1. CareerKeys & LearningKeys
OUTLINE | CAREERKEYS : DONALD SUPER’S CAREER STUDY PATTERN
C AREER K EYS & L EARNING K EYS
F OR CAREER CONSULTANTS

2. Dr. Benny Lim
 Headof School, School of Communication
and Creative Arts
 kwlim@kdu.edu.my

3. WHAT PARENTS, BUSINESS LEADERS
AND TEACHERS WANT FROM A
SCHOOL
Global
Technology
WHAT Skills
ASIAN
PARENTS
WANT Analytical
Asian
& Life
Values
Skills
For an example of the trends in Asia and how they are impacting education in Taiwan, see Troy E. Beckert et al.,
“Parent Expectations of Young Children in Taiwan,” in Early Childhood Research & Practice 6 (2004).

4. ADULT ATTITUDES ON EDUCATION
% who rank this skill as a 9 or 10 in
importance on a scale of 0 to 10
Reading Comprehension 75
Computer and technology 71
Critical thinking & problem solving skills 69
Ethics and social responsibility 62
Written communications 58
Teamwork and collaboration 57
Oral communications 56
Lifelong learning and self-direction 50
Mathematics 48
Leadership 44
Creativity and innovation 43
Media literacy 42
Global awareness 42
Science (biology, chemistry and physics) 38
The Partnership for 21st Century Skills – sponsored Survey of American Adult Attitudes Toward Education was
conducted by Public Opinion Strategies and Peter D. Hart Research Associates from September 10 to 12 2007.

5. WHAT PARENTS, BUSINESS LEADERS
AND TEACHERS WANT FROM A
SCHOOL
• Communication Skills (verbal
and written)
TOP 10 • Honesty/ Integrity
• Teamwork skills
QUALITIES &
• Interpersonal skills
SKILLS • Self-motivation/ Initiative
EMPLOYERS • Strong work ethic
SEEK • Analytical skills
• Technology skills
• Organizational skills
• Creative minds
Source from National Association of Colleges and Employers (NACE).

6. WHAT PARENTS, BUSINESS LEADERS
AND TEACHERS WANT FROM A
SCHOOL
FRAMEWORK FOR 21ST CENTURY

7. WHAT DO STUDENTS WANT?
Four Basic Needs
PHYSICAL
Safety, good health, food, exercise, shelter and
hygiene
SOCIO-EMOTIONAL
Acceptance, kindness, friendship, the desire to love
and to be loved
MENTAL
Intellectual growth, creativity, and stimulating
challenges
SPIRITUAL
Contribution, meaning, and uniqueness

8. C

9. YOUR BEHAVIOUR | YOUR ABILITIES | YOUR INTERESTS | YOUR TALENTS | YOUR EXPERIENCE | YOUR CIRCUMSTANCES
6 FACTORS TO C ONSIDER
W HEN DECIDING YOUR C AREER

10. 1. YOUR BEHAVIOUR
– Type of productive activity with which your personality style
typically excels and finds enjoyable
2. YOUR ABILITIES
– Natural intellectual aptitude and physical abilities to perform
well in a given area
3. YOUR INTERESTS
– Type of work that holds your interest, motivates you and keeps you
fulfilled

11. 4. YOUR TALENTS
– Your natural gifts and talents, e.g. voice, artistic, athletic or
physical ability
5. YOUR EXPERIENCE
– Skills/trades you have already developed and with which you
can build upon in the future
6. YOUR CIRCUMSTANCES
– Time, money, energy you have to pursue your desires

12. CareerKeys
OUTLINE | CAREERKEYS : DONALD SUPER’S CAREER STUDY PATTERN
CAREERKEYS

13. Do you
work to live
or
live to work?

14. DONALD SUPER’S
C AREER PATTERN STUDY
A longitudinal study of
100 men from ninth grade
through age 35

15. DONALD SUPER’S C AREER THEORY
(A MMUNDSON , N.E., H ARRIS -B OWLSBEY, J., & N ILES , S.G., 2005)
One’s career is influenced
and mediated by one’s
self-concept

16. DONALD SUPER’S C AREER THEORY
(A MMUNDSON , N.E., H ARRIS -B OWLSBEY, J., & N ILES , S.G., 2005)
Career development
is a lifelong process

17. DONALD SUPER’S C AREER THEORY
(A MMUNDSON , N.E., H ARRIS -B OWLSBEY, J., & N ILES , S.G., 2005)
Career is more than a job.
It is the combination of all of the
activities that take place in life roles
being played by an individual at a
given point in time.

18. SUPER’S C AREER DEVELOPMENT STAGES
Growth (roughly to age 11),
Exploration (approximately 11-20),
Establishment (20 to mid-adulthood),
Maintenance (mid to late adulthood),
Disengagement (late adulthood).

19. SUPER’S C AREER DEVELOPMENT
A critical notion within Super’s theory is
that, in making a vocational choice, an
individual is expressing his or her
self-concept. Thus, it is critical that
students have accurate knowledge
about themselves, or they may choose
occupations that do not match well
with their interests and skills.

20. Research Paper: Stratton’s (2000) research paper, “Muddling Through: What Do
Teens Want from Career Counsellors?”
WHAT DO TEENS
WANT FROM CAREER
COUNSELLORS

21. 3 Important Dimensions of Education and Career
Development & Counselling
Concerns about the
Future
Changing & Unrealistic
Career Aspirations
Information Gathering &
Decision Making Process

22. Stratton’s (2000) research paper, “Muddling Through:
What Do Teens Want from Career Counsellors?”
• Concerns about the Future
When making plans for the future, it was found
that students reported their three greatest
concerns as:
• being able to find a job they like (82%);
• affordability to go to college or university (65%);
• and having the right results they wanted (59%).

23. Stratton’s (2000) research paper, “Muddling Through:
What Do Teens Want from Career Counsellors?”
• Changing and Unrealistic Career Aspirations
Students change career ideas or intended college and
university programmes because it is expected of them
rather than because they are deeply committed to that
career goal. Also, the research revealed that many
students set unrealistic career goals. Clearly, they
need more focused information about how
educational choices and career goals relate.

24. Stratton’s (2000) research paper, “Muddling Through:
What Do Teens Want from Career Counsellors?”
• Information Gathering and Decision Making
Process
The research also showed that teenagers gather
information and make decision that involves multiple
sources. The two greatest influences on student
decisions were perceptions of interest and ability.

25. Career Consulting
CAREER DEVELOPMENT CYCLE | FAMOUS BRANDS | WHAT IS YOUR PERSONAL BRAND? | WHAT IS YOUR IDEAL WORK?
C AREER C ONSULTING

26. C AREER D EVELOPMENT C YCLE
United Nations Educational, Scientific and Cultural
Organisation. (2002). Handbook on career
counselling: A practical manual for developing,
implementing and assessing career counselling
services in higher education settings. Paris

27. FAMOUS B RANDS
YOU?

28. WHAT IS YOUR PERSONAL BRAND?
It is your unique combination of
your attributes and achievements.
It is what your potential
employers will hire.

29. WHAT IS YOUR IDEAL WORK?
Talents &
Skills
Your
Ideal
Work
Interests Values

30. Looking for a Job
GROUP ACTIVITY
WAYS IN WHICH JOB - HUNTERS
L OOK FOR JOBS

31. Resumes Referrals
Sending in resume to get invited Asking friends about job vacancies they
for an interview may know of, at other workplaces
Advertisement
Classified ads or posting on the Internet
Contacts
Using a friend or colleague for direct
introduction to potential employers
Agencies
Applying through employment
agencies, search firms
Inside the Company
Work inside a company as a temp
Friends worker, short-term contract and hoping to
Asking friends about job vacancies be eventually “hired from within”
where they work because you are already working there
Adapted from “What Colour is Your Parachute?” – A Practical Manual for Job –
Hunters and Career Changers by Richard Nelson Bolles (2007)

32. G ROUP ACTIVITY
a. In your group, discuss and arrange in order of
preference (1 being most preferred and 7 being
least preferred), the ways (listed in the previous
slide) a job hunter would use in looking for a job.
b. Discuss and arrange in order of preference (1
being most preferred and 7 being least preferred),
the ways an employer would use in looking for a
potential employee.

33. GENERAL CHARACTERISTICS | STRENGTHS | MOTIVATION | IDEAL ENVIRONMENT | GENERAL OCCUPATIONS
DISC P ERSONALITY
P ROFILING

34. GENERAL CHARACTERISTICS
Goal Oriented Creative
Result-oriented Motivational
Self-confident Polished, Poised
Decisive Enthusiastic
Strong-willed Persuasive
Organises Well
Independent D I Popular
Verbal
Thorough
Detail-oriented C S Organised
Loyal
Predictable
Economical
Cautious Steady
Neat Patient
Systematic Dependable
Accurate Systematic

35. STRENGTHS
Lead/ Manage Communicator
Delegates Great encourager
Confronts others Motivates others to achieve
Innovative Positive sense of humour
Problem Solver Peacemaker
Risk-taker
Self-starter D I People person
Good sales person
C S
Ability to think Ability to administer
objectively Mediates problems,
Quality Control coordinate tasks
Thorough in work Compliant to authority
Ability to organise data Good listener
Defines situation Good at recognising conflict
Understands & use Friendly
charts, graphs, figures Team player

36. MOTIVATION
New challenges & Flattery, praise, popularity,
problems acceptance, approval
Power & authority to Friendly environment
take risks
Freedom from many
Freedom from routine & rules and regulations
mundane tasks
D I
Other people available
Changing to handle details
environments
C S
High quality Recognition for loyalty
standards
No sudden changes in
Limited social procedure or lifestyle
interaction
A secure environment with
Detailed tasks little conflict
Logical organization of Activities one can start
information and finish

37. IDEAL ENVIRONMENT
Innovative focus on future
Practical procedures
Non-routine, challenging tasks
Projects that produce Few conflicts & arguments
tangible results Freedom from controls and
Freedom from controls, details
supervision & details
Forum to express ideas
Personal evaluation
based on results,
not methods D I Group activities
Projects that can be Team atmosphere
followed through
to completion
Specialised or technical tasks
C S Practical procedure &
systems
Stability & predictability
Practical work procedures
Few conflicts & arguments Tasks that can be
completed one at a time
Reassurance that one is doing
what is expected Few conflicts & arguments

38. GENERAL OCCUPATIONS –
‘D’ S TYLE
Administrators
Athletes
Coaches
Directors: leaders, project heads, media
Entrepreneurs
Executives: presidents, vice-presidents
Fire-fighters: local or volunteer fighter
Foremen: leaders in groups
Independent business/ self-employed
Judges: court or justice system
Military leaders: all armed forces
News Anchors: all media organizations
Pilots: military or commercial
Police Officers/detectives: enforcement
Real estate developer & builder

39. GENERAL OCCUPATIONS –
‘I’ S TYLE
Actors/ variety artists
Auctioneers
Broadcasters, news reader
Disc jockeys
Entertainers, clowns & comedians
Flight Attendants: stewards
Guides & travel agents
Instructors: educations or business
Interior designers
Master of Ceremonies
Receptionists
Reporters
Sales people: good or services
Teachers: all areas of education
Telemarketers/ phone operators

40. GENERAL OCCUPATIONS –
‘S’ S TYLE
Artists: art, painting
Administrative staff
Beauticians/Barbers
Counsellors, social workers
Customer Service
Diplomats: country ambassadors
Event planners
Lecturer/teacher: school & college
Flight Attendants,
Human Resource Director,
Lab technicians
Managers: handle business & people
Pharmacists, Nurses, Real Estate Agents
Training consultants, trainers
Veterinaries
Writers: journalists, author

41. GENERAL OCCUPATIONS –
‘C’ S TYLE
Accountants, Airline pilots
Architects, Interior designers
Author, journalist
Bankers, Clerical: officer or retail workers
Composers: creators of music
Computer programmers, developers
Dentists: dental care
Educators & teacher: specialist Engineers:
specialist in various areas
Lawyers: advisors in law
Landscape/Nursery architect, designer
Performing artist: presenter
Photographers, Photojournalists
Physicians, Surgeon
Scholars, Scientist

42. SELF-EVALUATION OF YOUR TALENTS
TALENT
& SKILLS

43. Talent = Natural ability
Can never be acquired – it is always
innate, intrinsic and inherent
in the individual.
Skill = Acquired capability
It can be learnt.

44. W HAT ARE YOUR TALENTS?
SELF-EVALUATION
• ARTISTIC Talents • COUNSELLING/ RELATIONAL
Talents
• LEADERSHIP Talents
• TACTILE Talents
• COMMUNICATION Talents
• TEACHING Talents
• ATHLETIC Talents
• SOCIAL Talents
• RESEARCH Talents
• INTELLECTUAL Talents
• MECHANICAL Talents
• ORGANIZATION Talents

45. LINGUISTIC | LOGICAL MATHEMATICAL | VISUAL SPATIAL | MUSICAL | BODILY KINESTHETIC | INTERPERSONAL | INTRAPERSONAL
TALENT & S KILLS
MULTIPLE
INTELLIGENCE

46. LINGUISTIC | LOGICAL MATHEMATICAL | VISUAL SPATIAL | MUSICAL | BODILY KINESTHETIC | INTERPERSONAL | INTRAPERSONAL
TALENT & S KILLS
MULTIPLE
INTELLIGENCE

47. L INGUISTIC I NTELLIGENCE
INTELLIGENCE OF WORDS
• Appreciate poetry, plays, books and conversation
• Fluent talker & can explain things clearly
• For studies, make full use of language,
both written and spoken, read widely, write notes.
• Put your thoughts into words.
Explain your ideas to others.
Sample Professions: Librarian, archivist, editor, translator,
writer, radio/TV announcer, journalist, legal assistant,
lawyer, secretary, typist, proofreader, English & Language
teacher.

48. L OGICAL M ATHEMATICAL I NTELLIGENCE
INTELLIGENCE OF NUMBERS & LOGIC
• Like abstract thinking
• Good at solving puzzles and problems
• Know how to analyse and interpret data.
Sample Professions: auditor, accountant, purchaser,
underwriter, mathematician, scientist, statistician,
actuary, computer analyst, economist, technician,
accounts assistant, science teacher.

49. V ISUAL S PATIAL I NTELLIGENCE
INTELLIGENCE OF PICTURES & IMAGES
• Think in pictures and create visual images
• Observant with a good sense of direction
• Use metaphors.
• Use charts, diagrams and mind maps for studies.
Sample Professions: engineer, surveyor, architect, urban
planner, graphic artist, interior designer, photographer, art
teacher, inventor, cartographer, pilot, fine artist, sculptor.

50. M USICAL I NTELLIGENCE
INTELLIGENCE OF MUSIC & RHYTHM
• Sensitive to the emotional power of music
• Have a good sense of rhythm and melody
• Remember songs and may be able to sing
Sample Professions: disc jockey, musician, instrument
maker, piano tuner, instrument salesperson, songwriter,
studio engineer, choral director, conductor, singer, music
teacher.

51. B ODILY K INESTHETIC I NTELLIGENCE
INTELLIGENCE OF PHYSICAL SELF
• Like to engage in physical sports
• Prefer to deal with problems in physical,
„hands-on‟ way.
• Skillful with your hands and play around with
objects while listening.
• You fidget if there are few breaks.
Sample Professions: physical therapist, recreational
worker, dancer, actor, model, mechanic, carpenter,
craftsperson, physical education teacher, choreographer,
professional athlete.

52. I NTERPERSONAL I NTELLIGENCE
INTELLIGENCE OF UNDERSTANDING PEOPLE
• Relate well and like mixing with other people
• Have many friends
• Good at negotiating
• Enjoy group activities and you like to cooperate.
Sample Professions: administrator, manager, school
principal, personnel, arbitrator, sociologist, counselor,
psychologist, nurse, public relations, salesperson, travel
agent, social worker.

53. I NTRAPERSONAL I NTELLIGENCE
INTELLIGENCE OF INNER SELF
• Appreciate privacy & quiet for working & thinking
• Like to daydream, imagine and fantasize
• Understand your own feelings, thoughts & why you
do things.
Sample Professions: psychologist, clergyperson,
psychology teacher, therapist, counselor, program
planner, entrepreneur.

54. VALUES STYLES : LOYALTY | EQUALITY | PERSONAL FREEDOM | JUSTICE
VALUES & C AREER C HOICE

55. VALUES STYLES
• We operate on a system of values or invisible
motivators that are unique to individuals.
• Values styles affect the choices you make, the
friends you choose, the career you pursue, your
leisure activities, the words you say.
•In short, values determine how you live your life.

56. VALUES S TYLE : LOYALTY
OVERVIEW GENERAL CHARACTERISTICS
o Focus On Traditions • Focusing on people working
o Outlook Recognizes together for the greater good.
established authority • Protecting from challenging
o Goal Responsible living situations by responsible living
o Fear Loss of social and pulling together.
respect / disloyalty • Avoiding the loss of social
o Work Style Meaningful respect from others.
involvement
• Following the proper and correct
way of doing things in
accordance with established
rules and authority.
•Conforming to traditional patterns
through personal commitments
and promises.

57. VALUES S TYLE : EQUALITY
OVERVIEW GENERAL CHARACTERISTICS
o Focus Self-expression • Focusing on respecting the
o Outlook Seeks friendly individuality of others as well as
relationships with the self.
freedom to be • Respecting individual beliefs.
themselves.
o Goal Self-assertion and • Searching for personal fulfillment
happiness. and making opportunities for
meaningful communication with
o Fear Inner conflict / others.
inequality.
• Avoiding inner conflicts.
o Work Style Socially-acceptable
individuality. • Stretching the rules and expectations
within safe boundaries in search of
personal satisfaction.

58. VALUES S TYLE : PERSONAL FREEDOM
OVERVIEW GENERAL CHARACTERISTICS
o Focus Self-fulfillment • Challenging or questioning the
o Outlook Seeks personal existing systems, standards,
goals & aspirations rules, and procedures in order to
o Goal Self-satisfaction increase the boundaries of
personal freedom.
o Fear Loss of personal
well-being • Seeking self-preservation and
satisfaction through the
o Work Style Self-expressed
accomplishments of
individuality
personal goals.
• Preventing the loss of personal
well-being.
• Expressing energy through
creative, untested and non-
conventional ideas.

59. VALUES S TYLE : JUSTICE
OVERVIEW GENERAL CHARACTERISTICS
o Focus Inner honesty • Finding fulfillment through
o Outlook Seeks personal meaningful relationships and
acceptance with seeking fair and workable solutions.
others for the • Bettering conditions of the
common good. environment for the common good,
o Goal Acceptance into the even at their own personal expense,
group. as long as everyone will benefit.
o Fear Lack of personal • Avoiding situations which are
harmony & injustice. unjust or conflicting with a sense
o Work Style Personal of inner honesty.
involvement.
• Improving the present quality of
life even though the number of
personal benefits may be
decreased.

60. W HAT ARE VALUES?
 Values are deeply held constraints, ideals, convictions,
or standards
 Your values are invisible motivators that influence
your choices with regard to occupation, employer,
family and community involvement
 Clarifying your personal values is a critical step toward
understanding your own definition of success

61. THE PARTY EXERCISE | SDS: HOLLAND CODES – R, I , A, S, E, C | YOUR IDEAL WORK
I NTEREST
S ELF-D IRECTED
S EARCH (SDS)

62. T HE PARTY EXERCISE
• The next slide show an aerial view of a room in which
a 2-day party is taking place
• People with the same or similar interests have (for
some reason) gathered in the same corner of the room
• Which corner of the room would you instinctively be
drawn to, as the group of people you would enjoy being
for the longest time? (put aside any question of
shyness, or whether you would have to talk to them).
• Write the letter for that corner down

63. R I
People who have People who like to
athletic or mechanical observe, learn investigate,
ability, prefer to work analyze, evaluate or solve
with objects, machines, problems.
tools , plants or animals,
or to be outdoors.
People who like to People who have artistic,
work with data, have clerical innovating or intuitional
C or numerical ability, carrying
things out in detail, or
abilities, and like to work in
unstructured situations, A
following through on others’ using their imagination or
instructions. creativity.
People who like to work with
people – influencing, People who like to work
persuading or performing or with people – to inform,
leading or managing for enlighten, help, train,
organizational goals or develop, or cure them, or
for economic gain. are skilled with words.
E S

64. T HE PARTY EXERCISE…C ON’T
• After 15 minutes, everyone in the corner you have
chosen leaves for another party, except you. Of the
groups that still remain now, which corner would you be
most drawn to the most, as the people you would most
enjoy being with the longest time? Write down the
letter.
• After 15 minutes, this group too leaves for another
party, except you. Of the groups that still remain now,
which corner would you be most enjoy being with the
longest time? Write down the letter.

65. SDS : H OLLAND C ODES
• Dr John Holland, a psychologist researched the factors that promoted or
prevented job satisfaction
• He found that people are happiest when they work in places that engages
their abilities, and feel satisfied, and avoid tasks they don‟t like.
• Holland summarized his theory that people and occupations could be
grouped into six basic types, identified by RIASEC
• Realistic: Practical, concrete, thing-oriented
• Investigative: Analytical, rational, introverted
• Artistic: Creative, independent, nonconforming
• Social: Cooperative, friendly, people-oriented
• Enterprising: Persuasive, competitive, confident
• Conventional: Organized, practical, conforming
• Your vocation interests will be a combination of varying degrees of
several types

66. SDS : H OLLAND C ODES
Realistic (R)
Realistic people like physical activity, working with
hands & practical work. They like structure, clear goals,
straightforward tasks with observable, immediate
and tangible results.
Job examples: cook, baker, driver, electrician, pilot,
plumber, firefighter, landscaper, mechanic, welder

67. SDS : H OLLAND C ODES
Investigative (I)
Investigative people prefer unstructured environments
that are academic and/ or involve research. You like to
solve puzzles. Range of interests includes mathematics,
technology, science and related fields. Curiosity about the
physical world motivates you to get satisfaction from
a job well done, rather than the approval of others.
Job examples: economist, chemist, biologist, computer
programmer, engineer, scientist, business planner

68. SDS : H OLLAND C ODES
Artistic (A)
Artistic people wants to express themselves and
your ideas through creative work like visual art, music,
dance, acting, discussion or debate. They
prefer unstructured, flexible environments without
having to follow strict rules or procedures
Job examples: actor, artist, composer, dancer,
designer, musician singer, photographer, reporter

69. SDS : H OLLAND C ODES
Social (S)
Social people prefer activities that involve interaction
with people. Activities may include areas like teaching,
health care, religious or other people-centred work.
Job examples: nurse, teacher, child care provider,
counsellor, social worker, clergy, therapist (physical, speech)

70. SDS : H OLLAND C ODES
Enterprising (E)
Enterprising people are inclined towards enterprising
interests like to lead and persuade others and are
probably confident, assertive, competitive and adventurous.
Job examples: athlete, travel agent, management,
sales, retail, business owner or entrepreneur

71. SDS : H OLLAND C ODES
Conventional (C)
Conventional people prefer structured, business-like
work environments. They are found in occupations
related to accounting or business and in computational,
secretarial or clerical positions. They like maintenance
or administrative tasks where they can attend to
details, day-to-day operations and bottom-line results.
Job examples: accountant, admin assistant, auditor,
bank teller, cashier, economist, financial analyst

72. YOUR IDEAL WORK
Talents &
Skills
Your
Ideal
Work
Interests Values

74. STRENGTHS
INITIATE
Bottom-line organizer Creative problem solver
Places high value on time Motivates others to achieve
Challenges status quo Positive sense of humour
Problem Solver Peacemaker
Innovative Great encourager
Risk-taker
Self-starter
D I Good sales person
People person
TASK
C S
PEOPLE
Creative thinker Team player
Conscientious Loyal worker
Thorough in work Reliable & dependable
Ability to organise data Has administrative abilities
The anchor of reality Good listener
Gathering, analyzing and Peacemaker
testing of information RESPOND Friendly

75. MOTIVATED BY
New challenges & problems INITIATE Flattery, praise,
Power & authority to take risks popularity
Freedom from routine & Friendly environment
mundane tasks Freedom from many rules
Changing environments and regulations
D I
in which to Other people available
work & play to handle details
TASK
C S
PEOPLE
High quality Recognition for loyalty
standards
No sudden changes in
Limited social interaction procedure or lifestyle
Detailed tasks A secure environment
with little conflict
Logical organization
of information Activities one can start
RESPOND
and finish

76. IDEAL ENVIRONMENT
Innovative focus on future INITIATE
Non-routine, challenging tasks Practical procedures
Projects that produce Few conflicts & arguments
tangible results
Freedom from controls and
Freedom from controls, details
supervision & details
Forum to express ideas
D I
Personal evaluation
based on results, Group activities
not methods
TASK
C S
PEOPLE
Practical work Team atmosphere
procedures
Practical procedure
Few conflicts & arguments & systems
Projects that can be
Stability & predictability
followed through to completion
Specialised or technical tasks Tasks that can be
completed one at a time
Reassurance that one is doing
what is expected Few conflicts & arguments
RESPOND

77. Steve Job’s Quotes
Connecting the dots.
Follow your heart.

78. Steve Job’s Quotes
You got to find what you love.
The only way to be truly satisfied
is to do what you believe is great
work…and the only way to do
great work is to love what you do.

79. Steve Job’s Quotes
Your time is limited.
Don’t waste it living
someone else’s life.

80. Steve Job’s Quotes
Stay hungry,
Stay foolish.