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An innovative myers-briggs type indicator educational experience used in an information technology capstone course

The two-semester Senior Capstone Course for Information Technology (IT) requires team-designed projects. This paper discusses the practical focus of using the Myers-Briggs Type Indicator (MBTI) at the beginning of the Capstone experience to maximize team cooperative functioning through the constructive use of differences. Learning Myers-Briggs preferences through planned interactive, experiential activities allows students to confirm their own preferences - a benefit not provided by a simple return of a scored instrument. Core issues such as communication and problem solving are integral to the IT professional and are exemplified during the MBTI feedback. A population of 819 students, over a 4 ½ year period has taken the Capstone MBTI. The data gathered is presented. The most common individual preferences of students are given. Implications of these findings for IT are discussed. The findings provide instructors with data helpful in designing instructional methods for improved educational outcomes.