designing your future - algonquin achievement...

Designing Your Future

Career Studies - Portfolio Requirements (GWL3O)

1. Title Page

Title (My Portfolio), name and date Colour, Key words, Art/Pictures

2. Table of Contents (Include a Table of Contents page using the following format)Page #

All about My Future Chart.............................................................................................................2Picture...........................................................................................................................................3

3. Include the following pages in your portfolio

Part 1: All about My Future Chart Picture Yourself Know Yourself Collect your Credentials What is Success? Assignment Career Cruising Software Job Options 1 Job Options 2 Your Value My Temperaments – Myers – Briggs Knowing Yourself: What Influences You? Student Self-Assessment – Interests Thinking about teams What is your MI (Multiple Intelligent) Work Habits – Self Assessment Resume Outline

Part 2: What is out there for me?

Part 3: Cover Letter

Part 4: Resume

Part 5: How Far Have I Come?Reference Letters

Part 6: Certificates Ribbons Awards

GWL3O – Designing Your Future

Place the following items in a binder, folder, or duo tang in an organized fashion. It should be typed and clearly written. Be professional in your presentation of the assignments. This format will assist you in the development of an excellent portfolio.


All about my Future

My Career Action Plan

Personal Profile Influencing Factors Opportunities My Future

Interests Hobbies In-School At Age 25

Values Mentors In-School At Age 45

Personal Characteristics

Definition of Success Out-Of-School At Age 65

Learning Styles:

***

Work Skills:

*



**

Picture Yourself:1. When I picture myself 15 years from now, the first thing I see is:

______________________________________________________________________

2. The people in the picture include:

______________________________________________________________________

3. In the picture, I am doing the following:

______________________________________________________________________

4. What I like best about the picture is:

______________________________________________________________________

5. What I like least is:

______________________________________________________________________



Know Yourself:

Five (5) Things I Like To do Five (5) Things I do Well Five (5) Things that are not important to me

1.

2.

3.

4.

5.



Collect Your Credentials

My Credentials

School Achievements

Hobbies

Awards, badges, certificates

Teams, clubs, groups

Special Skills (e.g languages, musical ability, knowledge of software, etc.)

Volunteer activities

Participation in household responsibilities

Other



What is Success?

Bring to class a picture or article from a newspaper or magazine of a person you consider successful and be able to tell the reasons why you consider that person a success.

Person: ___________________________

Reasons why this person is successful:

1. _______________________________________________________________________

2. _______________________________________________________________________

3. _______________________________________________________________________

In a word or phrase, define success:

______________________________________________________________________________



Pathway Planning

Planning and Financing PostsecondaryIn today's competitive work world, those who plan ahead definitely have the edge. This doesn't mean planning for what you'll do until you retire, but rather where you're going to start and where you want to be in five or even ten years. The sooner you start planning, the more options you will have after you graduate from high school. Begin by exploring your options, especially if you are not sure what you want to do.

What pathway will lead me to where I want to go?

Pathway Planning

Pathway Is this learning environment for me?

Apprenticeship

Apprenticeship includes a combination of on-the-job training and classroom instruction.

130+ apprenticeships offered in Ontario

You want to learn in workplace-based training under the direction of experienced workers.

You like the prospect of getting paid while you learn.

You enjoy hands on learning that will allow you to practice fixing things, assembling and disassembling structures, determining how things work and can be done better.

You like knowing that the low-cost, postsecondary training will lead to certification as a journeyperson in a trade.

College

Colleges offer programs in Applied Arts, Business, Health and Human Services, Technology, and Apprenticeship Preparation and Training.

diploma – usually two or three years certificate – usually one year or less

degree

You find success in a practical / applied curriculum.

You learn best when you can see a real life application to your learning.

You enjoy smaller classes and the personal approach to instruction.

You have the financial resources and academic requirements to attend.

You like the idea of a shorter program length that



applied degree - usually four years

certification in a skilled trade (when combined with on-the-job experience)

will lead more quickly to the job market.

Career Colleges

Also referred to as private vocational school or technical college, a career college is a privately owned and operated business that prepares students for the job market after an intensive period of instruction.

You want practical, hands-on training.

You want to match your skills with employers’ needs.

You want intense training in a short period of time.

You want different options available, in order to fit into your work schedule, or the flexibility of beginning your studies next month or next season.

University

Universities offer undergraduate degrees (i.e. B.A., B.Sc., B. Comm.), professional degrees (i.e. M.D., LL.B) and graduate degrees (i.e. Master’s and Ph.D.).

Undergraduate degrees usually take four to five years.

You enjoy abstract concepts associated with course material and academic/theoretical learning.

You are able to complete much of your work independently.

You have the financial resources and academic requirements to attend.

You can achieve a minimum of 70% average in your best 6 University “U” or University/College “M” grade 12 courses.

Workplace

A variety of opportunities exist in several sectors such as Retail, Construction, Manufacturing, and Business.

You would like to learn and train while being paid.

You wish to explore workplace opportunities.

You may want to work first and go to postsecondary education later.

Resources

Apprenticeship Resources

Ministry of Education and Training



http://www.edu.gov.on.ca/eng/training/apprenticeship/Skills/main.html

College ResourcesGo to http://www.edu.gov.on.ca/eng/general/list/college.html to view a list of Colleges and follow the link to find the program and requirements

University ResroucesGo to http://www.canadian-universities.net/Universities/Ontario.html to view a list of registered universities and follow the link to find the program and requirements

What do you expect from your training?Apprenticeship

Access to well-paying jobs that require a high level of skills, judgement and creativity Paycheque while you learn and gain work experience

Most instruction (approximately 90 percent) occurs on the job

Minimal amount of theory (approximately 10 percent) occurs in a classroom setting, which is usually given at a local community college or provided by another approved training organization.

After being certified, opportunities to train new apprentices, start your own businesses

Postsecondary Education

Increase your knowledge and skills? Get a specific job?

Increase your earning potential?

Have a great social life?

What do you want to do after you finish your education?

Pick a program that you will find interesting.


http://www.canadian-universities.net/Universities/Ontario.html

http://www.edu.gov.on.ca/eng/general/list/college.html

http://www.edu.gov.on.ca/eng/training/apprenticeship/Skills/main.html


There are a number of decisions you can make that affect how much your education will cost you each year, and in total.

How Much?:

$4960 average tuition for a university student living in Ontario - (source Statistic Canada 2004) $1890 average tuition for a college student - (source Ministry Of Education)

However, this does not include the cost of books and other expenses. For a student living off campus or boarding away from home the costs rise significantly and can range from $11000-$14000 on average and this can be much higher if you live in a city such as Toronto.

A $40 fee is required to register as an apprentice, however no fee is charged if you are participating in the Ontario Youth Apprenticeship Program. Fees for in-class instruction are typically $400 for eight-weeks of instruction, which represents about 20 per cent of the actual cost of classroom instruction. A fee of $100 is also required to write the Certification of Qualification exam.

Full-time vs Part-time:If you decided to attend part-time, this would allow you to work part or full-time while attending school to offset some of the expenses. However, this would take longer to complete the program and some programs don’t allow for part-time study.

Most financial aid programs, including government-sponsored student loans, most grant and bursary programs, and many scholarships, are aimed at full-time students only. This means that if you choose part-time studies, your financing options could be limited.

Living At Home vs Living Away From Home: You may choose to stay at home as a way of saving money. Living in a residence or an apartment can be expensive. Even if you don't live on campus or nearby, it doesn’t mean you can’t take part in campus life. You still can be involved with campus life by joining clubs and teams, and going to campus hangouts even if you aren't living away from home. Needless to say, living at home while attending a postsecondary institution isn't always possible for those who live outside of cities.

How will you pay for the program?

A. Savings:

How much money do you have in your savings account?

B. Family Contributions


http://www.edu.gov.on.ca/eng/general/postsec/costs.html

http://www.statcan.ca/Daily/English/040902/d040902a.htm


How much money are your parents contributing? If they can't give you the money, would they consider loaning it to you? Discuss with your parents opening up an RESP account - could you help with the contributions?

C. Working

Will you have a part-time job during school or a summer job? Have you considered a school that offers a co-op or apprenticeship program or apprenticeship?

D. Scholarships and Bursaries

Does the government provide any supports or incentives to me as an apprentice? Yes, the Ontario government provides a number of supports for people entering and continuing an apprenticeship program.

Apprenticeship training is a combination of on-the-job learning and in-class instruction. Apprentices are workers and earn a salary for the work they do. Their salary increases in step with their increased knowledge and skills.

Through the Tools for Trades program, the government will provide you with up to $800 to help you purchase the tools of the trade that you will use on the job.

In addition, the 2004 Ontario Budget announced the creation of fifteen hundred new $1,000 scholarships that are available to young people (16-24 years of age) who leave school, but return to complete the necessary academic upgrading they need, and get registered as an apprentice by an employer.

Talk with a ministry training consultant to learn about the incentive and fees for the skilled trade in which you want to apprentice.

Other incentives to help with the cost of postsecondary

Scholarships usually based on grades or other achievements Bursaries usually based on demonstrated financial need.

Sources include government, your postsecondary school, community groups, and corporations

For more information visit the following website:http://osap.gov.on.ca/eng/not_secure/fellowships.htm OSAP Websitehttp://www.edu.gov.on.ca/eng/general/postsec/settingout/supporting/#fulltime Ministry Of Education Website

E: Government Sponsored Student Loan - OSAP


http://www.edu.gov.on.ca/eng/general/postsec/settingout/supporting/#fulltime

http://osap.gov.on.ca/eng/not_secure/fellowships.htm


What is OSAP?

The Ontario Student Assistance Program (OSAP) can provide assistance to all eligible students. This program, funded by the Ontario and federal governments, helps students from lower-income families meet educational costs and basic living expenses through loans and grants.

The good thing about student loans is that you don’t have to make any payments on them while you’re a student. Then, six months after you leave full-time studies, you start paying it back just like any other loan. However, interest starts to accumulate on your Canada and Ontario Student Loans immediately after you complete your classes.

How much is the maximum that I could receive?

Visit the OSAP website and find out the maximum you could be eligible for: http://osap.gov.on.ca/eng/not_secure/funds.htm#amount



F: Loan From A Lending Institution

If you don’t qualify for government assistance but still need extra money to go to school, you may qualify for a loan from a lending institution. Many lending institutions have loan programs for students which are similar to government-sponsored loan programs.

Usually, if you get a student loan from a lending institution, you have to make interest payments while you are in school and start making payments on the full amount when you leave school.

If you don’t have a strong credit record you will probably need a co-signer, like a parent. Basically, this person assumes responsibility to pay back the loan if, for some reason, you can’t.

Many banks will set you up with a credit line with a maximum you can borrow. You take out the money as you need it rather than having a lump sum at the beginning. The advantage is that you don’t pay any interest until you actually start to draw on the money.

Resources1. http://osap.gov.on.ca/eng/not_secure/fellowships.htm OSAP Website 2. http://www.edu.gov.on.ca/eng/general/postsec/settingout/supporting/#fulltime Ministry Of

Education Website


http://www.edu.gov.on.ca/eng/general/postsec/settingout/supporting/#fulltime

http://osap.gov.on.ca/eng/not_secure/fellowships.htm


Assignment for Career Cruising SoftwareThis software is designed to suggest possible careers that might be of interest to you and to provide you with some info on the careers and the education requirements needed for those careers.

1. Go to the Career Cruising web site: http://www.careercruising.com

2. Type in the Username and Password:

Username: Ottawasep

Password: (Ask your teacher for the password)

3. Select the Career Matchmaker option.

4. Type in your First and Last name to start a New Session

5. Answer the 39 questions

6. Look at the suggested careers

7. Select “Improve Results” – “Answer more questions” to answer the additional 51 questions to narrow down your career choices.

8. Look at the suggested careers and see how much the choices have been narrowed down.

9. Now choose a level of education and see what careers appear. Try all 3 levels of education.

1. High School – What careers can you get with a high school education? List the top 4 on the list:

2. Community College – What careers can you get with a college education? List the top 4 on the list:

3. University – What careers can you get with a university education? List the top 4 on the list:

4. Out of your list of careers, which idea did you like least? __________________________

5. Which did you like best? ______________________________________________

6. Research your two favourite job options. (use the sheets that follow to complete this assignment)


http://www.careercruising.com/


Job Options:Option #1: _______________________________________

Part A:

a) What level of education is required?

b) If college or university – what school could you attend?

c) What are the entrance requirement for the program?

d) What is the cost of the program (include – books, living expenses, tuition)

Part B:

a) Give a brief job description:

b) What are the working conditions like?”

c) What is the starting salary (in Canada)? How high might the top salary go in this career?



Job Options:Option #2: _______________________________________

Part A:

e) What level of education is required?

f) If college or university – what school could you attend?

g) What are the entrance requirement for the program?

h) What is the cost of the program (include – books, living expenses, tuition)

Part B:

d) Give a brief job description:

e) What are the working conditions like?”

f) What is the starting salary (in Canada)? How high might the top salary go in this career?



Your Values:

Values

Rating

1-------------------------5

Low High

Rank the list in order of importance

1 – Most important

27 – least important

Beauty

Generosity

Compassion

Competence

Creativity

Adventure

Independence

Security

Spirituality

Helping others

Leadership

Knowledge

Physical challenge

Sense of accomplishment

Recognition

Family

Helping the environment

Honesty

Influence/power

Leisure

Money

Helping society

Popularity



My Temperaments Assessment

Go to the following website and take the Myers-Briggs Temperament Test.

www.humanmetrics.com/cgi-win/JTypes2.asp

Do the Jung Typology Test.

My four-letter Temperament Profile: ____ ____ ____ ____ Example: ENTJ

Decoding Your Temperament Profile

Each of the four letters in your Temperament Profile represents an aspect of your personality, which is useful for making rough generalizations into the way you perceive yourself and others.

Check each of the four letters in your Temperament Profile against the eight possibilities below.

1. I or E?

The first letter of your profile discerns whether you have a tendency for Introversion or Extraversion. The two types differ in how the relate to people and to what degree they value time by themselves.

Introverts

People classified as introverts prefer to be generally quieter and keep to themselves. This does not mean that they do not talk to or avoid people, rather the introvert is a better listener than talker, and keep their feelings more private than extraverts.

Introverts are not as likely to have lots of fun in large crowds, and will tend to find a quiet corner and socialize with a smaller group of people within the crowd. Introverts are more likely to have solitary, favourite hobbies that they like to pursue or quiet places where they can relax on their own.

Extraverts

Unlike introverts, extraverts are energized by large groups of people, and prefer being around others rather than being on their own. This does not mean that they do not like being alone from time to time, but for extraverts, being in contact with others is an easier thing to do.

Extraverts let others know what is on their minds, and tend to make poorer listeners than introverts.


http://www.humanmetrics.com/cgi-win/JTypes2.asp


All individuals are at times introverts and at times extraverts, the two types simply distinguish which of the two you tend towards most of the time.

2. N or S?

The second letter of your profile is used to determine whether you are more likely to be an Intuitive or Sensing person. This refers to whether you are more likely to be concerned with internal or external influences.

Intuitive

The intuitive person is more strongly concerned with their inner workings of their mind than what is going on in the world around them. Although they are more likely to be aware of their thoughts, feelings and ideas, they do not ignore the outside world entirely.

The intuitive is more likely to become absorbed in their own ideas, daydream, wonder about different possibilities and imagine things differently than a sensing person.

An intuitive person is more likely to “drift off” and lose track of what is going on right around them, and as such does not have as good observational skills as a sensing individual. This type of individual is more easily able to ponder such questions as “What if? than sensing persons.

Sensing

The sensing person does just that – use their senses; sight, hearing, taste, touch and smell are attuned to the world around them. These individuals have evolved to observe the world around them with greater detail, and see practical aspects of their environment, such as where there is danger and where to find food.

Sensing people are more concerned with the present and the tangible world around them rather than the future and possibilities of what could be. Just as an intuitive person is able to sense the world around them rather than just inside them, so a sensing person is also able to observe their inner self. However, their self-observation will not be as deep or accurate, or as enjoyable as it would be for the intuitive individual. Intuitive people, because of their concern with inner thoughts and possibilities, are sometimes seen by sensing people as dreamers and unrealistic. In turn, sensing people tend to be seen by intuitive persons as unimaginative and too focused on the routine of life.

Both types have their own qualities and capabilities, but tend to simply focus on one aspect of life while paying little attention to the other.



3. T or F?

The third letter of your Temperament Profile gauges to what degree you rely on Thinking or Feeling. Obviously, you both think and feel, but your type in this category indicates to which of the two you pay more attention.

Thinking

As the name implies, thinking individuals pay more attention to their thoughts than to their feelings. These individuals use their prior knowledge and calculation to reach a decision more so than their feelings.

These types of individuals are more likely to disguise their feelings, being embarrassed with public displays of emotion, and not wishing to be seen as being out of control, which can sometimes result in them being thought of as cold or indifferent.

Feeling

Feeling individuals are more likely to make a decision using more of their emotions and desires than their thoughts. These persons do not hide their feelings, and make them known to the people around them. They do not necessarily react more strongly or more often with their emotions than the thinking individuals, they simply make their feelings better known.

Thinking and feeling individuals tend to complement each other well in relationships, one bringing perspective that the other does not necessarily focus on.

4. P or J?

The final letter in your profile indicates if you are more of a Judging type or Perceptive type individual. This type differentiates between your ability to adapt, perform routine tasks and keep to schedules.

Perceptive

Those individuals who are classified as perceptive adapt much more easily to change than judging types. This kind of person likes to keep their options open, delaying decisions until they have to be made. This can, however have negative impacts on their ability to plan in advance, which they are less likely to do; perceptive individuals are much more likely to “wing it”.

Poor planning and open options often result in missed deadlines, which these persons tend to see as mere suggestions than absolutes. They tend to perform poorly in tasks that



they do not like or do not see as being important; for example they will participate in art class because it’s fun, but will not help in the clean-up afterwards as readily.

Judging

The judging type indicates a preference for advance planning and rigidity, which limits their ability to adapt. These individuals are more likely to make themselves schedules and agendas and stick to them.

They are not as likely to see options that open up, but are mostly focused on the task ahead of them, which they see as being very important to finish. Concluding a task is very important to this type of person, and they will not be comfortable until a job is done right. Just as they like order in their schedules, these people like to keep the area they live and work in clean and tidy

Unlike thinking and feeling individuals, the perceptive and judging types do not tend to get along well. Perceptive people tend to see the judging types as being too much in a hurry and as obsessed with neatness.

The judging types sometimes see their opposites as lazy and indecisive. These differences usually arise from a lack of understanding of the other type.

My Temperaments

Now that you have decoded your individual character preferences and learned of the various strengths and weaknesses associated with your types, use Table 3-1 on the following page to find famous persons with the same character preferences. The most common jobs held by people of the same character preferences are also listed. Table 3-2 lists the least common jobs held by each of the various personalities.



Table 3-1. Famous persons and most common professions based on character preferences.

ISTJGeorge Washington Evander HolyfieldMilitary OfficerJudiciaryPolice OfficerIncome Tax OfficerBusiness ExecutiveHuman Resource Manager Medical PractitionerComputer ProgrammerBiologistPharmacistsReal Estate Agent

ISFJQueen Elizabeth II Jerry SeinfeldLibrarianCuratorPhysical TherapistArtistReal Estate AgentInterior DecoratorMusicianTeacherPersonal CounsellorComputer OperatorAdministrator

INFJMother Teresa Nelson MandelaScientistPsychologistPlaywrightNovelistsPhotographerMusicianActorArtistSocial WorkerEducation Consultant Translators

INTJA. Schwarzenegger Jane AustenInventorEngineerJudgeComputer ProgrammerProfessorDentistEconomistEnvironmental Planner New Business Developer PsychologistCivil Engineer

ISTPClint Eastwood Tom CruisePolice OfficerPilotFire FighterElectrical EngineerAthlete CoachesAthleteRace Car DriverMechanicComputer programmers and Network AnalystsPrivate Detectives

ISFPDonald Trump Christopher ReeveFashion DesignerPsychologistSocial WorkerArtistMusicianPhysical TherapistRadiologistSurveyorConsultant TeacherSupervisor

INFPW. Shakespeare Julia RobertsPsychologistSocial WorkerWriterTeacherMusicianResearcherHuman Resource DeveloperPoetNovelistArt Director

INTPAlbert Einstein Tiger WoodsAstrologistGenealogistNeurologistStrategic PlannerMathematicianLawyerWriterArchitectSoftware DesignerArtistDatabase Administrator

ESTPMadonna Ernest HemingwayPoliticianDiplomatFire Fighting OfficerSales RepresentativePilotNews ReporterInsurance AgentPublic AdministratorAircraft EngineerParamedicPolice Investigation Officer

ESFPGoldie Hawn Woody HarrelsonFashion DesignerArtistActorMusicianPhotographerPublic Relation OfficerStock BrokerSales RepresentativeSocial ConsultantReal Estate Agent

ENFPMark Twain Robin WilliamsWriterPoliticianDiplomatActorJournalistEngineerComputer ProgrammerMusicianArtistHuman Resource Manager

ENTPAlexander the Great Thomas EdisonForeign ServiceJudiciaryPsychologistScientistSales Manger Computer ExpertJournalistActorPhotographerReal Estate AgentAdvertiser



ESTJRev. Billy Graham Simon PeterManagement OfficerMilitary OfficerAccounts OfficerAudit OfficerFinance OfficerProject ManagerPublic AdministratorInformation OfficerElectrical EngineeringDatabase AdministratorSales RepresentativeTeacher

ESFJElvis Stojko Bill ClintonPublic Relation OfficerPublic AdministrationCommerce OfficersOffice ManagementBusiness AdministratorTeacherHome EconomicNursingChild CareSocial WorkerInsurance AgentSales Representative

ENFJAbraham Lincoln Michael JordanPersonal ConsultantPoliticianSocial WorkerTeacherSales RepresentativeHuman Resource ManagerEvent CoordinatorComedianArtistJournalistLibrarianSmall Business Executive

ENTJJim Carrey Whoopi GoldbergManagement OfficersExecutive OfficerAdministratorLawyerJudgeBankerUniversity ProfessorProgram DesignerSales ManagerChemical EngineerBusiness ConsultantFinancial Advisor

Table 3-2. Least common professions based on character preferences

ISTJ

Dental HygienistFine ArtistEntertainerMusicianPre-School TeacherPsychologistPublic Relations Clerical SupervisorChild Counsellor

ISFJ

Marketing PersonnelExecutive ManagerHuman Resource PlannerManagement ConsultantActorPhotographerEntertainerSocial workerSales Manager

INFJ

Factory SupervisorSurveyorChild Care workerPolice OfficerElectronics TechnicianFire ManagerSales AgentCorrections OfficerFarmer

INTJ

Food Counter WorkerCleaning ServicesReceptionistCashierTeacher AideCorrections OfficerNurse AidePhysical TherapistBus Driver

ISTP

DetectiveClergy

ISFP

Dental HygienistEngineer

INFP

Police OfficerFireman

INTP

Dental HygienistEducation



Guidance CounsellorDentistJournalistEngineerScientistWeathermanLibrarian

PathologistActorResearch AssistantPsychiatristManagerCredit InvestigatorPrivate Detective

Computer OperatorSchool Bus DriverManagerCoal MinerPollution ControlCrane OperatorPark Warden

ConsultantHome EconomistFire ManagerCleaning ServicesAir Force PilotPolice OfficerTypistHeavy Equipment Operator

ESTP

Dental HygienistDentistChemical EngineerSurveyorPhotographerReligious EducatorElectronics EngineerStudent AdministratorHelicopter Pilot

ESFP

Police ManagementPsychiatristResearcherLawyerCorrections SergeantDemolitionSoldierManagement ConsultantEngineer

ENFP

ScientistFarmerSchool Bus DriverRetail ManagerPolice OfficerSteel workerSocial ServicesComputer SpecialistBank Employee

ENTP

Police OfficerFactory SupervisorTeacherFine ArtistBank EmployeeSteelworkerWelderPharmacistAccountant

ESTJ

ReporterFine ArtistLawyerCounsellorEntertainerPhysical TherapistResearch AssistantFamily DoctorEducation Consultant

ESFJ

ActorPsychiatristArchitectPsychologistElectricianExecutiveComputer ProfessionalPolice ManagementLawyer

ENFJ

Restaurant WorkerFarmerBank EmployeePollution ControlSocial WorkerManagerCoal MinerCarpenterComputer Specialist

ENTJ

DetectiveBookkeeperHairdresserSecurity GuardCleaning ServicesFactory SupervisorClerical SupervisorSchool Bus DriverConstruction Worker



Knowing Yourself: What Influences You?Influences: Factors that affect your life and tend to move you in certain directions

Internal Influences: Private values and attributes

External Influences: Comes from outside you:

1. Family

2. Friends

3. Economic and Social Behaviours

4. Religious organizations

5. Schools

6. Coaches

7. Teachers

8. Social organizations

Peer Pressure: the influence that a group exerts on its members to conform to certain standards.

Example: Dress, speech and opinion

What Influences Your CareerReflect on the number of people, events, circumstances that have and could influence your career development.

a) Jot down ideas that could influence your career development. E.g. parental expectations, your interests, abilities, a role model etc.

b) Choose 2 aspects from your list and come up with specific examples of how they have or could possibly influence your career development.

Example:. In grade 9 you went to the Museum of Science and Technology and you met Marc Garneau, a Canadian Astronaut who inspired you to want to pursue something to do with outer space or scientific research



c) Come up with a creative way to present your influences.

Example: pamphlet, poster, ED, Power Point

Below is an example for a poster – using a Graphic Organizer

Topic: Life Career Development

Fact : Things that influence your Career Choice.



Student Self-Assessment – InterestsPlace a check mark in the appropriate column to indicate your level of interest in each of the six interest areas:

A lot A little Not at all

Scientific Activities:

Interest in life sciences: plants, zoology, botany

Interest in physical sciences, geology, physics, chemistry

Interest in space and underwater exploration

Mechanical Activities

Interest in arithmetic, mathematics, computers

Interest in machines, tools, motors, car engine

Business Activities

Interest in filing, accounting for money, supplies

Interest in selling ideas and articles

Interest in putting ideas across to other people, being on a debating team

Interest in public relations

Fine Arts Activities

Interest in drawing, painting, sculpting, decorating, designing clothes

Interest in reading and writing, films, discussion

Interest in playing musical instruments, attending concerts, listening to music, composing music

Helping Activities

Volunteer activities; i.e. clubs, babysitting

Interest in helping people

Peer Helping

Sports and Outdoor Activities

Interest in participating in sports

Interest in outdoor work and activities



Thinking About Teams1. I like the following things about doing group work:

2. I dislike the following things about doing group work:

3. I would like group work more if I could pick the people in my group because:

Or

I would not like group work more if I could pick the people in my group because”

4. If I could pick my own group, I would like members to have the following personal qualities because:

Qualities Reasons



5. Based on my experience with group work in school, I think the most important teamwork skills are:

I have belonged to the following groups, Clubs, Teams, Organizations:

I have learned the following transferable skills from each experience

1.

2.

3.

4.

5.



What is your MI (Multiple Intelligent)?On a scale of 1 (not at all like me) to 5 (definitely me), rate the following intelligences:

Verbal/Linguistic Personal Rating

I like puns and other word play

I enjoy doing crossword puzzles and playing games like Scrabble

I remember things exactly as they are said to me

I like to take part in debates or discussions

I prefer long and short written answers over multiple-choice responses

I enjoy keeping a journal and/or writing stories and articles

I like to read

Total for Verbal/linguistic Intelligence

Logical/Mathematical Personal Rating

I work best at an organized work area

I enjoy math and/or science

I keep a “things to do” list

I enjoy brainteasers and games such as Jeopardy and Clue

I like to ask “why” questions about issues and concerns

I quickly grasp cause-and-effect relationships

I am good at estimations

Total for Logical/Mathematical



Visual/Spatial Personal Rating

I understand what colours work well together

I enjoy solving jigsaws, mazes and/or other visual puzzles

I read charts and maps easily

I have a good sense of direction

I like to watch movies

I have very vivid dreams

I can anticipate the moves in a game plan (hockey, sense, “chess sense”

Total for Visual/Spatial Intelligence

Interpersonal Personal Rating

I interact well with people

I enjoy team sports rather than individual sports

Being around people energizes me

I like group activities better than ones I do alone

I enjoy learning about different cultures

I usually talk over my personal problems with a friend

I enjoy sharing my ideas and feelings with others

Total for Interpersonal Intelligence



Intrapersonal Personal Rating

I am a private person, and I like my private inner world

I have a few close friends

I have strong opinions about controversial issues

I work best when the activity is self-paced

I am not easily influenced by others

I understand my feelings, and know how I will react to situations

I understand that I am responsible for my own behavior

Total for Intrapersonal Intelligence

Bodily/Kinesthetic Personal Rating

I like to move, tap or fidget when sitting

I participate in extreme sports (sea Kayaking, snowboarding, mountain biking)

I tend to touch object to examine their textures

I am well coordinated

I like working with my hands

I prefer being physically involved to sitting and watching

I understand better by doing (touching, moving and interacting)

Total for Bodily/Kinesthetic Intelligence



Naturalist Personal Rating

I have a collection (e.g. shells. mugs, rocks, hockey cards)

I notice similarities and differences in trees, flowers and other things in nature

I am actively involved in protecting the environment

I enjoy digging for artifacts and finding unusual items

I like planting and caring for a garden

I enjoy fishing and tracking

I learn best when I can go on field trips - outdoors

Total for Naturalist Intelligence

My top four intelligences are:

1.

2.

3.

4.

Career Areas for Multiple Intelligences

Interpersonal Intelligence:

teacher - therapist - travel agent/counselor business person - chess player

child care worker - clergyman - coach

community organizer - consumer service advocate

counselor - homemaker - manager - mediator - nurse

politician - probation officer - psychologist

psychotherapist - public relation promoter - receptionist

recreation assistant - religious leader - salesperson - waiter/waitress

secretary - social leader - social director - social worker

Intrapersonal Intelligence:

entrepreneur - consultant - counselor - creative writer



guru - leadership trainer - philosopher - psychiatrist

psychologist - psychotherapist - researcher - sage

self employed people - spiritual counselor - therapist

writer

Linguistic Intelligence:

lawyer– legal assistant – comedian – editor – historian interpreter – journalist – lawyer – librarian

manager – novelist – orator – philosopher

playright – poet – politician – proof reader

psychotherapist – public speaker

public relations person – reporter – sales people

secretary – social scientist – story teller

supervisor – talk show host – teacher

technical writer – translator – writer

Logical-mathematical Intelligence:

accountant - bookkeeper - analyst - banker investment broker - lawyer/para-legal - logician

biologist - chemist - microbiologist - pharmacist - physician

chess player - computer programmer

economist - city planner

engineer - financial service - inventor

investment broker - lawyer/para-legal - logician

mathematician - mechanic/mechanical engineer - technologist

programmer - records clerks - researcher

scientist - statistician - tax accountant

Visual/Spatial Intelligence:

photographer - graphic designer



advertiser - architect - artist - builder - carpenter

cartographer - chess player - coach - commercial artist

computer specialist - craftsperson - decorator - dentist

draftsperson/drafting engineer - engineer

fashion designer - film editor/director

furniture restorer - geographer - geometrician

industrial design - interior designer - inventor

landscape architect/designer - makeup artist

mechanic - navigator - outdoors guide - painter

pilot - sailor - sculptor - seamstress

set designer - sign painter - surgeon - surveyor

tailor - urban planner

Bodily/Kinesthetic Intelligence:

acrobat - dancer - aerobic teacher - coach physical education teacher - athlete - ballet dancer

actor - actress - drama coach

jockey - rodeo rider - equestrian

assembler - building trade person

carpenter - choreographer - clown

massage therapist – gymnast - pianist

commercial artist - construction worker - craftsperson

inventor - juggler - magician - manual laborer

mechanic - mime - physical therapist

sculptor - stunt people - surgeon - trainer - architect

Musical/Rhythmic Intelligence:

conductor - composer - band member - choir director critic - dancer - disc jockey - figure skater



instrumentalist - instrumental instructor

music critic - musical performer - music teacher

music therapist - professional performer

recording technician - rock group - singer - song writer

sound engineer - teacher - violinist

Naturalist Intelligence:

biologist - botanist - chef - environmentalist landscape artist - navigator - park ranger - sailor

veterinarian - weather tracking specialist

zoo keeper - animal handler - anthropologist - astronomer



Work Habits: Self-AssessmentPlace a check mark in the appropriate column that describes you.

Always Often Sometimes Never

I arrive at school on time

I am prepared for class: pen, paper, etc.

I actively participate in class

I do homework each night

I never leave assignments to the last minute

I keep my agenda updated

I hand in my assignments on time

I keep a neat and accurate notebook

I ask the teacher for extra help after class hours when appropriate

I get eight hours of sleep each night

I do my homework in a quiet designated area

I limit my phone use (text messaging) use to appropriate times

I limit Internet use for school purposes

I eat breakfast each morning

I contact a friend if I am absent to obtain homework

I let my school (teacher) know when I will be absent from class

Scoring:

Score 1 for every “always” you check,

Score 2 for every “often” you checked,

Score 3 for every “sometimes:” you checked,

Score 4 for every “never” you checked.

Note: see scoring results on the following page:



Total scoring results for: Work Habits: Self- Assessment

15 – 25 You have very good work habits. Keep up the good work

26 - 35 You have some work habits and some areas that should be addressed. Try to identify one or two problematic areas.

36 - 46 You should try to identify your areas of concern

46 – 60 Your work habits need to be seriously reviewed. Focus on one or two areas that you can easily change. You will need to consider improving in others areas in time.

Knowing Yourself

Personality Characteristics: those qualities and details that constitute a person’s unique personality.

Life requires you to have:

Good preparation and planning

Skills and experience

We are constantly being influenced by people and circumstances therefore we need to be focused, make good choices, and know where you want to go.

Values: Priorities and beliefs

Private, moral, social, political and spiritual concepts that are important to you

Example: Pride, independence, generosity

Self-assessment: to consider one’s own strengths and weaknesses

To focus on how to build on strengths and how to work on weaknesses

To focus on what one wants to become

Know about yourself helps you to :

Set goals that suit you

Develop skills to achieve the goal

Understand the basis of the person you will become

Analyzing the information:

Looking for patterns in your strengths

Looking to you strengths and weaknesses in light of the person you want to become



Resume WritingPersonal Information:

Include e-mail (only if it is appropriate)

Name, address, telephone number and postal code

Objective:

A job objective tells the employer, what you are seeking and where you might fit in the company

Don’t be do specific, this might limit your chances of employment

Summary of Skills and Qualifications:

This introduces you to the employer

Gives an overview as to why you are qualified for the position applied for

Ask yourself, “Why would I be good for this job?”, or if you already have experience in this area “Why was I successful in this job?”

Include your experience, credentials and skills

Work Experience (Chronological resume):

Name of position

Dates (be consistent when documenting these)

Location

List your duties using bullets (maximum of 4)

Use verbs ending in “ed” for things you’ve done in the past and “ing” for things you are currently involved in/

OrSkills and abilities (Functional Resume):

Choose 3-4 different types of skills and list yours under each heading

Volunteer Experience:

Present this information in the same format as work experience or can be combiuned together under one heading



Education:

If you have not graduated from high school you will want to record the last year you attended

Academic institution

Dates

Location

List any special courses or awards you have (First Aid, computers courses etc…)

Interests:

List a few things you are interested in doing, don’t go into any kind of detail

References:

“References available upon request”

This should be your final statement

Never list your references on your resume, instead have a copy of your three (3) references, include the name of the person, their title, address and phone number and bring this sheet to your interview.

Tips:

Your resume should only be one (1) page long unless you have lots of work experience then the maximum length is two (2) pages.

It is a good idea to copy and paste your letterhead onto your cover letter as well. This will give everything a consistent look.

Use a very simple font such as Arial or New Times Roman

Keep it very easy to read and organized



A Basic Sample ResumeCARRIE REED

925 Magnolia Ave

Ottawa, ON K2S 1K4

(414) 555-7777

OBJECTIVE: Cashier with an Ottawa-area book store

EDUCATION:

June 2009 - High Diploma, Dalhousie Regional High School, Ottawa

August 2008, Associates of Arts Certificate, Valencia Community Centre, Toronto

EXPERIENCE:

1999-Present, Information Desk, OTT Examiner, Ottawa, Ontario

Answered phones and directed incoming calls to the appropriate place.

1996-1998, Student Assistant, Nepean City Library, Nepean, Ontario

Helped library patrons locate resources; organized a weekly reading group for young children; assisted with promotion of reading events; checked out books, filed information, and answered phones.

ACTIVITIES:

2007 - Present, Secretary, School Council,

2008 – Year book committee

SKILLS:

Fluent in French

Proficient in Microsoft Office, Quark Express, and Photoshop

Excellent presentation and communication skills

REFERENCES:

Available Upon Request



Resume OutlineAfter reading the Sample Resume, on the previous page, fill in the following resume outline for yourself.

Personal Date Name:

Address:

Telephone

E-mail

Full name – no nick-name

Include your Postal Code

Position desired _________________________ Name the specific job you want

Education History Include schools you last attended and school subjects that might be important to the job.

Work Experience Start with you most recent work and work backwards. Include pat-time, summer and even volunteer work.

Hobbies and Interests Include all sports and out-of-school activities that might be useful to the employer. Certificates: e.g. swimming, and special skills or training, e.g. St. John’s first aid and driver’s license are worth mentioning

References Have handy the names, position and phone numbers of two or three people who know you well. Former employers and teachers are usually willing to act as references. Be sure to get their permission first. However, offer those names when the employer asks for references.

There are other ways to set up a resume and you can find other examples at the library or the Internet



What is a Covering Letter?A covering letter should always be sent with your resume when an ad says to apply for a job in writing. A covering letter should be short and neatly written or typed. You should include you name, phone number and your particular abilities or interests that would help you in the job.

You should also mention that you are able to come in for a job interview and tell the employer where you can be contacted.

Sample Covering Letter:Don Brown22 Between StreetOttawa, OntarioK2L 3H4

February 9, 2009

Mr. Peter JacksonManager, Beston Bakery100 Main StreetOttawa, OntarioK1J 5H4

Dear Mr. Jackson;

I would like to be considered for the position of baker’s helper in your company – Beston Bakery.

I have worked in a summer camp as a cook’s helper and have worked part-time as a short-order cook at Bill’s Barbeque. I have completed grade 11 and took a food prep course in high s school. I really enjoy baking fancy cakes and squares.

I am enclosing my resume and would like to talk with you in person. Please phone me at your convenience to arrange an interview.

I look forward to hearing from you.

Yours Truly,

Don BrownDon BrownTelephone: 613-555-6263



Covering Letter Template

Your AddressCity or Town, Province, Postal CodeDate

Employer’s NameEmployer’s TitleCompany NameStreet AddressCity or Town, Province, Postal Code

Dear (Mr., Mrs., Miss, Ms.) Name:

I found out about the possibility of a job from (where you found out about the job). I know that (give some knowledge of the company).

I have skills in (explain why you are a good person for this job).

I can be available for an interview. Please contact me at (phone number).

Sincerely,

Your Name (Written Signature)

Your Name (Typed)

Encl. (This means enclosures - usually your résumé)



ReferencesA reference is anyone other than a family member or a close friend who knows about your work habits or your personality. An employer might call your references to find out more about you.

Talk to your references and get their permission to give your names and phone numbers to an employer.

If someone is willing to provide you with a written reference, you might want to include a copy with your resume. Bring your resume and the names and telephone numbers of your references with you whenever you are looking for a job.

Who to use as a reference: Teacher

Guidance counsellor

Coach/instructor

Band Elder

Someone you babysat for

Someone you did odd jobs for

Someone on your paper route

Someone you helped as a volunteer

Former employer, supervisor



Job Application FormsWhen you visit a business with your resume and covering letter, you may be asked to fill out an application form. Here are tips to help you make your application look good.

Read and follow directions carefully Print or write VERY neatly Be honest. Remember that you will have to sign your name to the information you provide. Include all paid and unpaid (i.e. volunteer) work Answer every question. Write “N/A” (not applicable) if a question doesn’t apply to you Complete areas that ask for “Additional Information”. This helps employers learn more about

you. Attach your letter/resume with your application. If possible, personally place your covering letter, resume and application form in the hands of

the employer in order to make contact and a first impression.

Resumes

Marketing yourself is what getting a job, is all about. Your resume serves as your personal advertisement. It helps sell your education, your experience and your skills. Most of the time an employer will ask for a resume when you are applying for a job.

For young people who are entering the workforce, a resume which focuses on your skills and abilities, rather than past job experience, is probably best. If you don’t have any relevant work experience, you can list personal characteristics that relate to the job.

Covering Letters

Once you know where you want to apply for a job and who is responsible for hiring, you can create a covering letter for your resume. It’s an important tool that tells the employer why you are the right person for the job.

Covering letter tips

1. ADDRESS your covering letter to the person responsible for hiring. Don’t use “Dear Sir/Madam” or “To Whom it May Concern”. Call the business and get the exact name and title of the person and the correct spelling.

2. Paragraph One: State your interest in the company and the type of job you want. If you learned of the job through an advertisement, refer to it in the opening paragraph.

3. Paragraph Two: Highlight the experience and the skills you can offer the company. Use dynamic verbs. Refer to your resume for further details.

4. Paragraph Three: Request an interview and leave a number where you can be reached. Have others check it for spelling and grammar mistakes.



Part 2: What is out there for me?

Career Objectives

Choose a career that interests you (look back to your Career Cruising results) and provide the following information:

Title of Career: _______________________________________________

Starting Salary (Canadian) __________________________________

Responsibilities:

Required Education/Experience:

Choose one (1) academic institution that provides training (certificates, apprentice, diplomas, degrees etc) for this career and complete the following information.

Name of Institution: _____________________________________________________________

Name of Program: _____________________________________________________________

Prerequisites:



Conditions for Admission:

Tuition Cost: _________________________________

Cost of residence (living expenses): _______________________________________________

Part 3: Letter to an Employer (Covering Letter)

Look through the newspaper (or Internet) and choose a position that you are interested in applying for. Follow the procedure outlined in this course to write a letter to an employer applying for the job. Include the classified ad or job description with this part of the assignment.

Part 4: Resume

Prepared a resume from the information that you gathered in this course to include with your job application and covering letter.

Part 5: How far have I Come?

Gather and provide three (3) letters of reference that you can be included in this portfolio assignment. The letters may come from former employers or teachers (but no family members).


designing your future - algonquin achievement...

Documents