6415 Career Management

1. 6415 Career Management Unit A 1.01

2. UNIT:A Personal/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.

3. GETTING TO KNOW YOU Handout Available

4. Vocabulary List for CM1.00 • Handout Available • Check any term that you do not know.

5. 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

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. 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)

14. 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.

15. 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.

16. 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.

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. 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).

24. 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.

25. 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.

26. 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.

27. 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.

28. 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

29. ASVAB • Visit • http://www.4tests.com/exams/examdetail.asp?eid=67 • Take the ASVAB test • See Teacher when completed!

30. 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.

31. 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:

32. Career Key Assessment (Holland Codes) • http://www.caps.ku.edu/career/tests.shtml

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

34. 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.

35. 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.

36. 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.

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

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

39. 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.

40. 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.

41. Career Types • Artistic-The Creators • Conventional-The Organizers • Enterprising-The Persuaders • Investigative-The Thinkers • Realistic- The Do-ers • Social- The Helpers

42. 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.

43. Conventional – The “Organizers” • Retrieved from: • http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game/conventional/?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.

44. Enterprising - The “Persuaders” http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game/enterprising/?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.

45. Investigative- The “Thinkers” http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game/investigative/?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.

46. Realistic – The “Do-ers” • http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game/realistic/?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.

47. Social – The “Helpers” http://career.missouri.edu/students/majors-careers/skills-interests/career-interest-game/social/?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.

48. Various Assessments Available • Visit www.nccareers.org • Career Key • Self-Directed Search • ASVAB • COPS • CAPS • Skills Assessment

49. 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.

50. 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.