Demonstrate Effective Self-Management Skills

Goal Setting
Before you can plan what you will do in the next hour or week or year, you must decide where you want to go, what you want the results of your efforts to be and what your goals are. The self- assessment exercises in 2 were intended to help you to review your interests, abilities and accomplishments. Knowing what you would like to achieve is an important step in setting goals. Realistic goals based on honest self appraisal are a must for effective time management.

The Goal Setting Process

1. 2. 3. 4. 5. Decide on a goal List key tasks required to achieve this goal Place the tasks in order or sequence in which they must be done Determine what resources are needed to carry out the task List your goals relating to work, family, community activities -set priorities and start with your top priority

You cannot do a goal Goals must be defined in terms of tasks or activities for which we can measure the outcome All tasks cannot be done at once -some can only be done after others have been completed Resources and time are interdependent -ready availability or resources will shorten the time Put everything into a time frame. Indicate milestone dates for the accomplishment of the tasks and the final achievement of the goal

Time Management
Specific Guidelines for time management allow you to: Analyse the ways in which you spend your time. Assign priorities Make effective lists Use a diary or a planner Create an effective and efficient work environment Apply useful time beaters Time Management - Characteristics. Time management is about setting clear objectives for yourself and making sure you achieve them. Three key words can help you achieve better management of your time. They are: 1. Knowledge 2. Choice 3. Time You need to KNOW clearly what you need or want to do.
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You need to make a CHOICE about which of these to do. You need to arrange a TIME to act on your choice. 1. Write down three things that you find frustrating about the way you spend your time at the moment. 2. Note one important thing that you would really like to achieve that you don't have time for at the moment. 3. Note two things you would like to change about the way you spend your time at the moment. The first thing to do is to admit that you DO have a problem in managing your time! The second thing you have to admit is that this lack of time is often YOUR FAULT! It takes a lot of courage to face up to the fact that you are going to have to work very hard at managing our time more effectively. Don't be discouraged by the size of the task ahead of you. It can be tackled one step at a time. Analyse the ways in which you spend your time.

Activity Task
Use the blank timetable below to analyse the way you usually spend your time each day. Write down what you do from the time you wake until the time you go to sleep. List all the things you do (e.g. travelling, preparing meals, attending work, etc.) Give the approximate duration of each task. TIMETABLE
No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Activity Duration

Question:

Look at the list. What three things take up most of your time each day?
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Only when you know how you are ACTUALLY SPENDING YOUR TIME as compared to how you SHOULD BE SPENDING YOUR TIME, can you make considered judgements about whether you are spending your time on the right things. In analysing the way you spend your time, the next step is to spend some time looking at your job and what it entails. What is your job? Are you responsible for accomplishing? As you begin to form a picture of the activities that make up your job, list them under ten headings which could include: 1. Planning 2. Reading and dealing with correspondence 3. Meetings (Staff, clients, suppliers, etc) 4. Unscheduled meetings 5. Counselling 6. Troubleshooting 7. Making and receiving telephone calls 8. Writing reports 9. Reading 10. Travelling
PLANNING READING MEETINGS UNSCHEDULED MEETINGS COUNSELLING TROUBLESHOOTING PHONE CALLS REPORT WRING READING TRAVELLING

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How much time is spent on the activities? The Pie Charts above is an example of the amount of time spent on activities. You should look at: a) Time you ARE SPENDING on job activities b) Time you SHOULD BE SPENDING on job activities There are clearly discrepancies between: The amount of time you should spend on planning and the amount of time you are spending on planning. The amount of time you should spend in meetings and the amount of time you are spending in meetings. The amount of time you should reserve for counselling and training staff and the actual time you are spending on counselling and training staff. The amount of time you should reserve for troubleshooting and the actual time you are spending on troubleshooting. The percentages are calculated by allocating an estimate to the amount of time spent on each activity; dividing that figure by 8 (assuming an 8 hour day) and multiplying by 100. The DISCREPANCIES between the two charts will be the starting point for you to improve your time management at work. Highlight Your List Of Job Activities In The Following Way: Use a RED highlighter for the most important tasks/activities (Also known as A priorities) Prioritising Your Job Responsibilities! Prioritising means deciding what tasks, activities are the most important and need to be done first. The following exercise has been designed to assist you in achieving a balance between the time you SHOULD be spending on job activities and the time you ARE spending on job activities. Use an ORANGE highlighter for the ones that are next most important, not as urgent (8 priorities) Use a GREEN highlighter for the tasks that are not immediately important. (C priorities) Question: 1. Which tasks/activities do you see as being most important? 2. Which tasks/activities did you highlight in green? Bear in mind that as time progresses, your priorities change. Now you are going to use all this information you have been working on and plan how you are going to spend the rest of the year.

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Using A Diary Or Planner

As your time management skills have developed. you will be aware that you have produced a number lists and charts. These are the basic tools with which you plan your time. As with any tool it helps to keep them all together in a diary or planner. DIARIES provide a convenient place to keep your daily lists and are essential for forward planning. PERSONAL PLANNERS provide all the advantages of diaries plus extra space to keep records and charts. 1. Gather together all the charts and lists you have produced to plan your time. 2. Refer to your list of job activities that you colour coded and your pie charts. In the space below make a list of all the things you have to do tomorrow (red colour code.) In the space below make a list of all the things you want to do tomorrow (orange colour code.) In the space below make a list of all the things you would quite like to do tomorrow (green colour code.) Now provide a time slot for you red, orange and green colour codes Once you have done that, plan out the next month in detail. Here are some tips to assist you in planning your time: 1. Make new lists at the end of each day, while you are thinking about tasks to do for tomorrow. .Keep the list with you. 2. Cross off items when they've been achieved. This acts as a reward. 3. Ask yourself from time to time, "Am I spending too much time on orange and green activities?" 4. Have you got the right balance between what you should be doing and what you are actually doing? 5. As soon as something new occurs, add it to the list and colour code it. 6. Don't put off unpleasant jobs -they won't disappear! 7. Transfer to tomorrow's list uncompleted items from today. 8. If a green activity remains on your list for more than three or four days, upgrade it to an orange or red activity, or cross it off the list! 9. Don't forget to build in thinking time where necessary. 10. Use short green activities to act as energisers, or do one at the beginning of the day to get off to a successful start. You have now learnt how the use of a diary or planner can assist you in managing your time. An organised workspace, office or study can also help you manage your time.

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Time Planner
S 1 8 15 22 29 M 2 9 16 23 30 T 3 10 17 24 31 W 4 11 18 25 MAY 2005 T F S 5 6 7 12 13 14 19 20 21 26 27 28 S 5 12 19 26 M 6 13 20 27 T 7 14 21 28 W 1 8 15 22 29 JUNE 2005 T F S 2 3 4 9 10 11 16 17 18 23 24 25 30 S 3 10 17 24 31 M 4 11 18 25 T 5 12 19 26 W 6 13 20 27 JULY 2005 T F S 1 2 7 8 9 14 15 16 21 22 23 28 29 30

DAY: WEEK: Action Completed Carried Forward Action Cancelled ABC Priority

Delegated Action In Progress Interruption 08h00 Time Taken Early 07h00

Fixed Appointments

ACTION LIST

09h00 10h00 11h00 12h00 13h00 14h00 15h00 16h00 17h00 18h00 19h00 20h00 Late

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Creating An Efficient Working Environment Activity Task

Imagine you have an important job to do tomorrow. What would make you feel good about starting it? Jot down a few thoughts on how your ideal working environment would be

Here Are Some Useful Tips: A clear workspace or desk -this allows you to concentrate fully on the activity. Before you start, make sure you have the right equipment, books and stationery. Don't waste valuable time searching for things. Peace and quiet, if possible! Noise is distracting. Try to work in good light, sitting in a comfortable chair at a work surface that is the right height. . Put a favourite picture on the wall or flowers on the desk. When you take a break, look at these. . The basis of a time efficient approach to many jobs is a good filing system. . In -and Out -trays can be very useful for keeping your mail in one place. .Notice boards are a great way of reminding yourself about things at home and work. Now that you have some tips, job down any that you think you might use. Obstacles That Get In The Way Of Effective Time Management Time management is all about organising yourself better to get out of time what YOU WANT. Sometimes obstacles do occur that threaten effective time management. Here are some of those obstacles together with possible remedies. Obstacle 1. Work piling up 2. Trying to do too much at once 3. Getting involved in too much detail 4. Postponing unpleasant tasks Possible Remedies Set priorities Set deadlines Make realistic time estimates Set priorities Do one thing at a time Learn to say no to yourself as well as to other people Delegate more Set a timetable and stick to it Get unpleasant tasks over with quickly -you will feel better afterwards.
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 Insufficient time to think PEOPLE

Constant interruptions from other people Constant telephone interruptions Too much time spent in conversation

PAPERWORK Reserve blocks of time -part of a day or week -for thinking. 1. No paperwork, no interruptions 2. Make appointments and see that people stick to them 3. Reserve block times when you are not be interrupted 4. Get your secretary to intercept and, where appropriate to divert calls 5. State firmly that you will call back when convenient 6. Decide in advance what you want to achieve when you meet someone, and keep pleasantries to a minimum at the beginning and end 7. Concentrate on keeping yourself and the other person to the point it is too easy to divert or be diverted 8. Learn how to end meetings quickly but not too brusquely 9. Get your secretary to sort it into three folders: action now, action later, and information 10. Take yourself off the circulation list of useless information 11. Only ask for written memos and reports when you really need them 12. Encourage people to present information and reports clearly and succinctly 13. Ask for summaries rather than the whole report 14. TOO many letters/memos to write or dictate Use the telephone more 15. Avoid individually typed acknowledgements Practise writing a succinct 'yes/no/let's talk' on the memos you receive and return them to the sender 16. Paperwork piling up 17. Lost or mislaid papers MEETINGS 1. Too much time spend in meetings 2. If you set up the meeting: 3. Avoid regular meetings when there is nothing that needs saying regularly. Review all the meetings you hold and eliminate as many as you can 4. Get yourself taken oft committees if your presence is not essential or if someone else is more appropriate 5. The Chairman should set limits for the duration of meetings and keep to them.
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6. 7. 8. 9.

Cut out 'waffle' and repetition. Allow discussion but insist on making progress. Have a logical agenda and stick to it. As a member: do not talk for the sake of talking, and do not waste time scoring points or boosting your ego

Travelling

1. TOO much time spent on travelling 2. Use the phone or post 1. Send someone else 2. Ask yourself every time you plan to go anywhere. whether your journey is really necessary 3. Plan the quickest way -air, rail or car 4. Let us assume that travelling has taken up a large portion of your time. You might ask the following questions: 5. Was my journey really necessary? 6. What would have happened if I had not gone? Could I have used the telephone? Could I have sent someone else? Did I choose the quickest route?

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PROCRASTINATION Procrastination is the art of convincing yourself that you can put off until tomorrow what you should be doing today. Areas of Procrastination. Individuals have different areas of procrastination. The most common areas in which people do procrastinate Unfamiliar work. Boring tasks. Large jobs. Difficult people. Tasks with a lot of "red tape" Small tasks. Cumbersome phone calls. How do we procrastinate? We prefer smaller, quicker tasks. We postpone because we do not have all the necessary information. We convince ourselves that the tasks are not really necessary. We avoid the task by doing other things. We phone at awkward times Action Plan, Having identified the areas in which we procrastinate and the ways in which we do it. We must now overcome it.

HANDLING LARGE TASKS The biggest problem is getting started! The key to overcoming the an insurmountable new task is to break it into it's compo- net parts. Spend time identifying the key elements and it will transform an apparent insurmountable task into a manageable one.

Plan breaking the task into its components. Give each part a goal, a start time and a deadline. Commit yourself to starting times. Break large jobs into manageable portions Control the paperwork on your desk. Prioritise your tasks. Reward yourself

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Do it now Set aside the first half hour or so in the say to deal with urgent correspondence Leave a period at the end of the day for less urgent reading Aim to clear at least 90% of the paper on your desk every day Arrange, organise, papers on current projects in separate, easily accessible folders. Don't hang on to papers in your pending tray -clear it daily Set up a filing and retrieving system which will enable you to get at papers easily Ensure that you keep a day book of correspondence as a last resort method of turning up papers. Keep a tidy desk

By critically examining obstacles in this way, you would have identified areas that require improved time management. CONCLUSION Managing time is not about always being busy. Time management is about priorities Priorities result from setting objectives Setting objectives is about planning Planning is about control Being in control is being self empowered SELF EMPOWERED PEOPLE MANAGE THEIR TIME

DELEGATE WORK What to delegate. Routine jobs together with responsibility and power of to make decisions. Whole jobs - to give a sense of achievement to subordinate Jobs that others have talent to do.

Effective Delegation. Delegate early Give clear brief and gain agreement. Agree on review dates. Establish a finish time, which allows for buffer time, Delegate whole jobs. Don't hover. Praise in public -criticize in private.

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CRITICAL AND ANALYTICAL THINKING What is critical and analytical thinking? The basic skills of analytical thinking are the formal reasoning Critical analytical thinking in brief means looking very closely at the detail and not taking what you read or hear for granted. You must:

evaluate how far materials are appropriate, and up-to-date evaluate how far the evidence or examples used in materials really proves the point that the author claims to weigh up opinions, arguments or solutions against appropriate criteria to think a line of reasoning through to its logical conclusion check for hidden bias or hidden assumptions check whether the evidence and argument really support the conclusions.

When you analyze an issue, a situation, an item, or an idea, you must consider: Why it is important and to whom. Ask yourself: "So what?" Why does this issue or situation matter to you and to your audience? Ask yourself: What's at stake? Who's at risk? What's right/wrong and in what way? Try to pin down the issues that cause an effect, or ask yourself why the issues caused a certain effect and not another. Serious analysis means that you know what is going on, and how the situation or issue appears; your analysis seeks to determine WHY those things behave as they do. Identify the main line of reasoning in what you read or write

What is the main argument or line of reasoning? Is the line of reasoning clear from the text?

Critically evaluate the line of reasoning for what you read or write

Note any statements from the text which strengthen its line of reasoning or prove the argument. What statements, if any, undermine the argument? Are points made in the best logical order?

Identify hidden agendas in your sources and in your own writing

What hidden agendas might the writer have that might make you question the contents or conclusions of the passage? Consider what they might hope to gain through writing this piece. What information might be missing that could paint a different picture?
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Evaluate evidence in the text What kinds of evidence or examples does the writer use? How reliable and useful is this evidence? Does it really support the argument? Is the evidence strong enough? Is the data up-to-date? Does the text use reliable sources? What are these? What makes you think they are or are not reliable?

Look for bias Do you think there may be any bias in the text? Give reasons and examples. Comment on any statistics used. Are these likely to give a true and full picture? Does their writing reflect a political viewpoint? Who might disagree with the writer?

Identify the writer's conclusions Does the evidence support the writer's conclusions? Does the line of reasoning lead you to make the same conclusions?

Critical skills when writing Apply the same rigour to your own writing as you do to analysing source materials. Work out early on what your conclusion is and write this down where you can see it easily. Use this as a guide for what to read, what experiments to run, what examples to use. Before you begin your main piece of writing for an assignment, write your conclusion on a piece of paper and keep referring back to this to ensure that all of your writing leads towards this conclusion. The outline plan for your writing should map out how each paragraph leads your reader towards the conclusion. Ensure that your conclusion can be supported by the evidence. If you cannot find the evidence to support your position, you may need to change your conclusion

Analytical understanding Analytical understanding, as opposed to descriptive understanding, involves appreciating evidence and methods behind a principle. It requires fluency in basic principles and explains why people may "flounder" outside their specialty. Fluency requires extensive training and/or reading of primary literature. In a given field some people lack these skills, while some non-special acquire them via interest and perseverance. Objective of critical judgement We use critical judgement on a regular basis in a variety of situations. It enables us to make informed decisions about events that affect our every day life. Can you think of some examples? You might have come up with situations like buying a new product, organising your time or understanding peoples behaviour. All of us are capable of evaluating a situation and consider various possibilities when it comes to practicalities. It is true that the kind of considerations to be taken into account varies according to the context, but the ability to do so remains the same.

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What is reflective thinking? The description of reflective thinking: Critical thinking and reflective thinking are often used synonymously. Critical thinking is used to describe: "... the use of those cognitive skills or strategies that increase the probability of a desirable outcome...thinking that is purposeful, reasoned and goal directed - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. Critical thinking is sometimes called directed thinking because it focuses on a desired outcome." Halpern (1996). Reflective thinking, on the other hand, is a part of the critical thinking process referring specifically to the processes of analyzing and making judgments about what has happened. Dewey (1933) suggests that reflective thinking is an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and the further conclusions to which that knowledge leads. Learners are aware of and control their learning by actively participating in reflective thinking assessing what they know, what they need to know, and how they bridge that gap during learning situations. In summary, critical thinking involves a wide range of thinking skills leading toward desirable outcomes andfocuses on the process of making judgments about what has happened. However, reflective thinking is most important in prompting learning during complex problem-solving situations because it provides students with an opportunity to step back and think about how they actually solve problems and how a particular set of problem solving strategies is appropriated for achieving their goal. Characteristics of environments and activities that prompt and support reflective thinking:

Provide enough wait-time for students to reflect when responding to inquiries. Provide emotionally supportive environments in the classroom encouraging reevaluation of conclusions. Prompt reviews of the learning situation, what is known, what is not yet known, and what has been learned. Provide authentic tasks involving ill-structured data to encourage reflective thinking during learning activities. Prompt students' reflection by asking questions that seek reasons and evidence. Provide some explanations to guide students' thought processes during explorations. Provide a less-structured learning environment that prompts students to explore what they think is important.

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Provide social-learning environments such as those inherent in peergroup works and small group activities to allow students to see other points of view.

Provide reflective journal to write down students' positions, give reasons to support what they think, show awareness of opposing positions and the weaknesses of their own positions

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Why is reflective thinking important? Modern society is becoming more complex, information is becoming available and changing more rapidly prompting users to constantly rethink, switch directions, and change problem-solving strategies. Thus, it is increasingly important to prompt reflective thinking during learning to help learners develop strategies to apply new knowledge to the complex situations in their day-to-day activities. Reflective thinking helps learners develop higher-order thinking skills by prompting learners to: relate new knowledge to prior understanding, think in both abstract and conceptual terms, apply specific strategies in novel tasks their own thinking and learning strategies.

Problem Scenario

REFLECTIVE Propose Solution THINKING Propose Ideas & Research Info

Collect Data Analyze Data

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Activity 1: Learning to Reflect Objectives:

To plant the suggestion that there is need for reflective thinking. To help us explore the idea that time spent in reflection is not wasted time but is rather time well spent. To give participants theory and others' words on the topic which might encourage them to action.

Activity 2: Recipe for Reflective Thinking Objective: Taking time to reflect. Procedure: 1. Determine a need to reflect. Ask yourself: Do I (or my students) need more time to think about whats going on around me/us? 2. Find a place where you can be undisturbed during the reflective experience. 3. Attempt to slow down while you are reflecting. This takes practice because slowing down is mental as well as physical. Its OK to be unproductive in the traditional sense for a while. Perhaps less really is more. Sometimes you should be deliberate about your think time and other times let your mind take you wherever it goes. A focus at time can be of great value Performance Guidelines Reflective students understand:

That decisions about right and wrong choices are based on an agreed set of ethical principles. How to think about, describe and improve own thinking and learning. In what ways experiences, emotions, beliefs and cultural perspectives affect thinking and create differences between self and others. The importance of being open to new possibilities and perceptions pertaining to the ideas of self and others.

That dialogue is essential in developing fair-minded positions

Key Element Outcome Understands that reflective thinking is a deliberate process, affected by emotions and motivations, and that it is used to develop and refine ideas and beliefs and to explore different and new perceptions.
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Standard 1 Understands how to use simple strategies that assist in organising thoughts, and how to modify their own actions in the light of reflection. Illustrative examples of performance Students demonstrate aspects of this learning when they:

Use phrases that demonstrate deliberate organisation of ideas: e.g. I did this because, That is good/bad because, I am happy because Give reasonable explanations of the concept of cause and effect in relation to familiar events: e.g. This is so because Use their existing knowledge about safety rules in an unfamiliar play setting and use self talk as they do so. Talk about changes to their own thinking as new information arises: e.g. I used to think but now I

Standard 2 Understands that they can solve problems in ways that are particular to them or their group, and can use tools provided. Illustrative examples of performance Students demonstrate aspects of this learning when they:

Explain the steps they used to plan and make something. Describe some differences between how they responded to a challenge of a problem and how someone else did. Follow advice or instruction from the teacher and use a particular strategy or approach.

Standard 3 Understands how to use particular thinking and problem-solving strategies, recognising that emotions, motivations and beliefs of themselves and others influence the process of making choices. Illustrative examples of performance Students demonstrate aspects of this learning when they:

Identify different thinking tools and how they work. Reflect on strengths and weaknesses of an inquiry they conducted, and consider how they might make changes for next time. Provide useful feedback to others about their inquiry and its strengths and weaknesses. Explain why a particular strategy is effective in a particular situation.

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Standard 4 Understands how to choose from a range of thinking strategies and use them to solve problems, make personal and group decisions and evaluate their effectiveness. Illustrative examples of performance Students demonstrate aspects of this learning when they:

Participate in an issues forum and identify good reasons for a viewpoint they disagree with. Explore reasons for feeling the way they do about an issue. Recognise that others think and feel differently, and consider why they do. Participate effectively in a community of inquiry, recognise that others think and feel differently, and consider why they do. Design a research project that includes using a range of thinking strategies. Use thinking strategies that generate points of view on a complex issue (e.g. six-hat thinking to consider woodchipping). Create possible solutions and demonstrate empathy when describing how solutions affect various others.

Standard 5 Understands how to deliberately select and apply thinking strategies to the consideration of alternative perceptions and value positions, and evaluate the quality of personal choices about such issues. Illustrative examples of performance Students demonstrate aspects of this learning when they:

Explain to others how emotion and beliefs have made a personal choice about an issue difficult. Justify a personal position with reference to established principles for making ethical judgement. Identify the range of positions about an issue and the strengths and limitations of each. Monitor their own progress and modify strategies to suit problemsolving purposes. Explain how an important concept has evolved over time (e.g. free will). Apply the principles of fair-mindedness when analysing the positions of others. Make valid predictions about the future and make valid choices in describing preferred futures.

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Creative Thinking Much of the thinking about the skills of analysis-- However, there is another kind of thinking, one that focuses on exploring ideas, generating possibilities, looking for many right answers rather than just one. Both of these kinds of thinking are vital to a successful working life, yet the latter one tends to be ignored. We might differentiate these two kinds of thinking like this:
Critical Thinking analytic convergent vertical probability judgment focused objective answer left brain verbal linear reasoning yes but Creative Thinking generative divergent lateral possibility suspended judgment diffuse subjective an answer right brain visual associative richness, novelty yes and

In an activity like problem solving, both kinds of thinking are important to us. First, we must analyze the problem; then we must generate possible solutions; next we must choose and implement the best solution; and finally, we must evaluate the effectiveness of the solution. As you can see, this process reveals an alternation between the two kinds of thinking, critical and creative. In practice, both kinds of thinking operate together much of the time and are not really independent of each other.

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What is Creativity? An Ability. A simple definition is that creativity is the ability to imagine or invent something new. As we will see below, creativity is not the ability to create out of nothing (only God can do that), but the ability to generate new ideas by combining, changing, or reapplying existing ideas. Some creative ideas are astonishing and brilliant, while others are just simple, good, practical ideas that no one seems to have thought of yet. Believe it or not, everyone has substantial creative ability. Just look at how creative children are. In adults, creativity has too often been suppressed through education, but it is still there and can be reawakened. Often all that's needed to be creative is to make a commitment to creativity and to take the time for it. An Attitude. Creativity is also an attitude: the ability to accept change and newness, a willingness to play with ideas and possibilities, a flexibility of outlook, the habit of enjoying the good, while looking for ways to improve it. We are socialized into accepting only a small number of permitted or normal things, like chocolate-covered strawberries, for example. The creative person realizes that there are other possibilities, like peanut butter and banana sandwiches, or chocolate-covered prunes. A Process. Creative people work hard and continually to improve ideas and solutions, by making gradual alterations and refinements to their works. Contrary to the mythology surrounding creativity, very, very few works of creative excellence are produced with a single stroke of brilliance or in a frenzy of rapid activity. Much closer to the real truth are the stories of companies who had to take the invention away from the inventor in order to market it because the inventor would have kept on tweaking it and fiddling with it, always trying to make it a little better. The creative person knows that there is always room for improvement. Creative Methods Several methods have been identified for producing creative results. Here are the five classic ones: Evolution. This is the method of incremental improvement. New ideas stem from other ideas, new solutions from previous ones, the new ones slightly improved over the old ones. Many of the very sophisticated things we enjoy today developed through a long period of constant incrementation. Making something a little better here, a little better there gradually makes it something a lot better--even entirely different from the original. For example, look at the history of the automobile or any product of technological progress. With each new model, improvements are made. Each new model builds upon the collective creativity of previous models, so that over time, improvements in economy, comfort, and durability take place. Here the creativity lies in the refinement, the step-by-step improvement, rather than in something completely new. Another example
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would be the improvement of the common wood screw by what are now commonly called drywall screws. They have sharper threads which are angled more steeply for faster penetration and better holding. The points are self tapping. The shanks are now threaded all the way up on lengths up to two inches. The screws are so much better that they can often be driven in without pilot holes, using a power drill. The evolutionary method of creativity also reminds us of that critical principle: Every problem that has been solved can be solved again in a better way. Creative thinkers do not subscribe to the idea that once a problem has been solved, it can be forgotten, or to the notion that "if it ain't broke, don't fix it." A creative thinker's philosophy is that "there is no such thing as an insignificant improvement." Synthesis. With this method, two or more existing ideas are combined into a third, new idea. Combining the ideas of a magazine and an audio tape gives the idea of a magazine you can listen to, one useful for blind people or freeway commuters. For example, someone noticed that a lot of people on dates went first to dinner and then to the theater. Why not combine these two events into one? Thus, the dinner theater, where people go first to eat and then to see a play or other entertainment. Revolution. Sometimes the best new idea is a completely different one, an marked change from the previous ones. While an evolutionary improvement philosophy might cause a professor to ask, "How can I make my lectures better and better?" a revolutionary idea might be, "Why not stop lecturing and have the students teach each other, working as teams or presenting reports?" For example, the evolutionary technology in fighting termites eating away at houses has been to develop safer and faster pesticides and gasses to kill them. A somewhat revolutionary change has been to abandon gasses altogether in favor of liquid nitrogen, which freezes them to death or microwaves, which bake them. A truly revolutionary creative idea would be to ask, "How can we prevent them from eating houses in the first place?" A new termite bait that is placed in the ground in a perimeter around a house provides one answer to this question.

Reapplication. Look at something old in a new way. Go beyond labels. Unfixate, remove prejudices, expectations and assumptions and discover how something can be reapplied. One creative person might go to the junkyard and see art in an old model T transmission. He paints it up and puts it in his living room. Another creative person might see in the same transmission the necessary gears for a multi-speed hot walker for his horse. He hooks it to some poles and a motor and puts it in his corral. The key is to see beyond the previous or stated applications for some idea, solution, or thing and to see what other application is possible.

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For example, a paperclip can be used as a tiny screwdriver if filed down; paint can be used as a kind of glue to prevent screws from loosening in machinery; dishwashing detergents can be used to remove the DNA from bacteria in a lab; general purpose spray cleaners can be used to kill ants. Changing Direction. Many creative breakthroughs occur when attention is shifted from one angle of a problem to another. This is sometimes called creative insight. A classic example is that of the highway department trying to keep kids from skateboarding in a concrete-lined drainage ditch. The highway department put up a fence to keep the kids out; the kids went around it. The department then put up a longer fence; the kids cut a hole in it. The department then put up a stronger fence; it, too, was cut. The department then put a threatening sign on the fence; it was ignored. Finally, someone decided to change direction, and asked, "What really is the problem here? It's not that the kids keep getting through the barrier, but that they want to skateboard in the ditch. So how can we keep them from skateboarding in the ditch?" The solution was to remove their desire by pouring some concrete in the bottom of the ditch to remove the smooth curve. The sharp angle created by the concrete made skateboarding impossible and the activity stopped. No more skateboarding problems, no more fence problems. This example reveals a critical truth in problem solving: the goal is to solve the problem, not to implement a particular solution. When one solution path is not working, shift to another. There is no commitment to a particular path, only to a particular goal. Path fixation can sometimes be a problem for those who do not understand this; they become overcommitted to a path that does not work and only frustration results

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Negative Attitudes That Block Creativity 1. Oh no, a problem! The reaction to a problem is often a bigger problem than the problem itself. Many people avoid or deny problems until it's too late, largely because these people have never learned the appropriate emotional, psychological, and practical responses. A problem is an opportunity. The happiest people welcome and even seek out problems, meeting them as challenges and opportunities to improve things. Definition: a problem is (1) seeing the difference between what you have and what you want or (2) recognizing or believing that there is something better than the current situation or (3) an opportunity for a positive act. Seeking problems aggressively will build confidence, increase happiness, and give you a better sense of control over your life. It can't be done. This attitude is, in effect, surrendering before the battle. By assuming that something cannot be done or a problem cannot be solved, a person gives the problem a power or strength it didn't have before. And giving up before starting is, of course, self fulfilling. But look at the history of solutions and the accompanying skeptics: man will never fly, diseases will never be conquered, rockets will never leave the atmosphere. Again, the appropriate attitude is summed up by the statement, "The difficult we do immediately; the impossible takes a little longer." I can't do it. Or There's nothing I can do. Some people think, well maybe the problem can be solved by some expert, but not by me because I'm not (a) smart enough, (b) an engineer, or (c) a blank (whether educated, expert, etc.) Again, though, look at the history of problem solving. Who were the Wright brothers that they could invent an airplane? Aviation engineers? No, they were bicycle mechanics. The ball point pen was invented by a printer's proofreader, Ladislao Biro, not a mechanical engineer. Major advances in submarine design were made by English clergyman G. W. Garrett and by Irish schoolmaster John P. Holland. The cotton gin was invented by that well known attorney and tutor, Eli Whitney. The fire extinguisher was invented by a captain of militia, George Manby. But I'm not creative. Everyone is creative to some extent. Most people are capable of very high levels of creativity; just look at young children when they play and imagine. The problem is that this creativity has been suppressed by education. All you need to do is let it come back to the surface. You will soon discover that you are surprisingly creative. That's childish. In our effort to appear always mature and sophisticated, we often ridicule the creative, playful attitudes that marked our younger years. But if you solve a problem that saves your marriage or gets you promoted or keeps your friend from suicide, do you care whether other people describe your route to the solution as "childish?" Besides, isn't play a lot of fun? Remember that sometimes people laugh when something is actually funny, but often they laugh when they lack the imagination to understand the situation.

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What will people think? There is strong social pressure to conform and to be ordinary and not creative. I might fail. Thomas Edison, in his search for the perfect filament for the incandescent lamp, tried anything he could think of, including whiskers from a friend's beard. In all, he tried about 1800 things. After about 1000 attempts, someone asked him if he was frustrated at his lack of success. He said something like, "I've gained a lot of knowledge--I now know a thousand things that won't work." Fear of failure is one of the major obstacles to creativity and problem solving. The cure is to change your attitude about failure. Failures along the way should be expected and accepted; they are simply learning tools that help focus the way toward success. Not only is there nothing wrong with failing, but failing is a sign of action and struggle and attempt--much better than inaction. The go-with-the- flow types may never fail, but they are essentially useless to humanity, nor can they ever enjoy the feeling of accomplishment that comes after a long struggle. Myths about Creative Thinking and Problem Solving Every problem has only one solution (or one right answer). The goal of problem solving is to solve the problem, and most problems can be solved in any number of ways. If you discover a solution that works, it is a good solution. There may be other solutions thought of by other people, but that doesn't make your solution wrong. What is THE solution to putting words on paper? Fountain pen, ball point, pencil, marker, typewriter, printer, Xerox machine, printing press? The best answer/solution/method has already been found. Look at the history of any solution set and you'll see that improvements, new solutions, new right answers, are always being found. What is the solution to human transportation? The ox or horse, the cart, the wagon, the train, the car, the airplane, the jet, the SST? Is that the best and last? What about pneumatic tubes, hovercraft, even Star Trek type beams? What is the best way to put words on paper? The word processor? Is that the last invention? How about voice recognition, or thought wave input? Mental Blocks to Creative Thinking and Problem Solving Prejudice. The older we get, the more preconceived ideas we have about things. These preconceptions often prevent us from seeing beyond what we already know or believe to be possible. They inhibit us from accepting change and progress. Problem: Make a ship's hull that won't rust or rot like steel or wood. Solution: Use concrete. Our prejudice is that concrete is too heavy. Why not make lightweight concrete? That's what's done. Problem: How to divide a piece of cake equally between two kids so they won't complain that one kid is preferred over the other: "You gave him the bigger piece; you like him better! Waaaah!" Solution: Put the kids in
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charge of dividing the cake. Our prejudice is that immature, selfish kids can't do the job. But the solution, one cuts the cake, the other has first choice of pieces, works very well. Functional fixation. Sometimes we begin to see an object only in terms of its name rather in terms of what it can do. Thus, we see a mop only as a device for cleaning a floor, and do not think that it might be useful for clearing cobwebs from the ceiling, washing the car, doing aerobic exercise, propping a door open or closed, and so on. (Later on in the semester, we will be doing "uses for" to break out of this fixation.) Learned helplessness. This is the feeling that you don't have the tools, knowledge, materials, ability, to do anything, so you might as well not try. We are trained to rely on other people for almost everything. We think small and limit ourselves. But the world can be interacted with. Positive Attitudes for Creativity Curiosity. Creative people want to know things--all kinds of things-- just to know them. Knowledge does not require a reason. The question, "Why do you want to know that?" seems strange to the creative person, who is likely to respond, "Because I don't know the answer." Knowledge is enjoyable and often useful in strange and unexpected ways. For example, I was once attempting to repair something, without apparent success, when an onlooker asked testily, "Do you know what you're doing?" I replied calmly, "No, that's why I'm doing it." Next, knowledge, and especially wide ranging knowledge, is necessary for creativity to flourish to its fullest. Much creativity arises from variations of a known or combinations of two knowns. The best ideas flow from a well equipped mind. Nothing can come from nothing. A belief that most problems can be solved. By faith at first and by experience later on, the creative thinker believes that something can always be done to eliminate or help alleviate almost every problem. Problems are solved by a commitment of time and energy, and where this commitment is present, few things are impossible. The ability to suspend judgment and criticism. Many new ideas, because they are new and unfamiliar, seem strange, odd, bizarre, even repulsive. Only later do they become "obviously" great. Other ideas, in their original incarnations, are indeed weird, but they lead to practical, beautiful, elegant things. Thus, it is important for the creative thinker to be able to suspend judgment when new ideas are arriving, to have an optimistic attitude toward ideas in general, and to avoid condemning them with the typical kinds of negative responses like, "That will never work; that's no good; what an idiotic idea; that's impossible," and so forth. Hospital sterilization and antiseptic procedures, television, radio, the Xerox machine, and stainless steel all met with ho-hums and even hostile rejection before their persevering inventors finally sold someone on the ideas.

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Some of our everyday tools that we now love and use daily, were opposed when they were originally presented: Aluminum cookware? No one wants that. Teflon pans? They'll never sell. Erasers on pencils? That would only encourage carelessness. Computers? There's no market for more than a few, so why build them?

Brainstorming Brainstorming is an idea generating technique. Its main goals are (1) to break us out of our habit-bound thinking and (2) to produce a set of ideas from which we can choose. (No one wants to have a choice of only one product when buying detergent or cars, so why have a choice of only one solution when working on a problem?) Basic Guidelines for Brainstorming Brainstorming is useful for attacking specific (rather than general) problems and where a collection of good, fresh, new ideas (rather than judgment or decision analysis) are needed. For example, a specific problem like how to mark the content of pipes (water, steam, etc.) would lend itself to brainstorming much better than a general problem like how the educational system can be improved. Note, though, that even general problems can be submitted to brainstorming with success. Brainstorming can take place either individually or in a group of two to ten, with four to seven being ideal. (Alex Osborn, brainstorming's inventor, recommends an ideal group size of twelve, though this has proven to be a bit unwieldy.) The best results are obtained when the following guidelines are observed: Suspend judgment. This is the most important rule. When ideas are brought forth, no critical comments are allowed. All ideas are written down. Evaluation is to be reserved for later. We have been trained to be so instantly analytic, practical, convergent in our thinking that this step is very difficult to observe, but it is crucial. To create and criticize at the same time is like watering and pouring weed killer onto seedlings at the same time. Think freely. Freewheeling, wild thoughts are fine. Impossible and unthinkable ideas are fine. In fact, in every session, there should be several ideas so bizarre that they make the group laugh. Remember that practical ideas very often come from silly, impractical, impossible ones. By permitting yourself to think outside the boundaries of ordinary, normal thought, brilliant new solutions can arise. Some "wild" ideas turn out to be practical, too. For example, when the subway was being dug under Victoria station in London, water began seeping in. What are the ways to remedy this? Pumps, steel or concrete liners? The solution: freeze it. Horizontal holes were drilled into the wet soil and liquid nitrogen was pumped in, freezing the water until the tunnel could be dug and cemented.

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We've already talked about gold plating electrical contacts. In another example, it's a fact that electric generators can produce more power if the windings can be kept cool. How would you cool them? Fans, air conditioned rooms? How about a wild idea? Make the electric windings out of copper pipe instead of wire and pump helium through them. That is what's actually done in some plants, doubling the output of the generators. Tag on. Improve, modify, build on the ideas of others. What's good about the idea just suggested? How can it be made to work? What changes would make it better or even wilder? This is sometimes called piggybacking, hitchhiking, or ping ponging. Use another's idea as stimulation for your own improvement or variation. As we noted earlier, changing just one aspect of an unworkable solution can sometimes make it a great solution. Example problem: How can we get more students at our school? Brainstorm idea: Pay them to come here. That sounds unworkable, but what about modifying it? Pay them with something other than money--like an emotional, spiritual, or intellectual reward or even a practical valueadded reward like better networking or job contacts? Quantity of ideas is important. Concentrate on generating a large stock of ideas so that later on they can be sifted through. There are two reasons for desiring a large quantity. First, the obvious, usual, stale, unworkable ideas seem to come to mind first, so that the first, say, 20 or 25 ideas are probably not going to be fresh and creative. Second, the larger your list of possibilities, the more you will have to choose from, adapt, or combine. Some brainstormers aim for a fixed number, like 50 or 100 ideas before quitting the session. Practical Methodology Choose a recorder. Someone must be put in charge of writing down all the ideas. Preferably, the ideas should be written on a board or butcher papered walls so that the whole brainstorming group can see them. Lacking this, ideas should be put down on paper. In an ideal session, the recorder should be a non participant in the brainstorming session, since it's hard to be thoughtful and creative and write down everything at the same time. But in small sessions, the recorder is usually a participant, too. For a one-person brainstorming session, using an idea map on a large piece of paper is useful. Butcher paper on the walls is good, too. (Large writing helps keep your ideas in front of you and increases creativity. Why not try it?) Organize the chaos. For groups of more than three or four, have a moderator to choose who will offer an idea next, so that several people don't speak at once. The moderator should prefer those with ideas that tag onto previous ideas, then those with new ideas. If necessary the moderator will also remind members of the group not to inject evaluation into the session (in case a member asks, sneers, says, "Oh, come on," and so forth).

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Keep the session relaxed and playful. The creative juices flow best when participants are relaxed and enjoying themselves and feeling free to be silly or playful. Eat popcorn or pizza or ice cream or make paper airplanes or doodles while you work, even if the problem itself is deadly serious like cancer or child abuse. Don't keep reminding everyone that "this is a serious problem" or "that was a tasteless joke." As an aid to relaxation and a stimulation to creativity, it is often useful to begin with a ten-minute warm-up session, where an imaginary problem is tackled. Thinking about the imaginary problem loosens people up and puts them into a playful mood. Then the real problem at hand can be turned to. Some imaginary problem topics might include these:

how to heat a house more efficiently how to light a house with a single light bulb how to improve your travel from home to work inventing a new game for the Olympics how to improve institutional food without increasing its cost

Limit the session. A typical session should be limited to about fifteen or twenty minutes. Longer than that tends to become dragging. You should probably not go beyond thirty minutes, though thirty is the "ideal" length recommended by Alex Osborn. Make copies. After the session, neaten up the list and make copies for each member of the session. No attempt should be made to put the list in any particular order. Add and evaluate. The next day (not the same day) the group should meet again. First, ideas thought of since the previous session should be shared (entered on the photocopied lists). Then the group should evaluate each of the ideas and develop the most promising ones for practical application. During the evaluation session, wild ideas are converted to practical ones or used to suggest realistic solutions. The emphasis is now on analysis and real world issues. Some brainstormers divide the ideas found to be useful into three lists: A. Ideas of immediate usefulness. These are the ideas you will be able to use right now. B. Areas for further exploration. These are ideas that need to be researched, followed up, thought about, discussed more fully, and so on. C. New approaches to the problem. These are ideas that suggest new ways of looking at the situation. Note here that evaluation does not take place on the same day as the brainstorming session. This fact keeps the idea session looser (no fear that evaluation is coming soon) and allows incubation time for more ideas and time for thinking about the ones suggested. Variations

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Stop and Go. For stop and go brainstorming, ideas are generated for three to five minutes. Then the group is silent (and thinking) for three to five minutes. Then ideas are given out for another three to five. This pattern alternates for the entire session. Sequencing. In this technique, the moderator goes in order from one member of the group to the next in turn or sequence. Each member gives whatever ideas he then has, and they are written down. If a member has no ideas, he just says, "Pass," and the next member responds. This movement in turn or around the table continues throughout the session. (Sequencing has been said to nearly double the number of ideas generated in a brainstorming session.)

Style Modification Strategies

Increasing Responsiveness
Central Theme EMOTE a litte more often CONTRAOL a little less often 1. Verbalize feelings 2. Pay personal compliments 3. Be willing to spend time on the relationship 4. Engage in small talk socialise 5. Use more friendly, nonverbal language

How to Increase

Increasing Assertiveness
Central Theme TELL a little more often ASK a little less often 1. Get to the point 2. Volunteer information 3. Be willing to disagree 4. Act on your convictions 5. Initiate conversation
ANALYTICAL DRIVER

How to Increase

AMIABLE

EXPRESSIVE

Descreasing Assertiveness
Central Theme ASK a little more often TELL a little less often

How to Decrease 1. Ask for opinions 2. Negotiate decision making 3. Listen without interuppting 4. Adapt to time needs of others 5. Allow others to assume leadership more often
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Decreasing Responsiveness
Central Theme CONTROL a little more often EMOTE a little less often

How to Decrease 1. Talk less 2. Restrain your enthusiasm 3. Make decisions based on facts 4. Stop and think 5. Acknowledge the thoughts of others

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Checklist For Role Shifting with Drivers

DOS 1. Be clear, specific, brief and to the point 2. Stick to business DONTS 1. Dont ramble on or waste their time 2. Dont try to build personal relationships 3. Dont forget or lose things, dont be disorganised or messy; dont confuse or distract their mind from business. 4. Dont leave loopholes or cloudy issues if you dont want to be zapped. 5. Dont ask rhetorical queestions, or useless ones. 6. Dont come with a ready-made decision, and dont make it for them. 7. Dont speculate wildly or offer guarantees and assurances where there is risk in meeting them. 8. If you disagree, dont let it reflect on them personally. 9. If you agree, dont reinforce with Im with you. 10. Dont try to convince by personal means. 11. Dont direct or order. 12. Dont do an epilogue bit after finishing business.

3. Come preparted with all requirements, objectives, support material in well-organised package. 4. Present the facts logically; plan your presentation efficiently 5. Ask specific (preferably what?) questions. 6. Provide alternatives and choices for making their own decisions. 7. Provide facts and figures about probability of success or effectiveness of options. 8. If you disagree, take issue with facts, not the person. 9. If you agree, support results, not the person. 10. Motivate and persuade by referring to objectives and results. 11. Support, maintain. 12. After talking business, depart graciously.

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Low Responsive Social Style

Cool and Controlled Reserved and Unemotial Task Orientaed, Reasoning and Logic Oriented: Efficient Formal Independent, Self-sufficient

Asking Style
Unassertive Cautious Co-operative Easy Going May be Quiet Unaggressive Deliberate Pace Avoids Risk Listening Go-along

Telling Style
Assertice Bold Competitive Active May be Aggressive Fast Moving Takes Risks Takes Charge Initiating

High Responsive Social Style Warm and emotional Personal Involved in Own and Others Feelings Relationship and People oriented May be Inefficient or Imprecise as a Result of Putting People First Informal, Casual Gregarious Enjoys People, Fun, Attention

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Checklist For Role Shifting with Analyticals

DOS 1. Prepare your case in advance. 2. Approach them in a straight forward, direct way; stick to business. DONTS 1. Dont be disorganised or messy. 2. Dont be giddy, casual, informal, loud.

3. Support their principles; use 3. Dont rush the decision-making thoughtful approach; build your process. credibility by listing pros and cons to any suggestion you make. 4. Make an organised contribution 4. Dont be vague about whats to their efforts, present specifics and expected of either of y ou; dont fail do what you say you can do. to follow through. 5. Take your time, but be persistent. 5. Dont dilly-dally.

6. Draw up a scheduled approach to 6. Dont leave things to chance or implementing action with step-byluck. step timetable; assure them that there wont be surprises. 7. If you agree, follow through. 7. Dont provide special personal incentives. 8. Dont threaten, cajole, wheedle, coax, whimper. 9. Dont use testimonies of others or unreliable sources; dont be haphazard. 10. Dont use someones opinion as evidence. 11. Dont use gimmicks or clever, quick maniupulations. 12. Dont push too hard or be unrealistic with deadlines.

8. If you disagree, make an organised presenation of your position. 9. Give them time to verify reliability of your actions; be accurate, realistic. 10. Provide solid, tangible, practical evidence. 11. Minimise risk by providing guarantees over a period of time. 12. When appropriate give them time to be thorough.

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Checklist For Role Shifting with Expressives

DOS 1. Plan interaction that supports their dreams and intentions. DONTS 1. Dont legislate or muffle.

2. Leave time for relating, socialising.

2. Dont be curt, cold, or tight-lipped.

3. Talk about people and their 3. Dont drive on to facts and goals, opinions they find stimulating. figures, alternatives, abstrations. 4. Dont leave decisions hanging in the air. 5. Dont waste time trying to be impersonal, judgemental, taskorientated. 6. Dont dream with them or youll lose time. 7. Dont kid around too much or stick to the agenda too much. 8. Dont talk down to them.

4. Put details in writing, pin them to modes of action.

5. Ask for their opinions/ideas regarding people.

6. Provide ideas for implementing actions.

7. Use enough time to be stimulating, fun loving, fast moving. 8. Provide testimonials from people they see as important, prominent.

9. Offer special, immediate and extra incentives for their willingness to take risks.

9. Dont be dogmatic.

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Checklist For Role Shifting with Amiables

DOS 1. Start, however briefly, with a personal comment. Break the ice. 2. Show sincere interest in them as people; find areas of common involvement; be candid and open. 3. Patiently draw out personal goals and work with them to help achieve these goals; listen; be responsive. 4. Present your case softly, nonthreateningly. 5. Ask how? questions to draw their opinions. 6. Watch carefully for possible areas of early disagreement or dissatisfaction. 7. If you disagree, look for hurt feelings, personal reasons. 8. Move casually, informally. 9. Clearly define (pererably in writing) individual contributions. 10. Provide guarantees that their decision will minimize risks; give assurances that provide them with benefits. 11. Provide personal assurances, clear, specific solutions with maximum guarantees. DONTS 1. Dont rush headlong into business or the agenda. 2. Dont stick coldly or harshly to business; on the other hand, dont lose sight of goals by being too personal. 3. Dont force them to respond quickly to your objectives; dont say: heres how I see it. 4. Dont be domineering or demanding; dont threaten with position power. 5. Dont debate about facts and figures. 6. Dont manipulate or bully them into agreeing because they probably wont fight back. 7. Dont patronise or demean them by using subtlety or insulting language. 8. Dont be abrupt and rapid. 9. Dont be vague, dont offer options and probabilities. 10. Dont offer assurances and guarantees you cant fulfill. 11. Dont keep deciding for them or theyll lose inititative; dont leave them without backup support.

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Assertive Behaviour
Discuss each situation and decide on a response which is direct, honest, diplomatic and appropriate. SITUATION 1. You would like an increase and say 2. Someone asks for a lift home. It is inconvenient as youre late and still have a few errands to do. 3. One person often inturrupts you when youre spakeing during a metting. 4. You have been pestered several times this week by caller who has repeatedly tried to sell you a magazine. The caller contacts you again. 5. The local library calls and asks you to return a book you have not borrowed. 6. Your spouse wants to watch a soccer match on TV but you are busy watching anoteher programme. There is NO video recorder. 7. A friend often borrows money from you and does no t return it unless asked. He again asks for a small load. 8. You are standing in a queue at the supermarket. Someone quietly shoulders their way in front you. RESPONSE

Career Development
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Step 1: Self Assessment Completing Step 1 will help you to:

Understand why self assessment is a key factor leading to career success Conduct a complete assessment of your personality, interests, values, skills, learning needs and selfemployment potential Know what you are looking for in your career

The First Step to Career Success!

6 LifeWork Planning 5 Work 4 Networks & Contacts 3 Decision Making 2 Research 1 Self Assessment Personality Values Skills Interests Knowledge Entrepreneurism & Learning

In the past it was normal for students to declare a major related to a career; complete a prescribed set of studies; find a job in a related field; and stay in that field until they retired. One decision and that was it! Today, however, it is far more common for individuals to change their majors, do several career searches and changes in a lifetime. People change their careers for a variety of reasons. For example, they did not make a wise choice initially; the career they selected no longer exists; they want to match their changing values and needs to a new set of career possibilities. Making the right plans for your future during these changing times can be difficult. Starting with the self assessment process can give you more choices and broaden your options. You then can have the confidence that you are on the right career path. A self assessment can reveal your characteristics, interests, values and skills. It will define your strengths and your weaknesses. Looking for a match between these and the work you are considering is the most important step you can take before you write a resume or begin the search for a job. In fact, when the time comes to write your resume and prepare for a job interview, you will find the task easier if you have completed the self-assessment process first!

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You are the place to start. Ask yourself:

What do I do well? What am I good at? What do others tell me? What do I enjoy doing? What turns me on? What energizes me?

Answers to these types of questions and many others will help you identify your strengths and make decisions around the contributions you can make. Many people try to fit into jobs advertised in newspapers or other sources. The employer today has many qualified candidates from which to choose. You will be seriously considered for a position only by showing the employer that you know who you are, what you can offer and where you are going. You will need to commit some time to prepare your personal inventory. Your honesty and the quality of your work will predict your level of success in getting the right job. Write out your answers and the conclusions you come to as a permanent record of your thoughts and feelings. This data then becomes an important resource as you continue in your career planning and work search activities. Step 1.2: Understanding Your Personality & Characteristics

This exercise will help you to identify key elements of your personality This process will take 15-30 minutes

One of the most important factors in determining your happiness and success in a job is understanding your personality, also referred to as characteristics or attitudes. You have now identified your Pride Experiences and written stories. If you have not completed this exercise, please go back to Step 1.1. Evaluate who you really are by referring to the stories as you complete the following exercise. Be honest when you judge your thoughts, feelings, attitudes and behaviours.

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Personality Checklist You will notice that the checklist is divided into six sections with similar personality clusters. You will learn more about these clusters in the section on Interests. Read your stories and scan the checklist. Put a check to show each characteristic that applies to you from each of the stories. Add to the list other characteristics describing you. Check with your friends and/or family. Do they see you as you see yourself? Personality & Characteristics Section R Athletic Conforming Down-to-earth Frank Persistent Practical Rugged Self-reliant Stable Section R Totals Section I Analytical Calm Confident Curious Independent Intellectual Inventive Logical Precise Section I Totals Section A Creative Emotional Expressive Flexible Idealistic Imaginative Impulsive Intuitive Original Section A Totals 1 2 3 4 5 6 7 # 1 2 3 4 5 6 7 # Story # Tota l 1 2 3 4 5 6 7 #

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Section S Co-operative Empathetic Friendly Helpful Insightful Kind Sensitive Tactful Understanding Section S Totals Section E

5 6 7

1 Adventurous

4 5

6 7

Ambitious Assertive Competitive Driving Energetic Enthusiastic Persuasive Powerful Section E Totals

Section C Accurate Careful Dependable Detailed Efficient Orderly Organized Persistent Thorough Section C Totals

1 2 3 4 5 6 7

Insert your own descriptive words

1 2 3 4 5 6 7

Congratulations on assessing your personality and characteristics! Go back and review this list again. Circle or highlight the top 5 characteristics. This information will be helpful when you get to the section on Interests in Step 1.5.

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Step 1.3: Understanding Your Values

This exercise will help you to clarify your values This process will take 15-30 minutes

Have you ever wondered what causes someone to study for years to enter a career such as engineering or law while another person will look for the quickest way to make money? What causes someone to switch his or her career midstream? The answer to these questions is values. If you value good health, you will make time for daily exercise and proper nutrition. If you value career satisfaction, you will take time to examine your values and make choices that are consistent with them. This section will help you to identify what is needed in your work environment to enable you to feel satisfied with your job. Understanding your values is also essential to preventing conflict in the workplace. Step 1.3 Understanding Your Values This exercise will help you to clarify your values This process will take 15-30 minutes

As with the previous section, you will notice that the checklist is divided into six sections with similar values clusters. You will learn more about these clusters in the section on Interests. Read your pride stories and scan the checklist. Put a check to show each value that applies to you. Add to the list other values that describe you. Values Clarification Section R Be able to move around in my work Do hands-on work Meet clear standards See the results of my work Work outdoors Section R Totals Section I Be able to structure my own work Be recognized for my knowledge Contribute new learning to a field Demonstrate high degrees of skill Engage in complex questions & demanding tasks Section I Totals Section A Be able to write or present ideas Be free to express my uniqueness Be involved in studying or creating beauty Create new ideas, programs or structures Have personal control over my life & lifestyle
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Story # Tota l 1 2 3 4 5 6 7 #

1 2 3 4 5 6 7

1 2 3 4 5 6 7

Section S Be involved in helping others directly Contribute to the betterment of the world Feel that my work is making a difference Have opportunities for self-development Work with others toward common goals Section S Totals Section A Totals

1 2 3 4 5 6 7

Section E Be able to get ahead rapidly Be in a position to change opinions Have a high standard of living Have the power to influence others activities Impress others, have respect & status Section E Totals Section C Carry out responsibilities and meet requirements Complete work where attention to detail is required Do work where employment is secure Do work where tasks are clear Have regular hours and predictable work Section C Totals Insert additional values

1 2 3 4 5 6 7

1 2 3 4 5 6 7

1 2 3 4 5 6 7

Congratulations on clarifying your values! Highlight the top 5 values that are most important for you. This information will be helpful when you get to the section on Interests.

There is more in us than we know. If we can be made to see it, perhaps for the rest of our lives, we will be unwilling to settle for less. ~Kurt Hahn

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Step 1.4: Analysing Your Skills This exercise will help you to define and identify your skills This process will take 15-30 minutes A skill is learned ability to do something well. Skills are the currency used by workers. In the labour market you receive pay in exchange for the skills that you offer and use at work. Individuals who can describe themselves to a potential employer in terms of their skills are more likely to find the work that they want and enjoy. If you were asked right now to list your skills, what would your list look like? It might be a short list, not because you do not have the skills, but simply because you have never been asked to identify them and are not accustomed to thinking and talking about them. Each person has approximately 700 different skills in their repertoire. Most individuals have trouble identifying them and if they do recognize them, they dont feel right promoting them. However, you cannot afford this kind of misdirected modesty. Before you can be confident about your ability to move through a changing work world, you have to realistically know what your strengths are. Step 1.5: Understanding Your Career Interests

This step will help you to organize the information from the previous sections You will learn how to relate your vocational personality to career planning This process will take 15-20 minutes

Understanding Your Career Interests In the previous three sections, the characteristics, values and skills sections were organized into six (6) clusters. Please transfer your top five (the 5 items that you like the most or that are most similar to you) from each of the exercises to the chart below. Please check () which cluster area they belong to and total the number below. You may find that you have dominant interest cluster(s) that emerge.

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My Top 5 Characteristics 1. 2. 3. 4. 5. Sub-total number of for each column of characteristics My Top 5 Values 1. 2. 3. 4. 5. Sub-total number of for each column of values My Top 5 Skills 1. 2. 3. 4. 5. Sub-total number of for each column of skills Total for all sections

R I A S E C

R I A S E C

R I A S E C

Review the six Holland themes; consider which ones are most similar to you based on your scores from the exercises and your thoughts from reviewing the descriptions provided in Section 1.5. Complete the section below to help you create a summary listing for this section. # 1 2 3 Holland Theme Potential Educational or Occupational Options of Interest to Me

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Step 1.6: Knowledge & Learning Style In addition to finding out who you are by reviewing and assessing your characteristics, values and skills, it is also important to consider your knowledge and learning style. Throughout your life, you have learned information by attending classes, working on projects, reading independently, traveling and many other methods. It is important at this stage to assess what you know and how you like to learn.

This process will help you to identify your core knowledge and learning style It will take 20-30 minutes

Your Knowledge & Learning Style This process will help you to identify your core knowledge and learning style It will take 20 30 minutes

Identifying Your Knowledge Areas You can use the space provided below. Begin with your formal education. Consider everything that you have studied at: Through University Courses College Projects High school Papers Other Thesis institutions Write down your: Specializations, options Subjects you liked the most and what you liked about them Your marks Any other certificates, diplomas or awards you have received Name of Institution Dates and Specific Information

In addition to the knowledge you have acquired though formal educational opportunities, you have informal sources of learning. This informal education includes training provided by employers (both on and off their
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premises), volunteer agencies, sports organizations, etc. Write this information below. Organizations Name Dates and Specific Information

Finally, record what you have learned through your own travel, research, reading or other experiences. Experiences Dates and Specific Information

Review all of your notes in this section on Knowledge. Choose 5 areas of knowledge that you would like to build on in your career and write them below. My 5 Main Knowledge Areas 1. 2. 3. 4. 5.

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You may find it helpful to go back and review the Holland Personality type descriptions in the previous section. There are educational preferences in each of these six types. When you review your 5 main knowledge areas, look for similarities with your Holland profile. This process can help you to identify rewarding career pathways. Identifying Your Learning Style Learning style refers to how people learn. The concept is important; people do learn in different ways. Understanding how you learn can help you to take more effective control of your own career development and learning. To discover how you learn, think about the experiences you have had in your life in which you felt you learned a great deal. Then consider the following types of learning processes and environments: Unstructured or highly structured environment Working at your own speed or working at the pace set by a teacher or group Learning things step-by-step or getting the big picture first Working alone or working in a group Learning in a quiet setting or with sounds in the background Forming pictures in your mind, touching the object or speaking to yourself Engaging in computer-based instruction / interactive multimedia Conducting field work or doing case studies Sharing thoughtful dialogue with others Listening to a lecture Watching videos or films Participating in a role play or simulation Writing in logs, journals or workbooks Reading about something and then trying it out Trying something out and then reading about it later

My preferred ways of learning are:

Step 1.7: Entrepreneurism as a Career Option Over the past decade an increasing number of individuals have chosen self-employment or entrepreneurship as a career option. Those who are self employed or entrepreneurs are people who create a new product or provide a service and then proceed to put form to their dream by opening a small business. Consider the following questions:

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Do you welcome challenges? Is achievement important to you? Are you confident about your abilities? Do you like to be in control? Do you consider yourself a realistic planner?

Are you persistent? Can you cope with uncertainty? Do you usually complete any task you start? Are you willing to take moderate risks? Do you consider yourself to be organized?

If you answered yes to most of these questions, you have some of the characteristics of people who are self employed. Additionally, in the previous section (1.5) that used the Holland types, if you identified the Enterprising type as your first, second or third preference, you may find it helpful to review this career option further. Step 2.4: The Information Search The world of work (or labour market, as it is often called) is very complex. There are now over 10,000 occupations in Canada. New occupations are emerging while other occupations are on the decline. The challenge is: "How do we make sense out of this ever-changing world?" It is possible to discover career opportunities by learning what it is important to search for and where to search for it. Before beginning this process, gather your results from Step 1. This material will help you to identify opportunities as you conduct your research. The what includes the characteristics, values, skills and knowledge requirements of the occupational role. Additional material you will want to know includes: duties and responsibilities, working conditions (e.g., hours, physical demands of job, physical environment and level of stress), salary range or compensation for work, opportunities for advancement, related occupations and future outlook predictions. The chart on the following page is designed to help you record this information in your research. Start by reviewing your ideal career needs from your self-assessment results in Step 1. Then use the chart to compile information about the occupations you are interested in. Make copies of the chart and use one chart for each occupation. This will help you to make informed decisions. If you are not sure which occupations to start researching, please come to Career Services for assistance. Step 2.7: Job Shadowing

The goal of job shadowing is to gather critical information during your information exploration process.

You have read about and talked with others about a particular type of work. You think that it would be a good fit for your interests and

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capabilities, but you would like to do one more check. That is when the job shadow experience is very beneficial. To locate the ideal person, employ the same strategy as with the information interview. Writing or telephoning to make arrangements to meet is similar, except that you will ask for a -day or an entire day. During that time together, you are able to ask similar questions to those in the information interview. The bonus is spending time with your contact as the individual does whatever needs to be done that day in their work. You can observe, perhaps even help. By the time you are ready to leave, you should have good notes about the components of the job, the work environment, the interactions with other people, and a tally on what you like and dislike about the position. If the fit is not as good as you had hoped, ask your contact if there are any other types of options that they would recommend you consider. Within one day of your visit, write your thank-you letter and mail it. Include points about what you found helpful. Whether you have made a decision to work in the field or not, it is always important that your contact knows that you learned from the experience and that the time spent was beneficial.

Step 2.8: Gaining Experience Gaining experience in an actual work role is the best way to determine if the nature of the work is an acceptable fit or match with your personality. There are several ways to gain experience such as part-time and full-time paid work or volunteer work. The sponsorship can be through co-operative education, casual employment, summer jobs, contract work, regular employment, work-study arrangements, internship, or volunteer positions. In addition to the job content knowledge you will gain, there are extra benefits including:

Referrals for future jobs through the network that you build Knowledge of the strengths and weaknesses of your work-related skills The potential to demonstrate skills such as communication, analysis and problem-solving Demonstration of your initiative and establishment of a track record for potential employers

Co-operative Education The role of co-operative education is to provide you with the opportunity to have paid employment in positions that complement your academic program. Alternating work and study terms takes longer than the traditional method of study with a summer break. Co-op positions are fullPage 50 of 72

time, usually for four months. The advantage for you is in having a formal structure through which you can try out different jobs to see what you like and are good at. With regular performance evaluations by your supervisors, you can acquire an employers perspective on how well you measure up to the quality of other people working in that position. By taking positions with increasing levels of responsibility, you will have a solid resume with which to approach the job market in the future. In addition to the knowledge and skills you will obtain, the process will help you clarify your thoughts about what you want from your ideal job. Casual Employment While most people take casual employment part-time throughout the year to earn money, there are additional benefits. If you can get work in an environment you would like to check out, you will have a sense as to compatibility. For example, if you have factory assembly-line experience, you may want to try a fast food outlet to determine if you would prefer a more interactive environment with people, i.e., having customers constantly around you, expecting top quality products and services. Summer Employment, Contract Work, Regular Employment These categories usually are offered on a full-time basis, typically ranging from 25-40 hours a week. They are building blocks to lay the foundation for your career. Working in a diversity of settings will enable you to experience and observe many aspects of employment. Through experimentation you will come to know what you like and dont like, what youre good at and what areas you need to develop expertise in. These paid work experiences are especially helpful if you are in an academic program that is not specifically designed to prepare you for a particular profession. Employment experiences can provide you with the added benefits of gaining work-related skills that your future employers will be seeking. University of Waterloo students can check Career Services for job opportunities. Work-Study Programs Within an academic environment, there may be positions funded by governments. These roles provide for up to 10 hours a week over the school term and help students finance their education. Carefully read the work-study notices. If the information is vague, phone the person who would be hiring for the position for more details. Work-study can be a good way to apply your knowledge in different settings. In addition to helping you clarify your career goals, work-study can provide you with excellent transferable skills. For further information on work-study at the University of Waterloo, contact the Student Awards office. Internships An internship gives you an opportunity to have a structured experience combining work and learning in a field you are considering for your career. The work may be paid or unpaid. It can be part-time during an academic term, a full-time block during the weeks between terms, full-time for an academic term or longer. In some cases, a professor from your faculty will oversee the work in conjunction with your employer so that appropriate
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academic credit can be given. Even if you succeed in obtaining an internship that will not result in academic credit, the experience is valuable in exploring career possibilities and gaining marketable work skills.

Volunteering Volunteering allows you to investigate and gain many types of work experience. Some examples are: animal care, environmental preservation, health education, marketing, computer programming and management (e.g., by working on a volunteer Board of Directors). Anyone can volunteer in practically any organization. Look through the files and directories in Career Services and the on-campus volunteer centre. Two questions you need to answer for yourself are: what would you like to give to the community, and what would you like to get back in return?

Consider undertaking a special project as a course assignment. Rather than proceeding only through the theoretical perspective to obtain your grade, you could locate a group who could benefit from your work. Since they may not be able to look into a particular topic because of time or funding, you would be adding value to their organization while expanding your knowledge of the workplace by linking an academic exercise to a real-world application. Step 3.2: Career Objectives The time has come for you to clarify your career objectives. If you knew you would succeed, what is the type of work that you would do? Record your ideas in the chart in Section 3.3.1. Are you surprised at what you wrote? Or does this type of work confirm what you have been thinking? This is the time to make a commitment. In order to begin the next phase, you need to have a sense of direction, some general goals to work towards. Organize your ideas into 3 groups: long-term, medium-term and shortterm. By having longer-term goals, you will be able to set your course to becoming successful in your career. Then by working backwards to the present, you will be able to take a step at a time toward your ultimate goal. How much of your total being (body, mind, spirit) do you want to commit to the work you have listed in the "now" column? Will you be able to see this work as part of the big picture, the dreams you have, your special way of contributing to the world? Receiving pay from an employer means completing the tasks required by the position. Will the joy you experience doing this be greater than the burden? This is why your personality and attitudes are the most important predictors of success in your career and in your life generally. You cant accomplish more than you believe you can. Your thoughts, positive or

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negative, come into play (self-fulfilling prophecy). How you accept your own abilities will define whether or not you achieve your goals. The secret of an athletes success can be yours. Create a mental model (e.g., a high jumper will visualize running and sailing over the bar in the competition). Use your imagination to create what you want in life. Close your eyes and visualize yourself doing the work you have written in the "now" section above. Are you indoors or outdoors? Is there anyone with you? What tools or equipment are you using? What are you saying, writing or thinking? What deadline are you working towards? To be successful in visualizing your work, you need to have a strong desire for the goal to be achieved, a belief that the goal is possible to attain, and a willingness to live with the outcome. Complete your visualization with an affirmation (in the present tense of the verb as though it already exists). "I am ..." You can phrase it as a role (e.g., a customer support representative, or as an activity, such as supervising volunteers). Say the affirmation so often that the thought becomes very comfortable and exciting for you. Finding work will be so much easier when you can describe it to others with clarity and confidence! Step 3.3: Personal Objectives Your life is comprised of several parts that work together to bring the balance needed for optimal wellness:

Physical: nutritious food, safe water, healthy air, exercise Mental: intellectual challenges, knowledge, thoughts Emotional: feelings, belonging, security Philosophical: authenticity, spirituality, meaning, attitudes Social: relationships with others, friendships Career: finances, fulfillment Recreational: leisure, fun, sports

An overabundance or a deficiency in one area can affect other components (e.g., overwork in your career can cause physical exhaustion leading to illness, stress resulting in emotional upsets affecting social relationships, and mental inefficiencies impacting decision-making). Physical fitness has a major impact on your overall wellness. Employers also benefit through decreased medical costs and improved productivity on the job, two important considerations when more work is spread over fewer people. During the past two years, how many days were you off work or school due to medical reasons? Can you, or do you want to, offer a potential employer the advantages that go with a healthy lifestyle? What changes, if any, need to be implemented to increase your stamina and endurance? In conjunction with your career objectives from the section above, decide
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upon your goals in other areas of your life: family and friends; sports and physical fitness; leisure activities including travel; and finances including retirement funding, etc. Community service and personal/career development are covered in the next two sections. Community Service Objectives Community organizations, whether local, national or international in scope, provide opportunities for individuals to give to society and build their careers. You are able to support a community service compatible with your beliefs and geared toward your leisure needs. It is important that you make the same type of commitment to the organization as you would to your favourite employer. The organization will be counting on you to do the job as conscientiously as a paid employee. List 3-5 organizations or community needs that you are interested in helping with. Interview the person in charge to determine if your goals and theirs are compatible, and if working together will meet both your needs. When you have made a decision on where you would like to volunteer, agree upon the number of hours, the times you will be available, your specific duties and responsibilities, any training you require, your out-ofpocket expenses, etc. Having a written, signed contract will alleviate any misunderstandings, which might jeopardize your reputation in the future. Step 3.4: Lifelong Learning As the soil, however rich it may be, cannot be productive without cultivation, so the mind without culture can never produce good fruit. ~ Seneca Change is everywhere in the world, in all organizations. Individuals will need to change to keep pace. That means continuous learning and updating - an ongoing adjustment to your portfolio of skills and knowledge. Motivation can come from several benefits: increased job satisfaction, better prospects for work, personal satisfaction, and increased pay. Learning environments can include:

Training at your place of employment Learning at home through audio/video tapes, Internet delivery or print materials Day or evening courses in a community or educational institution

Before you invest your time and money, thoroughly investigate your options regarding quality and suitability to your needs. For some programs you may wish to ask about the people who graduated, what type of work they are doing and their salary ranges. Because of the wide array of programs and courses, you may benefit from consulting an educational specialist or a guidance/career/training counsellor. Establishing a Learning Plan

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Many students enroll in an academic institution without having a goal. They complete their education with no plans other than to get a degree or diploma. They take courses in what they love to learn and to increase their general knowledge. Then they are disappointed at graduation time to find that no employer wants to hire them because they dont have the knowledge or skills to be productive immediately on the job. Unfair as that sounds, that is the reality some students face. Enjoying your studies is excellent. Becoming better rounded is ideal. However, you need to think about the third component: your portfolio of talents, abilities, skills and knowledge that can help you to be selected for the work you want. The initial question, then, is what do you want your university education to do for you? Consider your plans using the chart below so that you have your learning objectives on record. Have you included both personal and career development points? Do you have a good balance so that you will enjoy your program? Three, four, or more years can be a long time when you have no passion or interest in what you are studying. You may want to take some time each year to reflect on your progress and whether or not your learning is in line with your overall goals.

Step 3.5: Goal Setting Setting goals for your game is an art. The trick is in setting them at the right level, neither too low nor too high. ~ Greg Norman A goal is an aim or an end towards which effort is directed. A goal is where you want to be. Developing one requires conscious projection into the future in order to bring clarity to the direction you should take now. This section provides information to design and write your goals so that they will become real. "SMART": Specific, Measurable, Attainable, Realistic and Timely Specific means detailed, particular or focused. A goal is specific when you know exactly what is to be achieved and accomplished. A simple goal is easier to understand. Imagine your goal as specifically as you can. Ask: Who, where, what, when, how...specifically? Measurable goals are quantifiable. Think of the evidence that will let you know you have achieved it. For example, words like better or faster are not quantifiable. "Increase my course grades by 10%" provides a clear measure for a goal. Achievable goals are self-maintained; the achievement of the goal is up to you alone. There are many aspects of life that involve dependent relations with others. Your goal should clearly speak to things that you have control over.

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Realistic goals are practical and possible. Realistic goals are a balance between what is hard and what is easy to achieve.They require a stretch. Its that little bit extra in performance that makes people progress and improve. Is your goal realistic and reasonable? Timely goals mean that they are scheduled. There is a finite duration to your effort, a deadline. People can put off doing things if no deadline is set because human nature usually finds something else to do on the way. For example, "by the end of June" is more specific than "toward the end of June". However, the most precise statement is: June 30, 20XX. Finally, consider the language you use when writing your goals. Avoid wording goals in terms of, "I hope to have a job in a field related to my area of study". Rather, use wording such as "I will complete 10 information interviews in the financial services industry by January 31, 20XX." Action Planning Most people wish for riches, but few people provide the definite plan and burning desire which pave the road to wealth. ~ Napoleon Hill Whereas a goal is where you want to be, a plan is the strategy you employ to get there. Planning turns goals into tangible "bite-sized" steps of action. A plan details the activities necessary to accomplish the stated goal. It organizes your dreams so that you can move forward with confidence. The biggest mistake next to not having a plan is to be so fixed that new opportunities are missed. Remember, a plan is not a life sentence. As your interests and expertise change, feel free to adjust your plans and goals.

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To help you create a road map to accomplish your goals, you may choose to use the following form. Goal Action Form This form is designed to help you create a road map to accomplish your goals Complete one form for each of your current goals Goal: Purpose of this goal:

Action steps: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Timelines:

Investment (Rands, time, resources):

Goal completion date:

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Step 3: Decision Making The Third Step to Career Success! This section will help you:

Establish objectives in the areas of career, personal, community service and lifelong learning Make decisions, set goals and write a career action plan

"Would you tell me, please, which way I ought to go from here?" "That depends a good deal on where you want to get to", said the cat. "I dont much care where", said Alice. "Then it doesnt matter which way you go", said the cat. Alice in Wonderland, Lewis Carroll The Decision-Making Process Did you know that most people spend much more time deciding what car to buy than they do choosing a career? The decision-making process becomes much less onerous the more focused you are overall. Because of the importance of making the right choices for you, all the steps outlined in this Manual are critical elements in the decision-making process. Assuming you have completed Steps 1 and 2 and feel comfortable moving on, please continue now in the process of decision-making and planning. This decision-making model can by used for making many types of careerrelated decisions. For example, you can use the model to determine:

Which occupational field to enter Whether to start a small business Which training/educational program to take

Whether to change jobs Whether to change an occupation

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Step 4: Networks & Contacts The Fourth Step to Career Success! In Step 4, Networks & Contacts, you will learn how to:

Search for work or job openings Prepare resumes and letters Present your qualifications in an interview

Discipline is the bridge between goals and accomplishments. ~Anonymous The Work Search Looking for employment is one of the most challenging jobs you will ever have. Finding "your" job rather than "a" job is important, as work plays a big role in contributing to the sense of satisfaction in your life. As you begin to look for your next position, think about how it fits into your overall career plan. Is it work that will give you the experience you need to begin or continue your progression toward your longer-term career goals? Is it work you will enjoy doing? Will you feel passionate about it? This section on the work search will help you:

Get ready for your work search Use traditional methods to find job openings Use creative methods to find employment Research employers Network: develop leads and make contacts

Step 4.1: Getting Ready Many job seekers have an unrealistic picture of how much time the job search takes. It is never too early to begin making contacts. Start in the Fall term for a summer job. For co-op, internship, contract or on-going (permanent) positions, monitor the job market year-round so that your research is up-to-date. If you are still in school, or working full-time but want to change jobs, plan to spend up to 8 hours each week. After graduation, or if you are currently unemployed, your search should become full-time. If you have been searching for several weeks or months, an employer will want to know how you have been spending your time. Have activities with a practical application to the job market to talk about. For technical people whose knowledge may become outdated quickly, be able to show how you are staying current in your field. To begin, review your worksheets from Steps 1, 2 and 3 of the Manual so that you can direct your efforts. Know what is important to you, what you enjoy or do not enjoy doing, what skills you have to offer, and what type of
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work is a good fit for you. In short, only you know what kind of work you want and what you are best qualified for. Be able to discuss your accomplishments. Employers want to know why you selected them and what you are prepared to do for them. Also, think about your life beyond this work you are presently looking for. Where are you heading in the future? Now is the time to form the foundation for those 20+ jobs and 7+ occupational fields you may have ahead of you. What skills will you need to develop or update? What skills do you want to develop? With a clear focus, you will be able to prepare excellent resumes and letters, and present your strengths in interviews. Develop a plan to find work

Your work search will be more effective if you map out your strategy in advance Set daily and weekly objectives so that you have a concrete way to evaluate your progress Determine the amount of time you will allocate to: Identify target organizations Research Make contact Follow up Schedule at least one activity away from home each day to get yourself out into the community and energized Organize your days of searching for work just as you would a regular work day Record all of your appointments, activities and results

Organizing Support You will need support while undertaking your search. First, you will need financial support. If you do not have sufficient financial resources, you may want to consider part-time work. Try to look for something with a flexible schedule. This will allow you to attend interviews at times suggested by employers. Some jobs (e.g., sales) give you an added opportunity to speak with many people from diverse employment backgrounds. Jobs through a temporary employment agency may be an alternative. You may need to take an interim job until the position you would like becomes available. This type of job also enables you to broaden your qualifications and develop contacts in the areas of your interests. Second, moral support is very important. "No" will likely reach your ears more often than "Yes". Surround yourself with people who are most likely to boost your confidence. Volunteer - an organization will appreciate your help. The people there will become aware of your enthusiasm and the quality of your work. Benefits will come as you work and interact with people, since they may be able to give you some information and advice about your job search activities. Keep in touch with previous professional colleagues, friends in your field of work, and new contacts that you are
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making each week. These people can also be a source of great moral support. Finally, celebrate your achievements. Examples of successes could be: finalizing the arrangements to meet a contact; completing ten telephone call-backs by lunch-time; getting company information that was difficult to locate; speaking with a hiring manager briefly in person. Reward yourself with a pleasurable activity. Take some time out each week to participate in social or recreational activities, or hobbies. You need the break to renew your level of energy.

Step 4.2: Resumes In this section you will learn:

The benefits of writing a resume The three main styles of resumes How to create your own resume How to submit electronic resumes

The Benefits of a Resume The resume has become an essential part of the work search process. A resume is:

A systematic assessment of your skills in terms of a specific work objective A marketing device used to gain an interview

The purpose of the resume is to get an interview. It is like an advertisement: it should attract attention, create interest, describe accomplishments and invite a person to contact you. The average amount of time an employer takes to initially scan a resume is 30 seconds. It is very important that the resume be brief, one page if possible and two pages the limit. The resume tells a potential employer what you can do and have done, who you are, and what you know. It also states what kind of work you seek. The key is that the resume must provide enough information for the employer to evaluate your qualifications and interest the employer enough to invite you for an interview. The resume is a more concise presentation of credential than a curriculum vita (CV), which is prepared for a teaching/research position in a university or for inclusion in an application package for graduate school. If you need help writing a CV, contact Career Services. Life is a mirror and gives back to us the reflection of our own self. ~ Joseph Batten

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The Steps to Writing Your Resume 1. Make detailed self-assessment notes and keep them together in a file. 2. Obtain detailed job description information for the type(s) of work you want to do. 3. Prepare a draft of a Chronological, Modified Chronological, or Functional resume. 4. Organize major sections in order of importance, with Job Objective or Career Goal first and Summary of Qualifications or Skills Summary second. 5. Have someone else proofread a draft of your resume.

Step 4.4: Interviews In this section you will learn to:

Understand the art of interviewing Prepare for an interview Develop guidelines and skills for effective interviewing

The Purpose of an Interview The interview is a mutual exchange of information between an employer and a candidate for a position. The primary objectives are to:

Supply information about yourself that is not contained in your resume Show that you understand yourself and have a sense of direction in your career Enable the employer to evaluate your personality and attitudes in terms of the demands of the organization and the position Allow you to gain information about the organization and the job, which is not available through other sources Give you and the employer an opportunity to discuss the desirability of further contact or an offer of employment Always bear in mind that your own resolution to succeed is more important than any other. ~ Abraham Lincoln

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Preparing for the Interview Know Yourself To impress an employer you must be well prepared and understand the value of what you have to offer. To relate your assets to the position and the organization, you must know yourself. Review your self-assessment sheets from Step 1 of the Manual and your resume. Be prepared to substantiate all points with information. Rather than trying to determine only at what level you are currently functioning, some interviewers want to see how you have grown over time in areas related to their position(s) (e.g., interpersonal and work skills, motivation). Some interviewers will want you to talk about your mistakes to find out what you have learned to do differently. Know the Company / Organization You must be familiar with the position and the organization so that you can demonstrate how and why you will be an effective worker. Refer to the notes you made as you networked with people and reviewed print and online materials (see Section 4: Networks & Contacts). Obtain information, if you can, on whom you will be meeting with and the schedule for the interview period. If you can find out about your interviewer(s) (e.g., name, title, background) in advance, you will be able to use this information during the interviews. First Impressions Your success or failure in the interview can depend on your appearance and the interviewer's first impression of you. If it is not good, it will be much harder during the rest of the interview to change the interviewer's mind. Look neat, clean and well groomed. Select proper clothing for the type of organization interviewing you. If in doubt, be conservative. It is also important to pay attention to details such as making sure your hands are manicured, making sure shoes (and handbags) are in good shape, and keeping accessories to a minimum. If you smoke, do not smoke once you are dressed for your interview and dont drink coffee or eat odorous foods prior to your interview. Avoid wearing strong scents (e.g., perfume or cologne). Greet each person in the company with respect and professionalism. Upon meeting the person interviewing you, give them the first opportunity to shake hands. When you shake hands, include eye contact and a smile. Handshakes should be firm but not aggressive; try to match the grip of the interviewer. Do not sit down until the interviewer invites you to do so. The following are some typical interview questions and a range of possible responses - from dismal, through to top-notch. Test yourself to see how you would do in this "interview." Keep in mind that this is only a small representation of the kinds of questions you would be asked in a real interview. You will need to do your homework on the organization, the job, and yourself (i.e., a selfassessment) in order to be fully prepared for the variety of questions likely
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to be asked. These might include behavioural, situational, skill-testing, and/or problem-solving - all designed to get at your technical knowledge and skills as well as your personal attributes, and thus determine your "fit" in the organization. So, try your hand at these questions. Good luck! (NOTE: As you go through the activity, please avoid using the navigational buttons on your browser.)

Tell me about yourself. Top of Form

My mother says that I was always an overachiever. I started walking at 8 months and began speaking in full sentences at 12 months. I understand that you need someone who is able to analyze and synthesize data, write summary reports and present findings to managers. I think you can see from my resume that when I worked for ABC Company, I did something similar to this. I'm a real "people person." I love to help others and am a really hard worker. In my last job at ABC Company I analyzed and synthesized data. The managers there needed to have access to monthly information for the sales team. I reviewed the existing data and suggested a redesign of the database to make it easier to understand. To analyze the data I used DataMine software. My presentation to the managers went really well. They made a couple of suggestions to my design that I was able to incorporate. My boss and the sales team have given me very positive feedback saying that the monthly reports are easier to read and to use. I believe that my ability to analyze and synthesize data would serve me well in this position. I understand that you will need me to analyze and report on your client database and that you're also using DataMine software. I'm sure I will contribute positively on that project right away.

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Step 5: Work The Fifth Step to Career Success! This section will help you to:

Assess offers for work Fit into your new role and organization Continue to learn from your experiences at work

It is not by accident that the happiest people are those who make a conscious effort to live useful lives. Their happiness is a deep sense of inner peace that comes when they believe their lives have meaning and that they are making a difference for good in the world. ~Ernest Fitzgerald

Step 5.1: Work Offers & Acceptance Before you accept an offer for employment, take the time necessary to evaluate the offer. Don't jump at the first job offer you get. If you make a mistake, you might end up stuck in an unsuitable position. With the negative feelings that would likely arise, you will find it difficult to talk about that job in interviews for other positions in the future. However, weigh the fear of being unemployed with the reality of the job market. You may decide that taking a job for now is not a choice. When deciding on a parttime, summer, co-op or internship job offer, evaluate benefits in terms of your longer-term goals. Employers often use this type of short-term employment as a method to determine if they would like to offer you a more permanent type of work or more challenging work in the future. Ultimately, only you can analyze the fit. Weigh your feelings carefully and listen to your intuition.

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Elements to Consider in Your Decision COMPANY/ORGANIZATION

POTENTIAL FOR PROMOTION

Type of industry (e.g., government/private sector) Size, growth rate, market potential Facilities and working conditions Dress code Desire to work there for a period of time

How and by whom performance is judged; whether a salary review is included Length of probation period Number of realistic opportunities for promotion, and to what level

MANAGEMENT AND CO-WORKERS

COMPENSATION

Stable management Interest in employee well being (e.g., E.A.P., pay, training, layoff/restructuring support)

Starting salary; long-term outlook Other benefits (e.g., insurance, profit sharing, tuition assistance, car allowances)

JOB

Duties and responsibilities Initial opportunities offered Potential utilization of your abilities Training programs, inside/outside of company Broadening of experience for future jobs Amount of travel, overtime Compatibility with your goals

ORGANIZATIONAL CULTURE

How are decisions made? What are the core values of the organization? Is there a compatible approach on policies?

COMMUNITY

Geographic area; environment Desirable amenities in the area Cost of living; distance from work

People working only for money tend to become unhappy once the newness of the position is gone. Being able to learn and get experience, liking your work and the people, and supporting the philosophy and goals of the organization are also critical factors. Nonetheless, salary is an important consideration. Base your expectations on your research of the typical salary for that type of position in that job market. Negotiate to get the best salary and benefits offer you can. Respond to the offer by the date requested. If you need additional time to consider the offer, ask, but be reasonable in your request. Once you have accepted the job offer, you
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are legally obligated to go to that organization. Confirm your agreement in writing. Step 5.2: Success at Work After you have successfully completed those critical steps to finding your job (whether paid or volunteer), there are steps to take to ensure that it will be a pleasant experience. During your first few weeks or months you will go through an orientation and probation period. No matter what your experience, any new job can be tiring at the start. Everything is new and there is much to learn. You will also be meeting many new people. Plan for this transition by allowing adequate leisure time and by taking care of your health needs. These changes can be overwhelming, particularly if you havent prepared for them. If this is your first year as a professional, this is a time of major transition. While having a job gives you a chance to put into use what you have learned and to earn income, it also brings many challenges and lifestyle changes. You may find that you have to work harder the first year. Be open to learning both about your actual work and about the broader company. The following two sections are designed to help you develop your professionalism and learn from your experience. Developing Your Professionalism Interpersonal Skills

Make it your goal to work well with others and to maintain a good relationship with your boss and co-workers; avoid confrontations Do not make criticisms about the job or other employers in public Be patient not only with your co-workers and boss but also with the tasks associated with your job Learn to listen to those around you; take the time to comprehend fully and assimilate their requests or instructions Be sensitive to others; do not gossip Keep a sense of humour but make sure it's appropriate humour; avoid profanity Treat others and their experience with respect

Competence

Set rigorous standards for yourself Create a positive first impression Improve your skills, especially in oral and written communication (no matter what your actual work or field) Ask questions or research answers if you're not sure so as not to proceed in error Admit and learn from mistakes and accept suggestions for improvement

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Ensure your training program is relevant and in sufficient depth to enable you to perform up to expectations in your position Take extra courses or training outside of work on your own time Master technology; keep your skills current Show initiative Make suggestions respectfully Work extra hard Volunteer for committees or projects to become noticed and recognized

Dependability

Dont take on more than you can handle; know your limits Be prompt in getting reports or assignments finished - excuses are not acceptable Arrive on time for work, meetings and appointments Do whatever you say you will do (e.g., phone calls, memos, etc.)

Time Management

Do not procrastinate; prioritize your tasks Identify your best time for working on challenging tasks (i.e., a.m., p.m.) and plan accordingly Master the flood of information you will get every day Use commuting time for learning activities Use goal setting and planning skills Always account for the reality that there will be distractions - plan for them!

Compatibility

Participate in social activities so that others can get to know you better but keep your actions and reputation in mind Avoid internal office politics while realizing they are very much a reality Maintain discretion in the amount of socializing on work time Wear appropriate clothing; observe the attire of others who are where you want to be in your career Value your role as an effective team player Do not talk too much about your previous jobs or activities

Remember to ask for help when you need it. And most importantly, have realistic expectations about the job before you start.

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Step 6: LifeWork Planning This section will help you to:

Recognize the role of the future in your current planning efforts Take actions on an on-going basis to build your career over time

It is a very funny thing about life; if you refuse to accept anything but the best, you very often get it. ~W. Somerset Maugham Re-evaluation Throughout your career you will need to re-evaluate what you are doing and what your next steps could be. We all do this unintentionally as we think about what we will be doing on any given day. We need to be intentional about our planning. The process of goal setting and planning outlined previously is an ongoing process throughout our lives. Are you living the life you want to live? Only you can answer. Career/Life planning is about looking at your entire life as an interconnected whole. Is your job providing you with all the benefits you had hoped for (e.g., sense of accomplishment, income and career development)? Is it time for a new vision, a new sense of what you want to do with your life? Are there changes you can make within your present job or do you need to move on? Below are some questions that may help. Think positively about the results of this self-evaluation, whatever the outcome. The next section provides a Career/Life Planning Review with some questions that may help. You may be just in time to take action and avert a crisis. Step 6.1: Career / Life Planning Review Reflection Questions: Do you get out of bed in the morning with energy and enthusiasm because you truly like and have pride in what you do, a feeling that your work is useful? Do you know how you contribute to the overall success of the organization? This applies equally to the profit and non-profit sectors. When it comes time for restructuring or beginning a new project, those individuals with perceived value will be rewarded with a new assignment. Has management acknowledged your contributions, especially regarding attitudes, conduct and productivity? Are you receiving cross-training or rotational assignments to add to
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Yes No

your career development? Are you contributing to team building, conflict resolution, the training of others, and to the total systems approach to improvement? Do you still feel like you are growing and advancing? Do you feel you are on the right team in the right organization? Are your daily tasks and assignments challenging you? Are you putting forth your share of solutions or creative answers? Are you able to manage or cope with the politics of the organization? Are you able to do what you think is right and maintain your integrity? Do you receive encouragement to continue your learning activities? Do you receive training, financial reimbursement, etc.? Have you established a relationship with a mentor, or mentors, inside or outside of your workplace? Alternatively, are you ready to be a mentor to someone who could learn from your experience and achievements? Have you undertaken more responsibility or greater amounts of work and feel that you are being adequately remunerated for it? Does your chosen work fit in with your lifestyle preferences? Are you able to balance your work requirements with your personal health and habits, as well as your relationship with family and friends? Are you working in the field and in the work environment that is satisfying and takes you closer to your long-term goals? You may find a pattern emerging in your answers. Please note there are no right or wrong set of answers, only feedback for you to help you think about where you are on you career journey. Is there need for a drastic change, a minor correction or a pat on your back because you are moving along well toward your short- and long-term goals? Whenever it is necessary, you can start again at Step 1 in the Manual to achieve career / life planning success. People have more power over their lives than they think they have. Look for ways within yourself, your work and your overall life to create positive change. Start with one step at a time toward the life you want.

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Step 6.2: In Conclusion The only predictable future is the one that you create! This Manual has guided you through a process. You are able to recognize who you are, determine what you want to do, conduct research and create a plan of action to take you where you want to go. You are in control. Be energized by your work and inspire others in the process. Make a significant contribution to the world! This is the true joy in life, being used for a purpose recognized by yourself as a mighty one: being a force of nature instead of a feverish, selfish little clod of ailments and grievances, complaining that the world will not devote itself to making you happy. I am of the opinion that my life belongs to the whole community, and as long as I live it is my privilege to do for it whatever I can. I want to be thoroughly used up when I die, for the harder I work the more I live. I rejoice in life for its own sake. Life is no brief candle?for me. It is a sort of splendid torch that I have got hold of for the moment, and I want to make it burn as brightly as possible before handing it on to future generations. ~ George Bernard Shaw Good luck in your career journey!

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