QUESTION 1Personality traits are what being displayed largely in an individuals behavior on most situations. Swiss psychiatarist Carl G. Jung in 1921 published Psychological Types, introducing the idea that each person has psychological types. The Myers Brigss Indicator (MBTI) is based on Jungs Theory. There are 16 types that can be expressed a a code with four letter MBTI . Explain in details all 16 types.

The purpose of the Myers-Briggs Type Indicator(MBTI) personality inventory is to make the theory of psychological types described by C. G. Jung understandable and useful in people's lives. The essence of the theory is that much seemingly random variation in the behavior is actually quite orderly and consistent, being due to basic differences in the ways individuals prefer to use their perception and judgment.

"Perception involves all the ways of becoming aware of things, people, happenings, or ideas. Judgment involves all the ways of coming to conclusions about what has been perceived. If people differ systematically in what they perceive and in how they reach conclusions, then it is only reasonable for them to differ correspondingly in their interests, reactions, values, motivations, and skills."

In developing the Myers-Briggs Type Indicator [instrument], the aim of Isabel Briggs Myers, and her mother, Katharine Briggs, was to make the insights of type theory accessible to individuals and groups. They addressed the two related goals in the developments and application of the MBTI instrument:

The identification of basic preferences of each of the four dichotomies specified or implicit in Jung's theory.

The identification and description of the 16 distinctive personality types that result from the interactions among thepreferences."

THE 16 mbti types ISTJQuiet, serious, earn success by thoroughness and dependability. Practical, matter-of-fact, realistic, and responsible. Decide logically what should be done and work toward it steadily, regardless of distractions. Take pleasure in making everything orderly and organized - their work, their home, their life. Value traditions and loyalty.ISFJQuiet, friendly, responsible, and conscientious. Committed and steady in meeting their obligations. Thorough, painstaking, and accurate. Loyal, considerate, notice and remember specifics about people who are important to them, concerned with how others feel. Strive to create an orderly and harmonious environment at work and at home.INFJSeek meaning and connection in ideas, relationships, and material possessions. Want to understand what motivates people and are insightful about others. Conscientious and committed to their firm values. Develop a clear vision about how best to serve the common good. Organized and decisive in implementing their vision.INTJHave original minds and great drive for implementing their ideas and achieving their goals. Quickly see patterns in external events and develop long-range explanatory perspectives. When committed, organize a job and carry it through. Skeptical and independent, have high standards of competence and performance - for themselves and others.ISTPTolerant and flexible, quiet observers until a problem appears, then act quickly to find workable solutions. Analyze what makes things work and readily get through large amounts of data to isolate the core of practical problems. Interested in cause and effect, organize facts using logical principles, value efficiency.ISFPQuiet, friendly, sensitive, and kind. Enjoy the present moment, what's going on around them. Like to have their own space and to work within their own time frame. Loyal and committed to their values and to people who are important to them. Dislike disagreements and conflicts, do not force their opinions or values on others.INFPIdealistic, loyal to their values and to people who are important to them. Want an external life that is congruent with their values. Curious, quick to see possibilities, can be catalysts for implementing ideas. Seek to understand people and to help them fulfill their potential. Adaptable, flexible, and accepting unless a value is threatened.INTPSeek to develop logical explanations for everything that interests them. Theoretical and abstract, interested more in ideas than in social interaction. Quiet, contained, flexible, and adaptable. Have unusual ability to focus in depth to solve problems in their area of interest. Skeptical, sometimes critical, always analytical.ESTPFlexible and tolerant, they take a pragmatic approach focused on immediate results. Theories and conceptual explanations bore them - they want to act energetically to solve the problem. Focus on the here-and-now, spontaneous, enjoy each moment that they can be active with others. Enjoy material comforts and style. Learn best through doing.

ESFPOutgoing, friendly, and accepting. Exuberant lovers of life, people, and material comforts. Enjoy working with others to make things happen. Bring common sense and a realistic approach to their work, and make work fun. Flexible and spontaneous, adapt readily to new people and environments. Learn best by trying a new skill with other people.ENFPWarmly enthusiastic and imaginative. See life as full of possibilities. Make connections between events and information very quickly, and confidently proceed based on the patterns they see. Want a lot of affirmation from others, and readily give appreciation and support. Spontaneous and flexible, often rely on their ability to improvise and their verbal fluency.ENTPQuick, ingenious, stimulating, alert, and outspoken. Resourceful in solving new and challenging problems. Adept at generating conceptual possibilities and then analyzing them strategically. Good at reading other people. Bored by routine, will seldom do the same thing the same way, apt to turn to one new interest after another.ESTJPractical, realistic, matter-of-fact. Decisive, quickly move to implement decisions. Organize projects and people to get things done, focus on getting results in the most efficient way possible. Take care of routine details. Have a clear set of logical standards, systematically follow them and want others to also. Forceful in implementing their plans.ESFJWarmhearted, conscientious, and cooperative. Want harmony in their environment, work with determination to establish it. Like to work with others to complete tasks accurately and on time. Loyal, follow through even in small matters. Notice what others need in their day-by-day lives and try to provide it. Want to be appreciated for who they are and for what they contribute.ENFJWarm, empathetic, responsive, and responsible. Highly attuned to the emotions, needs, and motivations of others. Find potential in everyone, want to help others fulfill their potential. May act as catalysts for individual and group growth. Loyal, responsive to praise and criticism. Sociable, facilitate others in a group, and provide inspiring leadership.ENTJFrank, decisive, assume leadership readily. Quickly see illogical and inefficient procedures and policies, develop and implement comprehensive systems to solve organizational problems. Enjoy long-term planning and goal setting. Usually well informed, well read, enjoy expanding their knowledge and passing it on to others. Forceful in presenting their ideas.

QUESTION 2There are significant differences between a manager and a leader. Before a manager can become a effective team leader, he/she has to undergo some significant personal changes. What are some changes required? Discuss.

Leadership and management must go hand in hand. They are not the same thing. But they are necessarily linked, and complementary. Any effort to separate the two is likely to cause more problems than it solves.Still, much ink has been spent delineating the differences. The managers job is to plan, organize and coordinate. The leaders job is to inspire and motivate. In his 1989 book On Becoming a Leader, Warren Bennis composed a list of the differences: The manager administers; the leader innovates. The manager is a copy; the leader is an original. The manager maintains; the leader develops. The manager focuses on systems and structure; the leader focuses on people. The manager relies on control; the leader inspires trust. The manager has a short-range view; the leader has a long-range perspective. The manager asks how and when; the leader asks what and why. The manager has his or her eye always on the bottom line; the leaders eye is on the horizon. The manager imitates; the leader originates. The manager accepts the status quo; the leader challenges it. The manager is the classic good soldier; the leader is his or her own person. The manager does things right; the leader does the right thing.Perhaps there was a time when the calling of the manager and that of the leader could be separated. A foreman in an industrial-era factory probably didnt have to give much thought to what he was producing or to the people who were producing it. His or her job was to follow orders, organize the work, assign the right people to the necessary tasks, coordinate the results, and ensure the job got done as ordered. The focus was on efficiency.But in the new economy, where value comes increasingly from the knowledge of people, and where workers are no longer undifferentiated cogs in an industrial machine, management and leadership are not easily separated. People look to their managers, not just to assign them a task, but to define for them a purpose. And managers must organize workers, not just to maximize efficiency, but to nurture skills, develop talent and inspire results.The late management guru Peter Drucker was one of the first to recognize this truth, as he was to recognize so many other management truths. He identified the emergence of the knowledge worker, and the profound differences that would cause in the way business was organized.With the rise of the knowledge worker, one does not manage people, Mr. Drucker wrote. The task is to lead people. And the goal is to make productive the specific strengths and knowledge of every individual.

Leaders have to learn and practice new leadership behaviours to overcome some of the habits that are limiting their current or future effectiveness. In the second of two articles, I examine the factors that can help senior executives overcome the challenges to developing new leadership capabilities.Executives, like all human beings, behave the way they do because of a combination of genetic and experiential factors: To start with, each of us has been designed to function more effectively and efficiently in some ways. Then our experiences especially our pre-adult experiences have contributed to reinforce some of these predispositions and override others. The net result is a series of neural connections that allow us to function quickly and, for the most part, effectively enough.By the time their owner has become a senior executive, these neural connections have become pretty strong, which allows them to trigger behaviour without us having to expend much energy; its become a very efficient process. In some cases, however, some of these neural connections lead us to behave in ways that are not effective enough. Typically, the behaviour does have some advantage for us; if it was 100 percent dysfunctional it would not have survived, we would have learned another one. So the behaviour is probably effective in some ways, and ineffective in others, and that balance may have been acceptable for you until now.But looking towards the future and an increasing set of responsibilities at work and/or at home, you can see that this behavioural pattern is going to be holding you back; it is going to hamper your effectiveness and/or your efficiency to a significant enough extent.In thefirst part of this series, we examined the four obstacles executives face when trying to develop new leaderships skills:1. The knowing-doing gap, which leads executives to think, I know I should be doing X, and its OK because Im already doing it.2. Executives tend to under-estimate how difficult to implement leadership techniques really are, which leads them to think I realise Im not doing X, but Ive now understood X and things are now going to be fine."3. Even when one has sufficient mastery of the knowledge, actually translating this knowledge into behaviour that runs against ones habits requires time, energy and self-control, enablers that are already severely taxed for most senior executives. Implementation is hence going to be costly and/or ineffective at times, which often leads to discouragement and conscious or unconscious reduction in efforts.Executives efforts to develop new behaviours often perturb the equilibrium situation they had reached with members of their ecosystem, who are often unwilling and/or unable to change their own behaviour in ways that would support the executives efforts. Understanding these four challenges doesnt make the change easy, but it makes it easier for executives to accept that the change process is demanding and they must hence approach it with courage and persistence. It also helps to identify four pillars that can be extremely useful to executives who want to modify some aspect(s) of their leadership style.Four ways to practice1. Focus a sufficient amount of efforts Instead of spreading your time and energy across a few dimensions, select one skill that is of significant importance to you and where you feel that improving on this dimension will deliver a very high return on investment. Read about this practice/behaviour. Make notes and regularly review your notes. Phrase your goal positively (instead of negatively, as in I will stop ), and break it down into small, manageable components. Packed agendas lead to ego depletion (the depletion of your self-control reserve) which leads to low impulse control, so plan and enforce a few short breaks for yourself during the day. Invest time and effort to ensure you will be receiving enough support from key stakeholders.1. Develop your mindfulness Most executives spend a great deal of time on automatic pilot, on anticipating the future (to try to predict what will or might happen, and in the process often experiencing some form of concern, fear or anxiety) and on thinking back to the past (generally to entertain some form of regret). As a result they are rarely completely here-and-now, i.e., completely focused on what is happening at this moment, in this place, with these people. Yet to intercept habitual response and to craft a more productive response one needs to be present here-and-now; one needs to bemindful. Developing ones ability to regroup here and now is hence an essential enabler for implementation of new knowledge and the development of a new capability. There is a growing amount of evidence showing the benefits of mindfulness and how to develop it. This growing scientific consensus was discussed extensively at the 2014 World Economic Forum and was recently nicely summarised in aTime Magazinecover story entitled The Mindful Revolution. To help you come back to here-and-now, the practice offering the biggest return on time and energy invested is a few minutes (start with two minutes) of conscious/mindful breathing. Breathing mindfully means being fully aware of your breath, of the air coming in and out of your lungs, and trying to think of nothing else. If youre new at this, it may help you to accompany the breathing with a few words in your head, such as "Breathing in, I know I am breathing in. Breathing out, I know I am breathing out." Or for short In as we breathe in, "Out" as we breathe out. If you manage to take ten to fifteen such mindful breaths, you will have regained some mindfulness and a measure of calmness.1. Develop your reflectiveness/reflective practice Stopping ones habitual response, identifying and producing the better response (e.g., saying the right words with the right body language) is hard enough under calm and slow conditions; It is even more difficult to do under time and performance pressure. One way to make it easier for yourself is to prepare better for meetings and situations. Thinking ahead to likely or simply to possible future situations allows us to envisage several scenarios and consider several responses. Similarly, we can learn much from reflecting back on past situations and interactions to try to identify what we did well and less well, as well as why we reacted the way we did. Some individuals make it a habit to reflect at least once daily. The Mahatma Gandhi, for example, systematically made time throughout his life to review his days actions. His secretary, Pyarelal, reported that well into his seventies, Gandhi daily held a silent court with himself and called himself to account for the littlest of his little acts. Nothing escaped his scrutiny. He gave himself no quarter.1. Be persistent and have faith For all the reasons we discussed above, and even when your resolve is strong and your efforts well focused, implementing new leadership knowledge and developing a new skill is unlikely to be an easy, linear process. It is more likely to be frustrating at times, and there is no doubt that you will suffer some setbacks along the way. When you do, dont feel too bad! Try to understand what the setback/breakdown is teaching you about yourself, about others or about this kind of situation; capture this insight in writing, so you can review it again later; and then get back to your change effort. If you start doubting, remember that Thomas Edison, one of historys greatest inventors, failed a great many more times than he succeeded. When people commented to him that another experiment had just failed, he apparently responded something like no, I haven't failed, I have just found another way that doesn't work. And, he added "I am not discouraged, because every wrong attempt discarded is another step forward".Warren Bennis devoted much of his long and illustrious career to studying and educating leaders. On the basis of decades of study, he concluded that:The truth is that major capacities and competencies of leadership can be learned, and we are all educable, at least if the basic desire to learn is there and we do not suffer from serious learning disorders. Furthermore, whatever natural endowments we bring to the role of leadership, theycanbe enhanced; nurture is far more important than nature in determining who becomes a successful leader.Developing new leadership behaviours and the capability to produce these behaviours under real life conditions with reasonable effort does not require you to change your personality. At your age, your personality will pretty much remain what it is! But the evidence on neuroplasticity (also called brain plasticity) is now fairly clear: Throughout our lives we have the ability to develop new neural connections which, if we practice them enough, will become stronger over time and will make the new behaviour feel increasingly natural to us.Thats the good news. Of course, this process doesnt come for free; it requires disciplined effort.Over the last few decades, the world has increasingly accepted the benefits of regular physical exercise. Most senior executives have developed some form of physical activity routine. Many of them hire a coach to support them in this area, and those who practice a sport like tennis or golf do not expect a few days of lessons to lead to improvement that will be sustained over years; they understand and accept that internalisation of corrected physical movements (e.g. ones backhand or golf drive) will require months if not years of regular practice.A growing amount of evidence suggests that senior executives hoping to develop their leadership agility and capabilities need to approach this process with some of the same intensity and persistence as they have learned to allocate to physical exercise.Leadership development professionals also need to adapt their practices in order to do a better job at helping executives to increase the return on their leadership development investment. It is with this objective in mind that we designed and launched theLEAP Leadership Excellence through Awareness and Practice programme.