1.1.6
Interest Inventory
Grade Level 10-12
”Take Charge of Your Finances”
Time to complete: 75 minutes
National Content Standards
Family and Consumer Science Standards: 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.2.1, 1.2.2, 2.1.7, 2.6.1
National Council on Economic Education Teaching Standards: 13
National Standards for Business Education
• Career Development: I.A.1, I.A.2, I.A.3, I.A.4, I.B.2, I.B.3, I.B.4, III.A.1, IV.A.1, IV.A.4
• Economics:VI.2, IX.2
• Personal Finance:
Objectives
Upon completion of this lesson, participants will be able to:
ƒ Critique the steps involved in successfully setting and achieving career goals.
ƒ Categorize potential career areas based upon the results of an interest inventory test.
Introduction
There are thousands of careers and jobs from which individuals can choose. A career is a commitment to a
profession which requires continued training and offers a clear path for occupational growth. A job is an
employment position obtained to earn money.
Because many careers and jobs exist, career planning is exceptionally important. A person should evaluate personal
interests and career goals. Research must be done to determine whether or not a particular career path will allow the
person to meet personal interests and career goals.
Understanding one’s values is the first step in the decision making process. A value is a fundamental belief or
practice about what is desirable, worthwhile, and important to an individual. Each person has different values which
guide personal interests. When considering different career possibilities, some value of the level of income while
others require qualities such as personal interaction and opportunity for advancement.
The best career decisions start with a self assessment. This process is helpful in establishing an individual’s wants
and needs in career planning. An interest inventory test performs a self assessment of personal interests and values
to suggest potential career paths. When choosing a career path, one can look at occupational clusters, which are
career paths with many job opportunities. One example is marketing. An individual with a marketing degree may
work in marketing research, advertising, sales, public relations, or management.
In this lesson, participants complete an interest inventory test to assist them in determining personal career values
and goals. They then use this information to identify a career area to explore for career research.
Body
1. Write the following statement on the board.
a. People find one career path to follow throughout their lifetime.
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 1
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1.1.6
2. Ask participants if it is true of false.
a. False because career development is a lifelong process.
b. Workers tend to change careers and jobs many times.
3. Ask participants what the difference is between a job and a career.
a. A career is a commitment to a profession which requires continued training and offers a clear path
for occupational growth.
b. A job is an employment position obtained mainly to earn money.
4. Start a discussion among the participants about personal career goals. Ask the following questions and allow
time for responses and comments.
a. What are they looking for in their careers?
i. Income, job security, opportunity for advancement, etc.
b. Do they feel their career goals will change in 10 years?
c. How many participants are planning on having a family?
d. How will this influence their career goals?
5. Ask the participants if they have chosen a career path already.
a. If not, the interest inventory may provide them with potential career paths which match personal
interests and aptitudes.
b. If yes, the test will show additional careers to consider.
6. Tell the participants they will be completing an interest inventory test.
a. An interest inventory test performs a self assessment of personal interests and values to suggest
potential career paths.
7. Discuss occupational clusters.
a. This a career path with many job opportunities
i. An individual with a marketing degree may work in marketing research, advertising, sales,
public relations, or management.
b. Ask participants to name examples of other occupational clusters and record the answers on the
board.
8. Hand out the Career Interest Inventory Resources 1.1.6.E1. Tell participants which test they will be
completing from the list.
a. Allow class time for the participants to complete the interest inventory tests.
b. *Note to educator: Participants may complete two interest inventory tests instead of one to
compare the results.
9. Remind participants of the following items:
a. The results can be used as an idea to begin thinking about possible careers.
b. Think about whether or not this is really them after getting the results.
10. Optional: The Personality Mosaic interest inventory test can be used along with or in place of an internet
based interest inventory test. To administer the test:
a. Hand out the Personality Mosaic Test worksheet 1.1.6.A2 for participants to complete in class.
b. After the test is completed, hand out the Scoring Answers for the Personality Mosaic worksheet
1.1.6.A3 for participants to complete to learn their personality type.
c. Discuss the Interpreting the Personality Mosaic answer key 1.1.6.C1 with the participants to
describe each personality type.
i. Ask participants if they feel their test results reflect their personality.
d. Hand out the Personality Mosaic Career Options worksheet 1.1.6.A4 for participants to complete
to find their top career options.
Conclusion
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 2
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
1.1.6
After participants have completed the test, hand out the Interest Inventory Research Information worksheet
1.1.6.A1 for participants to complete based on the test results.
Assessment
Participants complete the Interest Inventory Research Information worksheet 1.1.6.A1.
Materials
Interest Inventory Research Information worksheet – 1.1.6.A1
Interpreting the Personality Mosaic answer key – 1.1.6.C1
Career Interest Inventory Resources – 1.1.6.E1
Optional: Personality Mosaic Test worksheet – 1.1.6.A2
Optional: Scoring Answers for the Personality Mosaic worksheet – 1.1.6.A3
Optional: Personality Mosaic Career Options worksheet – 1.1.6.A4
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 3
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
1.1.6.A1
Worksheet
Interest Inventory Research
Information
12
Total Points Earned
Total Points Possible
Percentage
Name__________________
Date__________________
Class__________________
Directions: Answer the following questions upon completion of the interest inventory quiz.
User Name:
Password:
What are the top three career area matches indicated by the interest inventory test? (3 points)
1.
2.
3.
Identify one specific job for each career area. (3 points)
1.
2.
3.
Write a paragraph (minimum of 5 sentences) on whether or not the recommended career areas match personal
interests. (5 points)
Identify one career area to pursue for career research based upon the interest inventory test. (1 point)
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 4
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
1.1.6.E1
Resources
Career Interest Inventory Resources
Learn More Interest Inventories
http://www.learnmoreindiana.org/careers/exploring/InterestInventories/Pages/Home.aspx
• Learn More Indiana provides career resources for students, teachers, and adult learners. On their
website they have provided five different interest inventories that ask a variety of questions to gauge
the different work fields that individuals would fit best into.
Program Features:
• Participants must go to the website located above.
• Educators can indicate what interest inventory they would like the participants to complete, or they
may allow participants to choose.
• The participants will answer a variety of questions about their likes and dislikes. This takes about
10-30 minutes depending on which quiz is chosen.
• Upon completion of the quiz, information is provided to the participants about the work fields that
they would best fit into.
Participant Set Up:
ƒ Step One: Participants go to the home page and click “new user” to fill out registration form and
begin the test.
ƒ Step Two: Participants follow the detailed instructions on how to utilize the results upon
completion of the quiz.
Perfect Career Interest Inventory
http://www.iccweb.com/Perfect_Career.htm
ƒ Kforce is a full-service staffing firm providing flexible and permanent staffing solutions for
organizations and career management for individuals in the specialty skill areas of information
technology, finance and accounting, human resources, engineering, pharmaceutical, and health care.
Program Features:
ƒ Participants must log on by filling out a short user registration page. Participants answer 252
questions (takes 20-30 minutes) about eighteen occupations which make up the U.S. work scene.
ƒ When taking the quiz, participants check each statement which interests them. Participants can
skim through this quickly and may not fully read each statement.
ƒ Participants then rate checked statements based on level of interest.
o Upon completion of the quiz, a report illustrating the participant’s interest in 21 major career
areas is displayed. Each career area also contains a list of specific careers. The report includes
step by step instructions on how to use the information.
o A sheet can be printed describing each question’s relation to the career fields.
o Interest statements that are rated highest are paired with specific career suggestions for easy
review.
Participant Set Up:
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 5
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
1.1.6.E1
Resources
ƒ Step One: Participants go to the home page and click “new user” to fill out registration form and
begin the test.
ƒ Step Two: Participants follow the detailed instructions on how to utilize the results upon
completion of the quiz.
School Finder
http://www.schoolfinder.com
ƒ SchoolFinder.com is produced by EDge Interactive. EDge Interactive is a leader in creating and
developing student recruitment solutions for the educational community. Based in Toronto, Canada
since 1995, EDge has enjoyed strong growth as a provider of information services and software
solutions to students and educational professionals across North America.
o EDge's products and services include ezRecruit™, Interactive ViewBooks™, Content
Management Solutions, e-mail marketing and recruitment services.
Program Features:
ƒ Students create an account. This can be performed by selecting “Create an account “on the top right
corner of the homepage. During account creation, a series of profile questions (10-15) are asked such
as age, level of schooling, reason for taking a career profile test, etc. This takes about ten minutes.
ƒ An advantage to creating an account is all personal information is saved in the account profile. In the
“3-Step Career Quiz," participants assess the level at which they agree with each statement to answer
the question. This requires the participant to evaluate each question rather than skimming through
them
o At the top of the screen, it continually shows how close the participant is to completing the
survey.
o The quiz consists of eighty questions which are well written with specific examples participants
can relate to and are not too repetitive. The total quiz will take about 15-20 minutes.
Participant Set Up:
ƒ Step 1: Create an account
ƒ Step 2: Under the Undergraduate tab on the homepage, click on the “Careers” link.
ƒ Step 3: Start the quiz by clicking on “3-Step Career Quiz” link.
o Participants answer easy questions designed to focus on career goals.
ƒ Step 4: Identify career options.
o Browse through possible careers based on the given answers. School Finder identifies the top
three categories and provides a score to differentiate between each category.
ƒ Step 5: Research career and education options.
o Read detailed career descriptions and learn what each career has to offer in wages, duties, and
rewards.
o Discover the schools that offer degree programs in a chosen field, review detailed school profiles,
and find scholarships and grants.
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 6
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
1.1.6.A2
Worksheet
Personality Mosaic Test
Name__________________
45
Total Points Earned
Total Points Possible
Percentage
Date__________________
Class__________________
Directions: Circle the numbers of statements which clearly sound like you might say, do, or think – something
that feels like you. Check (√) the numbers of items you are not sure of to see how they change your score. Put
the letter X on the numbers of statements which are not you to get a negative total.
1. It is important for me to have a strong agile body.
2. I need to understand things thoroughly.
3. Music, color, or beauty of any kind can really affect my moods.
4. People enrich my life and give it meaning.
5. I have confidence in myself that I can make things happen.
6. I need clear directions so I know exactly what to do.
7. I can usually carry/build/fix things myself.
8. I can get absorbed for hours in thinking something out.
9. I appreciate beautiful surroundings; color and design mean a lot to me.
10. I will spend time finding ways to help people through personal crises.
11. I enjoy competing.
12. I will spend time getting carefully organized before I start a project.
13. I enjoy making things with my hands.
14. It is satisfying to explore new ideas.
15. I always seem to be looking for new ways to express my creativity.
16. I value being able share personal concerns with people.
17. Being a key person in a group is very satisfying to me.
18. I take pride in being very careful about all the details of my work.
19. I don’t mind getting my hands dirty.
20. I see education as a lifelong process of developing and sharpening my mind.
21. I love to dress in unusual ways to try new colors and styles.
22. I can often sense when a person needs to talk to someone.
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 7
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
1.1.6.A2
Worksheet
23. I enjoy getting people organized and on the move.
24. I would rather be safe than adventurous in making decisions.
25. I like to buy sensible things I can make or work on myself.
26. Sometimes I can sit for long periods of time and work on puzzles or read or just think about life.
27. I have a great imagination.
28. I like to help people develop their talents and abilities.
29. I like to have people rely on me to get the job done.
30. I usually prepare carefully ahead of time if I have to handle a new situation.
31. I would rather be doing practical hands-on activities.
32. I am eager to read about any subject which arouses my curiosity.
33. I love to try creative new ideas.
34. If I have a problem with someone, I will keep trying to resolve it peacefully.
35. To be successful, it is important to aim high.
36. I do not like to have responsibility for big decisions.
37. I say what is on my mind and do not beat around the bush.
38. I need to analyze a problem pretty thoroughly before I act on it.
39. I like to rearrange my surroundings to make them unique and different.
40. I often solve my personal problems by talking them out with someone.
41. I get projects started and let others take care of details.
42. Being on time is very important to me.
43. It is invigorating to do things outdoors.
44. I keep asking “why.”
45. I like my work to be an expression of my moods and feelings.
46. I like to find ways to help people care more for each other.
47. It is exciting to take part in important decisions.
48. I usually have things around me in order.
49. I like my surroundings to be plain and practical.
50. I need to stay with a problem until I figure out an answer.
51. The beauty of nature touches something deep inside me.
52. Close relationships are important to me.
53. Promotion and advancement are important to me.
54. I feel more secure when my day is well planned.
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 8
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
1.1.6.A2
Worksheet
55. A strong system of law and order is important to prevent chaos.
56. Thought-provoking books always broaden my perspective.
57. I look forward to seeing art shows, plays, and good films.
58. I can deal with and understand people who express strong feelings.
59. It is exciting to influence people.
60. When I say I will do it, I follow through on every detail.
61. Good, hard physical work never hurt anyone.
62. I would like to learn all there is to know about subjects which interest me.
63. I do not want to be like everyone else; I like to do things differently.
64. When people have a problem, I go out of my way to be flexible and caring.
65. I am willing to take some risks to get ahead.
66. I feel more secure when I follow rules.
67. The first thing I look for in a car is a well-built engine.
68. I enjoy intellectually stimulating conversations.
69. When I am creating, I tend to let everything else go.
70. I feel concerned that so many people in our society need help.
71. It is fun to get ideas across to people.
72. I am very good about checking details.
73. I usually know how to take care of things in an emergency.
74. Just reading about new discoveries is exciting.
75. I like to create happenings.
76. I often go out of my way to pay attention to people who seem lonely and friendless.
77. I love to bargain.
78. I like to be very careful about spending money.
79. Sports are important in building strong bodies.
80. I have always been curious about the way nature works.
81. It is fun to be in a mood or try or do something unusual.
82. I am a good listener when people talk about personal problems.
83. If I do not make it the first time, I usually bounce back with energy and enthusiasm.
84. I need to know exactly what people expect of me.
85. I like to take things apart to see if I can fix them.
86. Do not get excited. We can think it out and plan the right move logically.
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 9
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
1.1.6.A2
Worksheet
87. It would be hard to imagine my life without beauty around me.
88. People often seem to tell me their problems.
89. I can usually connect with people who get me in touch with a network of resources.
90. It is very satisfying to do a task carefully and completely.
Source: Provided by Montana State University Career Services; Adapted from John Holland,
Making Personal Career Choices: A Theory of Careers (1973)
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 10
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
1.1.6.A3
Worksheet
Scoring Answers for the Personality
Mosaic
15
Name____________________
Total Points Earned
Total Points Possible
Percentage
Date____________________
Class____________________
Directions: To score, circle, check (√), and X the numbers on the chart below which where marked on the Personality
Mosaic Test worksheet.
R
1
7
13
19
25
31
37
43
49
55
61
67
73
79
85
I
2
8
14
20
26
32
38
44
50
56
62
68
74
80
86
A
3
9
15
21
27
33
39
45
51
57
63
69
75
81
87
S
4
10
16
22
28
34
40
46
52
58
64
70
76
82
88
E
5
11
17
23
29
35
41
47
53
59
65
71
77
83
89
C
6
12
18
24
30
36
42
48
54
60
66
72
78
84
90
Count the number of circles in each column and write the totals in the spaces below:
R
I
A
S
E
C
List the letters R, I, A, S, E, and C, according to the largest scores, from highest to lowest:
1st
4th
2
nd
5th
3rd
6th
Does adding in the items with a √ change the order?
.
How?
.
Which areas have the most negatives (X)?
.
Source: Provided by Montana State University Career Services; Adapted from John Holland,
Making Personal Career Choices: A Theory of Careers (1973)
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 11
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
1.1.6.A4
Worksheet
Personality Mosaic Career Options
12
Name____________________
Total Points Earned
Total Points Possible
Percentage
Date____________________
Class____________________
Directions: Complete the chart below by listing the 1st, 2nd, and 3rd personality types and choosing three careers for each
option from the above diagram. (1 point per blank)
Realistic Investigative
Pre-forestry; Civil
Engineering; Industrial
Engineering; Mechanical Engineering;
Civil Engineering Technology; Urban
Planning Technology; Architectural Construction
Technology; Dietary Technology;
Architectural/Mechanical Drafting Technology; Police
Science Technology, Private Security and Public Safety;
Medical Technology Mechanical
Engineering
Biology; Chemistry;
Earth Sciences; Economics;
Geography; Geology; Chemical
Engineer; Electrical Engineer;
Biological Science; Electrical Engineering
Technology; Electronics; Materials Science;
Electrical Power
Conventional
Artistic
Accounting; Accounting
Technology; Transportation
Management Technology;
Computer Technology; Secretarial Studies;
Executive Technology; Legal/Medical Office
Management; Secretarial Studies; Word
Processing; Clerk Typist; Stenographer; Court
Reporting; Computer Science
C
R
E
I
S
A
Enterprising Social
Finance: General
Administration; Industrial &
Transportation Management; Industrial,
Management, & Retail Marketing, Public
Administration; Management Engineering; Business
Education; Real Estate; Marketing Technology;
Law Enforcement Administration; Advertising
Technology; General Administration
Technology; Business Management
Technology
English; Art History; Art;
Educational Media; Advertising
Art; Commercial Art Technology;
Public Administration Technology;
Graphic Technology; Design Technology;
Drafting, Studio Art—Commercial Art, Crafts,
General, Painting, Printmaking, Sculpture; Theatre;
Applied Music—Theory &
Composition, Vocal,
Instrumental, and
History/Literature
American Studies; History;
Anthropology; Foreign Language;
English; Health; Physical Education;
Political Science; Sociology; Religious Studies;
Speech; Special Education; Pre-Law;
Communications; Child Care; Corrections;
Dental Hygiene; Dietary Technician; Home
Economics; Food & Nutrition; Medical
Assistant; Classical Studies;
Elementary and Secondary
Education; Nursing
1st
2nd
3rd
Source: Provided by Montana State University Career Services; Adapted from John Holland,
Making Personal Career Choices: A Theory of Careers (1973)
© Family Economics & Financial Education – Revised May 2010 – Career Development Unit – Interest Inventory – Page 12
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
1.1.6.C1
Answer Key
Interpreting the Personality Mosaic
The inventory is based on the six personality orientations identified by John Holland. People are typically not just
one personality type. In most people, one or two characteristics are dominant, two or three are of medium intensity,
and one or two may be of low intensity. A few people score high in each category because they have many interests.
Others, who do not have many strong interests, score rather low in all areas. Here is an overview of the six
personality types:
Realistic Personality:
Realistic individuals are capable and confident when using their bodies to relate to the physical world. They focus on
things, learn through their hands, and have little need for conversation. Because of their facility with physical objects,
they are often good in emergencies. Their ability to deal with the physical world often makes them very independent.
Since these characteristics describe the stereotypical make, many women shrink from displaying any capability in this
area, and often woman are discouraged from doing so. Realistic people sometimes get so absorbed in putting things
right they forget about everything else.
ƒ Hands-on people who enjoy exploring things, fixing things, making things with their hands
ƒ Express themselves and achieve primarily through their bodies rather than through words, thoughts,
feelings
ƒ Usually independent, practical-minded, strong, well coordinated, aggressive, conservative
ƒ Like the challenge of physical risk, being outdoors, using tools and machinery
ƒ Prefer concrete rather than abstract problems
ƒ Solve problems by doing something physical
Investigative Personality:
The investigative type deals with the “real world” of things, but at a distance. These individuals prefer to read, study,
and use books, charts, and other data instead of getting their hands into things. When involved with people, they
tend to focus on ideas. Wherever they are, they will collect information and analyze the situation before making a
decision. If they enjoy the outdoors, it’s because they are curious, not because they enjoy rugged, heavy, physical
work. Their curiosity sometimes leads them to explore their ideas to the exclusion of all else.
ƒ Persons who “live” very much in their minds
ƒ Unconventional and independent thinkers, intellectually curious, very insightful, logical, and persistent
ƒ Express themselves and achieve primarily through their minds rather than through association with
people or involvement with things
ƒ Like to explore ideas through reading, discussing
ƒ Enjoy complex and abstract mental challenges
ƒ Solve problems by thinking and analyzing
Artistic Personality:
The artistic type is creative, but not necessarily with paint and canvas. These individuals express creativity not only
with material objects, but with data and systems as well. The weaver designs and makes fabric; the poet creates with
words; the choreographer arranges dancers in flowing patterns. They would rather create ideas than study them.
© Family Economics & Financial Education – Revised October 2004 – Career Development Unit – Interest Inventory Answer Key – Page 13
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University
of Arizona
1.1.6.C1
Answer Key
They like variety and are not afraid to experiment, often disregarding rules. Their ideas do not always please others,
but opposition does not discourage them for long.
Artistic types focus on whatever strikes their creative fancies. Sensitivity to sight, sound, and touch will draw some of
them to the fine arts, such as drama, music, and literature. Others will be content just to enjoy aesthetic experiences,
while still others will create new ways of doing things – new systems. If they like the outdoors, it is from an aesthetic
standpoint. They love its beauty and its power to inspire their creativity – but not its ability to make them perspire
with heavy work. Their irrepressible spirits and enthusiasm can often keep them focused on a creative project to the
exclusion of all else. Not producing up to standard (their own) can plunge them to the depths.
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Persons who are creative, sensitive, aesthetic, introspective, intuitive, visionary
See new possibilities and want to express them in creative ways
Particularly attuned to perception of color, form, sound, feeling
Prefer to work alone and independently rather than with others
Enjoy beauty, variety, the unusual in sight, sound, word, texture, people
Need fairly unstructured environment to provide opportunities for creative expression
Solve problems by creating something new
Social Personality:
The social personality focuses on people and their concerns. Sensitive to people’s moods and feelings, these
individuals enjoy company and make friends easily. Their level of caring may range from one person to the entire
human race. Their relationships with people depend on their ability to communicate both verbally and nonverbally,
listening as well as speaking. Their empathy and ability to intuit emotional cues help them to solve people problems
before others are even aware of them. They can pull people together and generate positive energy for a good cause.
Since the social orientation seems to describe the “typical female,” many men sometimes focus on people concerns to
the exclusion of all else. They sometimes appear “impractical,” especially to the realistic types.
ƒ
ƒ
ƒ
ƒ
People persons who “live” primarily in their feelings
Sensitive to others, genuine, humanistic, supportive, responsible, tactful, perceptive
Focus on people and their concerns rather than on things or deep intellectual activity
Enjoy closeness with others, sharing feelings, being in groups, unstructured settings that allow for
flexibility and humaneness
ƒ Solve problems primarily by feelings and intuition
Enterprising Personality:
The enterprising person is a leader who initiates projects but often gets to carry them out. Instead of doing research,
they rely on intuition about what will work. They may strike an observer as restless and irresponsible since they
often drop these projects after the job is underway. But many activities would never get off the ground without their
energizing influence. They have a need to be part of the “in crowd.” But since their relationships center on tasks, they
may focus so dynamically on the project that people’s concerns go unnoticed.
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Project persons who are thoroughly absorbed in their involvements
Energetic, enthusiastic, confident, dominant, political, verbal, assertive, quick decision-makers
Leaders who are talented at organizing, persuading, managing
Achieve primarily by using these skills in dealing with people and projects
Enjoy money, power, and status, being in charge
Solve problems by risking
© Family Economics & Financial Education – Revised October 2004 – Career Development Unit – Interest Inventory Answer Key – Page 14
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University
of Arizona
1.1.6.C1
Answer Key
Conventional Personality:
The conventional person also is task oriented, but prefers to carry out tasks initiated by others. Since they are careful
of detail, these individuals keep the world’s records and transmit its messages. They obey rules and they value order
in the data world. Their sense of responsibility keeps the world going as they focus on the task at hand to the
exclusion of all else.
ƒ
ƒ
ƒ
ƒ
ƒ
Persons who “live” primarily in their orderliness
Quiet, careful, accurate, responsible, practical, preserving, well-organized, and task-oriented
Have strong need to feel secure and certain, to get things finished, to attend to every detail
Prefer to identify with someone of power and status rather than be in such a position themselves
Solve problems by appealing to and following rules
Source: Provided by Montana State University Career Services; Adapted from John Holland,
Making Personal Career Choices: A Theory of Careers (1973)
© Family Economics & Financial Education – Revised October 2004 – Career Development Unit – Interest Inventory Answer Key – Page 15
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University
of Arizona