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. 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. Journal Entry 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?
How many times in your lifetime will you change careers?

4. 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.

5. 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.

6. 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?.

7. 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.

8. View and Discuss
PowerPoint: Crossroads
Appendix 301D, “Job or Career”

9. B-3.01 - Job/Career Choices
Career Crossroads
Why do you think a unit on career planning might be called “Career Crossroads.”
B Job/Career Choices

10. What do YOU do when you come to a crossroad?
Let’s discuss that question!
B Job/Career Choices
B Job/Career Choices 10

11. A job is an employment position obtained mainly to earn money.
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 Job/Career Choices
B Job/Career Choices 11

12. What job or career choices will you make in your lifetime?
Let’s brainstorm career choices that you may have to make
B Job/Career Choices
B Job/Career Choices 12

13. Strategies for Personal Choices
B Job/Career Choices
B Job/Career Choices 13 13

14. 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 Job/Career Choices
B Job/Career Choices 14 14

15. 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 Job/Career Choices
B Job/Career Choices 15 15

16. 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 Job/Career Choices
B Job/Career Choices 16 16

17. Strategies for Education Choices
B Job/Career Choices
B Job/Career Choices 17 17

18. Invest in Your “Human Capital”
“Human capital” = the complete set of skills that a person has acquired
B Job/Career Choices
B Job/Career Choices 18

19. An investment in your “human capital” can increase productivity and increase earnings . . .
B Job/Career Choices
B Job/Career Choices 19

20. 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
B Job/Career Choices
B Job/Career Choices 20 20

21. 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 Job/Career Choices
B Job/Career Choices 21 21

22. Other Learning Opportunities
Investigate internships and apprenticeships
Find out about military programs
Take advantage of opportunities for continuing
education
B Job/Career Choices
B Job/Career Choices 22 22

23. Strategies for Job and Career Choices
B Job/Career Choices
B Job/Career Choices 23 23

24. Job or Career? Will you work in jobs, or in a career, or both?
B Job/Career Choices
B Job/Career Choices 24

25. Job OR Career? Is there a CAREER in sight?
Does anyone see a JOB anywhere?
B Job/Career Choices
B Job/Career Choices 25

26. Job AND Career
Thanks for getting me to the hospital on time. I have to assist in surgery at 9:00.
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!
The taxi driver has a job, while the surgeon has a career.
B Job/Career Choices
B Job/Career Choices 26

27. Job or Career? Part 1 Work Factors JOB CAREER Earnings Income level
Length of commitment
Purpose
B Job/Career Choices
B Job/Career Choices 27

28. Job or Career? Part 2 Discuss handout B-3.01 - Job/Career Choices28

29. Job or Career? Which will you have? B-3.01 - Job/Career Choices29

30. 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 Job/Career Choices
B Job/Career Choices 30 30

31. What are some of the crossroads you will come to as you plan your career?
B Job/Career Choices
B Job/Career Choices 31

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

33. Appendix 3.01D “Choices That Affect Achievement of Lifestyle Goals”
Handouts available
Use PowerPoint to complete

34. 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.

35. 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.

36. 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.

37. 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.

38. Interest Inventory
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.

39. 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 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.

40. 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.

41. 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.

42. Personality Mosaic Test
Personality Mosaic Test Worksheet
Scoring Answers for the Personality Mosaic to summarize findings worksheet
Interpreting the Personality Mosaic Answer Key

43. 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)

44. 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:

45. 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.

46. 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

47. 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.

48. 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

49. 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.

50. 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.

51. 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

52. 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.

53. 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

54. 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.

55. 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

56. 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.

57. 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

58. 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.

59. Investment in Yourself
Present the Investment in Yourself PowerPoint presentation
Hand out one Investment in Yourself note taking guide

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

61. 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

62. 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 62

63. Higher Education = Higher Estimated Lifetime Earnings
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 63

64. 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 64

65. 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. 65

66. 1. Gas station attendant
2. Food Service
3. Manual Labor

67. 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. 67

68. 1. Retail sales associate
2. Cashier
3. Travel agent

69. 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. 69

70. 1. Dental assistant
2. Flight attendant
3. Physical therapist assistant

71. 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 These people are prepared for this significant change in the job market. 71

72. 1. Administrative assistant
2. Bank teller
3. Emergency Medical Technician

73. 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. 73

74. 1. Teacher
2. Accountant
3. Social worker

75. 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. 75

76. 1. Physical Therapist
2. Lawyer
3. Engineer

77. 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
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% 77

78. 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.

79. Traits of successful workers
Traits employers seek include:
Extra curricular activities
Member of school organization
Part time job
Possible job sources
Internet
Newspaper
Networking

80. Review Degree levels What traits do employers look for in employees?
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?