Introduction to Career and Life Planning Online
Lesson 1
(Chapters 1 and 2)
Lesson 1 Assignments:
Chapter 1 - Learning Objectives
Chapter 2 – Learning Objectives
Lesson 1 – Learning Objectives
To my students:
Please note that the Learning Objectives for each chapter help to provide a study guide as you prepare for the final exam in this course. Some information from the Learning Objectives is found in the textbook, some is in the Lessons, and some will become apparent as you complete the Self-Observations in Lessons 3 and 6. I suggest that you also outline each textbook chapter and the Lessons for study purposes.
1. Success and Failure
Success to one person is not necessarily the same to another. Some people look at success as making a lot of money, having expensive cars and big houses. Others look at success as discovering a cure for cancer or building the next space vehicle. Still others see success as helping others and making a difference in people’s lives.
Just as life brings successes, life also brings failures. However, the ability to learn from your mistakes can help you move toward your goals. In fact, failure can be a helpful state, if you see it as a learning opportunity. Sometimes, failure may be due to a fear of success. Has this ever happened to you? In any case, remember that people have different definitions of failure, just like success.
As you consider the information in this chapter, think about success and failure. How have you learned from each one? How do success and failure affect your self-concept? How have they influenced your career choices?
2. Personal Assessment
The first step in finding a satisfying career is to understand yourself and your needs. According to Donald Super’s Self-Concept Theory, each person’s self-concept determines how he sees himself. Learning Super’s theory will help you gain insight into your values, and how these values influence career choices.
Stages of Super’s Self-Concept Theory
a. Growth
Growth refers to developing attitudes and behaviors as you experience life. You may experience several growth periods related to career changes during your lifetime.
b. Exploration
During the exploration phase, you learn about your work-related skills and strengths, and about the kinds of work you enjoy.
c. Establishment
During the establishment phase, a person holds her first job. The job may be short-term or long-term, and it may or may not lead to a career. People often have several jobs during this phase.
d. Maintenance
During the maintenance phase, a person is highly competent in her job, and may be promoted to positions of greater responsibility. She may continue to change jobs in order to advance or participate in other opportunities for professional development. This is also a period for mentoring the next generation and passing along skills and knowledge.
e. Disengagement
Traditionally, the disengagement period occurs prior to retirement. The person often places less emphasis on career advancement, and more emphasis on family and other life issues. Keep in mind that disengagement may occur voluntarily, or it may be imposed from outside (for example, by layoffs or early retirement).
3. Maslow’s Needs Hierarchy
Your satisfaction at various stages of life is also influenced by your needs. This is true of career-related satisfaction, in addition to life satisfaction. The best-known psychological theory of people’s needs was written by Abraham Maslow. He proposed a hierarchy of needs, in which each level must be fulfilled before the person can advance to higher levels.
Maslow’s Needs Hierarchy
Level 1: Physical needs, such as air, water, and food
These needs must be met before the person can progress to higher levels. For example, if you are worried about your next meal, that usually takes precedence over most other concerns.
Level 2: Safety needs, such as feeling secure and stable
Once the basic physical needs are met, people seek to live in safe and stable surroundings.
Level 3: Belongingness needs, such as love and friendship
After levels 1 and 2 are satisfied, psychological variables such as the need for friendship and community become important.
Level 4: Esteem needs, such as independence, achievement, and the respect of others
As the person moves to level 4, he has achieved most basic needs. At this point, he has time to think about achievement, respect, and contributing to society.
Level 5: Self-actualization needs, where a person lives up to his/her fullest potential
Many people never have the luxury of reaching level 5. At this point, all other needs are met and the person is free to explore her highest expectations, and live life to her fullest potential.
4. Life Stages and Generational Differences
In past years, career classes often taught that people moved through a rather inflexible set of stages at various times in life. In recent times, these theories have gone out the window! People’s lives are much more fluid and flexible than in past years. People enter and leave the workforce at various stages of life for all kinds of reasons. In your career, you’ll work with people of all ages and generations, often simultaneously. It helps to understand some of the differences between generations.
a. Gen Y (born 1977-2000)
Also called millennials, this is a large generation of workers. Like the baby boomers, they will probably change the workforce due to their size and influence. Gen Y workers tend to be very flexible, comfortable with technology, and accustomed to multi-tasking. They often value diversity and inclusiveness more than previous generations.
b. Gen X (born 1965-1976)
People in Gen X tend to seek a balance between career and personal life. They often have less loyalty to employers than previous generations, and may change careers several times. Due to their experience in different jobs, Gen X workers often bring a wealth of experience to the workplace.
c. Baby Boomers (born 1946-1964)
Baby Boomers tend to be achievement-oriented, hard-working, and they believe in sacrificing for their careers. In some cases, these employees are workaholics, and they often expect the same behaviors from younger colleagues (who have different values). Managers from this generation may view younger employees as lazy or unappreciative of their jobs, due to differences in generational attitudes.
d. Matures (born prior to 1946)
Workers from this generation are sometimes referred to as Traditionalists. They value loyalty, conformity and respect for authority. To younger workers, this generation often seems resistant to change and unwilling to embrace new ideas and technology. However, with many decades in the workforce, these employees make excellent mentors and teachers for younger workers.
Discussion 1 (worth 20 points):
Part A (10 points)
In the Discussion 1 forum, answer one of the following questions. For full credit (10 points), your answer must be at least 150 words long. For half credit (5 points), your answer must be at least 75 words long.
1. After reading "Understanding Life Stages" beginning on page 6 of your textbook, have you encountered a work-related situation in which different generations of workers showed different attitudes or expectations? Describe the situation and your reaction to it.
2. After reading "I Maintain a Positive Outlook" beginning on page 22 of your textbook, have you encountered an example of the self-fulfilling prophecy? Describe the situation and your reaction to it.
3. After reading "I Learn from Role Models" beginning on page 33 of your textbook, have you (or someone else) succeeded at work or school by learning from a role model? Describe the situation and your reaction to it.
Part B (10 points)
In the Discussion 1 forum, respond to the "Part A" post of a classmate. Your response may further explain his/her post, or it may provide supporting information from the textbook or a website (not Wikipedia). For full credit (10 points), your answer must be at least 150 words long. For half credit (5 points), your answer must be at least 75 words long. You are always welcome to post supportive comments for your classmates, but short answers (less than 75 words) will not count for credit.
Grading Criteria
Plagiarism:
 |
 |
 |