Enhancing Student Team Effectiveness: Application of Myers-Briggs Personality Assessment in Business Courses

Abstract

This article examines the relationship between student perceptions of team learning experience and communication style. Student group learning perceptions were evaluated and team communication style was measured using dyads derived from Myers-Briggs personality profiles. Groups containing similar personalities were classified as compatible, whereas groups that blend individuals with different talents and preferences were deemed complementary. Our sample included two sections of Marketing Strategy and one Principles of Macroeconomics section. Macroeconomics students reported greater satisfaction when the group is compatible, whereas Marketing Strategy students preferred complementary groups. The number of group learning experiences and differences in group homogeneity provides likely explanations. Principles of Macroeconomics students, with little or no prior group experience, preferred the comfort of a compatible group. Alternatively, drawing on their considerable group experience, Marketing Strategy students preferred to blend the diverse talents available in a complementary group.

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