A guide to 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
The Scholars
Many scholars have studied human
behavior over the course of centuries.
Some of those studies involve types of
behaviors and work personalities.
 Each person has a different mindset
involving work and how to address life’s
requirements.
 See how many of these personality
types you can relate to …

The Holland Codes
Developed by Psychologist John L.
Holland, who said:
 “The choice of a vocation is an
expression of personality“
 Each person can have any or all of six
(6) types of personality interests in a
descending order of preference

The Holland Hexagon
Retrieved from http://en.wikipedia.org/wiki/File:Seriousjobseeker.com_hexagon.gif via
http://upload.wikimedia.org/wikipedia/commons/4/41/Seriousjobseeker.com_hexagon.gif
Holland’s Personality and
Work Environment Types






Realistic - practical, physical, hands-on, tool-oriented
Investigative - analytical, intellectual, scientific,
explorative
Artistic - creative, original, independent, chaotic
Social - cooperative, supporting, helping,
healing/nurturing
Enterprising - competitive environments, leadership,
persuading
Conventional - detail-oriented, organizing, clerical
Keirsey Temperament Sorter

Artisan:

Guardian:

Idealist:

Rational:
“Sensation Seeking”; Concrete communicators, Utilitarian in
implementing goals; can become highly skilled in tactile variation. Like arts &
crafts, techniques, and operations work. (35-40%)
“Security Seeking”; Concrete communicators, Cooperative in
implementing goals; can become highly skilled in logistics. Like to supervise,
inspect, supply, and protect. Enjoy commerce, regulations, and materials work.
(40-45%)
“Identity Seeking”; Abstract communicators, Cooperative in
implementing goals; can become highly skilled in diplomatic integration. Like
teaching, counseling, conferring, and tutoring. Seek humanities, ethics, and
personnel work. (8-10%)
“Knowledge Seeking”; Abstract communicators, Utilitarian in
implementing goals; can become highly skilled in strategic analysis. Planners,
organizers, inventors, & engineers. Like sciences, technology, and systems
work. (5-7%)
Platinum Rule Work Behavior
By Dr. Tony Alessandra

Director:

Relater:

Socializer:

Thinker:
Fast-paced, goal-focused, guarded, & directed. Firm with others;
results are the bottom line. May stop listening and become dictatorial under
stress. May become too concerned with their personal power. Self-control will
increase their effectiveness.
Slower-paced, relationship-focused, open and indirect, unassertive,
warm, and reliable. Seek security and stability; take action slowly to avoid risky
or unknown situations. People (pleasing people) is their primary focus.
Dedicated and persistent; “Doers” more than “Thinkers”. Increased interests,
assertiveness, and understanding will help them deal with the world more
easily.
Fast-paced, people-focused, open and direct; animated,
intuitive, and lively; spontaneous. Motivated by positive responses from others;
loss of recognition triggers humiliation. Emotional & impulsive, avoid conflicts.
Control of emotional responses will help them deal with the world better.
Slower-paced, task-focused, indirect and guarded. Analytical,
persistent problem solvers. Need to be correct & competent; methodical & wellprepared, decide things objectively. Indecisive with new, complex things; fear
criticism. Would benefit by collaboration & being less self-critical & demanding.
Theory of Multiple Intelligences
(Learning Preferences/Multiple Intelligences)
Created by Howard Gardner in 1983
 Explores various types of intelligence related
to learning (people learn in different ways)

 May best learn given material through alternate
approaches
 May excel in a field outside of a given field, thus
appear slower than others
 May even be looking at the given process at a
fundamentally deeper level, which can result in a
seeming slowness compared to others
Paraphrased from :
http://en.wikipedia.org/wiki/Gardner%27s_Theory_of_Multiple_Intelligence
Theory of Multiple Intelligences
(Learning Preferences/Multiple Intelligences)

Spatial:

Linguistic:

Logical-mathematical:

Kinesthetic:
Use spatial judgment and the ability to visualize with the mind's eye.
Careers include artists, designers and architects. A spatial person is also good with
puzzles.
Use words, spoken or written. Good with words and languages,
reading, writing, telling stories and memorizing words and dates. Learn best by reading,
taking notes, listening to lectures, and discussion and debate. Careers include writers,
lawyers, policemen, philosophers, journalists, politicians, poets, and teachers.
Work with logic, abstractions, reasoning, and
numbers. Usually excel in mathematics, chess, computer programming and other logical
or numerical activities, with emphasis on reasoning capabilities, abstract patterns of
recognition, scientific thinking and investigation, and the ability to perform complex
calculations. Matches traditional concepts of "intelligence" or IQ. Careers include
scientists, physicists, mathematicians, logicians, engineers, doctors, economists and
philosophers.
Control bodily motions and handle objects skillfully. Includes a
sense of timing, of the goal of a physical action, and the ability to train responses so they
become like reflexes. Should learn better by involving muscular movement; good at
physical activities such as sports or dance. May enjoy acting and are good at building and
making things. They often learn best by doing something physically. If strong bodilykinesthetic intelligence use “muscle memory” - remember things through their body such
as remembering words through actions. Careers include athletes, dancers, musicians,
actors, surgeons, doctors, builders, police officers, and soldiers. Virtual simulation will not
produce the actual physical learning that is needed in this intelligence.
Theory of Multiple Intelligences
(Learning Preferences/Multiple Intelligences)

Musical:

Interpersonal:

Intrapersonal:

Naturalistic:
Sensitive to sounds, rhythms, pitch, meter, melody, tones, timbre, and music.
People with a high musical intelligence normally have good pitch and can sing, play musical
instruments, and compose music. With its strong auditory component, the strongest may learn
best via lecture. Language skills are typically highly developed. May use songs or rhythms to
learn. Careers include instrumentalists, singers, conductors, disc-jockeys, orators, writers and
composers.
Interaction with others. In theory, people who have a high
interpersonal intelligence tend to be extroverts; sensitive to others' moods, feelings,
temperaments and motivations, Can cooperate and work as part of a group. They
communicate effectively and empathize easily with others, and may be either leaders or
followers. They typically learn best by working with others and often enjoy discussion and
debate. Careers include sales, politicians, managers, teachers, and social workers.
Introspective and self-reflective. Intuitive and typically introverted.
Can understand their own feelings and motivations. Have a deep understanding of the self;
strengths/ weaknesses, uniqueness, can predict your own reactions/ emotions. Careers
include philosophers, psychologists, theologians, lawyers, and writers. Often prefer to work
alone.
(added at a later date) Works with nature, nurturing and relating
information to one’s natural surroundings. Careers include naturalists, farmers, and gardeners.
Type Focus Assessment
Sixteen Personality Types
Myers-Briggs Type Indicator (MBTI)
Created by Katharine Cook Briggs and her daughter, Isabel Briggs Myers
Measures psychological preferences in how people perceive the world and make decisions
Extrovert v. Introvert (E or I)
 Sensing v. Intuitive (S or N)
 Thinking v. Feeling (T or F)
 Judging v. Perceiving (J or P)
 ISTJ
ISTP
ISFJ
 INFJ
INFP
INTJ
 ESTP ESTJ
ESFP
 ENFP ENFJ
ENTP

ISFP
INTP
ESFJ
ENTJ
Learning Styles

Auditory Learners
 Remember what they hear and say

Visual Learners
 Remember what they see

Tactile Learners
 Remember what they experience with their
hands or bodies
Work Styles
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.
The Analyst
 The Director
 The Mediator
 The Entertainer

Focus: Tasks in the Workplace
The Analyst
The Director
Acquires & evaluates information
Gathers & examines facts—weighs
evidence
Makes decisions slowly
Works carefully
Loves stability/low risk taker
Dislikes conflict
Speaks quietly/firmly
Priority: To be the expert
Interprets & processes information
Acts/produces results
Makes decisions easily Works hard
Takes risks/challenges stability
Thrives on conflict
Speaks forcefully
Priority: To be in control
Timid/Passive
Assertive
Balanced
The Mediator
Organizes & Maintains Information
Harmonizes workplace
Makes decisions reluctantly
Works thoroughly
Likes stability/rarely bored
Can’t stand conflict
Speaks supportively
Priority: To be needed
Bold/Aggressive
The Entertainer
Communicates information
Energizes workplace
Makes spur-of-the-moment decisions
Works fast
Loves risk/easily bored
Accepts conflict
Speaks spontaneously & well
Priority: To be organized
Focus: People in the Workplace
IQ Test Scores
“Intelligence Quotient”
 Supposed to measure comparative
smartness of people
 100 = “Average” IQ
 ½ of the population scores between 90
& 110

 25% higher
 25% lower
Economic and social correlates of IQ
IQ
<75
75-90
90-110
110-125
>125
US population
distribution
5
20
50
20
5
Married by age 30
72
81
81
72
67
Out of labor force
more than 1 month
out of year (men)
22
19
15
14
10
Unemployed more
than 1 month out of
year (men)
12
10
7
7
2
Divorced in 5 years
21
22
23
15
9
% of children w/ IQ in
bottom decile
(mothers)
39
17
6
7
-
Had an illegitimate
baby (mothers)
32
17
8
4
2
Lives in poverty
30
16
6
3
2
Ever incarcerated
(men)
7
7
3
1
0
Chronic welfare
recipient (mothers)
31
17
8
2
0
High school dropout
55
35
6
0.4
0
Values are the percentage of each IQ sub-population, among non-Hispanic whites only, fitting each descriptor. Herrnstein & Murray (1994) pp. 171,
158, 163, 174, 230, 180, 132, 194, 247-248, 194, 146 respectively.
Line Graph Comparing
IQ Scores and the US Population
% of US Population
60
50
40
30
% of US Population
20
10
0
<75
75-90 90-110 110-125 >125
Pie Chart Comparing
IQ Scores and the US Population
% of US Population
<75
20
5 5
20
75-90
90-110
110-125
50
>125
BEWARE IQ Test Scores!
Interpret IQ Tests with CAUTION!
 IQ Measures only ACADEMIC intelligence
 Does not measure or otherwise account for
SOCIAL elements, such as home, school, or
community
 Test scores vary even within the same person
at different times and on different days
 IQ Testing should not be the only
measurement of a person’s intelligence
