Category: Career

The environment in which a person studies and works can influence them and it is advantageous if the universitys mission and vision are correlated with their academic and professional goals. My professional and academic goals as a scholarly practitioner are to demonstrate a lifetime commitment to excellence in practice and constructive social development by engaging in evidence-informed decision-making and contributing to study and knowledge. The fact that University has a vision and mission, which include helping students to make their own vision a reality, is important and significant to my goals and me. In order to achieve my mission, I need knowledge and skills, and the Walden University vision is related to my goals since it has a learning community that values knowledge so much that its graduates may apply it to urgent solutions to major societal challenges (Walden University, n.d.). The mission of the University is to provide an opportunity to become practical scientists in order to achieve positive social change (Walden University, n.d.). This is also related to my mission in the context of constructive social development.

Goals and social change initiatives of the University are also related to my professional and academic goals as a future scholar-practitioner. Providing innovative and student-centered educational programs will allow for acquiring all the necessary knowledge and skills (Strietzel & Sriram, 2022). An educational model that promotes exploration, discovery, and critical thinking will allow me to develop and improve professionally in order to achieve a lifetime commitment to excellence in practice.

Building relationships with individuals and teams in my area will give me a great opportunity to obtain new knowledge, enhance my abilities, and open doors to new possibilities, therefore, networking is critical to my academic and professional success. Academic networks may help with career advancement by providing employment openings, job advertisements, or cautions about chances that are not publicly disclosed (Heffernan, 2021). I may learn about their experiences, get insight into the sector, and find a network of support through engaging with teachers, support teams, and fellow students, existing practitioners, and other members of the professional community.

References

Heffernan, T. (2021). Academic networks and career trajectory: Theres no career in academia without networks. Higher Education Research & Development, 40(5), 981-994. Web.

Strietzel, J., & Sriram, R. (2022). Developing a new generation of scholar-practitioner activists. College Student Affairs Journal, 40(2), 74-86. Web.

Walden University. (n.d.). Vision, mission, and goals. Walden University. Web.

Introduction

Nursing is a profession that requires extensive education, skills, special knowledge and preparation to handle the vast and dynamic challenges. Having an orientation towards serving a big organization such as a large metropolitan hospital, a professional is also required to acquire relevant knowledge pertaining to the roles one is interested in taking in terms of research, adhering to all the nursing code of ethics, to be guided as well as to be incorporated under the umbrella of a professional organization and finally be autonomous. Management of a critically ill patient demands considerable skills from a vast disciplines involved in patient care.

Intensive care is potentially traumatic for patients in emotional, social and psychological terms thus requires more than the skills acquired in college/university in admitting a critically ill patient in the intensive care unit and also nursing and monitoring their progress. There is need for continuous reassessment and monitoring of any deviations of vital signs from normal parameters and thus prevents secondary complications. With these high pressure conditions one is always challenged on any decision that is made and would be forced to either maintain the same decision or change the former decision to a new decision that would help benefit the patient, not forgetting that the patient comes first and being the patients advocate it is always important to make the right decision for the patient. In most of the cases, the patients admitted in the intensive care units are unconscious and are not able to participate in discussions about their health or diagnostic investigations and treatments, decision making and advocacy will finally rests with the relatives and staff.Critical thinking challenges the mind and helps make fast and right decisions in the shortest time possible to either save a life or prevent a complication.

Short term goals

Working in a large metropolitan hospital is one of the main objectives that are incorporated in the agendas as a nurse in three years time and particularly in the intensive care unit. Although the intensive care is associated with stresses for the nursing personnel working in there, I tend to regard this as a motivational challenge as opposed to a burden. Circumstances that are characterized by mentally challenge, pressure conditions and fast paced are some of the initiatives that are bound to boost my profession in the trauma and critical care setting. It is the challenges as well as acquiring knowledge and critically planning that will act as my basis in my future professional career in intensive care unit. In critical nursing, a nurse is specifically deals with problems that are life-threatening to humans. It is in these settings that a nurse is required to administer complex assessment, interventions and high-intensity therapies to their patients that reflect some of my aspirations as a nurse working in an intensive care, in three years time.

As a critical care nurse, knowledge is attained from a specialized body, experience and skills. In addition to this, the nurses incorporate these attributes as guidelines in the provision of care to patients, their families and generally in creating a surrounding that consist of healing, humane conditions and caring. In relation to working in a large metropolitan hospital, some of my short term goals would include completion of a three year undergraduate degree that would entail making use of the skills and theory acquired in the undergraduate degree. In addition to this registration as a division 1 nurse in critical care is also one of the main objectives and goals to be achieved. To sum it all, enrolling and later on completion of a post graduate qualification is one the main goals that has to be achieved and especially if it pertains to critical care and trauma nursing.

Securing a position in a large metropolitan hospital offers a wide range of experience in the skills one is interested in thus competency is achieved having gained the necessary skills and knowledge in performing various nursing activities. It does not only offer competency but also improves the professionalism since its combination with studying and completing the graduate studies achieves one important goal of staffing in an intensive care i.e. the staffs should be at a higher professional training level than the general wards to offer the optimum care.

Gaining experience in all aspects of emergencies the Cardiac care, Intensive care and all emergency departments is important but the bottom line should always be that all professionals working in these areas should be familiar with and skilled or trained in cardiopulmonary resuscitation (CPR). All these are skills of basic life support and are essentially practical ones which must be learnt and practiced regularly using the skills lab where you can practice using manikins or perform it under supervision after duration of time, where one would just observe the skills and learn from them so as to practice later.

Attributes and skills of successful nursing

Despite the profession one is affiliated to, there are particular professional skills as well as attributes that are required in order to successfully undertake what is entailed in the specific professional one is affiliated to. Some of the questions that need to be asked in order to understand what attribute and skills that are required in order to achieve a successful career in critical care nursing include; what are the characteristics and qualities of a critical health nurse?, Are these characteristics in born or learnt? And does critical care nurse require a right personality? These and many other questions act as the pillars of understanding what it entails in order to achieve a successful carrier in critical care nursing. Successful skills and attributes that are related to critical care nursing do not involve physical nursing such as taking blood and giving injections but rather involve problem solving and information giving. The skills involved in critical care nursing are best attained through practicing as opposed to reading them from the books and manuals. Across the globe, nurses are attributed as health care providers with a variety of skills. It is through the globalization of the knowledge entailed in nursing that has resulted to nurses acquiring essential skills, judgment and knowledge to monitor patients extensively, interpret as well as synthesize information using scientific knowledge, provide therapy to patients and plan for negative or positive outcome (Holzemer and international council of nurses, 2010, p. 57)

Therapeutic clinical skills and generic interpersonal skills

The therapeutic clinical skills incorporate a vast of specific skills that are used by critical health nurses in their bid to attend to their patients. These skills results to interpersonal skills that include: engagement skills that are essential in developing therapeutic relationship with the patient; challenging skills that are essential in confronting the patient and problem solving skills that are essential in terms of assisting the patient in attaining the solution to their problem.

Generic interpersonal skills are a set of skills that involves engagement, relationship building and communication. These skills are reinforced by personal attributes such as respect, compassion and empathy. These skills cannot be attained through book or manual reading despite the fact that the books help in attaining the theory concept of the skills. The generic interpersonal skills are mainly associated with therapeutic relationship. This is in terms of the commencement of the relationship to its end (Pryjmachuk, 2011, p. 59).

Team working and effective communication

As a graduate midwife, it is crucial that team working is regarded with the absolute importance it deserves in the nursing professional. Midwives roles are interrelated as part and parcel of a team of professional, within which each and every professional contributes skills that are essential to overall care of women and their loved ones. According to the code of professional conduct, registrants are required to work hand in hand with others for the sole reason of upholding the health standards of the patients, their families and the community at large. The rules and standards that are incorporated in the midwives professional requires that, in case the condition of any woman or baby deviates from normal, the midwife should refer the matter to the appropriate health professional. On the other hand effective communication is essential in the interaction that exists between the midwife and woman. It is crucial that the midwife/ nurse understand the cues she is providing to the woman of which falls within the care she is providing (Baston et al, 2009, p. 7).

Competency

Competence is a skill that is associated with knowledge and judgment in the line of duty of a midwife professional career. The skill is attributed in developing safety and effectiveness in professional duties of a midwife. Over the years midwives are attributed to maintaining as well as developing competence especially in the education they have acquired in midwifery. The practice in midwifery takes place in a context of progressing change in terms of sensitivity responsiveness and relevance (Lewis, 2010, p. 59). According to Chang and Daly, currently competency standards are grouped to 10 different categories whose responsibilities involve 4 domains. At university level, competence is regarded for skill development (Chang and Daly, 2008, p. 17).

Relevance of the skills to the three year goals

Therapeutic clinical skills and generic interpersonal skills, team working and effective communication, and competency are attributes and skills that incorporated in the health sector for the sole reason of ensuring that health professionals, which include the nurses provide standard health services. In their day to day professional life, nurses are bound to interact with different type of people. In the course of these interactions the nurses are supposed to communicate effectively as well as relate efficiently with them. In relation to this, nursing is regarded as a social profession and thus, nurses are supposed to be socially competent. In addition to this, the nurses are hence forced by social circumstances surrounding them to be skilled in the art of relationship development, interpersonal communication and socially competence. In relation to the goals set, it is the responsibility of the nurse to competently communicate with the people they are attending to for the sole reason of attaining relevant as well as crucial data for clinical assessment. According to the professional codes and standards of practice, nurses possess the ability of therapeutically relating with their patients beyond the passive recipients of care. Interpersonal relationships are regarded as vehicles through which subjective experiences of patients are responded to by the nurses. The nurses concern, commitment and care are expressed through these interpersonal relationships (Stein-Parbury, 2009, p. 3).

Nurses reflection on aspects of their practice

According to Hannigan, Reflection is regarded as reviewing experience from practice so that it may be described, analyzed, evaluated and consequently used to inform and change future practice. Reflective practice in nursing context is defined as a thoughtful, critical and innovative practice.  This however is totally different from a thoughtful practice in the sense that, a reflective practitioner is regarded as a person with the ability to problematize different scenarios of professional performance for the sole purpose of converting the same scenarios to become learning scenarios. The whole concept of leaning that is associated with reflection, is of importance as it is the basis upon which reflection is incorporated into nursing education. Reflection on action or reflection on practice is also referred to as a cognitive post-mortem, which indicates that the nurse or medical practitioner revisits a situation with a clear aim of learning and exploring from the situation. It is through guided reflection that realization, caring and effectiveness can be achieved as it is part of development and professional education (Hannigan, 2001, p. 280).

In the modern world, nurses are progressively attaining information on the effect of improving and evaluating their practice in terms of political, structural and social perspectives of the practice. As change becomes evident around us, it is crucial for nurses as well as other medical practitioners to be able to respond as well as analyze new challenges in a proactive way. It is through critical thinking that nurses can achieve reflective skills that are essential in provision of care despite the ever changing environs and also achieve to become a critically reflective practitioner. According to Bowden, a critical reflective practitioner is a type of nurse or category of nurse who thinks critically about and reflects on their practice. In other words, a critically reflective practitioner can be described as a nurse, who makes use of the questioning approach, who is ever evaluating, who dont take things for granted and perceives situations in a practical manner all in the aim of handling the future situations properly (Bowden, 2003, p. 28).

In the modern perspective of thinking in nurses, it entails that nurses need to be educated in a different manner in order to develop their sensitivity, critical thinking, autonomy and open-mindness. This hence could be achieved by reflective education. Nurses as well as other professionals have embraced reflection literature thereby making it grow even more. According to Bulman, the reflection literature is regarded as a vehicle through which nurses use in communicating as well as justifying the importance of practice and the knowledge that pertains to it (Bulman, 2004, p. 1).

Schons dimension of reflective practice indicates a long standing interest that exists in design in terms of environmental, interpersonal and physical context. Schons work is based on John Deweys work on which the doctoral dissertation has been attained from (Redmond, 2006, p. 33).

Reflection-on-action and reflection-in action

Reflection in action and reflection on action, both are characterized by creation of relation in terms of past experiences as well as situations. The relation in question is attributed to strategies, ideas, opinions and goals of the learner. The major difference between these two types of reflection mainly surrounds the time in which the action took place in relation with the reflection. Reflection on action is regarded as the activities that took place in past actions and are reflected by the learner. This therefore indicates that the action that is in question must have taken place and cannot be changed by taking insights in terms of reflection of the account. On the other hand reflection in action is regarded as reference to cognitive processes that are associated with knowledge application as well as experience that is appropriate for assessing and controlling the progressive task. In relation to this, reflection is regarded to be directly associated and intertwined with the action that is taking place (Koper, 2009, p. 291). According to Swanwick, reflection in action incorporates three activities which include: reworking and reframing of the problem in different dimensions, identifying the problems position in the schema i.e. use of existing experience and knowledge, and comprehending the implications and elements that are present in the problem including its solution and its aftermath. In terms of reflection on action, the process entails thinking back of the major activities that took place in an action with the aim of ascertaining what caused the unexpected and its effect to the future practice (Swanwick, 2010, p. 21)

Guided reflection

Guided reflection is attributed s as a process of self in-inquiry that enables the practitioner attain and effective as well as desirable practice within which a reflexive a spiral of being is achieved. This kind of process is regarded as developmental process due to its immense value to the practitioner. In guided reflection, research and teaching is mainly fused to become one main activity. As the basis of any reflective curriculum, it is the practitioners daily practice that can be attained in terms of its complexity in terms of its meaning in a reflective lens (Johns and Joiner, 2002, p. 3).

Self reflection

In terms of relating to the patient in a therapeutic manner, nurses tend to make use of the interactions for the sole aim of benefiting his or her patients. In this case, the nurse will have made use of oneself as a therapeutic agent, within which the nurses make decisions in the process of their interactions. Self understanding which is incorporated in self reflection provides an understanding upon which the nurses regard themselves as common human beings who are prone to failures and success, thus indicating room for patients attention. In relation to this self-understanding is regarded as a crucial ingredient in the structuring of a nurse in terms of a therapeutic agent. Nurses still have room for developing their potential in terms of self reflection through acceptance of input from other people.

Conclusion

Having background information on the required skills and knowledge, the experience earned from the relevant departments will challenge the mind and help in better judgment on the future expectations. A post graduate course would enhance a better carrier offer, increase the level of expertise and form the basis of the nursing profession. Clinical and professional leadership and development may need to be provided by a critical care nurse specialist who is able to offer the best and quality nursing care to the patients. Management and administration of a professional leads to reduction of mortality rates and improves efficiency.

Communication is regarded as any means that is used by nurses for the sole purpose of exchanging information in terms of data or feelings between various people. In nursing communication is carried out when there is transfer of information between the nurses themselves or nurses with the rest of the staff or with the patients or community at large. It can also be interpersonal communication, or intrapersonal communicational talk with one self. In all these the communication pattern must pass through the communication process where the sender, message, receiver are in one line so that a respond can be elicited.

Nursing as a profession and as a carrier involves therapeutic communication which promotes understanding relationships between the nurse and the clients. There many techniques involved in the therapeutic communication in which reflecting is considered to be one of them. This is whereby after the client has communicated to the nurse the nurse tries to direct the ideas, feelings, the questions or the content back to the same client to help them come up with their own ideas and feelings about a certain situation. This helps the patients/clients to open up more and realise that they themselves are more empowered than they thought they were since they give solutions to their problems but in an aided way.

Reference List

Baston, H. et al. 2009. Midwifery Essentials: Basics. PA: ELSEVIER LIMITED.

Bowden, D. S. 2003. Enhancing Your Professional Nursing Practice Through Critical Reflection. United Arabs Emirates: Abu Dhabi NURSE (Online). Web.

Bulman, C. 2004. Reflective practice in nursing. MA: Blackwell Publishing Ltd.

Chang, E. and Daly, J. 2008. Transitions in Nursing: Preparing for Professional Practice. NSW: Elsevier Austrailia.

Hannigan, B. 2001. A discussion of the strengths and weaknesses of reflection

in nursing practice and education. Oxford: Blackwell science Ltd. (Online). Web.

Holzemer, L. W. and International Council of Nurses. 2010. Improving Health through Nursing Research. Oxford: John Wiley & Sons.

Johns, C. and Joiner, A. 2002. Guided reflection: advancing practice. MA: Blackwell Publishing, Inc

Koper, R. 2009. Learning Network Services for Professional Development. NY: Springer-Verlag Berlin Heidelberg.

Lewis, P. 2010. Advancing Skills in Midwifery Practice. PA: Elsevier Limited.

Pryjmachuk, S. 2011. Mental Health Nursing: An Evidence Based Introduction. London: SAGE Publications Ltd.

Redmond, B. 2006. Reflection in action: developing reflective practice in health and social services. VT: Ashgate Publishing company.

Stein-Parbury, J. 2009. Patient & Person: Interpersonal Skills in Nursing. NSW: Elsevier Austrailia.

Swanwick, T. 2010. Understanding Medical Education: Evidence, Theory and Practice. NJ: John Wiley & Sons.

The first objective to prepare for a future career is to gain sufficient proficiency in communicating with employers. The performance aspect of this objective can be defined as the ability to engage in meaningful communication with the representative of a company or organization in the field of my interest. The conditions necessary to fulfill the objective include a real-life scenario and the ability to gather the information and prepare for the conversation beforehand. Finally, the main criterion of successful completion of an objective is to successfully locate and communicate with four representatives within a month.

The second objective is to demonstrate proper preparation for an event where job opportunities can be located (e.g. a career fair). The performance component of the objective is thus to locate suitable events within a reasonable timeframe, identify the requirements for participation, and prepare all the necessary materials and fulfill other relevant criteria. The important conditions of the objective are the timeliness of the objective (the ability to meet the events deadline) and the ability to prepare the necessary materials using only independent inquiry. Finally, the criterion of successful completion is the ability to participate in at least one event and detecting no more than one gap in the preparation process.

The third objective is to engage in and complete the internship application of the organization of interest. The performance component, in this case, will be to locate a program of interest, identify the requirements, and submit necessary materials. The conditions include the real-life setting and the alignment of the organization with the desired area of employment. The main criterion is the ability to locate and complete at least one internship program within a week.

The discussion of gender stereotypes and queer representations in music is especially valid in the hip-hop genre that has been subjected to racial and gender limitations for the longest time. In the modern era, the attention of hip-hop audiences is primarily focused on the question of whether there is a place for queer representation in the hip-hop community. Nowadays, self-identifying as representative of the LGBTQ community is not substantially threatening to the hip-hop career, and lately, there have been significantly more black queer rappers, such as Lil Nas X and Tyler, the Creator. However, a couple of decades earlier, it was hard for straight women like Missy Elliott to succeed in hip-hop if they did not fit specific appearance standards. This paper will analyze the problems caused by imposed frameworks of the hip-hop genre, how Missy Elliotts queer behavior can be interpreted as both queer and straight, and evaluate current queer representation in hip-hop.

A close examination of Missy Elliotts personal life and career allows a better understanding of her tomboy aesthetic. According to Witherspoon (2017), Elliott grew up in an extremely poor troubled family, and her father often expressed abusive tendencies that made Elliott worry about her mothers life and safety. While there are no explanations for an individuals style preferences, in the case of Missy Elliott, one could suggest that the pressure of witnessing her parents abusive relationships influenced Elliotts perceptions about femininity and fragility. Therefore, it could be that through the trauma from her fathers abuse and in providing support to her mother at a relatively young age, Elliott was forced to draw upon her inner sense of masculinity. Thus, such explanation of Missy Elliotts gravitation towards the masculine style of clothes and behavior addresses the fact that despite the publics confusion, Missy herself identifies as straight.

Moreover, for a long time, the hip-hop industry expressed double standards where labels did not want to sign artists with low chances of becoming popular but let the rejected artists work on producing music. For example, Kanye West also struggled for a long time to get a record deal while he was already famous for his work as producer of Jay-Zs tracks. The feeling of extended rejection from the industry contributed to the rappers rebellious and controversial attitude. In Get Your Freak On lyrics, Missy Elliott (2001) challenges gender stereotypes by exhibiting the mix of both attractive feminine behavior and masculine commanding tone. Elliotts rebellious and challenging attitude in the song could be acknowledged as an act of frustration of being unsuitable to womens appearance standards in the predominantly male hip-hop industry.

Lastly, coming back to the topic of gender and sexuality in the hip-hop and music industry, the case of Missy Elliott illustrates that certain behaviors generally associated with queer sexuality can have different explanations. According to Strand (2020), challenging gender stereotypes allowed women to change the dynamics of femininity and patriarchy in hip-hop industry. Missy Elliotts career illustrates how an individuals input to the development of the hip-hop industry depended on sexual identification, even though her sexuality can be interpreted as both queer and straight. In a recent track, Thats What I Want, Lil Nas X (2021) touches on the subject of complex sexuality in questioning whether his partner got G or the B, referring to gay and bisexual attractions. Therefore, I selected the new academic article and new media content because they emphasize that by imposing restrictions on queer representation, the hip-hop industry dismisses the complex aspects of the theme of human sexuality. They should be included in the course as illustrations of the topic of queer sexuality depicted in modern hip-hip culture.

References

Elliott, Missy. 2001. Get Ur Freak On. Genius. Web.

Lil Nas X. 2021. Thats What I Want. Genius. Web.

Strand, Karla J. 2020. Where the Binary Never Ruled. The Gay & Lesbian Review Worldwide 27(5): 35-36.

Witherspoon, Nia. 2017. Beep, Beep, Who Got the Keys to the Jeep? Missys Trick as (Un)Making Queer. The Journal of Popular Culture 50(4): 871-895.

Introduction

Veterans are individuals who have served in the military for a certain period of time and have been honorably discharged from their service. While some veterans transition seamlessly into civilian life, many struggle to find their footing in the workforce. They require the support and advice of career counseling. Thus, it is essential to explain the importance of career counseling for veterans and the realization of it.

Statistics

The statistics on veterans and employment vary based on the source and the specific demographic of veterans being studied. According to the U.S. Bureau of Labor Statistics (BLS), the unemployment rate for veterans who served on active duty in the U.S. Armed Forces at any time since September 2001 was 4.6 percent in 2020, which is lower than the overall unemployment rate of 8.1 percent (Vogt et al., 2020, p. 352). However, veterans still face challenges in finding and maintaining employment due to factors such as disability, mental health conditions, and difficulty translating military skills to civilian careers.

It is difficult to determine the exact number of veterans who use career counseling services because this information is not centrally tracked. Nevertheless, there are many organizations and programs that provide career and employment counseling to veterans, including the US Department of Veterans Affairs (VA), the Department of Labors Veterans Employment and Training Service (VETS), and nonprofit organizations such as the Wounded Warrior Project and Hire Heroes USA. According to the BLS, in 2020, 77.8 percent of veterans who served on active duty in the U.S. Armed Forces at any time since September 2001 were employed (Vogt et al., 2020, p. 355). However, in 2020, the BLS reported that 4.6 percent of veterans who served on active duty in the U.S. Armed Forces at any time since September 2001 were unemployed and actively seeking employment, while 17.6 percent were not in the labor force (Vogt et al., 2020, p. 355). It is important to note that not all veterans who do not work are necessarily unemployed or have problems finding employment.

Moreover, mental health is a significant concern for veterans in the United States. The stress and trauma associated with military service can lead to a range of mental health issues, including depression, anxiety, post-traumatic stress disorder (PTSD), substance use disorders, and suicidal ideation. According to the U.S. Department of Veterans Affairs (VA), an estimated 11-20 percent of veterans who served in Operation Enduring Freedom and Operation Iraqi Freedom have PTSD in a given year (Vogt et al., 2020, p. 356). Furthermore, Under the VA, the prevalence of depression among veterans is estimated to be around 11 percent, and the prevalence of anxiety disorders is around 12 percent (Vogt et al., 2020, p. 356). Veterans who have had mental health problems, substance use problems, and trauma have an enhanced risk of suicide.

The Minnesota Theory of Work Adjustment

Minnesotas theory of work adjustment (TWA) is a theoretical framework that can be useful in understanding and providing career counseling for veterans. Accordingly, it is possible to apply TWA to professional counseling of veterans. TWA emphasizes the importance of assessing an individuals abilities, needs, and values to determine potential career paths (Brown & Lent, 2020). In the context of career counseling for veterans, this can include an assessment of their military skills and training, and their personal interests and values. Veterans may have competencies and experiences that are transferable to civilian careers, but they may need assistance in transferring and marketing those capabilities. Meanwhile, TWA assumes that people can change their work behavior according to their work environment (Brown & Lent, 2020). In the context of career counseling for veterans, this may include identifying workplace conditions that will allow a veteran to succeed. For example, flexible working hours, accommodations for people with disabilities, or mentoring and support from other veterans (Brown & Lent, 2020). In general, the TWA can be a valuable framework for career counseling for veterans, emphasizing the importance of assessing individual abilities, needs, and values.

Assessment Tools

Young people have already developed credibility and a career in a particular field after graduation. Instead, veterans are just beginning to achieve this, which does not give them a competitive advantage. When working with veterans of middle age who are seeking career counseling, a counselor can use a range of assessment tools to help identify their interests, skills, values, and personality traits (McMahon & Watson, 2013). Skills assessments can help veterans identify their strengths and talents in different areas, such as leadership, communication, and problem-solving. Examples of skill assessments are Skills Profiler and Occupational Information Network Skills Search (Aronson et al., 2019). In addition, interest questionnaires can help veterans identify their interests and preferences in various areas of work. They can enable the counselor to recommend occupations that may be suitable positions for the veteran.

Career assessments combine multiple assessment tools to help veterans identify potential career paths. They can help a counselor recommend jobs that align with the veterans interests, skills, values, and personality. Examples of career assessments include the Career Exploration Inventory and the Career Key (Aronson et al., 2019). It is significant to note that assessment tools are not definitive and should be used in conjunction with other career counseling techniques, such as interviewing and job observation (McMahon & Watson, 2013). The counselor may also use their professional judgment to interpret the results of the assessment tools and provide individualized career recommendations.

Challenges

When veterans are seeking work, there are a variety of environmental and personal barriers that they may face that can make it difficult to find employment. Veterans with disabilities may face physical or mental health limitations that make it difficult to perform certain types of work or participate in certain industries (Keeling et al., 2018). They may require accommodations in the workplace or specialized training to help them adapt to their work environment. Also, veterans who have struggled with substance use may face stigma or discrimination in the workplace, especially if they have a criminal record related to substance use (Keeling et al., 2018). They may also need support to cope with their recovery while at work.

Moreover, veterans who are older may face age discrimination in the workplace, particularly in industries that value youth or technology skills. They may also have difficulty adapting to changing technologies or job requirements (Dexter, 2020). Veterans who have significant gaps in their employment history may struggle to find work due to a lack of recent experience or a perception that they are not committed to the workforce. Furthermore, veterans who have been displaced from their previous occupation due to economic changes, such as the closure of a military base, may struggle to find work in a new industry or location (Dexter, 2020). They may require support in exploring alternative career paths or relocating for work opportunities.

Career Support for Veterans

There are a variety of resources available to help veterans obtain work. Veterans Affairs (VA) Vocational Rehabilitation and Employment Program provides assistance to veterans with service-connected disabilities to help them find and maintain employment. The program offers a variety of services, including vocational counseling, job placement assistance, and educational and training opportunities. (Perkins et al., 2020). The VA provides a wide range of resources and materials to help veterans navigate the program, including informational brochures, online resources, and guidance on how to apply.

Similarly, Hire Heroes USA is a nonprofit organization that provides free career counseling and job placement services to veterans and their spouses. The organization offers a range of services, including resume assistance, mock interviews, and access to job listings (Perkins et al., 2020). They also provide training and education opportunities, as well as ongoing support to help veterans succeed in their careers. These resources may offer a range of supplemental materials and activities to help veterans obtain work, such as job search workshops, resume reviews, and skills assessments (Perkins et al., 2020). They may also provide access to networking events, mentorship opportunities, and job fairs.

Spirituality

As a counselor, it is valuable to respect the clients beliefs and values, including their spiritual beliefs. For example, if it is necessary to counsel a Jewish client who observes the Sabbath, accepting their religious practices is essential. A client-centered approach to career counseling can help veterans feel more empowered in their decision-making process (Maree, 2013). By focusing on the clients needs, goals, and values, counselors can help them identify career paths that align with their spiritual beliefs. Faith-based resources, such as books, videos, or podcasts, can be helpful tools for veterans who want to integrate their spirituality into their career counseling (Maree, 2013). Counselors can recommend these resources to clients who are interested in exploring the intersection of their faith and career goals.

Conclusion

Therefore, career counseling can provide valuable guidance and support to help veterans find fulfilling careers that align with their skills, experiences, and personal goals. Accordingly, counselor assistance is important to help veterans overcome career barriers and challenges. Professional counselors provide resources that depend on the personal characteristics of veterans and help them adjust to civilian life. Thus, it contributes to reducing the unemployment rate and improving the mental health of veterans.

References

Aronson, K. R., Perkins, D. F., Morgan, N. R., Bleser, J. A., Vogt, D., Copeland, L., & Gilman, C. (2019). Post-9/11 veteran transitions to civilian life: Predictors of the use of employment programs. Journal of Veterans Studies, 5(1). Web.

Brown, S. D., & Lent, R. W. (2020). Career development and counseling: Putting theory and research to work. John Wiley & Sons.

Dexter, J. C. (2020). Human resources challenges of military to civilian employment transitions. Career Development International, 25(5), 481-500. Web.

Keeling, M., Kintzle, S., & Castro, C. A. (2018). Exploring US veterans post-service employment experiences. Military Psychology, 30(1), 63-69. Web.

Maree, J. G. (2013). Counselling for career construction: Connecting life themes to construct life portraits: Turning pain into hope. Springer Science & Business Media.

McMahon, M., & Watson, M. (2013). Career counseling and constructivism. Nova Science Publishers.

Perkins, D. F., Aronson, K. R., Morgan, N. R., Bleser, J. A., Vogt, D., Copeland, L. A., & Gilman, C. (2020). Veterans use of programs and services as they transition to civilian life: Baseline assessment for the Veteran Metrics Initiative. Journal of Social Service Research, 46(2), 241-255. Web.

Vogt, D. S., Tyrell, F. A., Bramande, E. A., Nillni, Y. I., Taverna, E. C., Finley, E. P., & Copeland, L. A. (2020). US military veterans health and well-being in the first year after service. American Journal of Preventive Medicine, 58(3), 352-360. Web.

Do you know how much time you are likely to spend at work? One-third is not exactly correct since you do not work all your life. Most definitely, though, the number of hours you will have spent working by the time you retire equals 80 000. It is an impressive chunk of your life, and it is most likely that you want to spend them in relative peace with yourself, doing something you like, or at least do not hate. However, finding a job that you do not hate is not an easy thing, and it became more difficult when we received the right to make our own life choices. This right is the reason for the career choice issues that plague modern youngsters.

Career choice problems may appear to be made up and exaggerated, especially since there are means of addressing them: career guidance, counseling, major change, and so on. Besides, it is a problem that has been born by an advantage that many in this world still do not have. However, the fact that this issue is encountered mostly by the people of the first world does not mean that it should be sneered at. Such a disdainful approach is capable of aggravating this issue.

A friend of mine (lets call her Yasmine) had guided my thoughts to the issue of career choice and professional orientation: mostly, because I know that this bright and talented person had been questioning her life choice since before she made it. She has never been interested in economics, and she chose it mostly because it appears logical to look for money in the field that is concerned with it. At the very least, she knows what her understanding of success is measured with, and it is the high quality of life that is defined by the money she can earn. She has never been happy about the choice but she does not know what to choose instead, and she is oddly tolerant of the idea of spending time, effort, and money to get a profession that bores her to tears. Its OK, she told me. Its nobodys problem; just mine. However, as time passes, I start to wonder about two things. First, is she the only one with this problem or would many students find themselves in her shoes? Second, is it nobodys business indeed? Can this difficulty be disregarded as something irrelevant?

ACT, Inc. (the developer of the ACT college readiness assessment) can tell you that Yasmine is not the only one. The organization has been carrying out surveys on the college choices of modern students for several years. The results of the year 2014 presented by Nancy Rehling indicate that about 40% of college students were very sure about their major choice at the time. Another 45% were fairly sure, which is a different level of certainty, and 15% admitted not being sure at all. Apart from that, it was determined that wealthier students with more educated parents were more likely to be unsure, which once again proves that the issue is born of opportunity and freedom of choice. What is more, the major decision turned out to be poorly aligned with the students interests for 32% of them. Only 36% decided to take up a major that fit their interests quite well. In other words, one-third of the students had a major that was not interesting to them, and part of them must have belonged to the 85% of the students who were more or less sure about their career choices.

Everyone has seen these students, the adorable freshmen who look like fish out of the water and work hard not to yawn at a lesson that is particularly out of their sphere of interests. Soon they stop pretending to listen to the teacher and use their time more effectively: someone works on assignments, someone draws, and that one thinks that if he sits in the corner, no one sees that he is taking a nap. I do not blame him: he values his time and tries to manage it better, granted that his career choice makes it more difficult. It will become more unmanageable when he gets the job that bores him as much. How do you know that a person does not like his or her job? I picture someone looking tired even before the working day, irritable, snappish, and unwilling to work efficiently.

At worst it is someone with lifeless eyes and dark circles under their eyes: someone very much like Edward Norton from the Fight Club. Eight hours of boredom per workday are very likely to turn you into a dull person, bury your ambitions, and generally make you miserable. According to William MacAskill, unlucky employees are about to spend 80 000 hours like this unless they grow too sick and give up the job. Alternatively, they may also get fired: after all, a miserable worker is not an efficient one, especially when they are miserable because of the job. The business is not going to benefit from them, so it is more likely that it will search for someone else. We are living in a competitive world, and the chances of staying unemployed for female graduates amounted to 29% in 2014. With male ones, the number is somewhat lower (21%) as stated by the National Center for Education Statistics. In any case, the quarter of college graduates stayed unemployed in 2014. These statistics are not very inspiring.

The hateful jobs and unemployment contribute to the diploma despair that was described by Jackie Speier, a Calfornia congresswoman. They are recently graduated, with no job in the middle of the world economic crisis, no real understanding of what they are supposed to do now that they do not have a schedule to stick to for the first time in their life. At the same time, they have a diploma they do not know how to use and, possibly, never even wanted and a 25% chance of staying unemployed. Welcome to the quarter-life crisis, suggests Speier. Perhaps it will prepare them for the middle-life one.

How does it happen? How has a favorite job turned into something from a fairy tale? One of the reasons for this problem is the drawback of the freedom of choice indeed; in particular, the challenge of making crucial career decisions at the age of about eighteen. Cecilia Simon, for example, blames the dizzying and growing number of opportunities that youngsters are faced with; according to her, it may become intimidating. Indeed, nowadays, girls do not have to choose between becoming a laundress and a seamstress, and boys have a greater number of options as well, which is confirmed by the abundance of majors they all can try. How do they make their decisions?

When we meet with Yasmine to ask her this question, she looks amused: mostly, by my choice of the interviewee and also by the topic. She is skeptical and calls career choice issues childish, but she admits that she has this problem and knows several other childish students personally. We are an immature generation, she insists. Yasmine confesses that, in her case, the career choice was mostly made to correspond to her mothers idea of success. Parents influence you, she says. And so do teachers, the media  especially the media. Friends, to an extent. It may be difficult to tell what you want, but you know for sure what your mother wants from you.

Indeed, a study by Howard, Flanagan, Castine, and Walsh shows that family and social factors are among the key influences, the pressure of which children begin to recognize at the age of five. The authors do not consider it a danger: after all, our choices are going to be influenced by our environment. Still, they do point out that the bias produced and shared by the society can prohibit them from realizing what it is that they want and hurt a childs career choice in the future. The immediate result is a lifetime of boredom, I would say, that begins in the college, but it is not the only outcome of this issue. Let us shift the focus a bit. When people torture themselves with hateful jobs, someone out there who would like this job or at least not hate it does not have it! Possibly, it is you. On the other hand, tomorrow you may need the services of an economist but end up stuck with a specialist who had spent his lessons trying to learn how to draw. Do you want to fall victim to someones immaturity?

We probably do not. So what can be done? Yasmine reluctantly brings up counseling and seems even more skeptical about it than the childish life choices issue. In reality, though, this intervention does seem appropriate for education: after all, it is supposed to prepare children for their future life, and their jobs will constitute about 80 000 of its hours. Career guidance should be at the heart of education, as was appropriately phrased by Tristram Hooley, but prioritizing it is not enough: it needs to be appropriate as well. For example, Cal Newport recalls that the typical advice he would receive from occupation advice boiled down to following your path and passion. Naturally, he jokes, we all have a pre-existing passion.

Similarly, Yasmine is not enthusiastic about school discussions and consultations. She does not believe that young children can realize what career advice is aimed at; it is too abstract for them, and they have no experience or context for its understanding. It is not going to work unless you know that you need it, that you have a problem with it. She does think that one needs to reach a certain age before making a proper career choice. This idea seems valid: the little experience that we have in college is still greater than what we have at school. At college, we are more mature, more self-aware. We can make better decisions, and we can decide to get help in making decisions! For example, what about Yasmine? She does know that she has the problem, does she plan to get some counseling? No, she laughs. Why? Because it is not a real problem.

Yasmine does not dwell much on the real problems but mentions famine and AIDS. She thinks that real problems are those concerned with war and starvation, not spoiled first-world children who are incapable of choosing the job of their dreams. However, is it really childish not to know what you want? In a way, but not the same way that Yasmine suggested. Of course, career choice issues can be explained by the age of the person who is making the decision. According to Liz Freedman, who is a student employment coordinator, younger students are often developmentally not ready to make a major or career decision. The pressure to make it nevertheless can result in hesitation, anxiety, hasty choices, and uninformed decisions that are not connected to the students interests. To avoid these outcomes, they need help: for example, consultations, counseling, workshops, and the prohibition of choosing a major before the second course as suggested by Freedman. In other words, Freedman is ready to deprive the students of their freedom of choice temporarily to contain the epidemic of wrong career decisions.

Restricting freedom is unlikely to be a solution, but what might lead us to one is the recognition of the problem and active encouragement for elder students to get help and learn more about themselves. When one thinks of major problems in the world, writes William MacAskill, one thinks of HIV/AIDS, or gender inequality, or war. No one considers the issues of hundreds of people who spend thousands of hours in a place they do not like, waste their effort, and waste their lives. It is a first-world problem, so we do not believe that it is a real one, and those who experience it remain certain that they are to blame, and there is nothing to change. However, there are things to be changed, and the first of them is probably this attitude.

References

Freedman, L. (2013). The developmental disconnect in choosing a major: Why institutions should prohibit choice until second year.

Hooley, T. (2013). Careers advice should be at the heart of education, not an afterthought. The Guardian.

Howard, K., Flanagan, S., Castine, E., & Walsh, M. (2015). Perceived influences on the career choices of children and youth: an exploratory study. International Journal For Educational And Vocational Guidance, 15(2), 99-111.

MacAskill, W. (2013). Replaceability, career choice, and making a difference. Ethical Theory And Moral Practice, 17(2), 269-283.

National Center for Education Statistics. (2015). Employment rates of college graduates. The New York Times.

Newport, C. (2012). Follow a career passion? Let it follow you. The New York Times.

Rehling, N. (2014). Selecting a college major.

Simon, C. (2012). Major decisions. The New York Times.

Speier, J. (2010). Jobless, indebted grads hit by diploma despair. Web.

Introduction

Educational institutions develop and implement appropriate policies that all students, parents, and educators should follow. Such regulations are aimed at promoting the wellbeing of learners and ensuring that they develop the intended skills and knowledge. This paper gives a detailed analysis of some examples of policy violations and how they tend to undermine the true purpose of graduate schools.

My Academic Career

Learners engage in activities and practices that will ensure that they obtain high-quality basic education. The completed class discussions have identified several violations that might arise in my academic career. Such occurrences are capable of affecting my educational aims and making it impossible to achieve my potential (Velliaris 34). Firstly, I might be tempted to skip school or certain classes. This means that I will not be able to develop the intended skills or acquire the outlined information. Secondly, a given student might decide to engage in inappropriate behaviors or activities, such as crime or theft. This kind of malpractice will result in disciplinary actions and affect the individuals academic achievements.

Thirdly, the issue of academic dishonesty is something that might occur in my academic career. This is a major violation that many individuals do not understand its implications. Those who engage in it will have increased chances of being expelled from college (Velliaris 46). Learners who qualify without being caught or punished might develop inappropriate values and make it impossible for them to achieve their future professional goals. This type of situation can arise when I plagiarize or hire people to complete my class assignments.

Academic Dishonesty

The ultimate goal of higher education is to ensure that all students finish the entire learning process and acquire adequate competencies that will support their future career objectives. Any form of academic dishonesty, such as plagiarism and cheating, undermines the true purpose of graduate schools. Individuals who enroll in various degree programs hope to obtain additional competencies that are appropriate for the intended work setting.

Such malpractice means that the affected learners might finish their courses without developing the intended skills or philosophies (Velliaris 76). This means that they will still be at their original positions even if they have diploma or degree certificates.

When individuals complete their programs without any form of dishonesty, chances are high that they will remain productive and change their workplaces. They will be equipped with evidence-based concepts for pursuing both their career and personal objectives. Students who engage in dishonesty lack the required competencies to take them to the next level. Villiers goes further to acknowledge that this kind of fraud has become pervasive in many countries, including the United States (65). All affected individuals become disillusioned and incapable of achieving their goals or solving most of the problems they face. These arguments explain why there is a need for all stakeholders to prevent any form of fraud and punish those who promote it.

Conclusion

The above discussion has revealed that different policy violation situations might arise in a learners academic career. Students should, therefore, be aware of the existing guidelines and why they are capable of supporting their professional goals. Stakeholders in this field should implement powerful initiatives to prevent any form of academic dishonesty and punish those who cheat or engage in fraud. Such a strategy will uphold the true purpose and meaning of college education.

Work Cited

Velliaris, Donna M., editor. Handbook of Research on Academic Misconduct in Higher Education. IGI Global, 2017.

Introduction

• Career choice- What entails choosing a certain profession or career.
• Factors affecting Career choices- Possible issues of concern that hinder career choice.
• The beautician profession- What this profession entails, how it is viewed, and the current trend(Benac, 2010, p.1).

International differences of the beautician profession

• The high demand for beautician services as well as qualified and experienced beauticians(McCartney, 2011, p.1).
• International differences-licenses (Zeske, 2010, p.1)

  • Qualifications;
  • Remuneration;
  • Demand;
  • Perception in society.

Effect of the economic crisis on this profession

• The current economic crisis facing the globe will have an effect on this profession just like the others.
• It could lead to:

  • Decreased demand;
  • Poor remuneration;
  • The high cost of materials.

Conclusion

• The beautician profession is affected by the different standards set by different nations thus hindering mobility.
• The economic crisis on the other hand poses a great threat to the growth and sustainability of this profession (Amber, 2009, p.1).

Reference List

Amber, H. (2009). Global Economic Crisis. Web.

Benac, J. (2010). Cosmetologist duties. Web.

Krueger, A. (2008). Does the Financial Crisis Threaten Your Job? 

McCartney, N. (2011). Beauticians- Trained Professionals Can Make a Huge Difference to Quality of Services Rendered. Web.

Zeske, M. (2010). Cosmetology Licence Information. Web.

Introduction

The world today is calling for professionals who have moved from the bachelors circle. The job market has advanced over the years and the world economy has become global where what is happening in one part of the world is felt in other parts. As a result, this calls for professionals with a global mindset, and who are capable of keeping pace with the changing world to be able to cope with the changing work environment. In their career life, an individual might want to change his career, start a new career or achieve a personal goal. Promotion in the job market is not only based on experience but also the level of education. Many people have the misconception that advancing ones education is a waste of time especially when one is working. The employment sector is not looking for any advanced degree but the universally recognized advanced degree that will equip them with the necessary skills and knowledge, making them updated with the changing work requirement.

Importance of an MBA

MBA offers a good package of updated knowledge and skills necessary and valid for a particular job. It offers a wide range of options and therefore any professional can relevantly pursue it. It also gives one a greater opportunity to work in a country or a geographical region of their choice. This is because MBA is an internationally recognized course.

Statistics have it that professionals who have completed an MBA earn a higher salary than those with a bachelors degree. This is ascribed to the skills they are endowed with after pursuing MBA that makes them perform well in their jobs. MBA holders are also considered first when the promotion is done in an organization because they have skills in specific fields such as finance, marketing, and strategic management skills which are necessary for a managerial position (Naficy, 1997, p. 36).

For an individual who desires to change his/her career, MBA gives him a competitive edge over others and he is likely to be considered by other companies because his skills are needed in those companies. An MBA holder in a managerial position can work in different organizations because the skills are generally acceptable.

MBA also helps somebody to develop strong insight in business management. One can therefore be more successful in doing his own business while with MBA than otherwise. It provides somebody with managerial skills, analytical and problem approach, and solving skills which are vital in running any business. MBA holders also graduate with excellent leadership skills, marketing principles, an understanding of financial matters, and an understanding of the process of conducting international business (Schweitzer, 2006, P. 15). They can therefore conduct individual businesses in any country because they know. In the MBA program, individuals have chances to in teams and in so doing they make use of team synergy to boost their innovation and creativity through exchanging ideas.

Since MBA involves training in all areas of corporate management, it can be a booster to further ones career and gives technical knowledge of current business trends and practices. This enables one to make informed business decisions and make investments more insightfully. With a good knowledge of the current business trends, the MBA holders have a distinctively different approach to issues and have a strategy in their thought process.

MBA also gives students a chance to network with many people from different regions and nationalities (Rajesh, 2007, p. 141). This is through the internship programs and the international nature of the course. Since the course is internationally recognized, students meet with people of different nationalities and it becomes easier to interact with them because they have something in common.

It also raises ones status. An MBA from a recognized institution looks great on ones resume and can sell a person in the job market. It can also be a ticket to get you to some organization. In the management consulting world, there are many organizations whose doors are open only to MBA graduates. If one is dreaming to join these organizations, one must pursue an MBA.

MBA can also help tune your purpose in the sense that if you are bereft of the idea of what to do in life, mingling with a set of highly focused people and they share their vision with you, it may help you upgrade your vision and purpose in life (Rajesh, 2007, p. 142). Pursuing the course will help you meet with these people who will help you define your purpose and vision.

Pursuing an MBA will also help you encounter thought leaders, corporate executives, and visionaries who give a motivational speeches. If you connect with these people and establish a relationship with them, you will have an unfair competitive advantage over others in life.

You can also use MBA for course correction in case you pursued the wrong course and would like to change your line of career. A big percentage of people pursued the wrong courses and they feel misplaced. MBA offers a wide range of options or lines of specialization and therefore one can pursue the course that he desires.

With MBA, one has greater chances of advancement. Even if one starts in a lower position, he will have very high chances of advancement. When promotion time comes, one will have a competitive edge over others with lower qualifications (Rajesh).

Access to higher education has also become easier there are very many institutions that are offering bachelors, masters, and PhDs for the busy working professional including the online versions. The latter offers a host of advantages that the traditional programs do not offer. It is, therefore, easier to pursue an MBA because many institutions are offering even online.

Conclusion

MBA is therefore a course that one can confidently pursue without fear of regretting because it is by all means rewarding. It has a lot of advantages; beyond good jobs and good salaries.

Reference

Naficy, M. (1997). The Insiders Guide to Winning Jobs in Management Consulting, Investment Banking, & Securities Trading. London: Broadway.

Rajesh, S. (2007). 10 reasons to pursue an MBA. London. Blackwell publishing.

Schweitzer, K. (2006). The vault MBA career bible. Michigan: Nijhoff Publishers.

What is the best career for me?

Executive Summary

Choosing a career is an incredibly crucial decision in ones life. However, it requires a lot of consideration and critical decision making to avoid poor choices that could affect ones life. Some individuals find themselves on the wrong career paths because of poor decisions that could be fostered by other peoples influence. This leads to major problems as the individual attempts to cope in the wrong job.

Therefore, it is advisable to assess the suitability of a given career before making the final decision to avoid regrets in life, an issue that could be extremely expensive and an extreme waste of time. Various considerations should be taken into account when choosing a career such as an individuals interests and educational qualifications, career goals, family considerations, capabilities and talents, and professional qualifications. This decision paper will give an in-depth discussion of the decisions surrounding a career choice. The central focus will be given to me, a holder of Master of Business Administration in Information Systems, and what I should consider when making decisions about my career choice.

Introduction

An individuals career is crucial in determining his or her life pattern in terms of success or failure. Career choice entails progress through ones life including formal education as well as professional work. With the emergence and advancement of various economic fields, there has been an increase in types of careers to fill the chances created to achieve success through enhanced productivity. This is because people play a great role in organizations through their expertise.

Although the emergence of a wide variety of careers is deemed to be an advantage, as it helps individuals to match their educational qualifications in different economic sectors, it has some disadvantages as well. For instance, it is linked with bringing some confusion in career choice as people are presented with a variety of options (Brown, 2002). This piece of work is a decision paper looking at what I should consider when choosing my career. My education includes a Master of Business Administration in Information Systems and the task now is to determine the best career for me.

Issue Identification

Issue identification is a significant step in decision making irrespective of the level of complexity that is involved. It assists in making the right choice among given options or available alternatives. It in return allows for success in the implementation of strategies and attainment of results regarding the identified issue. Through the identification of a problem, there is a possibility to get a long-term solution rather than having a recurrent problem that needs revisiting. Just like any other problem, career choice has become a difficult task for many individuals because they become torn among options without considering all alternatives and consequences.

Here, I am an individual who has done well in my studies by obtaining a bachelors degree in Computer sciences and a masters of Business Administration in Information Systems. Although this is a good educational background, it does not automatically guarantee me a good position in the competitive job market. Therefore, this dictates that there is still much that should be done about considering my career choice. Some of the most important factors to consider are an individuals interest, educational qualifications, job security and stability, chances of getting a promotion, and the remuneration offered.

Questions You Could Ask Yourself

In my efforts towards deciding on the best career that will fit me, I need to ask myself some questions. This will help in coming up with reasons for and reasons against different career paths. The questions may seem quite obvious but in the real sense, they are extremely helpful in determining the direction in which to take based on particular considerations. Some of the questions I need to ask myself in an attempt to identify the problem issue and come up with a reliable answer regarding the best career that suits me are; am I on the job path that best suits my talents, needs, and interests and could this be the best job?. Regarding these questions the answers are No.

This is because I do not get job satisfaction and hence I am not happy with what I do. The next question will thus be; why am I not satisfied with my current job? Some of the possible answers to this question would be the lack of opportunities to advance and poor pay that does not match my professional qualifications. The above is directly associated with the fact that I am not positioned in the right rank, which implies that the remuneration is low. Being placed at a low level or rank may also limit the chances of promotion or advancement.

Other relevant questions that could assist in dealing with my career are; what are my interests? What are my abilities? What are my values? What is my personality? What are my motivations? An evaluation of answers to these questions will help in choosing a better career. What is clear is that I am not in my best position and I should plan the steps necessary to achieve my goals.

My issue

My main problem is that I still feel that I have not reached my best career because working as a help desk technician does not fit my goals. More so, this applies when it comes to job satisfaction, an aspect that is very essential in allowing any individual to excel in any life issue. So the actual question remains to be; What is the best career for me?

Issue Analysis

Issue analysis entails looking at the problem issue in detail in an attempt to come up with the best achievable solution. Although the help desk technician job falls in line with information technology, I feel that it is not my best career. This is because of the specialties that I pursued while at school and also my interests and motivations. Since my entry-level job has also limited my chances of advancement and made my payment to be far below my expectations, this lowers my morale and thus the urge to shift to a better option.

Questions for Issue Analysis

Various questions could be used in analyzing the issue in question to gather a deeper understanding and find appropriate strategies to solve the problem. Questions that need to be asked will revolve around the problem issue for instance who is affected by the issue, the seriousness of the problem, the solutions available and how they could be implemented, the duration for which the problem has been experienced as well as the reason behind coming up with strategies aimed at resolving the problem. The main reason for the occurrence of this problem is a poor organizational culture within the company I work where individual qualifications are not matched with the positions offered.

If only the organization offered me a more advanced job position (in terms of level) rather than the entry-level, I would be in a position to exercise my potential to the fullest and at the same time get reasonable remuneration. This would greatly enhance my job satisfaction and I feel this aspect is extremely crucial to match my goals.

In my research for the possible careers that are present in the field of information technology, I was amazed by how many they are for an individual in this sector. Some of the careers include; network administrator, help desk technician, webmaster, database administrator, software programmer, and PC repair technician among others (Reynolds, 1999).

Develop Alternatives

In making any decision, alternative options should be identified. This ensures that there are some comparisons and the best option is selected to arrive at an appropriate solution. Based on my educational background and my desire to acquire a better career that will enhance growth and success irrespective of location, there are several alternatives from which I could choose a career. Some of the alternatives include software programmer, network administrator, database administrator as well as webmaster. These will fit me better as compared to a help desk technician (Fisher, 2004).

Evaluate Alternatives

Apart from developing the above-named alternatives, there is a need to evaluate the most suited option. The alternatives will be evaluated based on criteria such as the educational background, job security, remuneration, and advancement potential. To have a clearer comparison of the alternatives and then choose the most appropriate one, I will present them in a tabular form.

Make a Recommendation

From the above research and evaluation of my career path, it is evident that more time and education will be required for me to attain my goals in my career mainly because everyone is usually in the search for a better career. This is however because people make poor choices right from selecting the courses to pursue while at school as well as the job to take irrespective of interest, for example, because of the money they get or just out of desperation.

After a careful evaluation of the above alternatives, I opt to pursue a career as a software programmer because there are more job stability and greater chances for advancement. The pay is also good and it interests me. In everything that one undertakes, he or she should see to it that they are involved in a career in which they believe they have a positive effect on the world around them (Stair and Stair, 2005).

Implementation

To achieve success, I will sharpen my computer language skills. To do so, I will undertake a three-month language course starting next semester. The course will cost approximately $3,000, which I will finance from my savings. I will be aggressive in my job search and once I secure a position as a software programmer, I will utilize it for my good and that of the organization at large.

Review Plan

Plan review is crucial in evaluating the success or failure of an activity. After three years I will appraise myself to determine my career progress. This will help in making appropriate adjustments to meet my goals. In the case of the desired performance, I will maintain the steps and take caution in case of poor performance.

Review of the Decision Making Process

From the above discussion, it is evident that a very small percentage of people usually have the inner conviction that they ought to follow a given career or occupation path irrespective of the conditions associated with it for instance the pay, the status as well as the responsibilities assigned to them. This, therefore, follows that in the process of choosing a career, various factors are put into consideration for instance career goals, personal problems, capabilities, and talents, educational and professional qualifications among others.

In general, I can say that decision making is an incredibly crucial aspect at an individual and organizational level. The decision-making process needs to be systematic and founded on various firm facts rather than mere assumptions.

There is a need to have a good statement of the problem at hand to come up with effective strategies to curb the problem. Also, various alternatives should be identified after which they should be evaluated and the best one selected for implementation to attain a solution. Every step in decision making should be treated to be equally important and thus not undermined to achieve overall success. A long-term solution should also be sought to avoid recurring problems (McGraw, 1982).

References List

Brown, D. (2002). Career Choice and Development, 4^th ed. San Francisco, CA: John Wiley and Sons.

Fisher, K.I. (2004). How to Start a Career in Information Technology. Oakland: Ian K. Fisher.

McGraw, G.A. (1982). Decision Making: Approaches And Analysis: A Reader. Manchester: Manchester University Press.

Reynolds, S. (1999). Jobs in the Information Technology Field. Web.

Stair, B.L. and Stair, L. (2005). Careers in Business, 5^th Ed. New York: McGraw-Hill Professional.