UNLOCK YOUR POTENTIAL

Transcription

1 UNLOCK YOUR POTENTIAL DISCOVER YOUR DESTINY Inspirational, Motivational Career Guide Dedicated to everyone striving to reach their potential Dr. Mary E. Askew Holland Code Resource Center

2 Table of Contents Introduction... 3 Career Exploration, and Planning... 3 Keys to Career and College Major Planning... 5 Three Guideposts in the Career Planning Process... 6 Awareness, Knowledge, and Assessment... 9 Activity Sheet for Interest Career Assessments Holland Career Personalities Activity Sheet for Career Decision Making Activity Sheet for Career Decision Matrix Interest Summary Educational and Occupational Exploration Activity Sheet for Career Exploration College Major Exploration Activity Sheet for Exploring College Majors About the Author... 26

3 Introduction We are each significant, different, and special. We are a product of many intricate things - learning styles, spiritual gifts, value systems, attitudes, vocational interests, and abilities. Because of our complexity, uncovering our interests, abilities, and skills is not always clear or easy. We seek to understand the inheritance that we have received - those gifts, abilities, and interests. We seek to learn in productive and conducive learning environments. We strive to cultivate learning-readiness as well as perceptual and intellectual competencies. We develop problem solving and goal setting skills. We strive to understand the learning process so that we can adequately and successfully gain knowledge. We use effective learning techniques to build and plan successful career choices. We need strategies to achieve our goals. As career explorers, we use career resources, for example, portfolios, videotapes, audio-tapes, games, workshops, training materials, self-assessment inventories, career web-sites, computer-assisted career guidance programs, community colleges, and resource centers. Career Exploration, and Planning The Goal of a Career Explorer Career explorers should answer the following questions - What are our vocational interests, the motivational gifts, the attributes, the endowments, and faculties? What are our courses of action or modes of action? What are the steps and resources that are necessary to develop our qualities and talents? In order to learn according to our abilities, interests, and motivational gifts, we should - Assess our vocational interests, abilities, skills, beliefs, and values Hollandcodes.com [email protected] 3

4 Discover potential careers that are linked to our identified interests Choose suitable post-secondary education and training Seek resources that educate (train) us according to their vocational interests, abilities, skills, beliefs, and values Understand the relationship between education, training, and specific occupations Discover experiences that meet career, cognitive, emotional, and behavioral goals Access information on the current and future labor market Develop problem-solving and decision-making strategies Solve career issues, conflicts, and concerns. Hollandcodes.com

5 Keys to Career and College Major Planning Three factors influence planning for career or selecting a college major Being motivated and inspired Knowing yourself Knowing occupations and the training programs Motivation & Inspiration Know About Self Know About Occupations & Training Programs Motivational and Inspirational Principles We are special and unique We have a specific destiny, purpose, calling, or occupation. We are all blessed with gifts. We are stewards of the gifts that have been given to us. Hollandcodes.com [email protected] 5

6 Three Guideposts in the Career Planning Process Career Planning Map I. Career Planning a. Keys to Career Planning b. Steps Within Career Planning Process Career planning is so important. We are each significant, different, and special. We are a product of many intricate things Vocational interests Personality types or trait clusters Skills/Abilities Values Hollandcodes.com [email protected] 6

7 Career planning includes Assessing our vocational interests, abilities, skills, beliefs, and values Discovering potential careers that are linked to identified interests Choosing the right post-secondary education and training Understanding the relationship between education, training, and specific occupations Presenting information on the current and future labor market Introducing problem-solving and decision-making strategies Solving career issues, conflicts, and concerns The basis for most of career planning resources is the National Career Development Guidelines. In 1987, the National Occupational Information Coordinating Committee (NOICC) developed the National Career Development Guidelines. The guidelines competencies were organized into three areas Self-Knowledge Educational and Occupational Exploration Career Planning Self-knowledge deals with our self-concept, interpersonal skills, growth, and development. Educational and occupational exploration reveals the relationships between learning, work, career information skills, job seeking, skill development, and the labor market. Career planning includes self-assessment, career exploration, decision making, life role formation, goal setting, and the implementation of career choices II. Self Assessment The preliminary assessment is the first step in the career planning process. From the assessments, we will gain knowledge and understanding of Abilities Callings Destinies Educational plans Interests Personality trait clusters/ types Priorities Skills Talents Visions/ Dreams Vocational plans Hollandcodes.com

8 III. Educational Exploration Exploring educational options involves Making educational choices Choosing right choices Researching a variety of factors Benefits of educational achievement Specific programs of study or training opportunities IV. Occupational Exploration Informational Interview Internet Career Exploration Resources Occupational knowledge encompasses awareness of Advancement opportunities Duties and responsibilities Informational interview Informational search Knowledge required Occupational research Salary range Training and skills needed Working conditions Economy or labor market A typical working day in specific occupations V. Problem Solving, Goal Setting, and Decision Making Problem solving is decision making and goal setting. The problem solving processes include Identifying educational and career planning obstacles Setting, formulating, prioritizing and ranking achievable goals Clearly stating vocational interests, abilities, and values Deriving plans or strategies to implement the solutions Creating solutions or courses of action Evaluating the primary choice Considering a secondary choice, if necessary Making a commitment to complete the plans and to reach God-given potential Hollandcodes.com [email protected] 8

9 Awareness, Knowledge, and Assessment You become aware of, know, and identify Holland vocational interests Abilities Skills Values Personality types or trait clusters Occupations College Majors Students complete one or more of the following assessments Interest inventory Value assessment Skill assessment Personality type or trait cluster inventory Factors Influencing Career Decisions There are a variety of factors that influence your career decisions. Here is a model. Hollandcodes.com [email protected] 9

10 Interest Self - Assessment Tests According to John Holland (1985), individuals seek to find a match between Interest clusters Personalities Job categories Environments They also search to find an environment that exercises or uses - Gifts Callings Talents Interests Abilities Skills Holland developed a system of personality types to classify jobs into or work personality environments. The system is the Holland Hexagon Model or Holland Codes. In the Holland Model, these categories represent work personalities. Within the Holland s Hexagon Model, there were six types of personalities or environments. Hollandcodes.com [email protected] 10

11 The personalities were Realistic Investigative Artistic Social Enterprising Conventional Assessments using Holland typology link vocational interests to job families using a three-letter RIASEC or Holland code. The first letter of each personality or environment formed the word RIASEC. The RIASEC was an acronym that stood for Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Different assessments provide information on the relationship between these job personalities and Key characteristics College majors Hobbies Abilities Related careers Reference: John Holland (1985) Making Vocational Choices (2 nd ed.) Odessa, FL.: PAR, Inc Examples of Holland Career Self - Assessment Tests are MCP Self Directed Search Strong Interest Inventory Other Holland Codes Resource Center career tests Hollandcodes.com [email protected] 11

12 Activity Sheet for Interest Career Assessments Select one of the following Holland Codes career assessment Date Started Date Completed For on-line Holland Career Assessments: Print Your Test Scores or Results!!! Now, complete the following table using the information provided in your test results. Results from Holland Codes career assessment. 1. Write the first, secondary, and third highest Holland Code in the ( ). First Holland Code Letter ( ) ( ) Second Holland Code Letter ( ) ( ) Third Holland Code Letter ( ) ( ) 2. Write the corresponding score for each Holland Code. 3. Write careers related to the Holland Codes. Enter the top three (3) Interests on page 43. Hollandcodes.com [email protected] 12

13 Holland Career Personalities REALISTIC INVESTIGATIVE ARTISTIC SOCIAL ENTERPRISING CONVENTIONAL Characteristics Frank, Practical, Focused, Mechanical, Determined, Rugged Analytical, Intellectual, Reserved, Independent, Scholarly, Judgmental Complicated, Original, Impulsive, Independent, Expressive, Creative Helping, Informing, Teaching, Inspiring, Counseling, Serving Persuasive, Energetic, Sociable, Adventurous, Ambitious, Risk-taking Careful, Conforming, Conservative, Conscientious, Selfcontrolled, Structured Strengths Manipulates tools, Possesses mechanical, manual, or athletic ability Works with abstract ideas and intellectual problems Uses imagination and feelings in creative expression Interacts with people, concerned with the welfare of people Leads, manages, and organizes Orders activities paying attention to details Prefers to deal with: Things Ideas and Things Ideas and People People Data and People Data and Things Careers Craftsman, Fitness Trainer, Optician, Policemen, Fire Fighter, Physical Education Teacher Biologist, Chemist, Historian, Researcher, Doctor, Mathematician Artist, Musician, Actor/ Actress, Designer, Writer, Photographer Teacher, Clergy, Coach, Therapist, Nurse, Counselor, Sociologist Manager, Producer, Lawyer, Business/ Marketing Executive, Entrepreneur, Principal Accountant, Banker, Editor, Office Manager, Librarian, Reporter Possible College Majors Justice Studies, Fire Science, Athletic Training, Martial Arts, Corporate Fitness, Physical Education Biology, Chemistry, Nursing, Pre-Medicine, Mathematics, History Art, Theater, Graphic Design, Music, Journalism, Communication Nursing, Christian Education, Counseling, Biblical Studies, Social Science, Education Pre-Law, Business Management and Administration, International Business, Political Science Business, Accounting, Management Hollandcodes.com

14 Four Personal Styles Fred Bergen reviewed the relationship between the RIASEC personalities and four personal styles. The personal styles are work style, learning environment, leadership style, and risk taking and adventure seeking. Personal Style One: The Work Style Work styles involved our preferences for working with ideas, data, things, or people. High Realistic and High Investigative types looked for opportunities with ideas, data, or things. Students who pursued work with ideas, data, or things sought careers in: Biological sciences Engineering Mathematics Computer and informational science Physical sciences Machine trades The High Enterprising and High Social students enjoyed working with people. These individuals followed jobs in business, education, journalism, and social science. Personal Style Two: The Learning Environment The second factor was the learning environment. The learning environment factor described a selection of either academic learning environments or practical-oriented learning situations. High Investigative and High Artistic men and women like to work in an (academic) learning environment. These individuals expressed interests in cultural events, educational pursuits, research, and verbal activities. Students who relished academic learning environments undertook majors in: Arts Cultural Studies Communication History Journalism Language Literature Physical sciences Research Social sciences The High Realistic and High Enterprising clients or students adapted better to practical, hands-on learning. Students who picked to learn in more practical settings expressed interests in business activities, physical activities, and technical activities. These clients or students entered careers in agriculture, business, law enforcement, machine trades, and vocational technical majors. Personal Style Three: The Leadership Style The third personal style was Leadership Style. The Leadership Style reflected a preference for directing people, leading people, meeting people, and persuading people. People with leadership qualities tended to be High Artistic, High Enterprising, and High Social. They liked to direct, persuade, lead others, and take charge. High Enterprising individuals were social and verbal; they appreciated working with people. High Enterprising clients or students showed a preference for law/ politics, organizational management, and public speaking. They liked majors such as history, journalism, law, and social science. Hollandcodes.com [email protected] 14

15 Other clients or students made a choice to lead by example. They did not like to take charge. They preferred to do the task themselves. As introverts, they lead by example. They liked majors such as agriculture, biological sciences, machine trades, mathematics, and physical sciences. Personal Style Four: The Risk Taking/ Adventure Seeking Style The fourth factor was Risk Taking/ Adventure Seeking. This factor indicated a willingness to take physical and social risks, to act spontaneously and playfully, and to seek novel sensation and thrills. Clients or students who possessed risk taking/ adventure seeking qualities are extroverted, independent, and social. They were prone to careers in: Athletics, Auto mechanics, Carpenters, Electricians, Jet fighters, Paramedics, Police officers, Politics, and Public speaking. Hollandcodes.com [email protected] 15

16 Self-Discovery Sheet After this activity, write down five (5) statements explain the following statement After completing the activity, I have learned the following about myself. 1) 2) 3) 4) 5) Hollandcodes.com [email protected] 16

17 Activity Sheet for Career Decision Making 1) Knowing About Yourself After completing assessments, you will be listing your interests, transferable skills, personality trait clusters, and values. 2) Knowing About Your Options Using internet career resources, you will explore Work abilities Job requirements Educational level and preparation requirements Job outlook Wages Working conditions 3) Rating your ability to make decisions. Place a check ( ) in the appropriate space. Knowing I need to a make a choice Excellent Good Average Poor Understanding myself and my options Excellent Good Average Poor Expanding and narrowing my list of occupations, programs of study, or jobs Excellent Good Average Poor Choosing and occupation, program of study, or job Excellent Good Average Poor Implementing my choice Excellent Good Average Poor Knowing I made a good choice Excellent Good Average Poor Hollandcodes.com [email protected] 17

18 Activity Sheet for Career Decision Matrix For this activity, you will create a career decision matrix. The matrix will rank careers according to your most important interests. 1. What occupations do you want to rank? Choice 1 Choice 6 Choice 2 Choice 7 Choice 3 Choice 8 Choice 4 Choice 9 Choice 5 Choice 10 Hollandcodes.com [email protected] 18

19 Interest Summary 1. What interests (characteristics) do you want to use to rank the occupations (from p.31)? Interest 1 Interest 2 Interest 3 Interest 4 2. Under each Potential Careers Column, write the potential careers (from p.39 #1). 3. Enter the names of the interests in the column under the Interests headings. 4..Mark with an X if the career possess one or more of the values. # Potential Careers Interests From the occupations listed in question 1, which five (5) careers had one (1) of the interests? a. b. c. d. e. Hollandcodes.com [email protected] 19

20 Self-Discovery Sheet After this activity, write down five (5) statements explain the following statement After completing the activity, I have learned the following about myself. 1) 2) 3) 4) 5) Hollandcodes.com [email protected] 20

21 Educational and Occupational Exploration You perform career research. You identify potential careers. You begin narrowing career options. Integrating Occupational Exploration into the Curriculum Core Subjects and Your Career Article An excellent resource is an article entitled Core Subjects and Your Career. There are three areas discussed within the article - English and Your Career, Math and Your Career, and Science and Your Career. Each article integrates the subject with career planning. In the article English and Your Career, the definition for communication is the ability to understand information other people give us and to have other people understand what we tell them. There are three levels of communication basic, intermediate, and advanced. Basic communication requires the ability to interact with others and to follow simple oral and written instructions Intermediate communication requires the ability to accurately give and follow instructions, to persuade people to a particular point of view, and to write in an organized and grammatically correct manner... Advanced communication requires a strong ability to communicate both orally and in writing For each level, high school and/or college courses are recommended. The article provides a list of occupations for each level of communication. Basic communication jobs are bank tellers, bus drivers, cashiers, and correctional officers. Intermediate jobs are adjusters, investigators, collectors, architects, clerical supervisors and managers, as well as construction and building inspectors. Advanced jobs are actors, directors, producers, administrative services managers, adult education teachers, and agricultural scientists. Source: Core Subjects and Your Career (from Occupational Outlook Quarterly, Summer 1999) - The Internet and the libraries are sources of educational and occupational information. Hollandcodes.com [email protected] 21

22 Internet Resources Educational and occupational exploration resources reveal the relationships between learning, work, career information skills, job seeking, skill development, and the labor market. Career planning includes self-assessment, career exploration, decision-making, life role formation, goal setting, and the implementation of career choices. Examples of Internet career exploration resources are Occupational Outlook Handbook and the O'NET, The Occupational Information Network. The Bureau of Labor Statistics prepares the Occupational Outlook Handbook. The Occupational Outlook Handbook reports information on 250 occupations. The web address is - The topics within the Handbook are Nature of the work Working Conditions Earnings Related Occupations Training and Qualifications Other Advancements Another United States governmental resource is the O NET. The O NET web address is - The Occupational Information Network provides the following information Occupational profiles Labor market information Links to the dot classification systems Location of 1,100 occupations using skill requirements or key words Worker Characteristics and Requirements Experience Requirements Occupation Requirements, Specifics and Characteristics Hollandcodes.com [email protected] 22

23 Activity Sheet for Career Exploration Use one of the career exploration web sites Date Started Date Completed 1. Occupational Outlook Handbook 2. O NET What occupations did you gather information on? Are you still interested in that career? Title of Occupations Source of Information (Site # 1 to 9) Are you still interested in that occupation? (YES or NO) Hollandcodes.com [email protected] 23

24 College Major Exploration Students perform research to identify college major Students put what they know into action Holland Codes and College Majors Holland codes can be matched to college majors. Here is an example of Holland codes and college majors. Realistic Forestry Investigative Aerospace Studies Anthropology Biological Sciences Chemistry Criminal Justice Economics Engineering and Technology Geology Gerontology International Relations Mathematics and Physics and Psychology Statistics Astronomy Environmental Studies Liberal Studies Sociology Artistic Classics Fine Art Music Philosophy Russian Theater Arts Social Arts Management Asian Studies Dental Hygiene Education Exercise Science Humanities Latin American Studies Nursing Religious Studies Social Work Southwest Studies Women s Studies Enterprising Art History History Business Administration Political Science Communication Hotel and Restaurant Management Here is a college major exploration web site College MatcherMaker. College Search is here to help you make the best decision for you. To begin, choose one of two starting points. Use MatchMaker to generate a list of colleges that match your preferences. Use QuickFinder to research a college that you already have in mind. Hollandcodes.com [email protected] 24

25 Activity Sheet for Exploring College Majors Use one of the Exploring College Majors Resources College MatcherMaker Date Started Date Completed Write your potential careers in the space provided. Find a potential college major that matches the potential career. What majors did you gather information on? Are you still interested in that major? Career Title of Majors Source of Information (Site # 1 to 2) Are you still interested in that major? (YES or NO) Hollandcodes.com [email protected] 25

26 Dr. Mary Askew has the following qualifications About the Author Doctor of Ministry degree in Career Development Master of Science and Bachelor of Science Degrees Global Career Development Facilitator (GCDF), Certification Number: GCDF08136-US Distance Credentialed Facilitator (DCF), Certification Number: DCF Four (4) years experience as a Career Advisor in public/private higher education institutions; twelve (12) years experience as Career Consultant for educators in higher education and high school, government and community agencies; three (3) years as job development case worker Twelve (12) years experience in creating and managing program development and delivery Twelve (12) years experience presenting on career development resources at local, state, and national convention for career services professionals (education/government) and at university/community colleges and public/charter/private high schools Served as primary Career Advisor at Phoenix College and Paradise Valley Community after the retirement of one manager and while another was on sabbatical Utilized web skills and social marketing skills to update college websites to promote career resources Developed, organized and implemented career development and job placement programs for diverse populations of students, graduates, veterans, and community members to develop strategies Presented career development topics at state and national career professional, charter school teacher, homeschool, and private school teacher conventions Provided online career center that utilized digital, educational, social media, and printed resources Blogs Facebook Linkedin Pinterest Twitter Evernote Delicious Issuu Prezi Scribd Slideshare Infographics Wordle Powerpoint Lino Powtoon Achievements: National Career Development Association (NCDA) Conference 2012 Workshop Speaker National Career Development Association (NCDA) Conference 2013& 2014 Round Table Speaker Participant in Psychological Assessment Resources (PAR) SDS Revision Advisory Panels 2009, 2010, 2011, and 2013 Qualified to administer the following PAR and CPP assessments Self-Directed Search Strong Interest Inventory Myers Briggs Type Indicator PROFESSIONAL ASSOCIATIONS National Academic Advising Association National Career Development Association Arizona Career Development Association International Society for Technology in Education Hollandcodes.com [email protected] 26