Which is better: control or freedom?

Psychological type research proposes that a natural or hardwired drive toward control and closure gives certain personality types a distinct advantage because their approach to leadership, project management and learning acknowledges and rewards those who effectively use their checklists, calendars and clocks. Referred to as the “conventional approach,” rewards come in the form of grades, promotions, span of control and leadership opportunities.

If only a conventional approach is valued, what is the cost to discounting or even penalizing those whose approach is considered “nonconventional?”  Compare and contrast these two types of learners:

1. The conventional learner is highly self-disciplined – checklists, goal achievement oriented, watching the clock, checking the calendar and decisive.
2. The nonconventional learner ­is flexible, pressure-prompted, non-directive and adaptive – strict plans are kept to a minimum, avoid or put off decisions, and difficult to settle on one direction or plan.

Do outcome-oriented, goal-motivated, academically persistent, on time and in place individuals have a natural advantage in learning and in business? Could there be an advantage because conventional learners’ practices more closely resemble a majority of instructors and leaders approaches? Therefore, could process-oriented, pressure-prompted, nonconventional learners be at higher risk for academic and/or business failure?

Conventional methods and expectations in education and business may unintentionally contribute to a sense of frustration for unconventional types who may be judged to be inferior or at higher risk for failure. Consider the Myers-Briggs Type Indicator (MBTI) scale regarding a person’s orientation to the outer world – their preference for Judging or Perceiving.

• At the core of Judging is the issue of control – control of time, control of space, and control of self. 
• At the core of Perceiving is a sense of freedom – freedom in time, freedom in space, and freedom for self. 

Personality type shows that the Perceiving approach is different than Judging, but not better or worse. Perceiving types get their sense of control by keeping their options open and making choices only when they are necessary.

Dr. Meri Beckham examined the unconventionally time-flexible and process-oriented approaches employed by many successful Perceiving learners. Observing this theoretical dimension called Perceiving (P) and its effect on use of time and space helped to increase understanding of an approach different from the conventional ideal.

Beckham described that conventional ideas of success teach people how to maintain control, not to enjoy their freedom, and that the imbalance of control and freedom created inequity. Beckham identified three important changes for leaders, supervisors, and instructors (even parents):

• Resist idealizing the breaking up of work processes and allow work to be done all at once;
• Allow pressure-prompted learners who can do well at the last minute do so, without criticism; and,
• Understand that defining “procrastination,” in all cases, as harmful and stress-producing, is not defensible. HBR article on procrastination.

Too many Perceiving voices (unconventional learners) are silenced by the Judging majority ideal (conventional learners). My hope in leading and coaching leaders is to reinforce the message that nontraditional strategies are also effective and, for Perceiving types, they are indispensable.

So which is better: control or freedom?

It depends. Which way do you lean?

I welcome your thoughts. Let’s connect and discuss options for entertaining and educational events to bridge costly gaps like these.