Personality and Career Choice
Personality and Career Choice
By: Jeremy Goldman, NCC
th
Students:
All 10 grade students
Sessions:
2 World History sessions
ASCA Counseling Standards Addressed
A-A
A-B
A-C
C-A
C-B
C-C
PS-A
PS-B
X
X
X
X
X
X
PS-C
A:A2.4: Apply knowledge and learning styles to positively influence school performance
C:A1.3: Develop an awareness of personal abilities, skills, interests, and motivations
C:A1.4: Learn how to interact and work cooperatively in teams
C:A2.5: Learn to respect individual uniqueness in the workplace
C:B1.2: Identify personal skills, interests, and abilities, and relate them to current career choice
C:C1.2: Identify personal preferences and interests influencing career choice and success
PS:A2.3: Recognize, accept, respect, and appreciate individual differences
PS:B1.10: Identify alternative ways of achieving goals
Maryland Career Development Standards Addressed
ST1A
ST1B
X
X
ST1C
ST1D
ST2A
ST2B
ST2C
ST2D
ST2E
ST3A
ST3B
ST4A
ST4B
ST5A
ST6A
ST6B
X
COMAR Standards Addressed
Goal 1: Facilitate personal and academic growth so that the student will:
(a) Understand all facets of the school environment.
X
(b) Understand individual rights and responsibilities.
(c) Demonstrate effective study skills.
X
(d) Engage in appropriate classroom behavior.
Goal 2: Encourage the development of educational and career decision-making skills so that the student
will:
X
(a) Comprehend aptitudes, interests, and experiences as they relate to individual career development.
(b) Apply the steps of decision making to any situation.
(c) Develop an approved 4-year high school plan of study.
X
(d) Analyze various careers that are appropriate to an individual's aptitudes, interests, and experiences.
(e) Identify appropriate career opportunities.
(f) Select the most relevant educational or vocational training programs.
X
(g) Formulate and appropriately modify a personal career development plan.
(h) Demonstrate useful employment-keeping skills.
1
Goal 3: Promote the development of interpersonal skills so that the student will:
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(a) Understand the effect of one's behavior on others.
Lesson Plan
Personality and Career Choice
(b) Demonstrate effective, interpersonal communication skills.
X
(c) Possess the knowledge and skill for resolving interpersonal conflict.
Formative Assessment:
Students will respond to a poll to assess their perspective that only certain personality characteristics
are appropriate for certain careers.
Enduring Life Skill(s)
X
Caring
Goal Setting
Commitment
Integrity
Self Discipline
Compassion
Kindness
Tolerance
Confidence
Perseverance
Cooperation
X
Problem Solving
Courage
X
Respect
X
X
Responsibility
Understanding
Results
Results Statements (As a result of
participating in this activity, students
will):
1
How Students Will
Assessments Used With Each Result
Demonstrate Progress Toward Statement:
Results:
Understand that individuals can Students will collaborate
find a career to fit their
with those who are
personality and interest cluster. “opposite” their type and
negotiate proposed solutions
to challenges.
Students will write a reflection of
how a particular career choice
satisfies their Myers-Briggs
personality type.
Preparations
Complete the following preparations prior to introducing the activity to students:
 Set up four polls at www.polleverywhere.com
 Grant permissions in Naviance Family Connection for students to complete the personality type
assessment
 Reserve computer lab space and time for students to complete the assessment, or ensure that all have
completed it independently
 Supply enough copies of the four challenges for student pairs and small-groups to solve
 Supply paper and writing instruments for students to write their solutions
Resources
The following resources are used in this activity: (Activity Sheets and/or suggested supporting
resources—full citation/source for all materials used and/or modified MUST be provided)


Naviance Family Connection – “Do What You Are” Personality Type assessment
Timer for partner/small-group sessions
Students will complete a Myers-Briggs Personality Type Inventory to assess their type and evaluate
how that impacts their career choice.
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Office of School Counseling
Lesson Plan
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
2
Objective:
Personality and Career Choice

Engagement (Hook): After the assessment, students text in their responses to a poll that assesses the
class’s opinions of how certain types are “right” for certain careers and discuss differences in type.
Suggested Instructional Sequence/ Session Activities
Session Step
1
Action Steps
1
Students
Log on to Naviance Family Connection. Under the “Careers”
tab, click “personality type” and then click on the “Start
Assessment” button. This should take a class approximately
one 45-minute period to complete.
2
Counselor
Suggest to any students who finish the assessment early to
explore the careers that appear to be good fits for their
personality type and reflect on what those careers have in
common.
3
Counselor
At the end of the period, discuss the differences between
introverted and extroverted, intuitive and sensing, thinking
and feeling, and judging and perceiving
1
Counselor
Remind students of the differences between introverted and
extroverted, intuitive and sensing, thinking and feeling, and
judging and perceiving. Display poll and invite students to
text their responses to each of four poll questions…
2
Counselor
Ask students to text in whether they believe someone who is
extroverted or introverted would be better suited in a career as
a school counselor.
3
Counselor
Ask students to text in whether they believe someone who is
intuitive or sensing would be better suited in a career as a
politician.
4
Counselor
Ask students to text in whether they believe someone who is
thinking or feeling would be better suited in a career as a
lawyer.
5
Counselor
Ask students to text in whether they believe someone who is
judging or perceiving would be better suited in a career as a
teacher.
6
Counselor
Ask students to stand up and move to opposite sides of the
room relative to their introverted/extroverted type. Then
evenly match up introverts with extroverts.
7
Students
Give the pairs/small-groups 5 minutes to discuss and respond
to the problem.
8
Counselor
Ask students to stand up and move to opposite sides of the
room relative to their intuitive/sensing type. Then evenly
match up introverts with extroverts.
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2
Responsibility
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Office of School Counseling
Lesson Plan
Personality and Career Choice
Session Step
Responsibility
Action Steps
9
Students
Give the pairs/small-groups 5 minutes to discuss and respond
to the problem.
10
Counselor
Ask students to stand up and move to opposite sides of the
room relative to their thinking/feeling type. Then evenly
match up introverts with extroverts.
11
Students
Give the pairs/small-groups 5 minutes to discuss and respond
to the problem.
12
Counselor
Ask students to stand up and move to opposite sides of the
room relative to their judging perceiving type. Then evenly
match up introverts with extroverts.
13
Students
Give the pairs/small-groups 5 minutes to discuss and respond
to the problem.
14
Students
Staying where they are seated, students write how a specific
career is related to their personality type, now that they have
had the chance to hear how another type approaches
challenges.
Follow-Up Activities
1. Classroom Teacher Follow-Up Activities (Suggestions classroom teacher may use to
reinforce student learning of Comprehensive Guidance Lesson concepts)
When completing different styles of class work, ask students to help each other find ways to
approach problems, recognizing and honor their differences.
2. School Counselor reflection notes (to be completed after the lesson)
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STUDENT LEARNING: How will students’ lives be better as a result of this lesson? E.g.
 In what ways has their feeling, thinking, acting changed?
 How will these changes help them to be successful in school/life?
SELF ASSESSMENT: How did I do?? E.g.,
 What did I “like” about what I did to facilitate student learning?
 What would I change about what I did if I could do this lesson over with the same class? When I “do” the
lesson with another group?
IMPLEMENTATION PROCEDURES: How did the process work? E.g.,
 Which of the procedures were effective? Which were ineffective?
 What changes will I make in the procedures the next time I “do” the lesson? (e.g. involvement of students,
time, materials, instructions, grouping of students)
 Did the assessment provide adequate information about ALL students’ performance?
 What do I need to change to better align assessment with what all students are expected to know and be
able to do?
Baltimore County Public Schools
Office of School Counseling
Lesson Plan
Personality and Career Choice
Name ___________________________________________ Date ____________
I am… (circle the one that applies)
Introverted
or
Extroverted
Intuitive
or
Sensing
Thinking
or
Feeling
Judging
or
Perceiving
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5
1. With your I/E partner(s), discuss how you would handle this situation and
write what you conclude:
It is your first day after moving to college or starting a new job, and you don’t
know anyone yet. How will you approach the process of assessing whom you can
trust for help when you need it?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. With your N/S partner(s), discuss how you are handling this situation and
write what you conclude:
How are you approaching the process of exploring career and college options?
What criteria are you looking for when trying to find your #PHSfit?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. With your T/F partner(s), discuss how you handle this situation and write
what you conclude:
How do you write a research paper? Do you start with the rubric by addressing the
necessary facts, or do you write from the gut and then make it work afterwards?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. With your J/P partner(s), discuss how you handle this situation and write
what you conclude:
How do you work on group projects? How can you ensure that the group project
reflects the group’s best work, recognizing that some get an earlier start than
others?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. What is one career that you are thinking about? _________________________
How does that career relate to your personality type?
E/I _______________________________________________________________
N/S _______________________________________________________________
T/F _______________________________________________________________
J/P _______________________________________________________________
Baltimore County Public Schools
Office of School Counseling
Lesson Plan