MỤC LỤC

ABSTRACT...........................................................................................................
Chapter I. Learning Goals and Career Goals....................................................
1. Self-assessment following Holland’s Career Theory......................................
1.1 Brief overview of Holland’s Test....................................................................
1.2. Test results.......................................................................................................
2. Learning Goals and Career Goals...................................................................
2.1. Learning Goals...............................................................................................
2.2. Career Goals...................................................................................................
Chapter II. Year-by-Year Implementation Plan.................................................
1. First year...........................................................................................................
2. Second year.....................................................................................................
3. Third year.......................................................................................................
4. Fourth year.....................................................................................................
Chapter III. Conclusion......................................................................................
Chapter IV. References.......................................................................................
 ABSTRACT
Within the framework of the Career Development course, this report is conducted to enhance self-
understanding and establish a clear study plan and career development roadmap for the next four
years. By applying self-assessment tools such as Holland’s Career Theory (RIASEC) and reflective
models, the report analyzes personal interests, strengths, and limitations in order to identify suitable
academic and career orientations. Based on these findings, realistic short-term and long-term
learning goals as well as career objectives are formulated, accompanied by a detailed year-by-year
implementation plan following the SMART principle. The report aims to support effective goal
setting, improve time management skills, and optimize the use of learning resources. Overall, this
personal development plan serves as a practical tool for self-reflection and provides clear direction
for continuous academic progress and professional growth throughout the university years.
 Chapter I. Learning Goals and Career Goals

1. Self-assessment following Holland’s Career Theory

1.1 Brief overview of Holland’s Test

The Holland test, also known as the RIASEC test, is a widely used career assessment tool that helps
individuals identify their career interests. The test is based on Holland's Code Theory, which posits
that people can be classified into six different types of interests demonstrated by 6 letters: R, I, A, S,
E, C. A set of questions relevant to each vocational interest is used to define which careers fit
individuals most. Testers commonly exhibit two to three dominant interest types and choose the
most suitable career when it aligns with these dominant interest groups.

The six types of the Holland Test:

 Realistic (R): individuals prefer working with tangible objects, tools, machines, or outdoor
activities and possess practical, mechanical, or technical skills.
 Investigative (I): individuals frequently question surrounding phenomena, enjoy thinking and
acquiring new knowledge, and demonstrate strengths in science and mathematics.
 Artistic (A): individuals value freedom and self-expression, dislike rigid structures, appreciate
beauty, and demonstrate artistic creativity.
 Social (S): individuals enjoy activities that involve interaction with others, are sensitive to the
feelings of people around them, and prefer helping, listening, and sharing.
 Enterprising (E): individuals possess strong communication and persuasion skills, enjoy taking on
leadership roles or engaging in business activities, and have a clear sense of personal goals.
 Conventional (C): individuals are disciplined and rule-abiding, prefer clear, orderly, and systematic
activities, and tend to avoid ambiguity.

1.2. Test results

Code Core Traits Example Careers (2025)

Practical, Hands- Robotics Technician, Drone Operator, Smart
R
on Factory Engineer
Analytical, Data Scientist, Climate Researcher, AI Ethics
I
Curious Specialist
Creative, UX Designer, Digital Content Creator, Game
A
Expressive Story Writer
 Supportive, Mental Health Coach, Learning Experience
S
Empathetic Designer, Social Innovator
Persuasive, Startup Founder, Brand Strategist,
E
Energetic Sustainability Consultant
Organized, Project Coordinator, Data Compliance
C
Reliable Officer, Fintech Analyst

The result of my Holland (RIASEC) Test shows that my dominant interest types are Investigative
(I), Enterprising (E), and Conventional (C).

First of all, getting the highest score in Investigate indicates that I prefer work that demands abstract
thinking. Individuals with this personality type are often good at math and science and appreciate
occupations that require them to observe, research, and analyze information. These individuals may
prefer to work alone and are often logical and intellectual. Careers with these attributes include
scientist, computer programmer, lab technician, surgeon, robotics engineer, historian, and
economist. This was exemplified

Second, I also show strong interests in the Enterprising (E). This kind of people takes pleasure in
managing or influencing others. They prefer to work with others and are often outgoing and
energetic. People in this group are often confident and assertive and enjoy administrative and
managerial work. People with enterprising personalities may also place a high value on influence,
power, authority, or money. Suitable occupations include salespeople, business owners, promoters,
managers, chief executives, real estate agents, school administrators, and lawyers.
Lastly, my Conventional (C) score shows that I enjoy working in an organized and orderly
environment. I am someone who pays great attention to detail and feels comfortable working with
data, numbers, or clear schedules. I prefer tasks that have specific guidelines and deadlines because
they allow me to be careful and accurate in my work. Because of these traits, I am well-suited for
roles that require high organization, such as an office administrator, financial analyst, or data
specialist. Examples of jobs with attributes closely aligning to the conventional personality type are
receptionists, office workers, cashiers, archivists, librarians, and financial analysts.

On the other hand, my Realistic (R) score is relatively lower compared, indicating that I am less
interested in hands-on or mechanical activities. I tend to prefer intellectual, interpersonal, and
planning-oriented work over physical or technical tasks.

In summary, my RIASEC test shows that I am a person who loves both thinking and organizing. I
enjoy analyzing complex problems (Investigative), but I also want to lead people and make
decisions (Enterprising) within a clear and orderly system (Conventional). Because my Realistic
score is low, I prefer mental and planning tasks over manual work. This mix makes me a great fit
for roles like project management, business operations, or consulting jobs where I can use my
analytical skills to lead a team and keep everything running smoothly and accurately.

2. Learning Goals and Career Goals

2.1. Learning Goals

As a student at FTU, my first big goal is to graduate with an Excellent degree. During my four years
here, I will use my Investigative (I) side to study hard and understand how global business works.
To make sure I get the best grades, I will use my Conventional (C) side to stay organized and master
tools like Excel to make my work perfect. In the first two years, I will focus on getting high scores
in all my subjects. In my third and fourth years, I will focus on my Enterprising (E) side by
becoming a leader in group projects and joining business contests. This plan will help me graduate
at the top of my class with both great knowledge and leadership skills.

2.2. Career Goals

Based on my self-assessment results, particularly the Holland (RIASEC) profile with dominant
Investigative, Enterprising, and Conventional traits, my career goals are oriented toward analytical
and business-related positions in the field of foreign trade and international economics. After
graduation, I aim to secure an entry-level position such as an import, export executive, trade analyst,
or business development assistant, where I can apply academic knowledge while gaining practical
experience in trade operations and market analysis. As I accumulate professional experience, I
expect to advance into more specialized or supervisory roles that involve greater responsibility in
trade planning, market research, and coordination with international partners. In the long run, my
career objective is to hold a managerial or strategic position in international business, allowing me
to integrate analytical thinking, organizational skills, and leadership abilities to contribute
effectively to organizational development in a global business environment.

Chapter II. Year-by-Year Implementation Plan

(Using the SMART Principle)
1. First year
In my first year of university, my goal is to build a strong foundation of knowledge and get used to
the new environment. I want to explore my potential to find a clear career path in Business. During
this stage, I aim to achieve a GPA of 3.5. This year is very important for building a good mindset,
basic skills, and self-study habits. This will be the first step for me to succeed in the following years.

Specific Measurable Achievable Relevant Time-bound

Achieve good GPA > 3.5 I am organized and builds a strong By the end of
academic disciplined, which foundation for my the first year
results makes this goal major in
realistic. I can reach International
a 3.5 by creating a Economics and
detailed study plan makes my CV look
and managing my great when I apply
time well. It is a for leadership
challenging goal, but programs or big
it matches my ability international
to research deeply companies
and stay committed
to my work.

Improve - Joining at least - FTU has a very I will have the By the end of
soft skills one student club active club "voice" to my first year
related to business environment and share my smart
 or economics at many group projects ideas with the
FTU world.
- Volunteering to
be the Team
Leader for at least
two group
assignments per
semester.

Fully Mastering general I am organized and Without a strong End of semester

understand the education courses like systems. By base, I cannot make 2
core concepts spending at least one bold leadership
of my first- hour every day for decisions in the
year subjects extra reading and future
using "Mind Maps"
to organize my notes,
I can manage the
heavy workload at
FTU without feeling
overwhelmed.

2. Second year
Entering my second year of university, I recognize this as a vital stage to start learning specialized
knowledge and clarifying my career path in International Economics. My main focus this year is to
improve my academic performance through major-specific courses in International Economics,
while proactively gaining the basic knowledge and related skills. Through this learning process, I
aim to build a strong foundation in both professional expertise and a career mindset, which will
serve as a base for my personal growth in the following years

Specific Measurable Achievable Relevant Time-bound

Achieve GPA > 3.5 I am organized and Builds a strong By the end of
good disciplined, which makes foundation for my the second
academic this goal realistic. I can major in year
results reach a 3.5 by creating a International
detailed study plan and Economics and
managing my time well. makes my CV look
It is a challenging goal, great when I apply
but it matches my ability for leadership
to research deeply and programs or big
stay committed to my international
work. companies

Improve Join at least 2–3 group Feasible through Throughout

Helps develop
study and assignments/activities coursework and class the second
essential soft skills
teamwork per semester activities year
for study and work
skills
environments

Fully Mastering general I am organized and like Without a strong End of

understand education courses systems. By spending at base, I cannot semester 2
the core least one hour every make bold
concepts of day for extra reading leadership
my second- and using "Mind Maps" decisions in the
year subjects to organize my notes, I future
can manage the heavy
workload at FTU
without feeling
overwhelmed.

Search for Apply for at least 3–5 Feasible for a 2nd-year Helps gain access End of Year 2
internship internship positions student through to real-world work to early Year
opportunities internship programs environments and 3
build experience
3. Third year
The third year is identified as the core stage for professional development, where I focus not only on
improving my academic results but also on connecting specialized knowledge with practical
experience. During this year, I aim to maintain a strong GPA, focus on performing effectively in my
internship, and gradually clarify my career path after graduation. Furthermore, starting my research
and working on my graduation thesis will help me practice self-study, a research mindset, and the
systematic application of professional knowledge.

Specific Measurable Achievable Relevant Time-bound

Achieve good GPA > 3.5 I am organized and disciplined, Foundational By the end of
academic which makes this goal realistic. knowledge for the third year
results I can reach a 3.5 by creating a internships and
detailed study plan and graduation thesis
managing my time well. It is a
challenging goal, but it
matches my ability to research
deeply and stay committed to
my work.

Focus on Complete 100% Proactively ask questions and During the

Helps
internship of tasks; receive apply major knowledge to tasks Year 3
understand real-
performance positive internship
world work
evaluation from
environments
the employer
and builds
professional
experience

Clarify career Identify preferred Self-assessment through study, Proactively By the end of
orientation career fields and internships, and teacher prepares Year 3
after required skills feedback knowledge and
graduation skills for life
after graduation
 Begin Identify thesis Consult with advisors, follow a Early Starting from
graduation topic, complete a research timeline for each stage preparation the end of
thesis research detailed outline, improves thesis Year 3
and collect data quality and
reduces final-
year pressure

4. Fourth year
Year 4 is the final stage of my academic journey and the transition from university to the labor
market. During this year, I am focused on completing my graduation thesis with high quality while
maintaining my academic results to graduate with an Excellent degree. Simultaneously, I am
proactively seeking job opportunities that match my major, particularly related positions, to quickly
access real-world work environments and finalize my career path after graduation.

Specific Measurable Achievable Relevant Time-bound

Complete Thesis score of Create a detailed plan, A prerequisite for Complete

graduation 8.0 or higher consult advisors regularly, graduation; before the
thesis with and stay on schedule consolidates thesis defense
high quality specialized date
knowledge

Graduate with Final Maintain good grades in Upon

Increases
an Excellent cumulative 4th-year courses, balance completion of
competitive
degree GPA of 3.5 or time for thesis Year 4
advantage when job
higher
seeking; long-term
career foundation

Search for jobs Submit Proactively research the Provides early Start from the
matching the applications to labor market; improve CV; access to real-world middle of
Economics at least 5–10 learn additional knowledge work environments Year 4 until
major positions and skills and finalizes the
 career path graduation

Chapter III. Conclusion

This four-year academic and personal development plan serves as a clear roadmap and a proactive
preparation for a career in Trading within the field of International Economics. Each academic year
is designed with specific objectives, moving from building a foundation of knowledge and soft
skills in the first year, to accessing specialized subjects and seeking internship opportunities in the
second year, developing professional depth and shaping a career path in the third year, and finally
completing the graduation thesis, graduating, and becoming ready for job applications in the fourth
year. These goals are measurable and time-bound, ensuring feasibility and efficiency throughout the
implementation process. With a clear career orientation, a passion for International Economics, and
a spirit of discipline and proactive learning, I believe this plan will help me not only achieve high
academic results but also accumulate the specialized knowledge, practical skills, and necessary
experience to enter a professional working environment upon graduation. I am committed to strictly
following and flexibly adjusting this plan at each stage, with the determination to turn these goals
into reality and build a solid foundation for my future career.

Chapter IV. References

1. EBSCO. (n.d.). Holland's Theory of Career Choice. EBSCO Research Starters.
[Link]
2. Trường Đại học Ngoại thương 2024, Lecture 3: Understanding the Holland Test for career
orientation, tài liệu bài giảng, Skill Development & Career Orientation, Trường Đại học Ngoại
thương, xem ngày 31 tháng 12 năm 2025, [Link]
ngoai-thuong/skill-development-career-orientation/lecture-3-understanding-the-holland-test-for-
career-orientation/142746232.