This document outlines an academic and career development seminar for final year students. It discusses the difference between jobs and careers, the career development process including career discovery, and factors considered in recruitment. Interactive sections cover degree subjects, employability skills, and job application procedures. Development strategies suggested include internships, skill building, online presence, communication skills, and participating in student societies. Excuses for lack of career progress are addressed, and the importance of career is discussed in relation to God's purposes.
The document contrasts a traditional paradigm for managing people with a talent-based paradigm. The traditional paradigm treats all people equally, believes anyone can excel with training, focuses on remediating weaknesses, and promotes based on current job performance. The talent-based paradigm believes excellence requires innate talent, selects for talent diversity, develops strengths, promotes based on talent for new roles, and relies more on performance than evaluations or seniority. It also discusses defining talent versus advantages and outlines a process for identifying talent and fit through interviews and assessments.
Motivation and learning - Educational PsychologyJenna Condie
This document discusses motivation and learning. Part one covers psychological understandings of motivation including effectance motivation, intrinsic and extrinsic motivation, and how motivation relates to educational contexts. Part two identifies motivations to learn through a case study, discusses interventions for increasing teacher expectations and divergent thinking, and how to create motivating seminars. The document emphasizes that motivation is specific to activities, learning is more motivated when contextualized, and both teacher expectations and developing identities as learners can impact motivation.
motivation skills for teachers. it will help to the young teachers for success in the field of education and training. it gives the student engagement,motivation for good learning environment.
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
This document outlines an academic and career development seminar for final year students. It discusses the difference between jobs and careers, the career development process including career discovery, and factors considered in recruitment. Interactive sections cover degree subjects, employability skills, and job application procedures. Development strategies suggested include internships, skill building, online presence, communication skills, and participating in student societies. Excuses for lack of career progress are addressed, and the importance of career is discussed in relation to God's purposes.
The document contrasts a traditional paradigm for managing people with a talent-based paradigm. The traditional paradigm treats all people equally, believes anyone can excel with training, focuses on remediating weaknesses, and promotes based on current job performance. The talent-based paradigm believes excellence requires innate talent, selects for talent diversity, develops strengths, promotes based on talent for new roles, and relies more on performance than evaluations or seniority. It also discusses defining talent versus advantages and outlines a process for identifying talent and fit through interviews and assessments.
Motivation and learning - Educational PsychologyJenna Condie
This document discusses motivation and learning. Part one covers psychological understandings of motivation including effectance motivation, intrinsic and extrinsic motivation, and how motivation relates to educational contexts. Part two identifies motivations to learn through a case study, discusses interventions for increasing teacher expectations and divergent thinking, and how to create motivating seminars. The document emphasizes that motivation is specific to activities, learning is more motivated when contextualized, and both teacher expectations and developing identities as learners can impact motivation.
motivation skills for teachers. it will help to the young teachers for success in the field of education and training. it gives the student engagement,motivation for good learning environment.
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
Motivation is like an accelerator in a vehicle. A vehicle keeps moving at the pace decided by its accelerator. The moment accelerator is reduced, vehicle’s speed reduces and it may come to a standstill if there is no further acceleration. Alternatively, if brakes are applied, there will be an abrupt reduction in the speed of the vehicle and it may come to a standstill.
This is true to human beings as well. As long as they are motivated they keep working and producing extraordinary results. The moment there is a drop in their acceleration (motivation), results start diminishing. Of course, applying brakes (dissatisfaction/demotivation) certainly bring them to a halt. The only difference is that unlike a vehicle, human beings have different types of accelerator and brake.
Therefore, the book, Why My Horse Doesn't Drink' will help readers to identify the ways that may accelerate or slow down the speed of their team members. Chapter ‘How to motivate’ talks about the points that accelerate and chapter ‘How not to demotivate’ explains the factors that may work as brakes to performance. Thereby readers will be able to make best use of their vehicle (Team Members).
This document summarizes several theories of motivation. It discusses Maslow's hierarchy of needs, Herzberg's two-factor theory, Alderfer's ERG theory, Vroom's expectancy theory, Porter and Lawler's model, equity theory, attribution theory, and goal setting theory as ways to understand what motivates individual and workplace behavior. It also covers how motivation relates to job design and performance management in organizations.
The document discusses the concept of motivation from several perspectives. It defines motivation as reasons for behaving in certain ways and notes that motivation is subjective. Motivation can inspire things like getting ready for work or exercising. The author is interested in better understanding motivation and what causes it. The document also provides biographies of photographers Annie Leibovitz and Aura Rosenberg, and discusses how their work relates to exploring themes of motivation.
Stick to 3! Guide to being embedded in the LMS.kepickens
This document discusses improving course design and student engagement through consistency, flexibility, and usability. It provides data on student information seeking behavior and preferences for quick, actionable content over lengthy text. Examples are given for obtaining help through email, video tutorials, and group chat. Consistent navigation is recommended to save students' and instructors' time.
The document discusses the importance of good customer service and provides tips for effective communication and customer service. Some key points include:
- Customer service is essential for business success and customer retention. Treating customers well builds loyalty and positive word of mouth.
- Effective communication includes both verbal and nonverbal elements like tone of voice, body language, and active listening. Rephrasing and choosing responses carefully is important.
- Proper telephone etiquette, greeting customers respectfully, and handling complaints or difficult customers respectfully are discussed. The goal is to exceed customer expectations.
For students to be 21st Century Learners, they must be able to self-regulate their behavior in digital environments and classrooms as well as initiate the learning process for themselves.
1. The document summarizes a study that investigated differences in reading comprehension among college students of varying English proficiency and gender. It examined how factors like motivation, strategy use, prior knowledge and language ability influence reading.
2. The methodology involved surveying 100 English major students about their reading strategies, efficacy and interest using a Likert scale questionnaire. It then used independent t-tests to analyze differences between high/low proficiency students and males/females.
3. The literature review discussed how motivation, prior knowledge, memory, vocabulary, language skills and strategy use can impact comprehension, citing several studies on each topic. It aimed to understand how these factors differ between proficiency levels and gender.
First Generation Students: Campus Climate, Transition, Programming, and Persi...Katie Mey
This document discusses first-generation students (FGS) and what is currently known about supporting them. It provides an overview of assets FGS bring as well as challenges they may face academically and related to cultural capital. The document also examines what is known specifically about FGS at Macalester College and provides recommendations for improving orientation, developing identity-based programming, and conducting assessment to better support FGS. Suggestions include expanding orientation sessions, creating inclusive family resources, and developing peer mentoring opportunities and campus climate surveys.
Helping Students Self-Regulate for Success - TeachersAngela Housand
This document discusses strategies for helping students take responsibility for their own learning through self-regulated learning. It defines self-regulated learning as when students are metacognitively, motivationally, and behaviorally active in their own learning. The document outlines that self-regulated learners set goals, use learning strategies, self-monitor progress, and adapt their efforts. It then discusses specific strategies like helping students set meaningful goals, develop organizational skills, engage in authentic learning experiences, and reflect on their own progress. The overall aim is to give students ownership of their learning so they can achieve their full potential.
Motivation and self regulation--Myron Demboharrindl
The document discusses several topics related to student learning and motivation, including:
1) The role of self-regulation in learning and key motivational constructs that influence students.
2) Common causes of students' learning and motivational problems such as their beliefs, help-seeking behaviors, and perceptions of ability.
3) Recommendations for interventions to address motivational issues and improve instruction, such as addressing students' and instructors' conflicting beliefs.
Self-Regulated Learning and Problem-Solving SuccessJenny Ankenbauer
Presentation on self-regulated learning and expert learner's use of time during a problem-solving event.
Guided questions for instructors to activate self-regulated learning are included. on slide 29.
Elaboration on topic via speaker notes with download. Extension activity presented on slide 33 to facilitate learning transfer of SRL theory to practice.
Helping students self motivate, self-regulate, and engageAngela Housand
Helping Students Self-Motivate, Self-Regulate and Engage in a Digital Age discusses motivating gifted students and supporting their autonomy. It discusses internalizing motivation from external regulation to intrinsic motivation. Autonomy-supportive teachers foster greater student engagement and achievement compared to controlling teachers. Learning contracts, mindfulness, growth mindset, and addressing sensory sensitivity can help students self-motivate and self-regulate.
The document discusses motivation for college students. It defines intrinsic and extrinsic motivation and notes that motivation is the number one barrier to student success. It describes motivation as a combination of value, expectation, dreams, and commitment to a purpose. The document also discusses what causes students to lose motivation and compares passive versus active learning. It provides tips for staying motivated such as setting attainable SMART goals, visualizing success, and choosing motivational movies.
This document provides strategies for teachers to motivate students and maximize engagement in the classroom. It suggests creating a positive learning environment through varied instructional techniques like role plays, discussions, and small group work. Some specific motivational strategies mentioned include using stimulating materials adapted to students' interests and levels, incorporating local news in class discussions, rewarding student performance, and showing enthusiasm as a teacher. The document concludes by thanking readers.
The document discusses various strategies for motivating students and staff in educational settings. It explores how intrinsic motivation can be developed through giving students choices, social interaction, ensuring they feel accountable, incorporating creativity, enabling success, and providing appropriate challenges and feedback. Modeling enthusiasm and regularly praising authentic efforts are also presented as important factors for motivation. The discussion suggests motivation is best supported through a cooperative approach where leadership is shared and staff work together on a common vision.
This document provides 10 motivational strategies for teachers to motivate students. It includes strategies such as developing personal relationships with students, creating a pleasant learning environment, setting goals, providing opportunities for success, and using rewards sparingly. It also includes motivational quotes and guidelines for using the presentation material.
Enhancing students’ motivation to learnNicole Oldham
1) The document discusses enhancing student motivation to learn through establishing an engaging learning environment that meets students' academic and cultural needs.
2) Key factors that influence student motivation include whether they feel they can be successful, find value in the task, and experience a supportive climate.
3) The document provides several recommendations for meeting students' academic needs, such as understanding learning goals, involving students actively in the learning process, and providing timely feedback.
The document summarizes career-related resources and opportunities available through the UT Dallas Career Center. It discusses how demonstrating leadership skills through initiative, integrity, setting a good example, and respecting others can help students in their job searches. It also highlights student success services, community service and on-campus job opportunities, the new Delta Epsilon Iota honor society chapter, and the Career Center's externship program called "Explore the WOW!"
Motivation is like an accelerator in a vehicle. A vehicle keeps moving at the pace decided by its accelerator. The moment accelerator is reduced, vehicle’s speed reduces and it may come to a standstill if there is no further acceleration. Alternatively, if brakes are applied, there will be an abrupt reduction in the speed of the vehicle and it may come to a standstill.
This is true to human beings as well. As long as they are motivated they keep working and producing extraordinary results. The moment there is a drop in their acceleration (motivation), results start diminishing. Of course, applying brakes (dissatisfaction/demotivation) certainly bring them to a halt. The only difference is that unlike a vehicle, human beings have different types of accelerator and brake.
Therefore, the book, Why My Horse Doesn't Drink' will help readers to identify the ways that may accelerate or slow down the speed of their team members. Chapter ‘How to motivate’ talks about the points that accelerate and chapter ‘How not to demotivate’ explains the factors that may work as brakes to performance. Thereby readers will be able to make best use of their vehicle (Team Members).
This document summarizes several theories of motivation. It discusses Maslow's hierarchy of needs, Herzberg's two-factor theory, Alderfer's ERG theory, Vroom's expectancy theory, Porter and Lawler's model, equity theory, attribution theory, and goal setting theory as ways to understand what motivates individual and workplace behavior. It also covers how motivation relates to job design and performance management in organizations.
The document discusses the concept of motivation from several perspectives. It defines motivation as reasons for behaving in certain ways and notes that motivation is subjective. Motivation can inspire things like getting ready for work or exercising. The author is interested in better understanding motivation and what causes it. The document also provides biographies of photographers Annie Leibovitz and Aura Rosenberg, and discusses how their work relates to exploring themes of motivation.
Stick to 3! Guide to being embedded in the LMS.kepickens
This document discusses improving course design and student engagement through consistency, flexibility, and usability. It provides data on student information seeking behavior and preferences for quick, actionable content over lengthy text. Examples are given for obtaining help through email, video tutorials, and group chat. Consistent navigation is recommended to save students' and instructors' time.
The document discusses the importance of good customer service and provides tips for effective communication and customer service. Some key points include:
- Customer service is essential for business success and customer retention. Treating customers well builds loyalty and positive word of mouth.
- Effective communication includes both verbal and nonverbal elements like tone of voice, body language, and active listening. Rephrasing and choosing responses carefully is important.
- Proper telephone etiquette, greeting customers respectfully, and handling complaints or difficult customers respectfully are discussed. The goal is to exceed customer expectations.
For students to be 21st Century Learners, they must be able to self-regulate their behavior in digital environments and classrooms as well as initiate the learning process for themselves.
1. The document summarizes a study that investigated differences in reading comprehension among college students of varying English proficiency and gender. It examined how factors like motivation, strategy use, prior knowledge and language ability influence reading.
2. The methodology involved surveying 100 English major students about their reading strategies, efficacy and interest using a Likert scale questionnaire. It then used independent t-tests to analyze differences between high/low proficiency students and males/females.
3. The literature review discussed how motivation, prior knowledge, memory, vocabulary, language skills and strategy use can impact comprehension, citing several studies on each topic. It aimed to understand how these factors differ between proficiency levels and gender.
First Generation Students: Campus Climate, Transition, Programming, and Persi...Katie Mey
This document discusses first-generation students (FGS) and what is currently known about supporting them. It provides an overview of assets FGS bring as well as challenges they may face academically and related to cultural capital. The document also examines what is known specifically about FGS at Macalester College and provides recommendations for improving orientation, developing identity-based programming, and conducting assessment to better support FGS. Suggestions include expanding orientation sessions, creating inclusive family resources, and developing peer mentoring opportunities and campus climate surveys.
Helping Students Self-Regulate for Success - TeachersAngela Housand
This document discusses strategies for helping students take responsibility for their own learning through self-regulated learning. It defines self-regulated learning as when students are metacognitively, motivationally, and behaviorally active in their own learning. The document outlines that self-regulated learners set goals, use learning strategies, self-monitor progress, and adapt their efforts. It then discusses specific strategies like helping students set meaningful goals, develop organizational skills, engage in authentic learning experiences, and reflect on their own progress. The overall aim is to give students ownership of their learning so they can achieve their full potential.
Motivation and self regulation--Myron Demboharrindl
The document discusses several topics related to student learning and motivation, including:
1) The role of self-regulation in learning and key motivational constructs that influence students.
2) Common causes of students' learning and motivational problems such as their beliefs, help-seeking behaviors, and perceptions of ability.
3) Recommendations for interventions to address motivational issues and improve instruction, such as addressing students' and instructors' conflicting beliefs.
Self-Regulated Learning and Problem-Solving SuccessJenny Ankenbauer
Presentation on self-regulated learning and expert learner's use of time during a problem-solving event.
Guided questions for instructors to activate self-regulated learning are included. on slide 29.
Elaboration on topic via speaker notes with download. Extension activity presented on slide 33 to facilitate learning transfer of SRL theory to practice.
Helping students self motivate, self-regulate, and engageAngela Housand
Helping Students Self-Motivate, Self-Regulate and Engage in a Digital Age discusses motivating gifted students and supporting their autonomy. It discusses internalizing motivation from external regulation to intrinsic motivation. Autonomy-supportive teachers foster greater student engagement and achievement compared to controlling teachers. Learning contracts, mindfulness, growth mindset, and addressing sensory sensitivity can help students self-motivate and self-regulate.
The document discusses motivation for college students. It defines intrinsic and extrinsic motivation and notes that motivation is the number one barrier to student success. It describes motivation as a combination of value, expectation, dreams, and commitment to a purpose. The document also discusses what causes students to lose motivation and compares passive versus active learning. It provides tips for staying motivated such as setting attainable SMART goals, visualizing success, and choosing motivational movies.
This document provides strategies for teachers to motivate students and maximize engagement in the classroom. It suggests creating a positive learning environment through varied instructional techniques like role plays, discussions, and small group work. Some specific motivational strategies mentioned include using stimulating materials adapted to students' interests and levels, incorporating local news in class discussions, rewarding student performance, and showing enthusiasm as a teacher. The document concludes by thanking readers.
The document discusses various strategies for motivating students and staff in educational settings. It explores how intrinsic motivation can be developed through giving students choices, social interaction, ensuring they feel accountable, incorporating creativity, enabling success, and providing appropriate challenges and feedback. Modeling enthusiasm and regularly praising authentic efforts are also presented as important factors for motivation. The discussion suggests motivation is best supported through a cooperative approach where leadership is shared and staff work together on a common vision.
This document provides 10 motivational strategies for teachers to motivate students. It includes strategies such as developing personal relationships with students, creating a pleasant learning environment, setting goals, providing opportunities for success, and using rewards sparingly. It also includes motivational quotes and guidelines for using the presentation material.
Enhancing students’ motivation to learnNicole Oldham
1) The document discusses enhancing student motivation to learn through establishing an engaging learning environment that meets students' academic and cultural needs.
2) Key factors that influence student motivation include whether they feel they can be successful, find value in the task, and experience a supportive climate.
3) The document provides several recommendations for meeting students' academic needs, such as understanding learning goals, involving students actively in the learning process, and providing timely feedback.
The document summarizes career-related resources and opportunities available through the UT Dallas Career Center. It discusses how demonstrating leadership skills through initiative, integrity, setting a good example, and respecting others can help students in their job searches. It also highlights student success services, community service and on-campus job opportunities, the new Delta Epsilon Iota honor society chapter, and the Career Center's externship program called "Explore the WOW!"
The document summarizes career-related resources and opportunities available through the UT Dallas Career Center. It discusses how displaying leadership skills is important for job seekers, provides tips for communicating leadership abilities to employers. It also highlights student success services, part-time job programs including federal work study, the new Delta Epsilon Iota honor society chapter, and the externship program which allows students to job shadow professionals during spring break.
Donald Super's career development theory proposes that career is influenced by one's self-concept and develops throughout life in stages of growth, exploration, establishment, maintenance, and disengagement. Stratton's 2000 research paper found that teens have concerns about affordability and finding enjoyable work, change career goals without commitment, and rely on interest and ability when gathering information and making decisions. Effective career counseling should address teens' changing aspirations and help them relate education to realistic career goals using focused information.
This document discusses how to measure the core elements needed to attract and retain talented employees. Gallup research found that business units were more productive when employees answered positively to 12 key questions about their workplace. The questions relate to whether employees know what is expected of them, have the necessary tools and materials to do their work, feel their opinions count, and have opportunities to learn and grow. Business outcomes like productivity, profitability, employee retention, and customer satisfaction are correlated to how employees respond to these 12 questions. The document then discusses how great managers select for talent rather than just experience, set the right outcomes rather than steps, focus on strengths over weaknesses, and find the right fit for employees rather than just promoting them up the ladder.
Feeling overwhelmed with where to start in your job search for a teaching position? This session will address those feelings and provide helpful information on where to begin in your journey to become a teacher. Information includes hiring statistics from Georgia’s Professional Standards Commission, how to focus in on your top 5 districts, what qualities schools are looking for, and where to find the jobs.
This document discusses career planning and personal development. It covers theoretical concepts related to careers, finding your personality type by comparing yourself to animals, and doing self and environmental analysis. It emphasizes forming a vision, mission, and values, and developing an action plan that includes education, skills development, and networking to achieve your career goals. Reflections encourage setting high standards, making the most of life, and trusting God to provide wisdom and understanding.
This document discusses essential skills, attributes, and their importance. It defines skills as abilities to perform actions and categorizes them into basic, vocational, and essential skills. Essential skills are highly transferable across jobs and include communication, problem-solving, interpersonal, and self-management skills. Attributes are natural qualities like confidence, tolerance, independence, and resilience. The document explains that essential skills and attributes are valuable for any job and can be developed through courses, experiences, and maintaining a positive attitude toward goals.
Key Takeaway:
Colleges today face specific and unique challenges as they help their students out of the classroom and into the workforce. This session offers practical and strategic tools to help bridge the “Skills Gap” that students coming out of college face today as well as tools which help engage everyone’s participation in improving employment outcomes for your Graduates.
Description (paragraph form)
With an increased pressure on Institutions of Higher Learning to substantiate their course offerings with respect to employability; now more than ever, programs designed to specifically address soft-skills are the only viable way to prepare the student and close the “skills gap” that exists in the job market today.
More and more recent college graduates struggle to gain entry into their field due to what employers claim is a lack of hands on experience, professionalism and business acumen in students coming directly out of college.
Join highly-rated speaker Ann Cross for this interactive and engaging presentation about the benefits of incorporating soft-skills training through experiential learning into the student experience. For those who already have soft-skills training as part of your course offerings, this workshop will share some of the best practices from around the country.
The Sparrow Group has visited dozens of campuses in the last five years, and has seen what works, as well as the common mistakes and missed opportunities. This is not a theoretical workshop, but rather a workshop that focuses on practical, tactical programs that you can implement immediately. You’ll hear stories of success, see data that supports outcomes, and leave with tools that you can take back to the campus and use to improve employment outcomes.
Applying for College Admission or Employment (English 4)Eunice Borlasa
The document provides guidance on applying for college admission or employment, outlining what makes a professional according to Leonardo Da Vinci which includes having specialized skills and knowledge, engaging in constant self-evaluation and improvement, an uncompromising commitment to excellence, seeking knowledge while also teaching others, and always finding ways to improve one's work. It also distinguishes between a profession, which requires extensive training and education, and an occupation, which does not need the same level of training.
The document provides guidance on choosing a career, including:
Rule 1) Choose a career you really enjoy. Rule 2) Do thorough research. Rule 3) Make your career meaningful to you. It also discusses factors to consider like interests, skills, values and goals. The document emphasizes exploring options, getting advice, following your passion, and daring to try something new.
Time for drastic action career change webinar 2010Jenni Proctor
This document outlines Jenni Proctor's career clarity services and 11 steps for career change or transition. It notes that careers have changed from a single job for life to multiple careers and jobs. Jenni Proctor helps clients listen to their dreams, do a reality check on barriers, research options, plan a smooth transition using transferable skills, develop goals, take action, build resilience, and celebrate successes. The 11 steps include setting goals, developing skills, using networks, dealing with obstacles, and maintaining motivation throughout the career change process.
The document discusses various post-secondary education options including associate degrees, bachelor's degrees, and certificates. It notes that associate degrees can prepare students to either transfer to a 4-year university or enter the workforce. Bachelor's degrees allow students to enter specialized fields like clinical laboratory science or health services administration. The document emphasizes researching career options and ensuring one's chosen field has job growth before committing to a particular education path.
This document summarizes a workshop on goal setting using the LASSI (Learning and Study Strategies Inventory). The workshop is intended to help students describe the impact of motivation and attitude on learning, explain the importance of setting SMART goals, identify personal and academic goals, and formulate short-term goals and action plans. It discusses understanding yourself, the university learning context, and work and career expectations. Key points covered include understanding learning styles and strengths, developing a positive attitude, reflecting on experiences, setting measurable and time-bound goals, making action plans, and celebrating achievements. Transferring goal-setting skills to other areas of life is emphasized.
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.
၂၀၁၆ခုႏွစ္၊ ဇြန္လ (၄)ရက္ေန႔ (စေနေန႔)၊မူဆယ္ျမိဳ႕၊ မဂၤလာမူဆယ္ လမ္းေလ်ာက္ေစ်းမွာ မွာ မနက္ (၉) နာရီ မွ ေန႔လည္ (၁း၀၀) နာရီအထိ “Don’t find your job, find your career” ခါင္းစဥ္ျဖင့္ Device Business Management Academy ရဲ႕ Principal ဦးတင္ဇံေက်ာ္ မွ ေဟာေျပာေဆြးေႏြးခဲ့တဲ႔ Power Point Slide ျဖစ္ပါတယ္။
This document summarizes a presentation on powering up one's communications career. It discusses the current challenging job market and importance of differentiating yourself. It emphasizes analyzing your skills, knowledge, attitudes and style to understand your personal brand. Developing a strategic career plan and managing your online reputation are also highlighted. Networking, gaining diverse experience, and positioning yourself as the best candidate are advised. Traditional communications skills are also important to evaluate.
This document provides guidance on career planning. It discusses the importance of career guidance and outlines several key points:
1) Career guidance is important because students today often do not plan for their future, are influenced by others, and lack motivation. They need counseling facilities and help discovering their interests.
2) Many factors influence career selection including personality, interests, skills, and job opportunities. Students should understand job requirements and do self and career assessments to identify suitable options.
3) Proper planning is essential, including course selection based on interests and opportunities. Students should improve study skills like reading and take career guidance seriously to achieve their goals.
The document provides guidance for students on writing an effective personal statement for college applications, including identifying key skills, providing examples to demonstrate skills, and beginning to plan and draft their own personal statement by considering what to include about their subjects, college choice, extracurricular activities, interests, goals and examples of skills. It also discusses common mistakes to avoid and has students practice interview skills through a role play activity.
Planning opens doors for teens
Finding an after school job
Attitude and skills - tips
Advice for parents – job checklist, resume
Work Life Balance
Trends
Capability Framework
Workforce development and planning
Common workforce development gaps
Workforce Action Plan
Contact details
Engaging At-Risk Students Through Both Reactive and Proactive.pptxKimberly Knowles
This is the slide deck from a presentation I gave at a NACADA conference on the programs and playbooks that I created for the University of San Francisco School of Management that I created to reduce churn and increase student engagement in the five years that I was there after being brought in as Retention and Matriculation Advisor.
Kimberly Knowles AI CASA Department Automation ProposalKimberly Knowles
My final project for a Kellogg School of Management Executive Ed course on Generative AI: Executive Strategies to Unlock Enterprise Value.
This is a proposal with ideas for enhancing student success and retention at USF and other universities using AI tools and data integration.
Note - the AI Canvas used is a proprietary Kellogg School of Management model.
Using Your Personality & Interests to Drive Career ChoiceKimberly Knowles
I used this presentation as part of my INTD 053 Exploring Majors and Careers course in Spring 2014 to help students better understand elements of personality that can affect their career choices.
I use this presentation in my Exploring Majors and Careers class to facilitate an exploration of values. When each values stance comes up, I have students move to designated parts of the room depending if they Strongly Agree, Agree, Disagree, or Strongly Disagree with the statement. I then ask them to explain why they feel that way and why they may have moved since the previous slide.
This is the presentation that I give each semester to Academic Probation students on the night before classes start to help inspire them for the semester ahead. It discusses what it means to be on probation, steps they can take to improve academically and resources available to help them.
Bus 100 Launch Into Business Advising PresentationKimberly Knowles
This is a presentation that I developed for most first year business students to introduce them to the business curriculum, our USFConnect registration / student records system, and resources and tools at USF to assist them.
Exploring majors and careers in business final versionKimberly Knowles
This is a presentation shell that I have used for a panel presentation to help students explore major and career options within business. The main "meat" of the presentation is the discussion with the panelists, but I still think it provides a useful framework for considering major options within business.
This was a proposal for a First Year Experience / Leadership program while working as an intern at OSU-Newark / Central Ohio Technical College in Summer 2006.
This is an old paper that I wrote in Spring of 2007 at the conclusion of an Education and Spirituality course that I took. For my more current thoughts on spirituality, see my blog: http://careerintuition.blogspot.com
This is a paper that I wrote recently for the Career Development Facilitator (CDF) Training that I am taking with the Center on Education and Work at UW-Madison
Exploring Majors and Careers - Key Questions to Ask YourselfKimberly Knowles
This is a guide that I developed in 2007 for a presentation on Self Motivation that I gave - it gives useful suggestions for questions to ask yourself to help narrow in a major or career choice.
These are some case study activities that I created to use with students in the Brown Bag session, "AM I IN THE RIGHT MAJOR?: Exploring Academic Programs at USF" that I facilitate.
This is a presentation that I gave to Arts and Science Seniors at The Ohio State University on Last Minute Job Search Strategies in preparation for graduation.
This is a presentation that I used to give to Ohio State University freshmen as part of the First Year Experience program - it emphasized how diversity awareness and leadership development could positively influence their career achievement.
Engaging At Risk Students Through Both Reactive and Proactive MeansKimberly Knowles
The document describes proactive and reactive programs created by an undergraduate program to increase student retention. It provides an overview of multiple intervention points to lay a solid foundation for students, repair cracks and build barriers when issues arise, and reverse damage for at-risk students. Proactive programs include freshman seminars and workshops on time management and majors exploration. Reactive programs include early alert systems, outreach to struggling students, and academic success plans. The document advocates a blueprint for retention that includes dedicated advising, faculty relationships, and online resources. It prompts discussion of effective retention practices and how to develop new intervention points.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. Discovering Self Motivation
Self-Motivation
A Presentation of the
McLaren C College of Business
f
STAR Program
(Students Taking Academic Responsibility)
2. Introductions
• Name
• Class Standing
• Wh t did you want to be when you were
What tt b h
– 5 years old?
– 12 years old?
– Applying to college?
3. Work in Business Someday Make Lots of Money
Love the Subject
Avoid Being “Undeclared”
A id B i “U d l d” Everyone Is Doing It
Why did you choose to major in
business as USF?
Please Your Parents Be Like Mom or Dad
Enjoy the Classes
Learn N
L Necessary Skill
Skills Get J b
G t A Job
4. What Do Employers Want*?
Want ?
Communication Skills Honesty / Integrity
y g y
Teamwork Skills Interpersonal Skills
Motivation / Initiative Strong Work Ethic
Analytical Skill
A l ti l Skills Flexibility Ad t bilit
Fl ibilit / Adaptability
Computer Skills
p Self-Confidence
Point: You Can Get Any Job With Any Major!
* According to a National Association of Colleges and Employers survey of corporate recruiters
5. What Does This Have to Do With
Self-Motivation?
S lf M i i ?
Personally Passion to
Meaningful
M i f l Persist Th
P i t Through h
Goals, Dreams Obstacles and
& Lif Plan
Life Pl Succeed in Life!
S d i Lif !
"Choose a job you love, and you will never
have to work a day in y
y your life" - Confucius
6. Exploring Majors and Careers:
Key Steps
K S
1. Self-Assessment & Discovery
2. Investigate & Gather Information
g
3. Narrow Your Options
4.
4 Choose Major Career and/or Life Plan
Major, Career,
5. Take Action!
Remember -- Major / Career Choice
j
is a Journey, not a Destination!
[Based on the work of Terry O’Banion and portions adapted from Major Options, The Richard Stockton College of New Jersey]
7. Exploring Majors and Careers:
Useful
U f l Resources
• College Success II Course (
g (INTD 053 – One Unit)
)
• Career Services Center
– What Can I Do with a Major In?
– Career Advisor Network
• USF Programs and Majors
• University Library
• On line Assessments and Information
On-line
– WetFeet
– O*NET Online
O li
8. Exploring Majors and Careers:
Key Questions
K Q i
Goals & Dreams What did you want to be when you were
y y
5 yrs? 12 yrs? Applying to college?
Interests What are your hobbies outside of the
classroom?
Skills What activities or tasks come easily for
you which are difficult for others?
Values / Describe your worst possible job. What
Desired Work must you avoid in your major / career?
Environment
9. Discovering Self Motivation
Self-Motivation
A Presentation of the
McLaren College of Business
g
STAR Program
(Students Taking Academic Responsibility)
Kimberly Knowles DeRoche, Retention and Matriculation Advisor,
McLaren Undergraduate Program, kkderoche@usfca.edu, x 2628, MH 113
g g , @ , ,
Eugene Muscat, Professor, School of Business and Management,
muscat@usfca.edu, x 2514, MH 235