6415 Career Management
Unit A
1.01
1
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.
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GETTING TO KNOW YOU
Handout Available
3
Vocabulary List for CM1.00
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Handout Available
Check any term that you do not know.
Vocabulary
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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
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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
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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
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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
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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
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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
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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 reexamines personal beliefs and values.
Hobby: A pursuit or interest engaged in for
relaxation.
Vocabulary
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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
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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
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Interpersonal: Relationships between persons.
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Intrapersonal: Relates to independent action.
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If an individual learns best by sharing, comparing, and
likes having a lot of friends, this is his/her dominate
learning prefernce.
Those that learn best by pursuing interests through an
individual pace have this preference.
Inventory: An account of things.
Vocabulary
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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
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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
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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
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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
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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
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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
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Time Management: Plan to use time wisely.
Transition: The processes of changing from
one state, activity, or place to another.
Unemployment insurance: A joint statefederal program under which stateadministered funds pay a weekly benefit for a
limited time to eligible workers when they are
involuntarily unemployed.
Vocabulary
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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
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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
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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.
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
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The ASVAB is the most widely used multipleaptitude 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.
ASVAB
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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.
ASVAB
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This report shows grade-specific, genderspecific, and combined standard scores and
score bands for all eight tests and three
Career Exploration Scores.
It also provides students with percentilebased interpretations of those scores. The
ASVAB Summary Results sheet provides
students with appropriate explanations of the
scores, as well as suggestions for their use
ASVAB
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Visit
http://www.4tests.com/exams/examdetail.asp
?eid=67
Take the ASVAB test
See Teacher when completed!
Career Key
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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.
Career Key
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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:
Career Key Assessment
(Holland Codes)
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http://www.caps.ku.edu/career/tests.shtml
Career Key
http://www.cfnc.org/index.jsp
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Set up an account
Complete INTEREST PROFILER
Indicate your “Chosen Career”
Check out this site!
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http://www.nccareers.org/
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Browse through 800 occupations found in North
Carolina, with job titles and descriptions available in
Spanish. Videos are available for select listings.
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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
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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.
Self-Directed Search
http://www.self-directed-search.com/default.aspx
For Your Information ONLY!
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The SDS was developed by Dr. John Holland, whose theory of vocation is the
basis for most career inventories used today.
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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.
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People who choose careers that match their own type are most likely to be both
satisfied and successful.
Self-Directed Search
http://www.self-directed-search.com/default.aspx
For Your Information ONLY!
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Occupations and work environments can also be classified by the same
categories.
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People who choose careers that match their own types are most likely to be both
satisfied and successful.
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Your SDS report can help you to understand more about yourself and how your
individual skills and interests are related to your career choice.
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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.
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A list of occupations (and college majors) with codes identical and/or similar to
your own will be displayed on your screen.
Self-Directed Search
http://www.self-directed-search.com/default.aspx
For Your Information ONLY!
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You can then explore the careers you are most likely to find satisfying based upon
your interests and skills.
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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.
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No one assessment can tell you what career to pursue.
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Only you can make that decision.
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You should consider your SDS results in combination with other sources of career
information, including detailed descriptions of occupations, additional
assessments, or career counselors.
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The test takes just 20-30 minutes to complete and costs only $4.95.
COPS
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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.
CAPS
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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.
Career Types
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Artistic-The Creators
Conventional-The Organizers
Enterprising-The Persuaders
Investigative-The Thinkers
Realistic- The Do-ers
Social- The Helpers
ARTISTIC – The “Creators”
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http://career.missouri.edu/students/major
s-careers/skills-interests/career-interestgame/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.
Conventional – The “Organizers”
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Retrieved from:
http://career.missouri.edu/students/major
s-careers/skills-interests/career-interestgame/conventional/?menu=student&expa
nd=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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Enterprising - The “Persuaders”
http://career.missouri.edu/students/majorscareers/skills-interests/career-interestgame/enterprising/?menu=student&expan
d=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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Investigative- The “Thinkers”
http://career.missouri.edu/students/majorscareers/skills-interests/career-interestgame/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.
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Realistic – The “Do-ers”
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http://career.missouri.edu/students/major
s-careers/skills-interests/career-interestgame/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.
46
Social – The “Helpers”
http://career.missouri.edu/students/majorscareers/skills-interests/career-interestgame/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.
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Various Assessments Available
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Visit www.nccareers.org
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Career Key
Self-Directed Search
ASVAB
COPS
CAPS
Skills Assessment
High-Level Description of the
Sixteen Personality Types
Retrieved from
http://www.personalityp
age.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
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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.
ISTP
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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
ISFJ
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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.
ISFP
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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.
INFJ
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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.
INFP
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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.
INTJ
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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.
INTP
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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.
ESTP
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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.
ESTJ
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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.
ESFP
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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.
ESFJ
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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.
ENFP
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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.
ENFJ
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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.
ENTP
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Creative, resourceful, and intellectually quick. Good
at a broad range of things.
Enjoy debating issues, and may be into "one-upmanship".
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.
ENTJ
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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
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Director (thrives on power)
Entertainer (thrives on recognition)
Mediator (thrives on being needed)
Analyst (thrives on being the “expert”)
http://www.chatterbean.com/personalityquizzes/work-style/
Introvert or Extravert
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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
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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/areyouanextrovert
orintrovertquiz/
Free Personality Test
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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
Learning Styles
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Visit
http://ttc.coe.uga.edu/surveys/LearningStyles
InvResults.htm
Learning Styles
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Auditory
Visual
Tactile/Kinesthetic
Learning Styles
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Visit http://ttc.coe.uga.edu/surveys/
Take the Learning Styles Inventory
Learning Preferences &
Multiple Intelligences
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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.
Learning Preferences &
Multiple Intelligences
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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.
Learning Preferences &
Multiple Intelligences
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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
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Visit http://ttc.coe.uga.edu/surveys/
Take the Multiple Intelligence Inventory.
Platinum Rule Work Behavior
— Dr. Tony Alessandra
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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)
Keirsey Temperament Sorter

Visit http://keirsey.com
*If link does not work, you may find the information in CM1.01
Instructional handouts. In netdocs or on my webpage.
77
–
Artisans (Concrete in communication, utilitarian in
implementing goals, skilled in tactical variation)
–
Guardians (Concrete in communication,
cooperative in implementing goals, highly skilled
in logistics)
Keirsey Temperament Sorter

78
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)
Keirsey Temperament Sorter

Visit http://keirsey.com
–
Take FREE temperament test
–
Print your results
Record them on A LOOK at ME
–
79
IQ Test

80
http://www.funeducation.com/tests/iqtest/IQTesting-A.aspx
Work Values and Needs (responsibility,
compassion, and security are examples)







81
Responsibility
Relationships/altruism
Compassion
Courage
Achievement
Recognition- (working to gain
appreciation and reward from others)
Creativity
Work Values and Needs







82
Independence
Prestige
Money/salary
Security
Surroundings
Variety
Ethics
Work Values and Needs

83
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.
Data-People-Things Preferences


85
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.
Data-People-Things Preferences
(three broad categories of career interest)



86
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.
Data-People-Things Preferences
87

Complete People, Data or Things
preference inventory

http://www.tcu.gov.on.ca/eng/quizzes/datape
oplethings_quiz.html
Aptitudes

Aptitudes are natural talents or developed
abilities.







88

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
Aptitudes

89
http://www.careerexplorer.net/aptitude.asp
SCANS Skills

Retrieved from:
http://www.ncrel.org/sdrs/areas/issues/me
thods/assment/as7scans.htm
–
–
–
–
–
–
–
–
90
1. Resources
2. Interpersonal Skills
3. Information
4. Systems
5. Technology
6. Basic Skills
7. Thinking Skills
8. Personal Qualities
SCANS Skills- (learned abilities to
perform tasks or duties of various occupations)

91
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.
SCANS Skills

92
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
SCANS - - Thinking Skills






99
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
SCANS - - Personal Qualities





10
0
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
Self-Esteem

10
1
http://www.queendom.com/tests/access_pag
e/index.htm?idRegTest=720
Make sure you have completed!

Jung Typology Test
http://www.humanmetrics.com
Journal Entry

10
3
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)
Make sure you have completed!

1.01 All About Me! PowerPoint
Web Resources

http://www.jist.com/free_resources.shtm
–

http://www.uncw.edu.stuaff/career/students/assessments.htm
–

(Charter Zone)
http://www.iccweb.com
–

(Online Assessments)
http://www.explore.cornell.edu/newcareerzone/assessments
–

(Life’s Values)
(Career Focus)
http://www.humanmetrics.com
–
(Jungle Typology)
Web Resources

http://www.typelogic.com
–

http://www.typefocus.com
–

(Meyers-Briggs)
http://www.typelogic.com
–

(Myers-Briggs)
(Meyers-Briggs)
http://www.rileyguide.com
–
(Learn about Yourself
Web Resources

http://www.engr.ncsu.edu/learningstyles
–

http://www.uncwil.edu.stuaff/career
–

(Career Tests)
http://www.careertrain.com
–

(NC State University)
(What’s Out There…Your Values-Activity)
http://www.jist.com
–
(Salient Beliefs Review-Activity)
Web Resources

http://www.jist.com
–

http://www.mentalhealth.samhsa.gov/publications/all
pubs/SMA-3715?activities.asp
–

(Self-esteem Information)
http://www.doi.gov/octc/personal.html
–

(Work Orientation and Values Survey-Activity)
(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
–

http://www.arp.sprnet.org/curric/scans.htm
–

(SCANS Competencies)
http://web1.stthomas.edu/cbe/2002/values_inventory
.htm
–

(Holland Code descriptions)
(Values inventory)
http://www.mrs.umn.edu/services/career/career_plan
ning/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
–

http://stavros.coedu/SCANS/index.htm
–

(Scans Competencies)
http://wwww.doi.gov/octc/holland.html
–

(Career Key)
(Holland Occupational Information and Inventory)
http://esmil15.esc.state.nc.us/soicc/
–
(Career Interest Inventory)
Web Resources

http://www.doi.gov/octc/personal.html
–

http://ttc.coe.uga.edu/surveys/
–

(Learning Style and Preference Inventory)
http://www.usd.edu/trio/tut/ts/style.html
–

(Personality Assessment -Kiersey)
(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
–

http://www.vark-learn.com
–

(The Vark)
http://www.rileyguide.com
–

(Learning Style Information and Inventory)
(Learning Styles – Learn about Yourself)
http://www.engr.ncsu.edu/learningstyles
–
(NC State University - Learning Styles)
Web Resources

http://www.ncsoicc.org
–

http://www.kuder.com/PublicWeb/swv.aspx
–

(Work Values Inventory)
http://www.workstrategies.com/workvalues.html
–

(Using Career Choices Tabloid and User’s Guide, SelfAssessment Module)
(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
–

http://wlb.monster.com/articles/values/
–

(Work Values Quiz)
(Work Values Checklist)
http://www.goodcharacter.com/
–
(Free Character Resources)
Web Resources

http://www.charactercounts.org/
–

http://thecareerplace.berkeley.edu/careerdev
.htm
–

(Free Character Resources)
(Career Development Link -Self-Assessment)
http://www.cdm.uwaterloo.ca/index2.asp
–
(Career Development Manual Link – SelfAssessment)