Exploring the impact of personality awareness and personality-based influencing preferences on the perceived influence capacity of new leaders in higher education community-engaged scholarship

Thompson, C. L. (2024). Exploring the impact of personality awareness and personality-based influencing preferences on the perceived influence capacity of new leaders in higher education community-engaged scholarship [Doctoral dissertation, Virginia Tech].

In an age of rising technology, especially AI, the significance of the “human element” is also rising and will only increase. This small dissertation study examining the impact of personality awareness on the perceived influence of new leaders in higher education, aligns with the growing importance of self-awareness.

The study asked: how does an understanding (awareness) of one’s MBTI^® personality enhance or influence leadership effectiveness among new administrators? To answer this question, the author developed a professional development program incorporating the MBTI assessment for new administrators in a higher education setting.

Results indicate that increased self-awareness of personality type, particularly among extraverted participants, was linked to enhanced perceived influence competencies. However, introverted participants did not consistently report lower influence capacity. The integration of personality assessments, developmental workshops, and coaching significantly improved participants' self-efficacy, critical thinking, and application of influence strategies in practice.

Notably, coaching was perceived as a key factor in translating theoretical insights into actionable leadership behaviors, resulting in improved job satisfaction and performance. Again, the human touch in coaching demonstrates the continued relevance and need for person-to-person work.

ARTICLE PERMALINK: https://www.myersbriggs.org/research-and-library/journal-psychological-type/personality-type-awareness-new-leaders/

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