As part of an "Engineer as Leader" course, students learn to dynamically take leadership in team problem solving. Part of this development makes use of Myers-Briggs Type Indicator ® Step II. This assessment provides scores on 40 facets of the eight Types. An objective is to help students develop a richer vocabulary for thinking about themselves and others. A standard transition is used as students learn to transition between decision making stages and individual team members’ facets. The paper will present the process through which each student’s vocabulary is developed and reinforced and the tools that support transitions and compensate for missing facets in the team decision process are described.