A Career Planning Questionnaire
Rothwell, William J.
1984-06-01 00:00:00
A Career Questionnaire Planning William J. Rothwell State and Illinois Office of the Auditor General Sangamon University There is a the auditors I work with that affect or desired saying among you your job, five years alter you summarizes the value of career &dquo;Most planning: people graduate: do not know what those who have a tre- a The national they want; do, economy- mendous if are Business b. advantage-even they wrong&dquo; Technological change- instructors sometimes have trouble c. Demand for writing covering job your occupation- search with students who are unsure of what d. Number of in strategies people your occupation competing career want. For this it is sometimes useful with for the or a they reason, same, similar, job- you to assess the status of student career at the What do make about the future in plans beginning assumptions you of the search unit. Teachers can then instruction 9? For what reasons? How those items 8 and job gear might to meet student needs. be assumptions faulty? I have found the which follows useful for PART IV: YOUR OCCUPATIONAL questionnaire this STRENGTHS & WEAKNESSES purpose. 11. Your and will influence the background personality and the want. ease with which can find you keep job you THE QUESTIONNAIRE Do some and as as soul-searching describe, frankly you Directions: Take this home with what think are weaknesses in questionnaire you, can, you your greatest and turn it in the next class a. to desired complete it, during meeting. Background (relative your job/ all of the even if are unsure of to desired Complete b. questions, you Personality (relative your job}- answers. This information will be useful to me-and what think are 12. Now describe your you your greatest to the search unit. in you-in job strengths NAME AGE ___________ a. to desired your job/ Background (relative CLASS MAJOR __________ b. to desired your job/ Personality (relative PART I: YOUR OCCUPATIONAL BACKGROUND to visualize five after Try yourself years graduation. l. For whczt reason did select in terms of and you What will have your major? changed your strengths 2. How and when did select For reasons? weaknesses? what you your major? 3. Have had work related PART V: YOUR OCCUPATIONAL STRATEGY you any experience directly to If describe it. 14. Given your major? so, please occupational goal, your (assumed) your PART II: YOUR OCCUPATIONAL GOALS and and weak- your strengths occupational environment, 4. What kind of do want to when what actions should take between job you get you grad- nesses, specific you uate ? describe it. likelihood that Briefly now and to increase the graduation you 5. What do know about the activities of the a time schedule for will the want? you daily job you (Set up get in item 4? What was of source those job you specified your actions.) completing information? 15. What actions should take between specific you 6. What kind of do to and five after it to increase the likelihood job you hope have five years graduation years after describe it. that will then the want? a time you graduate? Briefly up you get job you (Set 7. What do most want to out of you but it as time get your job? (Some schedule, change goes by.) make examples: help others; gain prestige; money.) PART III: YOUR OCCUPATIONAL ENVIRONMENT CONCLUSION The 8. environment can affect how find the easily you want. describe the state of each of the I have is based on the job you Briefly The questionnaire presented as could affect or desired should be handled following, they that career you your job, assumption planning when take a In other should you graduate: words, people long- strategically. a. The national term view and consider their career relevant economy- goals, b. and and weaknesses. Technological change- environment, personal strengths c. Demand for the is rather it can stimulate your occupation- Though questionnaire long, d. Number of recent with graduates student and can the business competing you thought provide writing for the or a search same, similar, job- teacher with useful information to tailor the job 9. describe each of the as could Briefly unit to student needs. following, they
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A Career Questionnaire Planning William J. Rothwell State and Illinois Office of the Auditor General Sangamon University There is a the auditors I work with that affect or desired saying among you your job, five years alter you summarizes the value of career &dquo;Most planning: people graduate: do not know what those who have a tre- a The national they want; do, economy- mendous if are Business b. advantage-even they wrong&dquo; Technological change- instructors sometimes have trouble c. Demand for writing covering job your occupation- search with students who are unsure of what d. Number of in strategies people your occupation competing career want. For this it is sometimes useful with for the or a they reason, same, similar, job- you to assess the status of student career at the What do make about the future in plans beginning assumptions you of the search unit. Teachers can then instruction 9? For what reasons? How those items 8 and job gear might to meet student needs. be assumptions faulty? I have found the which follows useful for PART IV: YOUR OCCUPATIONAL questionnaire this STRENGTHS & WEAKNESSES purpose. 11. Your and will influence the background personality and the want. ease with which can find you keep job you THE QUESTIONNAIRE Do some and as as soul-searching describe, frankly you Directions: Take this home with what think are weaknesses in questionnaire you, can, you your greatest and turn it in the next class a. to desired complete it, during meeting. Background (relative your job/ all of the even if are unsure of to desired Complete b. questions, you Personality (relative your job}- answers. This information will be useful to me-and what think are 12. Now describe your you your greatest to the search unit. in you-in job strengths NAME AGE ___________ a. to desired your job/ Background (relative CLASS MAJOR __________ b. to desired your job/ Personality (relative PART I: YOUR OCCUPATIONAL BACKGROUND to visualize five after Try yourself years graduation. l. For whczt reason did select in terms of and you What will have your major? changed your strengths 2. How and when did select For reasons? weaknesses? what you your major? 3. Have had work related PART V: YOUR OCCUPATIONAL STRATEGY you any experience directly to If describe it. 14. Given your major? so, please occupational goal, your (assumed) your PART II: YOUR OCCUPATIONAL GOALS and and weak- your strengths occupational environment, 4. What kind of do want to when what actions should take between job you get you grad- nesses, specific you uate ? describe it. likelihood that Briefly now and to increase the graduation you 5. What do know about the activities of the a time schedule for will the want? you daily job you (Set up get in item 4? What was of source those job you specified your actions.) completing information? 15. What actions should take between specific you 6. What kind of do to and five after it to increase the likelihood job you hope have five years graduation years after describe it. that will then the want? a time you graduate? Briefly up you get job you (Set 7. What do most want to out of you but it as time get your job? (Some schedule, change goes by.) make examples: help others; gain prestige; money.) PART III: YOUR OCCUPATIONAL ENVIRONMENT CONCLUSION The 8. environment can affect how find the easily you want. describe the state of each of the I have is based on the job you Briefly The questionnaire presented as could affect or desired should be handled following, they that career you your job, assumption planning when take a In other should you graduate: words, people long- strategically. a. The national term view and consider their career relevant economy- goals, b. and and weaknesses. Technological change- environment, personal strengths c. Demand for the is rather it can stimulate your occupation- Though questionnaire long, d. Number of recent with graduates student and can the business competing you thought provide writing for the or a search same, similar, job- teacher with useful information to tailor the job 9. describe each of the as could Briefly unit to student needs. following, they
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