Assignment:
Case Study - Career Intervention Plan:
Your client, Julie Brown, is seeking career counseling to help her decide what direction to take in her career. She was recently laid off from a full-time position as a counseling assistant at a local community college. As part of her responsibilities in that job, Julie worked at the front desk of the counseling center. She was the first contact to students, answering basic questions and signing students in to see counselors. She conveyed to you that she absolutely loved her job. Prior to working as a counseling assistant, she worked part time as a test proctor, while earning her Bachelors of Arts degree in Psychology from Fresno State University. Julie visited the career center while in college. Her Keirsey temperament type is Idealist. Her Holland code is Social. Her Myers-Briggs Typology Indicator is Enterprising, Intuitive, Feeling, and Perceiving (ENFP). Julie has indicated that she wants to consider three career paths before making a final decision. She is open to working full time and attending school at night or working part time while attending school full time. While she prefers personal interactions to virtual communication, she has indicated that online schooling is an option.
Julie's Keirsey temperament sorter and Holland's code results, discuss the short-term intervention plan (less than one year) that you will develop to meet Julie's needs and preferences regarding career opportunities. Discuss how Julie's past employment experiences, interests, and personality results from the assessments administered support or align with the short-term plan you have developed. What types of educational options, career trainings, and/or career preparation will be explored in the short term so that Julie can meet her long-term career goals?
Your paper should be a minimum of 700 words (2 pages), not including the title or references pages.
Description: Note that this section of the written assignment pertains to the Case Study. The feedback you receive will assist you in completing your final Case Study. Your client, Julie Brown, is seeking career counseling to help her decide what direction to take in her career. She was recently laid off from a full-time position as a counseling assistant at a local community college. As part of her responsibilities in that job, Julie worked at the front desk of the counseling center. She was the first contact to students, answering basic questions and signing students in to see counselors. She conveyed to you that she absolutely loved her job. Prior to working as a counseling assistant, she worked part time as a test proctor, while earning her Bachelors of Arts degree in Psychology from Fresno State University. Julie visited the career center while in college. Her Keirsey temperament type is Idealist. Her Holland code is Social. Her Myers-Briggs Typology Indicator is Enterprising, Intuitive, Feeling, and Perceiving (ENFP). Julie has indicated that she wants to consider three career paths before making a final decision. She is open to working full time and attending school at night or working part time while attending school full time. While she prefers personal interactions to virtual communication, she has indicated that online schooling is an option. Utilizing the Week Six Written Assignment Case Study and your Week Two Written Assignment on Julie's Keirsey temperament sorter and Holland's code results, discuss the short-term intervention plan (less than one year) that you will develop to meet Julie's needs and preferences regarding career opportunities. Discuss how Julie's past employment experiences, interests, and personality results from the assessments administered support or align with the short-term plan you have developed. What types of educational options, career trainings, and/or career preparation will be explored in the short term so that Julie can meet her long-term career goals? Your paper should be a minimum of 2 pages, not including the title or references pages. Point value: 3 Weekly Learning Outcome Alignment: 4 Course Learning
Discusses the developed short-term intervention plan, including Julie's needs and preferences regarding career opportunities.
Distinguished: Clearly and comprehensively discusses the developed short-term intervention plan, including Julie's needs and preferences regarding career opportunities.
Proficient: Discusses the developed short-term intervention plan, including Julie's needs and preferences regarding career opportunities. Minor details may be unclear.
Basic: Partially discusses the developed short-term intervention plan, including Julie's needs and preferences regarding career opportunities.
Relevant details may be missing and/or unclear.
Below expectations: Attempts to discuss the developed short-term intervention plan, including Julie's needs and preferences regarding career opportunities. Significant details may be missing and unclear.
Non-performance: The discussion of the developed short-term intervention plan is either nonexistent or lacks the components described in the assignment instructions.
Discusses how past employment experiences, interests, and personality results from the assessments administered support or align with the short-term plan you have developed.
Distinguished: Clearly and comprehensively discusses how past employment experiences, interests, and personality results from the assessments administered support or align with the short-term plan you have developed.
Proficient: Discusses how past employment experiences, interests, and personality results from the assessments administered support or align with the short-term plan you have developed.
Basic: Partially discusses how past employment experiences, interests, and personality results from the assessments administered support or align with the short-term plan you have developed. Relevant details may be missing and/or unclear.
Below expectations: Attempts to discuss how past employment experiences, interests, and personality results from the assessments administered support or align with the short-term plan you have developed. Significant details may be missing and unclear.
Non-performance: The discussion of how past employment experiences, interests, and personality results from the assessments administered is either nonexistent or lacks the components described in the assignment instructions.
Identifies types of educational options, career trainings, and/or career preparation that will be explored in the short term.
Distinguished: Clearly and comprehensively identifies types of educational options, career trainings, and/or career preparation that will be explored in the short term.
Proficient: Identifies types of educational options, career trainings, and/or career preparation that will be explored in the short term. Minor details may be unclear.
Basic: Partially identifies types of educational options, career trainings, and/or career preparation that will be explored in the short term.
Relevant details may be missing and/or unclear.
Below expectations: Attempts to identify types of educational options, career trainings, and/or career preparation that will be explored in the short term. Significant details may be missing and unclear.
Non-performance: Identifying of types of educational options, career trainings, and/or career preparation will be explored in the short term is either nonexistent or lacks the components described in the assignment instructions.
Applies evidence of critical thinking in the explanation of issues.
Distinguished: Clearly and comprehensively explains the issue to be considered, delivering all relevant information necessary for a full understanding.
Proficient: Clearly explains the issue to be considered, delivering enough relevant information for an adequate understanding.
Basic: Briefly explains the issue to be considered, delivering minimal information for a basic understanding.
Below expectations: Briefly explains the issue to be considered, but may not deliver additional information necessary for a basic understanding.
Non-performance: The assignment is either nonexistent or lacks the components described in the instructions.
Writing and Organization
Demonstrates exemplary clarity and organization. The paper contains a well-articulated thesis statement, flawless mechanics, and precise APA formatting.
Demonstrates effective clarity and organization. The paper contains a well-articulated thesis statement, proper mechanics, and correct APA formatting.
Demonstrates adequate clarity and organization. The paper contains a clear thesis statement, adequate mechanics, and mostly correct APA formatting.
Demonstrates some clarity and organization. The paper contains an unclear thesis statement, poor mechanics, and improper APA formatting.
1 - Lacking clarity and organization. The paper lacks a thesis statement, effective mechanics, and proper APA formatting.
Research
Demonstrates exemplary critical analysis of the research materials. The student comprehensively uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.
Demonstrates effective critical analysis of the research materials. The student fully uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.
Demonstrates adequate critical analysis of the research materials. The student adequately uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.
2 - Demonstrates some critical analysis of the research materials. The student partially uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.
Lacking critical analysis of the research materials. The student fails to use varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.
Assignment:
Summative Paper
Your client, Julie Brown, is seeking career counseling to help her decide what direction to take in her career. She was recently laid off from a full-time position as a counseling assistant at a local community college. As part of her responsibilities in that job, Julie worked at the front desk of the counseling center. She was the first contact to students, answering basic questions and signing students in to see counselors. She conveyed to you that she absolutely loved her job. Prior to working as a counseling assistant, she worked part time as a test proctor, while earning her Bachelors of Arts degree in Psychology from Fresno State University. Julie visited the career center while in college. Her Keirsey temperament type is Idealist. Her Holland code is Social. Her Myers-Briggs typology indicator is Enterprising, Intuitive, Feeling, and Perceiving (ENFP). Julie has indicated that she wants to consider three career paths before making a final decision. She is open to working full time and attending school at night or working part time while attending school full time. While she prefers personal interactions to virtual communication, she has indicated that online schooling is an option.
Develop an intervention plan including three possible career paths. The plan must include short-term (less than 1 year), intermediate (1-5 years), and long-term career and educational options (5 or more years). The intermediate and long-term options should include options to further her education, specifically identifying colleges/universities, degree program options, length of program, cost, and post-graduate career options. In a 3,500- to 4,200-word (10- to 12-page) case study paper, not including the title and references pages and incorporating your Part I and Part II Case Study assignments, include all of the following components:
• Introduction
• Presentation of case-study information
• Relevant theoretical frameworks
• Relevant information on her Keirsey temperament type, Holland code, and MBTI
• Short-term plan
• Intermediate plan (including education options and career-outlook information for positions she can seek after graduating)
• Long-term plan (including education options and career-outlook information for positions she can seek after graduating)
• List of resources for client use (including a brief summary of each resource)
• Conclusion
Assignment 3:
Case Study
Background on the Keirsey Temperament Sorter II and Holland's code
Keirsey Temperament Sorter II refers to a self-assessed personality questionnaire which is usually designed to assist people in gaining a better understanding of themselves and others. This is one of the most widely used personality tests globally, and some of its users are major employers such as US Air Force, Coca-Cola, Bank of America, IBM, AT&T and Safeco among others. The Keirsey Temperament Sorter II (KTS) is closely associated with Myers-Briggs Type Indicator (MBTI) even though they have several theoretical and practical differences between the two in their personality questionnaires and their descriptions. The four temperaments are artisans, guardians, idealists and rational (Montgomery, 2002).
Artisans are verbalized to be adaptable and concrete, and they are customarily concerned with the composition of an impact which is done by seeking stimulation and virtuosity. Their greatest strength is the tactics, and they thus excel in troubleshooting, agility as well as in the manipulation of instruments, tools, and equipment. The second temperament is guardians, and they are known for being concrete and organized. They are usually concerned with duty and responsibility, and they thus focus on belonging and security. Their most significant strength is logistics, and they, therefore, excel in organizing checking, facilitating and supporting. The third temperament is idealists, and they are kenned for commiserating and abstract. They are conventionally concerned with finding their unique identity and personal magnification. Having their greatest vigor as diplomacy, they are excellent for the demystification, individualizing, coalescing and are withal aspiring. The last temperament is the rationals, and they are objective and abstract. They are usually concerned with competence and self-knowledge. Their most significant strength is the strategy, and they thus excel in logical investigations such as conceptualizing, coordinating, engineering and theorizing (Keirsey, 1998).
Holland's code, on the other hand, is also referred to as Holland Occupational Themes (RIASEC) and it denotes a theory of careers as well as vocational choices which are based on the personality types and were first developed by John L. Holland an American psychologist. It pervades the career counseling research as well as practice. It was first traced in the article, in the Journal of Applied Psychology in 1958 and 1959 which set out the theory of vocational choices. The basic premise of the article was that the occupational preferences of an individual are in a sense a veiled expression of their underlying character. The six codes of Holland initially were motoric, esthetic supportive, persuasive and conforming. Later, he changed them to Realistic (doers), artistic (creators), Enterprising (Persuaders), Investigative (Thinkers), Conventional (Organizers), and Social (Helpers) (Swanson, & Fouad, 2014).
What does Julie's Keirsey temperament type indicate about her personality? What types of potential career fields would she benefit from most and why?
What does Julie's Holland code indicate about her work personality and related careers? Is this in alignment with her Keirsey temperament results?
Based on Julie's Keirsey temperament type and her Holland's code, explore the O'Net website and locate and describe at least three career options that would be appropriate. What types of educational requirements, if any, are necessary and do they align with her preferences?
Discuss the prospective salary, workforce needs, growth potential, and any other pertinent information available for the specific occupations that you selected.