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SECTION 4.1Balancing LifeGoalsSECTION 4.2 Choosing aCareer PathSECTION 4.3 Investing inEducationSECTION 4.4 Getting a JobSECTION 4.5 Succeeding on the Job

• Read the title of this chapterand describe in writing whatyou expect to learn from it.

• Write down each key term,leaving space for definitions.

• As you read the chapter,write the definition besideeach term.

• After reading the chapter,write a paragraph describingwhat you learned.

S E C T I O N 4 . 1

Balancing LifeGoals

Decisions you make about your work-ing life affect other parts of your life,such as family relationships. Careergoals must be balanced with othergoals that are important to you.

THE IMPACT OF CAREERCHOICES

A career is more than just a job. A career is a series ofrelated jobs or achievements through which a person pro-gresses in a particular field. Someone who chooses to enterthe field of aviation, for example, might work at a variety ofjobs within that field. Starting as a reservation agent, theperson might move to the position of gate agent and thenreceive training as a flight attendant. Someone else workingin the same field could follow a completely different careerpath, earning a degree in business and managing an airline.

Most people have more than one career in their lifetime.When people decide to start a new career, they generally doso to obtain personal satisfaction in the changing workforce.

Pursuing a well-chosen career path is one of the mostvaluable gifts that you can give yourself. Your quality oflife—your resources and lifestyle, personal satisfaction,and even family life—will depend on the wisdom of yourchoices.

93

Objectives

After studying this section, youshould be able to:• Analyze the impact of career

decisions.• Explain strategies for balanc-

ing multiple roles.• Discuss workplace policies

affecting families.

Key Termscareerstandard of livingflextimetelecommute

94 • CHAPTER 4 Career Decisions

likely is it that you’ll reach the standard ofliving you desire? If the answer is “not verylikely,” you’d be wise to either re-examineyour goals and priorities or to consider othercareer options.

Personal SatisfactionFinancial rewards are important, but peo-

ple are also motivated by personal satisfac-tion, or the psychological rewards of theirjobs. These rewards can include enjoying theway you spend your workday, being chal-lenged and stimulated by your job, andworking with interesting people. Doing a jobwell also brings a sense of accomplishmentand pride. For most people, this sense ofaccomplishment is magnified when they dowork that they consider meaningful—that insome small way makes the world a betterplace. When your work reflects your goalsand priorities, you have a strong sense ofpurpose in your life.

Family LifeThe career path you choose will affect not

only you personally, but also members ofyour current and future family. Think aboutthe impact that working in a particular fieldmight have on your family relationships. Forinstance, some jobs are more likely than oth-ers to require that you put in long hours,work nights or weekends, travel frequently,or be on call to handle emergencies. Howmight family members feel about those

Financial ResourcesThe career path you choose will define

your financial resources and your standard ofliving for years to come. The term standardof living refers to the way you live as mea-sured by the kinds and quality of goods andservices you can afford. A minimal standardof living provides little more than basicneeds. With higher standards of living,people are able to fulfill goals such as homeownership, travel, or other wants based ontheir priorities. See Figure 4-1.

Of course, your income will change as youadvance along your career path, dependingon the specific jobs you hold. In general,however, certain career areas tend to havemore income potential than others.Although money isn’t everything, it’s wise toevaluate the earnings potential in careerfields you are considering. The cost of livingin your area may affect what career youchoose. If you enter a particular field, how

4-1

The path you choose when planning

your career will determine your

standard of living. What kind of

standard of living is important to

you?

Section 4.1 Balancing Life Goals • 95

requirements? How would you feel aboutmissing out on family activities because ofyour job?

BALANCING ROLESA demanding career can consume so

much energy and time that you have littleleft. At the same time, what’s happening inyour personal and family life can affect yourwork performance. Learning how to balancemultiple roles—as a family member, anemployee, and a community member—is anessential skill. Here are some strategies thatcan help you to balance your roles.

• Develop a clear sense of priorities.If you have one set of priorities in yourwork life and another in your home life,your roles are likely to conflict. Weighwhat’s important in all areas of your life.For instance, when deciding whether toseek a promotion, think about the impactnot only on your career, but also on yourfamily and personal life. See Figure 4-2.

• Learn to say no. The more roles youhave, the more demands will be made onyour time and energy. Make choices basedon your own priorities, not the expecta-tions of others.

• Set realistic goals and standards.Accept the fact that you may not be able tofulfill all your roles as perfectly as you’dlike. Trying to be perfect will only frus-trate and exhaust you.

• Ask for and accept help. Familymembers can work as a team to take careof household responsibilities. Coworkerscan assist you if a project proves over-whelming. Community resources can bepart of your support system.

WORKPLACE POLICIESMany employers establish policies that

make it easier for workers to balance multi-ple roles in the family, workplace, and com-munity. The policies benefit employers aswell. They are able to attract and retain thebest workers, and their workforce is moreproductive.

• Flextime is offered by many employers.A system that allows flexible work hours,flextime enables employees to work thehours that suit them best. For example,one employee might choose to work from

4-2

When balancing roles, you need a clear sense

of your priorities. Would you accept a

promotion if it meant moving away and

missing family activities? Why or why not?


Workers can communicate by telephone,email, and fax, for example. Some can logonto office computer networks fromhome.

• Employee assistance programsmake free or low-cost counseling avail-able. Employees can confidentially seekhelp with many types of difficulties, suchas workplace stress, problems in personalrelationships, the illness or death of a fam-ily member, or substance abuse.

• The Family and Medical Leave Act(FMLA) requires most employers to grantworkers leave for certain family and med-ical reasons. Eligible workers can take upto 12 weeks of unpaid leave each year forthe birth or adoption of a child, the needto care for a family member with a serioushealth condition, or a serious health prob-lem of their own. See Figure 4-3.

6:00 A.M. until 3:00 P.M. to be home withchildren after school. Another might pre-fer a schedule of 10:00 A.M. to 7:00 P.M.

• Job sharing is a system in whichemployers allow two part-time workers toshare one position. One medical recep-tionist might work mornings and anotherafternoons; one cashier might work threedays a week and another two.

• Work-at-home options eliminate orreduce the need to commute to an officeeach day. Technology makes it possible totelecommute, or work from home usingcommunication links to the workplace.

Section 4.1 Review

CHECK YOURUNDERSTANDING

1. In what ways do a person’s careerchoices impact his or her life?

2. What are some of the strategies thatpeople use to balance their multipleroles?

3. Describe two workplace policies thataffect families.

CONSUMER APPLICATIONLabor Unions Organizations that representworkers for the purpose of increasing payand improving working conditions areknown as labor unions. Use online sourcesto investigate the labor union movement,the types of unions in the United States,and their pros and cons.

4-3 When a worker takes leave under the

FMLA, health benefits and job security are

preserved. What other workplace policies could

benefit a family with young children? How?

S E C T I O N 4 . 2

Choosing aCareer Path

Many people have fulfilling careersbecause they’re good detectives. Theywere able to track down clues thatpointed them to a satisfying career—and so can you.

THE NEED FOR A CAREER PLANSome people never plan their career; they only look for

a job. Their sole focus is having a steady income for theimmediate future. They don’t stop to consider what theywant their working life to be like in 5, 10, or 20 years.

Other people have lofty ambitions—perhaps to be awealthy corporate executive, an engineer working in thespace program, or an award-winning musician. However,they don’t have a plan for how to get there. They spendtheir life wishing for a lucky break that will somehow pro-pel them straight to their dream.

What both types of people need is a career plan. Settingyour goals, charting your career path, and staying on thatpath will put you in control of your future. High school isan especially good time to begin planning for your career.You have time to explore options and investigate differentfields. You can take courses that relate to possible careergoals and fine-tune the skills you need to succeed.

Objectives

After studying this section, youshould be able to:• Explain the benefits of career

planning.• Identify factors to consider in

choosing a career path.• Describe consumer and man-

agement career opportunities.• Analyze the risks and rewards

of entrepreneurship.

Key Termsaptitudesentrepreneur

97


with technical skills has increased.Technology has also changed the wayworkers communicate and manage.

• Outsourcing. Driven by the need to cutoperating costs, many organizations use astrategy called outsourcing—paying inde-pendent contractors to perform functionsthat were previously handled by employ-ees. For example, accounting tasks mightbe contracted to an outside individual orfirm. This trend eliminates jobs within thecompany, but creates expanding opportu-nities for small businesses and self-employed people.

• Cultural diversity. The United States isa multicultural nation and is becomingmore so. In addition, many companies sellproducts and services around the world,and some have offices abroad. As a result,workers increasingly interact with peoplefrom a wide variety of cultures. Culturalsensitivity is essential in this economic cli-mate. Speaking more than one language isan asset in most jobs and a requirement insome.

Changing CourseHaving a career plan doesn’t lock you into

your choices for life. In fact, it’s essential thatyour plan be flexible. People switch careersabout three times on average. Sometimes it’sbecause of circumstances they can’t control,such as a slowdown in their industry. Inother cases, people find that their prioritiesand interests shift as they move into a newstage of life.

Changing careers often requires personaland financial sacrifices. People who changecareers may have to juggle work with part-time classes or give up their income whilethey go back to school. They may have tostart over at a low-paying position and worktheir way back up. Putting careful thoughtand research into your career plan doesn’tguarantee you’ll never switch careers, but itreduces the chances that you’ll do so out ofdissatisfaction. See Figure 4-4.

Workplace TrendsA variety of factors combine to create a

dynamic, changing workplace. In the future,your career might be affected by these andother factors.

• Technology. Sometimes jobs are elimi-nated by automation. On the other hand,new positions have been created in tech-nology fields, and demand for workers

4-4

An interest in art and history could lead

to a job in a museum. What are some of

your interests? What career fields might

they relate to?

Section 4.2 Choosing a Career Path • 99

CREATING A CAREERPLAN

Making a career plan involves identifyingshort-term and long-term career goals. First,however, you need to take a look at your per-sonal qualities, identify possible career areas,and learn more about them.

Know YourselfTaking time to examine your personal

qualities may help lead you to a fulfillingcareer. Think about your:

• Interests. Make a list of your hobbies,favorite school subjects, volunteer work,and other interests. Look for common ele-ments and themes that might suggest acareer field.

• Personality. Do you prefer workingwith a team of people or on your own? Doyou want a job that lets you express yourcreativity? Would you thrive in a fast-moving work environment? You’ll bemore satisfied with an occupation that’s agood fit with your personality.

• Aptitudes. Natural talents are calledaptitudes. If you’re good at working withnumbers, for instance, you have numeri-cal aptitude. You might have an aptitudefor building things, visualizing images, orexpressing ideas in words.

• Abilities. There’s a difference betweenaptitudes and abilities, which are learnedskills. Someone could have an aptitude formusic, yet not have the ability to play thepiano. However, that ability can be devel-oped through instruction and practice.See Figure 4-5.

Dozens of tests have been developed tohelp people gain insight into their interests,personality traits, aptitudes, and abilities.Examples include the Kuder OccupationalInterest Survey, the General Aptitude TestBattery, and the Armed Services VocationalAptitude Battery. Your school counselor mayhave information about these and othertests. It may be possible to take such tests atyour school, on the Internet, or at a nearbycommunity college.

4-5

You may want to capitalize on your

aptitudes by developing them further.

By learning and practicing new skills,

you’ll gain abilities that can help you

in your career.


informed decisions, you’ll need to learn moreabout your options. Research can help youanswer many questions about career areasand occupations, such as:

• What are the specific occupations withinthis career field?

• Are job opportunities expected to grow,shrink, or remain steady in the future?See Figure 4-6.

• Which geographic areas have the most jobopportunities?

• What education or training is requiredfor specific occupations?

• What level of pay can be expected?

• What is a typical workday like for a personin this occupation?

• What are some possible paths of advance-ment within this field?

Your school guidance office can provideyou with advice and resources for research-ing career fields and job trends. Availableresources include books, business and pro-fessional magazines, and online job banksand databases.

Identify PossibleCareer Areas

The next step is to match up your per-sonal qualities with related career options.For example, if you enjoy math and have anaptitude for art, perhaps architecture wouldappeal to you. Many of the tests that assesspersonal qualities suggest suitable careerareas and occupations based on yourresponses. In addition, books and Web siteson career planning can help you match yourpersonal qualities to possible career choices.

Whether you use tests, books, or Web sitesas a source of career advice, remember thatthese tools are only guides. They can be espe-cially useful when they point out careeroptions that you hadn’t considered before.However, each makes career suggestionsbased on a narrow range of factors. You’llneed to combine information from manydifferent sources and weigh it according toyour priorities.

Research Career AreasFinding out which career fields or occupa-

tions might suit you personally is a goodstart, but it’s only part of the story. To make

The U.S. Department of Labor collects statistics and information about the job marketand the workforce. Look for these references at your library or on the U.S.Department of Labor’s Web site.• O*NET, the Occupational Information Network. Includes information on skills,

abilities, and interests associated with occupations.• Occupational Outlook Handbook. Contains detailed information on over 250

occupations. Revised every two years.• Occupational Outlook Quarterly. Supports the OOH by providing updated infor-

mation four times per year.

Career Information


A good way to learn about the real prosand cons of a particular occupation is tomake contact with people already working init. If you attend a career fair, you can speakwith people in a variety of occupations.Informational interviews are another option.Most experienced workers are glad to answerquestions and talk about what they enjoy

most, and least, about their work. Yourschool may have a job shadowing programthat allows students to observe workersthroughout a day on the job.

You can also gain exposure to a job andjob setting through volunteer work and sum-mer jobs. You’ll learn a lot and make valuablecontacts.

4-6 This graph shows the projected change in employment areas over a ten-year

period. Which areas look promising? Which would you probably avoid pursuing?


surplus of workers in an occupation caninfluence potential income. So can currenteconomic conditions in an industry.

CONSUMER ANDMANAGEMENT CAREERS

As you review your career options, youmay want to consider the field of consumerservices and resource management. People inthis field work to assist and educate con-sumers and to help individuals, families, orbusinesses manage their finances and otherresources. See Figure 4-7.

Like any occupations, those in consumerservices and resource management can becategorized according to the amount of edu-cation and training needed. Figure 4-8 givesexamples of opportunities available at eachof these levels:

Evaluate OptionsMany factors enter into your choice of a

career area and the specific career goals youset. In addition to considering whether you’llfind an occupation interesting and rewarding,think about practical considerations such as:

• Job availability. As the economy andtechnology change, occupational patternstend to shift as well. New career areas arecreated, and others that have been securein the past may no longer exist. You maywant to think twice about entering acareer field in which jobs are scarce orexpected to decline in the future.

• Geographical influences. Some jobsmay be plentiful in one region and scarcein another. Consider whether you want tolive in an urban, suburban, or rural envi-ronment, remain near your family, ortravel often. Telecommuting can reducethe need to live in a particular area, butnot in all cases.

• Potential income. As a general rule,occupations that require more educationand training provide more compensationthan others. So do occupations that involvemore physical or financial risk or that havea higher status. Pay can vary depending onwhether the employer is a profit-makingbusiness or a nonprofit agency, and onwhether it is large or small. A shortage or

4-7

Accountants keep financial records. Some

work for a company, and others have

their own business. What kind of

training might you need for this

occupation?


• Entry-level. For most entry-level posi-tions, you will need a high school educa-tion, vocational training, or both.

• Technical. At this level, you will needeither on-the-job training, such as anapprenticeship, or an associate (two-year)degree from an accredited college. Somepositions require both.

• Professional. For a professional posi-tion, you will need at least a four-year col-lege degree and possibly advanced train-ing in your field.

If you’re interested in the consumer ser-vices and resource management field, whatpersonal qualities and skills can help yousucceed? As in any career field, qualities such

as cooperation, integrity, motivation, andrespect for others are important. Most jobsin this field also require tact and confidence.Willingness to travel is an asset in someoccupations.

Developing strong interpersonal, com-munication, time management, and organi-zational skills is of particular importance inthe consumer and management field.Computer skills are a requirement or assetin most positions. Some jobs may requireadditional technical, writing, planning,research, problem-solving, fundraising, orsales skills. Knowledge of consumer lawsand rights is essential in some consumeroccupations. Managers also need leader-ship, supervision, and coaching skills.

4-8 These are just a few of the occupations in the field of consumer services and

resource management. What other occupations might be included in this career area?

ENTRY LEVEL

Customer Service Representative

Bank Teller

Product Demonstrator

Consumer Assistant Technician

Advertising Sales Representative

Consumer Aide

Teacher Assistant

Business

Finance

Manufacturing

ConsumerOrganization

Communications

Government

Education

TECHNICAL

Public Relations Representative

Bookkeeper

Product Representative

Consumer Products Tester

Consumer Newswriting Intern

Consumer Consultant

Family and Consumer Counselor

PROFESSIONAL

Consumer Affairs Director

Financial Planner

Product Research and Development

Consumer Arbitrator

Consumer Newscaster

Consumer Safety Inspector

Family and Consumer SciencesEducator

Consumer and Management Employment Opportunity Examples


take risks and make sacrifices, and able tolearn from their mistakes and move forward.You could be a successful entrepreneur if youdevelop these traits. See Figure 4-9.

ENTREPRENEURSHIPHave you ever thought of turning your

passion into a business? An entrepreneur(on-truh-pruh-NOOR) is someone whoowns a business or assumes the financial riskfor a business. In the consumer and manage-ment field, an entrepreneur might own abookkeeping business or write consumerarticles on a freelance basis, for example.

• Risks. Entrepreneurs often have to investa substantial amount of their own moneyand convince others to invest theirs. Theyrisk losing it all if the business doesn’t suc-ceed. Income is often uncertain and canbe nonexistent at first. Many entrepre-neurs put in long hours, especially duringthe startup of a business.

• Rewards. On the plus side, entrepreneurshave a tremendous amount of control.They decide what their business will sell,whom to hire, and when to work. If thebusiness succeeds and grows, the financialrewards can be great. The satisfaction ofturning an interest into a thriving businessventure can be very rewarding.

Successful entrepreneurs are goal-oriented,self-motivated, and self-disciplined. They getalong well with a variety of personalities andare good at motivating and persuading others.Entrepreneurs must be adaptable, willing to

Section 4.2 Review


1. Why do you need a career plan?

2. Identify personal qualities you need toconsider when making a career plan.

3. What are the risks and rewards of beingan entrepreneur?

CONSUMER APPLICATIONConsumer Careers Research the effect ofconsumer affairs careers on local, state, andnational economies and rate the impor-tance of these careers. How might eco-nomic growth affect consumer careers?Share your ideas with the class.

4-9

The small but growing businesses of

entrepreneurs have created most of the

new jobs in the United States since the

1960s. What kind of business might you

like to start?

S E C T I O N 4 . 3

Investing inEducation

Once you have a career goal in mind,you’ll need to obtain knowledge, skills,and training. Education—whether ittakes place in a school, in a work-place, or at home—is the answer.

WHY INVEST IN EDUCATION?As you learned in the previous section, jobs at all lev-

els—entry level, technical, and professional—require skillsand knowledge. To acquire knowledge and develop skills,you need some form of education or training. Governmentstatistics show that people with less education are morelikely to have trouble finding jobs. Education makes it eas-ier for people to weather changes in the labor market andensures greater career opportunities.

Education is an investment in you, and like all goodinvestments, it pays dividends. In recent years, for every$100 earned by a full-time male worker who is a highschool dropout, a high school graduate earned about $130and a college graduate earned more than $200. For femaleworkers, the difference is slightly greater. Imagine that dif-ference over a year’s salary and then over your lifetimeincome!

Objectives

After studying this section, you should be able to:• Analyze the relationship

between education and career opportunities.

• Give guidelines for selecting among educationalopportunities.

• Explain ways to manage education costs.

Key Termsinternshipapprenticeshipdistance education programs

accredited

105


occupations, ranging from computer-assisted design to health care occupations.Programs can usually be completed in oneto three years.

• City or community colleges. Similartraining programs can sometimes befound here. In addition, these schoolsoffer two-year academic programs leadingto an associate degree. Credits can usuallybe transferred to a four-year college oruniversity.

• Colleges and universities. Theseinstitutions offer four years of academiccourses leading to bachelor’s degrees, aswell as graduate programs leading toadvanced degrees.

• Distance learning. If it’s not possible toattend traditional classes, you can takeadvantage of the distance education pro-grams offered by many institutions.

EDUCATIONALOPPORTUNITIES

The type of education or training that youchoose will depend on what preparation isneeded for the occupations and career areasthat interest you. Some education and train-ing opportunities are work-based, some areclassroom-based, and others use a combina-tion of approaches.

• Internships. An internship is a paid orunpaid short-term job offered to a stu-dent who is interested in entering a par-ticular field. The employer gains a tempo-rary worker; the student gains workexperience and the chance to observe thebusiness or industry firsthand.

• Apprenticeships. An apprenticeship isa training program that combines class-room instruction with paid on-the-jobexperience under the guidance of a skilledworker. Apprenticeships are common inmany skilled trades, such as carpentry orculinary arts. Labor groups, employers,associations, and some career and techni-cal schools offer apprenticeships.

• Armed forces. The armed forces pro-vide training in many fields, such as com-puter programming, engineering, andpublic relations.

• Career and technical institutions.These schools and colleges train studentsto become licensed or certified in skilled

4-10

Distance education programs serve many

students who might not otherwise be able

to attend school. Give some examples of

people who might take advantage of

distance learning.

Section 4.3 Investing in Education • 107

These programs use various methods—such as the Internet, videotape, audio andvideo conferencing, and print materials—to teach students who are not present oncampus. See Figure 4-10.

Choosing a SchoolIn the United States, there are about 4,000

degree-granting colleges, universities, andcommunity colleges, plus thousands of otherschools that provide specialized trainingprograms. Give yourself plenty of time toconsider what you want in a school and thento research your options.

Program quality is an important consid-eration. Find out which schools have the bestreputation in your area of interest.Investigate the credentials of faculty mem-bers. Be sure the schools and departmentsyou’re considering are accredited—officiallyrecognized as maintaining standards thatwill qualify students for additional educationor for work in their chosen profession. Otherfactors to consider include the size, location,and setting of schools; the resources andservices they offer; and the costs for tuition,fees, and living expenses. See Figure 4-11.

Guidebooks comparing informationabout many different schools can be found atthe library, at your school guidance office,and on the Internet. Review school catalogs,brochures, and Web sites. If possible, visitprospective schools. Plan your visit when

classes are in session so you can get a sense ofwhether or not you would feel comfortablethere.

Applying to SchoolsYou should begin researching schools in

your junior year so that you’ll be ready tosend applications during your senior year.Contact schools by phone or mail, or checktheir Web sites for application procedures,forms, and deadlines. The criteria used todetermine whether or not you’ll be admittedvary from place to place. If you choose thecollege or university route, your grades, classrank, and entrance-exam scores will be ofvital importance.

Many schools consider factors other thangrades and test scores—they look at thewhole person. If the application processincludes writing an essay, you’ll have achance to provide a glimpse into your per-sonality, priorities, and goals. You also mayhave to submit one or more letters of recom-mendation from adults who know you well.

4-11

Success in college depends partly on

choosing the right school. Would you

prefer a big campus with classes held

in large lecture halls, or is a small

campus more appealing?


• Coverdell Education Savings Accounts.Formerly known as an Education IRA, aCoverdell ESA is a special savings accountset up for a person under 18 to be used forfuture higher education expenses.Depending on your household income,your family may be able to deposit up to$2,000 a year into such an account.Earnings accumulate tax-free, and with-drawals that don’t exceed educationexpenses are also tax-free.

• Prepaid tuition. Most states sponsorprepaid tuition plans that enable a familyto pay for tuition credits at today’s rates,rather than at future inflated prices.

• 529 plans. These investment plans,named after the section of the tax codethat governs them, enable families to savefor future college costs and are more flex-ible than prepaid tuition plans. Theinvestment grows tax-free, and distribu-tions are free of federal taxes.

These plans can have some drawbacks,including reducing your chances of gettingfinancial aid. Carefully research each optionand consider its pros and cons. Consultguidebooks that provide advice on payingfor your education.

If a school wants to interview you, makeevery effort to attend. This is your chance tosell yourself and to highlight the strengths ofyour application. Many of the job interviewtips in Section 4.4 can be applied to a schooladmissions interview.

PAYING FOR YOUREDUCATION

College costs have been rising at a rate ofabout 5% a year. Whether you choose toattend a college, career or technical school,or other institution, think about how you’llpay for your education.

Saving and InvestingIt’s never too late to start saving for your

education beyond high school. However, theearlier you and your familybegin to put money aside, themore money you’ll havewhen you start school.

Money put aside for edu-cation will accumulate fasterif it’s allowed to grow tax-freeor tax-deferred. Special pro-grams make that possible.

TEXTLINK

You can readmore aboutsaving andinvesting inChapters 12

and 13.

DOLLARSandSENSE

If college is in your plans, keep these cost-cutting tips in mind.

• Get good grades! Students with the highestGPAs and test scores often receive scholar-ships or substantial financial aid packages.

• Take advanced placement courses in highschool. Success in these courses can translateinto college credits and save you money.

• If you’re heading to a university, keep inmind that tuition is generally lowest at stateschools in your home state.

Cutting College Costs

Section 4.3 Investing in Education • 109

Financial AidMost full-time college undergraduates

receive financial aid of some kind. Financialaid can come from a combination of sources.

• Grants and scholarships do not haveto be repaid. Grants are given on the basisof need. Many scholarships are awardedpartly or entirely according to achieve-ment, such as academic excellence or outstanding athletic skill. Governments,private foundations, colleges, service organ-izations, and other entities award grantsand scholarships.

• Loans must be repaid after you graduateor leave school. They are offered by gov-ernments, colleges, and financial institu-tions. Most educational loans have a lowerinterest rate than regular loans. SeveralWeb sites can help you calculate howmuch debt you can afford given youranticipated career and earnings.

• The Federal Work-Study Programprovides jobs for students with financialneed. Students who qualify receive federalfunds for doing part-time communityservice work or tasks related to their fieldof study.

When you’re searching for financial aid, itpays to investigate as many possibilities asyou can. Start by asking for informationfrom your school guidance office and thefinancial aid offices of the schools you’reinterested in attending. At the U.S.Department of Education’s Web site, you canfill out the Free Application for FederalStudent Aid (FAFSA). To learn about state-awarded aid, contact your state’s higher edu-cation office. The Web sites of banks, col-leges, businesses, and other organizationsmay have information about loans andscholarships.

You can become eligible for specialsources of financial aid by serving yourcountry. For example, young people whojoin AmeriCorps, a volunteer service pro-gram, earn education awards of over $4,000for a year of service. Those who serve in themilitary may be eligible for various kinds ofeducational assistance offered under the pro-gram known as the GI Bill.

As you gather information about financialaid, watch out for phony scholarship scams.Beware of seminars, contests, and otheroffers that guarantee you’ll receive a scholar-ship if you pay a fee in advance. You couldpay the fee and receive nothing in return.Some companies do provide assistance infinding financial aid, but you might be ableto find the same information yourself forfree. Check out any such offers carefullybefore handing over your money.

Section 4.3 Review


1. Explain the statement: Education is aninvestment.

2. Name several factors to keep in mindwhen you are choosing schools.

3. What are some sources of financial aidfor full-time students?

CONSUMER APPLICATIONFinancial Aid Identify a school that pro-vides training and education in a profes-sion that interests you. Check the school’sWeb site to find out about available grants,scholarships, and loans. Summarize yourfindings in a brief report that you can sharewith a parent or guardian.

S E C T I O N 4 . 4

Getting a Job

When you embark on a job search,much of your success will depend onyour effort, resourcefulness, persist-ence, and salesmanship. Yes, you areselling something—yourself.

STARTING YOUR SEARCHWhen you’re ready to take a job in your chosen career

area, you have reason to be excited about the possibilities.Although a job search takes time and can be hard work,landing the right job will make it all worthwhile. Followthese steps carefully and be thorough at each step. Bring thesame discipline to your job search as you would to a job.

Preparing a RésuméA résumé (REH-zuh-MAY) is a personal data sheet that

describes you to prospective employers. It includes detailsabout your education and experience and outlines the spe-cial qualifications you’ll bring to a job. Preparing a résuméhelps to organize your thoughts and reminds you that youhave a lot to offer an employer.

When you prepare your résumé, you can choose fromseveral acceptable formats. One example is shown in Figure4-12. Books and Web sites about preparing résumés canshow you other formats and help you decide which one isbest for your situation.

Objectives

After studying this section, you should be able to:• Describe effective job

search skills.• Explain how to evaluate

job offers.• Identify federal laws that

promote fair hiring.

Key Termsrésuméreferencesinterview

110

Section 4.4 Getting a Job • 111

Successful résumés are neat, well orga-nized, and brief—usually no more than oneor two pages. Don’t be modest—highlightyour experience and accomplishments, butdon’t exaggerate. Be honest. If you haven’tbeen employed previously, highlight experi-ence you have gained through other means,such as volunteer work, student govern-ment, and neighborhood jobs. Use strongaction verbs such as organized, created, and

developed. Spell-check and carefully proof-read your résumé. Errors make you lookcareless.

On your résumé or on a separate sheet,include the names and contact informationfor your references. References are peoplewho will recommend an applicant to anemployer on the basis of character or ability.As a courtesy, let the people you list as refer-ences know that you have given their names.

Sample Résumé

4-12

Keep your résumé short,

simple, and neat. Ask

an adult—a parent or

teacher—to review it for

you.


means under age 18), check with a parentor guardian before posting your addressand phone number on the Internet.

• Newspapers. The “Help Wanted” sec-tion of the classified ads announces avail-able jobs.

• Employers. Try contacting employersdirectly. Many of them post job openingson their Web sites or help-wanted signs attheir place of business. Even if there are nocurrent job openings, they may becomeavailable in the future. You might ask tomeet with a representative of the organi-zation to learn more about their needs.

• Government employment offices. Ifyou’re seeking a job with the federal gov-ernment, check with the Office ofPersonnel Management. It publicizes gov-ernment job openings through printedmaterials, automated telephone systems,and on its Web site. For city, county, orstate jobs, check the governmental unit’sdepartment of human resources.

• Employment agencies. These organi-zations help people find jobs by matchingapplicants’ qualifications with thoseneeded by employers with job openings.Public agencies are funded by the govern-ment and offer free services. Private agen-cies charge fees that can be substantial butthat are often paid for by the employers.

Finding Job LeadsOnce you’ve prepared your résumé, you’re

ready to look for job openings. There aremany ways to find them. Here are a few ideas.

• Schools. Businesses that want to hireyoung people often contact local schools.Visit the guidance office at your school orat other educational institutions. SeeFigure 4-13.

• Networking. Most jobs are filled byword of mouth, so tell everyone you knowthat you’re job hunting. They may beaware of openings at their own work-places or through other contacts in thecommunity. Go to job fairs and make con-tacts. Expand your network by joining ajob-related email list server or an Internetnewsgroup.

• Online job banks. Some Web sites listhundreds of thousands of jobs. You cansearch by location, company, job category,and other qualifiers. You can also post yourrésumé for thousands of employers to see.If you’re a minor (which in most states

4-13

Businesses may send recruiters to

schools to find suitable applicants for

employment or internships. Talk to your

school guidance counselor about this

possibility.


• Other sources. Check the library,unions and apprenticeship councils, andprofessional or trade journals andnewsletters.

ApproachingProspective Employers

When you find an opening that interestsyou, contact the employer. Send your résuméwith a cover letter, a short letter of introduc-tion that highlights your qualifications forthe position. The letter should be brief andclear, neatly typed, and free of errors.Address it to the appropriate person by nameand job title. If a name is not given in a jobad, call the employer and ask to whom youshould address the letter.

The body of the letter should give a briefdescription of your qualifications and refer tothe résumé. End the letter by offering to dis-cuss your qualifications for the job in person.

At some point after you make contact, theemployer may ask you to fill out a job appli-cation. Even though it may ask for some ofthe same information as your résumé pro-vides, the application is a necessary part ofthe process. Fill it out neatly, completely, andaccurately.

INTERVIEWINGSUCCESSFULLY

Many applicants will be eliminated fromconsideration on the basis of their letters orrésumés. The applicants might not be quali-fied, or their letters and résumés might bepoorly written or supply incomplete infor-mation. From the remaining applicants, theemployers choose the most promising candi-dates. Only those few will be asked to comein for an interview, a formal meeting thatemployers use to evaluate prospectiveemployees. During the interview, you havejust a few minutes to make a good impres-sion, so you’ll want to be well prepared.

Prepare YourselfThere are several things you can do to pre-

pare for a job interview. Review your résuméto remind yourself of your strong points.Look for weak areas in your education oremployment history, then prepare explana-tions in the event that the interviewer ques-tions them.

Find out all you can about the company.Doing some research will show the inter-viewer that you’re interested in working forthe company and will help you discuss the

DOLLARSandSENSE

Have you seen newspaper ads and posterstelling you that you can make thousands ofdollars a month working from home? Haveyou noticed ads guaranteeing a federal orpostal position, or a high score on anentrance exam? Many of these ads are fraud-

ulent. If you contact the organization, you’llbe asked to send money. It’s likely that you’llreceive little in return, least of all a job. If itsounds too good to be true, it probably is. Formore information on job scams, check theFederal Trade Commission’s Web site.

Beware of Job Scams


job intelligently. Be prepared to suggest con-tributions you can make to fill the company’sneeds.

List questions you might want to ask dur-ing the interview. Job duties, work schedules,employee evaluations, work areas and equip-ment, corporate history, and opportunitiesfor advancement are all possible topics fordiscussion.

Finally, rehearse. Think of questions youmight be asked and decide how to answerthem. Here are some possible questions.

• Why do you want to work here?

• What qualifications do you have for thejob?

• What are your goals for the future—say,five or ten years from now?

• Why did you leave your last job?

• What would you say are your greateststrengths and weaknesses?

Certain questions are illegal in a job inter-view. For example, an interviewer is not sup-posed to ask about your age, marital status,religion, national origin, race, or credit rat-ing. However, the interviewer might forget tofollow these restrictions or may be unaware

To learn more about a company before your job interview:• Check the company’s Web site.• Look for Web sites or print resources that list financial information about compa-

nies, including quarterly and annual reports.• Plug the company name into an online search site and see if any other informa-

tion comes up. Perhaps the company has waged an extremely successful salescampaign, or it’s been commended for providing outstanding community service.

Researching Companies

of them. You don’t have to answer illegalquestions. It’s usually best to simply redirectthe conversation to another topic.

The InterviewBe sure to be clean, well groomed, and

appropriately dressed for the interview. Formost jobs, a neat, conservative appearance isbest. Wear clean, pressed clothing similar to,or a little more formal than, what you wouldwear on the job. If you’re not sure, go to thejob site and observe how workers dress.

Arrive for the interview on time—or bet-ter yet, a few minutes early. Being late sendsthe message that you’re irresponsible anduninterested. Bring extra copies of yourrésumé in case you’ll be meeting with severalpeople. Make sure you have all the informa-tion you might need to fill out an applica-tion, such as your Social Security number.See Figure 4-14. Don’t bring friends or dis-tractions. If you carry a wireless phone orpager, turn it off.

During the interview, be courteous butfriendly. Follow these tips:

• Watch your nonverbal signals.Display good posture and maintain eyecontact. Return a handshake with a firmgrip. Don’t fidget, play with your hair, orchew gum.


• Sell yourself. Look for openings in theconversation that allow you to talk aboutyour accomplishments, particularly thosethat pertain to the job. Be positive aboutyourself and your abilities without brag-ging. Don’t ramble—be clear and concise.

• Be positive. Bad-mouthing a previousboss or coworker won’t score points withan interviewer, and neither will talkingabout your personal problems.

• Ask questions. If necessary, refer to thelist you prepared in advance. Unless theinterviewer brings it up, avoid askingabout pay—that will come later, if you’reoffered the job.

• End on a positive note. Before leav-ing, emphasize your interest in the posi-tion. If the interviewer doesn’t mention it,ask when you can expect a decision. Askfor a business card so that you’ll have theinterviewer’s correct name, title, andaddress. Thank the interviewer.

Follow UpWithin a few days of the interview, send a

follow-up letter thanking your interviewerfor taking the time to see you. This is animportant step because it gives you theopportunity to add to the interviewer’s good

impression of you. Include a reminder ofsome positive point in your discussion andrestate your interest in the job. If you forgotto make an important point during theinterview, the letter gives you a secondchance.

Also follow up by evaluating your ownperformance. What did you do well? Is thereanything you want to do differently nexttime? What could you have done to be betterprepared?

4-14

Arriving on time for an interview and

being well prepared shows that you are

responsible. What else can you do to

show your interest in a job?


Besides these directbenefits, you shouldalso consider factorssuch as the locationand commute, thework environment,and the company’sreputation.

In many cases, you and the employer willnegotiate pay. Do research ahead of time todetermine what should be reasonable for theemployer and acceptable to you. You mighttalk to others who have done similar work,or check job search Web sites and theOccupational Outlook Handbook. When dis-cussing pay, don’t be too demanding, yetdon’t sell yourself short. After agreement isreached, ask the employer to put it in writ-ing. See Figure 4-15.

If a deal is not made or if you decide torefuse the job, thank the employer, in personand by letter, for the offer. Try to leave thedoor open for the future.

EMPLOYMENTPROTECTIONS

Several federal laws protect against dis-crimination in hiring and in the workplace.These laws were passed to ensure that every-one is judged on his or her ability to do thejob. For example:

• The Equal Employment Opportunity Actforbids discrimination by employers,

EVALUATING JOBOFFERS

Although it may take many tries, eventu-ally you’ll be offered a job. Whether the offercomes during the interview or weeks later,you don’t have to make a decision on thespot. Ask for time to think it over. Before youaccept a job offer, make sure you understandthe conditions of employment, such as yourstart date, work schedule, and job duties.

Benefits such as health insurance, paidvacations, training opportunities, and aretirement plan add value to a job offer.

TEXTLINK

Pay and benefits arediscussed in

more detail inSection 8.1.

4-15

Being offered a job is an exciting

moment, but accepting the job is even

more so. You’ve made the decision to

begin a new stage of your life.


employment agencies, and unions on thebasis of race, color, religion, sex, ornational origin. See Figure 4-16.

• The Americans with Disabilities Act andthe Rehabilitation Act protect peoplewith physical or mental disabilities fromdiscrimination.

• The Age Discrimination Act makes it ille-gal to discriminate against anyone over 40in hiring or while on the job.

• The Equal Pay Act protects men andwomen who perform substantially equalwork in the same workplace from gender-based wage discrimination.

The U.S. Equal Employment OpportunityCommission enforces these laws. If you feelyou may have been discriminated against,contact the EEOC office in your area. Youcan also go to your union, if you’re a unionmember, or see an attorney who specializesin employment issues.

Section 4.4 Review


1. Describe a résumé. What does it include?

2. What factors should you consider whenevaluating a job offer?

3. What is the overall purpose of federalemployment protection laws?

CONSUMER APPLICATIONApplying for a Job Select a job you wouldlike to apply for. Write a résumé and a coverletter to introduce yourself to the employerand highlight your qualifications for theposition. Exchange letters with a classmate.Ask if he or she would interview you andwhy.

4-16 By law, a notice like this must be placed somewhere in the

workplace so that employees will have easy access to the information.

Why are employers required to post this information?

S E C T I O N 4 . 5

Succeeding onthe Job

In today’s rapidly changing workplace,you need to be flexible and ready tolearn new skills. To be successful, youalso need to get along with others andaccept increasing levels of responsibility.

SKILLS FOR SUCCESSYou are developing skills now that will serve you later in

your career. Solid reading, writing, math, and thinkingskills, resource management skills, and technical skills areas necessary for success in the workplace as they are forsuccess in school.

Technological, demographic, and work culture changesall contribute to the increasing demand for new skills in theworkplace. To be successful in a rapidly changing job cli-mate—or simply to keep a job—workers must be able toswitch gears and quickly learn new skills. Take advantage ofon-the-job training, continuing education courses, andadult education courses.

Technical SkillsAs the impact of technology is felt in every sphere of life,

workers will need to develop their technical skills andupdate them on a regular basis. All workers should knowhow to use a computer and be familiar with at least thebasics of word processing. Many also need to use spread-

Objectives

After studying this section, youshould be able to:• Describe skills that contribute to

success on the job.• Explain appropriate employee

behavior.• Give guidelines for leaving a

job.

Key Termsmentorwork ethicseverance packageunemployment insurance

118

Section 4.5 Succeeding on the Job • 119

sheet, database, and scheduling programs.You should be comfortable navigating theInternet and sending and receiving email.

Interpersonal SkillsThe rising stars in any organization are

often distinguished by their excellent inter-personal skills.

• Communication skills. Being a goodlistener shows respect for coworkers andallows you to analyze customer needs andwants. To present ideas clearly, improveyour speaking and writing skills. Developgood electronic communication skills,such as using email appropriately and

preparing effective computer presenta-tions. Practice assertiveness. Learn tobecome comfortable speaking to groups.

• Conflict resolution skills. If you have adisagreement with someone, don’t lashout or avoid that person. Instead, work toresolve the problem. Negotiation skillscan help prevent conflicts from occurring.

• Teamwork skills. Teamwork includesrecognizing and working toward organi-zational goals, fulfilling your obligations,and helping to ensure that your talentsand skills mesh with those of other teammembers. Learn to develop mutuallyhelpful relationships with others. SeeFigure 4-17.

• Tolerance. Become comfortable inter-acting with people who are different fromyou. Learning another language or takingworkshops on cultural differences canhelp you to better understand others.Diversity enriches a workplace.

4-17

Developing interpersonal skills is crucial

for success on the job. How can

developing teamwork skills help you

master other interpersonal skills?


Leadership SkillsIn order to get ahead in most workplaces,

you’ll need leadership skills. The best way todevelop those skills is to take on roles ofincreasing responsibility. You may need tobegin outside the workplace—for example, byrunning for office in a student organization.

The workplace will offer many opportuni-ties for leadership growth. You may be ableto volunteer for a committee, organize a spe-cial event, or take on a leadership role in aprofessional organization. If you’re in aunion, consider becoming a union officer.Once you’ve been on the job for some time,you can become a mentor, an experiencedcoworker who acts as a guide or informalteacher for new employees.

You can start developing leadership skillsnow by joining Family, Career andCommunity Leaders of America (FCCLA).This national student organization offers avariety of projects that help young men andwomen become leaders. Projects focus oncharacter development, thinking skills, com-munication skills, and vocational prepara-tion. Members have opportunities to learnleadership skills in their specific career areaand take charge of their future.

Management SkillsWorkers at any level need management

skills. Management involves planning, con-trolling, and evaluating the use of resourcesto achieve goals. Here are some examples:

• Time. Use time wisely to meet deadlines.Don’t get sidetracked by time-wastingactivities, such as workplace gossip. Setpriorities that enable you to juggle tasks.

• Money. Work within the budget for yourproject or department by carefully usingsupplies, for example.

• Human resources. Delegate tasks toothers when appropriate. Learn to gaugetheir strengths and weaknesses and assigntasks that maximize their growth andproductivity. See Figure 4-18.

4-18

Tasks are often delegated to make use

of individual skills and talents. What is

another benefit of delegating tasks?


BEHAVIOR ON THE JOBYour success also will be determined by

your behavior in the workplace. Employersnotice how employees present themselves,how well they follow rules, and how consci-entious they are.

Policies and ProceduresWhen you start a new job, you’ll be

expected to learn and follow the policies andprocedures of your workplace. Youremployer may provide an employee manualthat explains them in detail. If you attend anew-employee orientation, take notes andask questions.

Professionalism Professionalism refers to suitable conduct

on the job. People who are professionalexhibit skill in their work and live up to thehighest standards of their profession. SeeFigure 4-19.

• Develop a strong work ethic. A workethic is a sense of responsibility to do a jobwell. It’s reflected in behavior such as get-ting to work on time, working a full day,and meeting deadlines. Goofing off, wast-ing time, and abusing telephone orInternet privileges show lack of work ethic.

• Take responsibility for your actions.Only by accepting responsibility for yourmistakes can you learn from them. Your

employer and coworkers will respect youfor honestly admitting a mistake, but lyingor blaming others will cost you respect andpossibly your job.

• Acknowledge the contributions ofothers. Just as you want the credit foryour own ideas and work, so do yourcoworkers. The good relationships youbuild as a result of acknowledging others’contributions will earn you credit as agood team player and potential leader.

• Be courteous and respectful. Returnphone calls and emails promptly. Giveothers a chance to talk at meetings withoutbelittling their ideas. Keep your emotionsunder control with coworkers, clients, andcustomers. Avoid distracting others.

• Present an appropriate appearance.Practice good hygiene and grooming. Ifyour employer has a dress code, honor bothits words and its intent. In the absence of adress code, think about the image theorganization wants to project. Remember,you represent your employer.

4-19

Showing courtesy and respect to others

at meetings is a sign of professionalism.

Why can your professional reputation be

one of your most valuable assets?


• Layoffs. A layoff is a temporary or per-manent reduction in a company’s work-force. Layoffs can occur for many reasons.Workers in seasonal jobs, such as land-scaping, might be laid off for severalmonths each year. Permanent layoffs canoccur when two companies merge orwhen a business cuts back financially.

• Termination. Employees can be termi-nated (fired) for poor job performance.The employee is usually warned duringprevious performance reviews that he orshe must show improvement. If youreceive such a warning, work with yoursupervisor to learn what the specific prob-lem is and how you can overcome it.Workers can also be terminated for grossmisconduct, such as dishonesty, theft, orviolence. In this case, the employee isasked to leave immediately.

Job SafetyThe Occupational Safety and Health

Administration (OSHA) is a federal agencythat sets and enforces on-the-job safety stan-dards. OSHA standards and workplaceinspections have prevented many injuries,illnesses, and deaths. However, workers alsobear a responsibility for job safety.

Learn and follow the safety procedures atyour workplace. For example, use machineryas instructed and wear protective equipmentif necessary. See Figure 4-20. If you areinjured on the job, notify your supervisorand get medical treatment.

Notify your employer of safety problemsor health hazards. If the problem is not elim-inated, file a report with OSHA. You have aright to refuse to work under conditions thatcan lead to serious injury or death. It’sagainst the law for your employer to retaliateagainst you for reporting safety violations.

LEAVING A JOBIn your career, it’s likely that you’ll work

for several employers. Reasons for leaving ajob include:

• Resigning. You might choose to resignbecause you find a better opportunityelsewhere. If you’re unhappy in your job,resist the urge to quit before you find anew one. Instead, start a job search duringnonwork hours. Prospective employersare more interested in applicants who arecurrently employed.

4-20

Whether or not your job requires protective

equipment, follow all safety procedures in the

workplace and be mindful of the safety of others.


Termination is illegal in certain circum-stances. For example, it’s illegal to fireemployees because of race, gender, age, ordisability, or to retaliate against a worker forreporting unsafe or illegal business practices.Information about illegal termination can befound on the U.S. Department of Labor’sWeb site or on consumer law Web sites.

Rights andResponsibilities

Regardless of your reason for leaving, youwill have certain responsibilities toward youremployer. In turn, your employer will haveresponsibilities toward you.

• Show respect for your employer. Ifyou resign, give your employer at least twoweeks notice so that a replacement can befound. If you’re asked to finish a projectbefore you go, do your best work. Leaveyour work area neat. Take home personalitems, but don’t discard files or otherwork-related items unless you’re told to.Return company property such as securitybadges, manuals, books, and work-issuedclothing or equipment.

• Make good use of your exit inter-view. On your last day, you may be askedto have a final discussion with a companyrepresentative. Answer questions honestly,but don’t use the interview as an opportu-nity to speak disrespectfully about thecompany or your coworkers. Maintainyour professionalism, both out of consid-eration and self-interest—you’ll want touse this employer as a reference in thefuture.

• Make sure you receive what youare due. This may include a final pay-check, bonus or commission checks, andmoney for unused vacation time. Ask

about your options regarding health cov-erage and any other plans you partici-pated in, such as a retirement plan. Youmay want to consult a financial advisor aswell. If you were laid off, you may beoffered a severance package—bonus payor special benefits offered to laid-offworkers. For example, career counselingor job search assistance may be among thebenefits.

• Apply for unemployment benefitsif you qualify. Unemployment insur-ance is a joint federal and state plandesigned to provide income to workerswho have lost their jobs. Eligibility forbenefits varies from state to state. In manystates, people must have worked for a cer-tain length of time, be unemployed for acertain length of time, and be unem-ployed through no fault of their own.Recipients must also be able and availableto work and must actively seek work.

Section 4.5 Review


1. Describe three interpersonal skills thatcan help you succeed in the workplace.

2. Explain how to apply your work ethic onthe job.

3. Name three responsibilities you havewhen you leave a job.

CONSUMER APPLICATIONWorkplace Safety Choose an industry andresearch job safety hazards. Create a posterfor workers in that industry that explainsthe hazards and what employees andemployers can do to prevent them.

1. How do career choices influence standard ofliving? (4.1)

2. How can the career you choose affect yourfamily relationships? (4.1)

3. How does flextime help workers balance mul-tiple roles? (4.1)

4. How will you benefit from planning yourcareer? (4.2)

5. Describe two factors to consider when creatinga career plan. (4.2)

6. How do workers in consumer service careershelp consumers? (4.2)

7. Explain two pros and two cons of being anentrepreneur. (4.2)

8. How might your choice of career affect thetype of education you choose? (4.3)

9. Explain the career preparation benefits ofinternship and apprenticeship programs. (4.3)

10. Describe three ways to save for your educationbeyond high school. (4.3)

11. Why would you include references in yourrésumé? (4.4)

12. Besides salary, what should you consider inevaluating a job offer? (4.4)

13. Describe three types of skills that help yousucceed on the job. (4.5)

14. How does being a mentor help you build lead-ership skills? (4.5)

15. How can a strong work ethic contribute tosuccess on the job? (4.5)

16. How much notice should you give when youresign from a job? Why? (4.5)

C H A P T E R S U M M A R Y

•Career choices affect your ability to meetother goals. Career goals should be balancedwith other goals in life. (4.1)

•Knowing yourself, investigating career areas,and planning your career helps you controlyour future. (4.2)

•Education opens the door to more and bettercareer opportunities. You can learn how tomanage the costs of education. (4.3)

• Job search skills range from preparing arésumé to interviewing. A job offer should beevaluated carefully before you accept it. (4.4)

•Skill development and professional and ethi-cal behavior contribute to success on the job.(4.5)

Was It Discrimination? During a jobinterview, Reggie was asked some questionsthat seemed very personal. Not wanting toappear uncooperative, he gave some gen-eral answers. Later, he wondered about thepurpose of the questions and whether hisresponses would hurt his chances. How canReggie determine whether the questions wereappropriate? What should he do if hedecides they were not? (4.4)


Review & Activities • 125

1. Understanding Cause and Effect: How mightfamily responsibilities affect work performanceor choice of career? How might work respon-sibilities or choice of career affect a person’sability to meet family responsibilities? (4.1)

2. Recognizing Assumptions: What assumptionsmight a prospective employer make based on acandidate’s appearance and behavior during ajob interview? How important is it to make agood first impression? (4.4)

3. Analyzing Economic Concepts: How mightthe state of the economy affect how you evalu-ate job offers? (4.4)

1. Career Pathways: Investigate a career area thatinterests you. Identify entry-level, technical,and professional jobs. Outline the educationand experiences you would need to qualify fora job at each of these levels. (4.2)

2. Financing Education: Investigate two ways tofinance education and training after highschool. Outline a plan of action to financeyour education, incorporating at least one ofthe ways you researched. (4.3)

3. Job Interview: With a partner, simulate a jobinterview for the class. Incorporate suggestionsfor improvement in a repeat performance. (4.4)

4. Management Skills: Work with a team tolearn more about one antidiscrimination law.Create and give a presentation for the class.

Assess team members’ knowledge and skillsbefore dividing up tasks. After the presenta-tion, evaluate team performance and individ-ual contributions. (4.4)

5. Skills for Success: Working with a team, listten diverse careers that people in your com-munity have. Discuss the work involved ineach career, and identify what the teambelieves are the top three skills or personalqualities needed for success in each career.Compare team conclusions in class. (4.5)

• Family: Survey family members abouttheir careers. Ask these questions: Didyou plan your career path? How manycareer changes have you had? Why?What do you wish you had done differ-ently in preparing for your career? Fromyour survey, what do you conclude?(4.1)

• Community: For a week, observe cus-tomer service in businesses you visit.Share observations in class. What effec-tive skills did employees show? Howwere these helpful in solving any cus-tomer problems? How do company poli-cies affect the way customer complaintsare handled? (4.5)

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