Personal/Social Development

Objective 1.01

UNIT:A Personal/Social Development

Competency Evaluate individual characteristics/traits, interests/preferences, ability levels, skill acquisition, talents/aptitudes, and values in relation to setting and CM01.00 achieving personal, social, lifestyle, educational and career goals.

Objective Understand individual characteristics/traits, interests/preferences, ability levels, skill acquisition, talents/aptitudes, learning styles and values. CM01.01 Journal What do my personal interests/preferences, abilities, skills, work Prompt(s) values/needs and aptitudes suggest about potential career choices? OUTLINE

Competency 1.0: Evaluate individual characteristics/traits, interests/preferences, ability levels, skill acquisition, talents/aptitudes, and values in relation to setting and achieving personal, social, lifestyle, educational and career goals. Objective 1.01: Understand individual characteristics/traits, interests/preferences, ability levels, skill acquisition, talents/aptitudes, learning styles and values. A. Identify and summarize personal characteristics. 1. Attitude 2. Personality a. Type Focus Assessment (www.typefocus.com/s_complimentary.html) 1.) Extrovert v. Introvert (E or I) 2.) Sensing v. Intuitive (S or N) 3.) Thinking v. Feeling (T or F) 4.) Judging v. Perceiving (J or P) b. Work behavior – Platinum Rule (www.platinumrule.com/free- assessment.asp ) 1.) Director (Accepts challenges, takes authority, assertively solves problems) 2.) Thinker (Task focused, concerned with analyzing information) 3.) Relater (Relationship focused, unassertive, dislikes conflict) 4.) Socializer (Spontaneous, sociable, seldom concerned with facts and data) c. Keirsey Temperament Sorter (http://www.keirsey.com) 1.) Artisans (Concrete in communication, utilitarian in implementing goals, skilled in tactical variation) 2.) Guardians (Concrete in communication, cooperative in implementing goals, highly skilled in logistics) 3.) Idealists (Abstract in communication, cooperative in implementing goals, highly skilled in diplomatic integration) 4.) Rationalists (abstract in communication, utilitarian in implementing goals, highly skilled in strategic analysis) d. Work personality. 1.) Director (thrives on power) 2.) Entertainer (thrives on recognition) 3.) Mediator (thrives on being needed) 4.) Analyst (thrives on being the “expert”) 3. Self-concept/self-esteem (Rosenberg Self Esteem Scale)

Career Management 6 Summer 2006 Objective 1.01

B. Identify and summarize personal interests/preferences. 1. Work environment 2. Job tasks 3. Data/people/things 4. School courses 5. Interest checklists 6. Hobbies 7. Holland Codes/Career Key (www.careerkey.org/index.asp) a. Realistic (Do-ers) b. Investigative (Thinkers) c. Artistic (Creators) d. Social (Helpers) e. Enterprising (Persuaders) f. Conventional (Organizers) C. Identify and summarize personal abilities. D. Summarize personal acquisition of SCANS Skills. 1. Resources 2. Interpersonal Skills 3. Information 4. Systems 5. Technology 6. Basic Skills 7. Thinking Skills 8. Personal Qualities E. Identify and summarize personal talents/aptitudes. 1. Verbal 2. Numerical 3. Clerical 4. Manual dexterity 5. Mechanical reasoning 6. Spatial/visual F. Identify and interpret personal learning styles/learning preferences. 1. Learning preferences/multiple intelligences 1.) Verbal-linguistic 2.) Logical-mathematical 3.) Visual-spatial 4.) Bodily-kinesthetic 5.) Musical 6.) Interpersonal 7.) Intrapersonal 8.) Naturalistic 2. Learning styles 1.) Tactile/Kinesthetic 2.) Auditory 3.) Visual G. Identify and summarize personal work values/needs. 1. Responsibility 2. Relationships/altruism 3. Compassion 4. Courage 5. Achievement

6. Recognition 7. Creativity 8. Independence 9. Prestige 10. Money/salary 11. Security 12. Surroundings 13. Variety 14. Ethics H. Identify and interpret IQ (Intelligence Quotient).

ACTIVITIES

Resources 1Using Appendix 1.01 (1), create a Personal Affirmation List, listing five of your strengths, five things that you admire about yourself, five of your greatest achievements, and 5 things that you can do to help someone else. Reflect on how these lists may be related to future career choices.

Information 1Visit http://www.nccareers.org to complete the various assessments available: Career Key Self-Directed Search ASVAB COPS CAPS Skills Assessment

Visit www.careerkey.org and take the Career Key Assessment (Holland Codes). Find your top 3 career types (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) in the informational hand-out provided to determine careers related to the career type. Print out your results and record them on the 1A Look at Me - Appendix 1.01 (9) sheet.

Complete Activity 3-1 Data-People-Things Preferences (pp. 31-33, Succeeding in the World of Work). Record the results on the 1A Look at Me - Appendix 1.01 (9) sheet.

Complete Activity 3-2 Career Interest Areas (pp 34-36, Succeeding in the World of Work). Record the results on the 1A Look at Me - Appendix 1.01 (9) sheet.

Complete Activity 2-2 What Are Your Interests? (p. 17, Succeeding in the World of Work). Record the results on the 1A Look at Me - Appendix 1.01 (9) sheet.

Visit www.typefocus.com/s_complimentary.html (Meyers-Briggs type assessment) to take the FREE personality test. Print out your results and record them on the 1A Look at Me - Appendix 1.01 (9) sheet.

Complete Activity 2-5 Consider Your Personality (pp. 27-28, Succeeding in the World of Work). Record the results on the 1A Look at Me - Appendix 1.01 (9) sheet.

ACTIVITIES CONTINUED

Take the Learning Styles Inventory and Multiple Intelligences Inventory by visiting http://ttc.coe.uga.edu/surveys/ . This site will provide inventory results as well as provide information about the various learning styles/intelligences. Print out your results for later use.

Visit www.platimumrule.com/free-assessment.asp to take the FREE work behavior test. Print out your results and record them on the 1A Look at Me - Appendix 1.01 (9) sheet.

Visit www.keirsey.com to take the FREE temperament test. Print out your results and record them on the 1A Look at Me - Appendix 1.01 (9) sheet.

Complete the My Career Values inventory – Appendix 1.01 (2)

Complete the Career Values Inventory at http://www.careertransitions.com.

Complete the People, Data or Things preference inventory – Appendix 1.01 (3).

Complete the Rating Aptitudes inventory – Appendix 1.01 (4).

Complete the Thinking about Your Skills inventory – Appendix 1.01 (5)

Basic Skills Complete Activity 2-3 Vocabulary Aptitude Test (pp. 18-21, Succeeding in the World of Work). Request the key from your teacher to check your results and score the test. Record the results on the 1A Look at Me - Appendix 1.01 (9) sheet.

Complete Activity 2-4 Math Aptitude Test (pp. 22-26, Succeeding in the World of Work). Request the key from your teacher to check your results and score the test. Record the results on the 1A Look at Me – Appendix 1.01 (9) sheet.

Technology Create a power point presentation describing the different learning preferences/multiple intelligences. (Verbal-linguistic, Logical-mathematical, Visual-spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalistic).

Thinking Skills Search the classified ads to find 3 jobs that interest you. Using Appendix 1.01 (6), Right for the Job, list 3 values and 5 personal interests/characteristics that a person would need to possess to be successful performing the job. Describe why you feel that each of the values and characteristics are critical to success.

Create an oral presentation arguing for or against the position of one of the following quotes:  “Life is an attitude. Have a good one.” (unknown)  “It’s a funny thing about life. If you refuse to accept anything but the best, you very often get it.” (unknown)  “What good is it to want to be the best if the methods you use, bring about the worst in you.” (unknown)  “In order to succeed, your desire for success must be greater than your desire for failure.” (Bill Cosby)  “I am convinced that life is 10% of what happens to me and 90% how I react to it.” (unknown)

Choose a job from the classified ads. Create a description of an individual to fill the job. Create an illustration and description of the individual including the personality traits, work values and skills possessed. Introduce the employee to the class. Be prepared to defend your selection of traits and values.

Create a poster which explains/represents one of the SCANS Skills. 1. Resources 2. Interpersonal Skills 3. Information 4. Systems 5. Technology 6. Basic Skills 7. Thinking Skills 8. Personal Qualities

Collect several magazine graphics depicting individuals functioning in the workplace. Describe the personality traits that each worker would need to possess to be successful in the respective occupation.

Visit www.web.tickle.com to take the FREE IQ test. Print out your results and record them on the A Look at Me - Appendix 1.01 (9) sheet. Compare your results to the scale and associated career list. Respond to the following prompts: What factors other than intelligence may have affected my results? How does your score compare to the general population? Should IQ tests be used as the only indicator to predict job success? Why is it necessary to be cautious in using the IQ score classifications?

Identify your strengths in regards to SCANS skills and ways that you demonstrate SCANS skills through completing SCANS Skill Inventory – Appendix 1.01 (7).

Personal Qualities/Responsibility Complete the Self-Esteem Scale - Appendix 1.01 (8). Follow the scoring scale below to determine your results: Questions 1, 2,4,6,7 – Record the numerical values for the score 1-5 that you circled. Questions 3, 5, 8,9,10 – Record the opposite numerical value for the score 1-5 that you circled. Ex: A score of 5 will be recorded as a score of 1, a score 2 as a score of 4, and a score of 3 as a score of 3. Add all results and use the rating scale below to determine your self- esteem level.

Rating Scale: < 30 – Low Self-Esteem 30 – Neutral Self-Esteem > 30 – High Self-Esteem Record the results on 1A Look at Me – Appendix 1.01 (9) sheet.

1Using the information from Appendix 1.01 (2), My Career Values, rank the following work values in order of importance to you: Responsibility Relationship/Altruism Compassion Courage Achievement Recognition Creativity Independence Prestige Money/salary Security Surroundings Variety Ethics Using your top 3 values, create a collage illustrating what the 3 work values mean to you. Share the collage with the class.

Complete Activity 10-1 An Attitude Inventory (pp. 117-119, Succeeding in the World of Work). Record the results on the 1A Look at Me – Appendix 1.01 (9) sheet. Both the inventory and the recorded results should be turned in for a grade.

Complete Activity A, Chapter 12, How I See Myself (pp. 81-82, School to Work Student Workbook).

RESOURCES

Primary Resources Kimbrell, Grady & Vineyard, Ben S. (2003). Succeeding in the World of Work. (7th Edition). New York, NY. Glencoe/McGraw Hill. pp. 31-41, 194-198.

Bailey, Larry J. (2003). Working, Career Success for the 21 st Century. (3rd Edition). Mason, OH. Thompson/South-Western. pp. 172-177, 179.

Littrell, J.J., Lorenz, James H. & Smith, Harry T. (2004). From School to Work. Tinley Park, IL. The Goodheart-Willcox Company. pp. 24-25, 209-216

Carter, Carol, Izumo, Gary, Kravits, Sarah L. & Reeves, Diane L. (2001). The Career Tool Kit for High School Students; Making the Transition from School to Work. Upper Saddle River, NJ. Prentice Hall. pp. 6-12, 17-18, 44-51.

Workbook Resources Kimbrell, Grady & Vineyard, Ben S. (2003). Succeeding in the World of Work - Student Activity Book (7th Edition). New York, NY. Glencoe/McGraw Hill. pp. 11-28, 31-33, 34-36.

Bailey, Larry J. (2003). Working, Career Success for the 21 st Century - Student Working Papers and Exploration Package (3rd Edition). Mason, OH. Thompson/South-Western. pp. 68-78.

Littrell, J.J., Clasen, Annie H. & Pearson, Peggy. (2004). From School to Work – Student Activity Guide. Tinley Park, IL. The Goodheart-Willcox Company. pp. 83-85.

Supplementary Resources Mendlin, Ronald, Polonsky, Marc & Farr, J. Michael. Being Job Ready – Identify Your Skills, Strengths, and Career Goals. (2000). Indianapolis, IN. Jist Publishing Company

Farr, J. Michael & Christopherson, Susan, (1999). Identify Your Skills for Work, School and Life. Indianapolis, IN. Jist Publishing Company.

Lindsey, Norene. (1999). Pathfinder: Exploring Career and Educational Paths. Indianapolis, IL. Jist Publishing. Pp. 7-39.

Kimbrell, Grady & Vineyard, Ben S. (2003). Succeeding in the World of Work – Student Activity Book. (7th Edition). New York, NY. Glencoe/McGraw Hill. pp. 11-15, 18-25, 17, 30-34.

Bolles, Richard. The Career Counselors Handbook.

Bolles, Richard. What Color is Your Parachute.

Web-site Resources http://www.jist.com/free_resources.shtm (Life’s Values) http://www.uncw.edu.stuaff/career/students/assessments.htm (Online Assessments)

RESOURCES CONTINUED

Career Management 12 Summer 2006 Objective 1.01 http://www.explore.cornell.edu/newcareerzone/assessments (Charter Zone) http://www.iccweb.com (Career Focus) http://www.humanmetrics.com (Jungle Typology) http://www.typelogic.com(Myers-Briggs) http://www.typefocus.com (Meyers-Briggs) http://www.typelogic.com (Meyers-Briggs) http://www.rileyguide.com (Learn about Yourself) http://www.engr.ncsu.edu/learningstyles (NC State University) http://www.uncwil.edu.stuaff/career (Career Tests) http://www.careertrain.com (What’s Out There…Your Values-Activity) http://www.jist.com (Salient Beliefs Review-Activity) http://www.jist.com (Work Orientation and Values Survey-Activity) http://www.mentalhealth.samhsa.gov/publications/allpubs/SMA-3715?activities.asp (Self-esteem Information) http://www.doi.gov/octc/personal.html (Personality Assessment (Kiersey) http://www.terstpreview.com (Math and Vocabulary Aptitude Tests) http://iq-test.learninginfo.org/iq04.htm (IQ information) http://career.missouri.edu/modules.php?name=News&file+print&sid=151 (Holland Code descriptions) http://www.arp.sprnet.org/curric/scans.htm (SCANS Competencies) http://web1.stthomas.edu/cbe/2002/values_inventory.htm (Values inventory) http://www.mrs.umn.edu/services/career/career_planning/workvalues2.php (Work Values Inventory) http://www.cgbin.edu/cep-bin/ckbin/ck.pl (Career Key) http://www.nccareers.org (Career Key, GOR/Career Choices, Self-Directed Search, ASVAB, COPS, CAPS, Skills)

RESOURCES CONTINUED http://www.cfnc.org (Career Key) Career Management 13 Summer 2006 Objective 1.01

http://stavros.coedu/SCANS/index.htm (Scans Competencies) http://wwww.doi.gov/octc/holland.html (Holland Occupational Information and Inventory) http://esmil15.esc.state.nc.us/soicc/ (Career Interest Inventory) http://www.doi.gov/octc/personal.html (Personality Assessment -Kiersey) http://ttc.coe.uga.edu/surveys/ (Learning Style and Preference Inventory) http://www.usd.edu/trio/tut/ts/style.html (Learning Style Information and Inventory) http://pss.uvm.edu/pss162/learning_styles.html (Learning Style Information and Inventory) http://www.ulc.arizona.edu.assessments.htm (Learning Style Information and Inventory) http://www.vark-learn.com (The Vark) http://www.rileyguide.com (Learning Styles – Learn about Yourself) http://www.engr.ncsu.edu/learningstyles (NC State University - Learning Styles) http://www.ncsoicc.org (Using Career Choices Tabloid and User’s Guide, Self-Assessment Module) http://www.kuder.com/PublicWeb/swv.aspx (Work Values Inventory) http://www.workstrategies.com/workvalues.html (Work Values Inventory) http://www.asvabprogram.com/index.cfm?fuseaction=learn.workvalues (Work Values Information) http://www.jobsetc.ca/toolbox/quizzes/values_quiz.do?lang=e (Work Values Quiz) http://wlb.monster.com/articles/values/ (Work Values Checklist) http://www.goodcharacter.com/ (Free Character Resources) http://www.charactercounts.org/ (Free Character Resources) http://thecareerplace.berkeley.edu/careerdev.htm (Career Development Link -Self-Assessment) http://www.cdm.uwaterloo.ca/index2.asp (Career Development Manual Link – Self-Assessment)

APPENDIX 1.01

Personal Affirmation List – Appendix 1.01 (1)

Directions: Using the boxes below, list five of your strengths, five things that you admire about yourself, five of your greatest achievements, and five (5) things that you can do to help someone else.

Strengths What I Like About Myself 1. 1.

Greatest Achievements Helpful Actions 1. 1.

How might awareness of my personal strengths be helpful in determining possible career choices?

How might awareness of my traits be helpful in determining possible career choices?

How might awareness of my greatest achievements be helpful in determining possible career choices?

How might awareness of my ability to help others be helpful in determining possible career choices?

My Career Values – Appendix 1.01 (2)

Directions: Place a check mark in the appropriate blank indicating how important each value is to you.

Value Very Somewhat Not Important Important Important Being successful Being important Having power Being in charge Fitting in Knowing what to do Doing something challenging Being able to compete Helping others Influencing others Working alone Using my creativity Feeling good about myself Making money Having a set routine Having a changeable routine Feeling peaceful Having a good reputation Being respected Being responsible Being secure

Based on your responses, which of the values listed below are most important to you? _____ Income level _____ Safety _____ Work Environment

_____ Skill Development _____ Team work _____ Change/Varity

_____ Independence _____ Creativity _____ Competition

_____ Advancement _____ Helping others _____ Structure/Security

_____ Taking risks

Which of these values are important to you now?

Which of these values will be important to you in the future?

Why might your values change over time? People, Things, or Data? – Appendix 1.01 (3)

Read each statement. If you agree, place a check mark in the Agree column. For each statement with a check mark, notice whether the word Data, Things, or People appears in parentheses after it. Then count the total number of People, Things, and Data statements you checked. Record the totals below the table. Then answer the questions.

Statement Agree I like computers. (Data) I like to do arts and crafts. (Things) I like talking on the phone. (People) I collect things, such as stamps or coins. (Data) I like taking care of children. (People) I like to fix things. (Things) I like history. (Data) I like doing science projects. (Data) I like working with tools and machines. (Things) I like being with people. (People) I like arranging furniture and decorating. (Things) I like helping elderly people. (People) I like to solve puzzles. (Data) I like taking care of people. (People) I like looking for information in the library and on the Web. (Data) I like to cook. (Things) I like to help people. (People) I like to sew. (Things) I like math. (Data) I like to work with my hands. (Things) I like working with plants. (Things) I like to read. (Data) I belong to one or more groups, such as scouts or student council. (people) I like science. (Data) I like to work with wood. (Things) I like showing people how to do things. (People) I like to take and develop photographs. (Things) I like to entertain people. (People) I like selling things. (People) I like to write stories, poems, or articles. (Data)

People: _____ Things: _____ Data: _____

Appendix 1.01 (1): People, Things, or Data? Continued Questions:

1. Which category got the most checks?

2. Do you agree with this result? Explain. Include examples from your life that show you working with your preferred category.

3. If you disagree, tell which category you prefer and why. Include examples from your life that show you working with your preferred category.

Adapted from: Berk, Amy J. (2006). Teen Work: A Guide for Finding Work Teacher’s Resource Guide. Tinley Park, Illinois. Goodheart-Willcox.

Rating Aptitudes – Appendix 1.01 (4)

Aptitudes are natural talents or developed abilities. For each aptitude listed, rate yourself by placing a check in the appropriate space.

Aptitude Category 3 2 1 High Average Low Ability Ability Ability VERBAL Written Expression Public Speaking Understanding Written and Spoken Language Reading Comprehension

NUMERICAL Mathematical Accuracy Solving Word Problems Data Interpretation Working with Mathematical Formulas

CLERICAL Finding and Understanding Written Information Sorting/Classifying Proofreading Recording Numerical Data

MANUAL DEXTERITY Hand/Eye Coordination Reaction Time Small Motor Skills/Manipulation Range of Mobility

MECHANICAL REASONING Knowledge of Tools and Usage Understanding of Wheels, Gears and Pulleys Understanding of Height, Weight, Shape, Volume, and Balance Efficient Work Process

SPATIAL VISUALIZATION Visualization of Geometric Forms Visualization of 3-D Objects in 2-D Patterns Visualization of a 3-D Object’s Hidden Surfaces

Appendix 1.01 (4): Rating Aptitudes Continued

Interpret your ratings. For which 3 categories of aptitudes do you have the highest ratings?

1. ______

2. ______

3. ______

Name three different occupations for which your two highest aptitudes would be important. Explain your choices.

1. ______

______

2. ______

______

3. ______

______

Adapted from: Bailey, Larry J. (2003). Working, Career Success for the 21 st Century - Student Working Papers and Exploration Package (3rd Edition). Mason, OH. Thompson/South-Western.

Think About Your Skills – Appendix 1.01 (5)

Directions: Think about the skills that you use presently at school, at work and in your leisure time. Record them in the space below. Review your list. Place a check mark by your best skills. Highlight the boxes for the skills that you especially enjoy performing.

Academic Skills Work Skills Leisure Skills

“Your best skills are the ones that you do well and enjoy doing!”

What classes do you enjoy the most?

What work skills do you enjoy so much that you would do them for free?

What things do you enjoy during your leisure time?

Right for the Job – Appendix 1.01 (6)

Select 3 jobs from the classified ads. Cut and paste the ads in the space below:

Job 1 Job 2 Job 3

List 3 values and 5 personal interests/characteristics/traits that a person would need to possess to be successful performing the jobs. Describe why you feel that each of the values and characteristics are critical to success.

Job 1 Job 2 Job 3 Value 1

Importance

Value 2

Importance

Value 3

Importance

Job 1 Job 2 Job 3 Trait 1

Importance

Trait 2

Importance

Trait 3

Importance

Trait 4

Importance

Trait 5

Importance

SCANS Skill Inventory – Appendix 1.01 (7)

SCANS Area of How Competencies/Foundation Strength Demonstrated Skills Scans Competencies Resources

Information

Interpersonal

Systems

Technology

SCANS Foundation Skills Basic Skills

Thinking Skills

Personal Qualities

Self-Esteem Scale – Appendix 1.01 (8) (Adapted from Rosenberg, 1965)

Directions: Respond to each statement below by circling a numerical rating using the following scale:

1 = Strongly Disagree 2 = Moderately Disagree 3 = Neither Agree or Disagree 4 = Moderately Agree 5 = Strongly Agree

1. I feel that I am a person of worth, at least on an equal basis with others. 5 4 3 2 1

2. I feel that I have a number of good qualities. 5 4 3 2 1

3. All in all, I am inclined to think that I am a failure. 5 4 3 2 1

4. I am able to do things as well as most other people. 5 4 3 2 1

5. I feel that I don’t have much to be proud of. 5 4 3 2 1

6. I take a positive attitude toward myself. 5 4 3 2 1

7. On the whole, I am satisfied with myself. 5 4 3 2 1

8. I wish I could have more respect for myself. 5 4 3 2 1

9. I certainly feel useless at times. 5 4 3 2 1

10. At times, I think that I am no good at all. 5 4 3 2 1

Appendix 1.01 (8): Self-Esteem Scale Continued

Scoring Instructions: Questions 1, 2, 4, 6, 7 – Record the numerical values for the score 1-5 that you circled.

*Questions 3, 5, 8, 9, 10 – Record the opposite numerical value for the score 1-5 that you circled. Example: A score of 5 should be recorded as a score of 1, a score of 2 as a score of 4, and a score of 3 as a score of 3.

Add all results and use the rating scale below to determine your self-esteem level.

1. ______

2. ______

3. ______*

4. ______

5. ______*

6. ______

7. ______

8. ______*

9. ______*

10.______*

Total = ______

Rating Scale: <30 = Low self-esteem 30 = Neutral self-esteem >30 = High self-esteem

Record the results on A Look at Me – Appendix 1.01 (9) sheet.

A Look at Me – Appendix 1.01 (9)

Career Key (Holland Codes) ______Realistic ______Investigative ______Artistic ______Social ______Enterprising ______Conventional

1. ______2. ______Traits Traits 1. 1. 2. 2. Occupations Occupations 1. 1. 2. 2.

3. ______Traits 1. 2. Occupations 1. 2.

Data, People, Things Preference

______First Preference ______Second Preference ______Third Preference

Career Interest Areas

______#1 Interest ______#2 Interest ______#3 Interest

What Are Your Interests?

______First Choice ______Second Choice ______Third Choice

Vocabulary Aptitude

______Score ______Percentile

Math Aptitude

IQ Test

Suggested Occupation Groups ______Personality Type (Activity 2-5)

Type ______Description ______

______

Type Focus Assessment

Enter the 4 letters: ______

Type Key Word List 1 or 2 common qualities

______

Work Behavior (platinum rule)

Behavior Type ______

Characteristics ______

Keirsey Temperament Sorter II

Temperament Type ______

Characteristics ______

______

Values

Highest Values: 1. ______

2. ______

3. ______

Self Esteem

______Score

Interpretation ______Low ______Neutral ______High

Qualities to improve: ______

______

INSTRUCTIONAL HAND – OUTS

ARTISTIC – The “Creators”

Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-artistic.php

ARE YOU: CAN YOU: LIKE TO: creative -sketch, draw, paint -attend concerts, theatres, art exhibits intuitive -play a musical instrument -read fiction, plays, and poetry imaginative -write stories, poetry, music -work on crafts innovative -sing, act, dance -take photographs unconventional -design fashions or interiors -express yourself creatively emotional -deal with ambiguous ideas independent expressive original introspective impulsive sensitive courageous open complicated idealistic nonconforming

Potential Career Options: Actor/Actress (AES) Photographer (AES) Advertising Art Director (AES) Writers/Editors (ASI) Advertising Manager (ASE) Music Teacher (AES) Architect (AIR) Clothing/Fashion Designer (ASR) Copywriter (ASI) Dancer (AES) Choreographer (AER) Drama Teacher (ASE) English Teacher (ASE) Fashion Illustrator (ASR) Furniture Designer (AES) Graphic Designer (AES) Interior Designer (AES) Journalist/Reporter (ASE) Landscape Architect (AIR) Medical Illustrator (AIE) Museum Curator (AES)

CONVENTIONAL – The “Organizers”

Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-conventional.php

ARE YOU: CAN YOU: LIKE TO: well-organized -work well within a system -follow clearly defined accurate -do a lot of paper work in a short time procedures numerically inclined -keep accurate records -use data processing methodical -use a computer terminal equipment conscientious -write effective business letters -work with numbers efficient -type or take shorthand conforming -be responsible for details orderly -collect or organize things practical thrifty systematic structured polite ambitious obedient persistent

Potential Career Options: Abstractor (CSI) Internal Auditor (ICR) Accountant (CSE) Key Punch Operator (CSE) Accounting Clerk and Bookkeeper (CSR) Kindergarten Teacher (CSE) Administrative Assistant (ESC) Legal Secretary (CSA) Bank Teller (CSE) Library Assistant (CSE) Budget Analyst (CER) Medical Records Technician (CSE) Building Inspector (CSE) Medical Secretary (CES) Business Teacher (CSE) Safety Inspector (RCS) Cashier (CSE) Service Station Attendant (CER) Catalog Librarian (CSE) Tax Consultant (CES) Clerk (CSE) Telephone Operator (CSE) Computer Operator (CSR) Typist (CES) Cost Accountant (CES) Court Reporter (CSE) Customs Inspector (CEI) Data processing worker (CRI) Electronic Mail Technician (CSR) File Clerk (CSE) Financial Analyst (CSI) Insurance Adjuster (CSE) Insurance Underwriter (CSE)

ENTERPRISING – The “Persuaders”

Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-enteprising.php

ARE YOU: CAN YOU: LIKE TO: self-confident -initiate projects -make decisions affecting others assertive -convince people to do things your -be elected to office sociable way -win a leadership or sales award persuasive -sell things or promote ideas -start your own service or business enthusiastic -give talks or speeches -campaign politically energetic -organize activities -meet important people adventurous -lead a group -have power popular -persuade others impulsive ambitious inquisitive agreeable talkative extroverted spontaneous optimistic

Potential Career Options: Advertising, marketing, and public relations managers (ESA) Advertising Sales Representative (ESR) Hotel Manager (ESR) Automobile Sales Worker (ESR) Housekeeper (ESR) Financial Planner (ESR) Industrial Engineer (EIR) Barber/Hairdresser (ESR) Insurance Adjuster (ESR) Bartender (ERC) Insurance Agent (ECS) Benefits Manager (ESA) Interpreter (ESA) Financial Manager (ESA) Journalism (EAS) Buyer (ESA) Lawyer/Attorney (ESA) Computer Operator (ESI) Manufacturer’s Representative (ESA) Cook/Chef (ESR) Office Manager (ESR) Credit Analyst (EAS) Public Relations Representative (EAS) Credit Manager (ERS) Real Estate Agent (ESR) Dental Assistant (E) Restaurant Manager (EAS) Educational - Training Manager (EIS) Retail Sales Person (ESR) Educational Administrator (ESA) Retail Store Manager (ESR) Emergency Medical Technician (ESI) Sales Manager (ESA) Flight Attendant (ESA) Sales Representative (ERS) Food Service Manager (ESI) Social Service Director (ESA) Foreign Service Officer (ESA) Stockbroker (ESI) Funeral Director (ESR) Tax Accountant (ECS) Health Services Manager (ECR) Traffic Clerks (ESC)

INVESTIGATIVE- The “Thinkers”

Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-investigative.phps"

ARE YOU: CAN YOU: LIKE TO:

inquisitive -think abstractly -explore a variety of ideas analytical -solve math problems -use computers scientific understand scientific -work independently observant theories -perform lab experiments precise -do complex calculations -read scientific or technical scholarly -use a microscope or journals cautious computer -analyze data intellectually self-confident -interpret formulas -deal with abstractions introspective -do research reserved be challenged broad-minded independent logical complex curious

Potential Career Options: Actuary (ISE) Geologist (IRE) Agronomist (IRS) Hazardous Waste Technician (IRS)

Anesthesiologist (IRS) Horticulturist (IRS) Anthropologist (IRE) Industrial Arts Teacher (IER)

Archeologist (IRE) Management Consultant (ICR) Biochemist (IRE) Marketing Research Analyst (IAS) Biologist (ISR) Mathematician (IER) Cardiopulmonary Technician (IRE) Medical Lab Technologist (IRE) Cartographer (IRE) Medical Technologist (ISA) Chemical Engineer (IRE) Meteorologist (IRS) Chemical Technician (IRE) Nurse Practitioner (ISA) Chemist (IRE) Pharmacist (IES) Chiropractor (ISR) Physician, General Practice (ISE) Civil Engineer (IRS) Physician Assistant (ISA) Computer Engineer (IRC) Psychologist (ISA) Computer Programmer (IRC) Research Analyst (IRC) Computer Systems Analyst (IER) Software Engineer (IRE) Dentist (ISR) Statistician (IRE) Ecologist (IRE) Technical Writer (IRS) Economist (ISA) Veterinarian (IRS) Electrical Engineer (IRE) Web Site Developer (IRS) Geographer (IRE

REALISTIC - The “Do-ers”

Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-realistic.php

Career Management 35 Summer 2006 Objective 1.01 practical -fix electrical things -tinker with machines/vehicles athletic -solve electrical -work outdoors straightforward/frank problems -use your hands mechanically inclined -pitch a tent -be physically active a nature lover -play a sport -build things thrifty -read a blueprint -tend/train animals curious about the physical world -plant a garden -work on electronic equipment stable -operate tools and concrete machinery reserved self-controlled independent ambitious systematic persistent

Potential Career Options: Aerospace Physiologist (RSE) Farm Equipment Manager (RES) Property Manager (RES) Air-Conditioning Mechanics (RIE) Farmer (RIS) Quality Control Manager (RSE) Aircraft Mechanic (RIE) Farm Manager (RES) Radio/T.V. Repair (REI) Appliance Mechanics (RIE) Firefighter (RES) Radio chemist (IRE) Aqua culturist (REI) Fish Hatchery Manager (RES) Sailor (REC) Architectural Drafter (RCI) Floral Designer (RAE) Sheet Metal Worker (R) Automobile Body Repairer (RIE) Forester (RIS) Structural Steelworker (REI) Automotive Engineer (RIE) Furnace Installer (RES) Tailor (RES) Automobile Mechanic (RIE) Geodetic Surveyor (RIE) Tool and Die Maker (RIE) Baker/Chef (RSE) Glazier (RES) Truck Driver (RSE) Bookbinder (RES) Groundskeeper (RCE) Upholsterer (RCS) Bricklayer (RSE) Instrument Repair/Maintenance (RIE) Watchmaker (REC) Butcher (RSE) Jeweler (REC) Water Quality Specialist (REI) Carpenter (RCI) Laboratory Technician (RIE) Welder (RES) Cement and Terrazzo Worker (REC) Line Installer (RSE) Woodworking (RAE) Compositor (RSI) Logger (RES) Construction Worker (REC) Machinist (RIE) Corrections Officer (RES) Maintenance Repairer (RES) Dental Assistant (RES) Mechanical Engineer (RIS) Dental Laboratory Technician (REC) Metallurgical Technician (RIS) Dental Technician (REI) Oceanographer (RIE) Diesel Mechanic (REI) Optician (REI) Drafter (RCI) Painter (RES) Electrical Engineer (RIE) Petroleum Engineer (RIE) Electrician (REI) Plumber (REI) Electroplater (R) Practical Nurse (RSE) Exercise Careers (RES) Printing Press Operator (REI)

SOCIAL – The “Helpers”

Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-social.php

friendly -teach/train others -work in groups helpful -express yourself clearly -help people with problems idealistic -lead a group discussion -participate in meetings insightful mediate disputes -do volunteer work outgoing -plan and supervise an activity -work with young people understanding -cooperate well with others -play team sports cooperative -serve others generous responsible forgiving patient empathic kind persuasive

Potential Career Options: Air Traffic Controller (SER) Personnel Recruiter (SEC) Athletic Trainer (SRE) Personnel, Training, and Labor Relations Specialist(SEC) Chaplain (SAI) Physical Therapist (SIE) City Manager (SEC) Physical Therapy Aide (SIR) College Professor (SEI) Police Officer (SER) Community Planner (SEA) Preschool Worker (SEA) Counseling Psychologist (SIA) Professional Athlete (SRC) Counselor/Therapist (SAE) Probation and Parole Officer (SIE) Cosmetologist (SEA) Public Health Educator (SEA) Cruise Director (SAE) Radiological Technologist (SRI) Dental Hygienist (SAI) Real Estate Appraiser (SCE) Detective (SER) Recreation Director (SER) Dietician (SIE) Recreational Therapist (SEC) Elementary School Teacher (SEC) Registered Nurse (SIA) Executive House Keeper (SCE) Relocation Counselor (SAE) Family and Consumer Scientist (SAE) Retirement Counselor (SAE) Hairstylist (SER) School Counselor (SAE) High School Teacher (SAE) School Principal-Administrator(SEI) Historian (SEI) Secondary School Teacher(SAE) Home Economist (SEA) Social Worker (SEA) Home Economics Teacher (SAE) Sociologist(SIA) Homemaker (S) Special Education Teacher (SEC) Hospital Administrator (SER) Speech Pathologist (SAI) Ind./Organizational Psychologist (SEI) Teacher's Aid (SIC) Insurance Claims Examiner (SIE) Business Teacher(SAE) Librarian (SAI) Ticket Agent (SCE) Mail Carrier (SRC) Vocational Agricultural Teacher(SEC) Medical Assistant (SCR) Vocational-Rehab. Counselor (SEC) Medical Record Administrator (SIE) X-Ray Technician (SRI) Minister (SAI) Priest(SAI) Rabbi(SAI) Nurse/Midwife (SIR) Occupational Therapist (SRE) Paralegal (SCE) Park Naturalist (SEI) Learning Styles

Retrieved from: http://ttc.coe.uga.edu/surveys/LearningStyleInvResults.html

Auditory Learning Strengths: Teaching Strategies:

Learners  Remember what  Structure classroom they hear and say to minimize  Enjoy class noise/distractions discussions  Repeat key points and summarize  Can remember oral lessons instructions  Write down key words to avoid confusion due to pronunciation Teaching with Technology:

 Incorporate multimedia applications utilizing sounds, music, or speech.

 Have students use sound or voice recorders on the computer.

Visual Learning Strengths: Teaching Strategies:

Learners  Remember what  Provide interesting they see visuals to look at  Enjoy visual projects  Make sure visual and presentations presentations (notes, etc.) are organized  Can remember diagrams, charts,  Make sure handouts maps are clearly readable Teaching with Technology:

 Incorporate multimedia applications utilizing videos, images, or diagrams.  Have students take digital images or videos for use on the computer.

Tactile Learning Strengths: Teaching Strategies:

Learners  Remember what  Incorporate creative

they experience with or out-of-seat their hands or bodies activities into lessons (movement)  Encourage students  Enjoy using tools or to take their own active lessons notes

 Can remember  Incorporate procedures after computers into having done them student lessons Teaching with Technology:

 Incorporate interactive multimedia applications, such as simulations.

 Have students create their own multimedia presentations.

Learning Preferences/Multiple Intelligences

Retrieved from: http://ttc.coe.uga.edu/surveys/MultIntResults.html

 Verbal-Linguistic: This intelligence relates to language, spoken and written.  Logical-Mathematical: This intelligence relates to numbers, patterns, and inductive and deductive thinking.  Visual-Spatial: This intelligence relates to sight and visualization, and internal mental images.  Bodily-Kinesthetic: This intelligence relates to knowledge and awareness of the body and its movement and abilities.  Musical: This intelligence relates to recognizing sound and rhythm patterns.  Interpersonal: This intelligence relates to communication and relation to other people.  Intrapersonal: This intelligence relates to inner reflection and awareness, and metacognition.  Naturalist: This intelligence relates to recognition of order and patterns in nature, such as in plants and animals. (NOTE: The previous seven intelligences comprise Gardner's original theory of MI. This intelligence is the eighth, recognized later by Gardner.)

Musical Suitable Careers: Behaviors:

 Composer  can sing or play an  Orchestral Performer instrument  Singer  enjoys musical or rhythmic games  Music Critic  appreciates classical music and music of other cultures Famous Musicians: Ways to improve this intelligence:  Eric Clapton, guitarist  John Williams,  listen for the rhythm of orchestral composer and natural sounds director  practice playing an instrument  sing along with the radio

Visual-Spatial Suitable Careers: Behaviors:

 Illustrator  draws or builds models

 Artist  enjoys picture puzzles  Architect  is able to visualize things  Craftsman easily Famous Visualists: Ways to improve this intelligence:  Frank Lloyd Wright, architect  draw a picture of something from memory  Gary Larson, cartoonist  illustrate a story

 build a model of someplace

Logical- Suitable Careers: Behaviors:

Mathematical  Accountant  often asks questions  Computer Programmer  enjoys number/logic  Engineer games

 Scientist  organizes Famous Logicians: Ways to improve this intelligence:  Albert Einstein, physicist and  predict the ending to mathematician movies/stories  play games involving  John Maynard Keynes, patterns economist  practice math word problems

Naturalistic Suitable Careers: Behaviors:

 Zoologist  likes animals  Conservationist  enjoys outdoor games  likes being outside  Park Ranger

Famous Naturalists: Ways to improve this intelligence:  Charles Darwin,

biologist  start a collection of bugs or leaves  Diane Fossey, primate  go camping or hiking for researcher a weekend

 get a pet

Intrapersonal Suitable Careers: Behaviors:

 Counselor  follows hunches or  Social Worker instincts  enjoys individual games  Religious Leader  expresses confidence in self Famous Intrapersonalists: Ways to improve this intelligence:  Mother Teresa, missionary  start a diary

 Martin Luther King, Jr.,  concentrate on your minister and human feelings during the day rights activist

Interpersonal Suitable Careers: Behaviors:

 Politician  makes friends easily  Teacher  enjoys interaction games  Psychologist  shows leadership  Evangelist Famous Interpersonalists: Ways to improve this intelligence:  Sigmund Freud, psychologist  concentrate on people's body language  John F. Kennedy, U.S.  play role-playing games president

Bodily- Suitable Careers: Behaviors:

Kinesthetic  Dancer  plays sports

 Actor  enjoys physical games  Sculptor  uses hands or body while  Athlete/Coach talking Famous Kinesthetists: Ways to improve this intelligence:  Michael Jordan, professional basketball  take a dance class player  play a sport

 Alvin Ailey,  exercise choreographer

Verbal- Suitable Careers: Behaviors:

Linguistic  Author  writes/tells stories  Journalist  enjoys word games  Lawyer  effective speaker  Public Speaker Famous Linguists: Ways to improve this intelligence:  Abraham Lincoln, 5th U.S. President  read...a lot!  practice speaking in  Tom Clancy, novelist public

 write a poem or story

Keirsey Temperament Sorter Retrieved from: http://www.keirsey.com ARTISAN SPs, being CONCRETE in communicating and UTILITARIAN in implementing goals, can become highly skilled in TACTICAL VARIATION. Thus their most practiced

Career Management 43 Summer 2006 Objective 1.01 and developed intelligent operations are usually promoting and operating (SPT expediting), or displaying and composing (SPF improvising). And they would, if they could, be virtuosos of one of these forms of artistic operation. Artisans are proud of themselves in the degree they are graceful in action, respect themselves in the degree they are daring, and feel confident of themselves in the degree they are adaptable. This is the "Sensation Seeking Personality" -- trusting in spontaneity and hungering for impact on others. They are usually hedonic about the present, optimistic about the future, cynical about the past, and their preferred time and place is the here and now. Educationally they go for arts and crafts, avocationally for techniques, and vocationally for operations work. They tend to be permissive as parents, playmates as spouses, and play oriented as children. There are many Artisans to be found in many places where the action is, at least 35% and as many as 40% of the population.

GUARDIAN SJs, being CONCRETE in communicating and COOPERATIVE in implementing goals, can become highly skilled in LOGISTICS. Thus their most practiced and developed intelligent operations are often supervising and inspecting (SJT administering), or supplying and protecting (SJF conserving). And they would if they could be magistrates watching over these forms of social facilitation. They are proud of themselves in the degree they are reliable in action, respect themselves in the degree they do good deeds, and feel confident of themselves in the degree they are respectable. In search of security as they are the "Security Seeking Personality" -- trusting in legitimacy and hungering for membership. They are usually stoical about the present, pessimistic about the future, fatalistic about the past, and their preferred time and place is the past and the gateway. Educationally they go for commerce, avocationally for regulations, and vocationally for material work. They tend to be enculturating as parents, helpmates as spouses, and conformity oriented as children. There are even more Guardians than Artisans around, at least 40% and as many as 45% of the population.

IDEALIST NFs, being ABSTRACT in communicating and COOPERATIVE in implementing goals, can become highly skilled in DIPLOMATIC INTEGRATION. Thus their most practiced and developed intelligent operations are usually teaching and counseling (NFJ mentoring), or conferring and tutoring (NFP advocating). And they would if they could be sages in one of these forms of social development. The Idealist temperament have an instinct for interpersonal integration, learn ethics with ever increasing zeal, sometimes become diplomatic leaders, and often speak interpretively and metaphorically of the abstract world of their imagination. They are proud of themselves in the degree they are empathic in action, respect themselves in the degree they are benevolent, and feel confident of themselves in the degree they are authentic. Idealist types search for their unique identity, hunger for deep and meaningful relationships, wish for a little romance each day, trust their intuitive feelings implicitly, aspire for profundity. This is the "Identity Seeking Personality" -- credulous about the future, mystical about the past, and their preferred time and place are the future and the pathway. Educationally they go for the humanities, avocationally for ethics, and vocationally for personnel work.

Social relationships: In their family interactions they strive for mutuality, provide spiritual intimacy for the mates, opportunity for fantasy for their children, and for themselves continuous self-renewal. Idealists do not abound, being as few as 8% and not more than 10% of the population.

RATIONAL NTs, being ABSTRACT in communicating and UTILITARIAN in implementing goals, can become highly skilled in STRATEGIC ANALYSIS. Thus their most practiced and developed intelligent operations tend to be marshalling and planning (NTJ organizing), or inventing and configuring (NTP engineering). And they would if they could be wizards in one of these forms of rational operation. They are proud of themselves in the degree they are competent in action, respect themselves in the degree they are autonomous, and feel confident of themselves in the degree they are strong willed. Ever in search of knowledge, this is the "Knowledge Seeking Personality" -- trusting in reason and hungering for achievement. They are usually pragmatic about the present, skeptical about the future; solipsistic about the past, and their preferred time and place are the interval and the intersection. Educationally they go for the sciences, avocationally for technology, and vocationally for systems work. Rationals tend to be individualizing as parents, mindmates as spouses, and learning oriented as children. Rationals are very infrequent, comprising as few as 5% and no more than 7% of the population

PLATINUM RULE WORK BEHAVIOR – Dr. Tony Alessandra Retrieved from: www.platinumrule.com

An Overview of the Director Behavioral Style

Directors are fast-paced, goal-focused, guarded and direct. They exhibit firmness in their relationships with others, are oriented toward productivity and goals, and are concerned with bottom line results.

Directors accept challenges, take authority, and go head first into solving problems. They tend to exhibit great administrative and operational skills and work quickly and impressively by themselves. They tend to come on cool, independent and competitive with others, especially in a business environment. They try to shape their environment to overcome obstacles en route to their accomplishments. They demand maximum freedom to manage themselves and others, and use their leadership skills to become a winner.

Closely allied to their positive traits are the negative ones of stubbornness, impatience and toughness. Directors tend to take control of other people and can have a low tolerance for the feelings, attitudes and inadequacies of co-workers and subordinates. They like to move at a fast pace and are impatient with delays. When other people cannot keep up with their speed, they may view them as incompetent.

Directors’ Motivators

Situations in which Directors can flex their personal power and be in charge motivate them. They are driven to be "top-dog" and may measure their sense of personal worth by the size of their accomplishments.

Directors may project an "I can do it myself and don’t need anyone else" attitude. They tend to view life as a battlefield in which the "survival of the fittest" rules. Sometimes they may take what they need or want rather than wait for others to provide for them. They generally prefer situations in which they can act independently and explore their interests on their own terms.

Director’s fear loss of control or the inability to exert it. They may suspect that others will take advantage of them or interfere with their desired results. Therefore, they may be guarded around people who threaten their need for control. They naturally avoid appearing to be an "easy mark" or a "soft touch." Instead, they generally project a tough, thick-skinned image. When pushed, they may react aggressively.

Directors may be pioneers who like to venture into newer and bigger ventures. They are more risk-oriented than most. Their ability to focus and muster incredible self-discipline may make Directors innovative entrepreneurs. They are persistent, strong-willed individuals who may become even more tenacious and over-powering when faced with obstacles that block their way. They have a practical, bottom-line approach that focuses on efficiency and decisiveness. They tend to be deductive decision-makers who focus first on the big picture, then turn to the key details required for implementation.

Directors tend to be take-charge people who are highly competitive. They often project an air of confidence that may provide people with encouragement and faith. Their vision, ability to make things happen, and possible charisma make Directors ideal leaders.

Directors’ Growth Opportunities

When Directors become distressed, they may stop listening and become dictatorial, which reveals their tendency to take control by forcing action. Other people may view this behavior as impatience.

Directors may try to influence people and organizations through their personal power, rather than with a more systematic and orderly approach to task-management or business development. They do not like routines and resent being bogged down by details. Therefore, they tend to be excellent delegators. Sometimes, however, they may over-delegate to people. This can lead to performance difficulties.

Directors can increase their effectiveness with people by reigning in their need to control. Self-control will help them appear strong, sensible, and reasonable rather than demanding, argumentative, or stubborn. Their tendency to talk tough and be very direct can intimidate people and shut down communications and cooperation. In addition, their lack of tolerance for inefficiency and low performance can be counter-productive. They need to realize that performance is improved by providing positive redirection and support for everyone's efforts and progressive improvements.

An Overview of the Relater Behavioral Style

Relaters are slower-paced, relationship-focused, open and indirect, relatively unassertive, warm, and reliable. They are sometimes seen by others as compliant, soft- hearted and acquiescent.

Relaters seek security. They take action and make decisions slowly stemming from their desire to avoid risky or unknown situations. Before they take action or make a decision, they have to know how other people feel about the decision.

Relaters tend to be very people-oriented. They dislike conflict so much that they sometimes say what they think other people want to hear. They have natural counseling skills and are extremely supportive.

Their primary strengths are relating to, caring for, and loving others. Their primary weaknesses are that they are somewhat unassertive, overly sensitive and easily bullied. In the business environment, Relaters like others to be courteous, friendly and accepting of their share of the responsibility. In a social environment, they like others to be genuine and friendly.

Relaters’ Motivators

Relaters strive for stability in their life; therefore, they tend to avoid situations that threaten stability. They place a lot of importance in gaining the acceptance of key people who, otherwise, could jeopardize their stability. They generally seek acceptance, inclusion, and recognition of their worth.

Relaters are concerned about unstable or changing conditions in their personal and business life. They like change to be limited and brought about slowly. They tend to become anxious when unplanned changes pop up. Before changes take place, they prefer to have time to understand and accept the change, as well as to work out ways to maintain their own stability.

A reliable, steady follow-through is, perhaps, the most often recognized trait displayed by Relaters. A related strength is their persistence. They tend to stick to a task no matter how long it takes. Like the proverbial tortoise, they realize there is a lot more to winning a race than mere speed. They succeed by being methodical. They generally work by following proven procedures in a stepwise and orderly manner. They always know -- and let others know -- exactly where they are in the process.

Relaters tend to make decisions by conferring with others because people -- and pleasing people -- are their primary focus. They are most comfortable in pleasant, friendly, and noncompetitive work relationships and situations. They excel at listening to other's feelings and ideas. They enjoy companionship and are usually willing to accommodate others, as long as they do not jeopardize their own stability. A related talent is their dedication - evident in their quiet, calm-appearing, and "worker bee" approach to getting tasks done.

Relaters’ Growth Opportunities

Relaters can increase their effectiveness by better dealing with change and complexity and more adequately coping with stress. That means controlling their tendency to become indecisive and act slowly. This is especially important if they are in a leadership or management position. They also need to develop the ability to see the big picture, including the fact that the world is constantly changing. They tend to be more comfortable dealing with the trees and often do not see the forest.

Relaters also need to increase their interest, understanding, and expertise in dealing with the world of ideas, analysis, interpretations, forecasts, etc. For example, they are generally more comfortable dealing with concrete situations or data that already exist rather than theories, trends, or conjecture. People often misunderstand this preference and do not realize that they are "doers," rather than thinkers.

A related growth area is cultivating the ability to be more assertive. This is especially true when conflicts arise because their natural tendency is to become overly submissive. Relaters would benefit from learning and using collaborative problem-solving skills to help them deal with disagreements. Finally, they need to learn to possess an unshakable sense of self-worth. This would reduce or eliminate their dependence on reassurance from others.

An Overview of the Socializer Behavioral Style

Socializers are fast-paced, people-focused, open and direct, exhibiting characteristics such as animation, intuitiveness, and liveliness. Their actions and decisions are spontaneous. They are seldom concerned about facts and details and try to avoid them as much as possible which sometimes prompts them to exaggerate and generalize facts and figures. It also gives them a built-in excuse when they are wrong. They are more comfortable with “best guesstimates” than with exact, empirical data.

Their primary strengths are their enthusiasm, persuasiveness, and delightful sociability. Their primary weaknesses are getting involved in too many things, impatience and their short attention span, which causes them to become bored easily.

Socializers are idea people. They have the ability to get others caught up in their dreams because of their good persuasive skills. They influence others and shape their environment by bringing others into alliance to accomplish results. They seek approval and recognition for their accomplishments and achievements. They have that dynamic ability to think quickly on their feet.

Socializers love an audience and thrive on involvement with people. They work quickly and enthusiastically with others. Socializers are stimulating, talkative and gregarious. They tend to operate on intuition and like to take risks. Their greatest irritations are boring tasks, being alone, and not having access to a telephone.

Socializers' Motivators

Socializers are stimulated by the positive response they elicit from others - applause, laughter, compliments or other acknowledgments. This explains their "it's show time" behavior. Their need for recognition explains their highs and lows. When recognition is not present, they lose energy and interest.

The loss of recognition, especially from significant people and groups in their life, would be the ultimate personal disaster for Socializers. No matter what the situation - business, social, or family - the loss of recognition is likely to trigger varying levels of humiliation and feelings of worthlessness.

As change-advocates, Socializers can contribute other skills such as enthusiasm and optimism - exactly what people respond to when hopes, dreams, and opportunities are in limbo. In addition, they tend to be quick decision-makers who are fast-paced. In situations where the problem has been studied and the solution found, they may excel at getting people to buy in quickly.

Socializers possess personal warmth and a natural charisma. They do well at building relationships and often have long lists of people whom they describe as "friends." Finally, they tend to be naturally fun-loving personalities. Their theme song might be "Celebration!"

Socializers’ Growth Opportunities

Socializers are interested in a variety of things, so they tend to have a shorter attention span than other styles, which is often manifested in avoidance of details or lack of follow-

Career Management 50 Summer 2006 Objective 1.01 through. They may become easily bored by repetitive routines and complexities that take them away from interacting with people!

When Socializers feel pressured or stressed, they become emotional and impulsive and exhibit actions that are unplanned, disorganized, and inconsistent. During such times, they are likely to respond to tasks either superficially or incompletely. They may also fail to perform up to expected standards.

Socializers tend to avoid conflicts at all costs, which pose the possibility of loss of recognition and approval. They can benefit from controlling their emotional responses and their tendency to wear their heart on their sleeve. They need to learn effective conflict-management skills and effective listening and questioning skills. They may often be talking when they really need to be listening.

Socializers need a) to get involved with people more slowly, which would help them avoid interactions that they later regret; b) to place greater emphasis on their sense of self-worth and self-esteem; c) to strive for congruency between what they value and what they think they need in life; and d) to be more inner-directed rather than letting the reactions of other people determine so many of their choices in life.

An Overview of the Thinker Behavioral Style

Thinkers are slower-paced and task-focused. They are also indirect and guarded. They are concerned with analytical processes and are persistent, systematic problem solvers. They can also be seen as aloof, picky and critical. They are very security-conscious and have a high need to be right, leading them to an over reliance on data collection. In their quest for data, they tend to ask many questions about specifics. Their actions and decisions tend to be slow and extremely cautious, but they will rarely miss a deadline. Though they are great problem solvers, they could be better decision makers.

Thinkers tend to focus on the details and the process of work, and become irritated by surprises and “glitches.” Their emphasis is on compliance and working within existing guidelines to promote quality.

Thinkers like organization and structure and dislike too much involvement with other people. They work slowly and precisely by themselves, are time-disciplined, and prefer an intellectual work environment. They tend to be critical of their own performance. They tend to be skeptical and like to see things in writing.

Their strengths are their accuracy, dependability, follow-through and organization; weaknesses are procrastination and conservativeness, which promote their tendency to be picky and over-cautious.

Their greatest irritation is disorganized, illogical people. In business environments, they want others to be credible, professional, and courteous. In social environments, they like others to be pleasant and sincere.

Thinkers’ Motivators

Thinkers are motivated by the desire to be correct. Part of their identity is based upon their competence and the fact that they strive to do things right. They emphasize, therefore, things like precise understanding, accurate work, proper manners, and impeccable personal habits. Conversely, Thinkers fear personal criticism or actions that threaten their self- preservation. Their means for avoiding such conflicts include self-protective actions such as building personal armor that makes it difficult for others to penetrate. It is often difficult to determine their real feelings due to their wall of privacy.

Thinkers naturally favor a methodical and deliberate approach to decision making. They like to be well prepared. They want to know exactly what is expected of them and then they satisfy those requirements by being highly organized. They almost always deliver on their promises.

Thinkers take pride in their ability to size up people and situations objectively. They like to clarify, reflect, and contemplate before making decisions. They are resourceful individuals who look at life in multiple ways, many of which are unique. Their ideas are often ingenious and highly creative.

Thinkers are appreciated most by people who appreciate different and somewhat unique perspectives. When people get to know them well, they often comment on their sense of humor. People also appreciate their ability to be discrete and avoid embarrassing other people.

Thinkers’ Growth Opportunities

Thinkers tend to be indecisive, especially when dealing with more complex, new, or adverse situations. They dislike making mistakes or being embarrassed. Before making decisions, they want all the information and time needed to ponder all the possibilities -- whether the situation allows this or not.

Thinkers fear criticism, so they tend to be less communicative in general. They keep their ideas and feelings to themselves, especially when in doubt. Others may view them as being unresponsive or aloof.

Thinkers can benefit by learning to share their feelings and showing genuine appreciation, acknowledgment, and recognition for others. They tend to be judgmental and demanding, and wonder why people cannot try to be as perfect as they are. This attitude often produces further tension in their relationships. Thinkers can benefit from being more collaborative in their dealings with people. Finally, Thinkers can benefit by being less self-critical and demanding.

High-Level Description of the Sixteen Personality Types

Retrieved from: http://www.personalitypage.com/high-level.html ISTJ

Serious and quiet, interested in security and peaceful living. Extremely thorough, responsible, and dependable. Well-developed powers of concentration. Usually interested in supporting and promoting traditions and establishments. Well-organized and hard working, they work steadily towards identified goals. They can usually accomplish any task once they have set their mind to it. ISTP

Quiet and reserved, interested in how and why things work. Excellent skills with mechanical things. Risk-takers who they live for the moment. Usually interested in and talented at extreme sports. Uncomplicated in their desires. Loyal to their peers and to their internal value systems, but not overly concerned with respecting laws and rules if they get in the way of getting something done. Detached and analytical, they excel at finding solutions to practical problems. ISFJ

Quiet, kind, and conscientious. Can be depended on to follow through. Usually puts the needs of others above their own needs. Stable and practical, they value security and traditions. Well-developed sense of space and function. Rich inner world of observations about people. Extremely perceptive of other's feelings. Interested in serving others. ISFP

Quiet, serious, sensitive and kind. Do not like conflict, and not likely to do things which may generate conflict. Loyal and faithful. Extremely well-developed senses, and aesthetic appreciation for beauty. Not interested in leading or controlling others. Flexible and open-minded. Likely to be original and creative. Enjoy the present moment.

Quietly forceful, original, and sensitive. Tend to stick to things until they are done. Extremely intuitive about people, and concerned for their feelings. Well-developed value

Career Management 54 Summer 2006 Objective 1.01 systems which they strictly adhere to. Well-respected for their perseverance in doing the right thing. Likely to be individualistic, rather than leading or following. INFP

Quiet, reflective, and idealistic. Interested in serving humanity. Well-developed value system, which they strive to live in accordance with. Extremely loyal. Adaptable and laid-back unless a strongly-held value is threatened. Usually talented writers. Mentally quick, and able to see possibilities. Interested in understanding and helping people. INTJ

Independent, original, analytical, and determined. Have an exceptional ability to turn theories into solid plans of action. Highly value knowledge, competence, and structure. Driven to derive meaning from their visions. Long-range thinkers. Have very high standards for their performance, and the performance of others. Natural leaders, but will follow if they trust existing leaders. INTP

Logical, original, creative thinkers. Can become very excited about theories and ideas. Exceptionally capable and driven to turn theories into clear understandings. Highly value knowledge, competence and logic. Quiet and reserved, hard to get to know well. Individualistic, having no interest in leading or following others. ESTP

Friendly, adaptable, action-oriented. "Doers" who are focused on immediate results. Living in the here-and-now, they're risk-takers who live fast-paced lifestyles. Impatient with long explanations. Extremely loyal to their peers, but not usually respectful of laws and rules if they get in the way of getting things done. Great people skills.

Practical, traditional, and organized. Likely to be athletic. Not interested in theory or abstraction unless they see the practical application. Have clear visions of the way things should be. Loyal and hard-working. Like to be in charge. Exceptionally capable in organizing and running activities. "Good citizens" who value security and peaceful living. ESFP

People-oriented and fun-loving, they make things more fun for others by their enjoyment. Living for the moment, they love new experiences. They dislike theory and impersonal analysis. Interested in serving others. Likely to be the center of attention in social situations. Well-developed common sense and practical ability. ESFJ

Warm-hearted, popular, and conscientious. Tend to put the needs of others over their own needs. Feel strong sense of responsibility and duty. Value traditions and security. Interested in serving others. Need positive reinforcement to feel good about themselves. Well-developed sense of space and function. ENFP

Enthusiastic, idealistic, and creative. Able to do almost anything that interests them. Great people skills. Need to live life in accordance with their inner values. Excited by new ideas, but bored with details. Open-minded and flexible, with a broad range of interests and abilities. ENFJ

Popular and sensitive, with outstanding people skills. Externally focused, with real concern for how others think and feel. Usually dislike being alone. They see everything from the human angle, and dislike impersonal analysis. Very effective at managing people issues, and leading group discussions. Interested in serving others, and probably place the needs of others over their own needs.

Creative, resourceful, and intellectually quick. Good at a broad range of things. Enjoy debating issues, and may be into "one-up-manship". They get very excited about new

Career Management 56 Summer 2006 Objective 1.01 ideas and projects, but may neglect the more routine aspects of life. Generally outspoken and assertive. They enjoy people and are stimulating company. Excellent ability to understand concepts and apply logic to find solutions. ENTJ

Assertive and outspoken - they are driven to lead. Excellent ability to understand difficult organizational problems and create solid solutions. Intelligent and well-informed, they usually excel at public speaking. They value knowledge and competence, and usually have little patience with inefficiency or disorganization.

IQ Test Scores: The Basics of IQ Score Interpretation

Retrieved from: http://iq-test.learninginfo.org/iq04.htm

IQ stands for intelligence quotient. Supposedly, it is a score that tells one how “bright” a person is compared to other people. The average IQ is by definition 100; scores above 100 indicate a higher than average IQ and scores below 100 indicate a lower that average IQ. Theoretically, scores can range any amount below or above 100, but in practice they do not meaningfully go much below 50 or above 150.

Half of the population has IQ’s of between 90 and 110, while 25% have higher IQ’s and 25% have lower IQ’s:

Descriptive Classifications of Intelligence Quotients

IQ Description % of Population 130+ Very superior 2.2% 120-129 Superior 6.7% 110-119 High average 16.1% 90-109 Average 50% 80-89 Low average 16.1% 70-79 Borderline 6.7% Below 70 Extremely low 2.2%

Apparently, the IQ gives a good indication of the occupational group that a person will end up in, though not of course the specific occupation. In their book, Know Your Child’s IQ, Glen Wilson and Diana Grylls outline occupations typical of various IQ levels:

140 Top Civil Servants; Professors and Research Scientists. 130 Physicians and Surgeons; Lawyers; Engineers (Civil and Mechanical) School Teachers; Pharmacists; Accountants; Nurses; Stenographers; 120 Managers. Foremen; Clerks; Telephone Operators; Salesmen; Policemen; 110 Electricians. Machine Operators; Shopkeepers; Butchers; Welders; Sheet Metal 100+ Workers. Warehousemen; Carpenters; Cooks and Bakers; Small Farmers; Truck 100- and Van Drivers. Laborers; Gardeners; Upholsterers; Farmhands; Miners; Factory Packers 90 and Sorters.

IQ Expressed in Percentiles

IQ is often expressed in percentiles, which is not the same as percentage scores, and a common reason for the misunderstanding of IQ test scores. Percentage refers to the number of items which a child answers correctly compared to the total number of items presented. If a child answers 25 questions correctly on a 50 question test he would earn

Career Management 58 Summer 2006 Objective 1.01 a percentage score of 50. If he answers 40 questions on the same test his percentage score would be 80. Percentile, however, refers to the number of other test takers’ scores that an individual’s score equals or exceeds. If a child answered 25 questions and did better than 50% of the children taking the test he would score at the 50th percentile. However, if he answered 40 questions on the 50 item test and everyone else answered more than he did, he would fall at a very low percentile — even though he answered 80% of the questions correctly.

On most standardized tests, an IQ of 100 is at the 50th percentile. Most of our IQ tests are standardized with a mean score of 100 and a standard deviation of 15. What that means is that the following IQ scores will be roughly equivalent to the following percentiles:

IQ Percentile

65 01 70 02 75 05 80 09 85 16 90 25 95 37 100 50 105 63 110 75 115 84 120 91 125 95 130 98 135 99

An IQ of 120 therefore implies that the testee is brighter than about 91% of the population, while 130 puts a person ahead of 98% of people. A person with an IQ of 80 is brighter than only 9% of people, and only a few score less than 60.

Be Cautious!

It is necessary to be very cautious in using a descriptive classification of IQ’s. The IQ is, at best, a rough measure of academic intelligence. It certainly would be unscientific to say that an individual with an IQ of 110 is of high average intelligence, while an individual with an IQ of 109 is of only average intelligence. Such a strict classification of intellectual abilities would fail to take account of social elements such as home, school,

Career Management 59 Summer 2006 Objective 1.01 and community. These elements are not adequately measured by present intelligence tests. Furthermore, it would not take account of the fact that an individual may vary in his test score from one test to another.

Measures of intelligence may be valuable — although the value is often overrated — but much harm can be done by persons who try to classify individuals strictly on the basis of such measures alone. No one should be either alarmed or discouraged if he finds that his IQ is not as high as he might have hoped. Remember that many elements besides IQ contribute to success and happiness.

This article was compiled by Susan du Plessis. Visit her website, www.audiblox2000.com

References:

 Engle, T. L., & Snellgrove, L., Psychology: Its Principles and Applications (6th ed.), (New York: Harcourt Brace Jovanovich, Inc., 1974).  Swiegers, D. J., & Louw, D. A., “Intelligence,” in D. A. Louw (ed.), Inleiding tot die Psigologie (2nd ed.), (Johannesburg: McGraw Hill, 1982).  “Test Score Interpretation,” Hampton City Schools, Psychological Services.  Wilson, G., & Grylls, D., Know Your Child’s IQ (London: Futura Publications, 1977).

SCANS Competencies Retrieved from: http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7scans.htm

Because the world of work is changing, the U.S. Departments of Labor and Education formed the Secretary's Commission on Achieving Necessary Skills (SCANS) to study the kinds of competencies and skills that workers must have to succeed in today's

Career Management 60 Summer 2006 Objective 1.01 workplace. The results of the study were published in a document entitled What Work Requires of Schools: A SCANS Report for America 2000. A summary of the findings are provided in the tables below.

Table 1: SCANS' Five Competencies

Resources: Identifies, organizes, plans, and allocates resources

 Time - selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules  Money - uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives  Material and facilities - acquires, stores, allocates, and uses materials or space efficiently  Human resources - assesses skills and distributes work accordingly, evaluates performance and provides feedback

Interpersonal: Works with others

 Participates as member of a team - contributes to group effort  Teaches others new skills  Services clients/customers - works to satisfy customers expectations  Exercises leadership - communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies  Negotiates - works toward agreements involving exchange of resources, resolves divergent interests  Works with diversity - works well with men and women from diverse backgrounds

Information: Acquires and evaluates information

 Acquires and evaluates information  Organizes and maintains information  Interprets and communicates information  Uses computers to process information

Systems: Understands complex interrelationships

 Understands systems - knows how social, organizational, and technological systems work and operates effectively with them

 Monitors and corrects performance - distinguishes trends, predicts impacts on system operations, diagnoses deviations in systems performance and corrects malfunctions  Improves or designs systems - suggests modifications to existing systems and develops new or alternative systems to improve performance

Technology: Works with a variety of technologies

 Selects technology - chooses procedures, tools, or equipment including computers and related technologies  Applies technology to task - understands intent and proper procedures for setup and operation of equipment  Maintains and troubleshoots equipment - prevents, identifies, or solves problems with equipment, including computers and other technologies

Table 2: A Three-Part Foundation of SCANS Skills and Personal Qualities

Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and speaks

 Reading - locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and schedules  Writing - communicates thoughts, ideas, information, and messages in writing; and creates documents such as letters, directions, manuals, reports, graphs, and flow charts  Arithmetic/mathematics - performs basic computations and approaches practical problems by choosing appropriately from a variety of mathematical techniques  Listening - receives, attends to, interprets, and responds to verbal messages and other cues  Speaking - organizes ideas and communicates orally

Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons

 Creative thinking - generates new ideas  Decision making - specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternatives  Problem solving - recognizes problems and devises and implements plan of action  Visualizing - organizes and processes symbols  Knowing how to learn - uses efficient learning techniques to acquire and apply new knowledge and skills  Reasoning - discovers a rule or principle underlying the relationship between two or more objects and applies it when solving a problem

Personal Qualities: Responsibility, self-esteem, sociability, self-management, integrity, and honesty

 Responsibility - exerts a high level of effort and perseveres towards goal attainment  Self-esteem - believes in own self-worth and maintains a positive view of self  Sociability - demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings  Self-management - assesses self accurately, sets personal goals, monitors progress, and exhibits self-control  Integrity/honesty - chooses ethical courses of action

Work Styles

Focus: Tasks in the Workplace The Analyst The Director Acquires & evaluates information Interprets 7 processes Gathers and examines information facts/weighs evidence Acts/producers results Makes decisions slowly Makes decisions easily Works carefully Works hard Loves stability/low risk taker Takes risks/challenges stability Dislikes conflict Thrives on conflict Speaks quietly/firmly Speaks forcefully Priority: to be the expert Priority: to be in control

Timid/Passive Balanced Assertive Bold/Aggressive

The Mediator The Entertainer Organizes & maintains Communicate information information Energizes workplace Harmonizes workplace Makes spur-of-the moment Makes decisions reluctantly decisions Works thoroughly Works fast Likes stability/rarely bored Loves risk/easily bored Can’t stand conflict Accepts conflict Speaks supportively Speaks: spontaneously & well Priority: to be needed Priority: to be recognized

Focus: People in the Workplace

Adapted from: Carter, Carol, Izumo, Gary, Kravits, Sarah L. & Reeves, Diane L. (2001). The Career Tool Kit for High School Students; Making the Transition from School to Work. Upper Saddle River, NJ. Prentice Hall. p. 129.

Career Management 64 Summer 2006