1. Copyright © 2014 Pearson Education, Inc. All rights reserved 1 Prepared by Chelsea Hansen, MA PowerPoint Presentation for Psychology for Living, 11 th Edition Steven J. Kirsh, Karen Grover Duffy, & Eastwood Atwater

2. Copyright © 2014 Pearson Education, Inc. All rights reserved. 2

3. Choosing Your Career ◦ Taking Stock of Yourself ◦ Identifying Compatible Careers ◦ Arriving at Your Career Decision ◦ Landing a Job ◦ Changing Jobs or Careers ◦ Work Issues Related to Culture and Gender Leisure Time ◦ What Is Leisure? ◦ Using Leisure Positively ◦ Leisure across Adulthood Copyright © 2014 Pearson Education, Inc. All rights reserved 3

4.  Workplace — place of paid employment outside the home  Underemployed — working in a job beneath one’s ability or education  Career — one’s purposeful life pattern of work, as seen in the sequence of jobs held throughout one’s life Copyright © 2014 Pearson Education, Inc. All rights reserved 4

5.  What are your interests?  What school subjects do you like the most?  Which hobbies do you enjoy?  Which recreational & sports activities do you play or follow?  What are you good at? Copyright © 2014 Pearson Education, Inc. All rights reserved 5

6.  Skill — the ability to perform a task well, usually developed over time through training or experience  Occupations are frequently classified based on the types of skills that are usually needed (e.g., artistic, communication, interpersonal, managerial, mathematical, mechanical, scientific). Copyright © 2014 Pearson Education, Inc. All rights reserved 6

7.  Assessing your values  Work values – what brings you the most enjoyment or satisfaction in a career or job; important when considering job satisfaction  Unfortunately, we often take our work values for granted until we are faced with job dissatisfaction or job changes. Copyright © 2014 Pearson Education, Inc. All rights reserved 7

8.  Occupation — the activities and responsibilities necessary to perform given work tasks in a particular line of work  Helpful resources when evaluating careers include information about jobs or identification of individual interests. Copyright © 2014 Pearson Education, Inc. All rights reserved 8

9.  Occupational Outlook Handbook (OOH): › Resource for information on how to find a job › Contains employment opportunities › Tips and links to job information in each state › Revised every two years › Can be found online at www.bls.gov Copyright © 2014 Pearson Education, Inc. All rights reserved 9

10.  Strong Interest Inventory — one of the most common career assessment instruments › Widely used for career guidance › Assesses preference (like, dislike, or indifferent) for various careers, school subjects, activities, amusements, and personal characteristics Copyright © 2014 Pearson Education, Inc. All rights reserved 10

11.  Results of the Strong Interest Inventory are presented around six basic categories: › Realistic —practical, stable, and persistent › Investigative —task-oriented, introspective, and independent › Artistic —creative, impulsive, and expressive › Social —sociable, responsible, and humanistic › Enterprising —aggressive, confident, and energetic › Conventional —predictable, conforming, conscientious, and obedient Copyright © 2014 Pearson Education, Inc. All rights reserved 11

12.  It is important to be active and aware of your decision-making process.  Be aware of possible pitfalls in the decision process: › Accidental choice — choosing a career mostly because of attraction to one’s first job › Choosing based on external trappings like money, prestige, power, or security › Not exploring your career options sufficiently Copyright © 2014 Pearson Education, Inc. All rights reserved 12

13.  There are a number of ways to prepare for a career: › Apprenticeships › Vocational-technical school › Internships › On-the-job training programs › Two- or four-year college degrees Copyright © 2014 Pearson Education, Inc. All rights reserved 13

14.  Beyond specific training, some careers require: › State license or certification › Advanced degree › Supervised training Copyright © 2014 Pearson Education, Inc. All rights reserved 14

15.  Obtaining a job takes more than training.  Two key factors are the résumé and job interview.  Prepare for your job interview. › Learn about the organization. › Have a specific job or jobs in mind. › Review your qualifications for the job. › Prepare answers to broad questions about yourself. › Review your résumé. › Practice an interview with a friend or relative. › Arrive before the scheduled time of your interview. Copyright © 2014 Pearson Education, Inc. All rights reserved 15

16.  Possible ways to search for a position: ◦ Apply in person. ◦ Search Internet job sites. ◦ Use an employment agency. ◦ University or college career services center ◦ Use networks of personal contacts. ◦ Look in professional journals and newsletters or attend professional conferences. ◦ Visit job fairs or other venues where jobs are posted. ◦ Networking — using personal contacts to establish career opportunities  Acceptable and ethical technique for job searching, particularly given that up to half of all position openings are never advertised Copyright © 2014 Pearson Education, Inc. All rights reserved 16

17.  While not perfect, the Bureau of Labor Statistics develops projections of future demand for many careers based on a variety of factors including economic, demographic, and technological factors.  You can find the Bureau of Labor Statistics website at www.bls.gov. Copyright © 2014 Pearson Education, Inc. All rights reserved 17

18.  Since the beginning of the recession in December 2007, the unemployment rate in the United States has reached more than 9 percent. › Higher levels of education are associated with lower rates of unemployment. Copyright © 2014 Pearson Education, Inc. All rights reserved 18

19.  Current projections suggest that employment will increase by 13 million jobs by 2016. › The service sector (finance, real estate, health care, communication, data processing, etc.) is expected to dominate employment growth. › Manufacturing services are expected to decline the most. Copyright © 2014 Pearson Education, Inc. All rights reserved 19

20. Copyright © 2014 Pearson Education, Inc. All rights reserved 20

21.  The longer you delay changing career goals or careers, the more difficult it is.  People are changing jobs more frequently today than in the past. Copyright © 2014 Pearson Education, Inc. All rights reserved 21

22.  The typical pattern is that that an individual tends to hold several brief jobs in the first few years after graduation, then settles into a position that lasts several years.  Employees in their 30s who keep the same employer for five or more years are likely to remain in that job for a long time.  Men and women make fewer job changes as they age. Copyright © 2014 Pearson Education, Inc. All rights reserved 22

23.  There are many factors that contribute to job change, but job dissatisfaction is often a key contributor.  Factors in job dissatisfaction: ◦ Dangerous ◦ Boring and monotonous ◦ Not a good match or not well trained for their jobs ◦ Solitary or isolated ◦ Limited opportunity for advancement or new skill acquisition ◦ Provide little responsibility or underutilize the individual’s ability ◦ Overload Copyright © 2014 Pearson Education, Inc. All rights reserved 23

24.  One very important aspect of job satisfaction and performance is burnout — a psychological syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment that occurs among individuals, especially those who do “people work.” Copyright © 2014 Pearson Education, Inc. All rights reserved 24

25.  Job satisfaction — people’s feelings about different aspects of their jobs; how well one likes a given job, depending on such factors as pay and coworkers  Researchers report that most Americans have high job satisfaction.  How well you perform in a job is not directly correlated with your satisfaction. › Example: People who like a job still might not work hard. Copyright © 2014 Pearson Education, Inc. All rights reserved 25

26.  Job satisfaction depends on variety of factors: › work activity › learning opportunities › autonomy › working conditions › pay › job security › working hours › supervisor’s style Copyright © 2014 Pearson Education, Inc. All rights reserved 26

27.  The infusion of technology is affecting how people work and whether they are satisfied with their jobs.  Telecommuting — performing periodic or regular work for one’s employer at home or another remote location  Currently there are close to 35 million full- and part-time telecommuters working in the United States. › Telecommuting has increased 43% since 2003. Copyright © 2014 Pearson Education, Inc. All rights reserved 27

28.  There are positive and negative aspects of the technological workplace. › Cyberslacking — the overuse of the Internet in the workplace for purposes other than work › E-recruiting — job candidates are screened by phone, video, or computer Copyright © 2014 Pearson Education, Inc. All rights reserved 28

29.  It is currently estimated that by 2050: › The percentage of Whites in the labor force will decline from 73% to 58.2%. › Hispanic workers will constitute a greater share of the labor force than will Blacks. Copyright © 2014 Pearson Education, Inc. All rights reserved 29

30.  Individualized societies (mainstream U.S.) › People have an easier time distinguishing between work time and personal time and also between work activities and social activities. › Initiative, challenge, and freedom on the job are valued and encouraged. Copyright © 2014 Pearson Education, Inc. All rights reserved 30

31.  Collectivistic societies › People view their work groups and work organizations as fundamental parts of themselves (like families). › Bonds between individuals and organizations are stronger. › Work is seen as the fulfillment of an obligation to a larger group (e.g., family or society), rather than as a means to accumulate money. Copyright © 2014 Pearson Education, Inc. All rights reserved 31

32.  Women comprise 47% of the workforce.  Women’s pay remains unequal: On average, women earn 20% less than men.  A major reason for the earnings gap is that many women enter lower-paying service jobs, such as secretarial positions. Copyright © 2014 Pearson Education, Inc. All rights reserved 32

33.  Women are overrepresented in careers such as secretaries, nurses, and librarians; they are underrepresented in careers such as engineers, dentists, and physicians.  The proportion of women in the traditional male careers remains small, the rate of increase has been dramatic.  For example, in the past 40 years the percentage of college professors who are women has increased. Copyright © 2014 Pearson Education, Inc. All rights reserved 33

34.  Compared to men, working women report spending more time completing various chores at home.  Few studies report sex differences in job satisfaction; women are less happy about opportunities for advancement. Copyright © 2014 Pearson Education, Inc. All rights reserved 34

35.  Sexual harassment is a problem faced more often by women than by men.  Sexual harassment — any unwanted attention of a sexual nature occurring in the workplace that interferes with a person’s ability to work Copyright © 2014 Pearson Education, Inc. All rights reserved 35

36.  Leisure — time free from work or duty that may be spent in recreational activities of one’s choice  Most Americans feel they are working more and playing less.  The average number of hours in the work week has increased: ◦ Administrators: 60+ hours/week ◦ Baby boomers: 50+ hours/week ◦ Small business owners: 50+ hours/week  Working women have less leisure time than working men because women do more housework than men. Copyright © 2014 Pearson Education, Inc. All rights reserved 36

37.  Leisure should be differentiated from maintenance activities — nonleisure and nonwork time spent in activities necessary for the maintenance of life.  Unconditional leisure — activities freely chosen, excluding work and maintenance activities  True leisure, then, is considered something we do primarily for the enjoyment we get out of it. Copyright © 2014 Pearson Education, Inc. All rights reserved 37

38.  There are individual differences in leisure activities depending on values, personal characteristics, needs.  Involvement in leisure activities helps us cope better with negative life events (e.g., divorce).  Leisure activities also help with our overall personal adjustment. Copyright © 2014 Pearson Education, Inc. All rights reserved 38

39.  Americans’ favorite way to spend leisure time is watching TV.  Positive use of leisure requires a certain degree of choice and planning.  Ideally, activities should be selected based on compatibility with your interests and lifestyle.  Keep in mind that you may need to acquire the related skills; budget your time, money.  Leisure activities in early life can make adjustment to retirement easier. Copyright © 2014 Pearson Education, Inc. All rights reserved 39

40. This completes Chapter 10. You should now be able to: Discuss the process of identifying a compatible career. Explain key issues surrounding career decision making and finding a job. Identify occupations with the greatest employment growth as well as those predicted to decline. Know the relationship between education, employment, and income. Discuss factors that contribute to job satisfaction (or lack thereof). Identify several major issues related to cultural diversity and gender in the workplace. Understand why leisure is important to personal growth. Explain positive use of leisure. Know why most American don’t use up all of their vacation time. Discuss changes in the amount of leisure time across adulthood. Copyright © 2014 Pearson Education, Inc. All rights reserved 40