Inspirational Motivational Guide PDF

UNLOCK YOUR POTENTIAL
DISCOVER YOUR DESTINY

Inspirational, Motivational Career Guide
Dedicated to everyone striving to reach their potential
Dr. Mary E. Askew

Holland Code Resource Center
hollandcodes@gmail.com
http://www.hollandcodes.com
Table of Contents
Introduction .................................................................................................................................................................. 3
Career Exploration, and Planning ................................................................................................................................. 3
Keys to Career and College Major Planning ................................................................................................................ 5
Three Guideposts in the Career Planning Process ........................................................................................................ 6
Awareness, Knowledge, and Assessment ..................................................................................................................... 9
Activity Sheet for Interest Career Assessments.......................................................................................................... 12
Holland Career Personalities ...................................................................................................................................... 13
Activity Sheet for Career Decision Making ............................................................................................................... 17
Activity Sheet for Career Decision Matrix ................................................................................................................. 18
Interest Summary........................................................................................................................................................ 19
Educational and Occupational Exploration ................................................................................................................ 21
Activity Sheet for Career Exploration ........................................................................................................................ 23
College Major Exploration ......................................................................................................................................... 24
Activity Sheet for Exploring College Majors ............................................................................................................. 25
About the Author ........................................................................................................................................................ 26
Introduction
We are each significant, different, and special. We are a product of many intricate things - learning styles,
spiritual gifts, value systems, attitudes, vocational interests, and abilities. Because of our complexity,
uncovering our interests, abilities, and skills is not always clear or easy. We seek to understand the
inheritance that we have received - those gifts, abilities, and interests. We seek to learn in productive and
conducive learning environments. We strive to cultivate learning-readiness as well as perceptual and
intellectual competencies. We develop problem solving and goal setting skills. We strive to understand
the learning process so that we can adequately and successfully gain knowledge. We use effective
learning techniques to build and plan successful career choices. We need strategies to achieve our goals.
As career explorers, we use career resources, for example, portfolios, videotapes, audio-tapes, games,
workshops, training materials, self-assessment inventories, career web-sites, computer-assisted career
guidance programs, community colleges, and resource centers.
Career Exploration, and Planning
The Goal of a Career Explorer
Career explorers should answer the following questions -
 What are our vocational interests, the motivational gifts, the attributes, the endowments, and faculties?
 What are our courses of action or modes of action?
 What are the steps and resources that are necessary to develop our qualities and talents?
In order to learn according to our abilities, interests, and motivational gifts, we should -
 Assess our vocational interests, abilities, skills, beliefs, and values
Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 3

 Discover potential careers that are linked to our identified interests
 Choose suitable post-secondary education and training
 Seek resources that educate (train) us according to their vocational interests, abilities, skills, beliefs,
and values
 Understand the relationship between education, training, and specific occupations
 Discover experiences that meet career, cognitive, emotional, and behavioral goals
 Access information on the current and future labor market
 Develop problem-solving and decision-making strategies
 Solve career issues, conflicts, and concerns.

Keys to Career and College Major Planning
Three factors influence planning for career or selecting a college major –
 Being motivated and inspired

 Knowing yourself
 Knowing occupations and the training programs
Motivation &
Inspiration
Know Know
About About
Self Occupations
&
Training
Programs
Motivational and Inspirational Principles
 We are special and unique

 We have a specific destiny, purpose, calling, or occupation.
 We are all blessed with gifts.
 We are stewards of the gifts that have been given to us.

Three Guideposts in the Career Planning Process
Career Planning Map
I. Career Planning
a. Keys to Career Planning
b. Steps Within Career Planning Process
Career planning is so important. We are each significant, different, and special. We are a
product of many intricate things –
 Vocational interests
 Personality types or trait clusters
 Skills/Abilities
 Values

Career planning includes –
 Assessing our vocational interests, abilities, skills, beliefs, and values

 Discovering potential careers that are linked to identified interests
 Choosing the right post-secondary education and training
 Understanding the relationship between education, training, and specific occupations
 Presenting information on the current and future labor market
 Introducing problem-solving and decision-making strategies
 Solving career issues, conflicts, and concerns
The basis for most of career planning resources is the National Career Development
Guidelines. In 1987, the National Occupational Information Coordinating Committee
(NOICC) developed the National Career Development Guidelines. The guidelines’
competencies were organized into three areas –
 Self-Knowledge
 Educational and Occupational Exploration
 Career Planning
Self-knowledge deals with our self-concept, interpersonal skills, growth, and

development.
Educational and occupational exploration reveals the relationships between learning,

work, career information skills, job seeking, skill development, and the labor market.
Career planning includes self-assessment, career exploration, decision making, life role
formation, goal setting, and the implementation of career choices
II. Self Assessment
The preliminary assessment is the first step in the career planning process. From the
assessments, we will gain knowledge and understanding of –
 Abilities
 Callings
 Destinies
 Educational plans
 Interests
 Personality trait clusters/ types
 Priorities
 Skills
 Talents
 Visions/ Dreams
 Vocational plans

III. Educational Exploration
Exploring educational options involves –
 Making educational choices

 Choosing right choices
 Researching a variety of factors –
Benefits of educational achievement

Specific programs of study or training opportunities
IV. Occupational Exploration
 Informational Interview
 Internet Career Exploration Resources
Occupational knowledge encompasses awareness of –
 Advancement opportunities
 Duties and responsibilities
 Informational interview
 Informational search
 Knowledge required
 Occupational research
 Salary range
 Training and skills needed
 Working conditions
 Economy or labor market
 A typical working day in specific occupations
V. Problem Solving, Goal Setting, and Decision Making
Problem solving is decision making and goal setting.
The problem solving processes include –
 Identifying educational and career planning obstacles

 Setting, formulating, prioritizing and ranking achievable goals
 Clearly stating vocational interests, abilities, and values
 Deriving plans or strategies to implement the solutions
 Creating solutions or courses of action
 Evaluating the primary choice
 Considering a secondary choice, if necessary
 Making a commitment to complete the plans and to reach God-given potential

Awareness, Knowledge, and Assessment
You become aware of, know, and identify –
 Holland vocational interests

 Abilities
 Skills
 Values
 Personality types or trait clusters
 Occupations
 College Majors
Students complete one or more of the following assessments –
 Interest inventory
 Value assessment
 Skill assessment
 Personality type or trait cluster inventory
Factors Influencing Career Decisions

There are a variety of factors that influence your career decisions. Here is a model.

Interest Self - Assessment Tests
According to John Holland (1985), individuals seek to find a match between –

 Interest clusters
 Personalities
 Job categories
 Environments
They also search to find an environment that exercises or uses -

 Gifts
 Callings
 Talents
 Interests
 Abilities
 Skills
Holland developed a system of personality types to classify jobs into or work personality
environments. The system is the Holland Hexagon Model or Holland Codes. In the Holland Model,
these categories represent work personalities. Within the Holland’s Hexagon Model, there were six
types of personalities or environments.

The personalities were –
 Realistic
 Investigative
 Artistic
 Social
 Enterprising
 Conventional
Assessments using Holland typology link vocational interests to job families using a three-letter
RIASEC or Holland code. The first letter of each personality or environment formed the word
“RIASEC”. The “RIASEC” was an acronym that stood for Realistic, Investigative, Artistic, Social,
Enterprising, and Conventional. Different assessments provide information on the relationship
between these job personalities and –
 Key characteristics
 College majors
 Hobbies
 Abilities
 Related careers
Reference: John Holland (1985) Making Vocational Choices (2nd ed.) Odessa, FL.: PAR, Inc
Examples of Holland Career Self - Assessment Tests are –
 MCP
 Self Directed Search
 Strong Interest Inventory
 Other Holland Codes Resource Center career tests

Activity Sheet for Interest Career Assessments
Select one of the following Date Started Date Completed
Holland Codes career
assessment
For on-line Holland Career Assessments: Print Your Test Scores or Results!!!
Now, complete the following table using the information provided in your test results. –
Results from Holland Codes career assessment.
1. Write the first, First Holland Code Second Holland Code Third Holland Code
secondary, and Letter Letter Letter
third highest (_________________) (_________________) (_________________)
Holland Code in
the (__). (_________________) (_________________) (_________________)
2. Write the
corresponding
score for each
Holland Code.
3. Write careers
related to the
Holland Codes.
Enter the top three (3) Interests on page 43.

Holland Career Personalities
REALISTIC INVESTIGATIVE ARTISTIC SOCIAL ENTERPRISING CONVENTIONAL
Frank, Practical, Complicated, Careful, Conforming,

Analytical, Intellectual, Helping, Informing, Persuasive, Energetic,
Focused, Original, Impulsive, Conservative,
Characteristics Reserved, Independent, Teaching, Inspiring, Sociable, Adventurous,
Mechanical, Independent, Conscientious, Self-
Scholarly, Judgmental Counseling, Serving Ambitious, Risk-taking
Determined, Rugged Expressive, Creative controlled, Structured
Manipulates tools,
Works with abstract Uses imagination and Interacts with people,
Possesses Leads, manages, and Orders activities paying
Strengths ideas and intellectual feelings in creative concerned with the
mechanical, manual, organizes attention to details
problems expression welfare of people
or athletic ability
Prefers to deal
Things Ideas and Things Ideas and People People Data and People Data and Things
with:
Craftsman, Fitness
Artist, Musician, Teacher, Clergy, Manager, Producer,
Trainer, Optician, Biologist, Chemist, Accountant, Banker,
Actor/ Actress, Coach, Therapist, Lawyer, Business/
Careers Policemen, Fire Historian, Researcher, Editor, Office Manager,
Designer, Writer, Nurse, Counselor, Marketing Executive,
Fighter, Physical Doctor, Mathematician Librarian, Reporter
Photographer Sociologist Entrepreneur, Principal
Education Teacher
Justice Studies, Fire

Nursing, Christian Pre-Law, Business
Science, Athletic Art, Theater, Graphic
Biology, Chemistry, Education, Management and
Possible Training, Martial Design, Music, Business, Accounting,
Nursing, Pre-Medicine, Counseling, Biblical Administration,
College Majors Arts, Corporate Journalism, Management
Mathematics, History Studies, Social International Business,
Fitness, Physical Communication
Science, Education Political Science
Education

Four Personal Styles
Fred Bergen reviewed the relationship between the RIASEC personalities and four personal styles.
The personal styles are work style, learning environment, leadership style, and risk taking and adventure
seeking.
Personal Style One: The Work Style

Work styles involved our preferences for working with ideas, data, things, or people. High Realistic
and High Investigative types looked for opportunities with ideas, data, or things. Students who pursued
work with ideas, data, or things sought careers in:
 Biological sciences  Engineering

 Mathematics  Computer and informational science
 Physical sciences  Machine trades
The High Enterprising and High Social students enjoyed working with people. These individuals followed
jobs in business, education, journalism, and social science.
Personal Style Two: The Learning Environment

The second factor was the learning environment. The learning environment factor described a
selection of either academic learning environments or practical-oriented learning situations. High
Investigative and High Artistic men and women like to work in an (academic) learning environment.
These individuals expressed interests in cultural events, educational pursuits, research, and verbal
activities.
Students who relished academic learning environments undertook majors in:
 Arts  Cultural Studies

 Communication  History
 Journalism  Language
 Literature  Physical sciences
 Research  Social sciences
The High Realistic and High Enterprising clients or students adapted better to practical, hands-on
learning. Students who picked to learn in more practical settings expressed interests in business activities,
physical activities, and technical activities. These clients or students entered careers in agriculture,
business, law enforcement, machine trades, and vocational technical majors.
Personal Style Three: The Leadership Style

The third personal style was Leadership Style. The Leadership Style reflected a preference for
directing people, leading people, meeting people, and persuading people. People with leadership qualities
tended to be High Artistic, High Enterprising, and High Social. They liked to direct, persuade, lead
others, and take charge. High Enterprising individuals were social and verbal; they appreciated working
with people. High Enterprising clients or students showed a preference for law/ politics, organizational
management, and public speaking. They liked majors such as history, journalism, law, and social science.

Other clients or students made a choice to lead by example. They did not like to take charge. They
preferred to do the task themselves. As introverts, they lead by example. They liked majors such as
agriculture, biological sciences, machine trades, mathematics, and physical sciences.
Personal Style Four: The Risk Taking/ Adventure Seeking Style
The fourth factor was Risk Taking/ Adventure Seeking. This factor indicated a willingness to take
physical and social risks, to act spontaneously and playfully, and to seek novel sensation and thrills.
Clients or students who possessed risk taking/ adventure seeking qualities are extroverted, independent,
and social. They were prone to careers in:
 Athletics,  Auto mechanics,

 Carpenters,  Electricians,
 Jet fighters,  Paramedics,
 Police officers,  Politics, and
 Public speaking. 

Self-Discovery Sheet
After this activity, write down five (5) statements explain the following statement –
After completing the activity, I have learned the following about myself.
1)
2)
3)
4)
5)

Activity Sheet for Career Decision Making
1) Knowing About Yourself –
After completing assessments, you will be listing your interests, transferable skills, personality trait
clusters, and values.
2) Knowing About Your Options –
Using internet career resources, you will explore –
 Work abilities
 Job requirements
 Educational level and preparation requirements
 Job outlook
 Wages
 Working conditions
3) Rating your ability to make decisions. Place a check (  ) in the appropriate space.
 Knowing I need to a make a choice

Excellent Good Average Poor
 Understanding myself and my options
 Expanding and narrowing my list of occupations, programs of study, or jobs
 Choosing and occupation, program of study, or job
 Implementing my choice
 Knowing I made a good choice

Activity Sheet for Career Decision Matrix
For this activity, you will create a career decision matrix. The matrix will rank careers according to
your most important interests.
1. What occupations do you want to rank?
Choice 1 Choice 6
Choice 2 Choice 7
Choice 3 Choice 8
Choice 4 Choice 9
Choice 5 Choice 10

Interest Summary
1. What interests (characteristics) do you want to use to rank the occupations (from p.31)?
Interest 1 Interest 2
Interest 3 Interest 4
2. Under each Potential Careers Column, write the potential careers (from p.39 #1).
3. Enter the names of the interests in the column under the Interests headings.
4. .Mark with an “X” if the career possess one or more of the values.
Interests
# Potential Careers
5. From the occupations listed in question 1, which five (5) careers had one (1) of the interests?
a.
b.
c.
d.
e.

Self-Discovery Sheet
After this activity, write down five (5) statements explain the following statement –
After completing the activity, I have learned the following about myself.
1)
2)
3)
4)
5)

Educational and Occupational Exploration
 You perform career research.

 You identify potential careers.
 You begin narrowing career options.
Integrating Occupational Exploration into the Curriculum –

Core Subjects and Your Career Article
An excellent resource is an article entitled “Core Subjects and Your Career”. There are three areas
discussed within the article - “English and Your Career,” “Math and Your Career,” and “Science and
Your Career”. Each article integrates the subject with career planning.
In the article “English and Your Career”, the definition for communication is “the ability to understand
information other people give us and to have other people understand what we tell them”. There are three
levels of communication – basic, intermediate, and advanced.
 “Basic communication requires the ability to interact with others and to follow simple oral and written
instructions…”
 “Intermediate communication requires the ability to accurately give and follow instructions, to
persuade people to a particular point of view, and to write in an organized and grammatically correct
manner...”
 “Advanced communication requires a strong ability to communicate both orally and in writing…”
For each level, high school and/or college courses are recommended. The article provides a list of
occupations for each level of communication.
 Basic communication jobs are bank tellers, bus drivers, cashiers, and correctional officers.
 Intermediate jobs are adjusters, investigators, collectors, architects, clerical supervisors and managers,
as well as construction and building inspectors.
 Advanced jobs are actors, directors, producers, administrative services managers, adult education
teachers, and agricultural scientists.
Source:
Core Subjects and Your Career (from Occupational Outlook Quarterly, Summer 1999) -
http://stats.bls.gov/opub/ooq/ooqindex.htm
The Internet and the libraries are sources of educational and occupational information.

Internet Resources
Educational and occupational exploration resources reveal the relationships between learning, work,
career information skills, job seeking, skill development, and the labor market. Career planning includes
self-assessment, career exploration, decision-making, life role formation, goal setting, and the
implementation of career choices. Examples of Internet career exploration resources are Occupational
Outlook Handbook and the O'NET, The Occupational Information Network.
The Bureau of Labor Statistics prepares the Occupational Outlook Handbook.

The Occupational Outlook Handbook reports information on 250 occupations. The web address is -
http://stats.bls.gov/oco/
The topics within the Handbook are –
 Nature of the work

 Working Conditions
 Earnings
 Related Occupations
 Training and Qualifications
 Other Advancements
Another United States governmental resource is the O’NET. The O’NET web address is -
http://online.onetcenter.org. The Occupational Information Network provides the following information –
 Occupational profiles
 Labor market information
 Links to the dot classification systems
 Location of 1,100 occupations using skill requirements or key words
 Worker Characteristics and Requirements
 Experience Requirements
 Occupation Requirements, Specifics and Characteristics

Activity Sheet for Career Exploration
Use one of the career
exploration web sites Date Started Date Completed
1. Occupational Outlook
Handbook
2. O’NET
What occupations did you gather information on? Are you still interested in that career?
Source of Information
Title of Occupations Are you still interested in that
(Site # 1 to 9) occupation? (YES or NO)

College Major Exploration
 Students perform research to identify college major

 Students put what they know into action
Holland Codes and College Majors

Holland codes can be matched to college majors. Here is an example of Holland codes and
college majors.
Realistic
Forestry
Investigative
Aerospace Studies Anthropology Biological Sciences Chemistry
Criminal Justice Economics Engineering and Environmental

Technology Studies
Geology Gerontology International Liberal Studies
Relations
Mathematics and Physics and Psychology Sociology
Statistics Astronomy
Artistic
Classics Fine Art Music Philosophy
Russian Theater Arts
Social
Arts Management Asian Studies Dental Hygiene Education
Exercise Science Humanities Latin American Studies Nursing
Religious Studies Social Work Southwest Studies Women’s Studies
Enterprising
Art History Business Communication Hotel and Restaurant
Administration Management
History Political Science
Here is a college major exploration web site – College MatcherMaker. College Search is here to
help you make the best decision for you. To begin, choose one of two starting points. Use
MatchMaker to generate a list of colleges that match your preferences. Use QuickFinder to
research a college that you already have in mind.

Activity Sheet for Exploring College Majors
Use one of the Exploring
College Majors Resources Date Started Date Completed
College MatcherMaker
Write your potential careers in the space provided.

Find a potential college major that matches the potential career.
What majors did you gather information on? Are you still interested in that major?
Source of Are you still interested in

Career Title of Majors Information that major? (YES or
(Site # 1 to 2) NO)

About the Author
Dr. Mary Askew has the following qualifications –
 Doctor of Ministry degree in Career Development

 Master of Science and Bachelor of Science Degrees
 Global Career Development Facilitator (GCDF), Certification Number: GCDF08136-US
 Distance Credentialed Facilitator (DCF), Certification Number: DCF 00081
 Four (4) years’ experience as a Career Advisor in public/private higher education institutions;
twelve (12) years’ experience as Career Consultant for educators in higher education and high
school, government and community agencies; three (3) years as job development case worker
 Twelve (12) years’ experience in creating and managing program development and delivery
 Twelve (12) years’ experience presenting on career development resources at local, state, and
national convention for career services professionals (education/government) and at
university/community colleges and public/charter/private high schools
 Served as primary Career Advisor at Phoenix College and Paradise Valley Community after the
retirement of one manager and while another was on sabbatical
 Utilized web skills and social marketing skills to update college websites to promote career
resources
 Developed, organized and implemented career development and job placement programs for
diverse populations of students, graduates, veterans, and community members to develop
strategies
 Presented career development topics at state and national career professional, charter school
teacher, homeschool, and private school teacher conventions
 Provided online career center that utilized digital, educational, social media, and printed resources
 Blogs  Facebook  Linkedin  Pinterest
 Twitter  Evernote  Delicious  Issuu
 Prezi  Scribd  Slideshare  Infographics
 Wordle  Powerpoint  Lino  Powtoon
Achievements:
 National Career Development Association (NCDA) Conference 2012 Workshop Speaker
 National Career Development Association (NCDA) Conference 2013& 2014 Round Table
Speaker
 Participant in Psychological Assessment Resources (PAR) SDS Revision Advisory Panels –
2009, 2010, 2011, and 2013
Qualified to administer the following PAR and CPP assessments

 Self-Directed Search
 Strong Interest Inventory
 Myers Briggs Type Indicator
PROFESSIONAL ASSOCIATIONS
 National Academic Advising Association
 National Career Development Association
 Arizona Career Development Association
 International Society for Technology in Education

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UNLOCK YOUR POTENTIAL

DISCOVER YOUR DESTINY

Dedicated to everyone striving to reach their potential

Dr. Mary E. Askew

conducive learning environments. We strive to cultivate learning-readiness as well as perceptual and

workshops, training materials, self-assessment inventories, career web-sites, computer-assisted career

guidance programs, community colleges, and resource centers.

Career Exploration, and Planning

The Goal of a Career Explorer

Career explorers should answer the following questions -

 What are our courses of action or modes of action?

 Assess our vocational interests, abilities, skills, beliefs, and values

Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 3

 Choose suitable post-secondary education and training

 Understand the relationship between education, training, and specific occupations

 Access information on the current and future labor market

 Develop problem-solving and decision-making strategies

 Solve career issues, conflicts, and concerns.

Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 4

Three factors influence planning for career or selecting a college major –

 Being motivated and inspired

Motivational and Inspirational Principles

 We are special and unique

Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 5

Career Planning Map

Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 6

 Assessing our vocational interests, abilities, skills, beliefs, and values

Self-knowledge deals with our self-concept, interpersonal skills, growth, and

Educational and occupational exploration reveals the relationships between learning,

II. Self Assessment

Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 7

Exploring educational options involves –

 Making educational choices

Benefits of educational achievement

IV. Occupational Exploration

Occupational knowledge encompasses awareness of –

V. Problem Solving, Goal Setting, and Decision Making

Problem solving is decision making and goal setting.

The problem solving processes include –

 Identifying educational and career planning obstacles

Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 8

You become aware of, know, and identify –

 Holland vocational interests

Students complete one or more of the following assessments –

Factors Influencing Career Decisions

Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 9

According to John Holland (1985), individuals seek to find a match between –

They also search to find an environment that exercises or uses -

Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 10

Examples of Holland Career Self - Assessment Tests are –

Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 11

Results from Holland Codes career assessment.

Enter the top three (3) Interests on page 43.

Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 12

REALISTIC INVESTIGATIVE ARTISTIC SOCIAL ENTERPRISING CONVENTIONAL

Frank, Practical, Complicated, Careful, Conforming,

Justice Studies, Fire

Hollandcodes.com © 2005 - 2014. http://www.hollandcodes.com, hollandcodes@gmail.com 13

Personal Style One: The Work Style

 Biological sciences  Engineering

Personal Style Two: The Learning Environment

Students who relished academic learning environments undertook majors in:

 Arts  Cultural Studies