Each group member should present their proactive personality, GSE, and CSE scores. Next, consider the extent to which each member has been involved in extracurricular and service activities and in personal accomplishments that involved making changes to their circumstances and how they have adapted to novel and difficult situations. Each member should also consider how satisfied they are with a current or previous job and how satisfied they are with their life (1 = not satisfied at all to 5 = very satisfied). Have students with higher proactive personality scores been more involved in extracurricular and service activities? What about personal accomplishments and constructive change? Have students with higher GSE scores been more effective in adapting to novel and difficult situations? And are students with higher CSE scores more satisfied with their current or a previous job, and are they more satisfied with their life? (Alternatively, members of the class may write their proactive personality, GSE, and CSE scores, extracurricular and service activities, personal accomplishments, experiences adapting to novel and difficult situations, and job and life satisfaction on a piece of paper and hand it in to the instructor. The instructor can then write the responses on the board for class discussion.)