JCU Career Development Program

Self-Understanding 2

Activity Book

This Program is adapted from the Career Development Program which was developed by Queensland University of Technology and is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 2.5 Australia License. © Queensland University of Technology, 2009CRICOS Provider Code 00117. Updated by JCU Careers and Employment, January 2018. All care has been taken to ensure information is correct at time of printing.

Activity ONE – Part A

Take a moment to reflect on what you value in life by answering one or more of the following:

VALUES YOUR ANSWERS

What is important to me?

What do I believe in?

If it were up to me – what would I like to change/start/stop in the world?

What issues do I find myself reading about or having heated discussions about?

What objects/materials have significance for me?

What do I want to be remembered for?

What characteristics do I admire?

Activity ONE - Part B

Circle up to five of your top values choosing from the life values listed below.

(Based on the Article “39 Core Values-and How to Live by Them” in Psychology Today, Retrieved 11 February 2018 https://www.psychologytoday.com/au/blog/click-here-happiness/201807/39-core-values-and-how-live-them)

Authenticity Adventure Balance

Bravery Compassion Challenge

Citizenship Community Creativity

Curiosity Determination Fairness

Freedom Friendships Fun

Generosity Growth Honesty

Influence Justice Kindness

Knowledge Leadership Learning

Love Loyalty Openness

Optimism Recognition Respect

Responsibility Security Self-Respect

Social Connection Spirituality Stability

Status Wealth Wisdom

Activity ONE – Part C

For each of the values you circled, write down at least 3 actions that would express the values in your life.

Value Action 1 Action 2 Action 3

Activity ONE – Part D

Would you like to relate any of the actions you wrote about in Activity 2 – Part C to your future career planning? How?

Activity ONE – Part E

Reflect on the six work values described below.

Achievement Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.

Independence Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.

Recognition Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status.

Relationships Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.

Support Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.

Working Conditions Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.

O*Net Online, The Work Values: Retrieved 11 February 2019, https://www.onetonline.org/find/descriptor/browse/Work_Values/)

I would like to seek careers that will be in line with my top three workplace values. These values are:

Value

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Activity TWO – Part A

To help you determine your career interest areas, read each of the six areas of career interest below and rate on a scale of 1 to 10 (1 being ‘not at all like me’ and 10 being ‘exactly like me’) how much each of the following characteristics describe you.

Realistic (like working with material things and prefer outdoor activities)Asocial, conforming, frank, genuine, hard headed, materialistic, natural, persistent, practical, self-effacing, inflexible, thrifty

Not at all like me 1 2 3 4 5 6 7 8 9 10 Exactly like me

Investigative (enjoy working with abstract problems)Analytical, cautious, critical, complex, curious, independent, intellectual, introspective, precise, rational, reserved, unassuming

Not at all like me 1 2 3 4 5 6 7 8 9 10 Exactly like me

Artistic (enjoy self expression, being creative and original, individualistic)Complicated, emotional, expressive, idealistic, imaginative, impractical, impulsive, independent, introspective, intuitive, nonconforming, sensitive, open

Not at all like me 1 2 3 4 5 6 7 8 9 10 Exactly like me

Social (like working cooperatively and helping others)Cooperative, patient, friendly, generous, helpful, idealistic, empathic, kind, persuasive, sociable, tactful, understanding, warm

Not at all like me 1 2 3 4 5 6 7 8 9 10 Exactly like me

Enterprising (like leading, controlling or persuading others)Adventurous, agreeable, ambitious, domineering, energetic, extroverted, exhibitionistic, excitement-seeking, optimistic, self-confident, sociable, talkative

Not at all like me 1 2 3 4 5 6 7 8 9 10 Exactly like me

Conventional (like structure and want to know what they have to do)Careful, conforming, conscientious, dependable, efficient, inflexible, inhibited, methodical, obedient, orderly, persistent, practical, thrifty.

Not at all like me 1 2 3 4 5 6 7 8 9 10 Exactly like me

Activity TWO - Part B

Write down your top THREE career interest areas and give an example on why this interest area strongly describes you.

INTEREST AREA REASON OR AN ILLUSTRATION ON WHY THIS IS STRONG FOR YOU

e.g. Social Enjoy teaching younger children, organising events and helping my friends with their problems.

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Activity TWO - Part C

Now that you have identified which are your top three career interest areas, you can explore the typical work activities and work environments which relate to each one.

Within the top THREE career interest areas you have chosen only, indicate with an asterisk (*) the ones of particular relevance to YOU.

REALISTICWork Activities:

Doing a job that produces tangible results Operating or designing heavy equipment or machinery Using tools that require fine motor coordination and manual dexterity Doing physical labour Fixing, repairing, building Spending time outdoors

Working Environments: Where you work on your own with minimal interaction with other people Structured organisations with clear lines of authority Outdoors or in agriculture industries Manufacturing or industrial firms Construction Mining and energy Transportation Engineering and technical firms

INVESTIGATIVEWork Activities

Solving problems that require thinking Doing scientific or laboratory work Conducting research and analysis Working with data Investigating physical, biological or cultural phenomena Developing theory and abstract concepts

Working Environments Where you work on your own with minimal interaction with other people Structure organisations with clear lines of authority Unstructured organisations which allow freedom in working styles Organisations which value achievement and results Research and design laboratories Government research laboratories Universities and colleges Medical research centres

ARTISTIC Work Activities

Creating and designing Composing and writing Performing and acting Playing a musical instrument Developing new ideas in music, art, drama Decorating

Working Environments Unstructured organisations that encourage self-expression Where you work on your own with minimal interaction with other people Organisations which value originality, intuition and nonconformity Artistic studios Theatres and concert halls Advertising, public relations, and interior decorating firms Educational institutions which teach artistic skills Museums and galleries

SOCIALWork Activities

Teaching and instructing Enlightening and guiding Helping and advising Selecting and training Solving problems Leading

Working Environments Where you work with other people and have friendly relationships with your co-workers Organisations which encourage cooperation, sociability, understanding and flexibility Educational institutions, schools, colleges, universities Social service organisations Religious institutions Human resources or personnel departments Medical practices and health-care facilities Recreation facilities

ENTERPRISINGWork Activities

Selling and persuading Developing and presenting political platforms Leading committees, groups or companies Initiating new ideas for making money and profit Speaking publicly by giving speeches or presentations Managing people and projects

Working Environments Where you work with other people, often competing with them or managing them Organisations which encourage assertiveness, self-confidence, taking initiative Industrial and manufacturing organisations Government and political organisations Executive offices Retail and wholesale firms Fund-raising organisations Small businesses

CONVENTIONALWork Activities

Typing and filing Operating business machines and computers Organising office procedures Keeping records and financial books Writing business reports and letters Answering telephones and taking messages

Work Environments Where you work with other people, often taking instructions or working alongside co-workers Structured organisations with clear lines of authority Large corporations Business office Financial institutions Accounting firms Quality-control and inspection departments Real estate offices

Look at the ones you have indicated with an asterisk (*) and list them into the table below

INTEREST AREAS WORK ACTIVITIES/WORKING ENVIRONMENTS

e.g. Social Helping and advisingSelecting and trainingHuman resources and personnel departments

Activity THREE

Consider all the special Professional or Technical skills you have developed either at University or during Work or any other situations. Make a listing of these below.

UNIVERSITY SITUATIONS WORK OR WORK RELATED SITUATIONS

(e.g. Capacity to do electrical design & fittings)

(e.g. Knowledge of child development)

From the two lists above, choose FIVE key skills or knowledge which are very important for you to stress when looking for a job or career and illustrate how you have used each one in a work situation.

WORK CONTENT SKILL/KNOWLEDGE ILLUSTRATION OF ITS USE

e.g. Knowledge of child development Part-time position in a day care centre allows for an understanding of child behaviour and how to use positive reinforcement

e.g. Capacity to do electrical design & fittings

Designed a digital circuit as a uni assignment and constructed it in the lab

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Activity FOUR - Part A

Below is a listing of Transferable Skills. Work through the list and mark with an asterisk (*) those in which you consider yourself to be competent.

TRANSFERABLE SKILL EXAMPLE COMPETENT (*)

Problem Solving (that contributes to productive outcomes)

Researching, gathering informationOrganising, synthesising informationAnalysing, evaluating, judging TroubleshootingIdentifying problems and solving them independently

Learning Grasping a concept and using the ideaUsing experience to create a conceptDealing and being open to a new situation, ideas and techniquesObservations, listening or readingContributing to the learning community at the workplace

Reliability Following instructions explicitlyCompleting projects, assignmentsImprovise to complete task betterCompletion of difficult tasks

Communication-written

Writing clear, concise papers or reportsProof reading or editingUsing words creativelyReaching people through written word

Communication- oral Listening and understandingPresenting information with understandingTeaching skillsPublic speaking skillsSpeaking clearly and directlyAbility to use foreign language

Artistic/creative Designing skills, creating pleasing imageUsing imaginationApplying music knowledge to composePerforming dramaticallyUsing visual representations for ideas

Numeracy Calculating, manipulation of numbersFinancial record keepingFinancial analysis, such as budgetStatistical analysis

Human relationship Counselling, giving adviceDealing effectively with difficult peopleNegotiating and mediating Providing good service to a customerEmpathising

Leadership Taking the initiative or leadMotivating or inspiring othersManaging people or resourcesTaking risks, making decisions

Entrepreneurial Innovative, able to see opportunities Designing a new project or programTaking an idea and putting into actionRecognising usable ideas, conceptsBusiness knowledge and skills

Physical Assembling, working with toolsUsing hand skills to do demanding workApplying physical coordination or agilityUsing strategy in physical competition

Technology (that contributes to effective execution of tasks)

Having a range of basic IT skillsApplying IT as a management toolUsing IT to organise dataBeing willing to learn new IT skillsHaving the OHS (occupational health and safely) knowledge to apply technologyHaving the physical capacity to apply technology, e.g. manual dexterity

Other- please specify

Activity FOUR - Part B

Now review the list above and select from the ones you marked with an asterisk (*) the FIVE you think are the ones you will most want to use to market yourself to employers and give an illustration of where you developed or used this skill.

TRANSFERABLE SKILL/KNOWLEDGE EXAMPLE(S) OF WHERE DEVELOPED OR USED

e.g. Written clearly and concisely Completing an assignment in Ethics on …and receiving a Distinction for it.

e.g. Statistical analysis Use of SPSS software on a research project.

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Activity FIVE - Part A

Below is a listing of Personal Management Skills. Work through the list and mark with an asterisk (*) those in which you consider yourself to be competent.

PERSONAL MANAGEMENT SKILL

* PERSONAL MANAGEMENT SKILL * PERSONAL MANAGEMENT SKILL

*

Accurate Easygoing Perceptive

Active Empathetic Persistent

Adaptable Efficient Persuasive

Adventurous Energetic Practical

Aggressive Enterprising Precise

Ambitious Enthusiastic Productive

Analytical Expressive Quick

Appreciative Firm Quiet

Articulate Flexible Reasonable

Artistic Generous Reliable

Assertive Gentle Resourceful

Calm Helpful Responsible

Charitable Honest Self-reliant

Cheerful Humorous Sensitive

Competent Innovative Sociable

Competitive Independent Strong

Confident Intellectual Sympathetic

Conscientious Mature Tactful

Consistent Modest Thorough

Creative Observant Truthful

Decisive Open-minded Voluntary

Dependable Organised (add some of your own)

Disciplined Out-going

Dominant Patient

Activity FIVE - Part BNow review the list above and select from the ones you marked with an asterisk (*) the FIVE Personal-Management skills you think are the ones you will most want to use to market yourself to employers and give an illustration of where you developed or used this skill.

PERSONAL MANAGEMENT SKILL ILLUSTRATION OF DEVELOPMENT/USE

e.g. organisational Managing a full work load, a part time job (15 hrs/week) and volunteer work (2hrs/week)

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Activity SIX – Part A: Overall Self-Assessment of YOUR Skill Set It is important for you to be able to assess yourself accurately in terms of what you have to offer potential employers. This skills audit will help you identify which skills you are competent in as well as those you are interested in developing further. You can use this information to assist in job searches cover-letters, resumes and interviews.Instructions:

1. Read through each of the brief descriptions provided for the following list of skills and rate yourself in relation to how competent you think you are in this skill. Make some notes next to your rating about the reasons why you chose that rating. This will assist you in the proceeding activities.

2. Next indicate your interest level by placing a tick in the appropriate box as to whether you are ‘Very Interested’, ‘Moderately Interested’ or ‘Not Interested’ in this skill.

Skill Area Associated Skill Ranking (circle the appropriate ranking)Scale- 10 = high competency 1 = very low or no competency

Notes Interest Level

Very Interested

Moderately Interested

Not Interested

CommunicationListening, speaking, writing, understanding, presenting, reading editing, negotiating, interpersonal relations

Interpersonal SkillsAppropriately controlling and expressing feelings, creating a positive environment, working well with others (superiors, subordinates and peers), understanding their needs and reactions, seeking feedback and being able to negotiate effectively with diverse audiences.

1 2 3 4 5 6 7 8 9 10Low High

Listening and RespondingInvolves being attentive when others are speaking, responding effectively to others comments and being sensitive to nonverbal cues during a conversation, effectively developing rapport and using appropriate body language to make others comfortable (e.g. smiling, eye contact, open posture).

1 2 3 4 5 6 7 8 9 10Low High

Oral CommunicationThe ability to clearly and effectively present information and ideas verbally to others, either one-to-one or in groups, persuade/influence others, sell ideas, products or services, participate in group discussions and clarify information through questioning.

1 2 3 4 5 6 7 8 9 10Low High

Written Communication

Involves the clear and accurate transfer of formal or informal information, edit and proof read written materials, understand correct grammar and syntax.

1 2 3 4 5 6 7 8 9 10Low High

TeamworkContributing, cooperating, conflict resolution, supporting, allocating to strengths, achieving goals

TeamworkInvolves the ability to work co-operatively and productively in a team through contributing, co-operating, resolving conflict, sharing, allocating strengths and supporting others in order to achieve team goals.

1 2 3 4 5 6 7 8 9 10Low High

Problem Solving/Critical ThinkingIdentifying issues, gathering evidence, analysis, evaluating options, innovative, finding solutions

Problem SolvingConsists of identifying one’s own skills, values, interests and other personal attributes as well as apply theoretical concepts to practical solutions.

1 2 3 4 5 6 7 8 9 10Low High

Critical ThinkingInvolves the ability to analyse information, evaluate arguments, critique and reflect, express judgments and inferences, and propose solutions to problems as well as apply theoretical concepts to practical solutions.

1 2 3 4 5 6 7 8 9 10Low High

Ability to Conceptualise Involves the ability to gather and integrate relevant information from a number of sources and apply to new or broader contexts.

1 2 3 4 5 6 7 8 9 10Low High

Life Management/Life-long LearningInformation and computer literacy, self-assessment, adaptability, life management and balance, career direction

Information and Computer LiteracyInvolves the ability to effectively seek, understand, evaluate and use relevant information resources and technologies with confidence for study and daily tasks.

1 2 3 4 5 6 7 8 9 10Low High

Ability to Identify Personal Competencies Involves the ability to effectively self- reflect by identifying one’s skills, competencies and other personal attributes and use this knowledge to maximise effective work performances.

1 2 3 4 5 6 7 8 9 10Low High

Being Positive and ResilientInvolves pro-active behaviour where one self is motivated to function at an optimal level of performance, to function in stressful situations, maintain

1 2 3 4 5 6 7 8 9 10Low High

a positive attitude, and respond appropriately to constructive criticism. Working IndependentlyThe capacity to work independently and achieve desirable work outcomes with minimal supervision.

1 2 3 4 5 6 7 8 9 10Low High

Career and Life ManagementAn awareness of the ever-changing nature of work and be responsible for his/her own career and personal development and maintain a balanced lifestyle.

1 2 3 4 5 6 7 8 9 10Low High

Lifelong LearningInvolves the ability to gain knowledge from daily experiences, be up-to-date on new developments and have a strong orientation towards lifelong learning.

1 2 3 4 5 6 7 8 9 10Low High

Technical/Professional ResearchDiscipline specific skills and knowledge, research, report writing, science, use of technology

Technical/ProfessionalInvolves the knowledge, skills and abilities to deal with the technical/professional tasks required to operate effectively in the specialist field including the use of other technologies for study and research.

1 2 3 4 5 6 7 8 9 10Low High

Managing/OrganisingScheduling, project and time management, marshalling resources, making decisions, setting and achieving goals.

Time ManagementInvolves managing several tasks at once, set priorities/goals and determine action, allocate time efficiently in order to achieve goals.

1 2 3 4 5 6 7 8 9 10Low High

Decision MakingInvolves the ability to make timely decisions on the basis of a thorough assessment of the short and long-term consequences and the personal and ethical implications.

1 2 3 4 5 6 7 8 9 10Low High

Planning and OrganisationThe ability to develop plans and objectives, co-ordinate people, activities or tasks to be carried out toward meeting objectives, monitor progress, revise and implement, anticipate problems and troubleshoot, and follow through to ensure task completion.

1 2 3 4 5 6 7 8 9 10Low High

Understanding OrganisationsInvolves being able to understand and work in an organisational structure with its inbuilt dynamics and protocols.

1 2 3 4 5 6 7 8 9 10Low High

Social/Ethical Responsibility Respecting individual and cultural difference, citizenship, ethical behaviour for individuals and organisations.

Appreciation of DiversityThe capacity to appreciate different viewpoints and operate sensitively with people with diverse cultural backgrounds and perspectives.

1 2 3 4 5 6 7 8 9 10Low High

Commitment to Social JusticeInvolves advocating social justice and anti-discriminating practices.

1 2 3 4 5 6 7 8 9 10Low High

Standards and EthicsInvolves engaging in practices which are consistent with legal, ethical, professional and organisational standards, including recognising and offering proper solutions to ethical dilemmas, valuing and promoting truth, accuracy, honesty and accountability.

1 2 3 4 5 6 7 8 9 10Low High

Community Involvement Involves participating in intellectual, social, cultural and professional activities in the local and international community.

1 2 3 4 5 6 7 8 9 10Low High

LeadershipMotivating and persuading others, delegating, taking initiative, dealing with conflict, setting goals

Leadership and InfluenceInvolves the ability to communicate at all levels, to give direction and guidance, and to delegate work tasks in a manner which proves to be effective and motivates/inspires others to do their best, be a professional and personal role model for others and to develop and mentor talent.

1 2 3 4 5 6 7 8 9 10Low High

CoordinatingInvolves being able to coordinate the work of peers and subordinates and encourage positive group relations.

1 2 3 4 5 6 7 8 9 10Low High

Managing ConflictInvolves the ability to identify sources of conflict between oneself and others, or among other people and to take steps to overcome disharmony.

1 2 3 4 5 6 7 8 9 10Low High

Visioning and InnovationInvolves being able to vision the future of the organisation and to create innovative strategies and steps for it to be achieved, as well as provide solutions to complex problems.

1 2 3 4 5 6 7 8 9 10Low High

Creativity/DesignImagination, creativity and design in fields such as artistic, literacy, mechanical, strategic, social

Creativity and ChangeInvolves being able to visualise concepts, express ideas, adapt to situations of change, to initiate change, and to provide ‘novel’ solutions to problems.

1 2 3 4 5 6 7 8 9 10Low High

Initiative/EnterpriseRisk taking, trying new things, identifying and taking opportunities, starting a business

Risk-TakingInvolves taking responsible job-related risks by recognising alternative or different ways of constructively meeting objectives.

1 2 3 4 5 6 7 8 9 10Low High

Activity SIX - Part B

When you have rated yourself in all the skill areas, list the skills in which you are highly competent and have indicated you are very interested in.

This is where you should focus most of your work energies as what you can do and what you want to do are fully aligned.

Give an example describing where and how you used those skills. This can be very useful when it comes to interviews and networking.

High Competency & Very Interested Skill

Example

Eg. Time-Management I use Google Calendar and my iPhone to manage my full time university workload (exams, assignments, classes); a part-time job (15 hrs a week); and attending weekly soccer practice and games.

Activity SIX - Part C

Now list the skills that you rated at a low competency level (i.e. 4 or below) and have indicated you are very interested in.

These are the skills that indicate a developmental opportunity for you, where you can select which skills would be worth improving on based on current and future work trends.

Describe why you have a strong interest in this skill and how it can be beneficial for you in terms of your career.

Next give a description on the steps you need to take to improve this skill. Consider training opportunities such as formal study, voluntary work and short courses such as those on Lynda.com to further upgrade those skills you have a strong interest in. You can explore ideas for skill building experiences here: https://www.jcu.edu.au/careers-and-employment/students/job-search/volunteering

Low Competency & Very Interested Skill

Why do you have a strong interest for this skill?

How will this skill assist you with your career?

Steps you will take improve in this skill

Oral Communication I want to be a news reporter

This career requires me to talk! Interviews, public speaking, reporting the news etc

Practice in front of friends, family, mirror;

Take a public speaking seminar or short course;

Practice managing my nerves through relaxation techniques;

Use Big Interview to practice answering general questions.

Activity Six - Part D

Now we will take a look at those skills you found moderately interesting.

Write down those skills which you rated yourself highly competent (i.e. 7 or above) with a moderate interest level in the table below.

These skills can play a beneficial role in achieving career satisfaction for you.

You have indicated that you are highly competent in these skills and even though it isn’t a high interest, you have indicated some interested in these skills.

Consider ways on making these highly competent skills of yours more interesting.

Highly Competent & Moderately Interested Skill Describe why you are not strongly interested in this skill

E.g. Leadership and Influence It’s a skill I’m willing to use only sometimes if I’m interested in the project. Definitely not ALL the time.

Activity SIX - Part E

Similar to the skills you have rated yourself low in but have indicated a very strong interest; these skills also indicate a developmental opportunity for you, and a chance for you to expand your lists of interests.

You may only have a moderate interest level in a particular skill because you are not quite good at it. Improving your skill level may also increase your interest for that skill.

List the skills you rated yourself lowly (i.e. 5 or below) and have moderate interest in and describe whether you could use these skills to your advantage in relation to work (e.g. being highly competent in planning and management can get you employed as a manager).

Write ways you could improve your skill level as well as make this skill more interesting for you.

Low Competency & Moderate Interested Skill

How will this skill assist you with your career?

Steps you will take improve in this skill

How can you make this skill more interesting?

Information and Computer Literacy

As an aspiring accountant I need to be able to use certain software in standard and cloud formats, as well as use various online portals to keep up to date on relevant legislation.

Take a short course in Excel and Quickbooks on Lynda.com as well as “Help Desk Handbook for End Users” series to develop my IT troubleshooting skills.

Set weekly/monthly goals and reward myself when I meet them. For example, using Excel formulas to create a weekly budget spreadsheet that auto calculates my spending and saving.

Activity SIX - Part F

This section related to those skills you have indicated no interest in.

In the table (right) list the skills which you have rated yourself highly in (i.e. 7 or above) but find not interesting.

Although you are highly competent in these skills, you do not find any interest in using them.

This could lead to you becoming bored, unhappy or under-utilised in your career direction, if these skills form a major part of the jobs you undertake.

Next write down the skills you indicated to be low in competency and no interest.

These skills indicate no alignment between your skill level and your interests and you can become unmotivated, experience stress or feel burnt out in a particular role.

Therefore you should try to avoid using these skills in your job by carefully assessing the roles you apply for and ensuring the main component of the job is not made up with these skills.

Highly Competent & Not Interested Skill

Low Competent & Not Interested Skill