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© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself - slide2 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
Influences
• Value – a fundamental belief or practice about what is desirable, worthwhile, and important to an individual.
• Goal – the end result of something a person intends to acquire, do, reach, or accomplish sometime in the near or distant future.
• Need – something thought to be a necessity
• Want – something unnecessary but desired
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 3 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
Human Capital
• Hard Skills are: specific, teachable abilities (technical/performance skills)
• Examples:– Math– Chemical Interactions– Computer Applications
Knowledge
Skills acquired through a process of self-investment (education and on-the-job training) • Soft Skills are
how a person relates to others (people skills)
• Examples– communication– problem solving, – cooperation
• How Can You increase Your Human Capital Right Now?– Summer jobs– Volunteer– Extra-curricular activities– Education/Training
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 4 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
Education vs. Income
Higher Education = Higher Estimated Lifetime Earnings
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 5 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
Education vs. Income Activity
• Stand up with your colored square
“Everyone standing represents the people who started high school. This activity will
show the different paths people can choose during their lifetime and the
different results.”
• Based upon 2007 US Bureau of Labor Statistics Data
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 6 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
Orange
• If you are holding an orange card please sit.
• These 3 people represent 15.2% of the U.S. population who did not graduate from high school or earn a GED. On average, they earn $33,913 per year, the lowest wages of all workers
• Congratulations! Everyone remaining finished high school.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 7 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
Red
• If you are holding a red card please sit. • These 4 people represent 25.2% of the
U.S. population who graduated from high school or earned a GED. On average, in the United States, they earn $46,938 per year.
• Congratulations! The remaining decided to further their education.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 8 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
Green
• If you are holding a green card please sit. • These 4 people represent 21.8% of the
U.S. population who dropped out of college without finishing a degree. On average, in the United States, they earn $54,881 per year.
• Congratulations! The remaining finished some kind of post-secondary education.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 9 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
Yellow
• If you are holding a yellow card please sit. • These 2 people represent 8.9% of the U.S.
population who received their associate degree. On average, in the United States, they earn $64,537 per year. Jobs requiring an associates degree are expected to grow 32% between 2000-2010. These people are prepared for this significant change in the job market.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 10 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
Blue
• If you are holding a blue card please sit. • These 3 people represent 18.7% of the
U.S. population who received their bachelor's degree. On average, in the United States, they will earn $88,948 per year, which is more than twice what a high school graduate earns.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 11 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
Purple
• If you are holding a purple card please sit. • These 2 people represent 10.2% of the
U.S. population who have completed their graduate or professional degree. On average, in the United States, they earn $115,179 per year.
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 12 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
Education Pays. . . .
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself - slide13 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
Traits of successful workers – Communication Skills– Self Confidence– Flexibility– Energy– Intelligence– Responsibility
1.1.2.G1
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 15Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
STEPS IN Making an informed
Career Decision 1. Includes a self evaluation of
interests
2. Select personal career goals− Goals are the end result of something a
person intends to acquire, achieve, do, reach, or accomplish sometime in the near or distant future• Short-term goals are accomplished within
one year • Long-term goals are accomplished in more
then one year
3. Research a career pathway
4. Choose a career pathway
1.1.2.G1
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 16Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
Career vs. Job
• What is the difference between a job and
a career?
• Job−An employment position obtained mainly to
earn money −Example: Gas Station Attendant
• Career−A commitment to a profession which requires
continued training and offers a clear path for occupational growth
−Example: Educator
1.1.2.G1
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 17Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
Job Opportunities
• Pick a career path with job
opportunities in the future
• Three main factors influencing
future job opportunities1. Population2. Labor force3. Demand for goods and services
1.1.2.G1
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 18Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
Factors Affecting job opportunities
• Population − Age mix affects job types available
• Size of the labor force − Many people of working age makes it
harder to get a job
• Demand for goods and services − If the demand for your prospective
industry is high, it will be easier to get a job
1.1.2.G1
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 19Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
Internet Resources• Career Information
−www.indianacareerexplorer.org−www.bls.gov
• For hundreds of different jobs these sites
tell you: −The training and education needed−Earnings −Expected job prospects−What workers do on the job −Working conditions
1.1.2.G1
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 20Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
Education trainingProfessional
degrees
• Vary depending on the profession
Doctorate degrees
• 4-6 years beyond undergraduate degrees in college
Master
s degree
• 2 years beyond undergraduate degrees in college
Bachelors degree
• 4 years beyond high school
Associates
degree
• 2 years beyond high school
1.1.2.G1On-the-job training occupations with
the fastest growth &the % of growth
Home health aides
Personal & hoome care aides
Physical therapist aides
Dental assistants
Medical assistants
Self-enrichment education teachers
Compliance officers
Skin care specialists
0% 10% 20% 30% 40% 50%
1.1.2.G1Associate Degree occupations with
the fastest growth &the % of Growth
31% 32% 33% 34% 35% 36%
DentalHygienists
Veterinarytechnologists& technicians
Physicaltherapist
assistants
1.1.2.G1
Bachelor’s Degree occupations with the fastest growth & the % of Growth
0% 20% 40% 60% 80%
Biomedicalengineers
Networksystems & datacommunications
Financialexaminers
Athletic trainers
Computersoftware
engineers,
1.1.2.G1
Beyond Bachelor’s Degree occupations with the fastest growth & the % of Growth
0% 10% 20% 30% 40%
Medicalscientists
Physicianassistants
Biochemists &biophysicists
Veterinarians
1.1.2.G1
Occupations projected to Grow Fastest, 2008-2018
•Why are healthcare positions growing
so fast?
These combined jobs will add more
than 1.3 million new jobs
Source: Bureau of Labor Statistics Occupational Handbook – Tomorrow’s Jobs December 2005
1.1.2.G1
• Aging baby-boomer generation
(1946-early 60’s)
• Home care as alternative to costly
hospitalization or residential
facilities
Fact: Half of the fastest growing occupations are related to
healthcare
1.1.2.G1
• Organizations continue to upgrade
with applications and speed
• Reliance on wireless networks
Fact: Two of the fastest growing occupations are
related to technology
1.1.2.G1Occupations with the fastest decline %
projected 2008-2018
Textile workers
Order/File clerks
Shoe machine operators
Machine operators
Semiconductor processors
Postal service sorting, etc.
Wellhead pumpers
Derrick operators
Photographic processors
Desktop publishers
-35% -30% -25% -20% -15% -10% -5% 0%
1.1.2.G1
Fact
Among the 20 fastest declining
occupations, only 2 of them have
any postsecondary education!
1.1.2.G1
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 41Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
Researching a Career
• Questions that you should ask:−Are there opportunities for
advancement?−What are the educational
requirements?−Does it pay enough?−What are the working conditions?−Will there be a need for this work in
the future?
1.1.2.G1
So. . . . How Are You Going To Pay For The Education You Need?
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 42Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
• Most Important thing you can do:−Complete the FAFSA (free application
for federal student aid)
• Why is the FAFSA so important?−Many scholarships/grants are based
upon financial need.
1.1.2.G1
So. . . . How Are You Going To Pay For The Education You Need?• Scholarship
s−Athletic−Theatrical−Academic
• Paid Back?−NO
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 43Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
• Grants−Federal
(Pell)−College−Minority
• Paid Back?−NO
1.1.2.G1
• Subsidized Student
Loans
• Paid Back?−Yes−No Interest
charged while in college (government pays this)
−Begin paying upon college completion
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 44Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
So. . . . How Are You Going To Pay For The Education You Need?
• Unsubsidized Student
Loans
• Paid Back?−Yes−Interest charged
when loan begins−Can elect to pay
interest fees while still in school
−If wait to pay, interest accrued be added to loan amount so paying interest on interest