Career Theory Response Journal #3

Ashford University **We aren't endorsed by this school
Oct 26, 2023
Uploaded by sgrinn1734 on
Samantha Grinnell Career Theory Response Journal #3 1. When I started this journal I felt a few di ff erent emotions. The first emotion was relief because I started on this assignment earlier so I had plenty of time to get it done. I also felt optimistic because there was not as much reading as the had been for the previous journals. I overall felt happy that I could get this journal done in a decent amount of time. 2. After reading the title for the reading I knew it would be about a persons life span and development. I also knew that it would have something to do with career development as well. Looking down further in the article I knew it would also have something to do with a persons choice of career. I was unsure how life span and career development went together but I was excited to find out. 3. One thing that I knew going into this journal was that it is harder for people who are lower on the wealth scale to get a job that pays well. In the article A Life-span, Life Space Approach to Career Development on page 228 it says "The sons and daughters of the poor are more likely than others to have unstable or multi-trial careers; the sons and daughters of the more economically favored are more likely to have conventional or stable careers, and the latter are more likely to find satisfaction in their work (Centers, 1949), a finding that is regularly reconfirmed by opinions surveys." This helps to show that those who are poor have a harder time finding a more stable and well paying job. It is not always true though. There are times where the poor have climbed the socioeconomic status ladder and were able to go to college and then get stable careers. This helps me to see that I have to work incredibly hard so that I can find a stable career and life. 4. This article talks about self-esteem and self-concept. One thing that I personally struggle with and that I know will be hard would be having a positive self-esteem. In the article A Life-span, Life Space Approach to Career Development on page 208 it says that, "The process of career development is essentially that of developing and implementing occupational self-concepts". I often have a bit of a poor self-esteem and self-concept. This can make it hard for me to find a career that is a long-term good fit. If I work on my self- esteem and self-concept then I will have a better chance at a better and happier career. The same article on page 208 also says that, "The degree of satisfaction people attain from work is proportional to the degree to which they have been able to implement self- concepts". 5. Last weeks discussion post was about listening and how to listen. It was also about the di ff erent types of communication styles, especially when it comes to conflict in the work environment. It relates to this weeks reading because it was about work and career development. You have to be a good and active listener to be successful at work. That also plays a part in self-concept and self-esteem. Those who care enough to be a good and active listener tend to have a higher self-esteem and self-concept. It helps an individual to be good employee and happy in their careers.Last weeks discussion post is attached below. Chapter 5 Checkpoint Question #3 (pg.108) 1. In order to be a good listener you need to prepare yourself to listen. One way to prepare yourself to be a good listener is to "block out miscellaneous thoughts that are running through your mind (Masters, L. A., & Wallace, H. R. 2011). You should make sure that you are facing and looking directly at the speaker as they are talking so you can really hear them. "A visual bond between speaker and listener is important for e ff ective listening" (Masters, L. A., & Wallace, H. R. 2011). When you are able to focus on the speaker and what they are saying you are able to reinforce whatever it is that you are hearing them say. 2. There have been many times where I have been given important information that I need to be able to retain and remember. One major example was when I was meeting with my advisor and we were going over steps I needed to take to change my major. To be sure that I was able
to retain the information I prepared myself before I went into the meeting. To do this I did some breathing techniques that helped me to get all of the unnecessary thoughts out of my mind for the time being. When I got into the meeting I made sure I was sitting directly across from my advisor and that I was looking directly at her for the conversation. To make sure I remembered all of the information I wrote down all of the pieces that I thought were the most important. Chapter 5 Activity Question #3 (pg.111) 1. One way to really improve your listening skills it to be an active listener. An active listener "makes a conscious e ff ort to hear not only the words another person is saying, but more importantly, to try and understand the total message being sent" (Masters, L. A., & Wallace, H. R. 2011). Being an active listener helps you to really hear and understand what the talker is talking about. "Active listening requires concentration and determination on the part of the listener (Masters, L. A., & Wallace, H. R. 2011). 2. A specific time when I was an active listener was when I was interviewing and hired for a new job. In the interview I was told what would be expected of me if I were to accept the position. I was told what my responsibilities would be as well as what the dress code was. I was also told important things that are required by state licensing, like what clearances I needed and what certification I would need. While the supervisor was giving me all of this information I was writing down things as well as asking questions and making eye contact so I could really retain all of the information. A benefit that I got from this was that I was able to voice my questions as well as make a compromise on things like pay. Another benefit is that I was able to build rapport with my new supervisor and get to know her on a professional level. Chapter 6 Application Question #2 (pg. 122) 1. The reading for this week explains that there are 3 di ff erent communication styles: passive, aggressive, and assertive. "Passive communicators attempt to avoid confrontation at all costs" (Masters, L. A., & Wallace, H. R. 2011). This type of communicator does not usually talk very much and doesn't often question things. An aggressive communicator "sends strong feelings in a vigorous manner without regard to the rights and feelings of others" (Masters, L. A., & Wallace, H. R. 2011). An assertive communicator is able to express how they are feeling and what they are thinking while still taking into consideration and respecting the feelings and rights of other people. 2. One example of a conflict that I have been a part of at work was when I had a parent come into my classroom and they were really upset that their child had been bit by another child in the class. The parent had an aggressive conversation style and was very upset and yelling at me in front of the remaining children in the class. I am a passive person and do not like confrontation at all. I apologized to the parent, explained the situation, which they did not care to listen to. Once they were finished yelling at me I apologized again and said that I would do my absolute best to make sure that it never happens again. After that, the parent stormed out of the room and the conversation was over. I then called down to my director and we set up a meeting with the parent for the next day where I was able to explain to the parent how they made me feel and that the situation was not in my control. The parent responded and was very apologetic about yelling at me and explained that she just did not like to see her child hurt, which I can understand completely. After we had that meeting everything was good and we continued to communicate in a more positive way the rest of the time their child was in my classroom. Sources Masters Wallace (2011) Masters, L. A., & Wallace, H. R. (2011). Personal development for life and work. Mason, OH: South-Western Cengage Learning. Source
Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown & L. Brooks, Career choice and development: Applying contemporary theories to practice (pp. 197- 261). Jossey-Bass.
Page1of 3
Uploaded by sgrinn1734 on