leadership assessment.
3. You will receive an interpretative report of your assessment results from your coach.
4. You and your coach will have an interpretive discussion of your assessment report, in the context of your work together, your goals and aspirations. You and your coach will continue to work with the assessment results through your engagement as is helpful.
5. You will also get additional resources to translate insights into action.

This course is useful for anyone who would like to learn more about their own leadership and interaction style, to develop a framework for intentionally expanding their own style capabilities, and to understand and work with others' leadership and interaction styles better. This includes:

• Individuals leading a group, team, or organization (e.g., department chair, lab director, committee chair, dean, key administrator)
• Those whose role includes leadership (e.g., instructor, director of graduate studies, mentor)
• Anyone seeking to productively contribute to their group, organization, or other collaborative activity