| Lesson Two: SELF-ASSESSMENT
Grade Level(s): 8-12 Subject(s): AllLearner Outcomes: |
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Time Frame:
2 class periods
Materials:
Computer with Internet access, online surveys and questionnaires, and the Guidance Information System (GIS) software package.
| Technology Tools/Courseware:
Internet |
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Teacher Notes:
- The instructor must be computer literate and Internet trained. A good review site is www.learnthenet.com
- The student must be in compliance with the LEA's Acceptable Use Policy and Consent/Waiver Form http://wvde.state.wv.us/policies/. Prior training on computer use and the Internet is preferable.
- The lesson is adaptable to interdisciplinary team teaching.
| Procedures: |
- The student will browse the " Competencies Defined" document on the Internet at www.bgsu.edu/offices/careers/process/competen.html.
- He will identify, in writing, two personal strengths and two weaknesses in each category.
- The student will complete an online self-assessment inventory, calculate the responses, and review the results of the three categories in which he scored the highest by accessing www.mois.org/moistest.html.
- The student will explore the categories connected with his highest score by accessing the hypertext links displayed in the results.
- The student will make a written comparison between the two self-assessments, identifying three potential career choices to explore.
- The student will choose three personal areas which need further development and devise a written plan of skills improvement. (i.e. research and investigation skills)
- The student will apply knowledge of Internet tools to all curricular areas to conduct research, explore occupations in various career families, prepare written assignments, and complete projects. Integrated lessons in two or more subject areas will incorporate information and skills learned.
Modifications:
Appropriate for all students in all subject areas.The lesson may need to be modified according to the student’s IEP.
Enrichment Activities:
The student will use the GIS and other software packages to further explore career options.Evaluation/Assessment:
Proficient use of the Internet and completion of all assignments.West Virginia Instructional Goals and Objectives
| LA--8.144, 8.145,11.97, 12.93,
Math--8.46 Science—8.84, 9.103, 10.93, 10.94, ES.69, HAP.56 Social Studies—8.59,8.7, 10.63, 11.55 Workplace Process Skills— PW 2, .27, .28, .36 |
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References:
http://wvde.state.wv.us/igos/
http://wvde.state.wv.us/policies/
www.bgsu.edu/offices/careers/process/competen.html
www.mois.org/moistest.html.
Guidance Information System software package
Created by:
pamelajackson98@hotmail.com
James Monroe High School
fayejones98@hotmail.com
James Monroe High School
debrastclair@hotmail.com
James Monroe High School
Date Created:
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"Competencies Defined" Reference Page
Skills are obtained through full or part-time work, volunteering
for a campus or off-campus organization, completing an internship or through
extracurricular activities. You already have some transferrable skills
which can be used in any occupation. Speaking, listening, greeting people,
writing, meeting deadlines, operating expensive equipment - cars, computers
- developing a sense of humor, and maintaining a budget are examples of
learned skills.
Planning and Organizational Skills
Oral and Written Communication Skills
Decision-Making, Supervisory, Management and/or Leadership Skills
Financial Management Skills
Critical Thinking, Problem-Solving and Conflict Resolution Skills
Teamwork and Teambuilding Skills
Ethics and Tolerance Skills
Personal and Professional Management Skills
Transferable Skills
Information Management Skills
Design and Planning Skills
Research and Investigation Skills
Communications Skills
Human Relations and Interpersonal Skills
Critical Thinking Skills
Management and Administrative Skills
Valuing Skills
Personal and Career Development Skills
Planning and Organizational Skills
Follow up with others to evaluate progress of tasks
Conduct meetings
Give praise and credit to others for work well done
Motivate others on group projects
Facilitate brainstorming activities
Develop goals for an organization
Work effectively with organization members
Identify tasks to be accomplished
Prioritize tasks
Facilitate discussions on program planning processes
Give constructive feedback
Oral and Written Communication Skills
Organize and present ideas effectively for formal and spontaneous speeches
Effectively participate in group discussions
Prepare concise and logically written materials
Listen carefully and respond to verbal and nonverbal messages
Effectively utilize campus resources for public relations
Respond appropriately to positive and negative feedback
Debate issues without being abrasive to others
Possess courteous telephone skills
| Decision-Making, Supervisory, Management and/or Leadership Skills
Understand the steps involved with effective decision-making Facilitate groups in the decision-making process Implement sound decisions Take responsibility for decisions Evaluate the effects and effectiveness of a decision Be able to make decisions without feeling pressured Remain flexible with decisions Explain to others unpopular decisions Motivate others toward common goals Use effective coaching/mentoring skills with peers or subordinates |
Develop a budget accurately estimating expenses and income
Justify the organization's budget to others
Work within a budget
Keep accurate and complete financial records
Ensure timeliness of payments
Develop and implement a fund-raising event
Critical Thinking, Problem-Solving and Conflict Resolution Skills
Anticipate problems before they occur
Define the problem and identify possible/apparent causes
Identify possible alternative solutions and select the most appropriate ones
Facilitate group members in identifying and evaluating possible solutions
Develop plans to implement solutions
Handle several problems at one time
Understand the steps involved with critical thinking
Recognize if a problem needs to be addressed
Teamwork and Teambuilding Skills
Motivate team members to work toward common goals
Understand strengths and weaknesses of members and use strengths to build team development
Collaborate on projects
Support and praise one another for reaching goals and accomplishments
Ethics and Tolerance Skills
Define and explain ethical behavior
Practice ethical behavior in difficult situations
Accept others' opinions and actions in a non-judgmental way
Understand sexist, racist, ageist, and homophobic behavior and exhibit non-sexist, non-racist, non-ageist, and non-homophobic behavior
Interact with and appreciate people from diverse cultural, social, and religious backgrounds
Interact with and appreciate physically or mentally challenged individuals
Personal and Professional Management Skills
Work effectively under pressure
Manage time and stress effectively
Seek additional opportunities for professional development
Regularly participate in a healthy combination of activities for stress management
Arrive at work at an appropriate time
Evaluate personal and professional strengths and weaknesses
Take initiative in job related duties
Discern appropriate behaviors for the workplace.
(developed by Paul Breen, San Francisco State University)
Transferable Skills
Information Management Skills
sort data and objects
compile and rank information
apply information creatively to specific problems or tasks
synthesize facts, concepts, and principles
understand and use organizing principles
evaluate information based on appropriate standards
Design and Planning Skills
identify alternatives courses of action
self realistic goals
follow through with a plan or decision
manage time effectively
predict future trends and patterns
accommodate multiple demands for commitment of time, energy, and resources
assess needs
make and keep a schedule
set priorities
Research and Investigation Skills
use a variety of sources of information
apply a variety of methods to test the validity of data
identify problems and needs
design an experiment, plan, or model that systematically defines a problem
identify information sources appropriate to special needs or problems
formulate questions relevant to clarifying a particular problem,
topic, or issue
Communication Skills
listen with objectivity and paraphrase the content of a message
use various forms and styles of written communication
speak effectively to individuals and groups
use various media to present ideas imaginatively
express one's need, wants, opinions and preferences without offending the
sensitivities of others
identify and communicate value judgments effectively
describe objects or events with few errors
convey a positive self image to others
Human Relations and Interpersonal Skills
keep a group "on track" and moving toward the achievement of a goal
maintain group cooperation and support
delegate tasks and responsibilities
interact effectively with peers, superiors, and subordinates
express one's feelings appropriately
understand the feelings of others
use argumentation techniques to persuade others
make commitments to people
be will to take risks
teach a skill, concept, or principle to others
analyze behavior or self and others in group situations
demonstrate effective social behavior in a variety of settings and under different circumstances
work under time and environmental pressures
Critical Thinking Skills
identify quickly and accurately the critical issues when making a decision or solving a problem
identify a general principle that explains interrelated experiences of factual data
define the parameters of a problem
identify reasonable criteria for assessing the value or appropriateness of an action or behavior
adapt one's concepts and behavior to changing conventions and norms
apply appropriate criteria to strategies and action plans
take given premises and reason to their conclusion
create innovative solutions to complex problems
analyze the interrelationships of events and ideas from several perspectives.
Management and Administration Skills
analyze tasks
identify people who can contribute to the solution of a problems or task
identify resource materials useful in the solution of a problem
delegate responsibility for completion of a task
motivate and lead people
organize people and tasks to achieve specific goals
Valuing Skills
assess a course of action in terms of its long-range effects on the general human welfare
make decisions that will maximize both individual and collective good
appreciate the contributions of art, literature, science and technology to
contemporary society
identify one's own values
assess one's values in relation to important life decisions
Personal and Career Development Skills
analyze and learn form life experiences - both one's own and others
relate the skills developed in one environment (school, for instance) to the requirements of another environment (work)
match knowledge about one's own characteristics and abilities to information about job or career opportunities
identify, describe, and assess the relative importance of one's needs, values,
interest, strengths, and weaknesses
develop personal growth goals that are motivating
identify and describe skill acquired through formal education and general life experiences
identify one's own strengths and weaknesses
accept and learn from negative criticism
persist with a project when faced with failure unless it is clear that the project
cannot be carried out or is not worth the time or effort required to complete it
generate trust and confidence in others
take risks
accepts the consequences of one's actions
"market" one's self to prospective employers
The information presented here is copyright (c) 1995 by Career Services
Bowling Green State University, Bowling Green, Ohio 43403. All rights reserved.
Authors: Pam Allen and Ellen Nagy
Current URL is http://www.bgsu.edu/offices/careers/process/competen.html
Last modified on June 1, 1996
Michigan Occupational Information System
Self-Assessment Career Survey
If you are interested in finding out what careers you might like to pursue, please take a few moments and complete this brief survey of career cluster area interests.
This survey is divided into three areas to help maximize its effectiveness and to let you specify your interests, the aptitudes, and experiences.
Check off as many boxes as you want to best describe your career
interests and life experiences: Of the courses listed below, which do/did
you like best and do best in?
Advanced Math
Agricultural Mechanics
Art Classes
Bookkeeping/Accounting
Business Law
Communications and Related areas
Computer Technology
Criminology
Electronics and Electrical courses
Food Services
General Business
General Science
Gymnastics
Health Classes
Health Education
Home Economics
Horticulture
Industrial Technology
Journalism
Mechanics
Metalworking
Political Science
Physical Education
Safety
Shop Math
Welding
Zoology
Of the tasks listed below, which do or would you enjoy most or expect to do best in?
Arranging travel plans for others
Blueprint reading and diagrams
Child Care
Designing the interior or a home or office
Drafting
Drive a limousine to take people different places
Enforce fishing and gaming laws
Enjoy watching or reading business news
Enjoy watching live court cases
Examine and treat disease
Exercise and feed pets or farm animals
Fixing and repairing
Interested in therapy and rehabilitation strategies
Interested in therapy and rehabilitation strategies
Interview public personalities
Investigation
Laboratory work
Manage and Develop forest lands and resources
Office Machines
Patient care
Prefer repetitive work tasks
Perform risky stunts and physical feats
Performing or acting in plays
Quality control
Read about and watch athletic programs
Read or watch mechanical/building programs
Referee basketball games
Research ways to eliminate environmental pollution
Sell or demonstrate merchandise for customers
Set up and operate machines
Use communications skills to address the public
Use emergency procedures to rescue people
Use a variety of word processing programs
Use the techniques of effective teaching
Work as a volunteer fire fighter
Work in a recreation center
Work on a farm
Writing Articles
Please check the job titles that you might be interested in:
Administrative Law Judge
Advertising Agent
Assembly Line Worker
Automobile Rental or Service Clerk
Biomedical Equipment Technician
Building Manager
Computer Operator
Cosmetologist
Court Reporter
Customer Service Representative
Driving Instructor
Financial Planner
Flight Attendant
Floral Designer
Forestry Technician
Head Coach
Health Administrator
Insurance Agent
Laser Technician
Machinist
Medical Technologist
Nurse Anesthetist
Pastor, Priest, Rabbi
Police Officer
Professional Athlete
Security Consultant
Sports Instructor
Teach Sign Language
Wetland Ecologist