6415 Career Management

1
6415 Career Management

• Unit A
• 1.01

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UNITA 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

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Vocabulary

• Aptitudes Developed abilities those things that
  one is good at doing potential for leaning
  skills.
• Assessment The act of evaluation.
• Attitude Ones outlook on life how one reacts
  to a situation.
• Auditory Relating to the sense of hearing.
• Career An occupation or profession followed as a
  lifes 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.

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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.

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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.

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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.

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Vocabulary

• Generativity State of human development often
  referred to as the working years between a
  persons 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.

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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.

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Vocabulary

• Interests Activities, things, and ideas a person
  likes and enjoys.
• Interest Inventory A periodic survey of a
  persons interests. (A test that identifies
  interests and likes that can lead to possible
  career choices)

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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.

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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.

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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 ones 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.

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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.

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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.

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Vocabulary

• Responsibility A willingness to accept an
  obligation and be accountable or an action or
  situation.
• Retirement The state of being retired from ones
  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.

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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.

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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.

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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.

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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).

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Vocabulary

• Work Values Ideas and beliefs concerning
  career/work that are important to a person and
  govern his/her perception of job/occupation/career
  .
• Workers 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?eid67
• 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.

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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.

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Self-Directed Searchhttp//www.se
lf-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. Hollands 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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Self-Directed Searchhttp//www.self-direct
ed-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.

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Self-Directed Searchhttp//www.self-direct
ed-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.

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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 dont
  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/?m
  enustudentexpandsivmr

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/conventiona
  l/?menustudentexpandsivmr

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/enterprisin
  g/?menustudentexpandsivmr

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/investigati
  ve/?menustudentexpandsivmr

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/?
  menustudentexpandsivmr

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/?men
  ustudentexpandsivmr

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

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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.
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.

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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

52
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.

55
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.

56
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.

57
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.

58
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.

59
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.

60
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.

62
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.

63
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.

64
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.

65
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.

66
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-quizzes/wor
  k-style/

67
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.

68
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/areyouanextrovertorintro
  vertquiz/

69
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

70
Learning Styles

• Visit http//ttc.coe.uga.edu/surveys/LearningStyle
  sInvResults.htm
• Learning Styles
• Auditory
• Visual
• Tactile/Kinesthetic

71
Learning Styles

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

72
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.

73
Learning Preferences Multiple Intelligences

• 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.

74
Learning Preferences Multiple Intelligences

• 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.)

75
Multiple Intelligence Inventory

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

76
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)

77
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)

If link does not work, you may find the
information in CM1.01 Instructional handouts. In
netdocs or on my webpage.
78
Keirsey Temperament Sorter

• 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)

79
Keirsey Temperament Sorter

• Visit http//keirsey.com
• Take FREE temperament test
• Print your results
• Record them on A LOOK at ME

80
IQ Test

• http//www.funeducation.com/tests/iqtest/IQ-Testin
  g-A.aspx

81
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

82
Work Values and Needs

• Independence
• Prestige
• Money/salary
• Security
• Surroundings
• Variety
• Ethics

83
Work Values and Needs

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

83
84
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.

85
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.

86
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.

87
Data-People-Things Preferences

• Complete People, Data or Things preference
  inventory
• http//www.tcu.gov.on.ca/eng/quizzes/datapeoplethi
  ngs_quiz.html

88
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

89
Aptitudes

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

90
SCANS Skills

• Retrieved from http//www.ncrel.org/sdrs/areas/is
  sues/methods/assment/as7scans.htm
• 1. Resources
• 2. Interpersonal Skills
• 3. Information
• 4. Systems
• 5. Technology
• 6. Basic Skills
• 7. Thinking Skills
• 8. Personal Qualities

91
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.

92
SCANS Skills

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

93
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

94
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

95
SCANS - - Information

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

96
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

97
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

98
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

99
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

99
100
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

100
101
Self-Esteem

• http//www.queendom.com/tests/access_page/index.ht
  m?idRegTest720

102
Make sure you have completed!

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

103
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)
• Its 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)

104
Make sure you have completed!

• 1.01 All About Me! PowerPoint

105
Web Resources

• http//www.jist.com/free_resources.shtm
• (Lifes Values)
• http//www.uncw.edu.stuaff/career/students/assessm
  ents.htm
• (Online Assessments)
• http//www.explore.cornell.edu/newcareerzone/asses
  sments
• (Charter Zone)
• http//www.iccweb.com
• (Career Focus)
• http//www.humanmetrics.com
• (Jungle Typology)

106
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

107
Web Resources

• http//www.engr.ncsu.edu/learningstyles
• (NC State University)
• http//www.uncwil.edu.stuaff/career
• (Career Tests)
• http//www.careertrain.com
• (Whats Out ThereYour Values-Activity)
• http//www.jist.com
• (Salient Beliefs Review-Activity)

108
Web Resources

• http//www.jist.com
• (Work Orientation and Values Survey-Activity)
• http//www.mentalhealth.samhsa.gov/publications/al
  lpubs/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)

109
Web Resources

• http//career.missouri.edu/modules.php?nameNewsf
  ileprintsid151
• (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_plan
  ning/workvalues2.php
• (Work Values Inventory)

110
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)

111
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)

112
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)

113
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)

114
Web Resources

• http//www.ncsoicc.org
• (Using Career Choices Tabloid and Users 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?fuseactionl
  earn.workvalues
• (Work Values Information)

115
Web Resources

• http//www.jobsetc.ca/toolbox/quizzes/values_quiz.
  do?lange
• (Work Values Quiz)
• http//wlb.monster.com/articles/values/
• (Work Values Checklist)
• http//www.goodcharacter.com/
• (Free Character Resources)

116
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)