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The importance of choosing a career
The importance of choosing a career
Motivation for chosen career
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The Work-Meaning Connection
Several years ago, a Wall Street Journal/ABC News poll reported that nearly 50% of all those working in the United States would choose a new type of work if they had the chance (Warshaw 1998). Why do so many people feel dissatisfied with their work? The answer is complex and multifaceted. We live in an age where work has become "more personal than ever—when who you are is what you do—a deeper source of personal satisfaction than ever" (ibid., online, n.p.). Many are reexamining their careers in light of the growing realization that work should be more than a job. Instead of listening to internal signals, many individuals make choices about work and careers on the basis of external criteria such as income potential, status, and the opinions of others. Although they may achieve success in these careers, they may be unhappy and dissatisfied because their work is not aligned with who they are—their "core self" (Clark 1999-2000). Others may select careers based on their aptitudes-things they are good at doing—but just like external criteria these aptitudes may not reflect their "deep interests," that is, the things that really make them happy (Webber 1998).
According to Timothy Butler and James Waldroop, examining the terminology used to describe work can help unravel some of the questions about choosing work that is meaningful. Although the term "career" is used most frequently, the term "vocation" is more profound because it has to do with doing work that makes a difference and that has meaning. The Latin word vocare, which means "to call," is the root of the word vocation. A vocation is a calling that one has to listen for. It is not immediately recognizable and one has to be attuned to the messa...
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...bridge, UK: Cambridge University Press, 2000.
Plimmer, G.; Smith, M.; Duggan, M.; and Englert, P. "Career Adaptability, Well-Being, and Possible Selves." Career Planning and Adult Development Journal 15, no. 4 (Winter 1999-2000): 83-91.
Savickas, M. L. "Career Adaptability: An Integrative Construct for Life-Span, Life-Space Theory." Career Development Quarterly 45, no. 3 (March 1997): 247-259.
Savickas, M. L. "Renovating the Psychology of Careers for the Twenty-first Century." In The Future of Career, edited by A. Collin and R. A. Young. Cambridge, UK: Cambridge University Press, 2000.
Warshaw, M. "Get a Life." Fast Company no. 15 (June-July 1998): 138+. <http://www.fastcompany.com/online/15/getalife.html>
Webber, A. M. "Is Your Job Your Calling?" Fast Company no. 13 (February 1998): 108+. <http://www.fastcompany.com/online/13/hbrplus.html>
Throughout the story of The Adventures of Huckleberry Finn we see huge moral development that is pushed forward a good deal by the friendships that he makes along his journey. With his friendships with Tom Sawyer, Jim, and The Duke and King we see Huck really progress as a person. This is clearly shown with the events that take place with Huck recklessly throwing away lives to, going back to save a friend, all the way to completely change his philosophy on stealing from others. Overall with friendships we see Huck progress morally and become a better person because of it.
In order for one to truly appreciate Huck’s moral progress, one must first garner an understanding of Huck’s character as is introduced within the onset of the novel. It appears to be that Huck, although fairly pragmatic and disillusioned with - most of - the nonsensical schemes contrived by Tom Sawyer, is somewhat childish in that he is overly adventurous and apt to avoid the more serious aspects of life. For instance, while he is quite willing to partake in the creation of Sawyer’s gang of robbers, he ignores the Widow’s teachings about Moses because he, “didn’t take no stock in dead people.” (Twain, 2) However, it should be noted, as ...
Teachers who lack passion and desire to teach what they are given can translate and manifest its way to students as they also lose aspirations to come to school and learn only what will be on exams they are supposed to take to show that they are “learning.” Students come to school to learn things they did not know prior and with the acquisition of knowledge it can many a times create a drive for students to expand upon a particular subject, which can ultimately determine their careers and goals, but this whole process is shutdown with standardized tests, as many topics and subjects are limited to a few basic ones that put out the fire students are expected to have.
Choosing a vocation can be a daunting task. With the world ever-evolving, one may come across a new attractive career every year. In order to ensure optimal job satisfaction, it is vital to educate oneself about every alluring prospect prior to committing. Simple factors like the time commitment and salary can mean the difference between a content existence and a miserable one.
Many of my friends pick their careers based on money and trade skills that they have. I am proficient in art and design, but didn’t feel like that was what I wanted to do for my career. Your career shapes a huge portion of your life. It is what you do every day, for a large portion of your life. It is what I have prepared for the past 12 or so years of my life. It is way more than just money or a skill. I wanted to do something unique, something interesting, something that would inspire me to be a better human, something that would make me feel, something that is challenging, something that helped others, and above all, something that was rewarding and made me feel fulfilled.
The Career Decision Self-Efficacy Scale (CDSE) was developed by Karen Taylor and Nancy Betz to apply Albert Bandura’s theory of self-efficacy expectations to the domain of career decision making. Career decision self-efficacy was originally defined by Taylor and Betz as the individual’s belief that he or she can successfully complete tasks necessary in making career decisions. To define these tasks, the theory of career maturity of John O. Crites was used. Crites’s theory defined career maturity as the individual’s degree of possession of five career choice competencies and five career choice attitudes. The five career choice competencies and sample items are: 1. accurate self-appraisal, 2. occupational information, 3. goal selection, 4. planning, and 5. problem
Standardized testing has taken over the education realm and led to a shift in the institutional goals and values of education. In the last 40 years, standardized exams have changed; they were once used to determine the learning level of students, but now they are being used to determine the teacher’s ability. Standardized tests do not measure education quality and are incorrectly used, leading to the wrongful evaluation of teachers and the limiting of education for students by schools.
The goals I set for myself are plenty. There are goals that I am very passionate about. For one, I took a public speaking course this spring semester and loved it. In the letter I wrote that by the end of it I wanted to become someone who could take risks and be a confident individual. Slowly but surely I’m growing into that person. There was a lot of things I wrote that made me realize how upset I was with the person I used to be. I told myself not to be influenced by the media and to make choices for myself. Something that this class taught me to further accomplish. The ways in which my critical thinking has changed is by
Transformational leaders want everyone to find their personal meaning in life because it will help each individual to seek a job that is meant for them. According to Ghadi, Fernando, and Caputi (2013), “individuals seek to experience meaningful work that maximizes their sense of motivation… established the interconnection of meaningful work and personal motivation, and found that meaningful work-maximizes the possibility of intrinsic motivation.” Once an employee finds a job that is meaningful to them, it helps t...
Holt, J. (2013). Escape from childhood. In J. Noll (Ed.), Taking Sides: clashing views on
These examples of career changes reflect a common trend—increased job mobility. The linear career path that once kept people working in the same job, often for the same company, is not the standard career route for today's workers. Today, many workers are pursuing varied career paths that reflect sequential career changes. This set of ongoing changes in career plans, direction, and employers portrays the lifetime progression of work as a composite of experiences. This Digest explores how changing technologies and global competitiveness have led to redefinition of interests, abilities, and work options that influence career development.
Career change can be incorporated into the tran-theoretical model of change (TTM) to examine the lifespan and approaches to career development. “With the new paradigm of modern workers facing repeated career changes due to voluntary and involuntary turnover, a model outlining the change processes may contribute to more effective counseling strategies” (Barclay, 2010). Although, this model does not reflect the path of career changers, it offers an explanation of why people change careers when they leave
Career counseling over the lifespan has more than an occupational focus, it deals with the person’s entire being with a vision that includes one’s lifespan. Career counseling takes into consideration character development, character skills, life roles, individual life and work history, goals, and obstacles. A career counselor not only assists a client with a career plan, but also with a life plan. This paper focuses on two categories of career counseling. The first focus is the history of career counseling as a field of study with the emphasis on when and why career counseling began (1800s as a study of how the shape of one’s head relates to vocational choice), who and what influenced it (Sizer, Parsons, and Davis), and how it has changed (from an individual/community vocational view to an individual/world lifespan view). The second focus is on the application of career counseling by researching two leaders, John Holland’s and Donald Super’s, contributions to career counseling, their theories and assessments and on the biblical aspects of career counseling and how each theory relates to the Bible.
The problem of job dissatisfaction is a global workplace issue. Although Americans are happier in their jobs, satisfaction in the United States is declining due to downsizing and overburdening. (Robbins & Judge, 2009). Before outlining job dissatisfaction a definition of job satisfaction is needed. Job satisfaction is “[an] individuals’
Coming to the point of my current career choice has been a long road. My idea of what a career is or should be has changed with circumstances and age. According to Weintraub (2005), “the average worker spends only four years in a job and will have 12 jobs in as many as five career fields during his or her working life.” (para. 1) My first career was marriage and motherhood followed by a surprising healthcare career. What the future holds waits to be seen. With a bachelor of science degree in information technology the options are wide open.