Content uploaded by Mircea Vaida
Author content
All content in this area was uploaded by Mircea Vaida on Jul 17, 2016
Content may be subject to copyright.
Grouping Strategy using
Enneagram Typologies
Mircea-F. Vaida1, Petre G. Pop1
1Technical University of Cluj-Napoca, Faculty of
Electronics, Telecommunications and Information
Technology, Departament of Communications
1
Aim of the research
Students are often encouraged to work in groups to solve complex
tasks and develop collaboration skills.
Classical grouping strategies don't take usual into account the
student's personality or the compatibilities of group members.
We introduce an alternative grouping method based on the student
typologies and their Neuro-Linguistic Programming (NLP) profile.
Typologies are determined, according to the Enneagram
methodology, refined with Myers-Briggs Type Indicator (MBTI) test.
The proposed grouping method was tested using e-learning
environments.
Groups created using this method show an increased
communication among the members and better practical results.
The tests were realized considering Bachelor and Master of Science
students in different educational and practical work activities.
Companies teams should use the same grouping mechanism. 2
Agenda
Traditional learning and eLearning
Cooperative learning and Collaborative learning
Grouping strategies
The Enneagram of Personality
Proposed grouping strategy
eLearning platforms architecture
Evaluations & Results
Conclusions & Perspectives
Slide 3of 29
Traditional learning/eLearning
Traditional learning eLearning
Learning
Process
The learning is conducted with the
whole class
Most of the learning process
takes place in groups
Subject
Matter
The teacher conducts the lesson
according to the study program
and the existing curriculum
The student participates in
determining the subject matter
Teacher’s
Role
The teacher is the authority The teacher directs the student
to the information
Lesson
Structure
The teacher dictates the
structure of the lesson and the
division of time
The structure of the lesson is
affected by the group
Slide 4of 29
Cooperative/Collaborative learning
Cooperative learning Collaborative learning
Objective Students work in groups to
accomplish a specific goal, while
the teacher maintains complete
control of the process
Building a group to develop a
shared concept of a problem,
based on the abilities and
contributions of the peers
Organization Teacher-centered approach Student-centered
Teacher’s role The teacher is the authority Groups govern themselves
Learning
Process
The learning process is conducted
by the teacher, each group
member is responsible for a
portion of the assignment.
Members share ideas and
information, analyze the
problem, find solutions, and
evaluate the success of their
efforts
Classroom
Discussions
The teacher usually talks more
than the student
The student talks at least as
much as the teacher
Slide 5of 29
Grouping strategies
Ability-Level Grouping
Homogeneous: high-ability students are favored
Heterogeneous: low-ability students are more productive
Personality Predisposition Profiling
Students with different personalities deal with group learning in
very different ways
Determining the personality it is important for understanding
members’ influence in the group formation and development
Slide 6of 29
Myers-Briggs Type Indicator (MBTI)
The most highly used psychological instrument in companies
(> 2 million people complete the MBTI each year)
Based on Jung typologies
Measures 4 different dimensions of human preferences:
Extroversion-Introversion (EI)
Sensing-Intuition (SN)
Thinking-Feeling (TF)
Judging-Perceiving (JP)
Slide 7of 29
Grouping based on MBTI
Groups with complementary preferences in Thinking-Feeling (TF)
and Sensing-Intuition (SN) outperformed groups where the
members have the same preferences (Blaylock)
Groups with a greater balance of extroverts and introverts, sensing
types and intuitive types, and thinking and feeling types
performed at a higher level than the less balanced group (Bradley
and Hebert)
Diversity in group members’ personalities adds unique attributes
that are necessary for group success (Neuman, Wagner and
Christiansen)
Slide 8of 29
The Enneagram of Personality
The points on the Enneagram figure indicate a number of ways in
which nine principal ego-archetypal forms, or types of human
personality, called Enneatypes, are psychologically connected
1. Perfectionist, Reformer
2. Helper, Giver
3. Performer, Producer, Achiever
4. Tragic Romantic, Individualist, Connoisseur
5. Observer, Investigator, Sage
6. Devil's Advocate , Loyalist, Troubleshooter, Guardian
7. Epicure, Enthusiast, Visionary, Dreamer, Generalist
8. Boss, Top Dog, Challenger, Confronter
9. Mediator, Peacemaker, Preservationist
Slide 9of 29
Riso-Hudson Enneagram Type
Indicator (RHETI)
Scientifically validated forced-choice personality test with 144
paired statements that can be used to determine a typology
RHETI determines the base typology (chief feature - ego-
archetypal form)
Correlation to the Jungian function
Type 1 –Extroverted Thinking
Type 2 –Extroverted Feeling
Type 3 –no corresponding type
Type 4 –Introverted Intuiting
Type 5 –Introverted Thinking
Type 6 –Introverted Feeling
Type 7 –Extroverted Sensing
Type 8 –Extroverted Intuiting
Type 9 –Introverted Sensing
Slide 10 of 29
Enneagram Triads, Integration and
Disintegration
Each Enneatype is connected with two other types, in different triads.
These connections show how one Enneatype behaves under integrative
(growth) or disintegrative (stress) conditions.
We considered in our first research, and alternative 1, one base typology,
one typology on the integration direction and one typology on the
disintegration direction
Alternative 2 was based on Gut, Heart and Head triads.
Slide 11 of 29
Proposed solution
The ideal group structure will have members with typologies 3, 6 and 9.
Other possible grouping typologies are: (1, 7, 4), (2, 4, 8), (4, 1, 2), (5, 8,
7), (7, 5, 1), (8, 5, 2), using 1, 2, 4, 5, 7 and 8 as Chief Feature
This ensures typology diversity. But what about preference for visual /
audio / sensitive elements ? With NLP we are able to determine visual,
auditory, sensitive and kinesthesia structures.
Slide 12 of 29
Initial Grouping Strategy
Slide 13 of 29
Grouping strategy algorithm
Slide 14 of 29
First eLearning platform based on
NLP profile
Slide 15 of 29
First eLearning components
•Two components - corresponding to the two parties involved in
the learning process:
▫Learning assistant
Eye tracking
Scene tracking
Interest tracking
Course assistance
▫Teaching assistant
Course management
Knowledge processor
Statistical processor
Interactive knowledge
Slide 16 of 29
Second
eLearning
architecture
Slide 17 of 29
Second eLearning application
Slide 18 of 29
Mapping between Enneatypes and
MBTI
Enneagram
Type
Associated
MBTI Types
1-Perfectionist ISTJ, ESTJ
2-Helper ESFJ, ENFJ, ISFP, ESFP,
ENFP, ISFJ
3-Performer ENTJ , ENTP
4-Individualist INFP, INFJ
5-Thinker INTP, INTJ, ISTP, ISTJ
6-Loyalist ISFJ, ISTJ
7-Enthusiast ESTP, ENTP, ENFP, ESFP
8-Leader ESTJ, ENTJ
9-Mediator ISFP, INFP
Slide 19 of 29
Proposal algorithm grouping
Alternative 1:
a)Enneagram integration/disintegration directions grouping
and MBTI refinement:
Grouping based on the following typologies:
(1,7,4), (2,4,8), (4,1,2), (5,8,7), (7,5,1), (8,2,5)
b)Refinement by verifying if enneagram typology corresponds
to MBTI typologies
Alternative 2: Enneagram grouping in triads: Gut, Head, Heart
and refinement with MBTI as Alternative 1 b).
Slide 20 of 29
Evaluations
Case studies were conducted over a period of more years with
students in their first year of Bachelor of Science classes and
the students in the first and second year of Master of Science.
The first part of each semester is dedicated to local tests and on
observing the students with the eye tracking system, while they
are using it to follow the theoretical aspects. (Initial
Evaluation)
At the middle of the semester, the students are individual
evaluated and take the RHETI test and are assigned to working
groups according to the proposed strategy. (Individual
evaluation)
Each working group is assigned a project, which is evaluated at
the end of the semester. (Final Evaluation)
Slide 21 of 27
Final Group Results (10 Groups)
Slide 22 of 29
Finally Group10 does not respect the Alternative1 and Alternative2 of the
algorithm and the application will consider it as a non-classified group. The
students’ results were not relevant concerning the individual and group
evaluation. They are classified in a manual mode. Slide 23 of 29
General Results Conclusions
At the end of the experiments, three aspects were relevant:
Members of groups assigned using the proposed strategy based on
Enneatypes and NLP profile with MBTI refinements proved to
communicate more than members of classical teams.
Communication featured brainstorming and all these aspects
manifested in making the group more productive.
Members of groups that used brainstorming inside, showed better
improvement, not in terms of acquired knowledge in particular, but
in terms of learning how to combine knowledge with creativity. In
about 25% of the brainstorming groups the evolution was
spectacular.
The developed products were original, full of creativity and reliable.
Slide 24 of 29
Company Evaluation
Another experiment was conducted during the summer first
year students’ internship at the Cluj-Napoca subsidiary of
Wirtek, a Danish software company.
Three rounds of internship stages were scheduled, while each
internship stage took three weeks. Twelve students were
admitted for each stage and they were grouped in two teams.
The internship was focused on developing software projects
considering new technologies in C# and Java.
Slide 25 of 29
Results (2)
Criterion
Round 1
Round 2
Round 3
Group
composition
Best students
Students with little
software
competencies
Students with
average software
competencies
Grouping strategy
Personal choice
Proposed method
MBTI
Obtained technical
competencies
Very
good
Good
Good
General training
response
Linear evolution
Exponential
evolution
Linear evolution
Collaboration
Limited (each
student worked on
individual tasks)
Very good
Good
Slide 26 of 29
Conclusions
Groups were composed by at least of 3 members, with compatible
typologies.
Typologies are determined according to the Enneagram methodology,
with the RHETI test. MBTI profile was determined based on standard
companies tests.
The NLP profile also plays a role in the group structure, as each group
needs to have a representative of each defined profile.
Compatibilities are according to: 1) the integrative and disintegrative
directions on the Enneagram, 2) Gut, Heart, Head, triads
This also ensures that each group has a member from each Enneagram
triad.
MBTI correspondence with Enneatypes refines the results
Our results show that groups created using this method perform better
than groups that don’t take into account the personality factor, in terms
of self-development, group communication, product quality.
Slide 27 of 29
Perspectives
A new grouping algorithm called “Footprints”, that it’s a semi-
opportunistic grouping mechanism will be integrated to create the
working groups. Our first tests show that the efficiency of the algorithm
is about 93%.
Slide 28 of 29
Thank you.
Slide 29 of 29
