The Recipe for Career Success

1. The Recipe for Career Success JCCCCareer Services Center

2. The Recipe for Career Success • a hefty helping of self discovery • a chance to sample and explore career/life options • time to digest, analyze and integrate the information you have learned • moving forward, setting goals, implementing plans and tasting your final product!

3. Adding your own special ingredients to the mix, makes the final product unique and meaningful.

4. Myers-Briggs Type Indicator(MBTI) • How you interact with the world and where you get your energy • How you take in information • How you make decisions • How you organize your life

5. A History of the MBTI • Carl Jung • Isabel Myers • Katherine Briggs • Educational Testing Services

6. MBTI: A personality preference inventory 1. Write your full name 2. Put your pen in your other hand and again, write your full name. 3. Which did you prefer and why?

7. 16 DIFFERENT POSSIBILITIES

8. Extraversion (E) Introversion (I) How do you interact with the world and where do you get your energy?

9. Extraversion (E) • Like variety and action • Are good at greeting people • Often enjoy talking on the phone • Like to have people around • Prefer to communicate by talking rather than writing • Are sometimes impatient with long slow jobs

10. Introversion (I) • Like quiet for concentration • Can work on one project for a long time without interruption • Dislike interruptions • Work alone contentedly • Think before they act • May prefer to learn by reading rather than talking or experiencing

11. Sensing (S) Intuition (N) How do you take in information?

12. Sensing (S) • Rely upon their senses for what they know • Focus on what works now • Like an established way of doing things • Enjoy applying what they have already learned • Like data, facts and figures • May be good at precise work

13. Intuitive (N) • Enjoy new challenges and possibilities • Focus on how things could be improved • Enjoy learning new skills versus doing the same thing repeatedly • May leap to a conclusion quickly • Follow their hunches and inspirations • Work in bursts of energy powered by enthusiasm with slack periods in between

14. Thinking (T) Feeling (F) How do you make decisions?

15. Thinking (T) • Respond more to peoples ideas than their feelings • Need to be treated fairly • Good at putting things in logical order • Tend to be firm and tough-minded • Have a talent for analyzing a problem or situation

16. Feeling (F) • Like harmony and will work to make it happen • Tend to be sympathetic • Good at seeing the effects of choices on people • Enjoy pleasing people • Dislike telling people unpleasant things

17. Judging (J) Perceptive (P) How do you organize your life?

18. Judging (J) • Work best when they can plan their work and follow the plan • Like to get things settled and finished • Use lists as agendas for action • Tend to be satisfied once they reach a judgment on an issue, situation or person

19. Perceptive (P) • Leave things open for last minute changes • Adapt well to changing situations • Want to know all about a new job • Get a lot accomplished at the last minute under pressure of a deadline • May postpone unpleasant jobs

20. Let’s blend your knowledge together about the MBTI!

21. Learn how your preferences affect the following areas: Communication Styles & Learning Styles

22. Communication Styles How do you communicate with others? How do you like others to communicate with you?

23. Learning Styles How do you learn best? Are you a visual learner, an auditory learner or a tactile learner?

24. Learning Styles • MBTI results can predict what kind of behaviors, instructional tools & environments hinder or facilitate learning for a student. • It cannot predict how that student will read, write or study. Many other factors come into play…

25. Extroversion/Introversion The E-I dimension can indicate the degree of students’ reliance on activity in the learning process and how students become involved with activity.

26. Extroversion (E) • Rely on activity more than introverts • They think best when talking • They learn well in groups and enjoy group discussions • May have difficulty sitting in front of a book or listening to a lecture for long periods of time • Need frequent and active breaks from solitary tasks of reading and writing

27. Introversion (I) • Need quiet time for concentration or study • Think best when alone • More comfortable than extroverts with teacher-centered or lecture-based instruction • May perform poorly during in-class discussion because they need time to think before talking • They think before they act.

28. Sensing/Intuition The greatest contrast between Sensing and Intuitive students is how they direct their perception.

29. Sensing (S) • Focus on the concrete aspects of the here-and-now • Attempt to master first facts and details • Like to put to use what they have learned • They are practical and realistic • Like teachers who give clear directions that are concise and to the point • Tend to be detailed and precise in their own communications. • Like to learn a skill and perfect it and practice it without much variation.

30. Intuition (N) • Seek general impressions or what could possibly be • Favorite question is “What if…” • They master first concepts and theories • Less likely to be patient with routine and overly structured mechanical approaches to learning • Creative and imaginative • Prefer open-ended assignments

31. Thinking/Feeling The T-F dimension is most useful for providing insights into the affective domain of learning styles.

32. Thinking (T) • Perform best when given a clearly presented set of performance criteria • Thought process is rule- or principle-based and logical • They concentrate on content rather than process • Less likely to complain about dry, uninteresting tasks as long as they are given a logical reason for doing them

33. Feeling (F) • Unless given personal encouragement, may find any task boring and unrewarding • The thought of Feeling types is based more on forming hierarchies of values. • “I feel….I believe….I like” • They are more people-centered • They are best motivated when their hearts are in their work.

34. Judgment/Perception The J-P dimension is most useful for determining whether or not students prefer structured learning environments.

35. Judgment (J) • Tend to gauge their academic progress by their accomplishments (grade conscious) • Prefer a structured learning environment with goals and deadlines • Tend to be overachievers • Focus on one task at a time. • Teachers view them as being more organized and motivated than Perceptive types.

36. Perception (P) • View learning as a free wheeling, flexible and thorough quest that may never end • May feel imprisoned and restricted in a structured classroom • Over-committed, work on several projects at once, and procrastinators • May be unorganized and appear unmotivated.

37. Type and Teaching Style • You will teach in your preferred style • Should you teach to each child’s learning style or make them adapt? • Teaching characteristics…

38. “TO THINE OWN SELFBE TRUE.” Shakespeare