ESSENTIAL STANDARD:3.00
Understand lifestyle goals, choices, and job
search procedures.
OBJECTIVE: 3.01
Classify strategies for
making personal,
education, and
job/career choices to
achieve lifestyle goals.
1
Essential Questions
• What strategies can be used to make personal
choices that lead to achievement of lifestyle
goals?
• What strategies can be used to make
education choices that lead to achievement of
lifestyle goals?
• What strategies can be used to make
job/career choices that lead to achievement of
lifestyle goals?
2
Journal Entry
1.
2.
3.
4.
How well do you handle choices?
Are you good at making decisions?
Have you chosen a career for your future?
If so, what have you chosen, and why did
you choose it?
5. How many times in your lifetime will you
change careers?
3
Unit Theme – Career Crossroads
• Observe that, just as this map contains many
roads one may travel to reach destinations, so
there are many different directions
individuals may take to do their life’s work.
• There will be times in each person’s life when
crossroads will be reached and one has to
decide which way to go.
4
Appendix 3.01C
“Choices for a Lifetime”
• Group Activity (2 per group)
• Follow directions and identify examples of
choices you expect to make during your
lifetimes---personal, education, and
job/career choices.
5
Appendix 3.01C
“Choices for a Lifetime”
• Share/discuss responses
• Research shows the average person changes
jobs or careers 7-10 times in a lifetime.
• Why?.
6
Appendix 3.01A
“Career Crossroads Crossword”
• You are going to keep track of words you feel are
“key terms” in this study of career choices.
• Use the handout grid to prepare an answer key for a
crossword puzzle using terms you identified.
• At the end of the study, you will be expected to
provide a set of clues and a blank crossword puzzle
• We will exchange papers, and solve others’
crosswords.
7
View and Discuss
• PowerPoint: Crossroads
• Appendix 301D, “Job or Career”
8
Career
Crossroads
Why do you think a unit on career planning
might be called “Career Crossroads.”
B-3.01 - Job/Career Choices
9
What do
YOU
do when you
come to a
crossroad?
Let’s discuss that question!
B-3.01 - Job/Career Choices
10
A career is a commitment to a profession which
requires continued training and offers a clear path
or occupational growth.
A job is an employment position obtained
mainly to earn money.
B-3.01 - Job/Career Choices
11
What job
or career
choices will
you make in
your
lifetime?
Let’s brainstorm career choices that you may
have to make
B-3.01 - Job/Career Choices
12
Strategies for
Personal
Choices
B-3.01 - Job/Career Choices
13
Individual Interests
Consider key questions when identifying interests
Use career interest inventories
Research careers in clusters based on inventory results
Match career paths with personal interests
B-3.01 - Job/Career Choices
14
Personality
Identify personal qualities, values, and goals
Choose a career path to match personal qualities
Develop personal qualities that employers seek
Become involved in informal experiences in which
qualities for success are learned
B-3.01 - Job/Career Choices
15
Personal Priorities & Goals
Analyze ideals and principles that are important to you
Identify types of work that would make you feel you
are making a difference
Identify types of work where you have developed skills
Identify specific achievements you want to realize
Find work that is enjoyable and challenging
B-3.01 - Job/Career Choices
16
Strategies for
Education
Choices
B-3.01 - Job/Career Choices
17
Invest in Your
“Human Capital”
“Human capital” =
the complete set
of skills that a
person has
acquired
B-3.01 - Job/Career Choices
18
An investment
in your “human
capital” can
increase
productivity
and increase
earnings . . .
B-3.01 - Job/Career Choices
19
Community College, College
& University Programs
Begin planning early for college
Choose a school that satisfies your goals and reasons for
going to college
Decide on the size of school in which you would be most
successful
Decide how close to home you would like to be
Investigate options for online courses
Consider costs
Consider your high school record and performance
B-3.01 - Job/Career
Choices
Compare available college/university
choices
20
Occupational Training
Programs
Specialize in a specific field of employment
Consider occupational training programs that
match your talents, skills, and interests
Evaluate carefully the quality and content of any
program before enrolling
B-3.01 - Job/Career Choices
21
Other Learning
Opportunities
Investigate internships and apprenticeships
Find out about military programs
Take advantage of opportunities for continuing
education
B-3.01 - Job/Career Choices
22
Strategies for
Job and Career
Choices
B-3.01 - Job/Career Choices
23
Job or Career?
Will you work in jobs, or in a career, or both?
B-3.01 - Job/Career Choices
24
Job OR Career?
Is there a
CAREER
in sight?
Does anyone
see a JOB
anywhere?
B-3.01 - Job/Career Choices
25
Job AND Career
I love my job as a taxi
driver. It’s been a
good source of extra
income since I retired.
And, it gets me out of
the house!
Thanks for
getting me to the
hospital on time.
I have to assist
in surgery at
9:00.
The taxi driver has a job, while the surgeon has
B-3.01 - Job/Career Choices
a career.
26
Job or Career?
Part 1
Work Factors
JOB
CAREER
Earnings
Income level
Length of
commitment
Purpose
B-3.01 - Job/Career Choices
27
Job or Career?
Part 2
•Discuss handout
B-3.01 - Job/Career Choices
28
Job or Career?
Which will you
have?
B-3.01 - Job/Career Choices
29
Work Strategies- Jobs & Careers
Select jobs for short-term purposes
Plan a career for the long term
Use jobs to supplement income when needed
Use jobs as stepping-stones to careers
Think of a career as a lifetime investment
B-3.01 - Job/Career Choices
30
What are
some of the
crossroads
you will come
to as you
plan your
career?
B-3.01 - Job/Career Choices
31
Remember to consider
all of these factors
when you reach each
Career
Crossroad.
B-3.01 - Job/Career Choices
32
Appendix 3.01D
“Choices That Affect Achievement of
Lifestyle Goals”
• Handouts available
• Use PowerPoint to complete
33
Interest Inventory
• There are thousands of careers and jobs from which
individuals can choose.
• A career is a commitment to a profession which requires
continued training and offers a clear path for occupational
growth.
• A job is an employment position obtained to earn money.
• Because many careers and jobs exist, career planning is
exceptionally important. A person should evaluate personal
interests and career goals.
• Research must be done to determine whether or not a
particular career path will allow the person to meet personal
interests and career goals.
34
Interest Inventory
• Understanding one’s values is the first step in the decision
making process.
• A value is a fundamental belief or practice about what is
desirable, worthwhile, and important to an individual.
• Each person has different values which guide personal
interests.
• When considering different career possibilities, some value of
the level of income while others require qualities such as
personal interaction and opportunity for advancement.
35
Interest Inventory
• The best career decisions start with a self assessment.
• This process is helpful in establishing an individual’s wants
and needs in career planning.
• An interest inventory test performs a self assessment of
personal interests and values to suggest potential career
paths.
• When choosing a career path, one can look at occupational
clusters, which are career paths with many job
opportunities.
• One example is marketing. An individual with a marketing
degree may work in marketing research, advertising, sales,
public relations, or management.
36
Interest Inventory
• In this lesson, participants complete an
interest inventory test to assist them in
determining personal career values and goals.
• They then use this information to identify a
career area to explore for career research.
37
Interest Inventory
• http://www.learnmoreindiana.org/careers/explori
ng/InterestInventories/Pages/Home.aspx
• Learn More Indiana provides career resources for
students, teachers, and adult learners.
• On their website they have provided five different
interest inventories that ask a variety of questions to
gauge the different work fields that individuals
would fit best into.
38
Interest Inventory
• Program Features:
• Participants must go to the website located above.
• Educators can indicate what interest inventory they
would like the participants to complete, or they may
allow participants to choose.
• The participants will answer a variety of questions
about their likes and dislikes. This takes about 10-30
minutes depending on which quiz is chosen.
• Upon completion of the quiz, information is
provided to the participants about the work fields
that they would best fit into.
39
Interest Inventory
• Participant Set Up:
• Step One: Participants go to the home page
and click “new user” to fill out registration
form and begin the test.
• Step Two: Participants follow the detailed
instructions on how to utilize the results upon
completion of the quiz.
40
Remember!!
• The results can be used as an idea to begin
thinking about possible careers.
• Think about whether or not this is really you
after getting the results.
41
Personality Mosaic Test
• Personality Mosaic Test Worksheet
• Scoring Answers for the Personality Mosaic to
summarize findings worksheet
• Interpreting the Personality Mosaic Answer
Key
42
Personality Mosaic Career Options
• Have students use FEFE 1.1.6A4 Personality
Mosaic Career Options Worksheet to view
career options relating to their interests and
FEFE 1.1.6C1 Interpreting the Personality
Mosaic Answer Key to interpret findings.
•
Source: Provided by Montana State University Career Services; Adapted from John
Holland, Making Personal Career Choices: A Theory of Careers (1973)
43
Interpreting the Personality Mosaic
• The inventory is based on the six personality
orientations identified by John Holland.
• People are typically not just one personality type.
• In most people, one or two characteristics are
dominant, two or three are of medium intensity, and
one or two may be of low intensity.
• A few people score high in each category because
they have many interests.
• Others, who do not have many strong interests,
score rather low in all areas.
• Here is an overview of the six personality types:
44
Realistic Personality:
• Realistic individuals are capable and confident when using
their bodies to relate to the physical world.
• They focus on things, learn through their hands, and have
little need for conversation.
• Because of their facility with physical objects, they are often
good in emergencies.
• Their ability to deal with the physical world often makes
them very independent.
• Since these characteristics describe the stereotypical make,
many women shrink from displaying any capability in this
area, and often woman are discouraged from doing so.
• Realistic people sometimes get so absorbed in putting things
right they forget about everything else.
45
Realistic Personality:
• Hands-on people who enjoy exploring things, fixing
things, making things with their hands
• Express themselves and achieve primarily through
their bodies rather than through words, thoughts,
feelings
• Usually independent, practical-minded, strong, well
coordinated, aggressive, conservative
• Like the challenge of physical risk, being outdoors,
using tools and machinery
• Prefer concrete rather than abstract problems
• Solve problems by doing something physical
46
Investigative Personality:
• The investigative type deals with the “real world” of things,
but at a distance.
• These individuals prefer to read, study, and use books, charts,
and other data instead of getting their hands into things.
• When involved with people, they tend to focus on ideas.
• Wherever they are, they will collect information and analyze
the situation before making a decision.
• If they enjoy the outdoors, it’s because they are curious, not
because they enjoy rugged, heavy, physical work.
• Their curiosity sometimes leads them to explore their ideas to
the exclusion of all else.
47
Interpreting the Personality Mosaic
• Persons who “live” very much in their minds
• Unconventional and independent thinkers,
intellectually curious, very insightful, logical, and
persistent
• Express themselves and achieve primarily through
their minds rather than through association with
people or involvement with things
• Like to explore ideas through reading, discussing
• Enjoy complex and abstract mental challenges
• Solve problems by thinking and analyzing
48
Artistic Personality:
• The artistic type is creative, but not necessarily with
paint and canvas.
• These individuals express creativity not only with
material objects, but with data and systems as well.
• The weaver designs and makes fabric; the poet
creates with words; the choreographer arranges
dancers in flowing patterns.
• They would rather create ideas than study them.
49
Artistic Personality:
•
•
•
•
•
•
•
They like variety and are not afraid to experiment, often disregarding
rules. Their ideas do not always please others, but opposition does not
discourage them for long.
Artistic types focus on whatever strikes their creative fancies. Sensitivity
to sight, sound, and touch will draw some of them to the fine arts, such as
drama, music, and literature.
Others will be content just to enjoy aesthetic experiences, while still
others will create new ways of doing things – new systems.
If they like the outdoors, it is from an aesthetic standpoint.
They love its beauty and its power to inspire their creativity – but not its
ability to make them perspire with heavy work.
Their irrepressible spirits and enthusiasm can often keep them focused
on a creative project to the exclusion of all else.
Not producing up to standard (their own) can plunge them to the depths.
50
Artistic Personality:
• Persons who are creative, sensitive, aesthetic, introspective,
intuitive, visionary
• See new possibilities and want to express them in creative
ways
• Particularly attuned to perception of color, form, sound,
feeling
• Prefer to work alone and independently rather than with
others
• Enjoy beauty, variety, the unusual in sight, sound, word,
texture, people
• Need fairly unstructured environment to provide
opportunities for creative expression
• Solve problems by creating something new
51
Social Personality:
•
•
•
•
•
•
•
The social personality focuses on people and their concerns. Sensitive to
people’s moods and feelings, these individuals enjoy company and make
friends easily.
Their level of caring may range from one person to the entire human
race.
Their relationships with people depend on their ability to communicate
both verbally and nonverbally, listening as well as speaking.
Their empathy and ability to intuit emotional cues help them to solve
people problems before others are even aware of them.
They can pull people together and generate positive energy for a good
cause.
Since the social orientation seems to describe the “typical female,” many
men sometimes focus on people concerns to the exclusion of all else.
They sometimes appear “impractical,” especially to the realistic types.
52
Social Personality:
• People persons who “live” primarily in their feelings
• 􀂃 Sensitive to others, genuine, humanistic,
supportive, responsible, tactful, perceptive
• 􀂃 Focus on people and their concerns rather than
on things or deep intellectual activity
• 􀂃 Enjoy closeness with others, sharing feelings,
being in groups, unstructured settings that allow for
• flexibility and humaneness
• 􀂃 Solve problems primarily by feelings and intuition
53
Enterprising Personality:
• The enterprising person is a leader who initiates projects but
often gets to carry them out.
• Instead of doing research, they rely on intuition about what
will work.
• They may strike an observer as restless and irresponsible
since they often drop these projects after the job is underway.
• But many activities would never get off the ground without
their energizing influence.
• They have a need to be part of the “in crowd.” But since their
relationships center on tasks, they may focus so dynamically
on the project that people’s concerns go unnoticed.
54
Enterprising Personality:
• Project persons who are thoroughly absorbed in
their involvements
• 􀂃 Energetic, enthusiastic, confident, dominant,
political, verbal, assertive, quick decision-makers
• 􀂃 Leaders who are talented at organizing,
persuading, managing
• 􀂃 Achieve primarily by using these skills in dealing
with people and projects
• 􀂃 Enjoy money, power, and status, being in charge
• 􀂃 Solve problems by risking
55
Conventional Personality:
• The conventional person also is task oriented, but
prefers to carry out tasks initiated by others.
• Since they are careful of detail, these individuals
keep the world’s records and transmit its messages.
• They obey rules and they value order in the data
world.
• Their sense of responsibility keeps the world going
as they focus on the task at hand to the exclusion of
all else.
56
Conventional Personality:
• Persons who “live” primarily in their orderliness
• 􀂃 Quiet, careful, accurate, responsible, practical,
preserving, well-organized, and task-oriented
• 􀂃 Have strong need to feel secure and certain, to get
things finished, to attend to every detail
• 􀂃 Prefer to identify with someone of power and
status rather than be in such a position themselves
• 􀂃 Solve problems by appealing to and following
rules
57
Investment in Yourself
• As participants enter the room, have each
person draw a colored square from the bag.
• Tell them they will be used in a moment and
to set the colored square aside.
• JOURNAL ENTRY: List examples of ways to
become more employable in the workforce.
58
Investment in Yourself
• Present the Investment in Yourself PowerPoint
presentation
• Hand out one Investment in Yourself note
taking guide
59
Investment in Yourself 1.1.9
Family Economics & Financial Education
Take Charge of Your Finances
Influences
• Value – a fundamental belief or practice about what is
desirable, worthwhile, and important to an individual.
• Goal – the end result of something a person intends to
acquire, do, reach, or accomplish sometime in the near or
distant future.
• Need – something thought to be a necessity
• Want – something unnecessary but desired
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself - slide61
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Human Capital
• Human Capital – skills acquired through a process of self
investment.
• What are examples of things you can do to increase human
capital?
– Summer jobs
– Volunteer
– Extra-curricular activities
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 62
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Education vs. Income
Higher Education = Higher Estimated
Lifetime Earnings
“Education is essential in getting a high-paying job. In fact, for all but 1
of the 50 highest paying occupations, a college degree or higher is the
most significant source of education or training. Air traffic
controller is the only occupation of the 50 highest paying for which
this is not the case”
2004 Bureau of Labor Statistics Occupational Outlook Handbook, Tomorrow's Jobs
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 63
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Education vs. Income Activity
• Stand up with your colored square
“Everyone standing represents the people who started high
school. This activity will show the different paths people
can choose during their lifetime and the different results.”
•
Based upon 2007 US Bureau of Labor Statistics Data
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 64
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Orange
• If you are holding an orange card please sit.
• These 5 people represent 21.8% of North Carolina’s
population who did not graduate from high school or earn
a GED.
• On average, they earn $33,913 per year, the lowest wages
of all workers
• Congratulations! Everyone remaining finished high school.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 65
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
• 1. Gas station attendant
• 2. Food Service
• 3. Manual Labor
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 66
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Yellow
• If you are holding a yellow card please sit.
• These 2 people represent 28.4% of North Carolina’s
population who graduated from high school or earned a
GED.
• On average, in the United States, they earn $46,938 per
year.
• Congratulations! The remaining decided to further their
education.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 67
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
• 1. Retail sales associate
• 2. Cashier
• 3. Travel agent
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 68
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Green
• If you are holding a green card please sit.
• These 5 people represent 20.5% of North Carolina’s
population who dropped out of college without finishing a
degree.
• On average, in the United States, they earn $54,881 per
year.
• Congratulations! The remaining finished some kind of
post-secondary education.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 69
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
• 1. Dental assistant
• 2. Flight attendant
• 3. Physical therapist assistant
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 70
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
RED
• If you are holding a red card please sit.
• These 2 people represent 6.8% of North Carolina’s
population who received their associate degree.
• On average, in the United States, they earn $64,537 per
year. Jobs requiring an associates degree are expected to
grow 32% between 2000-2010. These people are
prepared for this significant change in the job market.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 71
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
• 1. Administrative assistant
• 2. Bank teller
• 3. Emergency Medical Technician
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 72
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Blue
• If you are holding a blue card please sit.
• These 3 people represent 15.3% of North Carolina’s
population who received their bachelor's degree.
• On average, in the United States, they will earn $88,948
per year, which is more than twice what a high school
graduate earns.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 73
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
• 1. Teacher
• 2. Accountant
• 3. Social worker
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 74
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Purple
• If you are holding a purple card please sit.
• These 2 people represent 7.2% of North Carolina’s
population who have completed their graduate or
professional degree.
• On average, in the United States, they earn $115,179 per
year.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 75
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
• 1. Physical Therapist
• 2. Lawyer
• 3. Engineer
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 76
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Education vs Income
Educational Attainment
U.S. Average
Income (2007)
Percentage of
U.S. Population
(2007)
Percentage of State
Population
Not high school graduate
$33,913
15.2%
21.8%
High school graduate including
GED
$46,938
25.2%
28.4%
Some college no degree
$54,881
21.8%
20.5%
Associate degree
$64,537
8.9%
6.8%
Bachelor’s degree
$88,948
18.7%
15.3%
Master’s, doctoral, professional
degree
$115,179
10.2%
7.2%
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 77
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Journal Entry PF3.01
• Why income varies by education level
• The training is more advanced, therefore the jobs are more
advanced.
• Each level of education takes more time to obtain;
therefore a monetary compensation goes with each level of
education.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 78
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Traits of successful workers
• Traits employers seek include:
– Extra curricular activities
– Member of school organization
– Part time job
• Possible job sources
– Internet
– Newspaper
– Networking
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself - slide79
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Review
• Degree levels
– How long does it take to obtain each degree?
– What is an example of a job you can get with each degree?
• What traits do employers look for in employees?
• What are sources to use to find a job?
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself - slide80
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona