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“WORK”

“WORK”. What do you think of when you reflect on this word? How do you feel when you reflect on this word?. Write your answers. Don’t over-think it. Ann Congdon Lima, Montana anncongdon@live.com (406) 925-1875. Job Readiness. Career Exploration. Career Awareness. Career Development.

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“WORK”

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  1. “WORK” • What do you think ofwhen you reflect on this word? • How do youfeelwhen you reflect on this word? Write your answers. Don’t over-think it.

  2. Ann Congdon Lima, Montana anncongdon@live.com (406) 925-1875

  3. Job Readiness Career Exploration Career Awareness Career Development World of Work Career Education

  4. Share When you reflected on “WORK” what did you • Think of? • Feel?

  5. How were your responses to the word “work” influenced by your childhood?

  6. Family Tree of work, jobs or careers

  7. my family tree of careers

  8. What is your story?

  9. AsTEACHERS, We have the power and responsibility to influence our country’s future work force.

  10. Career ‘stuff’ with: K-3 4-8 9-12 ?

  11. I think you may well do more than you realize.

  12. What is Career ‘stuff’? Raising Student Awareness of: I. Self (begin in primary grades & continue) II. Job Skills / the world of work (ditto) III. Career & Education Opportunities (begin by 4th grade)

  13. I. AWARENESS of SELF • What are my interests? • What are my aptitudes / skills? • What are my weak areas / my needs for improvement? • What are my priorities? …work values? • What are my dreams? ... goals?

  14. Work Values these are on a handout

  15. What are my Dreams? Help students explore their Dreams for their futures in: Math English Reading History Science Art Classes

  16. II. AWARENESS of JOB SKILLS Identify the Job Skills • of students – in school & out • of parents & adults in the community • of characters in books / movies • that go with different types of jobs /careers

  17. “The wheels on the bus go round and round, …”

  18. Class Activity: BINGO “ WORK I ENJOY, BECAUSE…” Bingo Card! Fill in jobs during class - Maximum of 4 Free-Choice Jobs Limit of 2 boxes per person. Signers must be 12 or older. Each box must contain a JOB, a SIGNATURE, and a REASON why that person enjoys that job. Fill the entire card and bring back to class. Extra credit: ask people about when they learned how to work. this is on a handout

  19. A Worthy Life Evelyn Cameron of Fallon, Montana Prairie County Museum and Cameron Gallery101 South Logan, Terry, MT 59349

  20. Older students can… Develop “employability skills” by practicing • Job searches • Requesting and filling out applications • Writing essays and resumes • Being interviewed • Dressing for success

  21. III. CAREER & EDUCATION OPPORTUNITIES Students need: • Vocabulary (“culture of college” – College Board) • Familiarity with‘college’campuses (field trips) • Understanding of earning potential w/ education • Familiarity with various sources of information on Careers and Education opportunities Halt the Presses!!!

  22. Students need EXPOSURE to a MYRIAD of Careers

  23. III. CAREER & EDUCATION OPPORTUNITIES Students need: • Exposure to a myriad of careers • Vocabulary (“culture of college” – College Board) • Familiarity with‘college’campuses (field trips) • Understanding of earning potential w/ education • Familiarity with various sources of information on Careers and Education opportunities

  24. After achieving a list of potential careers… Students need to learn to EXPLORE careers - using on-line and personal-contact resources to find: • Specific job skills / traits needed • Education / training required Apprenticeships On the job training Certificates 2 year degrees VOCAB 4 year degrees Post-graduate education • Required / helpful high school courses • Projected job openings • Pay

  25. Resources • MCIS (Montana Career Information System) www.smartaboutcollege.org • AHEC Montana (Area Health Education Center) To encourage youth from underserved areas to pursue health careers. Curriculum in a box (4th-8th) ear, eye, heart, guts, bones & muscles DVD, Puppet show, summer camp, day at hospital, etc. Eastern MT - www. riverstonehealth.org < AHEC < K-12 Programs North Central MT - www.ncmtahec.org South Central MT – www.scmtahec.org Western MT - www.wmtahec.org > K-12 Students

  26. handout, too Resources cont’d: • www.educationworld.com< search for “Dream Job” and scroll down • http://exploreapprenticeship.mt.gov/ Apprenticeship  • www.collegemajors101.com • www.mt.gov< Education … Workforce ( MT Dept. Labor & Industry)  • Occupational Outlook Handbook (OOH) online at www.bls.gov/ooh

  27. More Discussion Why do people work? Earning Potential vs Job Satisfaction What types of jobs might be very satisfying to some people, but not offer very high earning potential? Vice versa? Google : Peggy Rockefeller; John Wood Job Security: What does that mean? What jobs might have it? What might be the trade offs?

  28. What is the difference between a job and a career? What does “delayed gratification” mean? Differences between being self-employed; an employer; an employee?

  29. Still more topics for discussions: • How can a student try out a career field? What are the benefits? • Why go to summer camps? What’s available? • Why enter contests? • How do you get scholarships? • What is good about having a back-up plan? • Why explore careers before high school? • Why take all the math, science and computer courses you can?

  30. What is needed developmentally for success? Critical career decisions are made between ages 10 and 24. From adolescence, need: • To be realistic • A mature time perspective • To be able to delay gratification • To find and identify with appropriate adult models • Ability to compromise

  31. What could go wrong? • Indecision • Conflict • Failure • If the career choice does not match the known information (truth) the about individual What went wrong in “Little Red Riding Hood”? “3 Little Pigs”?

  32. The Development of Career Education, or A Brief History of a Science in Effort to Understand Behavior

  33. 1909, 1920’s Trait Factor Theory – match career traits with people’s traits (chicken /egg?) - led to interest inventories 1950’s Sociological Theories; Reality / Accident Theory B.F. Skinner – Career choices influenced by circumstances 1950’s – 1960’s Personality Types Theories John Holland – researched characteristics of personalities in different vocations; followed NMSQT students 2013 - Holland’s work best known & most widely used

  34. Careers that match Interests lead to more Satisfaction & Success

  35. John Holland assumed that • Early familial experiences • Personality traits • Needs • Values • Experience • Aptitudes (genetic) Interests

  36. 6 Interest Areas • known as the“Holland Codes” Copied from the ASVAB

  37. Holland Codes

  38. Holland’s 16 Career Clusters copied from ASVAB these are on a handout, too

  39. The ACT Based on 72 activity preferences reported on the ACT Interest Inventory. “These are estimates. They provide suggestions, not decisions. Also, your interests and abilities may differ. Both need to be considered in career planning.”

  40. Know yourself.Know your options.

  41. What floats your boat? What makes your Brain Sing?

  42. The END

  43. Ann Congdon Lima, Montana anncongdon@live.com (406) 925-1875

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