Objective 1.

01

INSTRUCTIONAL HAND OUTS

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ARTISTIC The Creators

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

ARE YOU: creative intuitive imaginative innovative unconventional emotional independent expressive original introspective impulsive sensitive courageous open complicated idealistic nonconforming

CAN YOU: -sketch, draw, paint -play a musical instrument -write stories, poetry, music -sing, act, dance -design fashions or interiors

LIKE TO: -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) Advertising Art Director (AES) Advertising Manager (ASE) Architect (AIR) Clothing/Fashion Designer (ASR) Copywriter (ASI) Dancer (AES) Choreographer (AER) Drama Teacher (ASE) English Teacher (ASE) Fashion Illustrator (ASR) Furniture Designer (AES) Graphic Designer (AES) Interior Designer (AES) Journalist/Reporter (ASE) Landscape Architect (AIR) Medical Illustrator (AIE) Museum Curator (AES)

Photographer (AES) Writers/Editors (ASI) Music Teacher (AES)

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Objective 1.01

CONVENTIONAL The Organizers

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

ARE YOU: well-organized accurate numerically inclined methodical conscientious efficient conforming orderly practical thrifty systematic structured polite ambitious obedient persistent

CAN YOU: -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

LIKE TO: -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)

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)

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Objective 1.01

ENTERPRISING The Persuaders

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

ARE YOU: self-confident assertive sociable persuasive enthusiastic energetic adventurous popular impulsive ambitious inquisitive agreeable talkative extroverted spontaneous optimistic

CAN YOU: -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

LIKE TO: -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) Manufacturers 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)

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Objective 1.01

INVESTIGATIVE- The Thinkers

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

ARE YOU: inquisitive analytical scientific observant precise scholarly cautious intellectually self-confident introspective reserved broad-minded independent logical complex curious 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

CAN YOU: -think abstractly -solve math problems understand scientific theories -do complex calculations -use a microscope or computer -interpret formulas

LIKE TO: -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

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)

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Objective 1.01

REALISTIC - The Do-ers

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

ARE YOU: practical athletic straightforward/frank mechanically inclined a nature lover thrifty curious about the physical world stable concrete reserved self-controlled independent ambitious systematic persistent 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)

CAN YOU: -fix electrical things -solve electrical problems -pitch a tent -play a sport -read a blueprint -plant a garden -operate tools and machinery

LIKE TO: -tinker with machines/vehicles -work outdoors -use your hands -be physically active -build things -tend/train animals -work on electronic equipment

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)

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Objective 1.01

SOCIAL The Helpers

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

ARE YOU: friendly helpful idealistic insightful outgoing understanding cooperative generous responsible forgiving patient empathic kind persuasive

CAN YOU: -teach/train others -express yourself clearly -lead a group discussion mediate disputes -plan and supervise an activity -cooperate well with others

LIKE TO: -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) 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)

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Objective 1.01

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

Auditory Learners

Learning Strengths:

Teaching Strategies:

Remember what they hear and say Enjoy class discussions Can remember oral instructions

Structure classroom to minimize noise/distractions Repeat key points and summarize lessons 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:

Teaching Strategies:

Remember what they see Enjoy visual projects and presentations Can remember diagrams, charts, maps

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.

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Objective 1.01

Tactile Learners

Learning Strengths:

Teaching Strategies:

Remember what they experience with their hands or bodies (movement) Enjoy using tools or active lessons Can remember procedures after having done them

Incorporate creative or out-of-seat activities into lessons Encourage students to take their own notes Incorporate computers into student lessons

Teaching with Technology:

Incorporate interactive multimedia applications, such as simulations. Have students create their own multimedia presentations.

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Objective 1.01

Learning Preferences/Multiple Intelligences

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

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

Musical

Suitable Careers:

Behaviors:

Composer Orchestral Performer Singer Music Critic

can sing or play an instrument enjoys musical or rhythmic games appreciates classical music and music of other cultures

Famous Musicians:

Ways to improve this intelligence:

Eric Clapton, guitarist John Williams, orchestral composer and director

listen for the rhythm of natural sounds practice playing an instrument sing along with the radio

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Objective 1.01

Visual-Spatial

Suitable Careers:

Behaviors:

Illustrator Artist Architect Craftsman

draws or builds models enjoys picture puzzles is able to visualize things easily

Famous Visualists:

Ways to improve this intelligence:

Frank Lloyd Wright, architect Gary Larson, cartoonist

draw a picture of something from memory illustrate a story build a model of someplace

LogicalMathematical

Suitable Careers:

Behaviors:

Accountant Computer Programmer Engineer Scientist

often asks questions enjoys number/logic games organizes

Famous Logicians:

Ways to improve this intelligence:

Albert Einstein, physicist and mathematician John Maynard Keynes, economist

predict the ending to movies/stories play games involving patterns practice math word problems

Naturalistic

Suitable Careers:

Behaviors:

Zoologist Conservationist Park Ranger

likes animals enjoys outdoor games likes being outside

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Objective 1.01

Famous Naturalists:

Ways to improve this intelligence:

Charles Darwin, biologist Diane Fossey, primate researcher

start a collection of bugs or leaves go camping or hiking for a weekend get a pet

Intrapersonal

Suitable Careers:

Behaviors:

Counselor Social Worker Religious Leader

follows hunches or instincts enjoys individual games expresses confidence in self

Famous Intrapersonalists:

Ways to improve this intelligence:

Mother Teresa, missionary Martin Luther King, Jr., minister and human rights activist

start a diary concentrate on your feelings during the day

Interpersonal

Suitable Careers:

Behaviors:

Politician Teacher Psychologist Evangelist

makes friends easily enjoys interaction games shows leadership

Famous Interpersonalists:

Ways to improve this intelligence:

Sigmund Freud, psychologist John F. Kennedy, U.S. president

concentrate on people's body language play role-playing games

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Objective 1.01 Suitable Careers:

BodilyKinesthetic

Behaviors:

Dancer Actor Sculptor Athlete/Coach

plays sports enjoys physical games uses hands or body while talking

Famous Kinesthetists:

Ways to improve this intelligence:

Michael Jordan, professional basketball player Alvin Ailey, choreographer

take a dance class play a sport exercise

VerbalLinguistic

Suitable Careers:

Behaviors:

Author Journalist Lawyer Public Speaker

writes/tells stories enjoys word games effective speaker

Famous Linguists:

Ways to improve this intelligence:

Abraham Lincoln, 5th U.S. President Tom Clancy, novelist

read...a lot! practice speaking in public write a poem or story

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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.

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Social relationships: In their family interactions they strive for mutuality, provide spiritual intimacy for the mates, opportunity for fantasy for their children, and for themselves continuous self-renewal. Idealists do not abound, being as few as 8% and not more than 10% of the population. RATIONAL NTs, being ABSTRACT in communicating and UTILITARIAN in implementing goals, can become highly skilled in STRATEGIC ANALYSIS. Thus their most practiced and developed intelligent operations tend to be marshalling and planning (NTJ organizing), or inventing and configuring (NTP engineering). And they would if they could be wizards in one of these forms of rational operation. They are proud of themselves in the degree they are competent in action, respect themselves in the degree they are autonomous, and feel confident of themselves in the degree they are strong willed. Ever in search of knowledge, this is the "Knowledge Seeking Personality" - trusting in reason and hungering for achievement. They are usually pragmatic about the present, skeptical about the future; solipsistic about the past, and their preferred time and place are the interval and the intersection. Educationally they go for the sciences, avocationally for technology, and vocationally for systems work. Rationals tend to be individualizing as parents, mindmates as spouses, and learning oriented as children. Rationals are very infrequent, comprising as few as 5% and no more than 7% of the population

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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 dont 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. Directors 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.

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

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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, softhearted 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

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Objective 1.01
talent is their dedication - evident in their quiet, calm-appearing, and "worker bee" approach to getting tasks done. Relaters Growth Opportunities Relaters can increase their effectiveness by better dealing with change and complexity and more adequately coping with stress. That means controlling their tendency to become indecisive and act slowly. This is especially important if they are in a leadership or management position. They also need to develop the ability to see the big picture, including the fact that the world is constantly changing. They tend to be more comfortable dealing with the trees and often do not see the forest. Relaters also need to increase their interest, understanding, and expertise in dealing with the world of ideas, analysis, interpretations, forecasts, etc. For example, they are generally more comfortable dealing with concrete situations or data that already exist rather than theories, trends, or conjecture. People often misunderstand this preference and do not realize that they are "doers," rather than thinkers. A related growth area is cultivating the ability to be more assertive. This is especially true when conflicts arise because their natural tendency is to become overly submissive. Relaters would benefit from learning and using collaborative problem-solving skills to help them deal with disagreements. Finally, they need to learn to possess an unshakable sense of self-worth. This would reduce or eliminate their dependence on reassurance from others.

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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!"

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Socializers Growth Opportunities Socializers are interested in a variety of things, so they tend to have a shorter attention span than other styles, which is often manifested in avoidance of details or lack of followthrough. 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 over-cautious. Their greatest irritation is disorganized, illogical people. In business environments, they want others to be credible, professional, and courteous. In social environments, they like others to be pleasant and sincere. Thinkers Motivators Thinkers are motivated by the desire to be correct. Part of their identity is based upon their competence and the fact that they strive to do things right. They emphasize, therefore, things like precise understanding, accurate work, proper manners, and impeccable personal habits. Conversely, Thinkers fear personal criticism or actions that threaten their selfpreservation. 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

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individuals who look at life in multiple ways, many of which are unique. Their ideas are often ingenious and highly creative. Thinkers are appreciated most by people who appreciate different and somewhat unique perspectives. When people get to know them well, they often comment on their sense of humor. People also appreciate their ability to be discrete and avoid embarrassing other people. Thinkers Growth Opportunities Thinkers tend to be indecisive, especially when dealing with more complex, new, or adverse situations. They dislike making mistakes or being embarrassed. Before making decisions, they want all the information and time needed to ponder all the possibilities -whether the situation allows this or not. Thinkers fear criticism, so they tend to be less communicative in general. They keep their ideas and feelings to themselves, especially when in doubt. Others may view them as being unresponsive or aloof. Thinkers can benefit by learning to share their feelings and showing genuine appreciation, acknowledgment, and recognition for others. They tend to be judgmental and demanding, and wonder why people cannot try to be as perfect as they are. This attitude often produces further tension in their relationships. Thinkers can benefit from being more collaborative in their dealings with people. Finally, Thinkers can benefit by being less self-critical and demanding.

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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 open-minded. Likely to be original and creative. Enjoy the present moment.

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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 laid-back unless a strongly-held value is threatened. Usually talented writers. Mentally quick, and able to see possibilities. Interested in understanding and helping people.

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

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

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

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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. Well-developed sense of space and function.

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

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

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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 IQs of between 90 and 110, while 25% have higher IQs and 25% have lower IQs: 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 Childs IQ, Glen Wilson and Diana Grylls outline occupations typical of various IQ levels: 140 Top Civil Servants; Professors and Research Scientists. 130 Physicians and Surgeons; Lawyers; Engineers (Civil and Mechanical) School Teachers; Pharmacists; Accountants; Nurses; Stenographers; 120 Managers. Foremen; Clerks; Telephone Operators; Salesmen; Policemen; 110 Electricians. Machine Operators; Shopkeepers; Butchers; Welders; Sheet Metal 100+ Workers. Warehousemen; Carpenters; Cooks and Bakers; Small Farmers; Truck 100and Van Drivers. Laborers; Gardeners; Upholsterers; Farmhands; Miners; Factory Packers 90 and Sorters.

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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, however, refers to the number of other test takers scores that an individuals 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.

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Be Cautious! It is necessary to be very cautious in using a descriptive classification of IQs. 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 high as he might have hoped. Remember that many elements besides IQ contribute to success and happiness. This article was compiled by Susan du Plessis. Visit her website, www.audiblox2000.com References:

Engle, T. L., & Snellgrove, L., Psychology: Its Principles and Applications (6th ed.), (New York: Harcourt Brace Jovanovich, Inc., 1974). Swiegers, D. J., & Louw, D. A., Intelligence, in D. A. Louw (ed.), Inleiding tot die Psigologie (2nd ed.), (Johannesburg: McGraw Hill, 1982). Test Score Interpretation, Hampton City Schools, Psychological Services. Wilson, G., & Grylls, D., Know Your Childs 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

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

Interpersonal: Works with others

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

Information: Acquires and evaluates information

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

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Systems: Understands complex interrelationships

Understands systems - knows how social, organizational, and technological systems work and operates effectively with them Monitors and corrects performance - distinguishes trends, predicts impacts on system operations, diagnoses deviations in systems performance and corrects malfunctions Improves or designs systems - suggests modifications to existing systems and develops new or alternative systems to improve performance

Technology: Works with a variety of technologies

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

Table 2: A Three-Part Foundation of SCANS Skills and Personal Qualities Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and speaks

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

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

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

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

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

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Work Styles
Focus: Tasks in the Workplace
The Analyst
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

The Director
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

Balanced

Assertive

Bold/Aggressive

The Mediator
Organizes & maintains information Harmonizes workplace Makes decisions reluctantly Works thoroughly Likes stability/rarely bored Cant stand conflict Speaks supportively Priority: to be needed

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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