Connecting Curriculum to Work - Assignment Example

SELF-AWARENESS AND CAREER MANAGEMENT of INTRODUCTION For more than 20 years, both careerseducation and guidance have drawn much of their rationale from the DOTS analysis which analyses practice for coverage of decision learning (D), opportunity awareness (O), transition learning (T), and self awareness (S). Its assumptions are rooted in theory, unifying the aims of careers education and careers guidance as enabling choice. More recent theory and practice engage a wider range of thinking: they acknowledge the complexity of contemporary career planning, and accommodate interactions which occur in the social and community life of the 'choosing person'. The practical implications are for more progressive career learning, in conditions which enable 'due process' to establish viable bases for both choice and change of mind. This thinking more sharply differentiates careers education from guidance, setting out a strong rationale for the former. It does not replace DOTS, but extends it into a new-DOTS re-conceptualization termed 'career-learning space'. The effectiveness of career learning is determined by its transferable outcomes. New-DOTS thinking resonates with the conditions for transferable learning. There are possibilities here for building a strong consensus between practice, theory and policy. Importance of Self-Awareness Self-awareness is an inevitable factor of personal development and career development. It plays an important role while shaping up your career. It helps in: making the right choices using the most of your learning opportunities identifying key skills and their most effective applications developing strategies to deal with various problems understanding the way to relate with in others different situations Self-awareness is a lifelong process that happens gradually. It is knowing more about us. It enables you to understand your strengths, core skills and priorities. It helps us in exploring our strengths and can identify the areas we really want to develop. These areas can be related to academic abilities, skills or personal characteristics. Understanding what we want to develop, there are numerous ways of going about this. The approach depends on what we want to develop and may vary. It is really important to plan the stages of development carefully, setting ourselves small, manageable targets and checking regular progress against them. DISCUSSION A rising trend is to give confidence to employees to develop to be energetically involved in the administration of their own careers. Career self-management, the extent to which one repeatedly collects information and strategy for career crisis solving and verdict making includes two foremost behaviours: developmental advice seeking and job mobility attentiveness. The career surroundings are changing from a customary one that is "bounded" and determined by methodical service relations with one boss to one that is boundary less and more and more self-directed by the member of staff (Arthur & Rousseau, 2006). Over modern decades, the gestures of business restructurings, mergers, acquisition and downsizing have resulted in administrative center trends distinguished by job anxiety, compliment organizations, and smaller quantity promotions (Mirvis & Hall, 2004). As a consequence, even in steady or quick growing firms, employers are more and more powerless (or unwilling) to assure and formally administer career opportunities (Individual Growth Strategies, 2005). In order to be profession self-managers, people must take on innovative roles and errands, appoint in constant self-monitoring, and modify how they inspect their jobs and accountabilities. As a requirement to evaluating the effectiveness of the guidance interference, it was significant to operational the behaviors that managers and retailers implicitly were trying to support, but a small amount of had noticeably articulated. My evaluation and conversations with practitioners showed that the idea of job self-management was stranded in existing literature on career flexible workers, which squabbles that self-reliant human resources regularly benchmark skills (e.g., seek reaction on potency and weaknesses), and not barely take action to change but foresee it, as in preparing for fresh profession opportunities (e.g., Bridges, 2004; Waterman, Waterman, & Collard, 2004). The conception of career self-management is also stranded in preceding work on career investigation, and supervision, and socialization (i.e., Greenhaus, 2007; Hall, 2006; Stumpf, Colarelli, & Hartman, 2003). The career text focuses on persons assembling career-related information to amplify awareness and imminent into individual qualities and post chances in order to support career conclusion making. Theories Part of the justification for career-development theory is that it represents a user's point-of-view. A considerable part of its literature comprises reports of people engaged in career management (e.g. Banks et al., 2002; Carter, 2002; Hill, 1999; Hawthorn, 2001; Hodkinson et al., 2006; Maizels, 2000; Veness, 2002; Willis, 2007). Much of the remainder is given to secondary analysis of that material (Hodkinson & Sparkes, 2007; Law, 2000, 2006; Roberts, 2007; Roe, 2006; Super, 2007). Theory is also justified by its ability to suggest useful practice. Theoretical explanations of how career works can help us to understand how most usefully to intervene. They can, therefore, suggest what a good careers-education programme should help people to learn. Five major groups of relevant theories are set out in Table 1 (based on an analysis developed in detail in Law, 2006). If these claims for theory have any validity, then theory will be able to diagnose career management. The major premise of education is an imperfectly informed learner; if theory's diagnoses of such needs are recognisable to practitioners, and then theory is a tool for developing their work. Trait-and-factor theories (e.g. Rodger, 2002; Holland, 2003) explain career development in terms of what people can be shown--more or less objectively--to be like in their abilities, attainments, interests and personality. People are described as establishing links between what they know about themselves and work. This diagnoses needs for people to avoid being, for example: liable to use limited or invalid descriptions of abilities and interests; unable to link descriptions of self to knowledge of work; inclined not to consider a wide enough range of work to represent real choice; Likely to allow useful ideas for a working life to pass them by. Such needs suggest careers education which encourages individual self-assessment of abilities and interests, and exploration of labour-market information--a matching of aspects of self to aspects of work. Self-concept theories (e.g. Roe, 2006; Super, 2007; Gottfredson, 2000) were at first seen as a corrective to the limitations of trait-and-factor thinking. They explain career development in terms of how affect-laden perceptions of self and work change with time and experience. Such thinking diagnoses the needs of people who are, for example: disinclined to express meanings, needs, wants and feelings in relation to work; unable to relate the experience of life to what is sought in work; inclined to have a fixed and settled image of self; Unable to find a personally satisfying basis for action. It suggests enabling careers education which helps people to explore and deal with how they perceive themselves in the world and how those perceptions change. Opportunity-structure theories (e.g. Roberts, 2007; Willis, 2007) are less psychological, explaining career in terms of social position and socialisation. People, it is argued, are brought up to 'choose' what is available to people in their position in society. Opportunity-structure theories warn careers workers not to be too ambitious. They imply, however, that some help might be offered to people who are, for example: uncompetitive in the job market; liable to underestimate the demands of the selection system; unready to manage their transitions into available work; Unwilling to make education and training decisions on the basis of work prospects. This suggests careers education with a strong coaching element, in the sense that it helps students to acquire competitive skills. Community-interaction theories (Law, 2000; Krumboltz, 2004; Hodkinson & Sparkes, 2007) suggest that something important happens between the individual self and the structural world of work. They pay attention to the social world that lies between, and connects, these two realities. They explain career in terms of encounters which, for help or hindrance, shape the mental space--or frame of reference--that people use to map possibilities. Such theories suggest that career management can go badly where it feeds on a restrictive range of encounters. Need is diagnosed where people are, for example: inclined unthinkingly to reproduce traditional family or neighbourhood work choices; suspecting that there are more career possibilities for them than they yet know about; uncertain about where else to look; Liable, as social encounters expand, to become dissatisfied and confused about career ideas. The implications are for careers-education networking (in a broader and deeper sense than contemporary popular use). Students are encouraged to seek a wider range of positive encounters in the working world than they would otherwise have made. Career-learning theories (Law, 2006) draw upon earlier thought and confront its complexity. They explain career development by suggesting that people, for good or ill, organise what they learn into a manageable sequence. Where this is done well, people lay adequate sensory foundations to inform the concepts and identify the focuses required to take sensible action. But that learning progression can develop badly, for example where people remain: gullible, readily persuaded by the stereotyped, fashionable, popular or superstitious; unable to say what gave them ideas about work and self; unable to see where and how to focus questions, not knowing whom to ask what; Unable to anticipate, and unprepared for, consequences of their own and other people's actions. Such thinking suggests careers education that engages a sequence of progressive learning, moving from well-laid basic foundations towards career-management action based on understanding of how career works. MBTI The MBTI was developed by the Isabel Briggs Myers and her mother, Katherine Briggs. Katherine Briggs developed interest in type theory after reading Carl Jung's book, Psychological Type. As a result, Isabel Briggs Myers shared her interest in type theory and started creating the MBTI in the early l940s as a test to be used for personnel selection (Saunders, 1991). The Educational Testing Service (ETS) started the distribution of the MBTI for research purposes in the year 1957. In 1975, Consulting Psychologists Press acquired the right to sell the MBTI (Pittenger, 1993). After that, the test has been marketed to an extremely wide audience. Pros and Cons of MBTI MBTI is a very popular test of personality. Millions of copies of the MBTI test are administered in the workplace, schools, churches, community groups, management workshops and counselling centres. It is an invaluable tool in order to understand our own behaviour as well as of others. The MBTI has much intuitive appeal. The descriptions of each type are quite flattering and vague so that people will accept the statements to be true. 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Appendix A Career Self Efficacy When I make plans for my career, I am confident I can make them work. If I can't do a job the first time, I keep trying until I can. When I set important career goals for myself, I rarely achieve them. I avoid facing career difficulties. When I have something unpleasant to do that will help my career, I stick with it until I am finished. When I decide to do something about my career, I go right to work on it. When trying to learn something new on my job, I soon give up if I am not initially successful. I avoid trying to learn new things that look too difficult for me. I feel insecure about my ability to get where I want in this company I rely on myself to accomplish my career goals. I do not seem capable of dealing with most problems that come up in my career. Self-initiated developmental feedback-seeking behaviors: (scale: 1 not at all to 5 a great deal). Over the past 6 months.....To what extent have you initiated feedback about your: job performance from your immediate supervisor job performance from individuals other than your supervisor service to your customers (which are people you serve either internally or externally by performing your job) career progress to date training and development needs opportunities for future career development Job mobility preparedness (scale: 1 not at all, to 5 a great deal, except where noted). How current is your resume (scale: 1 not at all current to 5 very current). Over the past six months, to what extent have you: reviewed internal job postings have you actively investigated internal job postings have you discussed future job openings within your internal network have you discussed future job postings within your external network have you thought about what position you would like to have next To what extent do you actively seek out information about job opportunities outside the organization To what extent have you sought out any new personal connections at work in the past six months for the purpose of furthering your career To what extent have you sought out any new personal connections outside of work for the purpose of furthering your career Training Motivation Increasing my skills through training at my organization has helped me to: a. grow as a person b. increase my self-confidence c. obtain respect from peers d. increase my chances of attaining career goals* e. obtain a salary increase f. perform my job better g. acquire new knowledge h. increase job security Read More