you-only-better.org
YOU. Only Better.™
Coaching • Public Speaking
Training • Team Building • Facilitation

3842 Harlem Rd. Suite 400
Amherst, NY 14215
info@you-only-better.org
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you-only-better.org

A Customized Report for: CHRIS SMITH
Date: September 07, 2011

N: Need for Stability
The degree to which you respond to stress

38
RESILIENT (N-)

RESPONSIVE (N=)

REACTIVE (N+)

N1: Worry
The amount of worry you experience
61
Rarely Worry (N1-)

Sometimes Worry (N1=)

Often Worry (N1+)

N2: Temper
How frequently you experience anger
34
Unusually Calm (N2-)

Moderate Temper (N2=)

Qucker Temper (N2+)

N3: Outlook
How you explain situations
41
More Positive/Optimistic (N3-)

Mostly Realistic (N3=)

Less Positive/Optimistic (N3+)

N4: Coping Level
The amount of time you take to rebound from stress
30
Quickly (N4-)

Average (N4=)© 2003 CENTER FOR APPLIED COGNITIVE STUDIES. ALL RIGHTS RESERVED.

Slowly (N4+)

Page 2

A Customized Report for: CHRIS SMITH
Date: September 07, 2011

E: Extraversion
The degree to which you enjoy being in the thick of the action

62
Introvert (E-)

Ambivert (E=)

Extravert (E+)

E1: Approach Level
The degree to which you show your positive feelings to others
71
Rarely Show Positive Feelings (E1-)

Sometimes Show Positive Feelings (E1=)

Often show Positive Feelings (E1+)

E2: Group Orientation
The degree to which you enjoy being with others
64
More Solitary (E2-)

Sometimes Seek Others (E2=)

Often Enjoy Others (E2+)

E3: Pace
The degree to which you keep active
37
Rarely Active (E3-)

Sometimes Active (E3=)

Often Active (E3+)

E4: Leadership
The degree to which you lead others
70
Rarely Seek Leadership (E4-)

Sometimes Lead (E4=)

Often Seek Leadership (E4+)

E5: TrustHow easily you believe other people
57
Usually Skeptical (E5-)

Sometimes Trusting (E5=)

Usually Trusting (E5+)

E6: Tact
The degree of care you take when speaking
58
Blunt and Direct (E6-)

Sometimes Choose Tactful Words (E6=)© 2003 CENTER FOR APPLIED COGNITIVE STUDIES. ALL RIGHTS RESERVED.

Often Choose Tactful Words (E6+)

Page 3

A Customized Report for: CHRIS SMITH
Date: September 07, 2011

O: Originality
The degree to which you are open to new things

64
Preserver (O-)

Moderate (O=)

Explorer (O+)

O1: Imagination
The degree to which you invent ideas and plans
31
Rarely Invent, Mostly Implement (O1-)

Sometimes Invent (O1=)

Often Invent (O1+)

O2: Range of Interests
The degree to which you like complexity
69
Prefer Simplicity (O2-)

Prefer a Balance (O2=)

Often Seek Complexity (O2+)

O3: Innovation
How easily you accept change
75
Resist Change (O3-)

Sometimes Accept Change (O3=)

Often Welcome Change (O3+)

O4: Zoom ScaleYour tolerance for handling details
68
Attend Details (O4-)

Sometimes Attend Details (O4=)© 2003 CENTER FOR APPLIED COGNITIVE STUDIES. ALL RIGHTS RESERVED.

Often Resist Details (O4+)

Page 4

A Customized Report for: CHRIS SMITH
Date: September 07, 2011

A: Accommodation
The degree to which you submit to others

38
Challenger (A-)

Negotiator (A=)

Adapter (A+)

A1: Service
The degree to which you inconvenience yourself for others
60
I Come First (A1-)

Give and Take (A1=)

Others Come First (A1+)

A2: ComplianceYour driving force during conflict
35
Winning (A2-)

Negotiation (A2=)

Harmony (A2+)

A3: Humility
The degree to which you want recognition
40
Want Recognition (A3-)

Sometimes Like Recognition (A3=)

Uncomfortable with recognition (A3+)

A4: Speak Out Level
The degree to which you voice opinions to others
37
Usually Speak Up (A4-)

Sometimes Express Opinions (A4=)© 2003 CENTER FOR APPLIED COGNITIVE STUDIES. ALL RIGHTS RESERVED.

Rarely Express Opinions (A4+)

Page 5

A Customized Report for: CHRIS SMITH
Date: September 07, 2011

C: Consolidation
The degree to which you push toward goals

61
Flexible (C-)

Balanced (C=)

Focused (C+)

C1: Thoroughness
The degree to which you try to be perfect
59
Rarely A Perfectionist (C1-)

Sometimes Try to be Perfect (C1=)

Often a Perfectionist (C1+)

C2: Structure
The degree to which you stay organized
59
Generally Disorganized (C2-)

Somewhat Organized (C2=)

Well Organized (C2+)

C3: Ambition
The degree to which you want to achieve64
Little Need to be #1 (C3-)

Sometimes Like to be # 1 (C3=)

Often Have to be #1 (C3+)

C4: Concentration
The degree to which you concentrate
64
Easily distracted (C4-)

Sometimes Concentrate (C4=)

Usually Concentrate (C4+)

C5: Methodicalness
The degree to which you need to plan
47
Rarely Plan, Spontaneous (C5-)

Sometimes Have a Plan (C5=)© 2003 CENTER FOR APPLIED COGNITIVE STUDIES. ALL RIGHTS RESERVED.

Always Have a Plan (C5+)

Page 6you-only-better.org

27 Questions to Find Your Passion1

Don't ask
yourself what
the worldneeds; ask
yourself whatmakes youcome alive.
And then go
and do that.
Because what
the worldneeds ispeople whohave comealive.
- Harold
Whitman

Guidance: You are the only one who can find your passion - It’s inside you and just has tobe uncovered.
Use the below to explore what lights you on fire. Don’t rush through these. Go
somewhere quiet, with no internet and dedicate at least 2-3 hours to developing
your answers. Some may apply more than others. That’s fine. Allow your mind to run
wild. These questions will only be useful if you allow them to.

It’s Time To Start Living With Passion!
1.

What makes you happiest in your life? What excites you?

2.

What do you do that makes you feel invincible?

3.

What do people thank you for?

4.

What are you ridiculously good at? What are your precious gifts?

5.

Who do you look up to? Who are your mentors? Who inspires you? Why?

6.

When was the last time you massively over-delivered on something? What was it
and why did you work so hard?

7.

When was the last time you were in a state of “flow”, in the zone and totally losttrack of time? What were you doing?

8.

Imagine you won $158 million in the lottery. It's now three months later. How will
you spend tomorrow?

9.

What would you do if you knew you could not fail?

10. If you could have or do anything, what would it be?
11. What topics do you find yourself continuously arguing or defending with others?
What beliefs does your stance represent?
12. What makes you most angry about the state of the world? With unlimited resources
how could you fix it?

2. What are you most afraid of for the next generation, whether you have kids or not?

1. www.liveyourlegend.net

13. What do you love helping people with? How do you most commonly help others?
14. What’s your favorite section in the bookstore? What’s the first magazine you’d pickup at the grocery store?
15. When was the last time you couldn't sleep because you were so excited about what
you had to work on? What was it?
16. If you trusted that your art (your creativity) would support your life, How would you
live?
17. Out of all your current roles, activities, and hobbies - what would you gladly do forfree?
18. If you were able to be a member of the audience at your own funeral (in 100 years orso) what would you want to hear people say?
19. What do you want to be remembered for - what dent do you want to have put in theworld?
20. What do your friends always tell you you'd be good at, that you should do for a living(i.e. “she’d make a great…)? If you don't remember, then go ask five of them.
21. What are you naturally curious about?
22. If you had a free hour to surf the internet, what would you explore?
23. Think back to when you were 5 or 10 years old. What did you want to be when you
grew up? Anything goes. What skills and metaphors do these represent (i.e. pilot
may be a symbol for freedom)?
24. If you could write a book to help the world, that is guaranteed to be a best seller,
what would the title be? What's it about?
25. What careers do you find yourself dreaming of? What jobs do others have that you
wish were yours?
26. What 3-5 dream jobs or businesses can you imagine that would firmly embody yourcore beliefs about the world. Sky’s the limit.
And a bonus… What revolution do you want to lead?

you-only-better.org
YOU. Only Better.™
Coaching • Public Speaking
Training • Team Building • Facilitation

3842 Harlem Rd. Suite 400
Amherst, NY 14215
info@you-only-better.org
www.you-only-better.org

you-only-better.org

Augstell, Ashlee
July 8, 2013

The Career Guider™
GuiderYour Career Planning Analysis
Contents

Page

a. An Overview of Your Career Report

C-2

b. Introduction to Career Planning

C-3

c. CentACS' 6-Part Career Model• Focus: The ACT World-of-Work Map• Job Content: The Holland Hexagon• Roles: The Eight Edgar Schein Career "Anchors"• Style: The 25 ACT Work Attribute Preferences• Ability: Gardner's Eight Talents• Big Five Traits: Job Relatedness

C-4
C-5
C-6
C-7
C-8
C-9
C-10

d. CentACS' Six-Part Career Guide: A Summary

C-11

e. The 26 ACT Job Families• Listing of the families with examples• Best Match--A Job-Career Matrix

C-12
C-13

f. Career Derailers

C-14

g. Further Resources for Career Exploration

C-15

Copyright 2006 CentACS

C-1

Augstell, Ashlee
July 8, 2013

An Overview of Your Career Report
Note: The bullets below represent brief interpretations of how you scored on each of the major sections of thisreport. For more detail in support of a specific interpretation, go to the pages indicated to its left.

Focus(p. C-5)

Content(p. C-6)

Role(p. C-7)

Style(p. C-8)

Ability(p. C-9)''You show a modest preference for working primarily with things, such as machines, tools,
instruments, animals, natural resources, or fabricated items. However, you also show an almost
equally strong preference for working with data, as in numbers, facts, filing, procedures, andinspecting. A satisfactory career choice should integrate both. ''''Your response patterns bear a moderate resemblance to persons who prefer a "realistic"
occupational content: technical pursuits, working with your hands, working outdoors, labor that ismore physical than mental. However, you also show a strong resemblance to persons who
prefer a "conventional" occupational content: business and office operations, financialtransactions, distribution, & information technology. A satisfying career would integrate both.
Your third preference--"social" work (serving society, whether through teaching, social work,
counseling, health care, politics, or other roles)--is almost as strong as your first two. You would
benefit from a career option that satisfies all three.''''Persons with your profile tend to have a moderate preference for "entrepreneurial" roles, as inbuilding your own organization from zero to a point of financial success, and where successcomes from using your ability to build an organization. However, you show an almost equallystrong preference for a "technical" role that involves being an expert in one's chosen skill area,with success associated with being perceived as highly knowledgeable or skilled. Try to integrate
both. Your third preference--an "autonomous" role where you are able to do things your own
way, and where success comes from achieving independence--is also strong. Try to integrate all
three.''Of the 25 common "Work Attribute Preferences," these appear to be the 8 that are mostimportant to you:
1. Working Separately
4. Routine Travel
7. Financial Challenge
2. Easy Re-entry
5. Short Training Time
8. Working Outside
3. Working In/Out
6. Making or Fixing Things''Relative to other talent areas, your responses indicate that you see yourself as somewhat
stronger in the "intrapersonal" talent area, which involves internally sorting out complex feelings
and ideas. However, you also see yourself as extremely strong in the "natural observer" talentarea, which involves working with taxonomies and organizing knowledge. A satisfactory career
choice would integrate both of these talents. Your third talent area--the "visual/spatial" talentarea, which involves discriminating color, shape, and depth, and using "four-dimensional logic"--isalmost as strong as your first two. You would benefit from a career choice than builds on all
three.''

C-2

Student Sample
March 5, 2007

Introduction to Career Planning
Career planning involves a three step process. First, identify what career attributes you want for a career toprovide. These attributes should be based on your personal strengths, interests, and abilities. Second,
identify careers, in the form of specific jobs, that would allow you to use these attributes. Finally, make adecision that aims you toward preparation for a career that satisfies the largest number of yourpreferences.
As an example, let us say someone determines that s/he wants a career involving the attributes of beingsocial (i.e., serving society), secure, involving little travel, and building on math ability and extraversion. In
consulting the career listings, this person idenfies careers as a math teacher, an accountant, and acomputer programmer. In order to determine which of the three possible careers best addresses all five, weconstruct a simple matrix, as follows:

Attributes
SocialSecureLittle Travel
Math
Extraversion

Math
Teacher+++++

Careers
Accountant
+
+
+
+
-

Computer
Programming
+
+
+
+
-

As this example readily illustrates, "Math Teacher" satisfies the largest number of qualities, since"Accountant" and "Computer Programming" both tend to be more solitary kinds of work. Such a matrix
is a helpful way of determing which career options satisfy the largest number of career attributes thatare important to you.
In the following six sections, we provide a summary of such career attributes, based on your responses
to the SchoolPlace Big Five ProFile. Each of these attributes is defined on the next several pages, andlater you will see how these various attributes are connected to specific careers and jobs.
1. So, step one is to study the next six sections carefully, making notes on yourpersonal attributes that stand out as foundational for your career.
2. Then, you will examine suggestions about careers that match your preferred career
attributes.
3. Then, you should be able to construct a matrix such as the one above in order todetermine which career best fits all of your preferred career attributes.
The matrix may be difficult to complete alone. It would be a good idea to work with a career counselor
in order to assess the best relation of all the possible careers to your personal preferences andabilities.

C-3

Student Sample
March 5, 2007

CentACS' Six Part Career Model
CentACS has surveyed the vast literature on career guidance, planning, and development in order todesign a comprehensive approach for helping individuals make career choices. As the result of thisliterature search, we have identified six separate career tools that have been used separately for thinking
about careers:
1. ACT's World of Work Map: a Four-Part Model of People, Things, Data, and Ideas.
2. The Holland Hexagon of 6 Vocational Interests: Realistic, Investigative, Artistic,
Social, Enterprising, and Conventional.
3. Edgar Schein's Eight Career "Anchors": Technical, Managerial, Autonomy, Security,
Entrepreneurial, Service, Challenge, and Lifestyle.
4. ACT's 25 Work Attribute Preferences (WAPs; not all are listed here), such as desire
for high income, desire for travel, preference for working outside/inside, and soforth.
5. Howard Gardner's Eight (as of now!) Multiple Intelligences, or Talents: Verbal,
Logical/Mathematical, Visual/Spatial, Kinesthetic, Auditory/Musical, Interpersonal,
Intrapersonal, and Natural Observer.
6. The Big Five Personality Traits, as embodied in the SchoolPlace Big Five ProFile:
Need for Stability, Extraversion, Originality, Accommodation, and Consolidation.
Each of these six models has been used alone by career counselors, and each of the models has its
limitations. Gardner emphasizes mental ability, for example, while giving short shrift to behavioral traits.
Each of the six career models has its own strengths and weaknesses. By putting all six together into one
model, we are able to eliminate most of the weaknesses. There is a small amount of overlap between thesix models, but we consider that duplication well worth the added value of a more comprehensive
approach. We could attempt to eliminate the duplication (and may do so in the future), but that would
make it difficult to use any one of the models outside the context of this report. For example, both Schein
and the ACT WAPs include Managerial activity. But, if we eliminated "managerial" from the Scheinanchors, you would not be able to compare your Schein scores here directly with material on Schein thatyou might find elsewhere. So, we leave the small amount of duplication intact, with apologies!
This report provides detailed definitions of these six models, plus your scores on the variables within eachmodel. We intend for you to use this report as a part of some kind of personal career exploration process.
We have two possibilities in mind: on the one hand, you could use the CentACS Career Planning
Workbook, which is designed to be used with this report, or, on the other hand, you could work with aconsultant who has his or her own materials to get you involved in career exploration. Of course, you arealso welcome to simply take off on your own!
A Note on Scores and Error
It is helpful to keep in mind that test scores are only estimates of your true feelings, behavioral patterns,
abilities, and so forth. These scores are subject to many different kinds of error--misreading a question,
marking the wrong box, momentary distractions, omitting a question, or even an unrealistic view of
oneself. Consequently, for each set of scores, if you feel strongly that your numbers should be higher orlower, please feel free to adjust them. The important thing here is to provide you with a framework forcareer exploration. Enjoy!

C-4

Student Sample
March 5, 2007

Focus: The ACT World-of-Work Map
Introduction and Definition of Terms
ACT is an independent, non-for-profit organization that provides many educational and workforce
development services. One of these services is the World-of-Work Map, which locates 26 job groups(each containing hundreds of jobs) on a work map based on each job group's position on a twodimensional grid. The grid opposes "People" with "Things," and "Data" with "Ideas." In other words,
working with people (e.g., social worker) is treated as the opposite of working with things (e.g.,
sculptor), with someone scoring in the middle equally comfortable working with either or both (e.g.,veterinarian). Likewise, working with data (e.g., bookkeeper) is treated as the opposite of working
with ideas (choreographer), with someone scoring in the middle equally comfortable working witheither or both (e.g., research scientist).These four primary work focuses are defined as follows:
1. People. Working primarily with people through leading, caring, supporting, serving,
selling (Sample Jobs: salesperson, manager, counselor, elementary school teacher)
2. Things. Working primarily with things such as machines, tools, animals, natural
resources, and fabricated items (Sample Jobs: mechanic, maintenance, forester,
sculptor, inventor)
3. Data. Working primarily with numbers, facts, filing, procedures, inspecting, etc.
(Sample Jobs: bookkeeper, accountant, information science, statistician)
4. Ideas. Working primarily with knowledge, theories, creativity, insights (Sample
Jobs: professor, writer, psychologist, actor, strategic planner, consultant)According to your answer patterns on your CentACS assessment, we estimate that you would be
most comfortable in a job or career in which you could allocate your time according to the graphand table below. The work focus ratings are based on a 100-point scale, such that, the closer to100, the more natural that work focus should be for you. The closer to zero, the less natural, andwork with that kind of focus--even though you could perform it well--would tend to tire you out andwear you down over time if it were to be a major part of your work. If all four focus scores are within
ten or so points of each other, that suggests that you could comfortably switch from one focus toanother as necessary.

80
Your Analysis
65
Work
Focus
Ideas:
People:Things:
Data:

Your
Scores46
52
50
54

Ideas:
People:50

Things:
Data:

35
20

C-5

Student Sample
March 5, 2007

Interpretation of Results''You show a modest preference for working primarily with data, as in numbers, facts, filing,procedures, and inspecting. However, you also show an almost equally strong preference for working
with and around people through such roles as leading, caring, supporting, teaching, serving, or selling.
A satisfactory career choice should integrate both. ''Resources for Further Information• http://www.act.org/discover/index.html The "Discover" career guidance andinformation system for use by middle school students through adults.
• http.//ww.act.org/wwm A CT maintains this site, which contains its well-known "Worldof Work Map," which locates the 26 job families on a circular map whose points aredefined by the "Focus" (as defined in this section) and "Content" (as defined in the next
section) attributes used in this report.

C-5

Student Sample
March 5, 2007

Job Content: The Holland Hexagon
Introduction
John Holland of Johns Hopkins University has made famous his "hexagon" of career interests.
According to his theory, a person interested in the job content on one point of the hexagon would be
unlikely to have much interest in the job content opposite to it. So, in the hexagon below, a person
interested in Realistic content would typically show little interest in Social content, and vice-versa. A
person interested in Investigative content would have little interest in Enterprising content, and viceversa. And, finally, someone interested in Artistic content would have little interest in Conventional
content. Below the hexagon are definitions of these six content areas, along with a graph that shows
your predicted interest in these six content areas based on your CentACS assessment scores.
Realistic

Conventional

R

I

Investigative

C

Enterprising

A
E

Artistic

S Social

Definitions of the Six Holland Career Interests
1. Realistic job content involves technical/electromechanical pursuits, working with yourhands, working outdoors, typically more physical than mental, not sitting in one place forlong. (Sample Jobs: forester, firefighter, mechanic, construction contractor, plantsuperintendent)
2. Investigative jobs involve some manner of describing the "truth," whether throughscientific research, journalistic inquiry, police detection, or laboratory experiments.
(Sample Jobs: researcher, journalist, detective, laboratory technician)
3. Artistic jobs entail creative expression, whether through language, music, dance,theatre, crafts, visual arts, or other media. (Sample Jobs: writer, actor, dancer, musician,photographer, graphic artist, illustrator, composer, decorator, architect)
4. Social jobs content involves serving society, whether through teaching, social work,
counseling, health care, politics, or other roles. (Sample Jobs: minister, politician, social
worker, triage nurse, counselor, teacher, omsbudsman)
5. Enterprising jobs involve making, selling, and managing products and services forprofit. (Sample Jobs: salesperson, manager, entrepreneur, product manager)
6. Conventional jobs comprise a wide array of business and office operations, such as
office management, support activities, office equipment operation, financialtransactions, distribution, information technology, and so forth. (Sample Jobs: officemanager, secretary, computer operator, receptionist, bookkeeper, salary administrator)
Scoring higher in one of these areas doesn't mean that you'd necessarily be good at it, or that you'deven like that work, but rather that your personality would be similar to persons doing that job. Note:
If two or more of your scores are tied for the highest position, that is fine--it simply means that you
apparently have an equal interest in these content areas. On the next page you will see a table andgraph that present your relative preferences for these six job content areas as suggested by your
CentACS assessment scores:

C-6

Student Sample
March 5, 2007

Your Analysis

Job Content
Interest Area
Artistic:
Investigative:
Social:Enterprising:
Realistic:
Conventional:

Holland Hexagon PreferencesYour
Scores
48
49
48
55
53
52

80

Artistic:
Investigative:
Social:60

Enterprising:
Realistic:

40

Conventional:

20

Interpretation of Results''Your response patterns bear a modest resemblance to persons who prefer an "enterprising"occupational content: making, selling, and managing products and services for profit. However, youshow an almost equally strong resemblance to persons who prefer a "realistic" occupational content:
technical pursuits, working with your hands, outdoors, labor that is more physical than mental, andactive. Try to integrate both. Your third preference--a "conventional" occupational content: businessand office operations and management, financial transactions, distribution, & information technology-is almost as strong as your first two. Try to satisfy all three.''Resources for Further Information• Gottfredson, Gary G., & Holland, John L. (1996). Dictionary of Holland Occupational Codes(3rd Edition). Odessa, Florida: PAR, Inc. This 700+ page reference work contains
thousands of job titles that are cross-referenced according to the three-letter code
representing your three strongest job "content" preferences. This is the perfect place to go
in order to find more examples of jobs than the ones listed on the Job Families page ofthis report. Get your three letter "Content" code (RIA, SEC, IAS, etc.) based on your threehighest scores on the "Content" page, and look up that code in this dictionary in order tofind an exhaustive listing of jobs that tend to employ people with a personality profile
similar to yours. That doesn't mean you'd like the job or even be good at it--just that you
would feel similar to the other people in those jobs.
• Holland, John L. (1997). Making Vocational Choices. Odessa, Florida: PAR, Inc. Explains
the six career "content" areas (as we refer to them in this report).
• http://www.self-directed-search.com/ Take the SDS online here for a nominal charge. It
directly measures the six career "Content" areas, as we refer to them in this report.
• The Self-Directed Search, by Dr. John Holland. Available in paper from PAR, Inc., Odessa,
Florida (website at www.parinc.com, or online at http://www.self-directed-search.com/.)

C-6

Student Sample
March 5, 2007

Roles: The Eight Edgar Schein Career "Anchors"
Introduction and Definitions for the 8 Anchors
Edgar Schein identified in his book Career Anchors (1990) eight different roles that people prefer to play out
in their careers. These roles could be combined with any of Holland's job content interest areas. For example,
if you prefer "Artistic" content and the "Service" role, that would suggest a job teaching art, whereas apreference for "Artistic" content and the "Autonomy" role would suggest being an artist in your own private
studio. Schein's eight "anchors" are defined in this manner:
1. Technical: being an expert in one’s chosen skill area; success associated with being
perceived as highly knowledgeable/skilled (Sample Jobs: tenured professor, consultant
in a technical specialty, corporate trainer, published technical writer)
2. Managerial: being responsible for leading others towards successful goal attainment;
sense of success is tied to the organization (Sample Jobs: supervisor, coach, manager,
executive, business owner, principle, superintendent)
3. Autonomy: able to do things one’s own way, on one’s own terms; success comes fromachieving independence (Sample Jobs: independent consultant, independent
contractor, small business owner, private practice doctor/lawyer/architect)
4. Security: achieving predictability and stability in employment and income in exchange
for loyalty to the employer; success comes from feeling needed by the organization(Sample Jobs: tenured teacher/professor, government employee,soldier/sailor/marine/air force pilot, employee in a large corporation with a trackrecord of no layoffs)
5. Entrepreneurial: building one’s own business/organization from zero to a point offinancial success; success comes from using one’s ability to build an organization(Sample Jobs: business owner, intrepreneur (starting a new business within a larger
corporation))
6. Service: making a contribution to a cause, a community, or some other entity;
success associated with sensing that one’s work makes a difference for someone(Sample Jobs: missionary, omsbudsman, teacher, minister, nurse, politician)
7. Challenge: overcoming complex circumstances in order to beat out thecompetition; success comes from the challenge--if it’s easy and repetitious, it is boringand not challenging (Sample Jobs: "big ticket" salesperson, product manager, athleticcoach, project manager)
8. Lifestyle: flexibility to balance work and personal life; success associated withperceiving self as a whole person, not one-sided (Sample Jobs: any job that expects aregular 8-hour day, with no overtime required; normally associated with nonmanagement jobs, such as clerk, bookkeeper, or (in some cases) teacher.
Below you will see a table that contains your relative preferences for each of these eight career roles, or
anchors. It may be that, if two or more scores are equally high, that you might combine them into a new role,such as combining Life Style and Service so that you are able to be dedicated to a cause as well as
dedicated to your family life, sort of a "9-to-5" form of dedication.

C-7

Student Sample
March 5, 2007

Your Analysis
Career Roles, orYour
Anchors
ScoresService:
38
Entrepreneurial:
68
Managerial:
72
Autonomy:
71
Challenge:
50
Technical:
68
Lifestyle:
41
Security:
57

Schein's Career Anchors/Roles

80

Service:
Entrepreneurial:
Managerial:

65

Autonomy:
Challenge:

50

Technical:
Lifestyle:

35

Security:

20

Interpretation of Results''Individuals with your profile tend to have a moderate preference for "managerial" roles that involve being
responsible for leading others towards successful goal attainment, where your sense of success is tied to thesuccess of the organization. However, you show an almost equally strong preference for an "autonomous"role where you are able to do things your own way, and where success comes from achieving independence.
A satisfactory career choice would integrate both. Your third preference--an "entrepreneurial" role, as inbuilding your own organization from zero to a point of financial success, and where success comes fromusing your ability to build an organization--is also strong. Try to integrate all three.''Resources for Further Information• Career Anchors: Discovering Your Real Values (1993; Revised Edition), by Dr. Edgar Schein.
Available in a booklet of the same title from Jossey-Bass Pfeiffer in San Francisco.
• http://web.mit.edu/scheine/www/home.html . The official Ed Schein website.

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Style: The 25 ACT Work Attribute Preferences
Introduction
The American College Testing (ACT) Program has identified 25 common attributes of work associated withpersonal job satisfaction. The assumption is that, if the attributes of a job match one's personal
preferences, then one is more likely to be satisfied in that job, all other things being equal. Below you willfind the 25 Work Attribute Preferences (WAPs) listed and defined, followed by your scores. Your scores will
be divided into your top third, middle third, and bottom third. The top third group should contain WAPs thatwould make a particular career or job much more appealing to you, while the bottom third likely contains
WAPs that are less appealing, if not downright repugnant! The range of possible scores is from a low of 0
to a high of 100.

ACT Work Attribute Preferences, with Definitions --(Sample Jobs in Parentheses)
Authority: similar to management, but towards non-employees, as in a traffic cop job--telling
people what to do or what not to do (lawyer, consultant)Certification: careers certifying competence by a degree, license, etc.(doctor, actuary, realtor)
Creating Order: using rules to arrange things (quality inspector, administrator)
Easy Re-entry: easy to move, or quit and come back, as after maternity leave (sales, mechanic)
Financial Challenge: advising others so that much could be gained or lost (investment/financial planner)
40-Hour Week: work that entails no overtime, taking work home, on-call status, etc. (postal clerk)
High Income: to be in the top 25% of money earners (NFL quarterback, executive)
Immediate Response: working/performing around others where immediate feedback is the norm-applause, laughs, boos, cheers, attaboys, attagirls, handshakes, etc. (comedian, flight attendant)
Influencing Others: convincing without authority (sales, counseling, health care, social work)
Making or Fixing Things: working with your hands or tools on electro-mechanical objects (mechanic)
Management: planning, directing, and evaluating the work of others (manager, supervisor, etc.)
New Ideas: creating new ways to do things--trying new combinations of ideas (advertising, consultant)
Non-Standard Hours: preferring work that is seasonal, temporary, part-time, shifts, etc. (consultant)Occasional Travel: out of town travel about once a quarter (small business owner)
Physical Activity: work that results in a significant amount of exercise--walking, lifting, sporting (stevadore)
Precision: work that is done according to exact standards or procedures (assembler, fabricator)
Problem Solving: spending time figuring out how to do things, to get things done, to fix things (consultant)
Project Work: tasks lasting one week or longer (project manager, engineer, architect)Public Contact: work in which you can talk and be seen by non co-workers (customer service, sales)
Routine Travel: getting out of the office/town once a week or more (many sales positions, consultant)
Short Training Time: less than 6 months required training after high school (construction work,
receptionist)
Working in an Office: work most of the time inside, in an office (accountant, writer, banker)
Working In/Out: partially inside and partially outside (material handler, elementary school teacher, coach)Working Outside: working outdoors in the weather, good or bad (cowpoke, mail delivery,
door-to-door sales)
Working Separately: solitary work that requires little talking or other contact with co-workers (bookkeeper)

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Your ACT Work Attribute Preferences, Sorted from Highest to Lowest

Your
Top
Third:

Your
MiddleThird:

Your
BottomThird:

70.1
63.4
63.0
62.6
58.7
58.5
57.9
55.5

Physical Activity
Financial Challenge
High Income
Short Training TimeCreating Order
Working Outside
Working In/Out
Authority

54.5
53.8
53.2
53.0
52.2
48.5
48.3
47.6
46.8

Management
Public Contact
Occasional Travel
Precision
Making or Fixing Things
Easy Re-entry
Project Work
Influencing Others
Routine Travel

46.5
46.3
44.2
42.1
41.5
41.2
40.8
35.5

New Ideas
Immediate Response
Problem Solving
40-Hour Week
Working in an OfficeWorking Separately
Non-Standard Hours
Certification

These eight WAPs with your highest scores
most likely represent aspects of work that are
most appealing to you.

These nine WAPs with your moderate scores
most likely represent aspects of work that are
somewhat indifferent to you --they would likely
neither attract you to a job nor turn you away.

These eight WAPs with your lowest scores
most likely represent aspects of work that areunappealing to you , if not downright
repugnant.

Resources for Further Information• http://www.act.org/discover/index.html The "Discover" career guidance and information
system for use by middle school students through adults.
• http.//ww.act.org/wwm ACT maintains this site, which contains its well-known "World ofWork Map," which locates the 26 job families on a circular map whose points are defined bythe "Focus" and "Content" attributes used in this report.
• Prediger, D.J., & Staples, J.G. (1996.) Linking Occupational Attribute Preferences to
Occupations. ACT Research Report Series, Iowa City, Iowa

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Ability: Gardner's Eight Talents
Introduction
Howard Gardner has become widely known for his "Multiple Intelligences." This model, while widely used fordeveloping school curriculum and planning learning strategies, is not without some controversy. You canfind much information on the web. Gardner has identified eight talents, and they are defined below, alongwith some sample jobs to illustrate each talent area.
According to his theory, each of us is stronger in one or more of these talents than we are in the others. It
would be unusual, if not impossible, to find someone highly talented in all eight areas. In a 1990 book,
Creating Minds (Basic Books), Gardner provides in-depth biographies of famous persons who illustrate eachof the talents (e.g., Martha Graham in illustration of the kinesthetic talent). Each talent area tends to be
associated with its own academic areas of study, and we have indicated some of those relationships. Somejobs, e.g., "lawyer," could appear under different talent areas, depending on the specific context in which thejob occurs. A trial lawyer might be more Verbal, a copyright lawyer more Natural Observer, an estate lawyer
more Mathematical, and a real estate lawyer more Interpersonal.
We should add that Gardner warns people that these talents cannot be successfully measured by paper andpencil tests, that in order to really understand one's relative strengths, one needs to have an extended
dialog in which a knowledgeable observer assists in determing one's relative strengths in these 8 areas.
Definitions and Examples for Gardner’s 8 Multiple Intelligences/Talents
1. Auditory: discriminating pitch, volume, timber, rhythm, inflection
Typical Jobs: musician, sonar operator, mechanic, naturalist
Likely Academic Major(s): Music, Speech & Hearing
2. Visual/Spatial : discriminating color, shape, depth; “four-dimensional logic”
Typical Jobs: architect, visual artist, merchandiser, designer
Likely Academic Major(s): Architecture, Marketing, Physics, Visual Arts
3. Verbal: vocabulary, grammar, style; writing, speaking
Typical Jobs: writer, editor, translator, linguist, comedian, lawyer
Likely Academic Major(s): English, Linguistics, Foreign Languages, History
4. Logical/Mathematical : use of quantitative symbols; “two-dimensional logic”
Typical Jobs: computer programmer, statistical analyst, mathematician
Likely Academic Major(s): Mathematics, Information Science, Engineering
5. Natural Observer : working with taxonomies; organizing knowledge about nature
Typical Jobs: naturalist, environmentalist, gardening, epidemiologist, physician
Likely Academic Major(s): Zoology, Botany, Anthropology, Agriculture
6. Kinesthetic : coordinating speed, mass, momentum
Typical Jobs: athlete, dancer, driver/pilot, soldier, manufacturing production
Likely Academic Major(s): Physical Education, Military Science, Criminal Justice
7. Interpersonal : maintaining healthy relationships with a variety of people
Typical Jobs: manager, salesperson, politician, diplomat, public relations
Likely Academic Major(s): Management, Business, Psychology
8. Intrapersonal : internally sorting out complex feelings and ideas
Typical Jobs: therapist, researcher, consultant, spiritual leader
Likely Academic Major(s): Psychology, Philosophy, Religion

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Your Analysis

The Eight Abilities of Howard GardnerGardner'sAbilities
Musical/Auditory
Intrapersonal
VerbalLogic/MathNatural ObserverInterpersonal
Visual/Spatial
Kinesthetic

Your
Scores
46
47
40
33
51
31
61
70

80

Musical/Auditory
Intrapersonal

65

VerbalLogic/Math50

Natural ObserverInterpersonal

35

Visual/Spatial
Kinesthetic

20

Interpretation of Results''Relative to other talent areas, your responses indicate that you see yourself as somewhat stronger in the"kinesthetic" talent area, which involves coordinating speed, mass, and momentum. However, you also see
yourself as extremely strong in the "visual/spatial" talent area: discriminating color, shape, and depth, andusing "four-dimensional logic." A satisfactory career choice would integrate both of these talents. Your
third talent area--the "natural observer" talent area, which involves working with taxonomies andorganizing knowledge--is almost as strong as your first two. You would benefit from finding a career choicethan builds on all three.''Resources for Further Information• Armstrong, Thomas. (1993). Seven Kinds of Smart . New York: Plume.
• Gardner, Howard. (1983). Frames of Mind . New York: Basic Books.
• Gardner, Howard. (1993). Creating Minds . New York: BasicBooks.
• Gardner, Howard. (1993). Multiple Intelligences . New York: BasicBooks.
• http://www.edwebproject.org/edref.mi.intro.html(Note: The first four books were written before Gardner identified the "Natural Observer talent, and hence
they do not treat them. You will need to explore web resources for information on this more recently
defined ability area. "Frames of Mind" was his initial statement of his theory, and it treats Intrapersonaland Interpersonal as one talent--he has since separated them.)

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Big Five Traits: Job Relatedness
Introduction
Ideally you have already been introduced to the CentACS Big Five ProFile and its set of 29 traits: five inclusive
supertraits and their 24 subtraits. In this section, we want simply to recap your scores and remind you of theirrelevance to career investigation. In the table below, we present all 29 traits in the leftmost column. In the next
three columns, we present for each of the three levels of the traits (low, medium, and high): 1) key words orphrases that spotlight the way that trait level makes its presence known at work, and 2) a sample job or workrole that would benefit from that trait level. For each row, the trait level that represents your score is bolded.
Remember, as Emerson wrote, "Every individual nature has its own beauty."
Low
Need for
Stability

High

Moderate Stimulation(detective)
Moderate Change(typical manager)
Facilitative(meeting leader)
Work/Life Balance(HR specialist)

Highly Stressed(customer svc)
Maximum Stimulation(receptionist)
Innovator(advertising)
Supportive(customer service)
Focused and Driven(plant superintendent)

Free of worry(surgeon)

Moderate worry(counselor)

A worrier(customer service)

N2 - Temper

Absence of a temper(sales)Moderate temper(artist)Intense temper(NFL lineman)

N3 Outlook
N4 Coping Level

Optimist(sales)Fast stress recovery(emergency rm staff)

Realist(planner)
Moderate stress recovery(teacher)Pessimist(budget analyst)
Slow stress recovery(flight attendant)

E1 Approach Level
E2 - Group
Orientation
E3 Pace
E4 Leadership
E5 Trust

Quiet and detached(quality inspector)
Solitary(driver)
Sedentary(computer operator)
Resists leadership(call center operator)
Generally skeptical(auditor)
Blunt and direct(accountant)Moderately warm
(typical manager)
Moderate mixer(receptionist)
Moderately active(typical manager)
Moderate leadership(teacher)Situationally trusting(typical manager)
Moderately tactful(doctor)Extremely warm
(sales)Extremely sociable(trainer)
Physically active(mail deliverer)
Eager to lead(military line officer)
Usually trusting(team member)
Tactful; a "spin" master(public relations)

Extraversion
Originality
Accommodation
Consolidation
N1 WorryE6 - TactImpervious to Stress (surgeon,
pilot)
Minimal Stimulation(bookkeeper)
Maintain Status Quo(Proofreader)Competitive(sales)Multi-tasking(chef)

MediumModerately Stressed (teacher)

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O1 Imagination
O2 - Range ofInterests

Focused on here-and-now(editor)Prefers simplicity(machine operator)
Comfort with repetition(surveyor)
Loves the details(dispatcher)

Moderately imaginative(newscaster)
Moderate complexity(plant manager)
Moderate amt. of change(resort manager)
Mix of details/big picture(stock broker)

Highly imaginative(marketing specialist)
OK w complex/theory(physicist)
OK w rapid change(literary reviewer)
Prefers the big picture(strategic planner)

Pushes own priorities(developer)
Welcomes argument(R & D)
Proud, enjoys recognition(sales)Expressive/easily read(talk show host)
Comfortable anywhere(reporter)

Balances needs of all(office manager)
Seeks resolution of issues(negotiator, arbitrator)
Situationally proud(supervisor)
Moderately expressive(consultant)More self-conscious(call center operator)

Defers to others' needs(customer service)
Avoids conflict(landscaper)
Humble, deflects praise(nurse)Keeps opinions to self
(teacher)Highly self-conscious(records clerk)

C1 Thoroughness
C2 Structure

Low need to perfect(emergency med. tech)
Comfort w disorder(artist)Some need to be perfect(R & D)
Maintains some order(sales)Must always to be perfect(order entry)
Always organized(material handler)

C3 - Ambition

Unambitious re promotion(most staff positions)

Moderately ambitious(Most managers)

Highly ambitious to be #1(sales)C4 Concentration

Distractible; multi-tasker(chef)

Moderately focused(recreation center worker)

Highly focused(pharmacist)

C5 Methodicalness

Spontaneous(press secretary)

Moderate planning(typical manager)

Always adheres to plan
(project manager)

O3 - Innovation
O4 - Zoom Scale
A1 - Service
A2 - ComplianceA3 - Humility
A4 - Speak
Out Level
A5 - Timidness

Interpretation of Results:•Your high Need for Stability score means that you are highly reactive to stressors.
•Your medium Extraversion score means that you are comfortable with a moderate amount of sensory
stimulation.
•Your medium Originality score means that you are comfortable with a moderate amount of change.
•Your low Accommodation score means that you are competitive.
•Your medium Consolidation score means that you prefer balance in the demands of work and private
life.
Resources for Further Information on This Model:• Howard, Pierce J., & Howard, Jane M. (2001). The Owner's Manual for Personality at Work .
Austin: Bard Press. This book contains a bibliography with many more resources listed.

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CentACS' Six-Part Career Guide: A Summary
Focus:

Content:

Role:

Style:

Ability:

Trait:

ThingsRealistic

Technical

MakingAuditory

High

Ideas

Investigative

Managerial

Projects

VisualNeed for Stability

People Artistic

Autonomy

Responses

VerbalLow

Data

SocialSecurity

Certificate

Logical/MathEnterprising

EntrepreneurialManagement

Nat. ObserverHigh

Conventional

Service

Authority

Kinesthetic

Extraversion

Challenge

Influence

Interpersonal

Low

Lifestyle

Finance

Intrapersonal

ActivityHigh

Little Travel

Originality

Much Travel

Low

Ideas
Problems

High

IncomeAccommodation

OfficeLow

In/Outside
OutsideHigh

Reentry

Consolidation

Little Training

Low

Irregular Hrs
40-Hour Wk
Organizing
Precision
Public Work
Solitary Work(In each column, the higher scores are blue, with the maximum (or most extreme, in the case of traits),
score bolded. Where traits are not highlighted, your score was in the mid range.)

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Focus: The 26 ACT Job Families
Introduction
It is time to explore which job (e.g., forester), or job family (e.g., Agriculture and Forestry) best fits the way
you are put together as a person. Where is the optimum fit between your natural work energy and thedemands of a particular job or career path? You might begin this exploration by first reviewing the listing of
job families on this page. The next section attempts to identify, according to statistical formulas, which job
families best fit your profile. We acknowledge that such formulas are based on averages, and cannot takethe real, complete person into consideration. So don't be surprised if you see some doozies! Just accept thisas a first step in narrowing down your options. After you've completed your study of this report, you would
benefit from sharing your career thoughts, in the form of your personal career mission statement, withpersons in the world of work who could help you refine your thinking--career counselors, family members,
neighbors, coaches--in general, persons in your network who would naturally take an interest in your career.
The ACT World-of-Work Map lists 26 career clusters, or job families. On this page, we list the 26 clusters,
along with examples of jobs within each cluster. This is NOT an exclusive list of jobs! More examples may befound in other resources. In the next section, we provide a Job-Career Matrix that highlights the clusters that
relate to your scores on the various career models.

Examples of the 26 ACT Job Families
1. Employment-Related Services : human resources jobs, including both management
positions and specialty jobs as trainer, employee benefits specialist, salary administration,
recruiter, interviewer, job analyst, coach, and consultant
2. Marketing and Sales : insurance agent, real estate agent, travel agent, buyer, sales
representative, manufacturer's representative, retail salesworker, telemarketer, route driver,stock broker, counter sales (e.g., auto/medical/etc. supplies.)
3. Management :executive, executive secretary, purchaser, general manager, property manager,financial manager, office (medical/legal/etc.) manager, retail store manager, hotel/motelmanager, food service manager. Other management positions may be listed under otherclusters
4. Regulation & Protection : customs inspector, food/drug inspector, police officer, detective,
park ranger, security manager, guard
5. Communications & Records : receptionist, secretary, legal assistant, medical assistant,court reporter, billing clerk, hotel clerk, order clerk, librarian
6. Financial Transactions : accountant, auditor, cashier, bank teller, budget analyst, credit
analyst, tax preparer, ticket agent, check-out clerk, insurance underwriter

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7. Distribution & Dispatching : shipping/receiving clerk, warehouse supervisor, mail carrier,flight/cab/etc. dispatcher, air traffic controller, operations specialist, cargo agents
8. Transport Operation & Related : driver (truck, bus, cab, limo, courier), locomotive engineer,
ship captain, sailor, aircraft pilot, chauffeur, forklift operator, merchant marine officer
9. Agriculture, Forestry, & Related: farmer, nursery manager, pest controller, forester,
logger, athlete, groundskeeper, land developer, animal caretaker, zoo/museum staffer,rancher, gardener, pet shop attendant, tree surgeon/arborist
10. Computer & Information Specialties : programmer, systems analyst, information
systems manager, computer repairer, desktop publisher, actuary, web designer,
typist/keyboardist, network administrator
11. Construction & Maintenance : carpenter, electrician, bricklayer, tile setter, painter,
plumber, roofer, custodian, firefighter, sheet metal worker, bulldozer/crane operator, building
inspector
12. Crafts & Related : cabinetmaker, tailor, chef, baker, butcher, jeweler, silversmith, hand
crafter, shoemaker, musical instrument repair and tuning
13. Manufacturing & Processing : tool & die maker, machinist, welder, bookbinder, printingpress operator, photo process operator, dry cleaner, sewing machine operator
14. Mechanical & Electrical Specialties : auto/aircraft/train/etc. mechanic, heating and air
conditioning mechanic, electrician, office machine/appliance/tv-video/audio repair, dentallab
15. Engineering & Technologies : aerospace/agricultural/civil, nuclear, computer/etc
engineers, electronic/mechanical/laser/etc technicians, surveyor, drafter, architect, technicalillustrator, quality control
16. Natural Science & Technologies : physicist, astronomer, biologist, statistician, soil
conservationist, food technologist, crime lab analyst, ecologist, agronomist, geologist,
mathematician
17. Medical Technologies : pharmacist, optician, prosthetist, surgical/medical lab/EEG/etc.
technologist, dietician
18. Medical Diagnosis & Treatment : physician, psychiatrist, pathologist, dentist, optometrist,
veterinarian, physical therapist, audiologist, physician's assistant, athletic trainer
19. Social Science : sociologist, psychologist (clinical, experimental, industrial/organizational,
sports, etc.), political scientist, economist, urban planner, criminologist

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20. Applied Arts (Visual) : artist, graphic artist, photographer, illustrator, floral/fashion/interior
designer, merchandise displayer, commercial artist, landscape architect, computer graphics
specialist
21. Creative & Performing Arts : writer/author, musician, singer, dancer/choreographer,music composer, movie/television director/actor, fashion model, entertainer/comedian,musician
22. Applied Arts (Written & Spoken) : reporter, columnist, editor, advertising copywriter,
public relations specialist, radio/television announcer, librarian, interpreter, disk jockey,
translator, lawyer, technical writer
23. Health Care: administrator, nurse, occupational therapist, psychiatric technician, dental
hygienist/assistant, geriatric aide, physical therapist, orderly, speech pathologist, nutritionist,
sports physiologist
24. Education: administrator, preschool/elementary/secondary/university/special
education/physical education/etc. teacher/aide (see other job families for teaching content),coaching, counseling, media specialist
25. Community Services: social services director, social worker, lawyer, paralegal, home
economist, career counselor, clergy, rehabilitation counselor, police officer, recreation leader,health/safety/etc. inspector
26. Personal Services: waiter/waitress, barber, cosmetologist, flight attendant, household
worker, home health aide, travel guide, butler, maid, day care worker
Resources for Further Information on Job Families:• http://www.act.org/discover/index.html The "Discover" career guidance and information
system for use by middle school students through adults.
• http.//ww.act.org/wwm ACT maintains this site, which contains its well-known "World of Work
Map," which locates the 26 job families on a circular map whose points are defined by the"Focus" and "Content" attributes used in this report.
• U.S. Department of Labor, Dictionary of Occupational Titles. You can look up jobs by cluster orby People/Data/Things (does not inlcude ACT's "Ideas" category, but Ideas is somewhat
included in "Data."• http://online.onetcenter.org/ The U.S. Department of Labor maintains this site at no cost to
the user. The "O*Net," as it is called, contains everything that was in the Dictionary of
Occupational Titles, and much more--basically, everything you want to know about what a
specific job entails, and what qualities a candidate should have for the job. You may search
the site for job titles as well as for personal qualities.

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Best Match--A Job-Career Matrix
Introduction to the Concept of a Job-Career Matrix
This section of your report attempts to put together in one row-by-column matrix what personal qualities eachjob family tends to build on. A word of warning: this matrix is very general, and is based on statistical averages.
Therefore, there will inevitably be jobs in a cluster that do not fit the overall cluster profile. Many factors may
influence a job in a way that is not typical of other jobs even with the same title. For example, being a logger in
Oregon is different from being a logger in New Mexico--it is a matter of cutting trees versus finding trees, which
require somewhat different personal profiles. Here are some of the factors that could cause a job not to fit thestandard profile for its cluster or family:
1. The geographical location.
2. A unique set of customers and their expectations.
3. The expectations of the hiring manager.
4. The current and future mission and values of the team and corporate entity.
5. The strengths or weaknesses of your predecessor in the job.
6. Government or other regulations that modify job requirements.
7. The current and future high priorities for the work team.
8. The level of ability of your co-workers.
9. The behavioral makeup of your co-workers.
10. Current and future problems or other unanticipated situations that you may have to deal
As you attempt to narrow down your choices, you will need to keep all of these factors in mind. Wheninterviewing people in your network, you will need to ask questions based on these factors as a way ofdetermining the suitability of a specific job's context for what you would bring to that context.

Some Comments on the Job-Career Matrix:
1. This matrix is an attempt to identify the job family that best fits your career profile. If you scoreabove 50 (or in the case of column 6, have an average above 50) on each of the elements incolumns 4-7 for a specific job family, then the name of that job family will appear bolded.
Refer to the previous section for specific examples of jobs in each family.
2. The associations between the career qualities in columns 4 through 7 and the job families incolumn 2 are general. For example, while most Education jobs require Interpersonal ability,
some do not (e.g., advanced courses), and some require additional ability (e.g., math teachers
also need Math/Logic ability). These associations are based on ACT research (see sources
earlier). The elements listed in columns 4-7 to the right of each job family are the elementsthat research has determined are most frequently associated with the job family.
3. The Schein Roles (see p. C-7) are not included here, and for a simple reason: it is possible toperform any of the eight roles in any job. For example, for auto mechanic, you could try to be
the best (TC), manage other mechanics (MR), do contract work (AN), work for the government(JS), start your own shop (EN), work for an agency whose cause you believe in (SE), work in
R&D for a manufacturer (PC), or work 9 to 5 for an auto dealer (LS).

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4. The Big Five traits are not included in this table, for two reasons. First, they are reflected ineach of the other columns (except for "Abilities"), and, second, because it is possible to find aniche in any of the job families for any possible combination of trait scores. For example, amore extraverted M.D. could be a Family Practice Physician, while a more introverted M.D.
could be a Pathologist.
5. The rows in the table are rated in column 3 on the basis of the percentage of elements on
which you score 50 or greater. For example, if a family has twelve elements scattered among
the four columns, and you score 50 or above on eight of those elements, you would get 67%(or, 8 divided by 12). Each element listed in columns 4-7 on which you scored 50 or higher willappear bolded.

Job Family:

%:
Focus
38% Peop/Data

Content
Enterprising

Style
Project Work
Problem Solving
Working in an Office

Ability
Inter/Math

1

Employment-Related
Services2Marketing & Sales

47% Peop/Data

Enterprising

Immediate Response
Influencing Others
Financial Challenge
Routine Travel
Problem Solving
Working In/Out
Easy Re-entry
Short Training Time
Non-Standard Hours
Public Contact

Inter/Math3

Management

54% Peop/Data

Enterprising

Project WorkManagement
Influencing Others
Financial Challenge
Occasional Travel
Problem Solving
High Income
Working in an OfficeInter/Math

4

Regulation &Protection

73%

Enterprising

Certification
Authority
Physical Activity
Problem Solving
Working In/Out
Precision

Kin/Math

Data

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Job Family:
Communications &Records

%:
55%

Focus
Data

Content
Conventional

Style
Working in an Office
Easy Re-entry
Short Training Time
40-Hour Week
Creating Order
Precision

Ability
Inter/Math6

Financial
Transactions

42%

Data

Conventional

Influencing Others
Financial Challenge
Problem Solving
Working in an Office
Easy Re-entry
40-Hour Week
Creating Order
Precision
Working Separately

Math

7

Distribution &Dispatching

44% Data/Thng

Conventional

Problem Solving
Easy Re-entry
40-Hour Week
Creating Order
Precision

Math

8Transport Operation& Related

42%

ThingsRealistic

Certification
Physical Activity
Routine Travel
Problem Solving
Working Outside
Easy Re-entry
Non-Standard Hours
Precision
Working Separately

Kin

9

Agriculture, Forestry,& Related

45%

ThingsRealistic

Physical Activity
Routine Travel
Problem Solving
Working Outside
Non-Standard Hours
40-Hour Week
Precision
Working Separately

Kin

5

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Job Family:
Computer &Information
Specialties

%:
22%

Focus
ThingsContent
Realistic

Style
Project Work
Problem Solving
Working in an Office
40-Hour Week
Precision
Working Separately

AbilityMath

11Construction &Maintenance

43%

ThingsRealistic

Making or Fixing Things
Project Work
Physical Activity
Routine Travel
Problem Solving
Working In/Out
Easy Re-entry
Non-Standard Hours
40-Hour Week
Precision
Working Separately

Kin

12

Crafts & Related

44%

ThingsRealistic

Making or Fixing Things
Project Work
Certification
Influencing Others
Physical Activity
Working in an Office
Easy Re-entry
Short Training Time
Non-Standard Hours
40-Hour Week
Precision
Working Separately

Kin/Vis13

Manufacturing &Processing

50%

ThingsRealistic

Making or Fixing Things
Physical Activity
Working in an Office
Easy Re-entry
40-Hour Week
Precision
Working Separately

Kin

14

Mechanical &Electrical Specialties

50%

ThingsRealistic

Making or Fixing Things
Physical Activity
Problem Solving
Working in an Office
Easy Re-entry
Precision
Working Separately

Kin

10

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Student Sample
March 5, 2007
Job Family:
Engineering &Technologies

%:
Focus
29% Idea/Thng

Content
Investigative

Style
Making or Fixing Things
Project Work
Certification
New Ideas
Problem Solving
Working In/Out
40-Hour Week
Precision
Working Separately

Ability
Math/Vis

16

Natural Science &Technologies

25% Idea/Thng

Investigative

Project Work
Certification
New Ideas
Working in an Office
Creating Order
Precision
Working Separately

Math/Class

17

Medical Technologies

21% Idea/Thng

Investigative

Making or Fixing Things
Immediate Response
Certification
Influencing Others
Working in an Office
Easy Re-entry
Non-Standard Hours
40-Hour Week
Precision
Public Contact

Math

18

Medical Diagnosis &Treatment

38%

Investigative

Immediate Response
Certification
Authority
Problem Solving
High Income
Working in an Office
Easy Re-entry
Non-Standard Hours
Precision
Public Contact

Class

15

Ideas

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Student Sample
March 5, 2007

19

Job Family:
Social Science

%:
44%

Focus
Ideas

Content
Investigative

Style
Project Work
Certification
Influencing Others
Financial Challenge
Occasional Travel
New Ideas
Problem Solving
High Income
Working in an Office
Creating Order
Precision
Public Contact

Ability
Clas/Intra

20

Applied Arts (Visual)

21%

Ideas

Artistic

Making or Fixing Things
Project Work
Immediate Response
Influencing Others
New Ideas
Working in an Office
Easy Re-entry
Non-Standard Hours
40-Hour Week
Precision
Working Separately

Visual21

Creative &Performing Arts

42% Peop/Idea

Artistic

Project Work
Immediate Response
Physical Activity
Occasional Travel
New IdeasHigh Income
Working in an Office
Easy Re-entry
Non-Standard Hours
Precision
Public Contact
Working Separately

Vi/Ve/Au/Kn

22

Applied Arts (Written& Spoken)

23% Peop/Idea

Artistic

Project Work
Influencing Others
Occasional Travel
New IdeasHigh Income
Working in an Office
Easy Re-entry
Non-Standard Hours
Working Separately

Verb

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Student Sample
March 5, 200723

Job Family:
Health Care

%:
33%

Focus
PeopleContent
SocialStyle
Project Work
Immediate Response
Certification
Influencing Others
Occasional Travel
New Ideas
Problem Solving
High Income
Working in an Office
Easy Re-entry
Precision
Public Contact

AbilityInter

24

Education

33%

PeopleSocialProject Work
Immediate Response
Certification
Authority
Influencing Others
New Ideas
Problem Solving
Working in an Office
Non-Standard Hours
Creating Order
Precision
Public Contact

Inter

25

Community Services

31%

PeopleSocialProject Work
Certification
Authority
Influencing Others
Occasional Travel
Routine Travel
Problem Solving
Working In/Out
Non-Standard Hours
Public Contact

Inter

26

Personal Services

38%

PeopleSocialImmediate Response
Influencing Others
Physical Activity
Working in an Office
Easy Re-entry
Short Training Time
Non-Standard Hours
40-Hour Week
Creating Order
Public Contact

Inter

C-13

you-only-better.org

Student Sample
March 5, 2007

Career Derailers
Background and Introduction to the Derailment Concept and Research
The Center for Creative Leadership in Greensboro, North Carolina, has identified 19 behavioral tendencies thatcan derail a person in mid-career. Each of the 19 derailers is associated with a Big Five infrastructure thatpredisposes a person towards a specific derailer. For example, too much partying could "derail" a student in
his/her school career, and lead to poorer grades than necessary to get into the higher schooling or employment of
his/her choice. The "infrastructure" associated with "too much partying" would be E+C-, or, an outgoing, energetic
person who is spontaneous. That is not to say that every E+C- student will party too much and not accomplish
his/her goals. It is just to say that an E+C- student needs to be aware of such natural leanings, and to resist themas appropriate. Each of the 19 derailers listed below has such an associated infrastructure. In the far right column,
we describe the relationship of your profile to the derailers as "Unlikely," "Caution," or "Threat." For each "Threat,"
it would behoove you to do some thinking and planning around how you might offset the threat, so that it does notprevent you from attaining your goals. For each threat, determine which out-of-range traits are the primary sourceof the threat, and plan accordingly. While this research was done with managers/leaders in mind, certainly mostof these derailers apply to non-managerial careers as well.

Your Analysis
Obstacles to SuccessProfile At Risk forfor this Obstacle

ArrogantE-

Betrayal of Trust
Blocked Personal Learner
Defensiveness

N+

Failure to Build a Team

A-

C+

A-

C-

O-

A-

O-

A-

E-

A-

53

55
C-

40

51

17

Caution

40

51

20

Caution

46

40

22

A Threat

46

40

21

A Threat17

Caution

53

40

51
51

Failure to Staff Effectively

N+/- E+/- O+/- A+/- C+/-55 53 46

40

Insensitive to Others

N+

55

40

A-

Key Skill Deficiencies

Magnitudeof ThreatYour ScoresC-

4

Unlikely

22

A Threat51

14

CautionLack of Composure

N++

A-

C-

55

40

51

20

CautionLack of Ethics and Values

N+

A-

C-

55

40

51

20

Caution19

CautionNon-Strategic
Overdependence on Advocate

ON+

E-

Overdependence on Single Skill

46
A+

O-

C-

55 53

C-

40
46

51

13

Caution51

16

CautionOverly Ambitious

N+ E+

A--

C+

55 53

40

51

21

A ThreatOvermanaging

N+ E+

A--

C+

55 53

40

51

21

A Threat51

14

Caution51

7

Unlikely

Performance Problems
Political Missteps

CN+/- E+/- O+/- A+/- C+/-

Poor Administrator
Unable to Adapt to Differences

N+ E+

55 53 46

40

O+

A+

C-

46

40

51

10

Unlikely

O-

A-

C+

55 53 46

40

51

19

CautionLegend: All averages over 20 are labeled "A Threat." All averages over 10 but not more than 20 are labeled"Caution." All averages 10 or lower, including minus numbers (e.g., -10, -18) are labeled "Unlikely."

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Student Sample
March 5, 2007

Interpretation of Results(If "threats" appear above in the far right column, up to three will be interpreted below.)"Your trait profile appears to put you at risk for being insensitive to others. Persons who are higher in N and lower
in A tend to be more self-absorbed and less focused on understanding and/or valuing the needs of others.""Your trait profile appears to put you at risk for being a blocked personal learner. Persons who are lower in O and A
tend to be somewhat comfortable with their current level of achievement and learning.""Your trait profile appears to put you at risk for being defensive. Persons who are higher in N, while lower in O andA, tend to be more reactive when challenged, corrected, or criticized."

Note. The lower the Magnitude of Threat score, the more desirable. Low scores mean that this profile does
not resemble the obstacle's likely profile, hence the individual is not likely to ultimately exhibit that obstacle
behavior. High scores indicate a close resemblance between the individual's profile and that associatedwith the obstacle. Thus, a high score, i.e., over 20, is described as A Threat. A score of "0" is ideal andsuggest minimal or no risk for the associated obstacle. Negative scores (e.g., "-15") are even better.
Negative scores should be interpreted as "better than perfect." Think of "0" as a bullseye, while negativescores are bullseyes that are even closer to the center. Notice that for two derailers, Failure to Staff
Effectively and Political Missteps, each trait is followed by a "+/-". This means that, for these two derailers,
extreme scores on any of the traits puts one at risk. So, the optimum scores for avoiding these derailers
would be mid-range, or, 45 to 55.

Resources for Further Information• Jean Brittain Leslie & Ellen Van Velsor. (1995). A Look at Derailment Today: North America
and Europe. Greensboro, NC: Center for Creative Leadership.
• Michael M. Lombardo & Robert W. Eichinger. (1989). Preventing Derailment: What to Do
Before It's Too Late. Technical Report Series; No. 138g. Greensboro, NC: Center for Creative
Leadership.
• To plan against an obstacle for possibly derailing your career, understand which trait(s) inthis risk profile match your actual traits, and then review pages 21 to 24 of CentACS's The
Big Five Workbook for specific ideas on how to offset the effect of extreme traits.

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Student Sample
March 5, 2007

Further Resources for Career Exploration
Books
Armstrong, Thomas. (1993). Seven Kinds of Smart . New York: Plume. This book about Gardner's multiple
intelligences has many practical suggestions, but was written before Gardner identified the Natural Observer
talent.
Bolles, Richard. (2003). What Color is Your Parachute? Berkeley, California: Ten Speed Press. This book is
considered by many to be the job hunter's "bible," and it is updated every year. See also the associated web
site, www.jobhuntersbible.com. Contains a nice matrix of jobs and candidate qualities in the rear of thebook.
Butler, Timothy, & Waldroop, James. (1997). Discovering Your Career in Business. Reading, MA: Perseus
Books. This book focuses specifically on careers in business. Because of this narrower focus, the model is
not included in this report. However, for those of you interested in the business world, you should find thebook helpful, as well as their "Business Career Interest Inventory", which employs an 8-part model similar to
Edgar Schein's "Career Anchors." Butler and Waldroop developed this test and process as a part of theHarvard MBA Career Development Program.
Gardner, Howard. (1993). Creating Minds . New York: Basic Books. Each chapter presents the biography of awell-known person (Stravinsky, T.S. Eliot, Graham, Einstein, Freud, Gandhi, and Picasso) in illustration of thedifferent talent areas. This was written before he had identified the Natural Observer talent, but one could
read biographies of Chalres Darwin or George Washington Carver instead.
Gardner, Howard. (1983). Frames of Mind . New York: Basic Books. Gardner's initial presentation of his MI
theory--treats Interpersonal and Intrapersonal as one, and omits Natural Observer.
Gardner, Howard. (1993). Multiple Intelligences . New York: Basic Books. This is a "reader" that Gardner put
together in collaboration with many professionals who have implemented his multiple intelligences theory.
Gottfredson, Gary G., & Holland, John L. (1996). Dictionary of Holland Occupational Codes (3rd Edition).
Odessa, Florida: PAR, Inc. This 700+ page reference work contains thousands of job titles that are crossreferenced according to the three-letter code representing your three strongest job "content" preferences.
This is the perfect place to go in order to find more examples of jobs than the ones listed on the Job Families
page of this report. Get your three letter "Content" code (RIA, SEC, IAS, etc.) based on your three highest
scores on the "Content" page, and look up that code in this dictionary in order to find an exhaustive listing ofjobs that tend to employ people with a personality profile similar to yours. That doesn't mean you'd like thejob or even be good at it--just that you would feel similar to the other people in those jobs.
Holland, John L. (1997). Making Vocational Choices. Odessa, Florida: PAR, Inc. Explains the six career"content" areas (as we refer to them in this report).

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Student Sample
March 5, 2007
Leslie, Jean Brittain, & Van Velsor, Ellen (1995). A Look at Derailment Today: North America and Europe .
Greensboro, NC: Center for Creative Leadership.
Lombardo, Michael M., & Eichinger, Robert W. (1989). Preventing Derailment: What to Do Before It's Too
Late . Technical Report Series; No. 138g. Greensboro, NC: Center for Creative Leadership.

Web Sites
http://www.act.org/discover/index.html The "Discover" career guidance and information system for use bymiddle school students through adults.
http.//ww.act.org/wwm ACT maintains this site, which contains its well-known "World of Work Map," which
locates the 26 job families on a circular map whose points are defined by the "Focus" and "Content"
attributes used in this report.
http://www.jobhuntersbible.com This site has it all--an assessment, links to other sites, search engine, ways
to communicate with persons knowledgeable of specific careers, job openings, salary information, help withresume construction, and Frequently Asked Questions regarding careers and job searching.
http://online.onetcenter.org The U.S. Department of Labor maintains this site at no cost to the user. The"O*Net," as it is called, contains everything that was in the Dictionary of Occupational Titles, and much more-basically, everything you want to know about what a specific job entails, and what qualities a candidate
should have for the job. You may search the site for job titles as well as for personal qualities.
http://www.self-directed-search.com Take the SDS online here for a nominal charge. It directly measures the
six career "Content" areas, as we refer to them in this report.
http://www.campusdirt.com U.S. colleges and universities were surveyed with over 50,000 students
responding, rating their schools on everything from "Best Variety of Late Night Food" to "Most
Knowledgeable Professors." A helpful tool when trying to decide on a college.
http://www.edwebproject.org/edref.mi.intro.html
Assessments
Career Anchors: Discovering Your Real Values (1993; Revised Edition), by Dr. Edgar Schein. Available in abooklet of the same title from Jossey-Bass Pfeiffer in San Francisco.
The Self-Directed Search, by Dr. John Holland. Available in paper from PAR, Inc., Odessa, Florida (see theirwebsite at www.parinc.com, or online at http://www.self-directed-search.com/.)
The Business Career Interest Inventory, contained in Butler and Waldroop's book listed earlier.

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you-only-better.org
YOU. Only Better.™
Coaching • Public Speaking
Training • Team Building • Facilitation

3842 Harlem Rd. Suite 400
Amherst, NY 14215
info@you-only-better.org
www.you-only-better.org

you-only-better.org

CHRIS SMITH M Page 2
Strong Interest Inventory® Profile

HOW THE STRONG CAN HELP YOU
The Strong Interest Inventory® instrument is a powerful tool that can help you make satisfying decisions about your careerand education. Whether you are just starting out in your career, thinking about a change, or considering education options
for career preparation, you can benefit from the wealth of information reflected in your Strong results. Understanding yourStrong Profile can help you identify a career focus and begin your career planning and exploration process.
Keep in mind that the Strong measures interests, not skills or abilities, and that the results can help guide you towardrewarding careers, work activities, education programs, and leisure activities—all based on your interests. As you review yourProfile, remember that managing your career is not a one-time decision but a series of decisions made over your lifetime.
HOW YOU WILL BENEFITHOW YOUR RESULTS ARE ORGANIZEDThe Strong can be a valuable tool in helping you identify yourinterests, enabling you to

Section 1. General Occupational Themes
Describes your interests, work activities, potential skills, andpersonal values in six broad areas: Realistic (R), Investigative (I),Artistic (A), Social (S), Enterprising (E), and Conventional (C).

• Achieve satisfaction in your work
• Identify career options consistent with your interests• Choose appropriate education and training relevant toyour interests• Maintain balance between your work and leisure activities• Understand aspects of your personality most closely
associated with your interests• Determine your preferred learning environments• Learn about your preferences for leadership, risk taking,and teamwork• Use interests in shaping your career direction• Decide on a focus for the future• Direct your own career exploration at various stages inyour life

Section 2. Basic Interest Scales
Identifies specific interest areas within the six General
Occupational Themes, indicating areas likely to be most
motivating and rewarding for you.
Section 3. Occupational ScalesCompares your likes and dislikes with those of people who aresatisfied working in various occupations, indicating your likely
compatibility of interests.
Section 4. Personal Style Scales
Describes preferences related to work style, learning, leadership,risk taking, and teamwork, providing insight into work andeducation environments most likely to fit you best.
Section 5. Profile Summary
Provides a graphic snapshot of Profile results for immediate, easy
reference.
Section 6. Response Summary
Summarizes your responses within each category of Strong
items, providing data useful to your career professional.

Note to professional: Check the Response Summary in section 6 of the Profile before beginning your interpretation.

Strong Interest Inventory® Profile

CHRIS SMITH M Page 3

GENERAL OCCUPATIONAL THEMESSECTION 1

The General Occupational Themes (GOTs) measure six broad interest patterns that can be used to describe your work
personality. Most people’s interests are reflected by two or three Themes, combined to form a cluster of interests. Work
activities, potential skills, and values can also be classified into these six Themes. This provides a direct link between yourinterests and the career and education possibilities likely to be most meaningful to you.
Your standard scores are based on the average scores of a combined group of working adults. However, because researchshows that men and women tend to respond differently in these areas, your interest levels (Very Little, Little, Moderate,
High, Very High) were determined by comparing your scores against the average scores for your gender.
THEME DESCRIPTIONSTHEMEEnterprising

Conventional

SocialInvestigative

Realistic

Artistic

CODE

INTERESTS

WORK ACTIVITIESPOTENTIAL SKILLSVALUES

Business, politics,
leadership,
entrepreneurship

Selling, managing,
persuading, marketing

Verbal ability, ability tomotivate and direct others

Risk taking, status,competition, influence

Organization, data
management, accounting,investing, information
systems

Setting up procedures
and systems, organizing,keeping records, developing
computer applications

Ability to work withnumbers, data analysis,
finances, attention todetailAccuracy, stability,
efficiency

People, teamwork,
helping, community
service

Teaching, caring forpeople, counseling,training employees

People skills, verbal
ability, listening, showing
understanding

Cooperation, generosity,
service to others

Science, medicine,mathematics, research

Performing lab work,solving abstract problems,
conducting research

Mathematical ability,
researching, writing,analyzing

Independence, curiosity,
learning

R

Machines, computer
networks, athletics,
working outdoors

Operating equipment,using tools, building,repairing, providing
security

Mechanical ingenuity
and dexterity, physicalcoordination

Tradition, practicality,common senseA

Self-expression,art appreciation,communication, culture

Composing music,
performing, writing,creating visual art

Creativity, musical ability,
artistic expression

Beauty, originality,
independence, imagination

E

C

S

I

YOUR HIGHEST THEMESYOUR THEME CODEEnterprising, Conventional, Social

ECS

THEME

CODE

Enterprising
Conventional

E

SocialInvestigative
Realistic
Artistic

STANDARD SCORE & INTEREST LEVEL
30

40

50

70
VERY HIGH

C
S
I
R
A

60

MODERATE
MODERATE
LITTLEVERY LITTLE
VERY LITTLE

STD SCORE

71
51
49
44
37
35

The charts above display your GOT results in descending order, from your highest to least level of interest. Referring to the
Theme descriptions provided, determine how well your results fit for you. Do your highest Themes ring true? Look at yournext highest level of interest and ask yourself the same question. You may wish to highlight the Theme descriptions abovethat seem to fit you best.

Strong Interest Inventory® Profile

CHRIS SMITH M Page 4BASIC INTEREST SCALESSECTION 2

The Basic Interest Scales represent specific interest areas that often point to work activities, projects, course work, andleisure activities that are personally motivating and rewarding. As with the General Occupational Themes, your interest
levels (Very Little, Little, Moderate, High, Very High) were determined by comparing your scores against the average scoresfor your gender.
As you review your results in the charts below, note your top interest areas and your areas of least interest, and think about
how they relate to your work, educational, and leisure activities. Take time to consider any top interest areas that are notcurrently part of your work or lifestyle and think about how you might be able to incorporate them into your plans.
YOUR TOP FIVE INTEREST AREAS

Areas of Least Interest

1. Sales (E)
2. Religion & Spirituality (S)3. Politics & Public Speaking (E)4. Mathematics (I)
5. Human Resources & Training (S)Nature & Agriculture (R)Culinary Arts (A)Athletics (R)ENTERPRISING — Very HighBASIC INTEREST SCALEINVESTIGATIVE — Little
STD SCORE & INTEREST LEVEL
30
40
50
60
70

Sales

VH

Politics & Public Speaking

VH

Management

H

Marketing & Advertising

H

STD
SCORE

ScienceM

49

63

Research

M

48

61

Medical Science

REALISTIC — Very Little

EntrepreneurshipM

55

Finance & InvestingH

Taxes & Accounting

H

Programming & Information Systems

M
M

STD
SCORE

30

STD SCORE & INTEREST LEVEL
40
50
60
70
M

STD
SCORE

58

L

46

63

Military

L

45

59

Mechanics & Construction

48

Athletics

44

Nature & Agriculture

VL

42
31

VL

28

VL

ARTISTIC — Very Little
STD SCORE & INTEREST LEVEL
30
40
50
60
70

Religion & Spirituality

VH

Human Resources & Training

VH

Social Sciences

M

Counseling & Helping

M

Teaching & Education
Healthcare Services

35

VL

BASIC INTEREST SCALE

66

Protective Services

SOCIAL — Moderate
BASIC INTEREST SCALE

VH

Computer Hardware & Electronics

CONVENTIONAL — Moderate
STD SCORE & INTEREST LEVEL
40
50
60
70

STD
SCORE

67

56

Office Management

STD SCORE & INTEREST LEVEL
40
50
60
70

Mathematics

M

30

30

74

Law

BASIC INTEREST SCALE

BASIC INTEREST SCALE

M
VL

STD
SCORE

BASIC INTEREST SCALE

68

Visual Arts & Design

63

Writing & Mass Communication

54

Performing Arts

51

Culinary Arts

49
32

INTEREST LEVELS: VL = Very Little | L = Little | M = Moderate | H = High | VH = Very High30

STD SCORE & INTEREST LEVEL
40
50
60
70
L
L
L

VL

STD
SCORE

41
39
37
28

Strong Interest Inventory® Profile

CHRIS SMITH M Page 5

OCCUPATIONAL SCALESSECTION 3

This section highlights your Profile results on the Occupational Scales of the Strong. On the following pages you will findyour scores for 130 occupations. The 10 occupations most closely aligned with your interests are listed in the summary
chart below. Keep in mind that the occupations listed in your Profile results are just some of the many occupations linked
to your interests that you might want to consider. They do not indicate those you “should” pursue. It is helpful to think ofeach occupation as a single example of a much larger group of occupational titles to consider.
Your score on an Occupational Scale shows how similar your interests are to those of people of your gender who have beenworking in, and are satisfied with, that occupation. The higher your score, the more likes and dislikes you share with thoseindividuals. The Theme codes associated with each occupation indicate the GOTs most commonly found among people
employed in that occupation. You can review your top occupations to see what Theme codes recur and then explore
additional occupational titles not included on the Strong that have one or more of these Theme letters in common.
YOUR TOP TEN STRONG OCCUPATIONS
1. Life Insurance Agent (E)2. Realtor (E)
3. Top Executive, Business/Finance (E)4. Marketing Manager (E)5. Operations Manager (ER)
6. Restaurant Manager (ECR)
7. Sales Manager (E)
8. Auditor (C)
9. Human Resources Specialist (ESR)
10. Loan Officer/Counselor (E)Occupations of
Dissimilar Interest
Medical Illustrator (AIR)Physical Therapist (SIR)
Veterinarian (IR)Art Teacher (AS)Artist (A)As you read through your Occupational Scales results on this and the following pages, note the names of those occupations
for which you scored “Similar.” Those are the occupations you might want to explore first. Also consider exploring
occupations on which you scored in the midrange, since you have some likes and dislikes in common with people in those
occupations. You might also consider occupations of least interest or for which you scored “Dissimilar”; however, keep inmind that you are likely to have little in common with people in these types of work and probably would contribute to suchoccupations in a unique way. Your career professional can guide you further in the career exploration process.
Click the name of any of the occupations in your top ten list above to visit the O*NET ™ database (http://www.onetonline.org)
and see a summary description of that occupation. Learn about occupations by visiting reputable Web sites such as O*NET. You
can also find career information in a public library, in the career library of a college or university near you, or in a professional
career center or state or local government job agency. Supplement your research by talking to people who are working in theoccupations you are considering. These people can describe their day-to-day work and tell you what they like and dislike about
the occupation.

Strong Interest Inventory® Profile

CHRIS SMITH M Page 6

OCCUPATIONAL SCALESSECTION 3

ENTERPRISING — Selling, Managing, Persuading
THEME
CODE

OCCUPATIONAL SCALE

ELife Insurance Agent

61

E

Realtor60

E

Top Executive, Business/Finance60

E

Marketing Manager

59

DISSIMILAR
10

15

20

MIDRANGE
3040SIMILAR
50

55

60

STD
SCORE

ER

Operations Manager

59

ECR

Restaurant Manager

56

E

Sales Manager

56

ESR

Human Resources Specialist

55

E

Loan Officer/Counselor

53

E

Securities Sales Agent

53

EC

Buyer

50

E

Wholesale Sales Representative

48

ECR

Purchasing Agent

47

ESA

Elected Public Official

46

ECS

Facilities Manager

44

ER

Optician

44

ER

Technical Sales Representative

44

EAC

Florist43

E

Personal Financial Advisor

40

EAS

Flight Attendant

33

ER

Chef

23

EAR

Bartender

18

EA

Cosmetologist

17

CONVENTIONAL — Accounting, Organizing, Processing Data
THEME
CODE

OCCUPATIONAL SCALEDISSIMILAR
10

15

20

MIDRANGE
3040SIMILAR
50

55

60

STD
SCORE

C

Auditor

55

CE

Credit Manager

52

CRE

Business/Finance Supervisor

51

CRE

Financial Manager

50

CRE

Financial Analyst

49

CRE

Accountant

48

CIActuary44

CES

Business Education Teacher

43

CES

Nursing Home Administrator

42

CR

Customer Service Representative

39

CA

Paralegal

39

CSR

Administrative Assistant

38

CIS

Mathematics Teacher

38

CES

Food Service Manager

37

C

Health Information Specialist

33

Similar results (40 and above)
You share interests with men in thatoccupation and probably would enjoy
the work.
Midrange results (30–39)
You share some interests with men inthat occupation and probably would
enjoy some of the work.
Dissimilar results (29 and below)
You share few interests with men inthat occupation and probably would
not enjoy the work.

For more information about
any of these occupations,visit O*NET™ online at
http://www.onetonline.org

Strong Interest Inventory® Profile

CHRIS SMITH M Page 7

OCCUPATIONAL SCALESSECTION 3

SOCIAL — Helping, Instructing, Caregiving
THEME
CODE

OCCUPATIONAL SCALEDISSIMILAR
10

15

20

MIDRANGE
3040SIMILAR
50

55

60

STD
SCORE

SER

Human Resources Manager

51

SAE

Training & Development Specialist

51

SE

School Counselor

48

SEC

School Administrator

45

S

Career Counselor

44

SA

University Administrator

43

S

Religious/Spiritual Leader

42

S

Instructional Coordinator

41

S

Community Service Director

33

SEC

Dietitian

31

S

Secondary School Teacher

31

SE

Parks & Recreation Manager

30

SRA

Rehabilitation Counselor

30

S

Elementary School Teacher

28

S

Middle School Teacher

28

S

Mental Health Counselor

24

SEA

Special Education Teacher

23

SA

Social Worker

21

SIR

Athletic Trainer

16

SA

Speech Pathologist

15

SAI

Registered Nurse

11

SAR

Recreation Therapist

5SA

Occupational Therapist

SIR

Physical Therapist

0-18

INVESTIGATIVE — Researching, Analyzing, Inquiring
THEME
CODE

OCCUPATIONAL SCALE

IRC

R&D Manager

35

ICE

Pharmacist

28

ICR

Computer Scientist

27

IR

Optometrist

24

IRC

Medical Technologist

18

I

University Faculty Member

18

IRA

Geologist

17

IR

Chemist16

IRS

Science Teacher

15

IAR

Physician

14

IAS

Psychologist

13

IRE

Medical Technician

12

ICA

Mathematician

11

IA

Biologist

9

ISA

Chiropractor

9

IRS

Respiratory Therapist

8

IRA

Physicist

2

IA

Geographer

1IR

Dentist-1

IR

Veterinarian-14

DISSIMILAR
10

15

20

MIDRANGE
3040SIMILAR
50

55

60

STD
SCORE

Similar results (40 and above)
You share interests with men in thatoccupation and probably would enjoy
the work.
Midrange results (30–39)
You share some interests with men inthat occupation and probably would
enjoy some of the work.
Dissimilar results (29 and below)
You share few interests with men inthat occupation and probably would
not enjoy the work.

For more information about
any of these occupations,visit O*NET™ online at
http://www.onetonline.org

Strong Interest Inventory® Profile

CHRIS SMITH M Page 8

OCCUPATIONAL SCALESSECTION 3

REALISTIC — Building, Repairing, Working Outdoors
THEME
CODE

OCCUPATIONAL SCALE

REC

Management Analyst

53

REC

Military Officer

46

RIC

Computer/Mathematics Manager

45

RC

Computer & IS Manager

44

RCI

Computer Systems Analyst

44

RIC

Computer Programmer

41

RCE

Military Enlisted

41

RIC

Software Developer

39

RC

Farmer/Rancher

38

RI

Engineer37

RCE

Production Worker

37

RI

Emergency Medical Technician

36

RCI

Technical Support Specialist

36

RIC

Electrician

33

RI

Radiologic Technologist

33

R

Law Enforcement Officer

32

R

Automobile Mechanic

30

DISSIMILAR
10

15

20

MIDRANGE
3040SIMILAR
50

55

60

STD
SCORE

RIC

Network Administrator

30

RSE

Vocational Agriculture Teacher

27

RIC

Engineering Technician

23

RE

Landscape/Grounds Manager

18

REA

Carpenter

16

RI

Firefighter

16

REI

Horticulturist

15

RI

Forester

9

ARTISTIC — Creating or Enjoying Art, Drama, Music, Writing
THEME
CODE

OCCUPATIONAL SCALEDISSIMILAR
10

15

20

MIDRANGE
3040SIMILAR
50

55

60

STD
SCORE

ASE

Public Administrator

41

A

Arts/Entertainment Manager

34

A

Librarian

33

AI

Translator

33

A

Musician

31

AEInterior Designer

27

AE

Broadcast Journalist

26

AI

Sociologist

25

ARE

Photographer

24

ARE

Attorney

23

AI

Urban & Regional Planner

23

ASI

ESL Instructor

22

AE

Advertising Account Manager

17

AE

Public Relations Director

13

AGraphic Designer

10AI

Technical Writer

9

ARI

Architect

4

A

Reporter

4

A

Editor3

ASE

English Teacher

1A

Artist-3

AS

Art Teacher

-8

AIR

Medical Illustrator-20

Similar results (40 and above)
You share interests with men in thatoccupation and probably would enjoy
the work.
Midrange results (30–39)
You share some interests with men inthat occupation and probably would
enjoy some of the work.
Dissimilar results (29 and below)
You share few interests with men inthat occupation and probably would
not enjoy the work.

For more information about
any of these occupations,visit O*NET™ online at
http://www.onetonline.org

Strong Interest Inventory® Profile

CHRIS SMITH M Page 9

PERSONAL STYLE SCALESSECTION 4

The Personal Style Scales describe different ways of approaching people, learning, and leading, as well as your interest in
taking risks and participating in teams. Personal Style Scales help you think about your preferences for factors that can beimportant in your career, enabling you to narrow your choices more effectively and examine your opportunities. Each scale
includes descriptions at both ends of the continuum, and the score indicates your preference for one style versus the other.
Your scores on the Personal Style Scales were determined by comparing your responses to those of a combined group ofworking men and women.
Clear Scores(Below 46 and above 54)
You indicated a clear preference
for one style versus the other.

YOUR PERSONAL STYLE SCALES PREFERENCES
1. You likely prefer a balance of working alone and working with people.
2. You seem to prefer to learn through lectures and books.
3. You probably prefer to lead by taking charge.
4. You may like taking risks.
5. You probably enjoy participating in teams.

CLEAR

PERSONAL STYLE SCALE

25

Work Style

Prefers working alone;enjoys data, ideas,or things; reserved

Learning
Environment

Prefers practical learning
environments; learns by
doing; prefers short-term
training to achieve a
specific goal or skill

Leadership Style

Is not comfortable taking
charge of others; prefers
to do the job rather thandirect others; may lead byexample rather than bygiving directions

Risk Taking

Dislikes risk taking;likes quiet activities;
prefers to play it safe;
makes careful decisions

Team
Orientation

Prefers accomplishingtasks independently;
enjoys role as independent
contributor; likes to solve
problems on one’s own

35

MIDRANGE
45

Midrange Scores (46–54)
You indicated that some of thedescriptors on both sides apply
to you.
CLEAR

55

65

Prefers working withpeople; enjoys helping
others; outgoing

51

Prefers academic
environments; learns throughlectures and books; willingto spend many years inschool; seeks knowledge
for its own sake59

Is comfortable taking
charge of and motivatingothers; prefers directing
others to doing the job alone;enjoys initiating action;
expresses opinions easily

72·

Likes risk taking; appreciates
original ideas; enjoys
thrilling activities and taking
chances; makes quick
decisions59·

Prefers working on teams;
enjoys collaborating onteam goals; likes problem
solving with others

60

·

·

·

25

35

CLEAR

45

55

MIDRANGESTD SCORE

75

65

CLEAR

75

Strong Interest Inventory® Profile

CHRIS SMITH M Page 10

PROFILE SUMMARYSECTION 5

YOUR HIGHEST THEMESYOUR THEME CODEEnterprising, Conventional, Social

ECS

YOUR TOP FIVE INTEREST AREAS

Areas of Least Interest

1. Sales (E)
2. Religion & Spirituality (S)3. Politics & Public Speaking (E)4. Mathematics (I)
5. Human Resources & Training (S)Nature & Agriculture (R)Culinary Arts (A)Athletics (R)Occupations of
Dissimilar Interest

YOUR TOP TEN STRONG OCCUPATIONS
1. Life Insurance Agent (E)2. Realtor (E)
3. Top Executive, Business/Finance (E)4. Marketing Manager (E)5. Operations Manager (ER)
6. Restaurant Manager (ECR)
7. Sales Manager (E)
8. Auditor (C)
9. Human Resources Specialist (ESR)
10. Loan Officer/Counselor (E)Medical Illustrator (AIR)Physical Therapist (SIR)
Veterinarian (IR)Art Teacher (AS)Artist (A)YOUR PERSONAL STYLE SCALES PREFERENCES
1. You likely prefer a balance of working alone and working with people.
2. You seem to prefer to learn through lectures and books.
3. You probably prefer to lead by taking charge.
4. You may like taking risks.
5. You probably enjoy participating in teams.

RESPONSE SUMMARYSECTION 6

This section provides a summary of your responses to the different sections of the inventory for use by your career professional.
ITEM RESPONSE PERCENTAGES
Section Title
Occupations

Strongly Like

Like
19

Indifferent
17

Dislike
10Strongly Dislike
46

Subject Areas

8
24

17

7

15

37

Activities

29

18

15

Leisure Activities

21

4

18

14
4

24
54

People

38

25

13

0

25

Your Characteristics

67

11

0

0

22

TOTAL PERCENTAGE

22

17

14

11

37

Note: Due to rounding, total percentage may not add up to 100%.
Total possible responses: 291

Your response total: 291

Items omitted: 0

CPP, Inc. | 800-624-1765 | www.cpp.com© Full copyright information appears on page 1.

Typicality index: 22 Combination of item responses appears consistent.

CHRIS SMITH M Page 11

Strong Interest Inventory®
College Profile

USING YOUR THEMESYOUR HIGHEST THEMESYOUR THEME CODEEnterprising, Conventional, Social

ECSYour top three Themes are listed below in order of interest. Each Theme describes an important aspect of your interestsand personality. Use all three Themes to identify college courses and academic majors that allow you to express what is
important to you. The majors listed within each Theme are examples of some of the many related academic areas worth
exploring.
CONSIDERING THEMES OF GREATEST INTEREST TO YOUEnterprising (E)
ACTIVE PERSUADERSEnterprising students prefer to influence or lead others through selling the merits of ideas or products.
TYPICAL COLLEGE MAJORSBusiness Administration
Business Education
Consumer Economics
Finance
Government
History

Hospitality
Hotel Management
Human Resources
Insurance
International Business
International Relations

Management
Marketing
Organizational Leadership
Personnel and Labor Relations
Political Science
Pre-Law

Public Administration
Public Relations
Real Estate
Restaurant Management
Retail Merchandising
Travel and Tourism

Conventional (C)CAREFUL ORGANIZERS
Conventional students prefer to take an orderly approach to organizing and managing finances, procedures, or data.
TYPICAL COLLEGE MAJORS

Accounting
Actuarial Science
Banking and Finance
Bookkeeping
Business
Computer Programming
Computer Systems Operations

Court Reporting
Data Management
Dental Hygiene
Financial Planning
Food Service Management
Hotel, Restaurant, andInstitutional Management

Industrial Education
Information Systems andTechnology
Management Information Systems
Mathematics Education
Medical Administration
Medical Transcription

Office Systems
Paralegal Studies
Purchasing/Materials Management
Secretarial Procedures
Small Business Operations
Statistics

Social (S)EMPATHIC HELPERS
Social students prefer to take a helping or altruistic approach involving teaching, developing, or caring for others.
TYPICAL COLLEGE MAJORSChild Development
Counseling
Criminology
Dietetics/Nutrition
Elementary Education
ESL Teaching

Ethnic Studies
Family Studies
Health Education
Hearing and SpeechHome Economics
Human Services

Nursing
Occupational Therapy
Physical Education
Public Health
Recreation
Religious Studies

Secondary Education
Social WorkSpecial Education
Substance Abuse Counseling
Urban Studies
Women’s Studies

Strong Interest Inventory® College Profile

CHRIS SMITH M Page 12

USING YOUR BASIC INTEREST SCALES
These scales indicate interests that are important to your overall lifestyle, both in school and out of school.
Use your strongest basic interests to explore college courses, extracurricular activities, internships, and part-time jobs. Youshow the greatest interest in the five areas outlined below (arranged in descending order of interest).
SALES — Very High

Selling products or services, or working with salespeople
CAMPUS ORGANIZATIONS/ACTIVITIESINTERNSHIPS/JOB SETTINGSCOLLEGE COURSES

Business Student Organization
Charity Sales Drive
Fundraising Campaign

Company Sales Department
Retail Sales
Travel/Tourism Company

Business Administration
Marketing
Real Estate

RELIGION & SPIRITUALITY — Very HighMinistering to others’ spiritual or religious needs
CAMPUS ORGANIZATIONS/ACTIVITIESINTERNSHIPS/JOB SETTINGSCOLLEGE COURSES

Community Service Group
Peer Counseling
Religious Group

Campus Ministry
Hospice Care
Nonprofit Agency

Counseling
Philosophy
Religious Studies

POLITICS & PUBLIC SPEAKING — Very High

Persuading and influencing others verbally
CAMPUS ORGANIZATIONS/ACTIVITIESINTERNSHIPS/JOB SETTINGSCOLLEGE COURSES

College Political Group
Debate Team
Student Government

Government
Legislative Intern
Political Campaign

Mass Communication
Political Science
Speech/Rhetoric

MATHEMATICS — Very High

Working with numbers and performing statistical analyses
CAMPUS ORGANIZATIONS/ACTIVITIESINTERNSHIPS/JOB SETTINGSCOLLEGE COURSES

Math Tutor
Mathematics Society
Student Organization Treasurer

Accounting Firm
Engineering Company
Market Research Company

Accounting
Mathematics
Statistics

HUMAN RESOURCES & TRAINING — Very HighDeveloping and training people; managing and directing employment activities of an organization
CAMPUS ORGANIZATIONS/ACTIVITIESINTERNSHIPS/JOB SETTINGSCOLLEGE COURSES

Business Student Organization
Human Resources Society
Student Leadership Position

Campus Career Center
Corporate Training Firm
Human Resources Department

Business Management
Human Resource Development
Industrial Relations

Strong Interest Inventory® College Profile

CHRIS SMITH M Page 13

USING YOUR OCCUPATIONAL SCALES
These scales identify jobs held by people with whom you share common interests, arranged in order of similarity of interests.
Some occupations require specific training; however, many do not require a particular college major. Explore classes relevantto these occupations and consider related careers as well.
YOUR TOP STRONG OCCUPATIONSOCCUPATIONAL SCALE

Life Insurance Agent

RealtorTop Executive, Business/
Finance

Marketing Manager

Operations Manager

Restaurant Manager

Sales Manager

AuditorHuman Resources
Specialist

Loan Officer/Counselor

THEME CODE

E

E

E

EDUCATIONAL PREPARATIONCOLLEGE COURSESRELATED CAREERS

BA, preferably in business or
economics

Finance
Accounting
Marketing

Real Estate Sales
Stockbroker
Insurance Investigator

High school diploma, plus
licenseReal Estate
FinanceBusiness Management

Real Estate Appraiser
Property Manager
Mortgage Broker

BA or MA in businessadministration or related field

Business Administration
Finance
Economics

Financial Manager
Hospital Administrator
County Administrator

BA in liberal arts

MarketingStatistics
Economics

Promotions/Sales Manager
Advertising Manager
Public Relations Manager

AA or BA in business
management

Human Resources
Business Management
Accounting

Purchasing Manager
Conference Planner
Customer Service Supervisor

AA or BA in food service
management preferredBusiness Management
Accounting
Nutrition

Hotel Manager
Chef
Waiter/Waitress

AA or BA

Accounting
MarketingManagement

Marketing Manager
Public Relations Manager
BuyerBA, typically in accounting or
related field

Accounting
Business Management
Economics

Budget Analyst
Financial Advisor
Treasurer

BA in liberal arts, business, orlabor relations

Business Administration
Management
Industrial Psychology

Career Development Trainer
Labor Lawyer
Social Worker

High school diploma, AA, or BA

Finance
Economics
Accounting

Financial Planner
Insurance Agent
Real Estate Broker

E

ER

ECR

E

C

ESR

E

Strong Interest Inventory® College Profile

CHRIS SMITH M Page 14

USING YOUR PERSONAL STYLE SCALES
Next, use your Personal Style Scales to identify the specific ways you prefer to approach whatever academic courses, majors,
or jobs you undertake.
PERSONAL STYLE SCALE

PREFERENCES/ACTIVITIES• Your score suggests you may prefer a balance between working independently and working withothers, depending on the circumstances.

Work Style• You may enjoy spending part of the day alone researching or reading, and then switching tointeractive activities such as group discussions.
• Your score suggests you enjoy the traditional student role and learning for the sake of learning.

Learning Environment

Leadership Style• You may prefer classroom lectures, theoretical readings, and library research to practicalhands-on training or work-study programs.
• Your score suggests a preference for taking charge through meeting, persuading, and directing
others.
• You may enjoy leading a student organization, coordinating campus events, or facilitating classroom
discussions.
• Your score suggests a preference for exploring new adventures, trying new things, and being
spontaneous.

Risk Taking• You may enjoy outdoor adventure activities, sports, or independent travel as well as academic coursesthat encourage risk taking and self-reliance.

Team Orientation• Your score suggests a preference for team-based activities and for collaborating with others to solve
problems.
• You may enjoy group projects, interactive seminars, and getting involved in campus groups andcommittees.

See Applying Your Strong Results to College Majors at https://www.skillsone.com/Pdfs/Strong_College_Majors.pdf for
guidance about researching and deciding on an academic major.

CPP, Inc. | 800-624-1765 | www.cpp.com© Full copyright information appears on page 1.

you-only-better.org

Smith, Chris
September 26, 2011

The Leader™
Your Leadership Analysis
Contents

Page

a. An Overview of Your Leadership Report

Ldr-2

b. Leader Behaviors• Delegation• Escalation of Commitment• Sound versus Speedy Decision Making

Ldr-3
Ldr-4
Ldr-5

c. Leadership Models• The Furnham Management Study• The SEA Leadership Model• Situational Leadership

Ldr-6
Ldr-7
Ldr-8

d. Center for Creative Leadership's 19 Career Derailers

Ldr-9

e. Individual-to-Ideal Leader Comparisons• Introduction to the Section• Bar Chart• Table with Gap Analysis• Interpretative Narrativeon Individual Comparison to Leader Ideal
f. Further Resources on Leadership

Ldr-10
Ldr-11
Ldr-12
Ldr-13
Ldr-14

Smith, Chris
September 26, 2011

An Overview of Your Leadership Report
Note: These first four pages represent brief interpretations of how you scored on each of the major sectionsof this report. For more detail in support of a specific interpretation, go to the pages indicated to its left.

"The contracting phase involves clarifying goals and expectations, and is optimally supportedby the traits of higher extraversion and lower openness. Your medium average score on these
two traits suggests that this phase of delegation may be natural in some situations, andunnatural in others. Take appropriate precautions, as in involving an associate or a checklist,
not to shortchange the contracting phase.""The planning phase involves facilitating a discussion of the possible approaches to getting
the job done, and is optimally supported by the traits of higher extraversion, higher originality,
and mid-range accommodation. Your high average on these three traits suggests that thisphase of delegation is natural for you."
Delegation"The supporting phase involves giving appropriate latitude, as well as support, for getting the(Ldr-3)job done, and is optimally supported by mid-range extraversion and higher accommodation.
Your low average on these two traits suggests that this phase of delegation may be moreunnatural for you. Take precautions, as always letting your delegatee know your whereabouts,
and in scheduling progress meetings, not to shortchange the supporting phase.""The accounting phase is essentially a closure phase in which you insure that the assignmenthas been completed successfully, and is optimally supported by the traits of lower originality,
lower accommodation, and higher consolidation. Your medium average score on these three
traits suggests that this phase of delegation may be natural for you in some situations andnot in others. Take precautions, as in scheduling sufficient time for testing, proofreading,completion tasks are appropriate, not to shortchange the accounting phase.""Your low score on N suggests that your generally rational and calm demeanor makes it
unlikely that you would engage in EoC because of undue worry, volatile moods, temper, orother forms of emotional instability.""Your low score on A suggests that your generally competitive approach and proud nature
Escalation makes it likely that you might engage in EoC because of egotism, pride, or other forms ofofdefensiveness and the need to be right."
Commitment"Your high score on C means that your focused, disciplined, and ambitious temperament(Ldr-4)
make it unlikely that you would engage in EoC for the reason of losing sight of the goal.""Your high score on E suggests that your outgoing, gregarious nature makes it unlikely thatyou would engage in EoC because of faulty interpersonal skills."

Ldr-2

Smith, Chris
September 26, 2011
EscalationofCommitment(Ldr-4)

DecisionMaking(Ldr-5)"Your high score on O is associated with a natural interest in a variety of fields and issues,
making it unlikely that you would engage in EoC due to an inability to integrate diverse
sources of information.""Overall, your scores suggest that you are highly unlikely to engage in EoC.""You are neither clearly prone to speedy decisions nor clearly unlikely to make speedy
decisions, suggesting that whether or not you make a speedy decision in an area outside yourexpertise depends on the situation. On the other hand, your calm, rational, and disciplined
nature makes it likely that you tend to make decisions that "stick" because they are soundand well thought out.""Your profile suggests that you are likely to show relatively high concern for doing things
better or more efficiently than you or others have done previously, or better than has been
done elsewhere.""You likely have a strong desire to take on the responsibility and authority of position to makean impact on others.""You likely have a high interest in conceptualizing the main themes and issues from factual or
abstract information, or in generating and using ‘maps’ or models."" You probably have moderate confidence in your own intuitions when making judgments,
drawing to a moderate degree on past learning, consciously or unconsciously."

FurnhamManagement
Study(Ldr-6)" You are likely to show moderate interest in and have a moderately open attitude to otherpeople’s opinions, values, perspective, behavior and personality.""You probably find it highly energizing to relate to a wide range of different people in different
social situations, using a broad repertoire of influence styles.""You typically believe that things will turn out well and are generally positive and enthusiastic
about life.""You typically are able to take coping with stress in stride, adjusting to unsatisfactory
conditions and retaining emotional blance when under pressure, and ‘bouncing back’ after
setbacks.""Your profile suggests that it would be natural for you to show an interest in how businesses
work and in the facts, figures, events, and stories that help to explain things.""Persons with your profile tend to possess a clear internal framework of principles and beliefs
that guide your individual judgment, rarely deferring to external forces to explain life's
successes and failures."

Ldr-2

Smith, Chris
September 26, 2011

SEA
Model
(Ldr-7)"At least one of your scores on O or C is out of the optimal range for scanning. While scanningmay be natural for you at some times and in some contexts, perhaps you are less prone toscan in other contexts. In addition, at least one of your scores on N or A is out of the optimal
range for evaluating. While rational evaulation may be natural for you on some issues,
perhaps you are more reactive on others. Finally, your high scores on E (Extravert) and C(Focused) suggest that you find it natural to focus for long periods of time on follow up ofpriorities in order to insure that nothing falls between the cracks.""Your profile suggests that you would normally feel equally comfortable in either the S1:Telling/Directing style or the S2: Selling/Coaching style, both of which involve a strong
Situational emphasis on guiding the worker towards mastery of the technical aspects of the task. This will
Leadership be a benefit in situations that involve beginners and intermediates. However, take care to
notice when a worker shows signs of mastery and independence, and gradually make yourself(Ldr-8)less available, less you become a micromanager looking unnecessarily over people's
shoulder."Possible
Derailers(Ldr-9)Overly Ambitious, Overmanaging"Your N score is in the low range, which is ideal for the typical leadership position. You are,and are perceived to be, calm, cool, and collected when needed. You recover quickly fromcrises and inspire confidence with subordinates that you are durable and will prevail. You canshow appropriate concern from time to time. Optimum leadership setting: can handle morestress than 2/3 of the population."

Big Five
Supertraits:
Comparedto
Leader"Your E score in the high range provides just the right amount of extraverted energy for the
Ideal(Ldr-13) typical leadership position. You should feel comfortable doing management by wandering
around (MBWA), should enjoy being in the thick of things, handle heavy meeting schedules
well, enjoy meeting and greeting and networking. May resist closing the door and churning out
the necessary deskwork; can tire out teammates if they are much more introverted. Optimum
leadership setting: any."

Ldr-2

Smith, Chris
September 26, 2011"Your O score in the high range is optimum for the typical leadership position. You are an
explorer who is naturally creative and imaginative, and who is comfortable focusing on theory,complex problems, and the future. You see opportunities for change as enjoyable. May resist
spending sufficient time on the details; if C-, will have difficulty being on time and withinbudget. Will probably get bored if management responsibilities don’tchallenge theimagination. Have an assistant or close associate who has permission to ride herd on you
with respect to being practical and meeting stated objectives. Optimum leadership setting:any."(Cont.)Big Five
Supertraits:
Comparedto
LeaderIdeal(Ldr-13)"Your A score in the low range is optimum in most leadership situations, except perhaps for
those cultures that espouse a kinder, gentler, humbler form of leadership (as in servant
leadership and the Level Five approach). A challenger; in tougher, more competitive
situations, this leader will rarely back down from a challenge; tough-minded; independent;
thick skinned (if also N-); enjoys center stage (especially if also N- and C+); enjoys a good fight.
Can come across as arrogant, sometimes alienating team members; plays to win; frequent
conflicts. Optimum leadership setting: any (with exception noted earlier).""Your C score in the high range is ideal for the typical leadership position. You are likely to befocused, ambitious, disciplined, and difficult to distract from the task or goal at hand. You
prefer finishing one project before beginning another, and are something of a perfectionist
who maintains very high standards. You are one who can be trusted to deliver what ispromised. Can be a workaholic who causes associates lower in C to resent having to matchyour long hours and drive to achieve. You may have some difficulty flexing when the goalchanges or is put on hold. Understand that your associates are not typically built like you withyour high comfort level for long hours and dedication to goals; take yourself occasionally witha grain of salt to show associates that you are aware of your excesses; make a point of being
playful or spontaneous on occasions when it won’t jeopardize your goal attainment and will
make you appear more human with your associates (and family!). Optimum leadershipsetting: any."

Ldr-2

Smith, Chris
September 26, 2011

Leader Behaviors: Delegation
Explanation of the Delegation Concept
Delegation is not a single act, but several phases. Initially, delegation involves getting clear with thedelegatee on the nature of the assignment. The focus is on clarifying the expected results. As soon as theend result is clear, the delegator then facilitates a discussion of possible approaches to accomplishing thetask. This initial attention to detail then gives way to backing away and allowing the delegatee sufficient
latitude to accomplish the work, yet remaining available as needed. Then, as the delegatee should be
beginning to make progress on the asssignment, the delegator must remember to monitor progress andinsure that the delegatee has sufficient resources, both material and personal. So, here we identify four
typical phases of the delegation process, along with the supertraits that provide the most natural energy foreach phase:

Phase 1: Contracting: clarifying goals, results, expectations
Phase 2: Planning: facilitating a discussion of possible approaches
Phase 3: Supporting: giving appropriate latitude/support to get the job done
Phase 4: Accounting: monitoring and follow-throughYour Analysis
Phase
Contracting
Planning
Supporting
Accounting

Score
49
59
44
53

Level ofSupport
NormalHigh
Low
NormalAssociated Big Five Traits
E+OLegend>65.49 Unusually High
E+O+A=>55.49 High
E=A+
>44.39 Medium
O-A-C+>34.49 Low<34.5 Unusually Low

Relative Trait Support for Phases of Delegation
80
65
50
35
20
Contracting

Planning

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Supporting

Accounting

Smith, Chris
September 26, 2011
Interpretation of Results"The contracting phase involves clarifying goals and expectations, and is optimally supported by the traits ofhigher extraversion and lower openness. Your medium average score on these two traits suggests that thisphase of delegation may be natural in some situations, and unnatural in others. Take appropriate
precautions, as in involving an associate or a checklist, not to shortchange the contracting phase.""The planning phase involves facilitating a discussion of the possible approaches to getting the job done,
and is optimally supported by the traits of higher extraversion, higher originality, and mid-range
accommodation. Your high average on these three traits suggests that this phase of delegation is naturalfor you.""The supporting phase involves giving appropriate latitude, as well as support, for getting the job done, andis optimally supported by mid-range extraversion and higher accommodation. Your low average on these
two traits suggests that this phase of delegation may be more unnatural for you. Take precautions, as
always letting your delegatee know your whereabouts, and in scheduling progress meetings, not toshortchange the supporting phase.""The accounting phase is essentially a closure phase in which you insure that the assignment has been
completed successfully, and is optimally supported by the traits of lower originality, lower accommodation,and higher consolidation. Your medium average score on these three traits suggests that this phase ofdelegation may be natural for you in some situations and not in others. Take precautions, as in schedulingsufficient time for testing, proofreading, completion tasks are appropriate, not to shortchange theaccounting phase."

Resources for Further Study
None. While much has been written on the subject of delegation, this particular formulation is based on thecollective experience of the CentACS team. No specific material is available for further explanation of themodel.

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Smith, Chris
September 26, 2011

Leader Behaviors: Escalation of Commitment
Explanation of the Concept"Escalation of commitment" (EoC) refers to a decision-maker's failure, or even refusal, to abandon a decisionthat proved to be wrong. Mistakenly, some leaders continue to allocate resources with the hope of turning
around a failed decision. Lyndon Johnson, in spite of a consensus that Vietnam could not be "won," didn't
just continue committing resources, he increased them. This is frequently given as an example of EoC.
When the additional resources cannot be recovered, as in the Vietnam case, it is said to be escalation ofcommitment. However, if the additional resources can be recouped, as in painting a house before resale, it
is not said to be an example of EoC.
Definitions
The Center for Creative Leadership, Greensboro NC, identified five behaviors that contribute towards
escalation of commitment:
1. Emotional Instability. More rational, calm temperaments tend to be less prone to EoC
than temperaments characterized by worrying and anger. This behavior is associated withhigher Need for Stability
2. Defensiveness/Need to Be Right. Highly competitive, proud, and egocentric persons
are more prone to EoC than more humble, cooperative persons. Defensiveness is
associated with lower Accommodation.
3. Tendency to Lose Sight of the Goal. Persons who are spontaneous and multi-tasking
are more prone to EoC than persons who are disciplined and focused. This tendency is
associated with low Consolidation.
4. Faulty Interpersonal Skills. Persons with well-developed communication skills are lesslikely to engage in EoC because they end up with better information for making decisions.
Faulty communication is more likely to be asociated with lower Extraversion.
5. Unable to Integrate Multiple Sources of Knowledge. Persons comfortable withcomplexity, change, and theory, and who are highly imaginative, tend to be less likely toengage in EoC because they naturally see the interrelatedness of issues. The inability tointegrate multiple sources is associated with lower Consolidation.
Based on our understanding of this model, below we offer the estimates of your tendency towards E of C.

Your Analysis
EoC Element
Emotional Instability
Defensiveness
Lose Sight of Goal
Faulty Interpersonal Skills
Unable to Integrate Sources
Overall Proneness to EoC

Score
38
62
39
38
36
43

Explanation
Probably Not Prone
More Prone than Most
Probably Not Prone
Probably Not Prone
Probably Not Prone
Probably Not Prone

Ldr-4

Legend>65.49 Extremely Prone>55.49 More Prone than Most
>44.39 Moderately Prone>34.49 Probably Not Prone<34.5 Highly Unlikely

Smith, Chris
September 26, 2011

Proneness Towards Escalation of Commitment
80
65
50
35
Overall
Proneness to
EoC

Unable toIntegrate
SourcesFaultyInterpersonal
SkillsLose Sight of
Goal

DefensivenessEmotional
Instability

20Interpretation of Results"Your low score on N suggests that your generally rational and calm demeanor makes it unlikely that you
would engage in EoC because of undue worry, volatile moods, temper, or other forms of emotional
instability.""Your low score on A suggests that your generally competitive approach and proud nature makes it likely thatyou might engage in EoC because of egotism, pride, or other forms of defensiveness and the need to beright.""Your high score on C means that your focused, disciplined, and ambitious temperament make it unlikelythat you would engage in EoC for the reason of losing sight of the goal.""Your high score on E suggests that your outgoing, gregarious nature makes it unlikely that you would engage
in EoC because of faulty interpersonal skills.""Your high score on O is associated with a natural interest in a variety of fields and issues, making it unlikelythat you would engage in EoC due to an inability to integrate diverse sources of information.""Overall, your scores suggest that you are highly unlikely to engage in EoC."

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Smith, Chris
September 26, 2011
Resources for Further Study
Rita Gunther McGrath of Columbia University Business School suggests these manager friendly versions:• McGrath, R.G. & MacMillan, I. (2000). The Entrepreneurial Mindset. HBS Press.
• Montealegre, R. & Keil, M. (2000). De-escalating information technology projects: Lessons
from the Denver International Airport. MIS Quarterly, 24(3): 417-447.
• Staw, B. M. & Ross, J. (1987). Knowing When to Pull the Plug. Harvard Business Review,65(2): 68-74.
And these more academic versions:• Staw, B. (1976). Knee-deep in the big muddy: A study of escalating commitment to a chosencourse of action. Organizational Behavior and Human Performance, 16: 27-44.
• Barton, S. L., Dennis Duchon, Kenneth J. Dunegan. (1989). An Empirical Test of Staw andRoss's Prescriptions for the Management of Escalation of Commitment Behavior in
Organizations. Decision Sciences, summer: 532-544.
• Brockner, J. (1992). The escalation of commitment to a failing course of action: Toward
theoretical progress. Academy of Management Review, 17(1): 39-61.
• Ross, J. & Staw, B. M. (1986). Expo 86: An Escalation Protoype. Administrative Science
Quarterly, 31: 274-297.

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Smith, Chris
September 26, 2011

Leadership Behaviors:
Sound versus Speedy Decision Making
Explanation of the Concept
In research conducted by CentACS over a five-year period, we sought to determine the Big Five supertraits thatare associated with persons who tend to make fast decisions, and whether that profile was similar to or
different from persons who make sound decisions. In other words, we were interested in decisions that stick,that do not need to be revisited, whether made quickly or not. As the result of our surveys, we found that bothspeedy and sound decisions are associated with one common trait (C) and two separate traits. However,
opposite ends of C are associated with the two aspects of decisions: speedy decisions are associated withlower C and its reputation for spontaneity, while decisions that stick are associated with higher C and its
reputation for organized, disciplined, and methodical processes.
In addition, speedy decisions are associated with higher E and its reputation for sociability and high activity
level, while sound decisions are associated with lower N and its reputation for calm, rational temperament.
So, what emerges is the speedy decision maker who is most likely to be E+C-, and the sound decision maker
who is most likely to be N-C+. It should be noted that Malcolm Gladwell, in his book Blink, suggested thatsome people make sound decisions in the blink of an eye. However, keep in mind that such "sound andspeedy" decision makers are typically experts, people who are exceptionally knowledgeable and experienced
in a particular area of knowlege, such as the expert on Rembrandt paintings who eats and sleeps Rembrandt
and who can recognize a forgery in the blink of an eye, and who needs no extensive procedure to be confident.
So, these two estimates are based on the "average" person, with the understanding that the average person isunlikely to be both speedy and wise, while experts are more likely to be both.

Your Analysis
AspectSpeedy Decision Making
Sound Decision Making

Score
51
61

Estimate of Tendency
Prone to Fast Decisions on Some Occasions
Typically a Sound Decision Maker

Legend<44.5 Not likely prone>44.49, <55.5 Prone on Some Occasions>55.49 Typically Prone

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Smith, Chris
September 26, 2011

Sound versus Speedy Decision Making
80

65

50

35

20
Speedy Decision Making

Sound Decision Making

Interpretation of Results"You are neither clearly prone to speedy decisions nor clearly unlikely to make speedy decisions, suggestingthat whether or not you make a speedy decision in an area outside your expertise depends on the situation.
On the other hand, your calm, rational, and disciplined nature makes it likely that you tend to make decisions
that "stick" because they are sound and well thought out."

Resources for Further Study
None. While much has been written on the subject of decision making, this particular formulation is basedon the collective experience of the CentACS team. No specific material is available for further explanation of
the model.

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Smith, Chris
September 26, 2011

Leadership Models:
The Furnham Management Study
Explanation of the Study
In Personality and Individual Differences, May 1997, 22(5), pp. 669-675, Adrian Furnham, John Crump, and J
Whelan published an article entitled "Validating the NEO Personality Inventory Using Assessors' Ratings" The
article summarized an assessment center process in which ten trained, licensed psychologists (who were also
management consultants) rated 160 mid to upper managers from a multinational communication organizat
ten indicators of management effectiveness. The article highlighted the correlation of these success factors
NEO PI-R. Listed below are the definitions of the ten management success factors, with the associated ideal
supportive traits in parentheses (we have translated NEO traits here into WorkPlace traits):
Definitions
1. Drive to achieve. Concern to do things better or more efficiently than have been done
previously or better than done elsewhere. (N-34-E++36+O+A234-C+++12345++)
2. Drive to lead. Desire to have the responsibility and authority of position to make an impact
on others; highly involved in work that seems to have status and importance. (N-13-4--E+3++6+O+A-124--5-C+13++4+)
3. Conceptual ability. Ability to conceptualize the main themes and issues from factual or
abstract information. Ability to identify key patterns or principles from complex information.
Interested in generating and using ‘maps’ or models. (N3-O+12+)
4. Intuition. Confidence in own intuitions when making judgments. Draw strongly on pastlearning, consciously or unconsciously. (N3--4-E+13+O+3+12++A3+4--)
5. Interpersonal sensitivity. Interest in and open attitude to other people’s opinions, values,
perspective, behavior and personality. (N2+3-E+125+A++123+)
6. Social Adaptability. Ability to relate competently with a wide range of different people indifferent social situations, using a broad repertoire of influence styles. (N2-3--E++2+1++O+A+4-)
7. Optimism. Belief that things will turn out well. Generally positive and enthusiastic about
life. (N--1-4--3---E++15+3++O+A5-4--C+134+)
8. Resilience. Ability to cope with stress and adjust to unsatisfactory conditions. Ability toretain emotional blance when under pressure and to ‘bounce back’ after setbacks. (N------13----24---O1-A1++4-5---C+1345+)
9. Interest in Business. Fascination for how businesses work. Interest in facts, figures,
events and stories that help to explain things. ‘Passive’ attention to things that might berelevant, ‘active’ investigation to find out missing information. (N3-E+123+O2+A4-C+15+)
10. Internal Locus of Control. Possession of a clear internal framework of principles andbeliefs that guide the individual’s judgment. (N---1--3-4---E+3++A5-4----C++134++2+)In the table and graph below, we have estimated your degree of fit to the ten ideal formulas by using a simple
averaging technique. This means that, for example, although you could have a good fit to the ideal profile for
specific success factor, one or more of the traits could be significantly out of the ideal range. Therefore, it wou
to study each formula carefully with respect to which of your trait scores match the ideal and support it, and oother hand which of your trait scores fall outside the ideal and are not supportive.

Ldr-6

Smith, Chris
September 26, 2011Your Analysis
Furnham Success Factor
Drive to Achieve:
Drive to Lead:
Conceptual Ability:
Intuition:
Interpersonal Sensitivity:
Social Adaptability:
Optimism:
Resilience:
Interest in Business:
Internal Locus of Control:

Score
60
59
56
50
51
62
60
60
59
59

Level
NaturalNaturalNaturalSomewhat Natural
Somewhat Natural
NaturalNaturalNaturalNaturalNaturalLegend>65.49 Energizing>55.49 Natural>44.39 Somewhat Natural>34.49 Draining<34.5 Outside Your
Comfort Zone

Estimates of Fit to the Furnham Management Success Factors

Internal Locus of Control:Interest in Business:
Resilience:
Optimism:Social Adaptability:
Interpersonal Sensitivity:
Intuition:
Conceptual Ability:
Drive to Lead:
Drive to Achieve:
20

35

Ldr-6

50

65

80

Smith, Chris
September 26, 2011
Interpretation of the Results"Your profile suggests that you are likely to show relatively high concern for doing things better or more
efficiently than you or others have done previously, or better than has been done elsewhere.""You likely have a strong desire to take on the responsibility and authority of position to make an impact onothers.""You likely have a high interest in conceptualizing the main themes and issues from factual or abstract
information, or in generating and using ‘maps’ or models."" You probably have moderate confidence in your own intuitions when making judgments, drawing to amoderate degree on past learning, consciously or unconsciously."" You are likely to show moderate interest in and have a moderately open attitude to other people’s
opinions, values, perspective, behavior and personality.""You probably find it highly energizing to relate to a wide range of different people in different social
situations, using a broad repertoire of influence styles.""You typically believe that things will turn out well and are generally positive and enthusiastic about life.""You typically are able to take coping with stress in stride, adjusting to unsatisfactory conditions andretaining emotional blance when under pressure, and ‘bouncing back’ after setbacks.""Your profile suggests that it would be natural for you to show an interest in how businesses work and in thefacts, figures, events, and stories that help to explain things.""Persons with your profile tend to possess a clear internal framework of principles and beliefs that guide
your individual judgment, rarely deferring to external forces to explain life's successes and failures."

Resources for Further Study• Furnham, A., Crump, J., & Whelan, J. (May 1997). Validating the NEO Personality Inventory
Using Assessors' Ratings. Personality and Individual Differences, 22(5), 669-675.

Ldr-6

Smith, Chris
September 26, 2011

Leadership Models: The SEA Leadership Model
Introduction to the Model
Leadership is a behavior that permeates the learning landscape: whether personal leadership, in which anindividual learner exhibits leadership qualities in the design and implementation of learning strategies, orwhether with cooperative learning groups, in which leadership qualities help to guide the group to a high quali
experience. The SEA leadership model was developed by Pierce and Jane Howard at the request of Ty Boyd,whose book, Visions, profiles dozens of leaders. Ty asked us to build a model based on the anecdotes about hfeatured leaders, who represent a variety of contexts, from coaching to bank presidency. After careful study ofhis book, we created this change-based definition of leadership: "Leadership occurs when someone takes
responsibility for effecting a necessary change." Such a change-based approach to leadership entails a threephase recurring cycle of leadership behavior. First, a leader discovers opportunities for change by continuallyscanning the environment. Second, s/he evaluates the results of the scan. Third, s/he acts on the results of thevaluation by implementing without allowing plans to fall between the cracks. Clearly these three behaviors d
not need to reside in a single person. However, all three do need to occur in order to exhibit effective
leadership.

Definitions of the Three Leadership Behaviors• Scanning. Identifying aspects of one's situation that need to be changed through listening,observing, questioning, reading, attending conferences, and so forth• Evaluating. Taking time through meetings, analysis, dialog, and so forth, to evaluate andprioritize the opportunities for change.
• Acting. Once the priorities are identified, following them through to completion.

Your Analysis
Behavior
Scanning (O+,C-)
Evaluating (N-,A=)
Acting (E+,C+)

Score
52
56
61

Degree of Support
Somewhat Natural
NaturalNaturalLegend>65.49 Energizing>55.49 Natural>44.49 Somewhat Natural>34.49 Draining< 35
Outside Your Comfort Zone

The SEA Leadership Model
65
50
35
20
Scanning (O+,C-)

Evaluating (N-,A=)

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Acting (E+,C+)

Smith, Chris
September 26, 2011
Interpretation of Results"At least one of your scores on O or C is out of the optimal range for scanning. While scanning may benatural for you at some times and in some contexts, perhaps you are less prone to scan in other contexts. In
addition, at least one of your scores on N or A is out of the optimal range for evaluating. While rational
evaulation may be natural for you on some issues, perhaps you are more reactive on others. Finally, yourhigh scores on E (Extravert) and C (Focused) suggest that you find it natural to focus for long periods of time
on follow up of priorities in order to insure that nothing falls between the cracks."

Resources for Futher Information• Boyd, T. (1991). Visions. Mechanicsburg PA: Executive Books.
• Center for Applied Cognitive Studies, Charlotte NC, has developed several handouts for use
with this leadership model.

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Smith, Chris
September 26, 2011

Leadership Models: Situational Leadership
Explanation of the Model
Paul Hersey and Ken Blanchard developed this model based on the assumption that there is no one rightstyle to use in managing all people across all tasks and situations. In other words, the proper style depends
on the situation, hence, "situational leadership." They identified two ingredients that all situations have incommon: the desire of the worker to perform the task, and the level of technical mastery the worker has forthe task. The former is often referred to as "motivational maturity," and the latter is referred to as "technicalmaturity." In order to determine what style of leadership/management to use with a worker, we need toknow their two maturity levels. Corresponding to these two maturity indicators, the manager has two
management emphases: emphasis on the relationship and emphasis on the technical nature of the task.
Here is how they correspond:
a. Lower worker motivational maturity requires higher manager emphasis on relationshipb. Higher worker motivational maturity requires lower manager emphasis on relationshipc. Lower worker technical mastery requires higher manager emphasis on technical mattersd. Higher worker technical mastery requires lower manager emphasis on technical matters
The chart below reflects how we see the Big Five relating to these two dimensions, with motivational
maturity influenced by N, E, and A, and technical maturity influence by A and C. So, workers who are high in
N, E, and A are more likely to need a higher relationship emphasis from their managers, and, similarly,
managers high in these three are more likely to prefer high relationship emphasis as their normal style,regardless of the needs of the worker. And, workers low in A and high in C are more likely to be technicallymature, while managers with A-C+ are more likely to use a high technical emphasis with workers, regardlessof the worker. The chart below shows the style that you are most likely to prefer, based on your Big Five
Scores. According to this theory, no one style is optimum for all workers in all situations, so the manager
needs to vary his/her style according to the worker/situation. If you have a clear preference for one style over
the others, be aware that you will need to make a special effort to use the other three styles whenappropriate, even though they may feel unnatural at times.

Supporting Behavior
N+E+A+(More emphasis on relationship)
S3: Participating/Supporting
Directive Behavior
A+C(Lower emphasison Task)
Note: Shaded/colorreversed terms
represent your personalscores.

S2: Selling/Coaching
A-C+(Higher emphasison Task)

Flexible
N=E=A=C=
S4: Delegating

S1: Telling/Directing

N-E-A(Less emphasis on relationship)

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Smith, Chris
September 26, 2011

Definitions of the Five Situational Leadership Styles• S1: Telling/Directing. The manager capitalizes on superior knowledge of the technicalaspect of doing the task and orients, instructs, and otherwise guides the worker towards
technical mastery. Assumes the worker is essentially a beginner with respect to the particular
task; so, minimal effort is placed on soliciting the worker's opinions and insights.
• S2: Selling/Coaching. The manager sees the worker improving significantly, such that theworker's knowledge and mastery begins to approach that of the manager's, with the result thatthe manager begins placing more emphasis on soliciting the worker's insights and opinions in
how to organize and execute the task.
• S3: Participating/Supporting. The manager sees the worker as having roughly equal
technical mastery, plus senses that the worker is motivated, in the sense of taking satisfaction
in doing the task, and in doing it right; the manager's role becomes more that of colleague, inwhich both can role up their sleeves and engage in problem-solving when necessary.
• S4: Delegation. The manager sees technical and motivational maturity in the worker for thistask, and acknowledges that the worker is essentially independent and does not need theguidance of the manager; manager available as needed, but otherwise hands off.
• Flexible. While this is not a style per se, we have included it in the chart above as anindication that the profile of the manager is such that s/he is unlikely to show a preference forany one style over the other, and should find it easy to shift from style to style according to theneed of the worker.

Your Analysis
Emphasis on
Relationship46
MediumTask
61
High
Primary Style:
None
Co-Primary Styles: S1 & S2
Clarity of Primary Style: Moderate
Note: If one scores in the mid range for one
dimension and either high or low on the otherdimension, then the analysis above will list "coprimaries," or the two styles associated withthe one extreme score. "Clarity of Primary
Style" will be described as one of three levels:
Extremely Strong, Strong, or Moderate. Theselabels are a reflection of how extreme thescores are.

Legend>65.49 Very High>55.49 High>44.49 Medium>34.49 Low<34.5 Very Low

80
65
50
35
20

1
Relationship

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Task

Smith, Chris
September 26, 2011
Interpretation of Results"Your profile suggests that you would normally feel equally comfortable in either the S1: Telling/Directing
style or the S2: Selling/Coaching style, both of which involve a strong emphasis on guiding the worker
towards mastery of the technical aspects of the task. This will be a benefit in situations that involve
beginners and intermediates. However, take care to notice when a worker shows signs of mastery andindependence, and gradually make yourself less available, less you become a micromanager looking
unnecessarily over people's shoulder."Resources for Further Information• Paul Hersey, Ken Blanchardm & Dewey Johnson. (2000). Management of Organizational
Behavior: Leading Human Resources (8th Ed.). Upper Saddle River, NJ: Prentice-Hall.
• The website that is the "home" of situational leadership is at: http://www.situational.com andis maintained by the Center for Leadership Studies in Escondido, CA.

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Smith, Chris
September 26, 2011

Center for Creative Leadership's 19 Career Derailers
Background and Introduction to the Derailment Concept and Research
The Center for Creative Leadership in Greensboro, North Carolina, has identified 19 behavioral tendencies
that can derail a person in mid-career. Each of the 19 derailers is associated with a Big Five infrastructurethat predisposes a person towards a specific derailer. For example, too much partying could "derail" astudent in his/her school career, and lead to poorer grades than necessary to get into the higher schooling or
employment of his/her choice. The "infrastructure" associated with "too much partying" would be E+C-, or, anoutgoing, energetic person who is spontaneous. That is not to say that every E+C- student will party too muchand not accomplish his/her goals. It is just to say that an E+C- student needs to be aware of such natural
leanings, and to resist them as appropriate. Each of the 19 derailers listed below has such an associatedinfrastructure. In the far right column, we describe the relationship of your profile to the derailers as"Unlikely," "Caution," or "Threat." For each "Threat," it would behoove you to do some thinking and planningaround how you might offset the threat, so that it does not prevent you from attaining your goals. For eachthreat, determine which out-of-range traits are the primary source of the threat, and plan accordingly.

Obstacles to SuccessProfile At Risk forfor this Obstacle

ArrogantE-

Betrayal of Trust
Blocked Personal Learner
Defensiveness

N+

Failure to Build a Team

A-

C+

A-

C-

O-

A-

O-

A-

E-

A-

62

38
C-

38

61

19

Caution

38

61

16

Caution

64

38

14

Caution

64

38

10

Unlikely

11

Caution

62

38

61
61

Failure to Staff Effectively

N+/- E+/- O+/- A+/- C+/-38 62 64

38

Insensitive to Others

N+

38

38

A-

Key Skill Deficiencies

Magnitudeof ThreatYour ScoresC-

12

Caution15

Caution61

4

Unlikely

Lack of Compusure

N++

A-

C-

38

38

61

9

Unlikely

Lack of Ethics and Values

N+

A-

C-

38

38

61

11

Caution1

Unlikely

Non-Strategic
Overdependence on Advocate

ON+

E-

Overdependence on Single Skill

64
A+

O-

C-

38 62

C-

38
64

61

3

Unlikely61

2

Unlikely

Overly Ambitious

N+ E+

A--

C+

38 62

38

61

22

A ThreatOvermanaging

N+ E+

A--

C+

38 62

38

61

22

A Threat61

4

Unlikely

Performance Problems
Political Missteps

CN+/- E+/- O+/- A+/- C+/-

Poor Administrator
Unable to Adapt to Differences

N+ E+

38 62 64

38

61

11

Caution

O+

A+

C-

64

38

61

12

Caution

O-

A-

C+

38 62 64

38

61

17

Caution

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Smith, Chris
September 26, 2011
Interpretation of Results(If "threats" appear above in the far right column, up to three will be interpreted below.)"Your trait profile appears to put you at risk for being overly ambitious. Persons who are higher in N, E, and C,
while lower in A, tend to emphasize their own personal ambition, often at the cost of important relationships.""Your trait profile appears to put you at risk for overmanaging. Persons who are higher in N, E, and C, while lower
in A, tend to be more prone towards insuring that workers do things the way they've always been done.""Nothing appears here because you have no further threats identified."

Note. The lower the Magnitude of Threat score, the more desirable. Low scores mean that this profile does
not resemble the obstacle's likely profile, hence the individual is not likely to ultimately exhibit that obstacle
behavior. High scores indicate a close resemblance between the individual's profile and that associated withthe obstacle. Thus, a high score, i.e., over 20, is described as A Threat. A score of "0" is ideal and suggest
minimal or no risk for the associated obstacle. Negative scores (e.g., "-15") are even better. Negative scoresshould be interpreted as "better than perfect." Think of "0" as a bullseye, while negative scores are bullseyesthat are even closer to the center. Notice that for the last two derailers, Failure to Staff Effectively and
Political Missteps, each trait is followed by a "+/-". This means that, for these two derailers, extreme scoreson any of the traits puts one at risk. So, the optimum scores for avoiding these derailers would be mid-range,or, 45 to 55.

Resources for Further Information• Jean Brittain Leslie & Ellen Van Velsor. (1995). A Look at Derailment Today: North America
and Europe. Greensboro, NC: Center for Creative Leadership.
• Michael M. Lombardo & Robert W. Eichinger. (1989). Preventing Derailment: What to Do
Before It's Too Late.Technical Report Series; No. 138g. Greensboro, NC: Center for Creative
Leadership.
• To plan against an obstacle for possibly derailing your career, understand which trait(s) inthis risk profile match your actual traits, and then review pages 21 to 24 of CentACS's The
Big Five Workbook for specific ideas on how to offset the effect of extreme traits.

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Smith, Chris
September 26, 2011

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Smith, Chris
September 26, 2011

Individual-to-Ideal Leader Comparisons
Introduction to the Section
The final section of the standard Leader report invites the individual to look at the degree to which his or her
Five trait scores compare to an ideal set of scores for the typical leadership position. This ideal profile has bedetermined by research at CentACS by conducting studies on effective leaders, in addition to reading the woother researchers who have investigated the ideal traits for leadership.
It should be noted that an organization or an individual could determine that the ideal leadership profile for ajob, department, mission, and so forth, is different from the CentACS ideal. Where that is the case, we are haprovide this same kind of analysis, but using your ideal profile, i.e., your set of 29 Big Five scores.
On these last pages of the Leader report, you will find three analyses:
1. On page "Ldr-11", you will find a bar chart that presents the ideal leader score on each of the 29 traits
in blue, then immediately underneath each blue bar your actual score appears in light orange. This
makes it easy for you to visually inspect your scores in relation to the CentACS ideal leader profile, andto see where gaps exist between you and the ideal, with respect to traits.
2. On page "Ldr-12", you will find a table that explicitly presents how many standard score points youscore above or below the ideal, with text that indicates whether the gap represents an excess or a
deficiency. When the ideal is above 50, then scores higher than the ideal are considered "excess" andthose below the ideal are considered "deficiency." The opposite is true when the ideal score falls below
50: when your scores fall below these ideals, they are considered "excess" (e.g., when you want a 40
on A, then 30 would be 10 points in "excess", while 50 would be 10 points "deficient."
3. On page "Ldr-13", you will find an interpretive narrative. In essence, this narrative report is a computergenerated attempt to explain what your scores mean in light of the leader ideal. Sometimes computergenerated interpretions may not be quite accurate for your situation--that is the price one pays for theconvenience of computerized consulting! However, we think that you will find much of the text helpful
in understanding how your trait scores are more helpful or more hindering with respect to yourleadership responsibilities, along with some suggestions to offset undesired effects.
We suggest that, as you have questions or concerns about the meaning of your scores, you work with your coor other professional resources.

Ldr-10Smith, Chris

Individual-to-Ideal Leader Comparisons: Your Analysis
Methodicalness
N - NeedC5
for- Stability

Ideal

C4 - Concentration
C3 - Ambition
N1 - Worry
C2 - Structure
N2
C1- -Temper
Thoroughness
Individual
C - Consolidation
N3 - Outlook
A5 - Timidness
A4 - Speak Out Level
N4 - Coping Level
A3 - Humility
A2Compliance
E - Extraversion
A1 - Service
A-Accommodation
E1 - Approach
Level
O4-Zoom Scale
O3-Innovation
E2 - Group Orientation
O2 - Range of Interests
E3
O1- -Pace
Imagination
O - Originality
E4 - Leadership
E6 - Tact
E5 - Trust
E5
E4- Trust- Leadership
E3 - Pace
E6 - Tact
E2 - Group Orientation- Approach Level
OE1- Originality
E - Extraversion
N4 - Coping Level
O1 - Imagination
N3 - Outlook
O2 - Range of Interests
N2 - Temper
N1 - Worry
O3-Innovation
N - Need for Stability

Individual
47
64
64
59
59
61
28
37
40
35
60
38
68
75
69
31
64
58
57
70
37
64
71
62
30
41
34
61
38

Ideal
60
60
60
60
60
60
40
40
45
40
40
40
60
60
60
60
60
60
60
60
60
60
60
60
40
40
40
40
40

O4-Zoom Scale
A-Accommodation
A1 - Service
A2 - ComplianceA3 - Humility
A4 - Speak Out Level
A5 - Timidness
C - Consolidation
C1 - Thoroughness
C2 - Structure
C3 - Ambition
C4 - Concentration
C5 - Methodicalness
20

35

Ldr-11506580Smith, Chris
September 26, 2011

Individual

Ideal
Leader

Discrepancy(Ideal minus
Indiv.)

Individual to Ideal Leader Comparisons:
Table with Gap Analysis

Interpretation

Need for Stability
Extraversion
Originality
Accommodation
Consolidation

38
62
64
38
61

40
60
60
45
60

2
-2
-4
7
-1

Within Range
Within Range
Within Range
Small Difference
Within Range

N1 - WorryN2 - Temper
N3 - Outlook
N4 - Coping Level

61
34
41
30

40
40
40
40

-21
6
-1
10

Moderate Difference
Small Difference
Within Range
Small Difference

E1 - Approach Level
E2 - Group Orientation
E3 - Pace
E4 - Leadership
E5 - Trust
E6 - Tact

71
64
37
70
57
58

60
60
60
60
60
60

-11
-4
23
-10
3
2

Small Difference
Within Range
Moderate Difference
Small Difference
Within Range
Within Range

O1 - Imagination
O2 - Range of Interests
O3 - Innovation
O4 - Zoom Scale

31
69
75
68

60
60
60
60

29
-9
-15
-8

Large Difference
Small Difference
Small Difference
Small Difference

A1 - Service
A2 - ComplianceA3 - Humility
A4 - Speak Out Level
A5 - Timidness

60
35
40
37
28

40
40
45
40
40

-20
5
5
3
12

Moderate Difference
Within Range
Within Range
Within Range
Small DifferenceC1 - Thoroughness
C2 - Structure
C3 - Ambition
C4 - Concentration
C5 - Methodicalness

59
59
64
64
47

60
60
60
60
60

1
1
-4
-4
13

Within Range
Within Range
Within Range
Within Range
Small DifferenceYour Analysis

LegendIf Absolute Value of (Ideal - Individual) > 25.49, then a Large Difference; if > 15.49, then a Moderate
Difference; if > 5.49, then a Small Difference; Otherwise, Within Range.

Ldr-12

Smith, Chris
September 26, 2011

Individual-to-Ideal Leader Comparisons:Interpretive Narrative
Need for Stability"Your N score is in the low range, which is ideal for the typical leadership position. You are, and areperceived to be, calm, cool, and collected when needed. You recover quickly from crises and inspire
confidence with subordinates that you are durable and will prevail. You can show appropriate concern
from time to time. Optimum leadership setting: can handle more stress than 2/3 of the population.

• Typically a worrier, uncomfortable with uncertainty. With your N1 score in the high range, you
as a leader would have to guard against spreading fear and eroding your team's confidence.

• Your very low N2 score indicates that you seldom feel anger and even rarer show it, which isideal for the typical leadership position. However, when you feel strongly about something, you
may fail to communicate that feeling.

• Low N3 scores indicate an optimistic outlook, which supports leadership by instilling confidence
among followers. Beware that your optimism, however, does not prevent you from taking
appropriate cautionary measures for insuring success.

• Your very low N4 score supports leadership by making it easy to bounce back quickly fromdefeat or crisis."

Ldr-13

Smith, Chris
September 26, 2011
Extraversion"Your E score in the high range provides just the right amount of extraverted energy for the typicalleadership position. You should feel comfortable doing management by wandering around (MBWA),
should enjoy being in the thick of things, handle heavy meeting schedules well, enjoy meeting andgreeting and networking. May resist closing the door and churning out the necessary deskwork; can tireout teammates if they are much more introverted. Optimum leadership setting: any.

• Very high E1 scores are associated with enthusiasm, which supports leadership by exhibiting
warmth and enthusiasm through voice, touch, activity, and facial expressions. Warmth andenthusiasm are precursors of charisma, and can offset the effects of more abrasive traits.

• High E2 scores are associated with a strong preference for being around people. This is ideal
for leaders, given their need to be around other people (in meetings, conference, and so forth)in order to maintain effective communication so that maximum information is available formaking decisions.
• Low E3 scores are associated with a somewhat sedentary, low activity (but not necessarily low
energy!) work style. While in some leadership contexts this may be effective, in the typicalleadership context it typically results in suboptimal communication, as physical activity is aprime means for observing and otherwise collecting current information about the status of theworkplace.
• A very high score on E4 means that your associates should all know you as a "take charge"kind of person who is not only comfortable in a leadership role, but desirous of being a leader.
Having responsibility for directing the work of others is natural for you.

• Your high score on E5 suggests that, when people make verbal commitments to you or others,
your natural tendency is to take them at their word. While you don't spend much energy
checking up on people, on occasion you may feel the need to follow up and make sure theirpromises have been delivered.
• Your high E6 score means that you are typically good at handling people, and one way you do
this is by putting appropriate "spin" on matters that might otherwise be hurtful or combative."

Ldr-13

Smith, Chris
September 26, 2011
Originality"Your O score in the high range is optimum for the typical leadership position. You are an explorer who isnaturally creative and imaginative, and who is comfortable focusing on theory, complex problems, and thefuture. You see opportunities for change as enjoyable. May resist spending sufficient time on the details; if
C-, will have difficulty being on time and within budget. Will probably get bored if management
responsibilities don’tchallenge the imagination. Have an assistant or close associate who has permission
to ride herd on you with respect to being practical and meeting stated objectives. Optimum leadershipsetting: any.

• Your very low O1 score suggests that, as you approach your daily tasks, your mind is focused on
the here-and-now, with only rare excursions into flights of imagination. Your associates know
you as a doer, an implementor, rather than one who sits around thinking things up--a strong
preference for tactics over strategy, implementation over vision.

• A very high score on O2 suggests that your interests are spread over a wide variety of areas,such that you naturally read and converse with others on most any topic. As such, you typicallywelcome the opportunity to work on complex problems that reach across many specialties.

• A very high score on O3 suggests that you are clearly a friend of change, with a strong appetite
for the new and different, whether in social options or work processes. You are more
comfortable with change/innovation than 93% of the population, and should probably on
occasion listen to (and heed!) voices of caution. Even though comfort with change is requiredby the typical leadership position, beware the use of change solely as a tool to relieve boredom-it can be costly.
• A very high score on O4 means that you have a strong natural preference to work at the level oftheory and the big picture, and find detail work boring and tiring. However, sometimes you willneed to swallow your pride and deal with the details in order to get the results you need.
Remember, not everyone knows just how to proofread (or otherwise review for errors) yourmaterial."

Ldr-13

Smith, Chris
September 26, 2011
Accommodation"Your A score in the low range is optimum in most leadership situations, except perhaps for those culturesthat espouse a kinder, gentler, humbler form of leadership (as in servant leadership and the Level Fiveapproach). A challenger; in tougher, more competitive situations, this leader will rarely back down from achallenge; tough-minded; independent; thick skinned (if also N-); enjoys center stage (especially if also Nand C+); enjoys a good fight. Can come across as arrogant, sometimes alienating team members; plays towin; frequent conflicts. Optimum leadership setting: any (with exception noted earlier).

• A high score on A1 suggests that, more often than not, you think that the priorities, agenda,
and point of view of your immediate group are probably the correct ones. You are more likely totake others' needs more seriously than your own. Accordingly, you tend to be a caring, giving
person. For the typical leader, this can be seen as a weakness, a reluctance to exert
appropriate strength.
• A low score on A2 means that you have a moderately strong need to win, and usually canmake the unpopular decisions that may be necessary for winning. You naturally engage incompetitive or conflict situations, feel comfortable in the role of persuading or convincing
others, and do not typically back off from the debate. May be, or may have been, something ofa rebel or a nonconformist.

• A low score on A3 suggests that, when credit and praise are handed out, you are more likely
than not to feel comfortable about taking all that is due to you. You take appropriate pride inyour accomplishments and abilities, but can show some humility when necessary. However,remember to acknowledge others when appropriate.

• A low A4 score is associated with someone who feels comfortable being at the center ofattention. You usually express your opinions with alacrity--few must try to "read your mind."
Many of your associates are likely to know you as a "talker."• A very low A5 score means that, while others may prefer staying in the background and"offstage," you naturally prefer to be on center stage with all lights aimed on you. However, besure that others who need the spotlight are able to get it."

Ldr-13

Smith, Chris
September 26, 2011
Consolidation"Your C score in the high range is ideal for the typical leadership position. You are likely to be focused,
ambitious, disciplined, and difficult to distract from the task or goal at hand. You prefer finishing one
project before beginning another, and are something of a perfectionist who maintains very highstandards. You are one who can be trusted to deliver what is promised. Can be a workaholic who causes
associates lower in C to resent having to match your long hours and drive to achieve. You may have somedifficulty flexing when the goal changes or is put on hold. Understand that your associates are not typicallybuilt like you with your high comfort level for long hours and dedication to goals; take yourself
occasionally with a grain of salt to show associates that you are aware of your excesses; make a point ofbeing playful or spontaneous on occasions when it won’t jeopardize your goal attainment and will makeyou appear more human with your associates (and family!). Optimum leadership setting: any.

• A high score on C1 suggests that you tend to be something of a perfectionist who expects
perfect results in most endeavors.

• A high score on C2 means that your associates probably know you as a "neatnik" who likes tokeep everything in its place, and who typically gets organized before starting on a task.

• A high score on C3 suggests that your drive to be "number one" in your chosen field marks you
as a person who has clear goals and who likely exerts the effort required to get there.

• A very high C4 score means that, with respect to how you focus on the task of the moment, you
appear to concentrate naturally with minimal distractions (i.e., good impulse control), andnormally find it natural, and preferable, to stick with a task until it is completed.

• Finally, a mid-range score on C5 suggests that, while you are comfortable developing plans andsticking to them in some parts of your work, you also like to balance such methodicalness withmore spontaneous, free-flowing activity, where you can respond to the needs, interests, orpriorities of the moment."

Ldr-13you-only-better.org

Smith, Chris
September 26, 2011

The Learner™
Your Learning Styles Analysis
Contents

Page

a. An Overview of Your Learning Styles

Lng-2

b. Big Five Learning Strategies: An Explanation• Strategies specific for levels of N (Need for Stability)• Strategies specific for levels of E (Extraversion)• Strategies specific for levels of O (Originality)• Strategies specific for levels of A (Accommodation)• Strategies specific for levels of C (Consolidation)

Lng-3
Lng-4
Lng-5
Lng-6
Lng-7
Lng-8

c. Other Learning Style Models• Academic Performance Goals• Social Learning Styles

Lng-9
Lng-10d. Learning-Related Behaviors• Distractions• Performance under Autonomous Conditions• Practice• Safety• SEA Leadership Model• Team Roles for Cooperative Learning

Lng-11
Lng-12
Lng-13
Lng-14Lng-15
Lng-16e. Further Resources for Learning Styles

Lng-17This standard Learner report comprises the most popular learning-related analyses in the CentACS collection. Other
analyses are available on special request, and may be used in designing a customized Learner report for yourindividual use. Incidentally, when we analyze a model developed elsewhere than CentACS (such as FIRO-B), we are
not assessing your actual performance in that model, but rather we are assessing the degree to which your Big Five
scores would tend to provide natural energy for those models. Here are some of the additional analyses:•Attitudes•Conflict Management Style•Conflict Proneness•de Bono's Six Thinking Hats
•Diversity, Comfort with
•Emotional Intelligence•Emotional Temperament•Energy Level•FIRO-B•Holland Hexagon•Innovation vs. Efficiency•Johari Window•Kirton Adaption/Innovation•Kolb Learning Styles•LASSI (Learning and Study Strategy Inventory)•Problem-Solving Style•Relation Style•Relationship Developmnt•Sternberg's Thinking Styles•Team Formation•The Experiential Learning Cycle•The Jacobs/Fuhrmann Learning Styles•Vermunt's Higher Education Styles•Work Habits

Lng-1

Smith, Chris
September 26, 2011

An Overview of Your Learning Styles Analysis Report
Note: The bullets below represent brief interpretations of how you scored on each of the major sections of
this report. For more detail in support of a specific interpretation, go to the pages indicated to its left.
"Your curiosity and imagination are likely associated with an interest in all or most, areas of the
Academic curriculum, while your discipline and focus keep you in tension between the desire to explore
Perform- and the desire to achieve. "
ance
Goals
(Lng-9)"Your combination of moderate extraversion and need for organization, with a calm
Socialtemperament, blend to lead you to prefer a somewhat independent approach to learning in
Learning
some areas, while preferring a more structured approach in other areas. "Styles(Lng-10)"You apparently remain calm when something gets in the way of your learning goal, whether itis the need to do something for one's family or to take care of an errand. You are unlikely to be
distracted by noise and levels of activity around you. Typically, excessive quiet will make it
more difficult for you to concentrate. You likely find it hard to concentrate on the learning task
at hand when presented with something new and unrelated to the current learning task--youDistrac- love to chase new ideas. When trying to focus on a learning task, you typically find it natural to
say no to requests from friends, family, and associates to provide help or assistance on a task
tions
(Lng-11) unrelated to your learning goal. Finally, you typically find it natural to concentrate on thelearning task at hand until such time as it is completed, or at a natural stopping point. Overall,
you are highly susceptible to most kinds of distractions, finding it difficult to concentrate on thelearning task at hand.""Your high extraversion and consolidation is ideal for working under autonomous conditions.
PerforYou do not appear to need externally imposed guidelines to stay on task. You feel comfortable
manceusing your judgment to organize your work."
under
Autonomous
Conditions(Lng-12)Lng-2

Smith, Chris
September 26, 2011"Your preference for being around other people makes it unlikely that you would be
comfortable engaging in solitary practice for long stretches of time. Try to make practice that isnormally solitary into more of a social affair when possible.""Your preference for innovation makes it likely that you would get bored with the kind ofrepetition required by practice assignments. You can offset this tendency by varying thePractice conditions under which you practice."(Lng-13) "You appear to be naturally able to focus on the task at hand and to resist the many
distractions that typically present themselves. Such self-discipline makes it likely that you
would feel comfortable with the requirements of practice.""All three traits that are out of the desired range. You would appear to find any practiceassignments uncomfortable. Practice in shorter, but more frequent, sessions, and vary thecontext (e.g., alone vs. with others).""You have a temperament that is neither ideal for safety proneness, nor totally at risk. Whether
Safetyor not your out of range trait(s) is a significant safety issue depends on the nature of your work
(Lng-14)and how much discretion you have in its design.""At least one of your scores on O or C is out of the optimal range for scanning. While scanningmay be natural for you at some times and in some contexts, perhaps you are less prone to scanin other contexts. In addition, at least one of your scores on N or A is out of the optimal range
SEA
Leader for evaluating. While rational evaulation may be natural for you on some issues, perhaps you
Model are more reactive on others. Finally, your high scores on E (Extravert) and C (Focused) suggest(Lng-15) that you find it natural to focus for long periods of time on follow up of priorities in order toinsure that nothing falls between the cracks.""Your outgoing demeanor and lack of self-consciousness suggest that the role of presentationdeliverer should be natural and energizing for you."

Team
Roles
"Your curious and competitive nature suggests that the role of editor/critic should be naturalforCoop. and energizing for you."
Learning(Lng-16) "Your creative nature and preference for the big picture suggest that the role of copy
preparation--both visual copy and textual copy--would likely be unnatural and tiring for you."Lng-2

Smith, Chris
September 26, 2011"Your traits are neither all supportive nor all unsupportive of the role of project leader. Thissuggests that you would find this role natural and energizing in some situations but not inothers."

Team
Roles
for
Coop.
Learning(Lng-16)"Your traits are neither all supportive nor all unsupportive of the role of proofreader. Thissuggests that you would find this role natural and energizing in some situations but not inothers.""Your traits are neither all supportive nor all unsupportive of the role of researcher. Thissuggests that you would find this role natural and energizing in some situations but not inothers.""Your creative nature suggests that the role of designer--either of the project itself, or of theconcept of the final report--should be natural and energizing for you.""Your extreme (either high or low) scores on all five traits suggest that the role of discussion
facilitator should be unnatural and tiring for you."Lng-2

Smith, Chris
September 26, 2011

Big Five Learning Strategies: An Explanation
Introduction to the Concept
Many researchers have investigated the question: "What are the individual differences with respect to how
people learn most effectively?" In other words, with "learning styles," we are not interested so much in"absolutes" about learning, but rather in identifying learning activities that are more natural and effectivewith some learners than with others. Absolutes include such things as massed versus spaced learning, andthe importance of practice. Everyone, regardless of individual differences in ability or behavior, benefits
from spaced learning (i.e., not trying to learn a body of material all at one time, but rather by spreading it
out over time) and from being allowed time for supervised practice.
Throughout the research literature on such individual difference-based learning styles, researchers haveused many different terms, all of which refer to this overall concept: cognitive style, cognitive tempo,
learning strategies, learning styles, academic styles, and so on. Here we use the term "learning styles" torefer to the overall area of interest. In this report, we focus on three areas:• learning styles based on Big Five supertraits• learning style models based on combinations of Big Five supertraits• specific behaviors that support learning, and that are related to specific traits
In this particular section, we focus on learning styles based specifically on one's level of each of the Big Fivesupertraits. While the Big Five is not a learning styles model in and of itself, research has identified howeach of the five factors tends to act in learning situations. On the next five sheets, we summarize thesefindings for each of the five supertraits. For each dimension, we identify the learning strategies associatedwith extreme scores, while mid-range scores (45-55) would suggest a balanced use of strategies from both
extremes. The more extreme a score, the larger proportion of a learner's time could be used with strategies
associated with that extreme.
As an example, one scoring high on extraversion (over 55) would naturally be comfortable engaging in more
small group discussions, while one scoring low on extraversion would naturally be comfortable engaging in
more solitary activity such as reading or keyboarding. A mid-range score, such as 50, would enjoy a balanceof both small group discussion and solitary activity.
Resources for Further Information• Howard, P.J., & Howard, J.M. (2001). The Owner's Manual for Personality at Work. Austin, TX:
Bard Press. Read chapters 14 through 17, but especially chapter 17.
• Howard, P.J. (2000). The Owner's Manual for the Brain. Austin, TX: Bard Press. Chapters 23
through 28 of the second edition deal with aspects of learning. In the 2006 third edition, thatwould be chapters 21 through 26.

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Smith, Chris
September 26, 2011

Big Five Learning Strategies:
Strategies specific for levels of N
Need for Stability (N) Score:

38

LOW

Principle Learning Issues Associated with N:-The importance of place-The importance of leadership

Legend< 34.5 Very Low
34.5 - 44.49 Low
44.5 - 55.49 Medium
55.5 - 65.49 High>65.49 Very High

Strategies for Low to Very Low Need for Stability:-As a general rule, this individual needs a minimum of leadership. Be available tothem, but let them work independently as much as possible.
-Avoid excessive distances--e.g., take the closer chair.
-In problem-solving and planning situations, use logic and reasonableness.
-For snacks, prefer proteins and complex carbohydrates.
-Avoid interrupting them.

Lng-4

Smith, Chris
September 26, 2011

Big Five Learning Strategies:
Strategies specific for levels of E
Extraversion (E) Score:

62

HIGH

Principle Learning Issues Associated with E:-The importance of sensory stimulation-The importance of structure and sequence

Legend< 34.5 Very Low
34.5 - 44.49 Low
44.5 - 55.49 Medium
55.5 - 65.49 High>65.49 Very High

Strategies for High to Very High Extraversion:-Employ learning activities which bombard the senses with colors, light, wind, smells,
textures, tastes, and fragrances.
-Strategies should involve moving around and standing--avoid excessive seat work.
-Employ physical rewards such as food or sports--picnics, bowling, etc.
-Try to match their high energy in an authentic way--tempo of talking, walking, etc.
-Provide opportunities for them to exercise leadership roles.
-When they appear to be stressed out, encourage them to do something physical,
such as a ten-minute brisk walk, hitting a punching bag, or shooting
basketball/pitching horseshoes, to relieve the symptoms.
-Do not assume they want or need privacy--being in the thick of activity is the norm.
-Employ group work--both large group discussion/presentation and small group work.
-Engaging in dyads (two persons) is a helpful way for them to learn to be more
comfortable with solitude--try sending a more extraverted person outdoors
with a more introverted person for an extended dialog or work assignment.
It will draw out the introvert and calm down the extravert, yet satisfy each
one's need for calmness and contact.
-Don't expect them to be comfortable in a totally quiet and isolated context--they willsoon become restless and distracted by the slightest stimulus (e.g., acricket) in their thirst for sensory stimulation.
-Typically, more extraverted learners are comfortable creating structure and orderwhere none existed before--they do not need the steps spelled out for them.
-Remember--more extraverted persons talk in order to think.
-Assign or encourage tasks that are by their nature active and social: discussing,demonstrating, interviewing, acting out, role playing, collaborating,leading, investigating, reporting, committee work, etc.
-If conducting interviews, pair up with an E- to take notes.

Lng-5

Smith, Chris
September 26, 2011

Lng-5

Smith, Chris
September 26, 2011

Big Five Learning Strategies:
Strategies specific for levels of O
Originality Score:

64

HIGH

Principle Learning Issues Associated with O:-The importance of variety-The degree of repetitive activity

Legend< 34.5 Very Low
34.5 - 44.49 Low
44.5 - 55.49 Medium
55.5 - 65.49 High>65.49 Very High

Strategies for High to Very High Originality:-Reward them when you observe them sticking with a repetitive task (boring to them)for a long period of time.
-Having a 24-hour a day curiosity, feel free to use any examples to illustrate
a concept; e.g., use a technical example even if the person is nottechnically proficient.
-Build on their natural curiosity--get them to ask questions, to identify alternatives, etc.
-Beware lest you expect them to continue with a particular kind of activity for too
long--they like variety; expect them to want to change subjects orapproaches. Check with them if you're unsure. Build in variety.
-Recognize them when they persist in a particular activity for a very long period;
while they may have become uncomfortable at so long a time with a single
experience, their long term success will be dependent on being able todefer the need for variety on those occasions in which they really need todeal with monotonous and repetitious details.
-Encourage and reward them for their breadth of interests; however, particularly
encourage them when they show a desire to go into more depth in aparticular subject or topic.
-Probably takes pride in being a "jack of all trades and a master of none"--reward themwhen they show an interest in mastery.
-Probably sees self as creative--recognize their creative contributions andinclinations, but be on the lookout for opportunitities to recognize theirconcern with practicality and problems associated with implementing
their "blue sky" ideas.
-More likely than not, their interests are chaotic and lack integration, coordination,
and a clear sense of priorities. Take the opportunity to either help themto establish priorities and get organized, or encourage them to take timeout to do it for themselves.
-More likely to be unconventional and progressive in outlook, gender roles, etc.
Help them identify where their limits, or strong beliefs are.
-When troubled, appeal to their sense of humor as a means of coping.

Lng-6

Smith, Chris
September 26, 2011
-In a team context, have them perform roles such as designers, creative writers,
brainstormers, interviewers, interpreter.
-Use more off-beat, unconventional humor.
-More likely to prefer being playful to being serious.
-Typically less desirous of having rules or procedures to follow; when rules areprovided, more likely to stretch, test, or ignore them.
-Some trouble making decisions, because of wanting to explore the options.
Pair them with lower scores in O to assist in making decisions.
-Appeal to their interest in theory and aesthetics.

Lng-6

Smith, Chris
September 26, 2011

Big Five Learning Strategies:
Strategies specific for levels of A
Accommodation Score:

38

LOW

Principle Learning Issues Associated with A:-The degree of competition vs. cooperation-Issues of obedience, hierarchy, and authority

Legend< 34.5 Very Low
34.5 - 44.49 Low
44.5 - 55.49 Medium
55.5 - 65.49 High>65.49 Very High

Strategies for Low to Very Low Accommodation:-Heavy appetite for competition; strong need to win-Ability to cooperate will increase if you precede the activity with aerobic exercise.
-Ability to cooperate will increase if you precede the activity with a diet heavier infats and sugars and lighter in protein and complex carbohydrates.
-Identify with traditionally "masculine" values, behaviors, and attitudes, such as
aggressiveness, competition, dominance, hierarchy.
-In an argument or disagreement, tends to dominate or beat the other persons down;
pair with a mid-range scorer to serve as a buffer, or negotiator, with others.
-Needs less overt nurture and does not typically respond appreciatively to it--likes to"tough it out" even though may appreciate luxuries and niceties.
-In soliciting their participation, appeal to motives of competition, superiority, caution,uniqueness, independence, and threats to their autonomy/authority.
-Prone to defy others' suggestions or requests, to resist leadership; reward themwhen you see signs of genuine concern for others' needs or ideas.
-Tough-minded; tend to be concerned with enhancing their actual and/or perceived
power.
-Tend to be excessively skeptical; teach them to look for concrete evidence ofnegative performance before they form conclusions.
-Less prone to voluntarily offer help when others need it; you'll need to nudge them andreward them when they comply.

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Smith, Chris
September 26, 2011

Big Five Learning Strategies:
Strategies specific for levels of C
Consolidation Score:

61

HIGH

Principle Learning Issues Associated with C:-Linear/sequential order vs. spontaneity-The importance of leadership

Legend< 34.5 Very Low
34.5 - 44.49 Low
44.5 - 55.49 Medium
55.5 - 65.49 High>65.49 Very High

Strategies for High to Very High Consolidation:-Can delay need for rewards/recognition until completion of work
-Motivated by traditional indicators of achievement; ranking, awards, status symbols
or titles, high grades/scores, breaking a record, winning an election.
-Prefers to set one or more goals and to pursue achievement of them without being
distracted by activities that are unrelated to the goal(s).
-Prefer, generally, to proceed from beginning to end of activity without interruption or
distraction. Driven to complete the goal, bordering on workaholism.
-Comfortable attending to the details, especially if accompanied by low E and low O1(fantasy).
-Typically well-organized, with everything in its proper place. Recognize their keensense of organization and encourage them to be a resource to helping
others get organized, but help them understand that, sometimes, thingsneed to be played with for awhile before they can be organized.
-Naturally prefer and work well with structure, rules, and guidelines. Sometimes,
they must be encouraged to resist the need to structure things and just
explore the situation. Structure can be premature.
-Typically will do what they say they will do. Little need to monitor.
-More likely to have internal locus of control; tend to set their own goals naturally
and require little supervision.
-Have higher activity level that is associated with a commitment to get the job done,
especially when associated with high E. They don't like to be idle, they feellike they're wasting time and resources. When they're finished, encouragethem to either take care of personal business (phone calls, etc.) or giveor permit them to begin new tasks. Or, perhaps, to help others complete
their tasks.
-Likely to have completed their homework; you may generally assume that they
have come to class prepared.

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Smith, Chris
September 26, 2011

Other Learning Style Models: Academic Performance Goals
Introduction
Costa and McCrae report in the Professional Manual for the NEO PI-R that O and C are particularly related
to one's academic performance goals. O+ suggests broad interests, while O- suggests narrower interests.
C+ suggests a desire for top grades, while C- suggests a more spontaneous approach to college life thatlacks the discipline required for high achievement. Put these in a 2x2 grid and you have five possible styles:

O+
Extra CurricularHigh Honors
Well-Rounded
O=C=

C-

Getting By

C+Subject Specialist

ONote: Shaded/color-reversed terms represent yourpersonal scores.

Definitions of the Five Academic Performance Goals• Extra-Curricular. Curiosity (O+) and spontaneity (C-) blend to yield different levels ofachievement in a wide area of interests. Emphasizes exploration over achievement.
Limitations: While this primary academic style results in well-rounded persons who can relatebroadly, often grade or achievement levels limit career choices.
• High Honors. Self-discipline (C+) and curiosity (O+) blend to yield consistently highachievement across a manageable number of areas. Equally high emphasis on exploration andachievement. Limitations: It can be lonely at the top—these folks have to work hard at playing.
• Getting By. Spontaneity (C-) and narrow range of interests (O-) blend to yield unevenachievement in what is required, resulting in ample time for developing relationships andspecial interests. Limitations: While this approach is supportive of roles that emphasize
providing good service, it does lack ambition.
• Subject Specialist. Self-discipline (C+) and an interest in only one or a few subjects (O-)
blend to produce high achievement in a single field—depth rather than breadth. Limitations:Must be open to working with others in order to take advantage of information in other fields ofstudy that are relevant to one’s specialty.

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Smith, Chris
September 26, 2011

• Well-Rounded. A balance of spontaneity and self-discipline (C=) together with a balance of
creativity and practicality (O=) yield better than average achievement in several different
fields. Limitations: A long term struggle to maintain balance in work and play.
[Comment: In support the value of diversity in academic performance goals, John Kello (Davidson College
Psychology Department), once remarked: “You know I have to be considerate to all of my students: to the A
students, because they will be my colleagues some day; to the B students, because they will be my doctors
and lawyers, and to the C students, because they will contribute to our salary!”]

While the model above portrays the one or two academic performance goals (or styles) that would appear
to be most natural for you, the table and bar graph below indicate the exact scores that make up yourgoal/style. To the degree that you put more or less emphasis on lower or higher O or C, your commitment
to a particular style will be that much stronger.
Your Analysis
Emphasis on
Exploration (O):
Achievement (C):Primary Style:
Co-Primary Styles:
Clarity of Primary Style:

64
HIGH
61
HIGH
High Honors
None
StrongNote: If one scores in the mid range for
one dimension and either high or low on
the other dimension, then the analysis
above will list "co-primaries," or the twostyles associated with the one extreme
score. "Clarity of Primary Style" will be
described as one of three levels:
Extremely Strong, Strong, or Moderate.
These labels are a reflection of how
extreme the scores are.

80
65
50
35
20
Exploration (O):

1 Achievement (C):Interpretation of Results"Your curiosity and imagination are likely associated with an interest in all or most, areas of thecurriculum, while your discipline and focus keep you in tension between the desire to explore and thedesire to achieve. "Resources for Further Information• Costa, P.T.,Jr., & McCrae, R.R.(1992). NEO PI-R Professional Manual. Odessa, FL:
Psychological Assessment Resources, Inc. (Especially page 19, where they discuss how
combinations of traits relate to specific domains, here, academic achievement.)

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Smith, Chris
September 26, 2011

Other Learning Style Models: Social Learning Styles
Introduction
Costa and McCrae report in the Professional Manual for the NEO PI-R that N and E are particularly related to
one's social (or interpersonal, interactive) style of learning. N+ suggests a tendency to depend on or prefera facilitator/teacher to lead the learning process, while N- suggests comfort in learning independent of ateacher/facilitator. E+ suggests comfort in learning independent of a structured approach, while Esuggests a preference for a structured approach to learning.
Put these in a 2x2 grid and you have five possible styles:

E+/C2-(Independent of Structure)
Independent Study

Tutorial
Adaptable
N=E=

N(Independent of
a Facilitator)
Contract LearningN+(Dependent on
a Facilitator)
Classroom

E-C2+(Dependent on Structure)
Note: Shaded/color-reversed terms represent yourpersonal scores.

Definitions of the Five Social Learning Styles• Classroom. Comfort with structure (E-/C2+) and dependence on an instructional leader (N+)
blend to form an approach to learning that is comfortable with the traditional classroom.
Limitations: May pass up opportunities for learning or advancement because no classroom
courses are available.
• Tutorial. Dependence on an instructional leader (N+) and low need for structure (E+/C2-)
blend to describe one who thrives on the traditional one teacher/one student tutorial method
associated with the English professors. Limitations: May pass up learning or advancement
opportunities because a tutor is not available.
• Contract. Comfort with structure (E-/C2+) and low need for an instructional leader (N-)
combine to describe a learner who thrives on using carefully designed study kits with detailed
instructions—often referred to as “contract learning” modules. Limitations: May pass up
opportunities to learn something new because suitable programs are not available.

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September 26, 2011

• Independent. Low needs for structure (E+/C2-) and leadership (N-) describe one cut out forindependent study. Limitations: May have unrealistic ideas of what can be achieved on one’sown.
• Adaptable. Comfort with a moderate amount of structure (E=/C2=) and leadership (N=)
describe one who can pursue any one of the other four styles comfortably. Limitations: May
become restless if only one of the four methods is available.
While the model above portrays the one or two social learning styles that would appear to be most naturalfor you, the table and bar graph below indicate the exact scores that make up your goal/style. To thedegree that you put more or less emphasis on lower or higher N, E, or C2, your commitment to a particular
style will be that much stronger.

Your Analysis
Dependence on a Facilitator of Learning (N):38
LOW
Independence of a Structured Approach (E,C2-):52
MEDIUM
Primary Style: None
Co-Primary Styles: Contract Learning and Independent Study
Clarity of Primary Style: Moderate
Note: If one scores in the mid range
for one dimension and either high or
low on the other dimension, then theanalysis above will list "co-primaries,"or the two styles associated with theone extreme score. "Clarity of Primary
Style" will be described as one ofthree levels: Extremely Strong,
Strong, or Moderate. These labels area reflection of how extreme the scores
are.

80
65
50
35
20
Dependence on a Facilitator
1 of Learning (N):Independence of a Structured Approach (E,C2-):Interpretation of Results"Your combination of moderate extraversion and need for organization, with a calm temperament, blend tolead you to prefer a somewhat independent approach to learning in some areas, while preferring a morestructured approach in other areas. "Resources for Further Information• Costa, P.T.,Jr., & McCrae, R.R.(1992). NEO PI-R Professional Manual. Odessa, FL:
Psychological Assessment Resources, Inc. (Especially page 19, where they discuss how

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September 26, 2011

Learning-Related Behaviors: Distractions
Introduction and Definition of Sources of Distraction
From our wide-ranging experiences in education--from teaching grade school to teaching graduate
seminars, from doing independent study to guiding research interns, from designing courses to thoroughly
researching a topic, we have discovered the significant role in learning that is played by the ability to resist
distractions. Distractions of all kinds take the attention of the learner away from the learning task anddecrease efficiency in the acquisition of knowledge and skills. We have identified five different, and major,
sources or kinds of distraction, each associated primarily with a particular Big Five supertrait:• Stressors (N). Anything that interposes itself between the learner and the learning goal,
whether it is the need to do something for one's family or to take care of an errand. The
higher the N, the more distracting such stressors tend to be. Learners with higher N need tofigure out how to minimize the pressure of such obstacles to learning.
• Noise and activity (E). The higher the E score, the less likely one will be distracted bynoise and levels of activity around them. Persons lower in E like it quiet and still, and find it
increasingly difficult to concentrate when noise and activity levels rise.
• New ideas (O). While normally chasing a new idea is ok, when trying to focus on a learningtask, new ideas can be a bothersome distraction. The higher the O score, the more likely aperson will find it harder to concentrate on the learning task at hand when presented withsomething new and unrelated to the current learning task.
• Requests for assistance (A). The higher the A score, the more likely a person will yield
to requests from friends, family, and associates to provide help or assistance on a task
unrelated to the learning goal. The lower the A score, the easier it is for the learner to say"no" to such requests.
• Off-task opportunities (C). Persons with higher C scores find it natural to concentrate on
the learning task at hand until such time as it is completed, or at a natural stopping point.
The lower the C score, the learner is more spontaneous and thereby easily distracted (bybirds singing, nearby conversations, etc.) by anything going on within his or her range ofperception.
The table and graph below present your relative ability to resist distraction in each of these five areas, aswell as an estimate of your overall ability to resist distraction.

Lng-11Smith, Chris
September 26, 2011Your Analysis
Source ofDistraction
Stressors:
Noise and Activity:
New Ideas:
Others' Requests:
Off-Task Events:
Composite:

Score
38
38
64
38
39
43

Level ofSusceptibility
LOW
LOW
HIGH
LOW
LOW
LOW

80
65
50
35
20
Stressors:

Noise and Activity:

New Ideas:

Others' Requests:

Off-Task Events:

Composite:

Interpretation of Results"You apparently remain calm when something gets in the way of your learning goal, whether it is the needto do something for one's family or to take care of an errand. You are unlikely to be distracted by noiseand levels of activity around you. Typically, excessive quiet will make it more difficult for you toconcentrate. You likely find it hard to concentrate on the learning task at hand when presented withsomething new and unrelated to the current learning task--you love to chase new ideas. When trying tofocus on a learning task, you typically find it natural to say no to requests from friends, family, andassociates to provide help or assistance on a task unrelated to your learning goal. Finally, you typically findit natural to concentrate on the learning task at hand until such time as it is completed, or at a natural
stopping point. Overall, you are highly susceptible to most kinds of distractions, finding it difficult toconcentrate on the learning task at hand."Resources for Further Information
None to our knowledge. These sources of distraction simply come from the collective
experience of the CentACS research staff.

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September 26, 2011

Learning-Related Behaviors:
Performance under Autonomous Conditions
Explanation of the Concept
In their study of 36 workers, Bigazzi, Kello, and Marciano (1999) found that job autonomy
appears to lead to high performance for workers higher in E and C. When job autonomy is missing or
severely constrained, none of the Big Five dimensions appear to have a strong relation to performance. In
other words, persons low in E and C have a harder time handling job autonomy, but they do better, andapparently as well as those higher in E and C, when in a prescribed, highly constrained task.

Your Analysis
Likelihood of Performing Well
Under Autonomous Conditions (E+, C+):
LegendE and C both > 55.49
E and C both < 44.5
All other combinations

61

HIGH

HIGH
LOW
UNCLEARInterpretation of Results"Your high extraversion and consolidation is ideal for working under autonomous conditions. You do notappear to need externally imposed guidelines to stay on task. You feel comfortable using your judgment toorganize your work."

Resources for Further Information• Bigazzi, J.M., Kello, J.E., & Marciano, P.L. (1999). The relationship between NEO Personality
Inventory and job performance as moderated by job autonomy. Unpublished paper presented at
January 23, 1999, CentACS Big Five Conference, Charlotte, NC.

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Smith, Chris
September 26, 2011

Related Learning Behaviors: PracticeIntroduction to the Concept
Some people like to practice a skill more than others. However, practice is a somewhat complex behavior
that involves several components. This formula breaks "comfort with practice" down into its components.
Note that comfort being alone is included as an essential ingredient for the ideal "comfort with practice"profile. That is because practice is typically a solitary activity. One way for more extroverted learners to be
comfortable with practice is to employ group practice. Of course, not all practice is solitary. Duo-pianists
and basketball teams must practice together. But even pianists must do their scales, basketballers, theirfoul shouts.

Your Analysis
Component
Comfort being alone (E2-)
Comfort with repetitive activity (O3-)
Self-Discipline (C4+)
Overall Comfort with Practice

Score
36
25
64
42

Level
LOW
VERY LOW
HIGH
LOW

Legend< 34.5 Very Low
34.5 - 44.49 Low
44.5 - 55.49 Medium
55.5 - 65.49 High>65.49 Very High

Aspects of Practice

80
65
50
35
20
Comfort beingalone (E2-)

Comfort withrepetitive
activity (O3-)

Self-Discipline(C4+)

OverallComfort with
Practice

Interpretation of Results"Your preference for being around other people makes it unlikely that you would be comfortable engaging
in solitary practice for long stretches of time. Try to make practice that is normally solitary into more of asocial affair when possible.""Your preference for innovation makes it likely that you would get bored with the kind of repetition requiredby practice assignments. You can offset this tendency by varying the conditions under which you practice."

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Smith, Chris
September 26, 2011
Interpretation of Results (Continued)"You appear to be naturally able to focus on the task at hand and to resist the many distractions thattypically present themselves. Such self-discipline makes it likely that you would feel comfortable with therequirements of practice.""All three traits that are out of the desired range. You would appear to find any practice assignments
uncomfortable. Practice in shorter, but more frequent, sessions, and vary the context (e.g., alone vs. withothers)."Resources for Further Information
None, as this is a locally developed concept

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Smith, Chris
September 26, 2011

Related Learning Behaviors: Safety
Explanation of the Concept
As the result of several different pieces of research, both at CentACS and elsewhere, two traits have cometo be primarily associated with safety: N and E, with lower N and lower E associated with persons who arerational, calm, and quiet by nature, thus showing a temperament that tends to make few errors due toimpulsive, highly energetic behavior. In addition, we know that persons higher in A tend to defer toprocedures and recommended ways of doing things, resulting in reduced errors associated with being
maverick, egocentric, or bull-headed. Also, persons higher in C tend to be methodical and disciplined bynature, resulting in reduced errors due to lack of focus and attentionand. Finally, we know that the moreexperimental, imaginative, and innovative one is, the more likely one is to make errors simply because of
exploring uncharted waters.
So, the safest profile would be N-E-O-A+C+, and the most accident/error/safety-risk prone would be theopposite. Persons with one or more scores out of the ideal range would be increasingly more of a safety
risk, depending on the nature of the work, and the precise traits or subtraits that are out of range. Where
safety in the learning process is critical, one should study which traits are out of range and how tocompensate in order to minimize safety risks.

Your Analysis
Safety PronenessScore:
47

LegendN, E, and O all < 44.5, A and C > 55.49
N, E, and O all >55.49, A and C < 44.5
All other combinations
UNCLEAR

Level:
UNCLEAR
HIGH
LOW

Interpretation of Results"You have a temperament that is neither ideal for safety proneness, nor totally at risk. Whether or not
your out of range trait(s) is a significant safety issue depends on the nature of your work and how muchdiscretion you have in its design."

Resources for Further Information• Howard, P.J. (continually updated). The Offspring of the Big Five. Charlotte, NC: Center for
Applied Cognitive Studies.
•Soane, E., Nicholson, N., Fenton-O'Creevy, M, & Willman, P. (2001). Personality, risk anddecision making styles. Paper presented at 6th Annual Big Five Conference. Sponsored by
CentACS, Charlotte, NC.

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Smith, Chris
September 26, 2011

Related Learning Behaviors: The SEA Leadership Model
Introduction to the Model
Leadership is a behavior that permeates the learning landscape: whether personal leadership, in which anindividual learner exhibits leadership qualities in the design and implementation of learning strategies, orwhether with cooperative learning groups, in which leadership qualities help to guide the group to a highquality experience. The SEA leadership model was developed by Pierce and Jane Howard at the request of
Ty Boyd, whose book, Visions, profiles dozens of leaders. Ty asked us to build a model based on the
anecdotes about his featured leaders, who represent a variety of contexts, from coaching to bankpresidency. After careful study of his book, we created this change-based definition of leadership:"Leadership occurs when someone takes responsibility for effecting a necessary change." Such a changebased approach to leadership entails a three-phase recurring cycle of leadership behavior. First, a leader
discovers opportunities for change by continually scanning the environment, then evaluates the results ofthe scan, and finally acts on the results of the evaluation by implementing without allowing plans to fall
between the cracks. Clearly these three behaviors do not need to reside in a single person. However, allthree do need to occur in order for effective leadership to have occurred.

Definitions of the Three Leadership Behaviors• Scanning. Identifying aspects of one's situation that need to be changed through listening,observing, questioning, reading, attending conferences, and so forth• Evaluating. Taking time through meetings, analysis, dialog, and so forth, to evaluate andprioritize the opportunities for change.
• Acting. Once the priorities are identified, following them through to completion.

Your Analysis
Behavior
Scanning (O+,C-)
Evaluating (N-,A=)
Acting (E+,C+)

Score
52
56
61

Degree of Support
Somewhat Natural
NaturalNaturalLegend>65.49 Energizing>55.49 Natural>44.49 Somewhat Natural>34.49 Draining< 35
Outside Comfort Zone

The SEA Leadership Model
65
50
35
20
Scanning (O+,C-)

Evaluating (N-,A=)

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Smith, Chris
September 26, 2011

Interpretation of Results"At least one of your scores on O or C is out of the optimal range for scanning. While scanning may benatural for you at some times and in some contexts, perhaps you are less prone to scan in other contexts.
In addition, at least one of your scores on N or A is out of the optimal range for evaluating. While rational
evaulation may be natural for you on some issues, perhaps you are more reactive on others. Finally, yourhigh scores on E (Extravert) and C (Focused) suggest that you find it natural to focus for long periods of time
on follow up of priorities in order to insure that nothing falls between the cracks."

Resources for Futher Information• Boyd, T. (1991). Visions. Mechanicsburg PA: Executive Books.
• Center for Applied Cognitive Studies, Charlotte NC, has developed several handouts for use
with this leadership model.

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Smith, Chris
September 26, 2011

Related Learning Behaviors:
Team Roles for Cooperative Learning
Explanation of the Concept
From elementary schools to graduate programs and into the workplace, the move is on to encourage
teamwork in the learning process. This analysis presents a variety of roles required for overall
successful team learning, and how naturally this individual's traits supports each of the roles. Theseroles were identified at the Center for Applied Cognitive Studies based on wide reading and experience,
and are not taken from the research of any one particular source. We believe that the meaning of eachof the eight roles is clear, so we have not bothered to provide any more detailed information that thatapparent in the name of the role itself.

LegendRole
Presentation Deliverer (E+A5-)
Critic/Editor (O+A-)
Manuscript/Visual Copy Prep (O-)
Project Leader (N-E+A=C+)
Proofreading (E-O1-C+)
Research (E-O+C-)
Project/Report Design (O+)
Discussion Facilitator (N=E=O=A=C=)

SupportEnergizing
Energizing
Draining
UnclearUnclearUnclear
Energizing
Draining

Energizing = All traits in optimum
range for the role
Draining = All traits are at the
opposite extreme of the ideal
Unclear = One or more traits are outof the optimum range for the role

The Eight Team Roles for Cooperative Learning
80
65
50
35
20

Deliverer
EditorCopy Prep
Leader
Proofreading
Research
DesignFacilitator

67
63
36
59
56
47
64
51

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Smith, Chris
September 26, 2011

Interpretation of Results"Your outgoing demeanor and lack of self-consciousness suggest that the role of presentation deliverer
should be natural and energizing for you.""Your curious and competitive nature suggests that the role of editor/critic should be natural andenergizing for you.""Your creative nature and preference for the big picture suggest that the role of copy preparation--bothvisual copy and textual copy--would likely be unnatural and tiring for you.""Your traits are neither all supportive nor all unsupportive of the role of project leader. This suggests thatyou would find this role natural and energizing in some situations but not in others.""Your traits are neither all supportive nor all unsupportive of the role of proofreader. This suggests that you
would find this role natural and energizing in some situations but not in others.""Your traits are neither all supportive nor all unsupportive of the role of researcher. This suggests that you
would find this role natural and energizing in some situations but not in others.""Your creative nature suggests that the role of designer--either of the project itself, or of the concept of the
final report--should be natural and energizing for you.""Your extreme (either high or low) scores on all five traits suggest that the role of discussion facilitator
should be unnatural and tiring for you."

Resources for Further Information
Inasmuch as these eight roles for cooperative learning are based on the reading and experience of the
CentACS team, there are no specific additional resources to recommend. However, a vast literatureexists on the general subject of cooperative learning. An excellent listing of books and other resources
is listed on the website of the University of Minnesota Cooperative Learning Center at:
http://www.co-operation.org/pages/materials.html

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