|
|
Self-Enrichment Education Teachers
|
|
|
|
CheckoutCareers.com
: : |
|
|
Self-Enrichment Education Teachers
|
|
| |
|
Teach or instruct courses other than those that normally lead to an occupational objective or degree. Courses may include self-improvement, nonvocational, and nonacademic subjects. Teaching may or may not take place in a traditional educational institution.
| |
|
| |
|
|
|
|
Degrees
|
|
|
|
|
|
Abilities
|
|
|
Oral Comprehension| | The ability to listen to and understand information and ideas presented through spoken words and sentences. |
|
|
Oral Expression| | The ability to communicate information and ideas in speaking so others will understand. |
|
|
Speech Clarity| | The ability to speak clearly so others can understand you. |
|
|
Written Comprehension| | The ability to read and understand information and ideas presented in writing. |
|
|
Written Expression| | The ability to communicate information and ideas in writing so others will understand. |
|
|
Originality| | The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. |
|
|
Speech Recognition| | The ability to identify and understand the speech of another person. |
|
|
Inductive Reasoning| | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
|
|
Problem Sensitivity| | The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
|
|
Category Flexibility| | The ability to generate or use different sets of rules for combining or grouping things in different ways. |
|
|
Deductive Reasoning| | The ability to apply general rules to specific problems to produce answers that make sense. |
|
|
Information Ordering| | The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). |
|
|
Near Vision| | The ability to see details at close range (within a few feet of the observer). |
|
|
Selective Attention| | The ability to concentrate on a task over a period of time without being distracted. |
|
|
Far Vision| | The ability to see details at a distance. |
|
|
Fluency of Ideas| | The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
|
|
Flexibility of Closure| | The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. |
|
|
Time Sharing| | The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources). |
|
|
Finger Dexterity| | The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects. |
|
|
Visualization| | The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. |
|
|
Arm-Hand Steadiness| | The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. |
|
|
Auditory Attention| | The ability to focus on a single source of sound in the presence of other distracting sounds. |
|
|
Speed of Closure| | The ability to quickly make sense of, combine, and organize information into meaningful patterns. |
|
|
Visual Color Discrimination| | The ability to match or detect differences between colors, including shades of color and brightness. |
|
|
Perceptual Speed| | The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object. |
|
|
Trunk Strength| | The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing. |
|
|
Hearing Sensitivity| | The ability to detect or tell the differences between sounds that vary in pitch and loudness. |
|
|
Manual Dexterity| | The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects. |
|
|
Memorization| | The ability to remember information such as words, numbers, pictures, and procedures. |
|
|
Static Strength| | The ability to exert maximum muscle force to lift, push, pull, or carry objects. |
|
|
Control Precision| | The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions. |
|
|
Multilimb Coordination| | The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion. |
|
|
Extent Flexibility| | The ability to bend, stretch, twist, or reach with your body, arms, and/or legs. |
|
|
Gross Body Coordination| | The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion. |
|
|
Dynamic Strength| | The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue. |
|
|
Gross Body Equilibrium| | The ability to keep or regain your body balance or stay upright when in an unstable position. |
|
|
Stamina| | The ability to exert yourself physically over long periods of time without getting winded or out of breath. |
|
|
Mathematical Reasoning| | The ability to choose the right mathematical methods or formulas to solve a problem. |
|
|
Number Facility| | The ability to add, subtract, multiply, or divide quickly and correctly. |
|
|
Response Orientation| | The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part. |
|
|
Depth Perception| | The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object. |
|
|
Reaction Time| | The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears. |
|
|
Wrist-Finger Speed| | The ability to make fast, simple, repeated movements of the fingers, hands, and wrists. |
|
|
|
|
|
|
Interests
|
|
|
Social| | Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
|
|
Artistic| | Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules. |
|
|
First Interest High-Point| | Primary-Rank Descriptiveness |
|
|
Conventional| | Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. |
|
|
Investigative| | Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally. |
|
|
Enterprising| | Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. |
|
|
Realistic| | Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. |
|
|
Second Interest High-Point| | Secondary-Cutoff/Rank Descriptiveness |
|
|
|
|
|
|
Knowledge
|
|
|
Education and Training| | Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
|
|
Customer and Personal Service| | Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. |
|
|
English Language| | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
|
|
Psychology| | Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
|
|
Administration and Management| | Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. |
|
|
Fine Arts| | Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. |
|
|
Sales and Marketing| | Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems. |
|
|
Clerical| | Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. |
|
|
Personnel and Human Resources| | Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems. |
|
|
Sociology and Anthropology| | Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. |
|
|
Communications and Media| | Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. |
|
|
Public Safety and Security| | Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. |
|
|
Therapy and Counseling| | Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance. |
|
|
Philosophy and Theology| | Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture. |
|
|
Mathematics| | Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
|
|
Computers and Electronics| | Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
|
|
Design| | Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models. |
|
|
Transportation| | Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits. |
|
|
History and Archeology| | Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. |
|
|
Physics| | Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic structures and processes. |
|
|
Economics and Accounting| | Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data. |
|
|
Mechanical| | Knowledge of machines and tools, including their designs, uses, repair, and maintenance. |
|
|
Foreign Language| | Knowledge of the structure and content of a foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation. |
|
|
Geography| | Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life. |
|
|
Production and Processing| | Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods. |
|
|
Law and Government| | Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. |
|
|
Medicine and Dentistry| | Knowledge of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures. |
|
|
Telecommunications| | Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems. |
|
|
Biology| | Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment. |
|
|
Chemistry| | Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods. |
|
|
Engineering and Technology| | Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services. |
|
|
Building and Construction| | Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads. |
|
|
Food Production| | Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques. |
|
|
|
|
|
|
Wages
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| District of Columbia | $33,190.00 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| North Carolina | $29,430.00 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| South Carolina | $33,210.00 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Related Careers
|
|
|
Dietetic Technicians| | Assist dietitians in the provision of food service and nutritional programs. Under the supervision of dietitians, may plan and produce meals based on established guidelines, teach principles of food and nutrition, or counsel individuals. |
|
|
Dietitians & Nutritionists| | Plan and conduct food service or nutritional programs to assist in the promotion of health and control of disease. May supervise activities of a department providing quantity food services, counsel individuals, or conduct nutritional research. |
|
|
Graduate Teaching Assistants| | Assist department chairperson, faculty members, or other professional staff members in college or university by performing teaching or teaching-related duties, such as teaching lower level courses, developing teaching materials, preparing and giving examinations, and grading examinations or papers. Graduate assistants must be enrolled in a graduate school program. Graduate assistants who primarily perform non-teaching duties, such as laboratory research, should be reported in the occupational category related to the work performed. |
|
|
Health Educators| | Promote, maintain, and improve individual and community health by assisting individuals and communities to adopt healthy behaviors. Collect and analyze data to identify community needs prior to planning, implementing, monitoring, and evaluating programs designed to encourage healthy lifestyles, policies and environments. May also serve as a resource to assist individuals, other professionals, or the community, and may administer fiscal resources for health education programs. |
|
|
Teacher Assistants| | Perform duties that are instructional in nature or deliver direct services to students or parents. Serve in a position for which a teacher or another professional has ultimate responsibility for the design and implementation of educational programs and services. |
|
|
Vocational Education Teachers Postsecondary| | Teach or instruct vocational or occupational subjects at the postsecondary level (but at less than the baccalaureate) to students who have graduated or left high school. Includes correspondence school instructors; industrial, commercial and government training instructors; and adult education teachers and instructors who prepare persons to operate industrial machinery and equipment and transportation and communications equipment. Teaching may take place in public or private schools whose primary business is education or in a school associated with an organization whose primary business is other than education. |
|
|
|
|
|
|
Skills
|
|
|
Instructing| | Teaching others how to do something. |
|
|
Learning Strategies| | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
|
|
Monitoring| | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
|
|
Active Listening| | Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
|
|
Social Perceptiveness| | Being aware of others' reactions and understanding why they react as they do. |
|
|
Speaking| | Talking to others to convey information effectively. |
|
|
Time Management| | Managing one's own time and the time of others. |
|
|
Coordination| | Adjusting actions in relation to others' actions. |
|
|
Critical Thinking| | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
|
|
Service Orientation| | Actively looking for ways to help people. |
|
|
Active Learning| | Understanding the implications of new information for both current and future problem-solving and decision-making. |
|
|
Persuasion| | Persuading others to change their minds or behavior. |
|
|
Reading Comprehension| | Understanding written sentences and paragraphs in work related documents. |
|
|
Writing| | Communicating effectively in writing as appropriate for the needs of the audience. |
|
|
Judgment and Decision Making| | Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
|
|
Complex Problem Solving| | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
|
|
Negotiation| | Bringing others together and trying to reconcile differences. |
|
|
Management of Personnel Resources| | Motivating, developing, and directing people as they work, identifying the best people for the job. |
|
|
Equipment Selection| | Determining the kind of tools and equipment needed to do a job. |
|
|
Mathematics| | Using mathematics to solve problems. |
|
|
Operations Analysis| | Analyzing needs and product requirements to create a design. |
|
|
Management of Material Resources| | Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work. |
|
|
Operation and Control| | Controlling operations of equipment or systems. |
|
|
Equipment Maintenance| | Performing routine maintenance on equipment and determining when and what kind of maintenance is needed. |
|
|
Science| | Using scientific rules and methods to solve problems. |
|
|
Management of Financial Resources| | Determining how money will be spent to get the work done, and accounting for these expenditures. |
|
|
Systems Evaluation| | Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system. |
|
|
Technology Design| | Generating or adapting equipment and technology to serve user needs. |
|
|
Troubleshooting| | Determining causes of operating errors and deciding what to do about it. |
|
|
Systems Analysis| | Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. |
|
|
Repairing| | Repairing machines or systems using the needed tools. |
|
|
Quality Control Analysis| | Conducting tests and inspections of products, services, or processes to evaluate quality or performance. |
|
|
Operation Monitoring| | Watching gauges, dials, or other indicators to make sure a machine is working properly. |
|
|
Installation| | Installing equipment, machines, wiring, or programs to meet specifications. |
|
|
Programming| | Writing computer programs for various purposes. |
|
|
|
|
|
|
Tasks
|
|
|
| Adapt teaching methods and instructional materials to meet students' varying needs and interests. |
|
| Conduct classes, workshops, and demonstrations, and provide individual instruction to teach topics and skills such as cooking, dancing, writing, physical fitness, photography, personal finance, and flying. |
|
| Monitor students' performance in order to make suggestions for improvement, and to ensure that they satisfy course standards, training requirements, and objectives. |
|
| Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics. |
|
| Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations. |
|
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. |
|
| Instruct and monitor students in use and care of equipment and materials, in order to prevent injury and damage. |
|
| Prepare students for further development by encouraging them to explore learning opportunities and to persevere with challenging tasks. |
|
| Prepare and administer written, oral, and performance tests, and issue grades in accordance with performance. |
|
| Prepare materials and classrooms for class activities. |
|
| Enforce policies and rules governing students. |
|
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. |
|
| Prepare instructional program objectives, outlines, and lesson plans. |
|
| Schedule class times to ensure maximum attendance. |
|
| Maintain accurate and complete student records as required by administrative policy. |
|
| Assign and grade class work and homework. |
|
| Participate in publicity planning and student recruitment. |
|
| Prepare and implement remedial programs for students requiring extra help. |
|
| Review instructional content, methods, and student evaluations in order to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination. |
|
| Meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children. |
|
| Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities. |
|
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. |
|
| Use computers, audiovisual aids, and other equipment and materials to supplement presentations. |
|
| Observe and evaluate the performance of other instructors. |
|
| Attend professional meetings, conferences, and workshops in order to maintain and improve professional competence. |
|
| Meet with other instructors to discuss individual students and their progress. |
|
| Select, order, and issue books, materials, and supplies for courses or projects. |
|
| Confer with other teachers and professionals to plan and schedule lessons promoting learning and development. |
|
| Attend staff meetings, and serve on committees as required. |
|
| Write instructional articles on designated subjects. |
|
|
|
|
|
Career Activities
|
|
|
| Coaching and Developing Others |
|
| mentor co-workers in school or educational setting |
|
| Training and Teaching Others |
|
| adapt course of study to meet student needs |
|
| assess educational potential or need of students |
|
| convert information into instructional program |
|
| develop course or training objectives |
|
| develop instructional materials |
|
| develop teaching aids |
|
| manage classroom activities (art, drama, music or related) |
|
| organize educational material or ideas |
|
| select method of instruction |
|
| select teaching materials to meet student needs |
|
| teach college level courses |
|
| teach post high school non-college courses |
|
| Establishing and Maintaining Interpersonal Relationships |
|
| establish and maintain relationships with students |
|
| Organizing, Planning, and Prioritizing Work |
|
| plan or organize work |
|
| Communicating with Persons Outside Organization |
|
| communicate student progress |
|
| make education presentations |
|
| Updating and Using Relevant Knowledge |
|
| apply field experience to classroom teaching |
|
| use interpersonal communication techniques |
|
| use inventory control procedures |
|
| use knowledge of multi-media technology |
|
| use library or online Internet research techniques |
|
| use motivational techniques in education |
|
| use oral or written communication techniques |
|
| use public speaking techniques |
|
| use scientific research methodology |
|
| use teaching techniques |
|
| Scheduling Work and Activities |
|
| schedule student field trips |
|
| Identifying Objects, Actions, and Events |
|
| recognize student learning levels |
|
| recognize student problems |
|
| Guiding, Directing, and Motivating Subordinates |
|
| evaluate student performance |
|
| monitor student progress |
|
| supervise student extra-curricular activities |
|
| Analyzing Data or Information |
|
| evaluate educational outcomes |
|
| Interpreting the Meaning of Information for Others |
|
| prepare instruction manuals |
|
| Performing Administrative Activities |
|
| maintain educational records, reports, or files |
|
| prepare educational reports |
|
| Documenting/Recording Information |
|
| record student progress |
|
| Evaluating Information to Determine Compliance with Standards |
|
| ensure correct grammar, punctuation, or spelling |
|
| Interacting With Computers |
|
| use computers to enter, access or retrieve educational data |
|
| Monitoring and Controlling Resources |
|
| order or purchase supplies, materials, or equipment |
|
|
|
|
|
Career Context
|
|
|
| Contact With Others |
|
| Freedom to Make Decisions |
|
| Face-to-Face Discussions |
|
| Indoors, Environmentally Controlled |
|
| Physical Proximity |
|
| Structured versus Unstructured Work |
|
| Work With Work Group or Team |
|
| Coordinate or Lead Others |
|
| Frequency of Decision Making |
|
| Impact of Decisions on Co-workers or Company Results |
|
| Telephone |
|
| Public Speaking |
|
| Importance of Being Exact or Accurate |
|
| Consequence of Error |
|
| Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls |
|
| Spend Time Making Repetitive Motions |
|
| Deal With External Customers |
|
| Responsible for Others' Health and Safety |
|
| Spend Time Standing |
|
| Spend Time Keeping or Regaining Balance |
|
| Sounds, Noise Levels Are Distracting or Uncomfortable |
|
| Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets |
|
| Spend Time Sitting |
|
| Cramped Work Space, Awkward Positions |
|
| Time Pressure |
|
| Responsibility for Outcomes and Results |
|
| Spend Time Bending or Twisting the Body |
|
| Importance of Repeating Same Tasks |
|
| Exposed to Hazardous Equipment |
|
| In an Enclosed Vehicle or Equipment |
|
| Level of Competition |
|
| Exposed to High Places |
|
| Exposed to Whole Body Vibration |
|
| Outdoors, Exposed to Weather |
|
| Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection |
|
| Exposed to Contaminants |
|
| Indoors, Not Environmentally Controlled |
|
| Spend Time Walking and Running |
|
| Exposed to Minor Burns, Cuts, Bites, or Stings |
|
| Very Hot or Cold Temperatures |
|
| Spend Time Kneeling, Crouching, Stooping, or Crawling |
|
| Pace Determined by Speed of Equipment |
|
| Degree of Automation |
|
| Extremely Bright or Inadequate Lighting |
|
| In an Open Vehicle or Equipment |
|
| Outdoors, Under Cover |
|
| Spend Time Climbing Ladders, Scaffolds, or Poles |
|
| Electronic Mail |
|
| Letters and Memos |
|
| Deal With Unpleasant or Angry People |
|
|
|
|
|
Career Styles
|
|
|
Self Control| | Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
|
|
Dependability| | Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
|
|
Integrity| | Job requires being honest and ethical. |
|
|
Leadership| | Job requires a willingness to lead, take charge, and offer opinions and direction. |
|
|
Attention to Detail| | Job requires being careful about detail and thorough in completing work tasks. |
|
|
Concern for Others| | Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
|
|
Cooperation| | Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
|
|
Independence| | Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. |
|
|
Initiative| | Job requires a willingness to take on responsibilities and challenges. |
|
|
Adaptability/Flexibility| | Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
|
|
Persistence| | Job requires persistence in the face of obstacles. |
|
|
Stress Tolerance| | Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
|
|
Achievement/Effort| | Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
|
|
Innovation| | Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
|
|
Social Orientation| | Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
|
|
Analytical Thinking| | Job requires analyzing information and using logic to address work-related issues and problems. |
|
|
|
|
|
|
Career Needs
|
|
|
| | |
