Assessing Your Personality
CAREER COUNSELING
In the early stages of their college experience, students are encouraged to engage in activities that foster self-discovery. They should participate in tasks that help them identify their talents, passions, and values and begin the process of understanding their purpose and direction in life.
Students are also encouraged to engage in activities that will allow them to explore their options and to learn more about potential paths. They should participate in tasks that help them gather information and investigate a variety of possible directions.
To that end, career counseling is offered to students seeking guidance with their self-discovery and career exploration efforts. The process is comprehensive, but very open-ended. Through a variety of assessment activities and an assortment of interpretive tools, students are given the insight and resources they need to consider how their interests, skills and values correspond with a wide array of available options.
DISCOVERY & EXPLORATION
Session 1
In the initial session, the student meets with the career counselor to begin the self-discovery process and to discuss aspects of his or her personality. The career counselor gets acquainted with the student and learns about the student’s background, interests and ideas. At the end of the session, the student is given test materials to take home and complete.
Session 2
The student returns in the next session with his or her completed test materials and presents them to the career counselor. The career counselor examines the test results and provides the student a detailed interpretation. The career counselor and the students discuss the implications of the test results and together create a personality profile that seeks to accurately define the student’s interests, skills and values.
Session 3
In the follow up session, the student is introduced to a variety of tools that provide the student detailed information about a wide array of vocational options. The student is shown printed and on-line resources that he or she can utilize to gather relevant information about potential careers. The career counselor equips the student with the materials he or she will need to conduct serious career exploration, investigation and research.
FURTHER SESSIONS
Subsequent sessions might bring the student and career counselor together to brainstorm possible goals and potential directions. However, goal setting is an activity that should take place only after thorough self-discovery, assessment, exploration, research, and information gathering.
These early stages are critical to fostering a sense of focus and building a solid foundation that supports the student’s pursuit of diverse experience, targeted preparation, and strategic career planning.
CAREER ASSESSMENTS
Among the most popular or commonly used standardized tools used for self-assessment by college students are the following career-related testing instruments.
John Holland's Self-Directed Search (SDS)
Myers-Briggs Personality Type Indicator (MBTI)
Activities and Values Checklist
INTEREST INVENTORIES
Interest inventories are assessment instruments that are used to help identify specific activities related to personality. These interest inventories seek to match work environments, tasks and activities with a person's unique set of interests and personality traits. The assumption is that personality type and occupational choice are related, that people with certain personality characteristics tend to go into certain types of work.
SELF-DIRECTED SEARCH
John Holland's theory of typology is one of the most widely accepted approaches to understanding career choice, and his Self-Directed Search (SDS) is one of the most commonly used interest inventories. According to John Holland, the world of work can be divided into six categories. The six work environments can be described in terms of the personalities that gravitate towards them. The six scales (personality types or work environments) are identified as Realistic, Investigative, Artistic, Social, Enterprising, and Conventional.
SDS PERSONALITY TYPES
R / REALISTIC
Realistic people are doers. They are independent, stable, persistent, genuine, practical and thrifty. They prefer to deal with things rather than ideas or people. They are no-nonsense, matter-of-fact, down to earth individuals. They excel at tasks that are tactile, physical, athletic or mechanical. They value things that are natural, concrete and tangible. They like the outdoors, tools, machines, animals and working with their hands.
I / INVESTIGATIVE
Investigative people are thinkers. They are intellectual, introspective, introverted and inquisitive. They are curious, methodical, rational, analytical and precise. They excel at tasks that are scholarly, abstract, scientific, medical or technical. They enjoy activities that involve thought, observation, investigation, exploration, discovery and exploration. They are avid readers. They like to solve puzzles, perform experiments and engage in research.
A / ARTISTIC
Artistic people are creators. They are intuitive, sensitive, articulate, expressive and creative. They are unstructured, original and nonconforming. They rely on feelings and imagination. They like to work with abstractions, ideas, concepts and ambiguities. They are emotional, spontaneous and open-minded. They excel at tasks that are literary, verbal, visual and aesthetic. They like art, music, dance, drawing, painting, sculpting, drafting, drama, writing, communications, design and fashion.
S / SOCIAL
Social people are helpers. They are kind, generous, cooperative, patient, caring, helpful, empathetic, tactful and friendly. They excel at socializing, helping others and teaching. They like tasks that involve teamwork, social interaction, building relationships, and the improvement of society. They enjoy activities that are public, humanitarian, developmental, educational, philanthropic, altruistic, interpersonal and service oriented.
E / ENTERPRISING
Enterprising people are leaders. They are adventurous, ambitious, assertive, extroverted, energetic, enthusiastic, confident and optimistic. They are dominant, persuasive and motivational. They are promoters. They generally have a contagious or charismatic personality. They excel at business, management, economics, politics, public speaking and salesmanship. Being adventurous and willing to take risks, they possess an entrepreneurial spirit. They like influencing others by guiding, encouraging, directing, preaching, competing or debating.
C / CONVENTIONAL
Conventional people are organizers. They are conscientious and conservative. They are logical, efficient, orderly and organized. They are thorough and detail oriented. They are reliable. They enjoy practical tasks, quantitative measurements, conventional environments and structured situations. They like to work with data and numbers. They like process, procedures, regulations, standards, and rules. They excel at accounting, computer abilities, and clerical skills. They like mathematics, office settings and statistical tasks.
MYERS-BRIGGS TYPE INDICATOR
Based on the early research of Carl Jung, the Myers-Briggs Type Indicator (MBTI) is one of the most famous tests used to help measure personality or personal style. Katharine Briggs and Isabel Briggs Myers formulated the groundwork for this testing tool. David Keirsey and Marilyn Bates are among the notable researchers. Using this assessment instrument, personality can be measured according to attitudes, orientations, character, temperaments or preferences as they relate to interactions, communication, decision-making and lifestyle.
ENERGY
How do you interact with others? How do you focus your attention?
How do you gain your energy? Are you an Introvert or an Extrovert?
COMMUNICATION
How do you acquire, understand, transmit and process information and ideas?
Are you an Intuitor or a Sensor?
DECISIONS
How do you reach conclusions, make decisions and form opinions?
How do you approach problem-solving? Are you a Thinker or a Feeler?
LIFESTYLE
How do you organize and order your life? How do you define your lifestyle?
Are you a Perceiver or a Judger?
MBTI PERSONALITY TYPES
I / INTROVERTS
Introverts are introspective, independent, reflective and careful. They prefer to work alone. They think before responding. They are quiet, diligent and reserved. They dislike interruptions while working. They may tend to forget names and faces. They tend to focus on their own inner world. They value having only a few deep relationships with close friends. They gain energy by resting.
E / EXTROVERTS
Extroverts interact easily with others. They are people-oriented. They are talkative, social, open and adaptable. They are quick and energetic. They like variety, and tend to become impatient with long, slow tasks. They are natural leaders. They tend to focus on the outer world. They value having many relationships with casual acquaintances. They gain energy through increased interaction.
N / INTUITORS
Intuitors see possibilities. They are futuristic. They are abstract, creative, inventive, spontaneous and imaginative in their thinking. They daydream. They can easily deal with theories, concepts, ambiguities, figurative thinking and gray areas. They dislike details, preferring, instead, the big picture. They value innovation, imagination and inspiration.
S / SENSORS
Sensors are practical. They are here & now, oriented to the present. They are realistic, linear and orderly in their thinking. They value facts and data and what is actual, accurate, concrete and tangible. They can easily deal with literal thinking, step-by-step approaches and black-and-white answers. They are detail-oriented.
T / THINKERS
Thinkers are logical, rational, analytical, precise and objective. They are organized and stable, firm and final, brief and concise. They demand evidence and verification. They value accuracy. They are goal-oriented. They make decisions with their mind.
F / FEELERS
Feelers are emotional, sensitive and subjective. They are sympathetic, harmonious and tactful. They tend to be considerate and understanding of others. They value relationships. They are people-oriented. They make decisions with their heart.
P / PERCEIVERS
Perceivers are open, flexible, casual, spontaneous and adaptive. They see all sides of an issue. They make compromises. They don't mind leaving things unsettled and unfinished. They seek to understand. They are open-minded, laid-back and fun-loving. They know how to relax.
J / JUDGERS
Judgers are orderly, organized, detailed and structured. They plan ahead. They are good with deadlines, lists, calendars and schedules. They make decisions easily and firmly. They get things done. They seek to control. They are good regulators and time managers. They are diligent workers.
CHECKLISTS
Checklists and questionnaires are self-reflection tools designed to help students organize simple information about their personality or preferences. These checklists allow the student the opportunity to tabulate or arrange specific details about their interests, skills and values in a readily observable format. Usually a checklist contains a set of questions designed to force the student to make selections or choices (by comparing, ranking, or rating sets of descriptors) regarding his or her preferences. The resulting data is generally self-evident.
Presented below are two checklists for students to use for purposes of self-assessment and self-reflection: Activities Checklist, Work Values Checklist. The Activities Checklist asks the student to compare his or her interests and skills and observe where they overlap. The Work Values Checklist asks the student to rate his or her preferred values or needs as they relate to the work setting.
ACTIVITIES CHECKLIST
For each activity, answer two questions:
Do you LIKE this activity very much? Are you especially GOOD at this activity?
WORKING WITH PEOPLE LIKE GOOD
Training/Instructing ______
Advising/Counseling/Interviewing ______
Persuading/Negotiating/Selling ______
Assisting/Protecting/Providing Care ______
Coordinating Work With Others ______
Supervising/Directing/Assessing ______
WORKING WITH HANDS OR EQUIPMENT LIKE GOOD
Operating Machines or Equipment ______
Using Tools/Measuring ______
Maintaining/Inspecting/Repairing ______
Installing/Setting Up/Constructing ______
Drafting/Drawing ______
Designing Equipment/Developing Systems ______
COMMUNICATING LIKE GOOD
Following Written & Oral Instructions ______
Explaining/Answering Questions ______
Making Presentations ______
Writing/Preparing Reports ______
Public Speaking/Broadcasting/Entertaining ______
ORGANIZING INFORMATION LIKE GOOD
Keeping Records/Cataloging ______
Gathering Information/Conducting Research ______
Making Diagrams ______
Analyzing/Interpreting/Evaluating ______
Planning/Making Decisions ______
Developing Ideas ______
WORKING WITH MATH LIKE GOOD
Mathematical Reasoning ______
Calculating/Computing/Applying Formulas ______
Developing Budgets ______
Analyzing Numerical Data ______
SPECIAL ACTIVITIES LIKE GOOD
Attention to Detail ______
Quick Thinking ______
Memorizing ______
Working With Computers ______
Fine Arts/Performing Arts ______
Spatial Visualization ______
WORK VALUES CHECKLIST
Consider the following list of work-related values and determine the relative importance of each factor. Rank your values using the scale provided.
(1) NOT IMPORTANT (2) DESIRABLE (3) VERY IMPORTANT (4) ESSENTIAL
_____ CONTRIBUTION TO SOCIETY
How important is it for your work to make an important contribution to the functioning and improvement of society?
_____ HIGH INCOME
How important is it for your occupation to pay high income?
_____ INDEPENDENCE
How importance is it to be your own boss and make your own decisions about your work?
_____ LEADERSHIP
How important is it to direct other people in their work and be responsible for their motivation and performance?
_____ LEISURE
How important is it to be able to take a lot of time off from work?
_____ PRESTIGE
How important is it to be doing work that causes people to respect you and look up to you?
_____ SECURITY
How important is it for your work to offer steady employment and regular income?
_____ VARIETY
How important is it for your work to offer different challenges, problems, activities, people or places?
_____ ADVANCEMENT
How important is it for your work to offer opportunities of getting ahead?
_____ CHALLENGE
How important is it for your work to be challenging?
_____ EASY COMMUTE
How important is it to get to and from work easily?
_____ FLEXIBLE HOURS
How important is it for your work to be flexible?
_____ ON-THE-JOB TRAINING
How important is it for you to learn skills on the job?
_____ PLEASANT CO-WORKERS
How important is it to enjoy being with your co-workers?
_____ STAYING PUT
How important is it to be able to find work without relocating?
______
Michael Lebeau / 2011
Career Services / Birmingham-Southern College