1. 1 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.

2. 2 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?

3. 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. B-3.01 - Job/Career Choices4 4 What do YOU do when you come to a crossroad? Let’s discuss that question!

5. B-3.01 - Job/Career Choices5 5 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.

6. B-3.01 - Job/Career Choices6 6 What job or career choices will you make in your lifetime? Let’s brainstorm career choices that you may have to make

7. 7

8. B-3.01 - Job/Career Choices8 8 Strategies for Personal Choices

9. B-3.01 - Job/Career Choices9 9 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

10. B-3.01 - Job/Career Choices10B-3.01 - Job/Career Choices10 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

11. B-3.01 - Job/Career Choices11B-3.01 - Job/Career Choices11 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

12. B-3.01 - Job/Career Choices12B-3.01 - Job/Career Choices12 Strategies for Education Choices

13. B-3.01 - Job/Career Choices13B-3.01 - Job/Career Choices13 Invest in Your “Human Capital” “Human capital” = the complete set of skills that a person has acquired

14. B-3.01 - Job/Career Choices14B-3.01 - Job/Career Choices14 An investment in your “human capital” can increase productivity and increase earnings...

15. B-3.01 - Job/Career Choices15B-3.01 - Job/Career Choices15 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  Compare available college/university choices

16. B-3.01 - Job/Career Choices16B-3.01 - Job/Career Choices16 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

17. B-3.01 - Job/Career Choices17B-3.01 - Job/Career Choices17 Other Learning Opportunities  Investigate internships and apprenticeships  Find out about military programs  Take advantage of opportunities for continuing education

18. B-3.01 - Job/Career Choices18B-3.01 - Job/Career Choices18 Strategies for Job and Career Choices

19. B-3.01 - Job/Career Choices19B-3.01 - Job/Career Choices19 Job or Career? Will you work in jobs, or in a career, or both?

20. B-3.01 - Job/Career Choices20B-3.01 - Job/Career Choices20 Job OR Career? Does anyone see a JOB anywhere? Is there a CAREER in sight?

21. B-3.01 - Job/Career Choices21B-3.01 - Job/Career Choices21 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 a career.

22. B-3.01 - Job/Career Choices22B-3.01 - Job/Career Choices22 Job or Career? Which will you have?

23. B-3.01 - Job/Career Choices23B-3.01 - Job/Career Choices23 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

24. B-3.01 - Job/Career Choices24B-3.01 - Job/Career Choices24 What are some of the crossroads you will come to as you plan your career?

25. B-3.01 - Job/Career Choices25 Remember to consider all of these factors when you reach each Career Crossroad.

26. 26 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.

27. 27 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.

28. 28 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.

29. 29 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.

30. 30 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

31. 31 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.

32. 32 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

33. 33 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.

34. 34 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.

35. 35 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

36. 36 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.

37. 37 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

38. 38 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.

39. 39 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

40. 40 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.

41. 41 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

42. Investment in Yourself 1.1.9 Family Economics & Financial Education Take Charge of Your Finances

43. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself - slide43 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 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

44. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 44 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

45. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 45 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 “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 Higher Education = Higher Estimated Lifetime Earnings

46. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 46 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

47. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 47 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

48. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 48 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

49. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 49 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

50. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 50 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

51. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 51 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

52. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 52 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$33,91315.2%21.8% High school graduate including GED $46,93825.2%28.4% Some college no degree$54,88121.8%20.5% Associate degree$64,5378.9%6.8% Bachelor’s degree$88,94818.7%15.3% Master’s, doctoral, professional degree $115,17910.2%7.2%

53. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 53 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 Each level of education takes more time to obtain; therefore a monetary compensation goes with each level of education. The training is more advanced, therefore the jobs are more advanced.

54. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself - slide54 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

55. © Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself - slide55 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?