Students will write an essay describing their background that outlines the personal and business values

they hold that will guide them into their future career. This essay will include the student's professional
career goals, beginning with graduation and extending out five years. The reader should understand
how the student's background and important influences in their life have led to their career focus. The
conclusion of the essay will be a mission statement for the student's post graduation career path.

The paper should be in four (4) sections (with headings):

background;

person and business values;

career goals;

the mission statement.

https://aplawrence.com/Misc/cgcareergoals.html

https://www.forbes.com/sites/lesliepeters/2018/08/09/organizational-values-are-important-what-
about-personal-values/#1aa75f375df9

http://www.erci.edu.vn/tin-tuc-su-kien/sharing-from-our-experts/sinh-vien-viet-nam-can-chuan-bi-gi-
de-dap-ung-nhu-cau-tuyen-dung-cua-cac-tap-doan-da-quoc-gia

https://thuthuat.taimienphi.vn/suy-nghi-ve-viec-lua-chon-nghe-nghiep-cua-thanh-nien-hien-nay-
46178n.aspx
 The Undergraduate Years

Many students start thinking about the possibility of a career when their interest
is ignited by a high-school or undergraduate teacher or some other role model.
This is the time to start meeting and talking with scientists and engineers in fields
that interest you. These early contacts can be crucial in helping you to navigate
the terrain of science and engineering as you move through your career.

The undergraduate years are probably your best chance

Page 48
Suggested Citation:"4 WHAT EDUCATION DO YOU NEED
TO REACH YOUR CAREER GOALS?." Institute of
Medicine, National Academy of Sciences, and National
Academy of Engineering. 1996. Careers in Science and
Engineering: A Student Planning Guide to Grad School
and Beyond. Washington, DC: The National Academies
Press. doi: 10.17226/5129.
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to take a broad variety of classes outside your primary discipline that might be
useful later. For example, a mathematics major who takes accounting is better
equipped to do actuarial work. An ecology major would gain perspective from
classes in environmental engineering or environmental policy that can have
lifelong benefits.

Classes in economics, sociology, history, philosophy, English (with emphasis on

composition), foreign language, and psychology, spread through the
undergraduate years, are immensely useful in helping you to acquire
understanding, different experiences, and maturity. As science and technology
become more central in our society, scientists and engineers become more
involved with other, nonresearch domains of human experience.

An effective way for students to learn about graduate education is to join (or
form) a study group to discuss homework and share concerns. In a university
setting, you can meet with graduate students and postdoctoral researchers and
gain insights about specific graduate programs, possible careers, and the current
job market. You can join student chapters of scientific and engineering
disciplinary societies, both general (such as the Society of Women Engineers)
and specific (such as the American Chemical Society). These can help you gain
leadership and communication skills and can often assist in networking with
senior members who can provide advice and possibly employment opportunities
once you graduate.

Work with your undergraduate adviser not only to plan the science or engineering
courses you will need, but also to ensure a well-rounded experience in this, your
last general educational experience. Ask your adviser to provide guid-

Page 49
Suggested Citation:"4 WHAT EDUCATION DO YOU NEED
TO REACH YOUR CAREER GOALS?." Institute of
Medicine, National Academy of Sciences, and National
Academy of Engineering. 1996. Careers in Science and
Engineering: A Student Planning Guide to Grad School
and Beyond. Washington, DC: The National Academies
Press. doi: 10.17226/5129.
×

Save
Cancel
ance in thinking about what knowledge you will need as you move through your
studies and into your career.
Remember that you are partly responsible for building a helpful relationship with
your undergraduate adviser. Prepare for meetings with your adviser by thinking
about where your interests and talents lie; think of four or five points you will
make. The more you take the initiative and pose carefully thought-out questions,
the more likely it is that your adviser, a busy faculty or staff member with a heavy
workload, will take the time and effort necessary to be an effective mentor. He or
she cannot divine your concerns; you must express them.

If you are considering graduate school, take the Graduate Record Examination
(GRE) during your junior or senior year. This is a test required for admission to
most graduate schools. Discuss with your adviser your potential for advanced
study. The results of the GRE, your grade point average, and your adviser's
opinion will help you to decide whether you have the potential for graduate
school.

Decisions About Graduate School

As an undergraduate, you might find it hard to get a clear picture of the graduate
environment. This is where an effective faculty adviser, as someone who has
''been there," can provide invaluable help. Seek out your adviser (or another
mentor) and learn what you can as early as possible.

Deciding Whether to Attend Graduate School

You do not necessarily need a graduate degree to have a career in science or
engineering. For example, engineers with a bachelor's degree can often move
upward quickly in

Page 50
Suggested Citation:"4 WHAT EDUCATION DO YOU NEED
TO REACH YOUR CAREER GOALS?." Institute of
Medicine, National Academy of Sciences, and National
Academy of Engineering. 1996. Careers in Science and
Engineering: A Student Planning Guide to Grad School
and Beyond. Washington, DC: The National Academies
Press. doi: 10.17226/5129.
×
Save
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Deciding Whether to Attend Graduate School

Chris is a biology major in her junior year. Her faculty adviser thinks that she is capable of
doing well in graduate school and urges her to try for a PhD at the university he attended.

At the same time, a pharmaceutical firm near her home has offered her a well-paying
technician's job. Chris's dilemma: she is interested in going on to graduate school, but she
would like to remain near her family. She is also reluctant to lose several years' salary.

 What are the arguments for following her adviser's counsel?

 What other steps can Chris take to resolve this dilemma?

See Appendix A for a discussion of this scenario.

their profession and, with luck and hard work, can even break into top
management. However, if your goal is to direct research or to teach at the
college or university level, you will probably want a PhD (Bailey and Leavitt
1982). In undergraduate school, you learn what is already known; in a master's
program, you build your knowledge to a higher technical level; in a doctoral
program, you learn to add to the body of scientific and technical knowledge.

How Important is Your Educational Background for the Future of

your Career?

Starting a career is scary for one main reason: It’s difficult to predict where
today’s competitive workforce will take you.
Nowadays, it seems like everyone’s got a degree for something. So does
having a good educational background really improve the quality of your
career?

Degrees are more important now than ever before. Since so many people
obtain a degree prior to entering the workforce, employers are less likely to
consider those without good education. Though gaining job experience is
important, having a degree will put you ahead of the candidates who don’t.

With the increase in job competition, people strive to achieve the best grades.
Getting better grades helps individuals stand out from the other candidates.

Graduates often get long-term jobs in their field of study.

Sure, without a degree you can get a job, but why waste your time in a
mediocre occupation rather than living out your full potential? Though
graduates typically start at the bottom of their field’s ladder and work their
way up to the career they want, having an education provides stronger roots
in doing so, putting them one step ahead of the competition.

It is believed that certain careers have no use for a degree. Although policing
falls under this category, Mark Bond, an assistant professor of criminal
justice at American Military University suggests that with the advancements
of technology, college or university education is highly recommended to
increase the graduate’s chances of obtaining a position and improve the
quality of their career.

It is critical for teenagers and young adults to thoroughly consider achieving

higher education, regardless of the career path they want to take. It’s
important to understand the many reasons why students underperform so you
can prepare your child to succeed.

Unfortunately, students tend to rush through their lives with excuses not to
obtain the most beneficial level of education. They tell themselves that their
grades aren’t good enough, or they don’t know what career they want. In
reality, achieving good grades is not far out of reach. For easy and practical
tips on how to do so, click here.
Which graduates have the best chances of getting a job?

According to the National Association of Colleges and Employers, graduates

of computer science or business programs have the best chance of finding
employment after graduation. With the ever-increasing integration of
technology in our world, it makes sense that computer science would be the
most in-demand occupation!

The Effects of Career Goals on Students

The effects of career goals on students was a subject of a 2003 study conducted by

Richard T. Lapan, Bradley Tucker, Se-Kang Kim, and John F. Kosciulek. In this study,

the authors evaluated the impact of four career development curricular strategies to help

highschoolers have successful post-high school transitions. The four curriculum strategies

studied were as follows: 1- Organized curriculum, which is the organization of classes

around a specific career goal, 2- Relevant curriculum, which uses teaching instruction to

demonstrate to students the relevance of course content to the world of work, 3-Work-

based learning experiences, such as job shadowing (the student has the opportunity to go

to a workplace and see what someone actually does in a job), and 4- Connected learning

activities, which connects and integrates learning in school and career-relevant workplace

settings. Additionally, the authors believe that there are three support groups, which they

call"Stakeholder Support." The three levels of stakeholder support are: (a) school

counselors, (b) teachers, and (c) multiple stakeholders, such as parents. Stakeholder

support is necessary to make the student's development and transition as smooth as

possible (Lapan et al., 2003).

 The authors hypothesized that career development, curriculum strategies, and

stakeholder support would each explain significant portions of the variance in student

satisfaction that their education was helping them to attain their educational and career

goals. Also, it was hypothesized that career development, curriculum strategies, and

stakeholder support would each explain significant portions of the variance in the level of

education required by the student's anticipated setting immediately following high school.

Finally, the authors hypothesized that curriculum strategies and stakeholder support

would each explain significant portions of the variance in career development (Lapan et

al., 2003).

The study was conducted in rural areas of a large midwestern state. The authors used a

total of 347 8th graders (206=girls and 141=boys), 281 10th graders (160=girls and 121

boys), and 256 12th graders (143=girls and 113=boys). Lapan et al. (2003),randomly

selected the students to represent both a wide range of academic achievement levels and

extent of participation in school-to-work activities. The students were required to answer

a survey. Each grade level had to complete a different survey with different time limits.

The older students needed additional items to assess the wider range of activities that

were available for them. Also, there was a requirement that all data collection activities

for 8th, and 10th graders should be completed within one class period (Lapan et at., 2003).

The authors included in the survey items from the career development subscales of

the Guidance Competency Self-Competency Self-Efficacy Scales (GCSE). An example

of a question from the GCSE was:"I am confident that I can make good decisions about

the education and training programs that I will need to get after high school""(p. 5). They

also included items from the Career-Related Efficacy Scale, including six expectation
items related to career paths and career related attribution. Among the many different

questions they answered, the students had to rate on a 7-point Likert scale (1=very

dissatisfied to 7=very satisfied) the following question:"How satisfied are you that the

education you are getting in your school is adequately preparing you to meet successfully

your future educational and career goals?" (p. 5).

In all three samples, it was found that increased career development activities predicted
greater student satisfaction with the education they were receiving. The students felt they
were better prepared for their future and for their plans to enter post-high school settings
that require further education. Also, it was found that students with course work
organized around a career goal were more satisfied with their education than students
whose course work was not related to a career goal. In addition, students with courses
relating to career goals had higher educational aspirations. Interestingly, the results of this
study showed substantive differences between rural girls and rural boys.Girls reported
more positive levels of career development, satisfaction with school, and educational
aspirations than did boys. The authors believe that autonomously chosen goals help
individuals develop direction, meaning, social connectedness, and subjective well-being
in adulthood. The authors also believe that it is critical that students receive both
emotional and instrumental support from multiple sources (e.g., school, counselors,
teachers, parents, peers, and relatives) to promote positive career development in
adolescence (Lapan et al., 2003).

Truyền cảm hứng

Có thể nói, vấn đề lựa chọn nghề nghiệp là một trong những việc trọng đại và là bước ngoặt trong
cuộc đời mà thanh niên hiện nay đang dành sự quan tâm ở mức độ cao. Ai trong số những thanh
niên đều mang trong mình mong muốn có một nghề nghiệp ổn định, phù hợp với bản thân và có cơ
hội phát triển bản thân. Tuy nhiên, đứng trước nhiều lựa chọn nghề nghiệp trong xã hội, thanh niên
không dễ dàng để chọn lựa, rất khó để tránh khỏi sự phân vân, băn khoăn và lo lắng.
Có thể hiểu "nghề nghiệp" là một loại hình công việc mà người đi theo nghề nghiệp đó phải cố gắng
làm tốt phần việc của mình sao cho phù hợp với khả năng, trình độ, yêu cầu của công việc. Nghề
nghiệp bao gồm hai phần, là phần nghề và phần nghiệp. Nghề là việc làm mang tính ổn định, đem lại
giá trị thu nhập phục vụ nhu cầu cuộc sống của người làm việc. Nghề đôi khi không chỉ làm vì kiếm
sống và còn vì thực hiện ước mơ của bản thân, khẳng định giá trị của bản thân, có rất nhiều nghề,
mỗi nghề gắn với chuyên môn khác nhau. Nghiệp chính là sự đam mê, sự gắn bó và đôi khi là "cái
giá phải trả" của nghề, người ta thường có câu "nghề nào nghiệp đó", chuyên môn nào sẽ đi với nghề
đó, có nghề chưa chắc đã có nghiệp mà nếu hành nghề mà không có nghiệp thì nghề cũng hành
không bền lâu. Lựa chọn nghề nghiệp hay định hướng nghề nghiệp chính là việc hoạch định ra những
khả năng, trình độ của bản thân so với những đặc điểm, yêu cầu và đòi hỏi của nghề nghiệp để từ đó
có thể lựa chọn nghề nghiệp phù hợp.

Lựa chọn nghề nghiệp hiện nay đang là mối quan tâm hàng đầu của thanh niên, bởi họ đang là những

người đang đứng trước ngưỡng cửa bước ra ngoài xã hội, tự lập đương đầu với cuộc sống, gây dựng
tương lai cho chính mình, nghề nghiệp chính là mục tiêu đầu tiên phải hướng đến. Việc lựa chọn nghề
nghiệp có tầm ảnh hưởng rất lớn tới sự thành công và định hướng tương lai của thanh niên, bởi nghề
nghiệp ta đã chọn có thể đòi hỏi ta phải gắn bó suốt đời, mọi vấn đề đời sống sinh hoạt vật chất và
tinh thần của ta đều có thể bị nghề nghiệp tác động nhiều ít. Lựa chọn nghề phù hợp với bản thân sẽ
là cơ hội cho chúng ta phát triển, có được sự say mê, nhiệt huyết với công việc, ngược lại nếu phải
chọn nghề quá khả năng hoặc sai nghề sẽ dễ dẫn đến chán nản, công việc trở thành gánh nặng,
không còn hứng thú làm việc và có thể bỏ nghề. Chính vì vậy, thanh niên đang đi những bước đầu
tiên trong cuộc đời phải thật sáng suốt, cân nhắc kỹ càng trong vấn đề lựa chọn nghề nghiệp cho
mình. Những bước đi đầu sẽ quyết định cả con đường phía trước của chúng ta, chọn đúng đường
mở ra tương lai tươi sáng, chọn sai đường sẽ mất thời gian, mất cơ hội và mất đi tương lai.

Hiện nay thanh niên đứng trước rất nhiều những thuận lợi và khó khăn trong việc lựa chọn nghề
nghiệp. Về thuận lợi phải kể đến đầu tiên chính là sự phát triển của xã hội đã kéo theo sự đa dạng
hóa ngành nghề, nghề nghiệp ngày càng mở rộng phong phú tạo ra nhiều việc làm, nhiều cơ hội cho
thanh niên lựa chọn. Việc tiếp cận những thông tin về nghề nghiệp đối với thanh niên hiện nay lại rất
dễ dàng, nhanh chóng và thuận tiện bởi có rất nhiều kênh thông tin luôn cập nhật đa dạng như internet,
truyền thông, báo chí, hội thảo... Ngày nay cũng không còn vấn đề ép buộc hay bó hẹp người lao
động trong một nghề nhất định mà thanh niên có thể tự do và chủ động chọn nghề, sáng lập nghề
nghiệp cho chính mình.

Thanh niên có thể tự ý thức năng lực, trình độ của bản thân và nhu cầu của xã hội để vạch ra những

nghề nghiệp mới. Tuy nhiên tồn tại song song thuận lợi cũng có rất nhiều những khó khăn, bởi xã hội
ngày càng phát triển thì nhu cầu cũng theo đó đi lên, đòi hỏi nguồn nhân lực cho nghề nghiệp phải có
chất lượng cao, muốn có chất lượng tốt thì phải đào tạo tốt, tuy nhiên, ở nước ta hệ thống đào tạo
nguồn nhân lực chất lượng cao này chưa thực sự đáp ứng được. Bên cạnh đó, tư duy và quan niệm
của thanh niên hiện nay cũng mắc rất nhiều hạn chế, việc lựa chọn nghề nghiệp theo số đông, hướng
đến danh tiếng và thu nhập của công việc mà không cân nhắc khả năng của bản thân dẫn đến việc
chọn không đúng nghề. Quan niệm phải học đại học, cao đẳng mới là con đường dẫn đến tương lai
là thiếu khách quan, bởi có nhiều con đường khác để lập thân lập nghiệp. Và để có thể đi đến những
lựa chọn nghề nghiệp đúng đắn, mỗi cá nhân thanh niên cần phải ý thức rõ ràng về thực lực và
nguyện vọng của chính mình, cân nhắc kỹ càng trước những lựa chọn, phải biết nhìn ra những hướng
đi khác ngoài đại học để mở cánh cửa tương lai của chính mình.

https://thuthuat.taimienphi.vn/suy-nghi-ve-viec-lua-chon-nghe-nghiep-cua-thanh-nien-hien-nay-46178n.aspx

Là thanh niên đang phải lựa chọn nghề nghiệp hiện nay, mỗi học sinh chúng ta phải sớm có kế hoạch
cho bản thân mình. Trước hết, chúng ta phải cố gắng học tập và rèn luyện hoàn thiện bản thân theo
đòi hỏi chung của xã hội, sau đó tập trung vào những khả năng, năng lực ưu tú của bản thân để từ
đó lựa chọn cho mình một nghề nghiệp phù hợp, đúng đắn.

“A mission statement is not something you write overnight... But fundamentally, your mission statement
becomes your constitution, the solid expression of your vision and values. It becomes the criterion by
which you measure everything else in your life.” That’s according to Stephen Covey, author of The Seven
Habits Of Highly Successful People.
At the beginning of the college process, every student has a dream to make up his or her own career
path.Determining the values that are meaningful in your life can help you to develop personal and
professional goals. It can also help you find jobs and companies that align with your ideals.Each of those
graduate students was naturally looking at jobs that reflected their own personal values. When their
value words were up on the wall, they could instantly see that they were operating from different
values. If they had articulated their personal values before their search, how much more clear and
intentional could they be about the jobs they were seeking and considering? If they evaluated different
opportunities through the lens of what's important to them, how much more likely would they be to
choose the job that's right for them? According to Richard Barrett of the Barret Values Centre, “Values-
based decision-making allows you to create a future that resonates deeply with who you really are. It
creates the conditions that allow authenticity and integrity to flourish.”