Objective 1.01
INSTRUCTIONAL HAND – OUTS
Career Management
Summer 2006
6
Objective 1.01
Holland Code Explanation
http://www.roguecc.edu/Counseling/HollandCodes/test.asp
ARTISTIC – The “Creators”
Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-artistic.php
ARE YOU:
CAN YOU:
LIKE TO:
creative
intuitive
imaginative
innovative
unconventional
emotional
independent
expressive
original
introspective
impulsive
sensitive
courageous
open
complicated
idealistic
nonconforming
-sketch, draw, paint
-play a musical instrument
-write stories, poetry, music
-sing, act, dance
-design fashions or interiors
-attend concerts, theatres, art exhibits
-read fiction, plays, and poetry
-work on crafts
-take photographs
-express yourself creatively
-deal with ambiguous ideas
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)
Career Management
Summer 2006
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)
7
Objective 1.01
CONVENTIONAL – The “Organizers”
Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-conventional.php
ARE YOU:
CAN YOU:
LIKE TO:
well-organized
accurate
numerically inclined
methodical
conscientious
efficient
conforming
orderly
practical
thrifty
systematic
structured
polite
ambitious
obedient
persistent
-work well within a system
-do a lot of paper work in a short time
-keep accurate records
-use a computer terminal
-write effective business letters
-follow clearly defined
procedures
-use data processing
equipment
-work with numbers
-type or take shorthand
-be responsible for details
-collect or organize things
Potential Career Options:
Abstractor (CSI)
Accountant (CSE)
Accounting Clerk and Bookkeeper (CSR)
Administrative Assistant (ESC)
Bank Teller (CSE)
Budget Analyst (CER)
Building Inspector (CSE)
Business Teacher (CSE)
Cashier (CSE)
Catalog Librarian (CSE)
Clerk (CSE)
Computer Operator (CSR)
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)
Career Management
Summer 2006
Internal Auditor (ICR)
Key Punch Operator (CSE)
Kindergarten Teacher (CSE)
Legal Secretary (CSA)
Library Assistant (CSE)
Medical Records Technician (CSE)
Medical Secretary (CES)
Safety Inspector (RCS)
Service Station Attendant (CER)
Tax Consultant (CES)
Telephone Operator (CSE)
Typist (CES)
7
Objective 1.01
ENTERPRISING – The “Persuaders”
Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-enteprising.php
ARE YOU:
CAN YOU:
LIKE TO:
self-confident
assertive
sociable
persuasive
enthusiastic
energetic
adventurous
popular
impulsive
ambitious
inquisitive
agreeable
talkative
extroverted
spontaneous
optimistic
-initiate projects
-convince people to do things your
way
-sell things or promote ideas
-give talks or speeches
-organize activities
-lead a group
-persuade others
-make decisions affecting others
-be elected to office
-win a leadership or sales award
-start your own service or business
-campaign politically
-meet important people
-have power
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)
Career Management
Summer 2006
8
Objective 1.01
INVESTIGATIVE- The “Thinkers”
Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-investigative.phps"
ARE YOU:
CAN YOU:
LIKE TO:
inquisitive
analytical
scientific
observant
precise
scholarly
cautious
intellectually self-confident
introspective
reserved
broad-minded
independent
logical
complex
curious
-think abstractly
-solve math problems
understand scientific
theories
-do complex calculations
-use a microscope or
computer
-interpret formulas
-explore a variety of ideas
-use computers
-work independently
-perform lab experiments
-read scientific or technical
journals
-analyze data
-deal with abstractions
-do research
be challenged
Potential Career Options:
Actuary (ISE)
Agronomist (IRS)
Anesthesiologist (IRS)
Anthropologist (IRE)
Archeologist (IRE)
Biochemist (IRE)
Biologist (ISR)
Cardiopulmonary Technician (IRE)
Cartographer (IRE)
Chemical Engineer (IRE)
Chemical Technician (IRE)
Chemist (IRE)
Chiropractor (ISR)
Civil Engineer (IRS)
Computer Engineer (IRC)
Computer Programmer (IRC)
Computer Systems Analyst (IER)
Dentist (ISR)
Ecologist (IRE)
Economist (ISA)
Electrical Engineer (IRE)
Geographer (IRE
Career Management
Summer 2006
Geologist (IRE)
Hazardous Waste Technician (IRS)
Horticulturist (IRS)
Industrial Arts Teacher (IER)
Management Consultant (ICR)
Marketing Research Analyst (IAS)
Mathematician (IER)
Medical Lab Technologist (IRE)
Medical Technologist (ISA)
Meteorologist (IRS)
Nurse Practitioner (ISA)
Pharmacist (IES)
Physician, General Practice (ISE)
Physician Assistant (ISA)
Psychologist (ISA)
Research Analyst (IRC)
Software Engineer (IRE)
Statistician (IRE)
Technical Writer (IRS)
Veterinarian (IRS)
Web Site Developer (IRS)
9
Objective 1.01
REALISTIC - The “Do-ers”
Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-realistic.php
ARE YOU:
CAN YOU:
LIKE TO:
practical
athletic
straightforward/frank
mechanically inclined
a nature lover
thrifty
curious about the physical world
stable
concrete
reserved
self-controlled
independent
ambitious
systematic
persistent
-fix electrical things
-solve electrical
problems
-pitch a tent
-play a sport
-read a blueprint
-plant a garden
-operate tools and
machinery
-tinker with machines/vehicles
-work outdoors
-use your hands
-be physically active
-build things
-tend/train animals
-work on electronic equipment
Potential Career Options:
Aerospace Physiologist (RSE)
Air-Conditioning Mechanics (RIE)
Aircraft Mechanic (RIE)
Appliance Mechanics (RIE)
Aqua culturist (REI)
Architectural Drafter (RCI)
Automobile Body Repairer (RIE)
Automotive Engineer (RIE)
Automobile Mechanic (RIE)
Baker/Chef (RSE)
Bookbinder (RES)
Bricklayer (RSE)
Butcher (RSE)
Carpenter (RCI)
Cement and Terrazzo Worker (REC)
Compositor (RSI)
Construction Worker (REC)
Corrections Officer (RES)
Dental Assistant (RES)
Dental Laboratory Technician (REC)
Dental Technician (REI)
Diesel Mechanic (REI)
Drafter (RCI)
Electrical Engineer (RIE)
Electrician (REI)
Electroplater (R)
Exercise Careers (RES)
Career Management
Summer 2006
Farm Equipment Manager (RES)
Farmer (RIS)
Farm Manager (RES)
Firefighter (RES)
Fish Hatchery Manager (RES)
Floral Designer (RAE)
Forester (RIS)
Furnace Installer (RES)
Geodetic Surveyor (RIE)
Glazier (RES)
Groundskeeper (RCE)
Instrument Repair/Maintenance (RIE)
Jeweler (REC)
Laboratory Technician (RIE)
Line Installer (RSE)
Logger (RES)
Machinist (RIE)
Maintenance Repairer (RES)
Mechanical Engineer (RIS)
Metallurgical Technician (RIS)
Oceanographer (RIE)
Optician (REI)
Painter (RES)
Petroleum Engineer (RIE)
Plumber (REI)
Practical Nurse (RSE)
Printing Press Operator (REI)
Property Manager (RES)
Quality Control Manager (RSE)
Radio/T.V. Repair (REI)
Radio chemist (IRE)
Sailor (REC)
Sheet Metal Worker (R)
Structural Steelworker (REI)
Tailor (RES)
Tool and Die Maker (RIE)
Truck Driver (RSE)
Upholsterer (RCS)
Watchmaker (REC)
Water Quality Specialist (REI)
Welder (RES)
Woodworking (RAE)
10
Objective 1.01
SOCIAL – The “Helpers”
Retrieved from: http://career.missouri.edu/students/explore/thecareerinterestsgame-social.php
ARE YOU:
CAN YOU:
LIKE TO:
friendly
helpful
idealistic
insightful
outgoing
understanding
cooperative
generous
responsible
forgiving
patient
empathic
kind
persuasive
-teach/train others
-express yourself clearly
-lead a group discussion
mediate disputes
-plan and supervise an activity
-cooperate well with others
-work in groups
-help people with problems
-participate in meetings
-do volunteer work
-work with young people
-play team sports
-serve others
Potential Career Options:
Air Traffic Controller (SER)
Athletic Trainer (SRE)
Chaplain (SAI)
City Manager (SEC)
College Professor (SEI)
Community Planner (SEA)
Counseling Psychologist (SIA)
Counselor/Therapist (SAE)
Cosmetologist (SEA)
Cruise Director (SAE)
Dental Hygienist (SAI)
Detective (SER)
Dietician (SIE)
Elementary School Teacher (SEC)
Executive House Keeper (SCE)
Family and Consumer Scientist (SAE)
Hairstylist (SER)
High School Teacher (SAE)
Historian (SEI)
Home Economist (SEA)
Home Economics Teacher (SAE)
Homemaker (S)
Hospital Administrator (SER)
Ind./Organizational Psychologist (SEI)
Insurance Claims Examiner (SIE)
Librarian (SAI)
Mail Carrier (SRC)
Medical Assistant (SCR)
Medical Record Administrator (SIE)
Minister (SAI)
Priest(SAI)
Rabbi(SAI)
Nurse/Midwife (SIR)
Occupational Therapist (SRE)
Paralegal (SCE)
Park Naturalist (SEI)
Career Management
Summer 2006
Personnel Recruiter (SEC)
Personnel, Training, and Labor Relations Specialist(SEC)
Physical Therapist (SIE)
Physical Therapy Aide (SIR)
Police Officer (SER)
Preschool Worker (SEA)
Professional Athlete (SRC)
Probation and Parole Officer (SIE)
Public Health Educator (SEA)
Radiological Technologist (SRI)
Real Estate Appraiser (SCE)
Recreation Director (SER)
Recreational Therapist (SEC)
Registered Nurse (SIA)
Relocation Counselor (SAE)
Retirement Counselor (SAE)
School Counselor (SAE)
School Principal-Administrator(SEI)
Secondary School Teacher(SAE)
Social Worker (SEA)
Sociologist(SIA)
Special Education Teacher (SEC)
Speech Pathologist (SAI)
Teacher's Aid (SIC)
Business Teacher(SAE)
Ticket Agent (SCE)
Vocational Agricultural Teacher(SEC)
Vocational-Rehab. Counselor (SEC)
X-Ray Technician (SRI)
11
Objective 1.01
Learning Styles
http://morey.coe.uga.edu/presentations/mi/index.htm
Auditory
Learners
Learning Strengths:
Teaching Strategies:
 Remember what they
 Structure classroom to minimize
hear and say
noise/distractions
 Enjoy class 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
Learners
Learning Strengths:
 Remember what they
see
 Enjoy visual projects
and presentations
 Can remember
diagrams, charts, maps
Teaching Strategies:
 Provide interesting visuals to look
at
 Make sure visual presentations
(notes, etc.) are organized
 Make sure handouts 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
Learners
Learning Strengths:
Teaching Strategies:
 Remember what they
 Incorporate creative or
experience with their
out-of-seat activities
hands or bodies
into lessons
(movement)
 Encourage students to
 Enjoy using tools or
take their own notes
active lessons
 Incorporate computers
 Can remember
into student lessons
procedures after having
done them
Teaching with Technology:
 Incorporate interactive multimedia applications, such as
simulations.
 Have students create their own multimedia presentations.
Career Management
Summer 2006
12
Objective 1.01
Learning Preferences/Multiple Intelligences
Retrieved from: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm








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:
 Composer
 Orchestral Performer
 Singer
 Music Critic
Behaviors:
 can sing or play an
instrument
 enjoys musical or rhythmic
games
 appreciates classical music
and music of other cultures
Famous Musicians:
 Eric Clapton, guitarist
 John Williams, orchestral
composer and director
Ways to improve this intelligence:
 listen for the rhythm of
natural sounds
 practice playing an
instrument
 sing along with the radio

Visual-Spatial
Career Management
Summer 2006
Suitable Careers:
 Illustrator
 Artist
 Architect
 Craftsman
Behaviors:
 draws or builds models
 enjoys picture puzzles
 is able to visualize things
easily
Famous Visualists:
 Frank Lloyd Wright,
architect
 Gary Larson, cartoonist
Ways to improve this intelligence:
 draw a picture of something
from memory
 illustrate a story
 build a model of someplace
13
Objective 1.01
LogicalMathematical
Naturalistic
Intrapersonal
Career Management
Summer 2006
Suitable Careers:
 Accountant
 Computer Programmer
 Engineer
 Scientist
Behaviors:
 often asks questions
 enjoys number/logic games
 organizes
Famous Logicians:
 Albert Einstein, physicist
and mathematician
 John Maynard Keynes,
economist
Ways to improve this intelligence:
 predict the ending to
movies/stories
 play games involving
patterns
 practice math word
problems
Suitable Careers:
 Zoologist
 Conservationist
 Park Ranger
Behaviors:
 likes animals
 enjoys outdoor games
 likes being outside
Famous Naturalists:
 Charles Darwin, biologist
 Diane Fossey, primate
researcher
Ways to improve this intelligence:
 start a collection of bugs or
leaves
 go camping or hiking for a
weekend
 get a pet
Suitable Careers:
 Counselor
 Social Worker
 Religious Leader
Behaviors:
 follows hunches or instincts
 enjoys individual games
 expresses confidence in self
Famous Intrapersonalists:
 Mother Teresa, missionary
 Martin Luther King, Jr.,
minister and human rights
activist
Ways to improve this intelligence:
 start a diary
 concentrate on your feelings
during the day
14
Objective 1.01
Interpersonal
BodilyKinesthetic
Suitable Careers:
 Politician
 Teacher
 Psychologist
 Evangelist
Behaviors:
 makes friends easily
 enjoys interaction games
 shows leadership
Famous Interpersonalists:
 Sigmund Freud,
psychologist
 John F. Kennedy, U.S.
president
Ways to improve this intelligence:
 concentrate on people's
body language
 play role-playing games
Suitable Careers:
 Dancer
 Actor
 Sculptor
 Athlete/Coach
Behaviors:
 plays sports
 enjoys physical games
 uses hands or body while
talking
Famous Kinesthetists:
Ways to improve this intelligence:
 Michael Jordan,
 take a dance class
professional basketball
 play a sport
player
 exercise
 Alvin Ailey, choreographer
VerbalLinguistic
Suitable Careers:
 Author
 Journalist
 Lawyer
 Public Speaker
Behaviors:
 writes/tells stories
 enjoys word games
 effective speaker
Famous Linguists:
Ways to improve this intelligence:
 Abraham Lincoln, 5th U.S.
 read...a lot!
President
 practice speaking in public
 Tom Clancy, novelist
 write a poem or story
Career Management
Summer 2006
15
Objective 1.01
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 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.
Career Management
Summer 2006
16
Objective 1.01
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
Career Management
Summer 2006
17
Objective 1.01
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.
Career Management
Summer 2006
18
Objective 1.01
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. Selfcontrol 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.
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PLATINUM RULE WORK BEHAVIOR – Dr. Tony Alessandra
Retrieved from: www.platinumrule.com
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.
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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.
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PLATINUM RULE WORK BEHAVIOR – Dr. Tony Alessandra
Retrieved from:
www.platinumrule.com
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
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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-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.
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PLATINUM RULE WORK BEHAVIOR – Dr. Tony Alessandra
Retrieved from:
www.platinumrule.com
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 overcautious.
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.
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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.
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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 openminded. Likely to be original and creative. Enjoy the present moment.
INFJ 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
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 laidback unless a strongly-held value is threatened. Usually talented writers. Mentally quick, and
able to see possibilities. Interested in understanding and helping people.
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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.
ESTJ 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. Welldeveloped 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.
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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.
ENTP 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
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.
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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
130+
120-129
110-119
90-109
80-89
70-79
Below 70
Description
Very superior
Superior
High average
Average
Low average
Borderline
Extremely low
% of Population
2.2%
6.7%
16.1%
50%
16.1%
6.7%
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.
110 Foremen; Clerks; Telephone Operators; Salesmen; Policemen; Electricians.
100+ Machine Operators; Shopkeepers; Butchers; Welders; Sheet Metal Workers.
Warehousemen; Carpenters; Cooks and Bakers; Small Farmers; Truck and Van
100Drivers.
Laborers; Gardeners; Upholsterers; Farmhands; Miners; Factory Packers and
90
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 a percentage score of
50. If he answers 40 questions on the same test his percentage score would be 80. Percentile,
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Objective 1.01
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
70
75
80
85
90
95
100
105
110
115
120
125
130
135
01
02
05
09
16
25
37
50
63
75
84
91
95
98
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, 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
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Objective 1.01
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:

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
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).
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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 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

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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

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
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

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Acquires and evaluates information
Organizes and maintains information
Interprets and communicates information
Uses computers to process information
Systems: Understands complex interrelationships

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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
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Technology: Works with a variety of technologies

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
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

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

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

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

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

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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
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Work Styles
Focus: Tasks in the Workplace
The Analyst
The Director
Acquires & evaluates information
Gathers and 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 7 processes
information
Acts/producers 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
Communicate information
Energizes workplace
Makes spur-of-the moment
decisions
Works fast
Loves risk/easily bored
Accepts conflict
Speaks: spontaneously & well
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.
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