This presentation provides career coaching guidance for high school students. It covers introducing students to career planning, assessing their personality and interests through various tests, exploring the labor market and different careers, and setting goals. The program consists of several sessions that guide students through self-assessment, understanding the world of work, and developing a career plan. Students learn about their personality type, values, skills, and career interests to help them choose an appropriate career path.
This document provides information about career guidance, including its objectives, steps, and topics covered. The objectives of career guidance are to help students understand and develop skills for their career path and provide opportunities to understand their competencies, aspirations, and options. The main steps are to learn about yourself, learn about careers, and make a plan. Key topics covered include identifying interests, skills, values, and goals; exploring different jobs and careers; and considering your career path. The document also provides examples of careers that match different interests or skills.
Executive coaching is a collaborative process that focuses on accelerating a client's career development and achieving business results. It is customized to the client's specific needs and priorities. Through structured reflection, an executive coach acts as a trusted and objective partner to help clients determine their future direction, design action plans, and learn from their experiences. Joe Casey is an executive coach based in Princeton, NJ who brings over 25 years of leadership experience in human resources and organizational change to help clients through the coaching process.
This document discusses career planning and provides guidance on the process. It explains that career planning involves self-reflection to understand one's interests, skills, and goals in order to determine a career path. The process includes self-assessment, setting goals, researching options, and developing an action plan to achieve one's career objectives. Maintaining a flexible career plan and ongoing career development are also emphasized.
Personal Development Plans (PDPs), sometimes called Individual Development Plans (IDPs) are an important part of your professional planning. Continuous personal development is best achieved with a plan of action detailing your aspirations across many areas.
The document outlines the objectives and methodology of a career guidance session for students. It discusses selecting the right career stream, the skills required, and preparing students for corporate challenges. It provides details on 4 career streams - marketing, finance, HR, and IT - and the types of assignments, industries, and skills associated with each. The document also discusses soft skills, importance of communication and problem-solving abilities, and managing self, organizations, relationships and change in the corporate world.
This document provides guidance on career planning and selection. It discusses defining a career as more than just a livelihood, and the importance of time management, self-analysis, and considering one's education, vision, family, and society when planning a career path. It outlines the career cycle and 5 crucial factors to focus on: self-belief, gathering facts, perseverance, commitment, and planning. Tips are provided on course selection, developing necessary skills, matching interests to jobs, and effective reading strategies.
The document discusses various career opportunities in commerce after completing 12th standard, including options in fields like management, accountancy, banking, insurance, analytics, secretarial work, law, human resources, marketing, operations, and more. It provides details on the nature of work, required personality and skills, and important courses and institutes for different career paths in commerce and management.
This document discusses career planning and development initiatives for both organizations and employees. For organizations, it includes a job posting system, career resource center, career counseling, workshops on performance and goals, and career pathing resources on an intranet. For employees, it emphasizes taking responsibility for their own career development through activities like career planning, awareness of opportunities, and utilizing career resource center materials on competencies, training, and counseling. Career development workshops help employees assess their current situation and create realistic plans to achieve their goals.
This document provides information about career guidance, including its objectives, steps, and topics covered. The objectives of career guidance are to help students understand and develop skills for their career path and provide opportunities to understand their competencies, aspirations, and options. The main steps are to learn about yourself, learn about careers, and make a plan. Key topics covered include identifying interests, skills, values, and goals; exploring different jobs and careers; and considering your career path. The document also provides examples of careers that match different interests or skills.
Executive coaching is a collaborative process that focuses on accelerating a client's career development and achieving business results. It is customized to the client's specific needs and priorities. Through structured reflection, an executive coach acts as a trusted and objective partner to help clients determine their future direction, design action plans, and learn from their experiences. Joe Casey is an executive coach based in Princeton, NJ who brings over 25 years of leadership experience in human resources and organizational change to help clients through the coaching process.
This document discusses career planning and provides guidance on the process. It explains that career planning involves self-reflection to understand one's interests, skills, and goals in order to determine a career path. The process includes self-assessment, setting goals, researching options, and developing an action plan to achieve one's career objectives. Maintaining a flexible career plan and ongoing career development are also emphasized.
Personal Development Plans (PDPs), sometimes called Individual Development Plans (IDPs) are an important part of your professional planning. Continuous personal development is best achieved with a plan of action detailing your aspirations across many areas.
The document outlines the objectives and methodology of a career guidance session for students. It discusses selecting the right career stream, the skills required, and preparing students for corporate challenges. It provides details on 4 career streams - marketing, finance, HR, and IT - and the types of assignments, industries, and skills associated with each. The document also discusses soft skills, importance of communication and problem-solving abilities, and managing self, organizations, relationships and change in the corporate world.
This document provides guidance on career planning and selection. It discusses defining a career as more than just a livelihood, and the importance of time management, self-analysis, and considering one's education, vision, family, and society when planning a career path. It outlines the career cycle and 5 crucial factors to focus on: self-belief, gathering facts, perseverance, commitment, and planning. Tips are provided on course selection, developing necessary skills, matching interests to jobs, and effective reading strategies.
The document discusses various career opportunities in commerce after completing 12th standard, including options in fields like management, accountancy, banking, insurance, analytics, secretarial work, law, human resources, marketing, operations, and more. It provides details on the nature of work, required personality and skills, and important courses and institutes for different career paths in commerce and management.
This document discusses career planning and development initiatives for both organizations and employees. For organizations, it includes a job posting system, career resource center, career counseling, workshops on performance and goals, and career pathing resources on an intranet. For employees, it emphasizes taking responsibility for their own career development through activities like career planning, awareness of opportunities, and utilizing career resource center materials on competencies, training, and counseling. Career development workshops help employees assess their current situation and create realistic plans to achieve their goals.
This document provides a summary of career guidance information presented in a seminar. It discusses various career paths such as engineering, medicine, architecture, pharmacy, law, nursing, teaching, hotel management, and animation. For each career path, it outlines the required qualities, available courses and durations, eligibility criteria, entrance exams, and relevant websites. It also discusses career options in fields like the entertainment industry, industrial training, distance education, and developing skills ahead of times. The document aims to help students choose the right career path after high school.
This document provides guidance on career orientation and choosing a career path. It recommends having a dream and sharing it with a mentor, making a timeline of goals for the short and long-term, getting professional career guidance, researching options and learning from people currently in fields of interest. It also lists some unconventional career options for commerce students, such as entrepreneurship, agriculture, entertainment, social work, journalism and debunks some common career choice myths.
This document provides guidance on career planning and choosing a career path. It discusses the importance of self-assessment to understand one's interests, values, and skills. It outlines a six step process for career exploration: 1) self-exploration, 2) assessing abilities, 3) examining values, 4) exploring career options, 5) reality check, and 6) narrowing choices and choosing a major. Various resources for career information are also listed, including professors, classmates, alumni, and career centers.
This presentation provides guidance counselors and career coaches with tools and resources to help high school students understand their interests, personality types, skills, and values in order to explore potential career paths, including taking personality and skills tests, learning about in-demand jobs and career clusters, and developing goals and plans for their future education and career.
This document provides an introduction to freelancing. It discusses what freelancing is, the benefits of being a freelancer, popular fields to freelance in, and how to start a freelancing business and find clients. The instructor shares their experience as a freelancer and walks through developing a freelancing strategy. The document emphasizes that freelancing allows independence and flexibility in how, when, and what work is done. It also notes that technology is making flexible work options like freelancing more viable.
MeraCareerGuide.Com is a career counseling platform for students to help them in career decision activities and thus successfully chart out their career plans.
This document summarizes an orientation workshop for career guidance and counselling professionals in developing countries. The workshop aims to provide foundational knowledge in career development theories, contemporary approaches, and resources. It is designed to help teachers and counselors work more effectively with students. The 5-day interactive workshop covers: contextual issues in career guidance; tools and resources for providing services; communication and collaboration skills; building support from policymakers; and consolidating the learning. Group facilitation models and skills are also practiced. The overall goal is to prepare professionals to offer career advice, guidance and counselling.
The document provides information about career planning and choosing a career. It outlines a 4-step career planning process of self-exploration, exploring options, matching options to self, and developing an action plan. Self-exploration involves assessing interests, values, skills, and personality. Options exploration involves researching occupations and industries of interest. Matching involves identifying possible occupations and evaluating alternatives. The action plan involves steps to achieve career goals like education, job search strategies, resumes and interviews.
HOW TO CHOOSE A CAREER IS ONE OF THE IMPORTANT ASPECTS OF EVERY ONES LIFE. YOU CHOOSE YOUR CAREER OR ELSE OTHERS WILL CHOOSE YOUR CAREER. OBSTACLES ARE PART OF LIFE.. TRY AND FACE IT INSTEAD OF AVOIDING IT... NO MATTER WHAT HAPPENS YOU WILL GET SUCCESS IF YOU HAVE STRONG DETERMINATION AND DEDICATION TOWARDS YOUR CAREER.
High school career guidance presentationchito Lorete
This presentation provides career coaching guidance for high school students. It covers various topics to help students understand career planning, such as understanding their personality and career interests through tests and quizzes. The presentation schedule includes sessions on self-assessment, labor market trends, exploring occupations on O*Net, and setting career goals. Students learn how their skills, interests and values relate to different career paths in areas like realistic, investigative, artistic, social, enterprising and conventional careers. The goal is for students to gain important information about the working world and determine a suitable career path for themselves.
The document discusses a survey on employee career development. Some key findings include:
- Over half of employees globally are more interested in acquiring new skills than advancing to higher levels in their organizations. Interest in skills development is higher in EMEA than APAC.
- Many employees are willing to sacrifice higher pay for opportunities to learn new skills. More so in APAC than EMEA.
- While career development discussions are seen as beneficial, only around 38% of employees globally had one with their employer in the past year, ranging widely from 18-61% in different countries.
The document discusses career guidance and provides advice. It defines career as how one wants to see their future and the meaning they want to give their life. Career guidance is likened to Newton's second law of force and acceleration, with mass representing a student's potential and acceleration their passion. The right direction through career guidance helps harness one's potential and passion. The document recommends analyzing one's personality, passions, capabilities, options and preparations when considering career choices. It also lists factors like academic records, family pressures, financial constraints and lack of information that can discourage career goals.
The document discusses career development frameworks and educational development plans for students. It outlines the key components of career development which include self-awareness, career awareness, exploration, decision making, and planning. It then provides details on suggested activities, student outcomes, and resources for each component to guide students in grades 8 through establishing educational and career goals and developing plans.
Hays Live - How to succeed in your job interviewHays
Do you need advice on preparing for your job interview?
Watch our live event during which our Managing Director for Hays Spain, Chris Dottie MBE, shares his top tips to succeed at each stage of the interview process.
For more advice, download our Interview Guide: https://bit.ly/3abmpWv
This presentation provides career coaching guidance for high school students. It introduces the concept of career coaching and outlines objectives to help students understand career planning, explore career interests and skills, and utilize online career resources. The presentation schedule includes self-assessment tests to determine personality type, values, and skills. It also provides overviews of the RIASEC career interest test and different personality and skills tests. The goal is to help students learn about themselves and potential careers, then develop a career plan.
This document provides guidance on effective job hunting strategies, especially in challenging economic times. It emphasizes the importance of networking, developing contacts, and taking personal responsibility for one's job search over more passive methods. Key recommendations include actively participating in industry groups, volunteering, engaging contacts through questions, maintaining a contact database, and following up consistently.
Career introduction to students between high school and collegePrakash B
1. The document provides career guidance for students between high school and college. It outlines tools and resources for students to identify their interests and abilities, explore career and education options, and develop skills needed for their future careers.
2. Students are encouraged to take career assessment tests to understand their personality and aptitudes, and use counseling portals and websites to research career paths and choose appropriate courses and institutions.
3. Developing skills like leadership, emotional intelligence, domain expertise and attitude are emphasized as important for career performance and success. Students are advised to apply their learning, think innovatively, and be open to change.
This presentation provides career coaching guidance for high school students. It covers various topics to help students understand career planning, including self-assessment tests to determine personality and career interests, information about the labor market and different careers, and free online resources for career planning. The presentation schedule includes sessions on self-assessment, career exploration based on skills and interests, goal setting and planning for life after high school. Students will learn about personality types, values that guide career choices, and skills needed for school and work.
This presentation provides career coaching guidance for high school students. It covers various topics to help students understand career planning, including self-assessment tests to determine personality and career interests, information about the labor market and different careers, and free online resources for career exploration. The presentation schedule includes sessions on self-assessment, career exploration, goal setting and includes tests and quizzes to help students discover their interests and skills.
This document provides a summary of career guidance information presented in a seminar. It discusses various career paths such as engineering, medicine, architecture, pharmacy, law, nursing, teaching, hotel management, and animation. For each career path, it outlines the required qualities, available courses and durations, eligibility criteria, entrance exams, and relevant websites. It also discusses career options in fields like the entertainment industry, industrial training, distance education, and developing skills ahead of times. The document aims to help students choose the right career path after high school.
This document provides guidance on career orientation and choosing a career path. It recommends having a dream and sharing it with a mentor, making a timeline of goals for the short and long-term, getting professional career guidance, researching options and learning from people currently in fields of interest. It also lists some unconventional career options for commerce students, such as entrepreneurship, agriculture, entertainment, social work, journalism and debunks some common career choice myths.
This document provides guidance on career planning and choosing a career path. It discusses the importance of self-assessment to understand one's interests, values, and skills. It outlines a six step process for career exploration: 1) self-exploration, 2) assessing abilities, 3) examining values, 4) exploring career options, 5) reality check, and 6) narrowing choices and choosing a major. Various resources for career information are also listed, including professors, classmates, alumni, and career centers.
This presentation provides guidance counselors and career coaches with tools and resources to help high school students understand their interests, personality types, skills, and values in order to explore potential career paths, including taking personality and skills tests, learning about in-demand jobs and career clusters, and developing goals and plans for their future education and career.
This document provides an introduction to freelancing. It discusses what freelancing is, the benefits of being a freelancer, popular fields to freelance in, and how to start a freelancing business and find clients. The instructor shares their experience as a freelancer and walks through developing a freelancing strategy. The document emphasizes that freelancing allows independence and flexibility in how, when, and what work is done. It also notes that technology is making flexible work options like freelancing more viable.
MeraCareerGuide.Com is a career counseling platform for students to help them in career decision activities and thus successfully chart out their career plans.
This document summarizes an orientation workshop for career guidance and counselling professionals in developing countries. The workshop aims to provide foundational knowledge in career development theories, contemporary approaches, and resources. It is designed to help teachers and counselors work more effectively with students. The 5-day interactive workshop covers: contextual issues in career guidance; tools and resources for providing services; communication and collaboration skills; building support from policymakers; and consolidating the learning. Group facilitation models and skills are also practiced. The overall goal is to prepare professionals to offer career advice, guidance and counselling.
The document provides information about career planning and choosing a career. It outlines a 4-step career planning process of self-exploration, exploring options, matching options to self, and developing an action plan. Self-exploration involves assessing interests, values, skills, and personality. Options exploration involves researching occupations and industries of interest. Matching involves identifying possible occupations and evaluating alternatives. The action plan involves steps to achieve career goals like education, job search strategies, resumes and interviews.
HOW TO CHOOSE A CAREER IS ONE OF THE IMPORTANT ASPECTS OF EVERY ONES LIFE. YOU CHOOSE YOUR CAREER OR ELSE OTHERS WILL CHOOSE YOUR CAREER. OBSTACLES ARE PART OF LIFE.. TRY AND FACE IT INSTEAD OF AVOIDING IT... NO MATTER WHAT HAPPENS YOU WILL GET SUCCESS IF YOU HAVE STRONG DETERMINATION AND DEDICATION TOWARDS YOUR CAREER.
High school career guidance presentationchito Lorete
This presentation provides career coaching guidance for high school students. It covers various topics to help students understand career planning, such as understanding their personality and career interests through tests and quizzes. The presentation schedule includes sessions on self-assessment, labor market trends, exploring occupations on O*Net, and setting career goals. Students learn how their skills, interests and values relate to different career paths in areas like realistic, investigative, artistic, social, enterprising and conventional careers. The goal is for students to gain important information about the working world and determine a suitable career path for themselves.
The document discusses a survey on employee career development. Some key findings include:
- Over half of employees globally are more interested in acquiring new skills than advancing to higher levels in their organizations. Interest in skills development is higher in EMEA than APAC.
- Many employees are willing to sacrifice higher pay for opportunities to learn new skills. More so in APAC than EMEA.
- While career development discussions are seen as beneficial, only around 38% of employees globally had one with their employer in the past year, ranging widely from 18-61% in different countries.
The document discusses career guidance and provides advice. It defines career as how one wants to see their future and the meaning they want to give their life. Career guidance is likened to Newton's second law of force and acceleration, with mass representing a student's potential and acceleration their passion. The right direction through career guidance helps harness one's potential and passion. The document recommends analyzing one's personality, passions, capabilities, options and preparations when considering career choices. It also lists factors like academic records, family pressures, financial constraints and lack of information that can discourage career goals.
The document discusses career development frameworks and educational development plans for students. It outlines the key components of career development which include self-awareness, career awareness, exploration, decision making, and planning. It then provides details on suggested activities, student outcomes, and resources for each component to guide students in grades 8 through establishing educational and career goals and developing plans.
Hays Live - How to succeed in your job interviewHays
Do you need advice on preparing for your job interview?
Watch our live event during which our Managing Director for Hays Spain, Chris Dottie MBE, shares his top tips to succeed at each stage of the interview process.
For more advice, download our Interview Guide: https://bit.ly/3abmpWv
This presentation provides career coaching guidance for high school students. It introduces the concept of career coaching and outlines objectives to help students understand career planning, explore career interests and skills, and utilize online career resources. The presentation schedule includes self-assessment tests to determine personality type, values, and skills. It also provides overviews of the RIASEC career interest test and different personality and skills tests. The goal is to help students learn about themselves and potential careers, then develop a career plan.
This document provides guidance on effective job hunting strategies, especially in challenging economic times. It emphasizes the importance of networking, developing contacts, and taking personal responsibility for one's job search over more passive methods. Key recommendations include actively participating in industry groups, volunteering, engaging contacts through questions, maintaining a contact database, and following up consistently.
Career introduction to students between high school and collegePrakash B
1. The document provides career guidance for students between high school and college. It outlines tools and resources for students to identify their interests and abilities, explore career and education options, and develop skills needed for their future careers.
2. Students are encouraged to take career assessment tests to understand their personality and aptitudes, and use counseling portals and websites to research career paths and choose appropriate courses and institutions.
3. Developing skills like leadership, emotional intelligence, domain expertise and attitude are emphasized as important for career performance and success. Students are advised to apply their learning, think innovatively, and be open to change.
This presentation provides career coaching guidance for high school students. It covers various topics to help students understand career planning, including self-assessment tests to determine personality and career interests, information about the labor market and different careers, and free online resources for career planning. The presentation schedule includes sessions on self-assessment, career exploration based on skills and interests, goal setting and planning for life after high school. Students will learn about personality types, values that guide career choices, and skills needed for school and work.
This presentation provides career coaching guidance for high school students. It covers various topics to help students understand career planning, including self-assessment tests to determine personality and career interests, information about the labor market and different careers, and free online resources for career exploration. The presentation schedule includes sessions on self-assessment, career exploration, goal setting and includes tests and quizzes to help students discover their interests and skills.
This presentation provides career coaching guidance for high school students. It covers various topics to help students understand career planning, such as understanding their personality and career interests through tests and quizzes. The presentation schedule includes sessions on self-assessment, labor market trends, exploring occupations on O*Net, and setting career goals. Students learn how their skills, interests and values relate to different career paths in areas like realistic, investigative, artistic, social, enterprising and conventional careers. The goal is for students to understand themselves and the world of work in order to determine a suitable career path.
This presentation provides career coaching guidance for high school students. It covers:
- Defining career coaching and its objectives of assisting students with career planning, work information, personality and career interest assessments, and online career resources.
- A program schedule that includes self-assessment tests, labor market facts, the O*Net career exploration tool, goal setting exercises, and topics on the labor market.
- Details on personality, values, skills and world of work assessments to help students understand themselves and their career interests and options.
The document provides guidance to 10th grade students on career pathing and exploration. It discusses the importance of self-awareness and understanding one's interests, skills, and personality to help guide career choices. It also outlines the different tracks and strands available in senior high school that can help students pursue their career goals, including the academic, technical-vocational, sports, and arts tracks. Key steps are emphasized, such as exploring careers, making a career plan, and developing important life and behavioral skills needed for the future.
This document provides an overview of career planning resources and options for psychology graduates. It discusses the importance of self-reflection, researching career paths, gaining relevant experience, and understanding one's skills and interests. Statistics are given on employment rates and common career paths of psychology graduates, which include various professional psychology roles requiring further training, as well as careers in fields like education, social work, business, and research. University support services for career exploration and planning are also outlined.
To grow in life and in business, we all need to look within to understand what opportunities have we neglected and what threats might we face to hinder our progress.
This document contains potential interview questions for a principal position. It is divided into sections including personal background, leadership, staff development, curriculum, and communication. The summary introduces the purpose and structure of the document which provides sample questions to help guide principal interviews.
This document provides information on personal development and learning styles. It discusses values, interests, skills, and goal setting. The proverb at the beginning emphasizes thinking about the future while in the present. Various activities guide reflection on values, strengths, and career interests. Tips are provided on identifying one's preferred learning style and improving learning abilities. The overall message is that understanding yourself, your skills, and learning preferences can help with career planning and achieving goals.
This document provides an overview of career planning exercises and self-assessments for mid-stage PhD students. It begins with a story about a graduate student facing a career decision and questions to discuss. It then outlines four self-assessment exercises: 1) writing seven stories from your life and analyzing patterns; 2) envisioning your ideal life over 40 years; 3) using the online tool myIDP to examine skills and interests; and 4) taking the Myers-Briggs personality test. The document emphasizes the importance of self-reflection, goal-setting, and exploring a variety of career paths and industries.
Getting It All Done: The Teacher EditionTracy Brisson
Slides from a productivity workshop from the Woodrow Wilson National Teaching Fellowship Foundation's 2014 Convening Event.
This presentation focused on how to use horizontal planning, systems, goals, and decision-making skills to set your school year up for success and integrate your work and personal lives as an early or mid-career teacher.
The document provides guidance for job interviews, including how to prepare, what to expect, and how to answer common questions. Key points covered include researching the company, dressing professionally, practicing answers to typical questions about experience, skills, goals, and weaknesses using the STAR method. The document emphasizes the importance of highlighting relevant strengths, being honest, and thanking the interviewer.
Planning for your Future, for Year 2 Linguistics and English Language studentsUniversity of Edinburgh
A brief introduction to the process of planning for your future after graduation;
- ideas and inspiration on career areas from recent graduates and beyond,
- putting the building blocks of research, skill-development and experience in place to make transition from university as smooth as possible.
- support from your careers service
This document summarizes a learning workshop on motivation and attitude. It provides students' LASSI (Learning and Study Strategies Inventory) scores to help them understand their strengths and weaknesses in different learning areas. It also shares advice from senior students on their university experiences and tips for success. The workshop aims to help students improve their motivation, attitude, and learning skills.
This document provides guidance for career counselors to help students choose a senior high school track and explore career opportunities. It outlines several tools and activities for students to learn about themselves, their interests, skills and values to aid in career planning. Students complete self-assessment worksheets to discover their talents and interests. They also set goals and envision their ideal future lifestyle. The document emphasizes that career planning is an ongoing process that requires self-reflection and decision making at different stages. It aims to help students develop career portfolios and pathways tailored to their strengths.
This document discusses the importance of career planning for college students. It notes that over 80% of students will change their major more than once, often due to a lack of career exploration. The presenter outlines a 3-stage process for career exploration: 1) determining interests, 2) discovering career options, and 3) setting goals. Personality and interest assessments, such as Holland's 6 personality types, can help students understand what careers and majors best fit their interests and values. Choosing a major aligned with one's personality predicts greater student success, satisfaction, and career outcomes. The presenter emphasizes that career exploration and planning leads to clearer goals and benefits students both in college and after graduation.
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
This document provides guidance for career planning sessions to help students choose a Senior High School track and explore career opportunities. It discusses the importance of self-awareness activities to help students understand their interests, talents, values and skills which are necessary for making career decisions. A number of tools are provided, such as for setting life goals, self-assessment, and identifying career clusters. The document emphasizes using this information to match students' strengths to suitable Senior High School tracks and potential careers.
Presentation delivered by Pablo Junco to the HOLA Community at Microsoft. The objective was to provide guidelines to people how want to become a mentor (or improve their skills as mentor.
HOLA stands for Hispanic & Latino Organization of Leaders in Action. HOLA provides professional development and networking opportunities for members and allies of the LatinX and Hispanic communities.
The document summarizes the key beliefs and practices of Christianity, Islam, and Judaism. It outlines their origins, sacred texts, prophets, views of Jesus, salvation, and the afterlife. It also describes their major denominations and movements. While the three faiths share a common foundation in monotheism and prophets like Abraham, they differ in their interpretations of divine revelation and Jesus. Their relationship is characterized as tense, with a history of discrimination and misunderstandings between the followers.
This document provides information on gender and development (GAD) programs. It discusses how GAD was developed in the 1980s as an alternative to previous women in development (WID) approaches. Unlike WID, GAD is concerned with how societies assign roles to both women and men. It also discusses Caroline Moser's GAD gender planning framework. The World Bank is noted as one of the early international organizations to recognize the need to consider women's issues in development programs. The table shows rankings of countries from the 2011 Global Gender Gap report.
Classroom management involves establishing effective student discipline, being well-prepared for lessons, motivating students, and providing a safe learning environment. It is important for classroom satisfaction and helping new teachers address their top concern. Successful strategies include minimizing disruptions while engaging students in learning activities. Teachers should focus on entire classes, use silence strategically, and smoothly transition between activities to maximize engagement. Understanding the functions and causes of off-task behaviors helps teachers modify them through techniques like extinction and shaping.
This document outlines policies and procedures for protecting children from abuse, discrimination, exploitation, violence, corporal punishment, and bullying in schools. It defines these terms and covers the responsibilities of schools and personnel. Schools must establish child protection committees and policies, train staff, conduct disciplinary proceedings, respect children's rights, and ensure all parties are aware of protections. The goal is to prevent harm to students and foster their development.
The document discusses career readiness and senior high school in the Philippines. It outlines the President's plan to align curricula with in-demand jobs to reduce mismatch. It then describes senior high school as offering 2 years of specialization in specific career tracks, including academic, STEM, humESS, and technical-vocational courses. The general academic strand is designed to help students understand their strengths and interests through various programs. The goal is to produce graduates with 21st century skills who are ready for higher education, employment, or entrepreneurship.
A girl told her boyfriend she would marry him if she could see the world. After receiving a donation of eyes, she was able to see, including her boyfriend who was blind. When he proposed again, she refused to marry him because she did not want to look at his blindness for the rest of her life. Her boyfriend left in tears, and days later wrote her a note saying that before her eyes were hers, they were his. This story shows how one's perspective can change when their status changes, and they no longer remember what life was like from the other person's point of view.
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
Jill Pizzola's Tenure as Senior Talent Acquisition Partner at THOMSON REUTERS...dsnow9802
Jill Pizzola's tenure as Senior Talent Acquisition Partner at THOMSON REUTERS in Marlton, New Jersey, from 2018 to 2023, was marked by innovation and excellence.
How to Prepare for Fortinet FCP_FAC_AD-6.5 Certification?NWEXAM
Begin Your Preparation Here: https://bit.ly/3VfYStG — Access comprehensive details on the FCP_FAC_AD-6.5 exam guide and excel in the Fortinet Certified Professional - Network Security certification. Gather all essential information including tutorials, practice tests, books, study materials, exam questions, and the syllabus. Solidify your knowledge of Fortinet FCP_FAC_AD-6.5 certification. Discover everything about the FCP_FAC_AD-6.5 exam, including the number of questions, passing percentage, and the time allotted to complete the test.
Leadership Ambassador club Adventist modulekakomaeric00
Aims to equip people who aspire to become leaders with good qualities,and with Christian values and morals as per Biblical teachings.The you who aspire to be leaders should first read and understand what the ambassador module for leadership says about leadership and marry that to what the bible says.Christians sh
Job Finding Apps Everything You Need to Know in 2024SnapJob
SnapJob is revolutionizing the way people connect with work opportunities and find talented professionals for their projects. Find your dream job with ease using the best job finding apps. Discover top-rated apps that connect you with employers, provide personalized job recommendations, and streamline the application process. Explore features, ratings, and reviews to find the app that suits your needs and helps you land your next opportunity.
Learnings from Successful Jobs SearchersBruce Bennett
Are you interested to know what actions help in a job search? This webinar is the summary of several individuals who discussed their job search journey for others to follow. You will learn there are common actions that helped them succeed in their quest for gainful employment.
IT Career Hacks Navigate the Tech Jungle with a RoadmapBase Camp
Feeling overwhelmed by IT options? This presentation unlocks your personalized roadmap! Learn key skills, explore career paths & build your IT dream job strategy. Visit now & navigate the tech world with confidence! Visit https://www.basecamp.com.sg for more details.
5 Common Mistakes to Avoid During the Job Application Process.pdfAlliance Jobs
The journey toward landing your dream job can be both exhilarating and nerve-wracking. As you navigate through the intricate web of job applications, interviews, and follow-ups, it’s crucial to steer clear of common pitfalls that could hinder your chances. Let’s delve into some of the most frequent mistakes applicants make during the job application process and explore how you can sidestep them. Plus, we’ll highlight how Alliance Job Search can enhance your local job hunt.
Status of Women in Pakistan.pptxStatus of Women in Pakistan.pptx
career coaching.ppt
1. High School Students and
Their Career Path
PowerPoint Presentation
This presentation is for the use of DOLE and PESO Personnel,
Guidance Counselors and other Employment Service Providers.
4. Career Coaching
• Provides a bridge between school and
work
• Assists young adults in choosing an
appropriate and sensible career
5. Objectives
• Understand career planning
• Have important information about working
• Determine their personality and career interest
• Explore different free online resources they can
use for career planning
• Understand in simple terms the trends of the
labor market
6. Program Schedule
Session Title Duration
Cruise into your future 15-20 mins
Let Rabbits Run 15 mins
Icebreaker 5 mins
Who am I: Self-assessment tests 45-60 mins
Where am I headed: Facts and Figures about Work 15-20 mins
Discovering the O*Net: The language of occupational intelligence 15-20 mins
Icebreaker 15-20 mins
How do I get there: Goal setting and career planning 30- 45 mins
Topics on labor market 30- 45 mins
7. HOW TO KNOW YOUR INTEREST
The RIASEC Test
Personality Type Test
Values Test
Skills for School and Workplace Test
World of Work Test
8. The RIASEC Test
What is your interest?
• RIASEC is a commonly used test to
determine career interests.
9. RIASEC Summary
Realistic
Mechanical Careers
Investigative
Technical/Science Careers
Artistic
Creative/Artistic Careers
Social
Social Service/People-Oriented Careers
Enterprising
Business and Sales-Oriented Careers
Conventional
Office-based or Financial-oriented Careers
10. Personality Type Test
Overview:
help students identify their personality
type based on their self-development
and interaction with others
Objectives:
Determine personality type
Explore career types
Link to Personality Test
11. Values Test
Overview: Help students identify their
personal traits.
Objectives:
1. Determine students’ personal traits and
values
2. Give examples of how these traits affect
their personal life
Link to Values Test (now or later)
12. Skills for School and Workplace Test
Overview:
Help students understand the importance of skills in school
and at work
Objectives: Students will be able to:
1. Rate their skill mastery
2. Describe the relevance of the skill to school
3. Describe the relevance of the skill to work
4. Develop a plan to improve their skills
Link to Workplace Test (now or later)
13. World of Work Test
Overview: Test students’ knowledge on the world
of work
Objectives: Students will be able to:
1.Understand the importance of career planning
2.Understand the importance of continuous
learning and upgrading skills
3.Understand vocabulary used in career planning
Link to Test
14. Cruise into your future!
A Guide for High School Students
What do you know
about the world of
work ?
15. The Story “ Let the Rabbits Run”
From “Soar with your Strengths” by Donald Clifton and Paula Nelson
16. Life After High School
What do you want to be when you grow up?
It is never too early to start thinking about
the future!
What you are doing in school now will have
an impact in what you do in the future.
17. Who Are You?
• What do I like doing? What are
activities I don’t like?
• What are my interests?
• What values are important to me?
• What are my talents?
• What am I good at doing?
18. Where Are You Going?
• What are my goals?
• What kind of jobs are
available?
• What are the
different jobs that
match my skills?
19. Take Action!
• Set goals for yourself
• List down all the kinds of
jobs that you can do
Find out more about the jobs that you
can do
Find out what college courses you can
take to develop skills for these jobs
What are other things you can do?
22. After High School
It is IMPORTANT to go to college or
vocational school
Students who go to college or
vocational school can get better jobs
than those who don’t.
There are some jobs available to high
school graduates…
… but there are MORE jobs available to
graduates of college or technical schools.
23. Definitions
Task
J ob
Career
activities that you accomplish
each day that comprise your job
position that you fulfill each day
as a Step in your Career Ladder
the progression of Jobs fulfilling
your goals within your Occupation…
Oc c upation
the Area of Interest or Industry
within which you work
You can explore various occupations at:
www.onetcenter.org
25. WRONG QUESTIONS
x What jobs are in demand?
x What are the most high paying jobs?
x What jobs can I do abroad?
x What jobs require minimal effort for high salary?
x What jobs have the shortest hours?
x Which career can get me promoted faster?
x What jobs are expanding quickly?
26. Right questions
What will make me happy?
What am I passionate about?
What do I dream of doing?
What do I really want to do?
Let’s start with finding out who you are.
27. Realistic
o You are: mechanical
o You like: working with mechanical or electric
equipment, building things, using tools
o You can be a:
o Engineer
o Architect
o Forester
o Pilot
o Military Officer
o Crafts Person
o Fish and Game Warden
o Industrial Arts Teacher
28. Investigative
o You are: curious and science-oriented
o You like: science, technology, research, investigating or
studying natural science
o You can be a:
o Chemist
o Economist
o Physician
o Anthropologist
o Dentist
o Engineer
o
o
o
o
o
o
Physicist
Production Planner Biologist
Psychologist
Research or system analyst
Surgeon
29. Artistic
o You are: creative and artistic
o You like: painting, designing, singing, dancing,
writing, reading literature, listening to music
o Job Prospects:
o Artist
o English Teacher
o Musician
o Singer
o Actor
o Interior Decorator
o Interpreter
o Orchestra Conductor
o Advertising Executive
o Public Relations Specialist
o Writer
o Reporter
30. Social
o You are: service-oriented
o You like: teaching, helping, counseling
Job Prospects:
Counselor
Social Service Director
Interviewer
Teacher
Nurse
Therapist
Training Director
Recreation Leader
Educational Administrator
31. Enterprising
o You are: business-oriented
o You like: selling, persuading, directing, influencing,
supervising, managing a business
o Job Prospects:
o Manager
o Salesperson
o Market Analyst
o Broker
o
o
o
o
Contractor
Personnel Recruiter
Insurance Underwriter
Salary Administrator
32. Conventional
o You are: highly organized
o You like: maintaining orderly files/records, designing
systematic procedures
• Job Prospects:
– CPA
– Banker
– Business Teacher
– Clerk
– Financial Expert
Office Manager
Secretary
Data Processor
Proofreader
Credit Manager
34. Does Personality Matter?
• Yes! Your personality should fit your
career choice!
• Knowing your personality will help you
understand yourself better and will help
you in interacting with others.
35. What is your Personality
Type?
Let’s find out!
36. Energy
Extroverts
• Outward looking
• Seek interaction with
other people
• Likes group
activities,
brainstorming,
presentations
Introverts
• Inward looking
• Prefer to be by
themselves
• Likes working with
thoughts, ideas,
imagination
37. Information
Sensors
• Details-oriented
• Likes clear
instructions, plans,
timelines
• Enjoys working with
data
Intuitives
• Idea-oriented
• Likes to think big
• Thinks of theories
• Enjoys hands-on
experiments
38. Decision- making
Thinkers
• Use facts & figures
in making a decision
• Logic and
consistency
• Likes editing others’
work
Feelers
• Looks at people &
circumstances in
decision making
• Looks for value in
work
• Likes building team
work
43. Skills for the Workplace
What skills do you need to be
successful in work?
44. Skills you Need
• Communication Skills
• Problem Solving
• Responsibility
• Eagerness to Learn
• Creative Thinking
• People Skills (or Social skills)
• Personal Skills
• Self- management
• Technical Skills
45. How to Develop These Skills
• School
• Social Activities
• Hobbies
• Volunteer Work
• House Chores
• Community Work
48. • It’s important to understand
what the workplace is like.
• Each workplace is different.
• If you know more, you can
make better choices for your
future!
50. Personality Test
Personality Type tests utilizing the J ungian model of which the MBTI and 16PF
are the most common use four letters to describe how people prefer to do
things and how they think about the world. After completing the assessment,
you are assigned one of two letters in four personality areas
1. E for Extroversion or I for Introversion,
2. S for Sensing or N for iNtuition,
3. T for Thinking or F for Feeling,
4. J for J udging or P for Perceiving
51. How does your energy flow?
EXTROVERTS (E) INTROVERTS (I)
Have a lot of energy Have quiet energy
Like to be around people Like to be alone
Act now, think later Think first, and then act
Like doing many things at the same time Like to focus on one thing at a time
Talk more than listen Listen more than talk
Which best fits you? Extroverts (E) OR Introverts (I)
52. What kind of information do you notice and
remember?
SENSORS (S) INTUITIVES (N)
Like concrete information Like creative ideas
Like step-by-step instructions Like to figure things out
Prefer to stick to the facts Think about the possibilities
Rely on past experiences Trust your gut instincts
Like clear and precise data Like abstract concepts
Which best fits you? Sensors (S) OR Intuitives (N)
53. How do you make decisions?
THINKERS (T) FEELERS (F)
Base decisions on facts Base decisions on your feelings
Look for logical solutions Consider how other people feel
Go for honesty and directness Go for courtesy and tact
Make decisions with your head Make decisions with your heart
Love to debate issues Avoid arguments and conflicts
Which best fits you? Thinkers (T) OR Feelers (F)
54. How do you relate to your school
and the outside world?
J UDGERS (J ) PERCEIVERS (P)
Like to make “to do” lists Like to stay loose and casual
Have a plan for each day Take each day as it comes
Study first, play later Play first, study later
Finish projects that you start Start projects, but don’t finish
Get to class on time Like to be fashionably late
Which best fits you? J udgers (J ) OR Perceivers (P)
57. Example of a Values Test
Discover The “U” In Values!
This activity will help you identify your personal traits or values. Your journey
through life will offer a variety of experiences, so as you change and grow, your
values may as well. The list below contains a variety of satisfactions that people
get from the activities they do. Using the scale listed below, rate the degree of
importance to you.
1 = Not Important At All 2 = Somewhat Important 3 = Very Important
Helping Society: Doing something that contributes to improving our world. 1 2 3
Helping Others: Being involved in helping other people in a direct way. 1 2 3
Competition: Engaging in activities that rival my abilities against others. 1 2 3
Creativity: Creating new ideas, programs, or organizational structures. 1 2 3
Artistic Creativity: Engaging in creative activities such as painting, writing, or acting. 1 2 3
Knowledge: Engaging in learning and understanding new things. 1 2 3
58. Discover The “U” In Values
Having Power and Authority: Controlling or influencing the opinions and activities of others. 1 2 3
Public Contact: Having a lot of day-to-day contact with others. 1 2 3
Working Alone: Doing projects alone without much contact with others. 1 2 3
Religious: Participating in activities to better relate to the divine, mystical, or spiritual. 1 2 3
Recognition: Being recognized for the things I do in a public way. 1 2 3
Physical Challenge: Doing activities that will require strength, speed, or agility. 1 2 3
Excitement: Doing stimulating or thrilling work. 1 2 3
Intellectual Status: Being thought of as an intellectual or an expert. 1 2 3
Change and Variety: Having responsibilities that frequently change. 1 2 3
Stability: Having structure and routine in my activities. 1 2 3
Profit-Gain: Making lots of money. 1 2 3
Fun: Finding pleasure in what you do. 1 2 3
Working with Others: Working as a team member toward common goals. 1 2 3
Adventure: Participating in risk-taking activities. 1 2 3
Independence: Being my own boss. 1 2 3
Technology: Working well with machines and tools. 1 2 3
59. TOP 5 VALUES
Now look through the completed list. Of the
items you’ve marked as a 3 (Very important),
pick the five that are most important to you.
List your top five values:
1.
2.
3.
4.
5.
60. Skills for School and Workplace Test
Think of yourself now, in school, and evaluate
each skill as used in school.
Choose the description (Can Do or Needs Work)
that best describes your level of each skill.
61. Skills for School and Workplace Test
Communication Skills
Giving class presentations Can Do Needs Work
Reading manuals Can Do Needs Work
Writing clearly and
concisely Can Do Needs Work
Listening and responding
to what others say Can Do Needs Work
62. Skills for School and Workplace Test
Problem Solving
Analyzing information Can Do Needs Work
Understanding the problem Can Do Needs Work
Identifying the problem Can Do Needs Work
Solving the problem Can Do Needs Work
Applying the solution Can Do Needs Work
63. Skills for School and Workplace Test
Knowing How to Learn
Asking questions Can Do Needs Work
Reading information Can Do Needs Work
Using the library Can Do Needs Work
Researching information Can Do Needs Work
Joining activities and clubs Can Do Needs Work
64. Skills for School and Workplace Test
Responsibility
Doing homework Can Do Needs Work
Meeting project deadlines Can Do Needs Work
Getting to class on time Can Do Needs Work
Following a schedule Can Do Needs Work
Being on sports teams or clubs Can Do Needs Work
65. Skills for School and Workplace Test
Creative Thinking
Learning how others have
been creative
Using your imagination
Trying new ways of doing things
Looking at issues from
a different point of view
Can Do
Can Do
Can Do
Can Do
Needs Work
Needs Work
Needs Work
Needs Work
66. Skills for School and Workplace Test
People Skills
Getting along with others Can Do Needs Work
Meeting new people Can Do Needs Work
Working on a team Can Do Needs Work
Respecting the ideas of others Can Do Needs Work
67. Skills for School and Workplace Test
Personal Skills
Making ethical choices Can Do Needs Work
Motivated and enthusiastic Can Do Needs Work
Reliable and dependable Can Do Needs Work
Pride in appearance Can Do Needs Work
Courteous and respectful Can Do Needs Work
68. Skills for School and Workplace Test
Self-Management
Scheduling your day Can Do Needs Work
Setting priorities and goals Can Do Needs Work
Being flexible Can Do Needs Work
Positive attitude toward change Can Do Needs Work
69. Skills for School and Workplace Test
Technical Skills
Using a keyboard Can Do Needs Work
Using a word processing program Can Do Needs Work
Organizing and analyzing info
with spread sheets Can Do Needs Work
Developing PowerPoint Can Do Needs Work
Learning to cut and paste Can Do Needs Work
Using the Internet for research Can Do Needs Work
Using e-mail Can Do Needs Work
70. What Do You Know About
the World of Work?
1. Most people work in the same job for 25-30 years.
True False
2. Career planning should begin by deciding how much money
you want to earn.
True False
3. Most people spend more time with family and doing leisure
activities than they do at work.
True False
71. 4. A career cluster is __________________.
A. a group of workers clustered in a particular career
B. a group of careers that have something in common
C. a group of careers clustered in a geographical area
5. Jobs of the future will require a ___________ level of skills than
jobs in the past.
A. higher
B. lower
C. about the same
72. 6. People with disabilities have very few career options.
True False
7. During the last decade, the number of women in the workforce has
A. increased
B. decreased
C. stayed the same
8. The majority of jobs in the future will require education and training
past high school.
True False
73. 9. It’s best to wait until you are a senior in high school to decide on
a
definite career. True False
10. The Child Labor Law says that a minor may start to work at age ____.
A. 13
B. 14
C. 15
11. An entrepreneur is a ____________________.
A. new hybrid automobile
B. section of the official 16 Career Clusters
C. person who starts a new business
12. Career planning is something you do once in your life and never have
to think about again.
True False
74. O*NET
http://online.onetcenter.org/explore/interests
The O*NET program is:
Primary source of occupational information.
The O*NET database, contains information on hundreds of
standardized and occupation-specific descriptors.
The database, is available to the public at no cost
Continually updated by surveying a broad range of workers from
each occupation.
Information from this database forms the heart of O*NET
On-Line, an interactive application for exploring and searching
occupations.
The database also provides the basis for our Career Exploration
Tools, a set of valuable assessment instruments for workers and
students looking to find or change careers.
75.
76. Sources of Labor Market Information
Traditional Sources
National Statistical Coordination Board
National Statistics Office
Bureau of Labor and Employment
Statistics
Technical Education and Skills
Development Authority
Bureau of Local Employment
Commission on Higher Education
Department of Education
Bureau of Agricultural Statistics
Department of Trade and Industry
School Organizations
School Placement Offices
Current Sources
Public Employment Service Offices (PESO)
Local and Global Job Websites
Philjob.net
POEA Website
Labor Attaches and Welfare Officers
Classified Ads
OFW and OFW Organizations
Placement Agency Organizations
77. Labor Market Information
Primary labor market information:
• House Hold Population over 15 years old
• Labor Force
• Employment
• Unemployment
• Underemployment
Other important labor market information:
• Numbers of graduates in all levels of schooling by institutions, area skills
and courses
• Highest educational attainment of the Labor Force, Employed,
Unemployed and Underemployed
• Productivity
• Wages and Earnings
• Turn- Over Rates
• Industrial Disputes, CBAs Employment Contracts
• Unionism
• Occupational Health and Safety Statistics
• No. of Educational and Training Institutions
78. The J ob Market
• Check classified ads, online job boards
• Competition is harder for advertised jobs.
• When you identify companies that you want to
work for, you can request informational
interviews, leave a resume, or fill out an
application form, and then check back
periodically.
79. Online J ob Sources
www.phil-job.net
www.jobsdb.com
www.jobstreet.com
www.jobs1.com
www.PeopleDdynamics.ph
81. Public Employment Service Office
(PESO)
A non-fee charging multi-employment service facility
or entity which ensures the prompt, timely and
efficient delivery of employment service and
provision of information on the other DOLE
programs.
Job Placement Job Fairs Livelihood and Self-employment Bazaars Special Credit
Assistance for Placed Overseas Workers Special Program for Employment of Students
(SPES) Skills Training Work Appreciation Program (WAP) Workers Hiring for
Infrastructure Projects (WHIP) Tulong, Alalay Sa Taong May Kapansanan (TULAY) and
programs from other offices of DOLE.
82. How to avail of PESO Services
ForEmploymentSeekers:
Report to PESO in your respective provincial, city,
municipal, NGOs, CBOs or SUCs for registration and
employment interview.
ForEmployers:
Inform nearest PESO of the vacancies for job matching.
ForResearchers,PlannersandLMIUsers:
o Inquire personally and secure available materials at
nearest PESO.
84. FEATURES
Open Search Feature : Anyone who visits the Phil-Jobnet website
http://phil-jobnet.dole.gov.ph may view or
search for the recent job vacancies posted
by Employers.
Free Registration Feature : Jobseekers and Employers are free to
register and avail of the Phil-Jobnet’s
services.
Skills for Hire Feature : Skilled workers are free to advertise their
skills for anybody who needs special
services.
SMS Feature : A facility which allows the Open Search Feature of the Phil-
Jobnet to be accessed through texting.
85.
86. http://www.peopledynamics.ph SEARCH JOB
The use of J ob search engines
have become a norm for most
jobseekers. It makes job-
hunting in this modern age
much easier and convenient for
as jobseeker.
87. You can post your Rèsumé online, and get selected by
different companies. You can also choose to get daily
alerts thru E-mail about vacant positions tailor-fit to
your qualifications and skills.
All you need to do is to
create an account in the
website. Creating an
account is very easy,
what’s more its FREE.
88. You can browse
for job vacancies
based on your
specialization,
and what industry
you belong to
89. An applicant can even specify the level or position
that he wishes to look for based on his skills,
competencies, and experience in the industry
90. You can also search for jobs in
different locations in the
country
91. Once you have your
own account, you
can also update your
rèsumé online and
make additions to
your job history
For continuing professional
development, an individual
may also use the website
to search for available
training courses that they
may avail.
of how many job
applications you have
made, and also the
status of your
applications for
positions you’ve applied
94. Qualities of the Entrepreneur
A risk-taker
Committed to an idea
Willing to work hard
Passionate about pursuing
a business idea
Not afraid to lose (money,
time, face)
Can easily bounce back
when things fail
Physically and emotionally
able to withstand the
pressures
Resourceful and innovative
Positive in outlook
Can communicate and
relate well with all kinds of
people
Can envision the future
Knows how to sell and
market (products and
services)
Can handle money well
95. What does it take to
bec ome an Entrepreneur?
Assess yourself
Study the business you want to go into
Ask advice and ask for help
Prepare for both success and failure
96. Can you be your own boss?
Get some paper and take this quiz!
Circle the number that you feel describes you best.
(5= strongly agree 1= strongly disagree)
97. 1. You have excellent time-management skills. 5 4 3 2 1
2. You are competitive. 5 4 3 2 1
3. You stick to a goal even if it means changing your plan of action. 5 4 3 2 1
4. You are well organized. 5 4 3 2 1
5. You are independent. 5 4 3 2 1
6. You would rather do something right than finish quickly. 5 4 3 2 1
7. You are self-confident. 5 4 3 2 1
8. You are willing to work hard. 5 4 3 2 1
9. You are a creative problem solver. 5 4 3 2 1
10. You like to work under pressure. 5 4 3 2 1
How did you score? Your Total Score: ________
98.
99. Mic ro Financ ing
Microfinance - tool for socio-economic development.
If you do not have money or capital Micro
Financing Institutions can give you:
• a source of capital to start a small business
• a chance to "uplift“ economic condition and
access credit possibilities
• an opportunity to raise confidence to be
able to stabilize and improve your life.
104. References acknowledged by Profiles Asia Pacific, Inc used
in the development of this training material
Web-based Recruiting Resources. Presentation given to participants of the
Training for Trainers on Career and Employment Coaching, 2009, Profiles
Asia Pacific, Inc.
J ournal of Vocational Behavior- Volume 40, Issue 2, April 1992, Pages 171-
178 (R.I.A.S.E.C) Fouad and Dancer (1992) and Swanson (1992)
Guiding Youth Careers - A Handbook for those who help young jobseekers.
Publisher International Labour Organization, 2007
Minute Guide for Young J obseekers, International Labour Organization, 2007
Department of Education, State of Florida, Division of Workplace Education
Department of Labor (USA), Occupational Network (ONET)
105. Acknowledgements
• International Education Specialists (InterEd)
• PESO Bulacan
• “Let the Rabbits Run” from Soaring with your
Strengths, by Donald Clifton and Paula Nelson
111. Tree Climbing Class
A tree trunk was set at a 30-degree
angle so all the animals had a chance
to succeed.
The rabbit tried so hard that he hurt
his leg.
113. Next morning….
The instructor said “Today we jump
in the water.” “Wait, my parents didn’t
learn to swim. I don’t like
to get wet! I like to drop
this course!”
“You can’t drop it for the
drop period is over!”
114. “Either you jump or you flunk ”
The rabbit jumped in.
He went down twice
and bubbles came up.
The instructor saw he
was drowning and pull
him out.
All the animals were
laughing. The rabbit was
more humiliated that he
had ever been in his life.
115. At home…
I don’t like school… I
just want to be free….
His parents said
“You have to get a
diploma or other
rabbits are going
to get
ahead of you.”
116. At school at the counselor's office…
The rabbit told the counselor that he
doesn’t want to go to school anymore and
the reasons behind it.
“Rabbit, I tell you you’re good at running.
I don’t know why you need to work on it…”
117. …”what you need to work on is swimming.
I’ll arrange it so you can have two periods
of swimming…”
When the rabbit heard that, he just threw
up!
118. The rabbit was inspired…
“When I graduated.. I
will start a business
where rabbits would
do nothing but run,
the squirrels could
just climb trees, and
the fish could swim.”
“Oh,what
a great place
that would be!”