Transcript Career Research

Investment in Yourself
Take Charge of Your Finances
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 - 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
Human Capital
Skills acquired through a process of self-investment (education and
on-the-job training)
• Hard Skills are: specific, teachable
abilities (technical/performance
skills)
• Examples:
– Math
– Chemical Interactions
– Computer Applications Knowledge
• 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
© Family Economics & Financial Education – May 2009 – Career Development Unit – Investment in Yourself – slide 3
Funded by a grant from Take–Education/Training
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 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 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 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
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 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
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 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
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 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
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 20002010. 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 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
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 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
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 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
Education Pays. . . .
© 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
Traits of successful workers
–
–
–
–
–
–
Communication Skills
Self Confidence
Flexibility
Energy
Intelligence
Responsibility
© 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
Career Research
1.1.2.G1
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
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 15
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
1.1.2.G1
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
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 16
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
1.1.2.G1
Job Opportunities
•
Pick a career path with job opportunities in
the future
•
Three main factors influencing future job
opportunities
1. Population
2. Labor force
3. Demand for goods and services
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 17
Funded 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
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 18
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
1.1.2.G1
1.1.2.G1
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
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 19
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
1.1.2.G1
Education training
Professional
degrees
Doctorate
degrees
Masters
degree
Bachelors
degree
Associates
degree
• Vary depending on the profession
• 4-6 years beyond undergraduate degrees in college
• 2 years beyond undergraduate degrees in college
• 4 years beyond high school
• 2 years beyond high school
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 20
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
On-the-job training occupations
with the fastest growth &
the % of growth
Skin care specialists
Compliance officers
Self-enrichment education
teachers
Medical assistants
Dental assistants
Physical therapist aides
Personal & hoome care aides
Home health aides
0%
10%
20%
30%
40%
50%
1.1.2.G1
Associate Degree occupations
with the fastest growth &
the % of Growth
Physical
therapist
assistants
Veterinary
technologists
& technicians
Dental
Hygienists
31%
32%
33%
34%
35%
36%
1.1.2.G1
1.1.2.G1
Bachelor’s Degree occupations with the
fastest growth & the % of Growth
Computer
software
engineers,
Athletic trainers
Financial
examiners
Network
systems & data
communications
Biomedical
engineers
0%
20%
40%
60%
80%
Beyond Bachelor’s Degree
occupations with the fastest growth &
the % of Growth
1.1.2.G1
Veterinarians
Biochemists &
biophysicists
Physician
assistants
Medical
scientists
0%
10%
20%
30%
40%
1.1.2.G1
Fact: Half of the fastest
growing occupations are
related to healthcare
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
Fact: Half of the fastest
growing occupations are
related to healthcare
• Aging baby-boomer generation (1946-early
60’s)
• Home care as alternative to costly
hospitalization or residential facilities
Fact: Two of the fastest
growing occupations are
related to technology
• Organizations continue to upgrade with
applications and speed
• Reliance on wireless networks
1.1.2.G1
Occupations with the fastest decline %
1.1.2.G1
projected 2008-2018
Desktop
publishers
Photographic
processors
Derrick
operators
Wellhead
pumpers
Postal service
sorting, etc.
Semiconductor
processors
Machine
operators
Shoe machine
operators
Order/File
clerks
Textile workers
-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
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?
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 41
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
1.1.2.G1
So. . . . How Are You Going
To Pay For The Education
You Need?
• 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.
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 42
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona
1.1.2.G1
So. . . . How Are You Going
To Pay For The Education
You Need?
• Scholarships
− Athletic
− Theatrical
− Academic
• Paid Back?
− NO
• Grants
− Federal (Pell)
− College
− Minority
• Paid Back?
− NO
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 43
Funded 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?
1.1.2.G1
• Subsidized Student Loans • Unsubsidized Student Loans
• Paid Back?
− Yes
− No Interest charged
while in college
(government pays this)
− Begin paying upon
college completion
• 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
© Family Economics & Financial Education – Revised April 2008 – Career Development Unit – Career Research – Slide 44
Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences at the University of Arizona