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To help you develop personal awareness such that you can determine a career path that will ‘fit’ you best. Early in the course you will be provided with assessment tools that will help to assess your values, interests, personality, and skills. You

Purpose: To help you develop personal awareness such that you can determine a career<br>_x000D_
path that will ‘fit’ you best. Early in the course you will be provided with assessment tools that<br>_x000D_
will help to assess your values, interests, personality, and skills. You will then have an<br>_x000D_
opportunity to reflect on the results from these tools and synthesise them into a meaningful<br>_x000D_
report that will provide new insights and recommendations for your future.<br>_x000D_
Required Format:<br>_x000D_
The following five sections are required. Use the sub-headings in your report.<br>_x000D_
A. Demographic and background information<br>_x000D_
This section establishes the focus of your case (you) and provides orientation to the marker.<br>_x000D_
It should be comprehensive but relevant and concise, written in narrative form, and include<br>_x000D_
your:<br>_x000D_
▪ Name, gender, age, and marital status.<br>_x000D_
▪ Current work status and previous work history and feelings related to this.<br>_x000D_
▪ Parents and siblings, their occupation/profession, nature of the relationship with<br>_x000D_
them. Explain briefly how they have influenced your thoughts about your career.<br>_x000D_
▪ School history (academic achievement; view of schooling, etc.). Explain briefly how<br>_x000D_
this has influenced your thoughts about your career.<br>_x000D_
▪ Hobbies and leisure activities.<br>_x000D_
B. Assessment procedures<br>_x000D_
List the ten mandatory assessment tools, the date each one was completed, and where to<br>_x000D_
find it in the Appendix (the template is on Moodle). The assessment tools include:<br>_x000D_
1. Structured Autobiography (SA) – do not need to attach results to Appendix<br>_x000D_
2. Interviews with Significant Others (ISO) – do not need to attach to Appendix<br>_x000D_
3. Work Values Inventory (WVI)<br>_x000D_
4. Self-Evaluation Scales (SES)<br>_x000D_
5. Holland’s Vocational Choice (HVC)<br>_x000D_
6. Career Anchors (CA)<br>_x000D_
7. HEXACO<br>_x000D_
8. Goal Orientation (GO)<br>_x000D_
9. Time Perspective (TP)<br>_x000D_
10. Ambivalent Sexism Inventory (ASI)<br>_x000D_
ASSESSMENT 3b: SELF ASSESSMENT REPORT (30%)<br>_x000D_
Due: Week 12 Tutorial - Monday Tutorials: Submit Week 12 Lecture<br>_x000D_
HURDLE 3a: FORMATIVE FEEDBACK (NO MARKS ALLOCATED)<br>_x000D_
Due: Week 8 Tutorial<br>_x000D_
Semester 2, 2018<br>_x000D_
11<br>_x000D_
C. Theme elicitation<br>_x000D_
You will be required to collate all of the results from the self-assessments and organise them<br>_x000D_
into a minimum of 5 key themes. Themes should be developed from and be supported by<br>_x000D_
evidence (i.e., from the results of your self-assessments). Themes, and their sources of<br>_x000D_
evidence, must be clearly labelled.<br>_x000D_
For each theme, there must be at least 3 sources of evidence from your different selfassessments.<br>_x000D_
For each self-assessment used as evidence, include your actual scores out of<br>_x000D_
total scores and percentiles, where relevant. The debriefs in the lectures and tutorials will<br>_x000D_
show you how to score and interpret your results. To show insight and understanding of your<br>_x000D_
themes, provide personal examples or commentary to describe and explain the themes.<br>_x000D_
Note: ALL 10 assessment tools must be referred to in your report. We do not want you to<br>_x000D_
rely solely on a small portion of the tools; the aim is to apply and compare multiple types of<br>_x000D_
evidence.<br>_x000D_
D. Thematic analysis<br>_x000D_
You must not simply regurgitate self-assessment results but also show that you have<br>_x000D_
analysed and reflected on the themes that have emerged. Incorporating cognitive awareness<br>_x000D_
(i.e., “what I have learned”), emotional awareness (i.e., “how do I feel about what I learned”),<br>_x000D_
and giving personal examples or commentary, are some good ways to show insight and<br>_x000D_
understanding. Remember, describing information is different to reflecting and implementing.<br>_x000D_
When conducting the thematic analysis, you will need to link relevant themes together to<br>_x000D_
interpret the themes as a coherent whole. While not all themes will have a clear link, you<br>_x000D_
should examine whether a pattern(s) is emerging from your themes and discuss this in the<br>_x000D_
context of your results. It is important to examine how themes relate and interact with each<br>_x000D_
other rather than just looking at individual themes.<br>_x000D_
In addition, you need to apply course theories and research findings about careers to your<br>_x000D_
thematic analysis. This is a critical part of your analysis and should help you come to a<br>_x000D_
deeper understanding of your themes and how they interrelate. You can discuss theory or<br>_x000D_
findings from assigned readings, as well as articles researched by you. They must be<br>_x000D_
referenced properly in Harvard format.<br>_x000D_
The following table may facilitate theme elicitation and analysis by helping you identify your<br>_x000D_
strengths and growth areas/weaknesses that would result in possible developmental<br>_x000D_
learning opportunities. DO NOT to include this in your report; it is only for your own benefit.<br>_x000D_
SelfAssessment<br>_x000D_
My<br>_x000D_
Strengths<br>_x000D_
Growth<br>_x000D_
areas /<br>_x000D_
weakness<br>_x000D_
Developmental<br>_x000D_
<br>_x000D_
opportunities<br>_x000D_
Barriers<br>_x000D_
to<br>_x000D_
change<br>_x000D_
Relevance<br>_x000D_
to my<br>_x000D_
experiences<br>_x000D_
Relevant to<br>_x000D_
theme +<br>_x000D_
relationship<br>_x000D_
to theme<br>_x000D_
WVI<br>_x000D_
HEXACO<br>_x000D_
CA<br>_x000D_
The following chapter (on Moodle) provides more details on how to elicit and analyse<br>_x000D_
themes.<br>_x000D_
Harrington, B., &amp; Hall, Douglas, T. 2007. Integrating your self-assessement and developing<br>_x000D_
implications (Chap 3). In B. Harrington &amp; D. T. Hall (Eds), Career Management and WorkLife<br>_x000D_
Integration. Los Angeles: Sage Publications. <br>_x000D_
Semester 2, 2018<br>_x000D_
12<br>_x000D_
E. Recommendations<br>_x000D_
Just as important as understanding what your results mean is the demonstration that you<br>_x000D_
understand their implications – the “so what?”. On the basis of the themes you have elicited<br>_x000D_
and analysed, describe a range of solutions, goals, or recommendations that are appropriate<br>_x000D_
and specific. These solutions should be related to your career choices and possibilities, in<br>_x000D_
addition to any self-development you may require to progress in your career. You should use<br>_x000D_
theories and research to guide and justify your recommendations. Make sure they are<br>_x000D_
directly related to your background, the assessments completed, and your analysis and<br>_x000D_
integration of the 5 themes you elicited. An in-depth thematic analysis will strengthen the<br>_x000D_
quality of your recommendations.<br>_x000D_
F. References and Appendix<br>_x000D_
You must cite all work properly throughout your report (i.e., do not cite “Week 5 Lecture” or<br>_x000D_
“Course Reading Week 2”) and provide a reference list. For details of Harvard formatting<br>_x000D_
style, please see https://student.unsw.edu.au/harvard-referencing . Please include results for<br>_x000D_
each of the assessment tools (except SA and ISO) that you have completed (See Appendix<br>_x000D_
Template on Moodle for instructions). You can refer to your Appendix throughout your report;<br>_x000D_
however, it will not be directly marked. It is also not included in the word count.<br>_x000D_
Note: All information you provide in this self-assessment exercise will be treated as<br>_x000D_
confidential.<br>_x000D_
SELF-ASSESSMENT REPORT MARKING CRITERIA<br>_x000D_
Key Criteria Grade<br>_x000D_
1. Provides comprehensive and relevant background information about self. /3<br>_x000D_
2. Themes are:<br>_x000D_
• Accurately labelled and defined<br>_x000D_
• Described based on at least 3 self-assessment results<br>_x000D_
/6<br>_x000D_
3. Relevant themes are linked, analysed, and discussed together to develop<br>_x000D_
an overall interpretation of self. /6<br>_x000D_
4. An appropriate range of theory (from course readings, journal articles) is<br>_x000D_
used and integrated in discussing the relevant themes /5<br>_x000D_
5. Generates recommendations based on the analysis and integration of the<br>_x000D_
five themes and highlights specific points upon which to proceed for their<br>_x000D_
career. Justifies why these recommendations are effective.<br>_x000D_
/6<br>_x000D_
6. Written construction and presentation is clear, concise and logical (e.g.<br>_x000D_
lists all the assessment tools and the date/s these assessments were<br>_x000D_
completed; the referencing is accurate and in the Harvard format; no<br>_x000D_
spelling errors; work is edited; written expression is clear; all student<br>_x000D_
details are clearly presented, all sections of the assignment are present,<br>_x000D_
paragraphs are well developed, content conveyed clearly).

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