Career Exploration Lesson Plan 2.3 - Personal Financestudypersonalfinance.weebly.com/uploads/1/1/5/1/11519829/...Classroom Active Learning Tool 3.0.52 Technology Integration Options

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© Take Charge Today – August 2013 – Career Exploration Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona

RECOMMENDED GRADE

LEVELS AVERAGE TIME TO COMPLETE

EACH LESSON PLAN IS DESIGNED AND CONTINUALLY

EVALUATED “BY EDUCATORS, FOR EDUCATORS.” THANK YOU

TO THE FOLLOWING EDUCATORS FOR DEVELOPING

COMPONENTS OF THIS LESSON PLAN.

10‐12

Anticipatory Set & Facilitation:

90 minutes

Conclusion/Assessment Options:

30‐75 minutes

Time does not include the vocabulary activity or potential modifications.

None available

NATIONAL STANDARDS LESSON PLAN OBJECTIVES

The curriculum is aligned to the following national standards: National Standards for Financial Literacy American Association of Family and Consumer

Sciences Council for Economic Education National Business Education National Jump$tart Coalition Common Core English Language Arts

Upon completion of this lesson, participants will be able to: Prioritize potential occupations based upon results of

a career assessment Research potential occupations Assess if the characteristics of an occupation will

support high well‐being Assess higher education preparation needs Develop a short‐term career goal and a long‐term

career goal

MATERIALS

MATERIALS PROVIDED IN THIS LESSON PLAN

MATERIALS SPECIFIC TO THIS LESSON PLAN

BUT AVAILABLE AS A SEPARATE DOWNLOAD MATERIALS TO ACQUIRE SEPARATELY

DEPENDING ON OPTIONS TAUGHT

Introduction to Occupations 2.3.2.A1

Occupation Characteristics 2.3.2.A2

Occupation Research 2.3.2.A3

Self‐Reflection 2.3.2.A4

Group Sharing 2.3.2.A5

Occupation Research Presentations 2.3.2.B1

Occupation Perceptions Educator Support 2.3.1.E1

Career Exploration Information Sheet 2.3.2.F1

Occupation Perceptions 2.3.2.H1

Career Explorations Note Taking Guide 2.3.2.L1

Earning Unit Multiple Choice Test Bank and Answer Key 2.3.0.M1 & C1

Internet access

CAREER EXPLORATION Advanced Level

www.takechargetoday.arizona.edu

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RESOURCES EXTERNAL RESOURCES

External resources referenced in this lesson plan: Bureau of Labor Statistic’s Occupational Outlook Handbook: www.bls.gov/ooh

My Next Move: www.mynextmove.org

Ice Road Truckers: www.history.com/shows/ice‐road‐truckers Deadliest Catch: www.dsc.discovery.com/tv/deadliest‐catch Alaska: The Last Frontier: www.dsc.discovery.com/tv‐shows/alaska‐the‐last‐frontier Swamp People: www.history.com/shows/swamp‐people

TAKE CHARGE TODAY RESOURCES

Similar lesson plan at a different level: What Does Your Future Hold? 1.3.2

Optional lesson plan resources: Vocabulary Reinforcement Activities Active Learning

Tool 3.0.36

Tablet Applications for the Personal Finance Classroom Active Learning Tool 3.0.52

Technology Integration Options Active Learning Tool 3.0.50

The Bee Movie Active Learning Tool 3.0.39

CONTENT EDUCATOR MATERIALS PARTICIPANT READING

Materials to support educators when preparing to teach this lesson plan are available on the Take Charge Today website.

Career Exploration Information Sheet 2.3.2.F1

OPTIONAL ADVANCE INSTRUCTIONThis lesson is designed to be taught as a stand‐alone lesson. However, background content knowledge from the

following lesson plans is directly related to this lesson and may be helpful for participants.

Invest in Yourself Lesson Plan 2.3.1

LESSON FACILITATION

PREPARE

Visual indicators to help prepare the lesson INSTRUCT

Instructions to conduct the lesson facilitation CUSTOMIZE

Potential modifications to lesson facilitation

VOCABULARY ACTIVITY

There is no new vocabulary for this lesson. For a comprehensive list of all vocabulary in the Earning Unit and reinforcement activities go to Vocabulary Reinforcement Activities Active Learning Tool 3.0.36

ANTICIPATORY SET

Occupation Perceptions Approximate time: 15 minutes Materials to prepare: Occupation Perceptions 2.3.2.H1 per participant Occupation Perceptions Educator Support 2.3.2.E1

https://takechargetoday.arizona.edu/lessonplans/what-does-your-future-hold

http://takechargetoday.arizona.edu/lessonplans/vocabulary-reinforcement-activities

http://takechargetoday.arizona.edu/lessonplans/tablet-applications-personal-finance-classroom

http://takechargetoday.arizona.edu/lessonplans/technology-integration-options

http://takechargetoday.arizona.edu/lessonplans/bee-movie

https://takechargetoday.arizona.edu/lessonplans/invest-yourself

http://takechargetoday.arizona.edu/lessonplans/vocabulary-reinforcement-activities

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1. Pass out an Occupation Perceptions 2.3.2.H1 to each participant. 2. Conduct charades.

a. Ask for four volunteers to be the actors. Provide each actor with an occupation. Examples include:

i. Accountant ii. Plumber iii. Lawyer iv. Automotive mechanic

b. Explain that charades is an activity in which players guess a word or phrase from silent clues being acted out by a person. Explain that the actors will be giving silent clues about characteristics of different occupations. The job of the audience is to guess the occupation described by the actor.

3. Once each occupation has been correctly guessed have participants complete the following on Occupation Perceptions 2.3.2.H1.

a. Record the occupation. b. In the first column record the characteristics of the occupation the

actor used during charades. c. In the first column, also record characteristics they think of regarding

the occupation. i. For example, with the occupation accountant, participants

might record: 1. Sitting at a desk all day 2. Not personable 3. Writing very small with a pencil 4. Must be good with numbers 5. Wearing a suit/tie or dress/high heels

4. Repeat until all four occupations have been completed. 5. Use the Occupation Perceptions Educator Support 2.3.2.E1 to give participants

answers about the occupation in the profile section of their Occupation Perceptions 2.3.2.H1 worksheet.

6. Discuss the participants’ findings. a. If additional information is needed, the Occupation Perceptions

Educator Support 2.3.2.E1 is provided with additional “perceptions” for each occupation to use as discussion starters as well as “did you know” information regarding each occupation, to stress the importance of researching occupations.

b. Did they learn anything new about the occupation that contradicted their initial perceptions?

7. Discuss the value of research. a. Individuals may have perceptions about occupations that aren’t

always correct. It is important to conduct research regarding an occupation before pursuing or dismissing the potential of an occupation.

RECOMMENDED FACILITATION

Career Exploration Approximate time: 75 minutes

Skip charades and instead state the occupation. Ask participants to record what they think of when they hear that occupation in the first column of Occupation Perceptions 2.3.2.H1.

Conduct Pictionary instead of charades by having participants draw the occupation.

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Part 1: 15 minutes, Part 2: 45 minutes, Part 3: 15 minutes Materials to prepare: Part 1: Career Exploration 2.3.2.F1 information sheet per participant Career Exploration Note Taking Guide 2.3.2.L1 per participant Part 2: Identify a Career Assessment Tool (such as one offered by your school or My

Next Move) Introduction to Occupations 2.3.2.A1 per participant Access to the Bureau of Labor Statistics Occupational Outlook Handbook Part 3: Occupation Characteristics 2.3.2.A2 per participant Because this is a project‐based lesson plan with a participant‐led facilitation, a PowerPoint Presentation is not available. Part 1: Career Exploration Note Taking Guide 1. Provide each participant with a Career Exploration 2.3.2.F1 information sheet

and a Career Exploration Note Taking Guide 2.3.2.L1. 2. Instruct participants to complete the Career Exploration Note Taking Guide

2.3.2.L1 while reading the Career Exploration 2.3.2.F1 information sheet. 3. Once everyone has completed their Career Exploration Note Taking Guide

2.3.2.L1, divide participants into groups of 2‐3. 4. Have participants discuss the career exploration process by comparing what

they felt was important about each section of the text and how it applies to them individually.

Part 2: Introduction to Occupations 5. Display the quote “Choose a job you’ll love and you will never have to work a

day in your life – Confucius.” 6. Ask participants to share what this means to them.

a. When an individual carefully identifies potential occupations by completing a career assessment they are learning about how their skills, abilities, interests, values, and/or other traits may fit with those occupations

7. Have participants complete a career assessment (a tool that suggests careers that match an individual’s interests and training) available in your educational environment.

a. An example of a free online tool is My Next Move (created for the U.S. Department of Labor).

8. Have participants record their potential occupations and characteristics of each occupation on the Introduction to Occupations 2.3.2.A1.

a. If the career assessment used did not include occupation characteristics in the results, have participants use the Occupational Outlook Handbook on the Bureau of Labor Statistics website, or another valid source.

Part 3: Occupation Characteristics 9. Explain that each occupation has different characteristics and determining if

If time is limited, skip Introduction to Occupations 2.3.2.A1 and have participants choose one occupation from their career assessment to research in the lesson conclusion.

Skip the career assessment if participants know what occupations interest them.

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an occupation is a good fit for an individual is dependent on their values. For example, one person may desire a flexible schedule and another may care more about the amount of training required. Therefore, it is important to rank each aspect of an occupation to determine what is most important.

a. Optional: Illustrate this point by showing a video clip from one of the following television shows:

i. Ice Road Truckers on the History channel ii. Deadliest Catch on the Discovery channel iii. Alaska: The Last Frontier on the Discovery channel iv. Swamp People on the History channel

b. While watching the episode, have participants write characteristics of the occupation and if they are positive or negative for the individuals in the episode on a blank sheet of paper.

i. Characteristics may include: 1. Amount of training required 2. Employment availability (today and in the future) 3. Duties 4. Schedule 5. Work environment 6. Wages 7. Opportunities for advancement 8. Occupation flexibility (to be qualified for similar

occupations) ii. If the episode features multiple individuals, assign each

participant to a different individual to compare the impact of occupation characteristics.

c. Discuss the episode. Discussion points may include: i. What are characteristics of the occupation? ii. Do you feel these features are positive or negative for the

individuals in the episode? iii. Would the same features be a positive or negative for you? iv. How do you believe the occupation impacted the individual’s

overall well‐being? 10. Provide each participant with Occupation Characteristics 2.3.2.A2, and have

them complete the “before” column by ranking what aspects of an occupation are the most important to them.

11. Have participants set their Occupation Characteristics 2.3.2.A2 aside to refer to again in the conclusion

CONCLUSION There are two conclusion options provided for this lesson. 1. Option 1: Part 4: Occupation Research 2. Option 2: The Bee Movie

Option 1: Part 4: Occupation Research Approximate time: 30 minutes Materials to prepare: 1 Occupation Research 2.3.2.A3 per participant Access to the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook

per participant

Use a tablet or smartphone application to complete the pro and con list. Refer to the Tablet Applications for the Personal Finance Classroom Active Learning Tool 3.0.52 guide for examples.

http://takechargetoday.arizona.edu/lessonplans/tablet-applications-personal-finance-classroom

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o If Internet access isn’t available, provide each participant with printed profiles of their occupation. A printer‐friendly version of each occupation profile is available on the (BLS) website.

1. Explain to participants that they will be conducting in‐depth research about one occupation.

2. Provide each participant with one Occupation Research 2.3.2.A3 to complete using information from the Occupational Outlook Handbook.

3. When the research is complete, have participants refer to their Occupation Characteristics 2.3.2.A2 and complete the after column to reevaluate their rankings.

a. Ask participants if their rankings changed after they conducted occupation research.

b. Instruct participants to answer the reflection question at the bottom of the Occupation Characteristics 2.3.2.A2.

Option 2: The Bee Movie Approximate time: 150 minutes Materials to prepare: 1 The Bee Movie Active Learning Tool 3.0.39 1. Refer to The Bee Movie Active Learning Tool 3.0.39 for instructions and

materials. a. By identifying with a young worker bee, participants recognize the

advantages and disadvantages of career choices as well as analyzing their personal values and evaluating the impact a career has on family and friends.

ASSESSMENT OPTIONS There are three assessment options provided for this lesson. 1. Option 1: Self‐Reflection 2. Option 2: Group Sharing 3. Option 3: Class Presentations

Option 1: Self‐Reflection Approximate time: 20 minutes Materials to prepare: 1 Self‐Reflection 2.3.2.A4 per participant 1. Have each participant complete the Self‐Reflection 2.3.2.A4 to reflect on the

research compiled in the Occupation Research 2.3.2.A3.

Option 2: Group Sharing Approximate time: 30 minutes Materials to prepare: 1 Group Sharing 2.3.2.A5 per participant 1. Divide participants into groups of 2‐5.

a. Consider grouping participants by similar industries to explore different occupations within an industry, or group them randomly to

Have participants develop questions and interview a person in their chosen occupation.



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learn about a variety of occupations. 2. Provide each participant with a Group Sharing 2.3.2.A5. 3. Have each participant review their Occupation Research 2.3.2.A3 and

complete the first section of the Group Sharing 2.3.2.A5 by identifying what characteristics of their occupation would share with their peers.

4. In small groups, have participants take turns sharing. During the discussion, participants should complete the second section of the Group Sharing 2.3.2.A5 to record key points from each group member.

5. Once group sharing is complete, have participants individually complete the third section of the Group Sharing 2.3.2.A5 to reflect on what they learned.

Option 3: Class Presentations Approximate time: 30 minutes to prepare materials and 3‐5 minutes per participant for presentations Materials to prepare: 1 Occupation Research Presentation 2.3.2.B1 per person Optional: Technology Integration Options Active Learning Tool 3.0.50 1. Have participants create a presentation to share their Occupation Research

2.3.2.A3 findings. 2. The presentation must include a visual display of the content, which may be

created in a variety of formats including: a. PowerPoint b. Technology Integration Options Active Learning Tool 3.0.50 has

several web 2.0 tools. Reference presentations, posters/collages or videos.

c. Poster d. Brochure

3. Provide each participant with an Occupation Research Presentation 2.3.2.B1 rubric for list of requirements to prepare their presentation.

4. Individuals will have 3‐5 minutes to present their occupation to their peers. a. Depending on available time and class size, this may be done as a

small group presentation or posted on a social network site such as Edmodo.

Enhance participation by giving each participant the Group Sharing 2.3.2.A5 to take notes during the presentations.



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Occupation Perceptions

Occupation:

Brainstorm Profile

What are characteristics of this occupation?

What are the primary duties of this occupation? What is the work schedule like for the majority of people in this occupation? What type of formal training (if any) is required for this occupation? What is the median annual wage for this occupation?

Occupation:

Brainstorm Profile



2.3.2.H1

2.3.2.H1

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Occupation:

Brainstorm Profile



Occupation:

Brainstorm Profile



2.3.2.H1

2.3.2.H1

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Occupation Perceptions Educator Support

Occupation Potential Perceptions Did you know?Source: Bureau of Labor Statistics, U.S. Department of

Labor, Occupational Outlook Handbook, 2012‐13 Edition

Profile Answers

Accountant Not personable “In addition to examining and preparing financial documentation, accountants and auditors must explain their findings. This includes face‐to‐face meetings with organization managers and individual clients, and preparing written reports.”

Primary Duties: Examine financial records.Ensure organization runs efficiently. Work Schedule: Full time (1 in 5 work more than 40+ hours) Training: Bachelors Median annual wage: $61,690

Work long hours “In 2010, one in five worked more than 40 hours per week. Longer hours are typical at certain times of the year, such as at the end of the budget year or during tax season.”

Plumbers Don’t make much money “The median annual wage of plumbers, pipefitters, and steamfitters was $46,660 in May 2010.”

Primary Duties: Install and repair pipes.Work Schedule: Most work full time including nights and weekends. Training: Apprenticeship Median annual wage: $46,660

Don’t require any formal training

“Most plumbers, pipefitters, and steamfitters learn on the job through an apprenticeship. Some start out by attending a technical school. Most states and localities require plumbers to have a license.”

Lawyer All lawyers make a lot of money

“Salaries of experienced lawyers vary widely according to the type, size, and location of their employer. Lawyers who own their own practices usually earn less than those who are partners in law firms.” Lowest 10% earned less than $54,130 and the top 10% earned more than $166,400.

Primary Duties: Advise and represent individuals Work Schedule: Full time and long hours Training: Doctorate or Professional Degree Median annual wage: $112,700

All lawyers work really long hours

“The majority of lawyers work full time, and many work long hours. Lawyers who are in private practice or those who work in large firms often work long hours conducting research and preparing or reviewing documents.”

Automotive Mechanic

Mechanics only need to know how to operate a wrench

“Service technicians work on traditional mechanical components, such as engines, transmissions, belts, and hoses. However, they must also be familiar with a growing number of electronic systems. Braking, transmission, and steering systems, for example, are controlled primarily by computers and electronic components.”

Primary Duties: Perform maintenance and repairs on automobiles Work Schedule: Full time with some overtime and/or weekend Training: Apprenticeship but education at vo‐tech is highly valued Median annual wage: $53,220 All mechanics work a typical

8‐5 schedule “Most service technicians work full time, and many work evenings or weekends. Overtime is common.”

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Part One: Career Exploration Note Taking Guide

Total Points Earned

Name

Total Points Possible

Date

Percentage

Class

Directions: Complete while reading the Career Exploration information sheet 2.3.2.F1. Step One: Learn More About Yourself

Step Two: Research Identified Occupations

Step Three: Evaluate Research

Two things I need to remember (key points from the reading)

Two examples of how this applies to my career exploration

(personal connections or any questions)







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Part Two: Introduction to Occupations Total Points Earned

Name

15 Total Points Possible

Date

Percentage

Class

Directions: Select three occupations and for each occupation use a valid resource to find the answers to the questions below.

Occupation What is a summary of duties? Do you believe your well‐being would be

positively impacted? Why or why not.

What is the median

annual wage?

What continuing

education/training is

required?

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Part Three: Occupation Characteristics

Total Points Earned

Name


Date

Percentage

Class

Directions: Rank the following aspects of an occupation 1‐10 to determine what factor is the most important (1) and least important (10) to you. If an occupation feature is not listed, add it to the other section. Complete the “Before” column first and the “After” column when indicated by your instructor.

Before After

Positively contributes to your well‐being

Amount or type of formal training required

Employment availability (today and in the future)

Job duties/tasks

Schedule

Work environment

Wage

Potential for advancement

Occupation flexibility (to be qualified for similar occupations)

Other:

Did your rankings change from the before to the after column? Provide at least one reason why your rankings did or did not change.

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Part Four: Occupation Research

Total Points Earned

Name


Date

Percentage

Class

Directions: Use the Bureau of Labor Statistics Occupational Outlook Handbook to research an occupation.

What are 5 typical duties of this occupation?

Occupation researched:

Occupation‐Specific Information

Describe the work environment.

What is the typical work schedule?

Experience and Formal Training Requirements

What is the minimum level of formal training required for an entry‐level position?

What type of informal training, licenses or certifications may be required for this occupation?

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What are the wages for this occupation?

What are three transferable skills ncessary for this

occupation?

Entry‐level Median Potential

What are three similar occupations you would

be interested in?

What additional skills or training would be required for each

occupation?

Current Job Availability, Future Outlook and Earnings

What is the outlook of this occupation today and in

the future?

What can an individual do to enhance their future

job prospects in this occupation?

Occupation Flexibility and Advancement

Well‐being

Describe how this occupation contributes to your well‐being?

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Self‐Reflection Total Points Earned

Name


Date

Percentage

Class

Directions: Reflect on your occupation research to determine if the occupation is the best fit for you.

1. What occupation did you research?

2. Does the occupation match your current interests and skills? Why or why not?

3. Do the characteristics of this occupation match your values, thus supporting your well‐being? Explain.

4. Do the entry, median and potential wages match your desired standard of living? Explain.

5. Are you willing to complete the formal and informal training required for this occupation today

and in the future? Explain.

6. Describe two ways your current responsibilities, activities and hobbies are helping to prepare you

for this occupation.

7. What additional information would you

like to know before pursuing this career?

8. What is one additional source of

information you could use to continue

your research?

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Group Sharing

Total Points Earned

Name


Date

Percentage

Class

Directions: Complete before the group sharing. What are the three most important things you learned about the occupation you researched that you would

like to share with your peers?

1.

2.

3.

Directions: Complete during the group sharing.

Presenter:

Three things I learned:

Occupation:

1.

2.

3.

Presenter:


Occupation:

1.

2.

3.

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Presenter:


Occupation:

1.

2.

3.

Presenter:


Occupation:

1.

2.

3.

Directions: Complete after the group sharing.

4. What occupation shared by your peers would you be interested in learning more about? Why?

5. What occupation shared by your peers is not a good fit for you? Why?

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Occupation Research Presentation

Total Points Earned

Name


Date

Percentage

Class

Directions: Create a 3‐5 minute presentation to inform your peers about the occupation researched on the

Occupation Research worksheet. The presentation must include a visual of the content.

Exemplary Satisfactory Unsatisfactory No Performance

Score

Content – Occupation Specific Information: Occupation title and 3 typical duties A characteristic of the work

environment Description of a typical work schedule

6‐5 4‐3 2‐1 0

Content – Experience and Training: Minimum formal or informal training

required Three transferable skills necessary

6‐5 4‐3 2‐1 0

Content – Job Availability, Future Outlook and Earnings: Entry, median and potential wages Current and future outlook

6‐5 4‐3 2‐1 0

Content – Occupation Flexibility and advancement: Two similar occupations and the skills

or training required for each

6‐5 4‐3 2‐1 0

Quality of Presentation Materials: Easy to understand Accurate (no errors in content or

grammar) Visually appealing

9‐7 6‐4 3‐1 0

Effectiveness of Presentation: Clearly prepared Thorough explanation of each

content component Speaks clearly with good posture and

eye contact Nicely dressed

6‐5 4‐3 2‐1 0

Total Points Earned Total Points Available 39

Percentage

2.3.2.F1

© Take Charge Today – August 2013 – Career Explora on – Page 1 Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Ins tute at The University of Arizona

Career Explora on

Advanced Level

Well‐being comes from feeling good about all areas of one’s life including the career you

choose. Finding a career that posi vely contributes to your well‐being is accomplished through

career explora on. Career explora on is a deliberate process that pairs personal interests and

abili es with desired educa on level and type of employment. Follow the steps below to begin

your career explora on process!

Step One: Learn More About Yourself

“Choose a job you’ll love and you will never have to work a day in your life. – Confucius.”

Step Two: Research Iden fied Occupa ons

Iden fying poten al occupa ons (a grouping of similar jobs) is a great place to start the career explora on process.

One way to iden fy poten al occupa ons is to complete a career assessment. From here you can begin researching

occupa ons that fit within your career expecta ons.

Career assessments are an essen al tool to successfully iden fy poten al occupa ons. A career assessment is a survey

that matches your skills, abili es, interests, values, and/or other traits to a list of poten al occupa ons. It can help you

iden fy what you’d like to do as well as the tasks at which you excel. Go ahead and take a career assessment…you

might be surprised at what you find out about yourself!

According to Career One Stop, it's important to consider the following when choosing a career assessment tool:

What does the career assessment measure?

Who developed it? Is it a trusted source?

Is it a proven tool? Has it been validated?

How can the results be used?

Will you have to pay any fees to take the

assessment or receive your results?

Once you have iden fied some poten al occupa ons, conduct career research using one or more of the following

resources.

The Bureau of Labor Sta s c’s Occupa onal Outlook Handbook is a comprehensive resource containing an

extensive list of occupa ons. Interview: Conduct interviews with people in the occupa on. Job Shadow: Spend a day on the job with people in the occupa on. Job Experience: Obtain an entry‐level posi on in a work environment you want to explore. This exposes you to

the work environment and employees.

2.3.2.F1

© Take Charge Today – August 2013 – Career Explora on – Page 2 Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Ins tute at The University of Arizona

Step Two: Research Iden fied Occupa ons Con nued

Use your research to answer these ini al ques ons.

Experience and Formal Training Requirements:

What formal training is required for this occupa on?

What can you do now to prepare for this occupa on?

Occupa on‐Specific Informa on:

What jobs are available for people in this occupa on?

What tasks would be completed in a typical day for some of the jobs in this occupa on?

What is a typical work schedule for the jobs in this occupa on?

Current Job Availability, Future Outlook and Earnings:

Currently, how many job openings are there for this occupa on?

Are job openings likely to increase or decrease in the future for this occupa on? What are the entry level, median, and poten al wages for jobs within this occupa on?

Occupa on Flexibility and Advancement:

Are the skills and training used in this occupa on transferable to other occupa ons?

Does this occupa on allow for advancement? Well‐Being:

How will this occupa on contribute to your well‐being?

Step Three: Evaluate Research

A er you have completed research on the occupa ons that interest you, evaluate the

findings of your research to determine if each is s ll a good fit for you. Ques ons to

consider include: Does the occupa on match your interest and skills?

Do characteris cs of this occupa on match your values thus suppor ng your well‐

being?

Do the entry, median and poten al wages match your desired standard of living?

Are you willing to complete the formal training required for this occupa on?

How does the occupa on rate based on other features that are important to you?

Everyone values different aspects of an occupa on. One person may desire a flexible

schedule and yet another may care more about the amount of training required to

enter an occupa on. Rank each aspect of an occupa on to determine what is most

important to you.

At this point in your career explora on, you’ve spent me learning more about yourself,

researching an occupa on you think might hold poten al for future employment and

ranking various characteris cs related to the occupa on. Now it’s me to ask yourself

this ques on, “Does this occupa on s ll interest me?” If not, begin researching other

occupa ons. Once you have discovered a poten al occupa on, create a plan to receive

the necessary educa on and develop the necessary transferable skills to become a

qualified candidate for that job. By using this approach you will increase your human

capital even if you decide on a different occupa on at a later date.

What are the two most

important

characteris cs for you

when choosing an

occupa on?

Documents

Career Exploration Lesson Plan 2.3 - Personal Financestudypersonalfinance.weebly.com/uploads/1/1/5/1/11519829/...Classroom Active Learning Tool 3.0.52 Technology Integration Options