6415 Career Management

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6415 Career Management

Unit A

1.01

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UNIT:APersonal/Social Development

• Competency CM01.00• Evaluate individual characteristics/traits, interests/preferences, ability

levels, skill acquisition, talents/aptitudes, and values in relation to setting and achieving personal, social, lifestyle, educational and career goals.

• Objective CM01.01• Understand individual characteristics/traits, interests/preferences, ability

levels, skill acquisition, talents/aptitudes, learning styles and values.

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GETTING TO KNOW YOU

Handout Available

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Vocabulary List for CM1.00

Handout Available Check any term that you do not know.

Vocabulary

Abilities: Natural or acquired skill or talent. Ability: Developed skill. Age Discrimination Act of 1967: Passed to prohibit

discrimination against people between forty and seventy years of age.

Americans with Disabilities Act: 1992; Gives civil rights projections to those provided on the basis of race, sex, national origin, age, and religion; EOC administers these laws

Vocabulary

Aptitudes: Developed abilities; those things that one is good at doing; potential for leaning skills.

Assessment: The act of evaluation. Attitude: One’s outlook on life; how one reacts to a

situation. Auditory: Relating to the sense of hearing. Career: An occupation or profession followed as a

life’s work. Change: To make or become different; to replace

with another.

Vocabulary

COBRA: Consolidated Omnibus Budget Reconciliation Act; law to provide terminated employees or those who lose insurance coverage because of reduced work to be able to buy group insurance for themselves and their families for a limited amount of time.

Compassion: To care deeply about other people and their well-being.

Divorce: The legal dissolution of a marriage.

Vocabulary

Dexterity: Proficiency in using the body or hands. (an aptitude)

Equal Employment Opportunities Commission (EEOC): Enforces laws to prevent unfair treatment on the job due to sex, race, color, religion, national origin, disability, or age.

Ethics: The principles of conduct that govern a group or society.

Vocabulary

Family Medical Leave Act: 1993; Requires employers with 50 or more workers to grant up to 12 weeks of unpaid leave a year to allow workers to take time off to help care for a new baby or an ill family member without fear of losing their jobs.

Fair Labor Standards Act: Sets minimum wage, requires over-time pay for time worked over 40 hours, and restricts the employment of minors.

Vocabulary

Fatigue: Weariness from labor or stress; tired.

Formal assessment: Standardized written or performance test of knowledge, aptitude, values, etc.

Gender identity: Sexual identify; a person knowing that their sex is permanent and cannot be changed.

Vocabulary

Generativity: State of human development often referred to as the “working years”; between a person’s late twenties and early sixties, when he or she is productive in the world of work, develops a family and re-examines personal beliefs and values.

Hobby: A pursuit or interest engaged in for relaxation.

Vocabulary

Holland Codes: Codes (career personality types) developed by Dr. John Holland based on the assumption that people can be grouped into six personality types. These codes can be compared to characteristics important to occupations.

Individual: Pertaining to one only. Integrity: Following a strict code of conduct

or standard of values.

Vocabulary

Interests: Activities, things, and ideas a person likes and enjoys.

Interest Inventory: A periodic survey of a person’s interests. (A test that identifies interests and likes that can lead to possible career choices)

Vocabulary

Interpersonal: Relationships between persons.– If an individual learns best by sharing, comparing, and

likes having a lot of friends, this is his/her dominate learning prefernce.

Intrapersonal: Relates to independent action.– Those that learn best by pursuing interests through an

individual pace have this preference.

Inventory: An account of things.

Vocabulary

Job: To do occasional pieces of work for hire; task. Kinesthetic: Relates to interaction with people and

objects in real space. Layoff: An involuntary separation of the employee

from the employer for a temporary or indefinite period, through no fault of the employee.

Learning Styles: The ways people think and learn.

Vocabulary

Leisure: Time free from every-day job responsibilities during which a person can pursue personal interests and hobbies.

Life Roles: The various parts of one’s life, such as citizen, parent, spouse, worker, etc.

Life Stages: Changes that occur as we move through life experiences.

Lifestyle: The way a person lives his or her life, including geographic location, type of home, method of transportation, and social situations.

Vocabulary

Linguistic: Pertaining to the use of language. Logical: Use of reliable inference and reasoning. Marriage: The legal unions of a man and woman as

husband and wife. Naturalist: Interested in natural environments. Occupational Changes: Changes in job status.

Vocabulary

Parenthood: The state or relationship of being a parent.

Pink Slip: Notice of termination. Reduction in force: The employment of fewer

people. Rehabilitation Act of 1973: Extended protection to

those with physical or mental handicaps. Resources: Those things that a person can use to

help reach goals.

Vocabulary

Responsibility: A willingness to accept an obligation and be accountable or an action or situation.

Retirement: The state of being retired from one’s occupation.

Sandwich Generation: Group of people who are caring for both their parents and their children.

Self-concept: How people view their own skills, interests, and competence level.

Vocabulary

Self-esteem: How one views oneself; a feeling of good will with regard to how you feel about yourself; pride; confidence.

Skill: Proficiency or ability. Social: Preference to working with others. Spatial: Pertaining to a sense of space. Termination: Dismissal from employment.

Vocabulary

Time Management: Plan to use time wisely. Transition: The processes of changing from

one state, activity, or place to another. Unemployment insurance: A joint state-

federal program under which state-administered funds pay a weekly benefit for a limited time to eligible workers when they are involuntarily unemployed.

Vocabulary

Values: Cherished ideas and beliefs that affect decisions a person makes.

Verbal: Expressed in words. Visual: Pertaining to sight. Vocational Rehabilitation Services:

Provided free to those who meet the legal eligibility guidelines.

Wellness: Good health.

Vocabulary

Work: Activity directed toward a goal that produces something of value; to exert oneself physically or mentally.

Work Ethic: How a person feels about his/her job and the effort he/she puts into it.

Work Needs: Those characteristics that employers require for employment (SCANS skills: basic skills, thinking skills, personal qualities, workplace competencies).

Vocabulary

Work Values: Ideas and beliefs concerning career/work that are important to a person and govern his/her perception of job/occupation/career.

Worker’s Compensation: Guarantees financial assistance to workers injured on the job.

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Journal Entry

Personal Affirmation List List 5 of your strengths List 5 things that you admire about yourself List 5 of your greatest achievements List 5 things you can do to help someone

else Reflect on how these lists may be related

to future plans.

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ASVAB

The ASVAB is the most widely used multiple-aptitude test battery in the world.

The ASVAB was originally designed to predict future academic and occupational success in military occupations. Since its introduction in 1968, the ASVAB has been the subject of extensive research. Numerous validation studies indicate the ASVAB assesses academic ability and predicts success in a wide variety of occupations.

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ASVAB

Several composite scores are formed from different combinations of ASVAB test scores.

Three composites, or Career Exploration Scores, are provided specifically to help students engage in career exploration.

These scores help students to get a good sense of their verbal, math, and science and technical skills compared to other students in the same grade. ASVAB results are reported to students and counselors on the ASVAB Summary Results sheet.

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ASVAB

• This report shows grade-specific, gender-specific, and combined standard scores and score bands for all eight tests and three Career Exploration Scores.

It also provides students with percentile-based interpretations of those scores. The ASVAB Summary Results sheet provides students with appropriate explanations of the scores, as well as suggestions for their use

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ASVAB

• Visit • http://www.4tests.com/exams/examdetail.asp

?eid=67• Take the ASVAB test• See Teacher when completed!

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Career Key

The Career KeyTM ─ Short self-assessment measure, developed by Dr. Lawrence K. Jones, professor Emeritus in the College of Education at North Carolina State University.

It provides a three-letter Holland Code, which represents your personality and preferred work environment, as well as information about related occupations.

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Career Key

The test is available for a fee of $7.95. Profits from test fees support a number of charitable organizations. However, Dr. Jones has licensed the assessment for free through the following web sites:

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Career Key Assessment (Holland Codes)

http://www.caps.ku.edu/career/tests.shtml

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Career Key

http://www.cfnc.org/index.jsp– Set up an account– Complete INTEREST PROFILER– Indicate your “Chosen Career”

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Check out this site!

http://www.nccareers.org/ Browse through 800 occupations found in North Carolina,

with job titles and descriptions available in Spanish. Videos are available for select listings.

Learn about the latest labor market trends, such as what the fastest growing jobs and industries are in North Carolina, to help you make informed decisions about your career choices.

www.educationplanner.com Take Assessments

Click LEARN MORE under For Students Click SELF ASSESSMENTS Complete What Kind of Student Are You? Rate yourself on your study habits and in-class behaviors to see where you rank as a

student. What's Your Learning Style? Discover your learning style and find out how it influences the way you understand

information and solve problems. Which Study Habits Can You Improve? Start by identifying the strengths and weaknesses in your current study habits. How Strong Is Your Character? Select the character traits that best define you and get some tips for building stronger

character.35

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Self-Directed Searchhttp://www.self-directed-search.com/default.aspxFor Your Information ONLY!

• The SDS was developed by Dr. John Holland, whose theory of vocation is the basis for most career inventories used today.

• Dr. Holland’s theory states that most people can be loosely categorized into six types—

• Realistic, • Investigative, • Artistic, • Social, • Enterprising, • Conventional

• and that occupations and work environments also can be classified by these categories.

• People who choose careers that match their own type are most likely to be both satisfied and successful.

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• Occupations and work environments can also be classified by the same categories.

• People who choose careers that match their own types are most likely to be both satisfied and successful.

• Your SDS report can help you to understand more about yourself and how your individual skills and interests are related to your career choice.

• Taking the Self-Directed Search will determine your 3-letter Holland code to help you find the careers that best match your interests and abilities.

• A list of occupations (and college majors) with codes identical and/or similar to your own will be displayed on your screen.

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• You can then explore the careers you are most likely to find satisfying based upon your interests and skills.

• Your SDS report (developed by Dr. Robert C. Reardon) will also give you recommendations about how to proceed through your career development and decision-making process.

• No one assessment can tell you what career to pursue.

• Only you can make that decision.

• You should consider your SDS results in combination with other sources of career information, including detailed descriptions of occupations, additional assessments, or career counselors.

• The test takes just 20-30 minutes to complete and costs only $4.95.

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COPS

Career Occupational Preference System (COPS)The COPS is a pencil-and-paper assessment consisting of a comprehensive battery of tests that includes an interest inventory, a set of abilities tests, and a values inventory. This battery is designed to help you conduct a thorough self-analysis and then relate your findings to the work world.

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CAPS

Classroom Assessment Practices and Strategies (CAPS) is based on contemporary research on how the progress and achievement of all students can be improved on a sustainable basis.* It is an initiative to support teachers in their daily work. CAPS has two key purposes:

on a daily basis, to improve the quality of students’ learning, through the on-the-spot use of evidence to determine what they do and don’t understand, and how they can be taught most successfully; and

over time, to improve the capacity of students and teachers to give and receive constructive feedback, in order that all students can learn successfully on an ongoing basis, and accept responsibility for doing so.

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Career Types

Artistic-The Creators Conventional-The Organizers Enterprising-The Persuaders Investigative-The Thinkers Realistic- The Do-ers Social- The Helpers

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ARTISTIC – The “Creators”

http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game/artistic/?menu=student&expand=si&vm=r

*If link does not work, you may find the information in CM1.01 Instructional handouts. In netdocs or on my webpage.

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Conventional – The “Organizers”

Retrieved from: http://career.missouri.edu/students/majors-ca

reers/skills-interests/career-interest-game/conventional/?menu=student&expand=si&vm=r


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Enterprising - The “Persuaders”

http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game/enterprising/?menu=student&expand=si&vm=r


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Investigative- The “Thinkers”

http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game/investigative/?menu=student&expand=si&vm=r


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Realistic – The “Do-ers”

http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game/realistic/?menu=student&expand=si&vm=r


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Social – The “Helpers”

http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game/social/?menu=student&expand=si&vm=r


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Various Assessments Available

Visit www.nccareers.org– Career Key– Self-Directed Search– ASVAB– COPS– CAPS– Skills Assessment

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High-Level Description of the Sixteen Personality Types

Retrieved from http://www.personalitypage.com/high-level.html

*Choose the one(s) that represent you and paste in your 1.01 All About

Me PowerPoint.

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ISTJ

Serious and quiet, interested in security and peaceful living.

Extremely thorough, responsible, and dependable. Well-developed powers of concentration. Usually interested in supporting and promoting

traditions and establishments. Well-organized and hard working, they work steadily

towards identified goals. They can usually accomplish any task once they

have set their mind to it.

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ISTP

Quiet and reserved, interested in how and why things work. Excellent skills with mechanical things. Risk-takers who they live for the moment. Usually interested in and talented at extreme sports. Uncomplicated in their desires. Loyal to their peers and to their internal value systems, but not

overly concerned with respecting laws and rules if they get in the way of getting something done.

Detached and analytical, they excel at finding solutions to practical problems

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ISFJ

Quiet, kind, and conscientious. Can be depended on to follow through. Usually puts the needs of others above their own

needs. Stable and practical, they value security and

traditions. Well-developed sense of space and function. Rich inner world of observations about people. Extremely perceptive of other's feelings. Interested in

serving others.

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ISFP

Quiet, serious, sensitive and kind. Do not like conflict, and not likely to do things which

may generate conflict. Loyal and faithful. Extremely well-developed senses, and aesthetic

appreciation for beauty. Not interested in leading or controlling others.

Flexible and open-minded. Likely to be original and creative. Enjoy the present moment.

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INFJ

Quietly forceful, original, and sensitive. Tend to stick to things until they are done. Extremely intuitive about people, and concerned for

their feelings. Well-developed value systems which they strictly

adhere to. Well-respected for their perseverance in doing the

right thing. Likely to be individualistic, rather than leading or

following.

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INFP

Quiet, reflective, and idealistic. Interested in serving humanity.

Well-developed value system, which they strive to live in accordance with.

Extremely loyal. Adaptable and laid-back unless a strongly-held value

is threatened. Usually talented writers. Mentally quick, and able to see possibilities.

Interested in understanding and helping people.

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INTJ

Independent, original, analytical, and determined. Have an exceptional ability to turn theories into solid

plans of action. Highly value knowledge, competence, and structure. Driven to derive meaning from their visions. Long-range thinkers. Have very high standards for their performance, and

the performance of others. Natural leaders, but will follow if they trust existing

leaders.

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INTP

Logical, original, creative thinkers. Can become very excited about theories and ideas. Exceptionally capable and driven to turn theories into

clear understandings. Highly value knowledge, competence and logic. Quiet and reserved, hard to get to know well.

Individualistic, having no interest in leading or following others.

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ESTP

Friendly, adaptable, action-oriented. "Doers" who are focused on immediate results. Living in the here-and-now, they're risk-takers who

live fast-paced lifestyles. Impatient with long explanations. Extremely loyal to their peers, but not usually

respectful of laws and rules if they get in the way of getting things done. Great people skills.

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ESTJ

Practical, traditional, and organized. Likely to be athletic. Not interested in theory or abstraction unless they see the

practical application. Have clear visions of the way things should be. Loyal and

hard-working. Like to be in charge. Exceptionally capable in organizing and running activities. "Good citizens" who value security and peaceful living.

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ESFP

People-oriented and fun-loving, they make things more fun for others by their enjoyment.

Living for the moment, they love new experiences. They dislike theory and impersonal analysis.

Interested in serving others. Likely to be the center of attention in social

situations. Well-developed common sense and practical ability.

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ESFJ

Warm-hearted, popular, and conscientious. Tend to put the needs of others over their own needs.

Feel strong sense of responsibility and duty. Value traditions and security. Interested in serving others. Need positive reinforcement to feel good about

themselves. Well-developed sense of space and function.

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ENFP

Enthusiastic, idealistic, and creative. Able to do almost anything that interests them. Great people skills. Need to live life in accordance with their inner

values. Excited by new ideas, but bored with details. Open-minded and flexible, with a broad range of

interests and abilities.

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ENFJ

Popular and sensitive, with outstanding people skills. Externally focused, with real concern for how others think

and feel. Usually dislike being alone. They see everything from the human angle, and dislike

impersonal analysis. Very effective at managing people issues, and leading

group discussions. Interested in serving others, and probably place the

needs of others over their own needs.

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ENTP

Creative, resourceful, and intellectually quick. Good at a broad range of things.

Enjoy debating issues, and may be into "one-up-manship".

They get very excited about new ideas and projects, but may neglect the more routine aspects of life. Generally outspoken and assertive.

They enjoy people and are stimulating company. Excellent ability to understand concepts and apply logic

to find solutions.

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ENTJ

Assertive and outspoken - they are driven to lead. Excellent ability to understand difficult organizational

problems and create solid solutions. Intelligent and well-informed, they usually excel at

public speaking. They value knowledge and competence, and usually

have little patience with inefficiency or disorganization.

Work Personality

Director (thrives on power) Entertainer (thrives on recognition) Mediator (thrives on being needed) Analyst (thrives on being the “expert”) http://www.chatterbean.com/personality-quiz

zes/work-style/

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Introvert or Extravert

Personality is what makes you unique. It answers the question, Who am I - really?

The better you know yourself, the better your career choices.

To learn more about yourself, you can take our proven personality questionnaire.

Find out whether you are an extravert or an introvert and what that means to your career choices.

Type Focus -- Personality

Extrovert v. Introvert (E or I) Sensing v. Intuitive (S or N) Thinking v. Feeling (T or F) Judging v. Perceiving (J or P)

http://www.blogthings.com/areyouanextrovertorintrovertquiz/

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Free Personality Test

http://www.funquizcards.com/quiz/personality/

Choose one and key results in your 1.01 All About Me PowerPoint.

Choose another one if you wish add slide and key results

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Learning Styles

Visit http://ttc.coe.uga.edu/surveys/LearningStylesInvResults.htm

Learning Styles– Auditory– Visual– Tactile/Kinesthetic

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Learning Styles

Visit http://ttc.coe.uga.edu/surveys/ Take the Learning Styles Inventory

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Learning Preferences & Multiple Intelligences

Verbal-Linguistic: This intelligence relates to language, spoken and written.

Logical-Mathematical: This intelligence relates to numbers, patterns, and inductive and deductive thinking. (Learning by doing expriments, working with numbers and participating in problem solving identifies this kind of learner)

Visual-Spatial: This intelligence relates to sight and visualization, and internal mental images.

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Bodily-Kinesthetic: This intelligence relates to knowledge and awareness of the body and its movement and abilities.

Musical: This intelligence relates to recognizing sound and rhythm patterns. (Self-expression is one reason an artist, musician, or dancer would mostly give for working.)

Interpersonal: This intelligence relates to communication and relation to other people.

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Intrapersonal: This intelligence relates to inner reflection and awareness, and metacognition.

Naturalist: This intelligence relates to recognition of order and patterns in nature, such as in plants and animals. (NOTE: The previous seven intelligences comprise Gardner's original theory of MI. This intelligence is the eighth, recognized later by Gardner.)

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Multiple Intelligence Inventory

Visit http://ttc.coe.uga.edu/surveys/ Take the Multiple Intelligence Inventory.

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Platinum Rule Work Behavior— Dr. Tony Alessandra

Director (Accepts challenges, takes authority, assertively solves problems)

Thinker (Task focused, concerned with analyzing information)

Relater (Relationship focused, unassertive, dislikes conflict)

Socializer (Spontaneous, sociable, seldom concerned with facts and data)

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Keirsey Temperament Sorter

Visit http://keirsey.com

– Artisans (Concrete in communication, utilitarian in implementing goals, skilled in tactical variation)

– Guardians (Concrete in communication, cooperative in implementing goals, highly skilled in logistics)


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Visit http://keirsey.com– Idealists (Abstract in communication, cooperative

in implementing goals, highly skilled in diplomatic integration)

– Rationalists (abstract in communication, utilitarian in implementing goals, highly skilled in strategic analysis)

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Visit http://keirsey.com– Take FREE temperament test

– Print your results– Record them on A LOOK at ME

IQ Test

http://www.funeducation.com/tests/iqtest/IQ-Testing-A.aspx

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Work Values and Needs (responsibility, compassion, and security are examples)

Responsibility Relationships/altruism Compassion Courage Achievement Recognition- (working to gain

appreciation and reward from others) Creativity

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Work Values and Needs

Independence Prestige Money/salary Security Surroundings Variety Ethics

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Work Values and Needs

Sense of achievement would mostly likely be one reason a carpenter, farmer, or brick mason would give for working.

Need to Know!

An interest inventory may indicate that a student likes to work with people.

A person who wants to be successful values achievement.

A positive self-concept is characterized by easily overcoming self-doubt.

A person with a poor self-concept would be afraid of failure.

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Data-People-Things Preferences

Identifying your interests can help you recognize whether you would prefer to work with data, people, or things.

These three categories described different kinds of careers.

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Data-People-Things Preferences (three broad categories of career interest)

The DATA category involves working with information, ideas, facts, symbols, figures, or statistics.

The PEOPLE category includes working with people and animals.

The THINGS category involves working with physical objects of any size, such as instruments, tools, machinery, equipment, raw materials, and vehicles.

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Data-People-Things Preferences

Complete People, Data or Things preference inventory

http://www.tcu.gov.on.ca/eng/quizzes/datapeoplethings_quiz.html

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Aptitudes

Aptitudes are natural talents or developed abilities.

Verbal-linguistic Logical-mathematical Visual-spatial (someone who likes to draw or build things

probably has this learning preference.) Bodily-kinesthetic Musical Interpersonal Intrapersonal Naturalistic

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Aptitudes

http://www.careerexplorer.net/aptitude.asp

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SCANS Skills

Retrieved from: http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7scans.htm

– 1. Resources– 2. Interpersonal Skills– 3. Information– 4. Systems– 5. Technology– 6. Basic Skills– 7. Thinking Skills– 8. Personal Qualities

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SCANS Skills- (learned abilities to perform tasks or duties of various occupations)

Because the world of work is changing, the U.S. Departments of Labor and Education formed the Secretary's Commission on Achieving Necessary Skills (SCANS) to study the kinds of competencies and skills that workers must have to succeed in today's workplace.

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SCANS Skills

The results of the study were published in a document entitled What Work Requires of Schools: A SCANS Report for America 2000.

SCANS - - Resources

Time - selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules

Money - uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives

Material and facilities - acquires, stores, allocates, and uses materials or space efficiently

Human resources - assesses skills and distributes work accordingly, evaluates performance and provides feedback

SCANS - - Interpersonal (social skills)

Participates as member of a team - contributes to group effort Teaches others new skills

Services clients/customers - works to satisfy customers expectations

Exercises leadership - communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies

Negotiates - works toward agreements involving exchange of resources, resolves divergent interests

Works with diversity - works well with men and women from diverse backgrounds

SCANS - - Information

Acquires and evaluates information Organizes and maintains information Interprets and communicates information Uses computers to process information

SCANS - - Systems

Understands systems - knows how social, organizational, and technological systems work and operates effectively with them

Monitors and corrects performance - distinguishes trends, predicts impacts on system operations, diagnoses deviations in systems performance and corrects malfunctions

Improves or designs systems - suggests modifications to existing systems and develops new or alternative systems to improve performance

SCANS - - Technology

Selects technology - chooses procedures, tools, or equipment including computers and related technologies

Applies technology to task - understands intent and proper procedures for setup and operation of equipment

Maintains and troubleshoots equipment - prevents, identifies, or solves problems with equipment, including computers and other technologies

SCANS - - Basic Skills

Reading - locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and schedules

Writing - communicates thoughts, ideas, information, and messages in writing; and creates documents such as letters, directions, manuals, reports, graphs, and flow charts

Arithmetic/mathematics - performs basic computations and approaches practical problems by choosing appropriately from a variety of mathematical techniques

Listening - receives, attends to, interprets, and responds to verbal messages and other cues

Speaking - organizes ideas and communicates orally

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SCANS - - Thinking Skills

Creative thinking - generates new ideas Decision making - specifies goals and constraints, generates

alternatives, considers risks, and evaluates and chooses best alternatives

Problem solving - recognizes problems and devises and implements plan of action

Visualizing - organizes and processes symbols Knowing how to learn - uses efficient learning techniques to

acquire and apply new knowledge and skills Reasoning - discovers a rule or principle underlying the

relationship between two or more objects and applies it when solving a problem

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SCANS - - Personal Qualities

Responsibility - exerts a high level of effort and perseveres towards goal attainment

Self-esteem - believes in own self-worth and maintains a positive view of self

Sociability - demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings

Self-management - assesses self accurately, sets personal goals, monitors progress, and exhibits self-control

Integrity/honesty - chooses ethical courses of action

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Self-Esteem

http://www.queendom.com/tests/access_page/index.htm?idRegTest=720

Make sure you have completed!

Jung Typology Test http://www.humanmetrics.com

Journal Entry

Create an oral presentation (in your journal) arguing for or against the position of one of the following quotes:

– “Life is an attitude. Have a good one.” (unknown)– “It’s a funny thing about life. If you refuse to accept anything but the

best, you very often get it.” (unknown)– “What good is it to want to be the best if the methods you use, bring

about the worst in you.” (unknown)– “In order to succeed, your desire for success must be greater than

your desire for failure.” (Bill Cosby)– “I am convinced that life is 10% of what happens to me and 90% how I

react to it.” (unknown)

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Make sure you have completed!

1.01 All About Me! PowerPoint

Web Resources

http://www.jist.com/free_resources.shtm– (Life’s Values)

http://www.uncw.edu.stuaff/career/students/assessments.htm – (Online Assessments)

http://www.explore.cornell.edu/newcareerzone/assessments– (Charter Zone)

http://www.iccweb.com – (Career Focus)

http://www.humanmetrics.com – (Jungle Typology)

Web Resources

http://www.typelogic.com– (Myers-Briggs)

http://www.typefocus.com – (Meyers-Briggs)

http://www.typelogic.com – (Meyers-Briggs)

http://www.rileyguide.com – (Learn about Yourself

Web Resources

http://www.engr.ncsu.edu/learningstyles– (NC State University)

http://www.uncwil.edu.stuaff/career – (Career Tests)

http://www.careertrain.com – (What’s Out There…Your Values-Activity)

http://www.jist.com– (Salient Beliefs Review-Activity)

Web Resources

http://www.jist.com– (Work Orientation and Values Survey-Activity)

http://www.mentalhealth.samhsa.gov/publications/allpubs/SMA-3715?activities.asp

– (Self-esteem Information)

http://www.doi.gov/octc/personal.html– (Personality Assessment (Kiersey)

http://iq-test.learninginfo.org/iq04.htm – (IQ information)

Web Resources

http://career.missouri.edu/modules.php?name=News&file+print&sid=151

– (Holland Code descriptions) http://www.arp.sprnet.org/curric/scans.htm

– (SCANS Competencies) http://web1.stthomas.edu/cbe/2002/

values_inventory.htm – (Values inventory)

http://www.mrs.umn.edu/services/career/career_planning/workvalues2.php

– (Work Values Inventory)

Web Resources

http://www.cgbin.edu/cep-bin/ckbin/ck.pl – (Career Key)

http://www.nccareers.org– (Career Key, GOR/Career Choices, Self-Directed

Search, ASVAB, COPS, CAPS, Skills)

Web Resources

http://www.cfnc.org – (Career Key)

http://stavros.coedu/SCANS/index.htm– (Scans Competencies)

http://wwww.doi.gov/octc/holland.html – (Holland Occupational Information and Inventory)

http://esmil15.esc.state.nc.us/soicc/ – (Career Interest Inventory)

Web Resources

http://www.doi.gov/octc/personal.html – (Personality Assessment -Kiersey)

http://ttc.coe.uga.edu/surveys/ – (Learning Style and Preference Inventory)

http://www.usd.edu/trio/tut/ts/style.html – (Learning Style Information and Inventory)

http://pss.uvm.edu/pss162/learning_styles.html – (Learning Style Information and Inventory)

Web Resources

http://www.ulc.arizona.edu.assessments.htm– (Learning Style Information and Inventory)

http://www.vark-learn.com – (The Vark)

http://www.rileyguide.com – (Learning Styles – Learn about Yourself)

http://www.engr.ncsu.edu/learningstyles – (NC State University - Learning Styles)

Web Resources

http://www.ncsoicc.org– (Using Career Choices Tabloid and User’s Guide, Self-

Assessment Module) http://www.kuder.com/PublicWeb/swv.aspx

– (Work Values Inventory) http://www.workstrategies.com/workvalues.html

– (Work Values Inventory) http://www.asvabprogram.com/index.cfm?

fuseaction=learn.workvalues – (Work Values Information)

Web Resources

http://www.jobsetc.ca/toolbox/quizzes/values_quiz.do?lang=e – (Work Values Quiz)

http://wlb.monster.com/articles/values/ – (Work Values Checklist)

http://www.goodcharacter.com/ – (Free Character Resources)

Web Resources

http://www.charactercounts.org/ – (Free Character Resources)

http://thecareerplace.berkeley.edu/careerdev.htm– (Career Development Link -Self-Assessment)

http://www.cdm.uwaterloo.ca/index2.asp – (Career Development Manual Link – Self-

Assessment)

6415 Career Management

Documents

Transcript of 6415 Career Management