Psychology 101 Notes

The Importance and Benefits of Self-Assessment: Understand how you learn best. Achieve better grades. Work smarter, not harder. Work in alignment with your strengths and natural preferences. Create a positive and motivated state of mind. Work more effectively with diverse people. Learn to use critical thinking and reasoning. Make sound and creative decisions about school and work.

Using Critical Thinking Skills: Suspend judgment until you have gathered facts and reflected on them. Look for evidence that supports or contradicts your initial assumptions and

beliefs. Adjust your opinions as new information and facts are known. Ask questions, look for proof, and examine the problem closely. Reject incorrect or irrelevant information. Consider the source of the information. Remain committed to the truth and not your own beliefs or biases.

Skills for School and Job Success: Educational Career-related Personal

Words to Succeed…“A worker needs one thing only: to learn how to learn.” ~Peter Drucker“Let him that would move the world first move himself.” ~Seneca

Peak Performance Competency Wheel: Basic Skills- Reading, Writing, Math, Listening, Speaking, Note taking. Thinking Skills- Critical thinking, Decision making, Problem solving,

Creativity, Mental imagery, Knowing how to learn. Personal Qualities- Responsibility, Self-esteem, Self-management, Self-

control, Honesty, Integrity, Civility, Motivation, Sociability, Positive attitude

Technology- Selecting technology, Applying technology, Maintaining technology, Solving problems, Staying current in technology.

Systems- Understanding systems, Designing systems, Monitoring systems, Correcting systems

Information- Acquiring information, Evaluating information, Organizing and maintaining, Using computer to process

Resources- Managing time, Managing money, Managing space, Managing facilities, Managing materials, Managing people

Peak Performance Commitment Pyramid1. Peak performer

2. I am committed to excellence and will put in the effort to learn new skills and competencies. I read, participate in class, write, and reflect.

3. I’ll take the challenge because I want to change my attitude and learn skills.

4. I’ll read the book and do some of the exercises.5. The only reason I’m going to college is because my parents want

me to.6. It’s the fault of my (parents, teachers, learning disability) that my

grades are poor.7. I don’t need to read this book or attend any lectures on improving

myself.Discovering Your Learning Style:

Visual- Learns best visually.1. Remember what they see better than what they hear.2. Prefer to have written directions that they can read.3. Learn better when someone shows them rather than

tells them.4. Likes to read, highlight, and write summaries.5. Keeps a list of things to do when planning the week.6. Tend to be quiet in class and watch facial

expressions.7. Like to read for pleasure and to learn.8. May want to be an interior designer, drafter,

proofreader, writer or artist. Auditory- Learns best by lectures and listening.

1. Remember what they hear better than what they see.2. Prefer to listen to instructions.3. Likes to listen to music and talk on the phone.4. Plan the week by talking it through with someone.5. Use rhyming words to remember.6. Learn best when they hear the assignment as well as

see it.7. May enjoy being a disc jockey, trial lawyer,

counselor, or musician. Kinesthetic- Learns best by hands on activities.

1. Create an experience.2. Use hands-on activities and computer games.3. Build things and put things together.4. Use flash cards, models, and physical activities.5. Draw, doodle, use games and puzzles, and play

computer games.6. Take field trips and collect samples.7. Relate abstract information to something concrete.

8. May enjoy being a chef, surgeon, medical technician, nurse, auto mechanic, electrician, engineer, forest ranger, police officer, or dancer.

Interpersonal learner- Learns best in groups. Doesn’t like to be alone. Needs social interaction.

Intrapersonal learner- Likes being alone and working alone. Verbal linguistic- Likes to learn through reading, writing,

and dialogue. Mathological- Likes math, numbers, logic, puzzles. Likes

taking things apart and putting them together.

Characteristics of Different Personality Types

Extroverts Introverts Sensors Intuitives Gregarious Active, talkative Speak, then think Outgoing, social Energized by

people Like to speak Like variety &

action Interested in results Do not mind

interruptions

Quiet Reflective Think, then speak Fewer, closer friends Energized by self Like to read Like quiet for

concentration Interested in ideas Dislike interruptions

Practical Experience See details Sequential,

works steadily Feet on the

ground Concrete Realistic Sensible & hard

working Good & precise

work

Speculative Use hunches See the big picture Work in burst of

energy Head in the clouds Abstract See possibilities Imaginative & inspired Dislike precise work

Thinkers Feelers Judges Perceivers Analytical Objective Impersonal Factual Want fairness Detached Rule Things, not people Lineal

Harmonious Subjective Personal Sympathy Wants recognition Involved Circumstances People, not things Whole

Decisive Closure Plan ahead Urgency Organized Deliberate Sets goals Meet deadlines Just the facts

Tentative Open-minded Flexible Open time frame Spontaneous Go with the flow Let life unfold Procrastinate Interested & curious

The Four-Grid Personality Profile

The following statements indicate your preference in working with others, making decisions, and learning new information. Read each statement with its four possible choices. Mark 4 next to the choice MOST like you, 3 next to the choice ALMOST like you, 2 next to the choice SOMEWHAT like you, and 1 next to the choice LEAST like you.

1. I learn best when I____ a. rely on logical thinking and facts.____ b. am personally involved.____ c. can look for new patterns through trial and error.____ d. use hands-on activities and practical applications.

2. When I’m at my best, I’m described as____ a. dependable, accurate, logical, and objective.____ b. understanding, loyal, cooperative, and harmonious.____ c. imaginative, flexible, open-minded, and creative.____ d. confident, assertive, practical, and results-oriented.

3. I respond best to instructors and bosses who____ a. are factual and to the point.____ b. show appreciation and are friendly.____ c. encourage creativity and flexibility.____ d. expect me to be involved, be active, and get results.

4. When working in a group, I tend to value____ a. objectivity and correctness____ b. consensus and harmony____ c. originality and risk taking____ d. efficiency and results

5. I am most comfortable with people who are____ a. informed, serious, and accurate____ b. supportive, appreciative, and friendly____ c. creative, unique, and idealistic____ d. productive, realistic, and dependable

6. Generally, I am____ a. methodical, efficient, trustworthy, and accurate____ b. cooperative, genuine, gentle, and modest.____ c. high-spirited, spontaneous, easily bored, and dramatic____ d. straightforward, conservative, responsible, and decisive

7. When making a decision, I’m generally concerned with____ a. collecting information and facts to determine the right solution.____ b. finding the solution that pleases others and myself____ c. brainstorming creative solutions that feel right____ d. quickly choosing the most practical and realistic solution.8. You could describe me in one word as____ a. analytical

____ b. caring____ c. innovative____ d. productive

9. I excel at____ a. reaching accurate and logical conclusions____ b. being cooperative and respecting people’s feelings____ c. finding hidden connections and creative outcomes____ d. making realistic, practical, and timely decisions

10. When learning at school or on the job, I enjoy____ a. gathering facts, technical information, and being objective.____ b. making personal connections, being supportive, working in groups.____ c. exploring new possibilities, tackling creative tasks, and being flexible.____ d. producing results, solving problems, and making decisions.

Score: To determine your style, mark the choices you made in each column below. Then add the column totals. Highest number in:A. column, you are an analyzerB. column, you are a supporterC. column, you are a creatorD. column, you are a director

Choice A Choice B Choice C Choice D1. ________ ________ ________ ________2. ________ ________ ________ ________3. ________ ________ ________ ________4. ________ ________ ________ ________5. ________ ________ ________ ________6. ________ ________ ________ ________7. ________ ________ ________ ________8. ________ ________ ________ ________9. ________ ________ ________ ________10. ________ ________ ________ ________

Profile of an Analyzer:

Analyzers tend to be logical, thoughtful, loyal, exact, dedicated, steady, and organized. They like following direction and work at a steady pace. The key word for analyzers is thinking.Strengths: Creating concepts and models and thinking things through.Goal: Intellectual recognitionClassroom style: Analyzers relate to instructors who are organized, know their facts and present information logically and precisely. They tend to be left-brained and seem more concerned with facts and abstract ideas and concepts than with people.Learning Style: Analyzers often perceive information abstractly and process it reflectively. They learn best by observing and thinking through ideas. The like models, lectures, textbooks, and working alone. The like to work with things and analyze how things work. They evaluate and come to a precise conclusion.

Effective Traits Ineffective Traits Possible Majors Possible Careers

How to Relate to Analyzers

ObjectiveLogicalThoroughPreciseDetail OrientedDisciplined

Too cautiousAbruptUnemotionalAloofIndecisiveUnimaginative

AccountingBookkeepingMathematicsComputer scienceDraftingElectronicsAuto mechanics

Computer programmerAccountantBookkeeperDrafterElectricianEngineerAuto mechanicTechnicianLibrarian

Be factualBe logicalBe formal & thoroughBe organized, detached, & calmBe accurate & use critical thinkingState facts briefly & concisely

Supporters:People who are supporters tend to be cooperative, honest, sensitive, warm, and understanding. They relate well to others. They value harmony and are informal, approachable, and tactful. In business, they place emphasis on people and are concerned with the feelings and values of those around them. The key word for supporters is feeling. Strengths: Clarifying values and brainstorming many different ideas.Goal: To create harmony and cooperation.Classroom Style: Supporters tend to learn best when they like an instructor, and feel accepted and respected. They like to integrate course concepts with their own experiences. They relate to instructors who are warm and sociable, tell interesting stories, use visuals, and are approachable. They learn best by observing, listening, and sharing ideas and feelings.Learning Style: Supporters perceive information concretely and process it reflectively. They are intuitive and like to deal with their feelings. They prefer learning information that has personal meaning, and they seek clarity and integrity. They prefer learning in the here and now and like concrete things they can see and touch. They are unhurried and like to listen and observe. They are intuitive and imaginative thinkers and need to be personally involved.Profile of a Supporter

Effective Traits Ineffective Traits Possible Majors Possible Careers How to relate to Supporters

UnderstandingGentle Loyal CooperativeDiplomaticAppreciative

Overly compliantPassiveSlow to actNaïveUnprofessionalCan be overly sensitive

Counseling or therapySocial workFamily & consumer scienceNursingMedical AssistingPhysical therapyEducation

Elementary teacherPhysical therapistSocial workerTherapistCounselorNurseMedical assistant

Be friendlyBe positiveBe sincere & build trustListen activelyFocus on peopleFocus on personal valuesCreate a comfortable, relaxed climateCreate an experience they can relate to

CreatorsCreators are innovative, flexible, spontaneous, creative, and idealistic people. Creators are risk takers and love drama, style, and imaginative design. They like abstract and fresh ideas and are passionate about their work. The key word for creators is action.Strengths: Creating visions that inspire people.Goal: To make things happen by turning ideas into action.Classroom Style: Creators learn best in innovative and active classrooms. They relate to instructors who have a passion for their work and are challenging, imaginative, and flexible; present interesting ideas; and make the topic exciting.Learning Style: Creators learn by doing and being involved in active experiments. They perceive information concretely and process it actively. They like games, role-playing, stories, plays, illustrations, drawings, music, and visual stimuli. They ask questions and enjoy acting on ideas. They are usually good public speakers. They are future oriented and good at seeing whole systems.Profile of a Creator

Effective Traits Ineffective Traits Possible Majors Possible Careers How to relate to Creators

ImaginativeCreative VisionaryIdealisticEnthusiasticInnovative

UnrealisticUnreliableInconsistentHastyImpulsiveImpatientFragmented

ArtEnglishMusicDesignHospitalityTravelTheaterCommunications

WriterPoliticianTravel agentHotel managerCartoonistMusicianComposerArtistJournalistCraftspersonFloristCostume designerSalespersonScientist

Be enthusiasticBe involvedBe flexibleBe accepting of changeFocus on creative ideasTalk about dreams and possibilities

Directors

Directors are confident, self-directed, energetic, dynamic, decisive, risk-taking, and results-oriented people. They like to be the leader of groups and respond to other people’s ideas when they are logical and reasonable. Their strength is in the practical application of ideas. Because of this ability, they can excel in a variety of careers, such as law enforcement, banking, and legal professions. The key word for directors is results.Strengths: Integrating theory with practice.Goal: To find solutions to problems.Classroom Style: Directors relate to instructors who are organized, clear, to the point, punctual, and results oriented. They prefer field trips and hands-on activities.Learning Style: Directors learn by hands-on, direct experience. They learn best by practical application. They like classes that are relevant. They work hard to get things done.

Profile of a DirectorEffective Traits Ineffective Traits Possible Majors Possible

CareersHow to relate to Directors

ConfidentAssertiveActiveDecisiveForcefulEffective leaderResults oriented

AggressivePushy InsistentOverpoweringDominating

BusinessLaw enforcementConstructionWoodworkingCarpentryBusiness managementWildlife conservationForestry

LawyerPolice officerDetective ConsultantBankerPark rangerForest rangerAdministrator for outdoor recreation

Set deadlinesBe responsible for you actionsFocus on resultsFocus on achievementsDo not try to take controlDo not make excusesHave a directionMake known time or other changes in schedule

Peak Performance Learning

Practice doing again and again.Teach experience to others and explain.Write about the experience and make it relevant.Build a model to stimulate experienceIntegrate reflection with research and facts.Relate experience to selfDiscuss and analyze the experience.Watch and observe the experience.Listen to lecture.Read.

Integrated Brain Power

Analyzer Integrated Brain Power SupporterLogicalAnalyticalLiteralFactualPreciseAccurateOrderlyObjectiveSystematicTechnicalLikes modelsLearns by thinking

Less Assertive

GentleCaringSensitiveHarmoniousPeacemakerEmotionalSociableCooperativeUnderstandingAdaptableSeeks meaningLearns by observing and sharing.

Abstract Conceptual Left-Brain StudyingNeat, organized study areaDaily schedulesWork on

Right-Brain StudyingCluttered deskFlexible study timesJump from project to projectStudy with othersStudy in bursts of energyCram last minute

Concrete Experimental

Director CreatorConfidentPracticalRealisticDisciplinedProblem solverControlledDependableResults orientedPragmaticTraditionalWants resultsLearns by practical application

More Assertive

InnovativeImaginativeFree-spiritedVisionaryImpulsiveOpen-mindedCreativeCuriousEnergeticSpontaneousWants to createLearns by trial and error

Performance Strategy: Work on your shortcomings and focus on you successes.

The Importance of Positive and Motivated Attitudes: Higher productivity An openness to learning at school and on the job School and job satisfaction Creativity in solving problems and finding solutions The ability to work with diverse people

Enthusiasm and a “can do” outlook Confidence and higher self-esteem The ability to channel stress and increase energy A sense of purpose and direction

A negative attitude can drain you of enthusiasm and energy, and it can result in absenteeism, tardiness, and impaired mental and physical health. In addition, people who have a negative attitude may tend to:

Feel they are victims and helpless to make changes Focus on the worst that can happen in a situation Blame external circumstances for their attitude Focus on the negative in people and situations Look at adversity as something that will last forever Be angry and blame other people

Maslow’s Hierarchy of NeedsSelf-actualization

Self-esteem

Recognition and Belonging

Safety and Security

Physiological needs

Words to Succeed: “Nothing great was ever achieved without enthusiasm.” ~Ralph Waldo Emerson

Performance Strategy: Focus on the positive.Words to Succeed: “What makes life dreary is the want of a motive.”

~George EliotPerformance Strategy: Use affirmations and visualizationsPerformance Strategy: Strive for excellence not perfection.

Motivational Strategies1. Act as if you are motivated.2. Use affirmations3. Use visualizations4. Use goals as motivational tools5. Understand expectations6. Study in teams

Teach each other material and outline main points Read and edit each other’s reports Develop sample quizzes and test each other Learn to get along with and value different people

7. Stay physically and mentally healthy8. Learn to reframe9. Reward yourself

Listen to music Read a novel Go to a sporting event Take photos Cook your favorite meal Go to a museum Take a walk Work in a garden Play sports Go to a movie Visit friends Watch television

10. Make learning relevant

Performance Strategy: Create a balanced life.

The Motivation Cycle1.Beliefs & Self-esteem

4.Behavior 2.Self-Talk & Imagery3.Physical Reaction

Benefits of Higher Education Make better decisions

Be willing to learn new skills Have more hobbies and leisure activities

Have a longer life expectancy Be healthier

Be more involved in the community Have more discipline and perseverance

Have more self-confidence Learn to adapt to change

What Kind of a Student/Worker are You?

A peak performer or an A student: Is alert, actively involved, and eager to learn

Consistently does more than is required Consistently show initiative and enthusiasm

Is positive and engaged Can solve problems and make sound decisions

Is dependable, prompt, neat, accurate, and thorough

A good worker or a B student:

Frequently does more than is required Is usually attentive, positive, and enthusiastic

Completes most work accurately, neatly, and thoroughly Often uses critical thinking to solve problems and make decisions

An average worker or C student: Completes tasks that are required

Shows willingness to follow instructions and learn Is generally involved, dependable, enthusiastic, and positive Provides work that is mostly thorough, accurate, and prompt

A problem worker or D student: Usually does what is required

Has irregular attendance, is often late, or is distracted Lacks a positive attitude or the ability to work well with others

Often misunderstands assignments and deadlines Lacks thoroughness

An unacceptable worker or F student Does not do the work that is required

Is inattentive, bored, negative, and uninvolved Is undependable and turns in work that is incorrect and incomplete

PEAK PROGRESSThe Most Common Reasons Students Do Not Graduate

1. Poor study skills and habits2. Lack of time-management skills3. Lack of preparation for the demands and requirements of college4. Inability to handle the freedom at college5. Too much partying6. Lack of motivation or purpose7. Failure to attend class regularly8. Failure to ask for help early9. Lack of effort and time spent in studying10. Failure to take responsibility for education (getting to know instructors,

knowing expectations, setting goals, understanding deadlines, making up tests, redoing papers)

Performance Strategy: Develop positive personal qualities.Performance Strategy: Cultivate character and integrity.Words to Succeed: “No man becomes suddenly different from his habit and cherished thought.” ~Joshua L. ChamberlainCreating and Following a Code of Ethics

How would I feel if this situation were on the front page of a newspaper? Would I feel good telling my mother or child about this situation? Would I feel comfortable telling the truth about this situation? What could be the negative consequences of this decision or action?

What could be the future repercussions? Is this decision or action illegal or morally wrong? Am I causing unnecessary harm to someone because of this decision? Am I treating others as I would want to be treated?

Cycle of Responsibility I am responsible for:

o Assessing my skillso My feeling and actionso Keeping my agreementso Paying back student loanso Setting goalso My decisions and choiceso Learning study and job skillso Managing time, money, and stresso Personal and professional relationshipso Major and career planningo Managing moneyo Knowing what resources are availableo My health and energyo Forming positive habitso Back to start……

Self-Management and Control1. Calm down2. Clarify and define3. Listen with empathy and respect4. Use the “I” statement5. Focus on one problem6. Focus on win-win solutions7. Reward positive behavior

Words to Succeed: “Blessed are we who can laugh at ourselves for we shall never cease to be amused.” ~Anonymous

PEAK PROGRESSTips to Build Self-Esteem and Confidence

1. Focus on your strengths and positive qualities and find ways to bolster them. Be yourself and don’t compare yourself with others.

2. Learn to be resilient and bounce back after disappointments and setbacks. Don’t dwell on mistakes or limitations. Accept them, learn from them, and move on with your life.

3. Use affirmations and visualizations to replace negative thoughts and images.4. Take responsibility for your life instead of blaming others. You cannot control

other people’s behavior, but you have complete control over your own thoughts, emotions, words, and behavior. Value civility and self-control.

5. Learn skills and competencies that give you opportunities and confidence in your abilities. It is not enough to feel good about yourself, you must also be able to do what is required to demonstrate that you are competent, honest, and responsible person. The more skills and personal qualities you acquire, the more competent and confident you will feel.

6. Focus on giving, not receiving, and make others feel valued and appreciated. You will increase your self-esteem when you make a contribution.

7. Create a support system by surrounding yourself with confident and kind people who feel good about themselves and who make you feel good about yourself.

There is an old story about three men who were working on a project in a large city in France. A curious tourist asked them, “What are you three working on?” The first man said, “I’m hauling rocks.” The second man said, “I’m laying a wall.” The third man said with pride, “I’m building a cathedral.” The third man had a sense of vision of the whole system. When college and work seem as tedious as hauling rocks, focus on the big picture. Confidence can develop from:

Honesty and integrity Competence and skills Accepting and respecting yourself and your work Being responsible for your choices Seeing the big picture Setting high but attainable goals and expectations

Overcoming the Barriers by: Focus on being motivated and positive today Focus on your successes and accomplishments Surround yourself with positive, supportive, and encouraging friends Tell yourself, “This is a setback, not a failure.” Make certain you are physically renewed. Get more rest, extra exercise, and do

something every day that you love. Replace negative and limiting thoughts and self-talk with affirmations and

positive visualization. Collect stories about people who were discouraged, received negative messages,

and bounced back.

Words to Succeed: “The path was worn and slippery. My foot slipped from under me, knocking the other out of the way. But I recovered and said to myself, ‘It’s a slip and not a fall.” ~Abraham Lincoln

Performance Strategy: Be mindful and in the present.Performance Strategy: Be physically active.Expanding Your Comfort Zone

1. Create a support system2. Reprogram your mind3. Use critical thinking

4. Use creative thinking5. Take responsibility6. Learn new skills7. Use the whole of your intelligence

AFFIRMATIONS I am confident. I like to accept myself. I have positive attitudes about school and work. I keep my agreements with myself and others I have character and integrity and a code of ethics. I make friends easily and respect and enjoy diversity. I focus on my strengths I have a sense of humor and perspective. I am resilient. I am motivated and committed to achieve my full potential.

PERFORMANCE STRATEGIESAttitude, Motivation, and Integrity

Focus on the positive. Use affirmations and visualization. Strive for excellence, not perfection. Create a balanced life. Develop positive personal qualities. Cultivate character and integrity. Take responsibility Be mindful and in the present. Be physically active. Focus on effort, not ability.

TIME MANAGEMENTAllows you to:

Organize projects and achieve results. Accomplish goals and priorities. Be effective, not just efficient. Avoid crises. Feel calm and productive. Work smarter, not harder. Feel a sense of accomplishment. Have more free time to enjoy life.

Self Assessment1. Where does your time go? (Where are you spending your time and energy?)2. Where should your time go?3. What strategies can help you?4. What barriers keep you from being successful?

Where does your time go? Committed time: time that is devoted to school, labs, studying, work, commuting,

and other activities involving immediate and long-term goals. Maintenance time: time spent maintaining yourself and your property. Discretionary time: time spent any way you please.

Words to Succeed: “Decide what you want, decide what you are willing to exchange for it, establish your priorities, and go to work.” ~H.L. Hunt

TIME MANAGEMENT STRATEGIES 1. Write a daily to-do list.2. Make a project board.3. Do the tough tasks first.4. Break projects down into smaller tasks.5. Consolidate similar tasks.6. Study at your high-energy time.7. Study everywhere and anywhere.8. Study in short segments throughout the day.9. Get organized.10. Be flexible, patient, and persistent.

Words to Succeed: “Nothing is so fatiguing as the eternal hanging of an uncompleted task.” ~William James

TIME MANAGEMENT PROCESS Planning- Specify your goals and visualize the results you want to achieve. Break

these large goals into semester goals and weekly and daily priorities. Keep these posted by your study area. Detail the steps you must take to meet your goals. Be prepared for frustrating barriers and setbacks, and deal with them calmly. Planning involves knowing how the system works and finding the resources and information that you need. For example, seeing your advisor, attending orientation, registering, waiting in lines to pay fees, finding classrooms and parking spaces, getting a library card, obtaining an ID card, and so on. This is part of the process. Don’t be tempted to take shortcuts or let the little irritations discourage or distract you from your goals.

Organizing- Organize your office, study area, and activities in order to achieve your goals. Post charts of major projects, due dates, and class schedules. A project board is very important for keeping you on track. Use a detailed calendar and create action steps for your goals. Don’t forget to follow through on details.

Staffing- Use the resources available to help you succeed. You study team members, coworkers, advisors, instructors, and tutors are part of your success team. Know how to reach at least two students in each of your classes. You can take notes for each other in an emergency, share information, ask questions, and study together. Your instructors are key staff in your school career. If you have a choice, pick the best instructors and build supportive relationships with them. Know their names and expectations, take an active part in class discussions, and get to know them as people. Become familiar with support services for students.

Delegating- Every executive knows the importance of delegating tasks to subordinates and coworkers. You can also learn to delegate by assigning certain housekeeping tasks to roommates or family members, and by dividing the workload equally for your study team. If you have children, make certain everyone does his or her share. Delegate whatever you can and build independence, skills, and competencies in others.

Directing and Motivating- Use positive reinforcement to motivate yourself. Keep a list of all the ways you can reward yourself. Take frequent short breaks for walks or exercise. Keep a list of your goals on your desk. Reward yourself and others. Treat yourself to a night out once a week for pizza and a movie. When you are with family or friends, enjoy them totally. Reward yourself after each project and study task. For example, take a few minutes to enjoy time with your children, spouse, or a friend after you complete a study goal.

Evaluating- Monitor your attitude, behavior, expectations, and the results you are creating. Detach yourself and, in a nonjudgmental way, measure your results. Be honest and don’t allow excuses or blame to distract you from finding solutions to achieve the results you want. Use creative thinking to overcome barriers.

Words to Succeed: “Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do, when it ought to be done, whether you like it or not; it is the first lesson that ought to be taught.” ~T.H. Huxley

MANAGING COLLEGE AND CAREER LIKE A PRO1. Plan your course of study.2. Research the best instructors in the subject.3. Register on time.4. Be persistent.5. Go to summer school.6. Audit classes.7. Get organized.8. Evaluate your performance regularly.

OVERCOMING PROCRASTINATION1. Set daily priorities.2. Break the project into small tasks.3. Assess the payoffs for procrastination.4. Develop a positive attitude.5. Work during your high energy time.

PEAK PROGRESSInvesting Your Time in High-Priority Items: The 80/20 Rule

According to the 80/20 rule of time management, people tend to spend 80 percent of their time on activities that produce only 20 percent of the results they want.Taking a look at your time wasters may reveal that you are spending too much time on low-priority activities and shortchanging your top priorities. Wasting time on low-priority and unimportant activities is unproductive and a major reason for not accomplishing major tasks. Other was to look at it include:

1. 80 percent of your time is spent on 20 percent of your activities.2. 80 percent of the clothes you wear come from 20 percent of your favorite

wardrobe.3. 80 percent of the interruptions come from 20 percent of the people.4. 80 percent of the profits come from 20 percent of the sales.5. 80 percent of your phone calls come from 20 percent of the people you know.6. 20 percent more effort can result in an 80-percent better paper/speech, and so on.

Sometimes, to increase results by 20 percent, you must exert 80-percent more activity. Other times, increasing your effort by just 20 percent results in a dramatic 80 percent improvement. For instance, you may spend just 20 percent more effort polishing a speech, and it produces an 80-percent improvement.

STRATEGIES FOR CONTROLLING INTERRUPTIONS1. Create an organized place to study.2. Create a good time to study.3. Create quiet time.4. Study in the library.5. Do first things first.6. Just say no!

JUGGLING FAMILY, SCHOOL, AND JOB1. Be flexible.2. Communicate expectations.3. Increase your energy.4. Find good day care.5. Create positive time.6. Model successful behavior.7. Delegate and develop.8. Create a support system.9. Get organized.10. Balance your life.

THE RETURNING STUDENT1. Observe, read, and notice procedures, deadlines, resources, and policies.2. Explore campus resources.3. Explore community and family resources.4. Develop an organized record-keeping system.5. Join study groups.6. Integrate all learning styles.7. Find a mentor.

AFFIRMATIONS: I have goals and priorities that give me direction and focus. I enjoy planning and concentrating on the task at hand. I am calm and centered, and I know I have time to do what is important. I take time to energize and renew myself. I focus on being effective.

PERFORMANCE STRATEGIES:

Take time to set goals and priorities. Make a schedule. Break projects into smaller tasks and consolidate similar tasks. Study at your high-energy time and in an organized space. Study everywhere and anywhere. Get organized. Say no to interruptions. Be flexible.

ACTIVE LISTENING STRATEGIES1. Desire to listen.2. Be open and willing to learn.3. Postpone judgment.4. Be mindful.5. Use empathy and respect.6. Observe.7. Predict and ask questions.8. Look as if you are listening.9. Reduce distractions.10. Be quiet.

Words to Succeed: “Listening to learn isn’t about giving advice- at least not until asked- but about trying to understand exactly what someone means…” ~Elizabeth Debold

SIGNAL WORDS AND PHRASESTo Show Addition or Another Fact To Show Contrast or Change an Idea

AgainAlso AndAnd thenAnotherBesidesBut alsoEqually importantFinallyFirstFurther

In additionIn factLastLikewiseMoreoverNextNorPlus the fact thatSecondThen tooThirdToo

Although AnyhowAnywayAt the same timeButDespite thisEven thoughFor all thatHoweverIn any event

In contrast NeverthelessNotwithstandingOn the contraryOn the other handOtherwiseStillYet

To Show Summary To Show Amount

As has been notedAs I have said

In essenceIn other words

FewGreater

OverSeveral

FinallyIn briefIn closingIn conclusion

In shortIn summaryOn the wholeTo concludeTo sum up

Less thanManyMore thanMost

SmallerSomeUnder

To Show Comparison To Show Purpose

In like mannerIn the same way

LikewiseSimilarly

All things consideredFor this purpose

To this endWith this in mindWith this object

To Show Place To Show Time

Above AcrossAdjacent toBelowBeneathBesideBetweenBeyondFarther

HereNearbyOn the opposite sideOpposite toOverThereUnder

After a few daysAfterwardAt lastAt lengthBeforeBetweenFinally

ImmediatelyIn the meantimeLaterNot long afterSoonThenWhile

To Show a Specific Case To Show Result

A few of these areEspeciallyFor exampleFor instanceIn particular

Let us considerThe case of The followingYou can see this in

AccordinglyAs a resultBecauseConsequentlyFor this reasonHence

So ThenThereforeThereuponThus

To Strengthen a Point

BasicallyEssentially

IndeedTruly

UndeniablyWithout a doubt

Without any question

Words to Succeed: “I like to listen. I have learned a great deal from listening carefully.”~Ernest Hemingway

RECORDING THE MESSAGE

Formal Outline:

A formal outline shows headings, main points, and supporting examples, and requires consistency. For example, if you have an A.1, you should have a B.1. Likewise, if you have an A.2, you should have a B.2. Left-brained dominant people tend to like neat, orderly notes and are often comfortable with a sequential format. However, formal outlines may also be time consuming. This type of outline uses a full page.

Creative Outline:If you tend to be right-brain dominant, you may feel more comfortable with a

creative outline. You can simply divide the paper and use the left side for key words, illustrations, questions, graphs, definitions, stories, dates, or formulas. Use the right side to list topics. This type of graph divides the page into two parts.

Mind Map: You can also use mind mapping, which is another type of creative outline. A mind

map is a visual and holistic form of not taking. The advantage is that you can see connections and the big picture. You can also see connections to the main idea. Mapping starts from the main idea placed in the center of the page and branches out with subtopics through associations and patterns. A left-brain student may be uncomfortable mapping because the outline is not sequential; it is difficult to follow the instructor’s train of thought; there is little space for corrections or additions; and the notes must be shortened to key words and only one page. One option is to use a mind map to illustrate the whole chapter and also use the traditional outline for daily notes. This type of outline uses a full page. Mind Map Template:

In certain classes, you will study several different topics that have the same patterns. For example, you may study different cultures, and the categories or patterns are the same for each culture. You can adapt the template to many subjects.

Cornell “T” Method:The Cornell or T note-taking system has been used for more than 45 years and is

effective for integrating text and lecture notes. This method divides the page into three parts.

Combination Note-Taking System:The combination note-taking system is a combination of all the note-taking types.

This type can divide the page into several different parts and uses any of the previous strategies the student feels comfortable with.

NOTE-TAKING STRATEGIES1. Be prepared.2. Go to every class.3. Be on time.4. Sit up front.5. Use all your senses.6. Make note taking active and physical.7. Link information.8. Use creative shorthand and focus on key words.

9. Leave space for revisions and additions.

NOTE-TAKING SHORTCUTSSymbol Meaning Abbreviation Meaning><?w/w/oV or *+-X~P^#

Greater than; increaseLess than; decreaseQuestionWithWithoutImportant ideasPositiveNegativeTimesLostLeads to (e.g., motivation p success)Bridge of conceptsNumber

i.e.etc.lb.assoc.Info.Ex.

That isAnd so forthPoundAssociationInformationExample

ASSESSMENT AND REVIEW1. Summarize in your own words.2. Edit and revise your notes.3. Review your notes.4. Monitor and evaluate.

PEAK PROGRESSOvercoming Barriers to Effective Note Taking

The first step in overcoming the barriers to effective note taking is to recognize its importance. Some students view note taking as a passive academic skill that they will never use once they graduate from college. As a result, their notes are often disorganized, incomplete, illegible, and of little help in preparing for test.

Effective note taking changes the information that you hear into information that is distinctly yours. You have discarded the unessential, highlighted the essential, and organized information to give it meaning and focus. This process is an important job skill. Follow the simple steps below until discipline and focus become a habit.

Observe your intention and willingness to listen and learn. Observe what is on the board, in handouts, and in overhead transparencies. Sit in the front to avoid distractions and to help you focus and observe.

Listen for understanding and for main points and key words. Take notes during class discussions and lectures. If you are unsure of main points, ask your instructor.

Organize the important information. Choose a system that helps you organize and record main points and key words. If a formal outline doesn’t work for your learning style, try another method of note taking.

Record the date and topic and leave room in the margins for revising. Review and Revise your notes as soon as possible. Review notes with your study

team so you can fill in information that you missed and summarize main points.

Teaching what you’ve learned to someone else will also help you remember and understand the material better.

Evaluate your system of taking notes. Experiment with several different methods. Ask your instructors or fellow students for feedback.

AFFIRMATIONS I enjoy listening to all kinds of lectures and discovering the main ideas. I like taking organized notes and making them creative. I am alert and aware, and I listen actively during lectures. I enjoy digging out key facts when I take textbook notes.

PERFORMANCE STRATEGIESActive Listening

Be willing and open to learn. Postpone judgment. Observe patterns and clarify intentions. Predict and ask questions. Listen- don’t talk.

Active Note Taking Be prepared. Preview the textbook. Go to every class and be on time. Sit in the front. Organize notes according to your learning style. Make note taking physical. Use creative shorthand. Leave space for questions and revisions. Summarize in your own words. Edit notes. Review your notes.

Words to Succeed: “Eighty-five percent of success in life is just showing up.”~Woody Allen

THE FIVE PART READING SYSTEM1. Prepare2. Preview3. Predict questions4. Pick out key words5. Paraphrase

THE SQ3R READING SYSTEM S- Survey the material before reading it. Quickly peruse the contents, scan the

main heads, look at illustrations and captions, and become familiar with the special features in each chapter.

Q- Find the main points and ask questions. R- Read the material. R- Recite the main ideas and key points in your words. R- Review the material carefully.

READING STRATEGIES

1. Outline main points.2. Predict questions.3. Read actively.4. Take frequent breaks.5. Make connections.

a. What conclusions can you make as you survey the material?b. How can you apply this new material to other material, concepts, and

examples?c. What information does and does not match?d. What are examples and what are non-examples?e. What has been your past experience with reading similar subjects or with

reading in general?f. What do you know about the topic that may influence how you approach

the reading?6. Talk with the author.7. Read in alignment with your learning style.8. Identify key words.

a. Write in the margins.b. Draw illustrations.c. Underline.d. Sketche. Take notes on cards.f. Underline or highlight important material.

REVIEWING1. Summarize in writing.

a. What is the major theme?b. What are the main points?c. What are the connections to other concepts?d. What can I summarize in one paragraph?

2. Recite aloud.3. Review.4. Review often.

MANAGING LANGUAGE COURSES1. Practice exercises.2. Keep up with your reading.3. Carry note cards with you.4. Recite out loud.5. Form study teams.6. Listen to tapes.7. Visualize.8. Model and tutor.9. Focus on key words.10. Have fun.

VOCABULARY BUILDING1. Realize the power and value of words.2. Observe your words and habits.

3. Be creative and articulate.4. Associate with articulate people.5. Be aware and alert.6. Look up words you don’t know.7. Study the word.8. Write new words.9. Practice mentally.10. Practice in conversation.11. Read.12. Review great speeches.13. Invest in a vocabulary book.14. Look for context clues.15. Learn common word parts.

Root Meaning ExampleAuto self autograph, autobiographySub under submarine, submergeCircum around circumference, circumspectManu hand manuscript, manual, manufacture

Words to Succeed: “ To read a writer is for me not merely to get an idea of what he says, but to go off with him, and travel in his company.” ~Andrew Gide

“Writing and reading is to me synonymous with existing.” ~Gertrude Stein“If you wish to know the mind of a man, listen to his words.” ~Chinese Proverb

TECHNICAL READING Do not skip over any graphics. Read:

o Graphic titleo Accompanying captionso Column titleso Labels or symbols and their interpretationso Data (percentages, totals, figures, etc.)

Identify the type of graphic you are looking at. Are you looking at the table, chart, or graph?

Identify the purpose of the graphic. Is it demonstrating to the reader similarities or differences; increases or decreases; comparisons or changes, and so on?

See a connection or relationship between the topic of the graphic and the chapter or section topic in which it appears.

Explain in your own words the information depicted on the graphic. Finally, using the graphic, share your interpretations of it with your study group

members. Did they feel your interpretation was clear and on target.

READING FORMS Directions may ask you to print your name in black or blue ink. Make sure you do

not use a pencil and write your name in cursive handwriting.

A job application may ask that you answer all questions in your own handwriting. Make sure you do not type out the application.

Scan the entire form before you begin to fill it out. If you are unsure of any questions and what information is actually needed, ask or

call the appropriate office or person for clarification. When filling out the form, read the small print directions carefully. Often these

directions appear in parentheses below a fill-in blank. Fill in all questions that pertain to you. Pay attention when you read the directions

that tell you what sections of the form or applications you should fill out and what sections are to be completed by someone else.

Make sure you write clearly—particularly numbers. When reporting somewhere to fill out forms, bring with you any pertinent

information that may be needed. Call ahead and ask what you are expected to have with you (for example, Social Security card; proof of citizenship; dates of employment or schooling; names, addresses, and phone numbers of references, former employees, or teachers).

Reread your responses before submitting your form or application.AFFIRMATIONS

I enjoy reading for pleasure and learning information. I am an active reader. I predict, skim, dig out questions, and easily understand the

material I read. I have confidence in my ability to read and comprehend difficult material.

PERFORMANCE STRATEGIES Prepare mentally. Prepare physically. Clarify purpose. Preview. Outline main points. Predict questions. Read actively. Pick out key words. Summarize. Review and review often.

THE MEMORY PROCESS1. Intention- you are interested and willing to learn.2. Observation- you are alert to the information and attentive.3. Organization- you make sense of the information.4. Retention- you record and store the information in the brain.5. Recall- you remember the information.

PREPARATION1. Intend to remember.

a. Remembering is easy for me.b. I like to remember people’s namesc. Remembering is essential for job success.d. I make the effort to remember formulas and phrases.e. I have developed strategies that help me to remember.

f. I relax and allow my natural memory ability to work.2. Be observant and alert.3. Prepare yourself physically.4. Reduce information overload and avoid distractions.

Words to Succeed: “Remember people and learn their names.” ~Yuki Togo

MEMORY STRATEGIES1. Use all your senses.2. Make learning visual.3. Make learning auditory.4. Make learning physical.5. Write down information.

a. Writing down a telephone number helps you remember it.b. Taking notes in class prompts you to be logical and concise and fills in

memory gaps.c. Underlining important information and then copying it onto note cards

reinforces information.d. Writing a summary after reading a chapter will also reinforce information.e. Summarizing in your own words helps to transfer information to long term

memory.6. Study in short sessions.

a. Take regular scheduled breaks.b. Treat yourself to a small snack.c. Return to complete your goal.

7. Integrate your left brain and your right brain.8. Organize information.

a. Use index cards for recording information you want to memorize. Write brief summaries and indicate the main points of each chapter on the backs of note cards.

b. Carry these cards with you and review them during waiting time, before going to sleep at night, or any time you have a few minutes to spare.

c. Organize the cards according to category, color, size, order, weight, and other areas.

d. Map each chapter.9. Go from the general to the specific.10. Associate and connect.11. Recite12. Use mnemonic devices.

a. Rhythm and rhymes.b. Acronyms.c. Grouping.d. Association.e. The method-of-place technique.

Words to Succeed: “I hear, I know. I see, I remember. I do, I understand.” ~Confucius

OVERCOMING BARRIERS TO MEMORY

1. Do I want to remember?2. Do I have a positive attitude about the information?3. Have I eliminated distractions?4. Have I organized and grouped material?5. Have I reviewed the information often?6. Have I reviewed right after the lecture?7. Have I reviewed class notes within 24 hours?8. Have I set up weekly reviews?9. Have I used repetition?10. Have I summarized material in my own words?11. Have I compared, contrasted, and associated new material with what I know?12. Have I used memory techniques to help associate key words?

PEAK PROGRESSHere are some techniques that may help you remember someone’s name.

1. Imagine the name. See the name clearly in your mind.2. Be observant. Pay attention to his features and mannerisms.3. Use exaggeration. Caricaturing the features is a fun and effective way to

remember names. Single out and amplify one outstanding feature. For example, if Tom has red hair, exaggerate it to bright red and see the hair much fuller and longer than it is.

4. Visualize the red hair and name Tom. See this vision clearly.5. Repeat Tom’s name to yourself several times as you are talking to him.6. Recite Tom’s name aloud during your conversation. Introduce Tom to others.7. Use association. Associate the name with something you know, or make up a

story using the person’s name.8. As soon as you can, jot down the name. Use a key word, or write or draw a

description.9. Use rhyming to help you recall: “Tom is not glum, nor is he dumb.”10. Use your preferred learning style. It may help if you see the name, hear it

pronounced, or practice saying it and writing it several times and connecting the name with something familiar.

11. Ask people their names. Do this if you forget or say your name first. “Hi, I’m Sam and I met you last week.” If they don’t offer their names, ask.

12. Relax. Being nervous can make you forget. For example, suppose you are with a good friend and you meet Tom. You may be so anxious to make a good impression that Tom’s name is lost for a moment. Learn to relax by being totally in the moment instead of worrying about forgetting, how you look, what others may think, or being nervous.

AFFIRMATIONS I use memory techniques to help me study and recall information. My memory gets better every day. I relax, focus, and complete my project, and then I will socialize. I take short breaks throughout my study time. I have a positive attitude about the information I am studying. I summarize material in my own words. I am organized and review the information often.

I look forward to accomplishing my goals in study teams. I can see myself successfully remembering whatever I want. I remember easily. I make the effort to remember formulas and equations. I work at remembering people’s names. I relax and allow my natural memory ability to work. I am fully aware of my environment.

PERFORMANCE STRATEGIES Intend to remember. Be observant and alert. Prepare yourself mentally and physically. Use all your senses. Make learning visual, auditory, and physical. Write down information. Study in short sessions. Organize information. Go from general to specific. Associate and connect. Recite. Review often and practice.

PREPARING FOR THE TEST1. Prepare early.2. Know expectations.3. Keep up.4. Ask questions.5. Review early.6. Review weekly.7. Final review.8. Rehearse.9. Summarize.10. Use your study team.

TEST-TAKING STRATEGIES1. Arrive early.2. Organize yourself.3. Write clearly.4. Focus and get to the point.5. Read and listen to all instructions.6. Pace yourself.7. Review.

AFTER THE TEST1. Reward yourself.2. Analyze and assess.

a. Did I prepare enough?b. What should I have studied more?c. Did I anticipate the style, format, and questions?d. What didn’t I expect?

e. What did I do right?f. How was my recall?g. Did I test myself with the right questions?h. Did I handle test anxiety well?i. Would it have helped if I had studied with others?

THE OBJECTIVE TESTTrue/False Test

1. Listen and read carefully.2. Pay attention to details.3. Watch for qualifiers.4. Watch for faulty cause and effect.5. Always answer every question.6. Trust your instincts.

Multiple-Choice Test1. Read the question carefully.2. Rephrase the question.3. Eliminate choices.4. Go from easy to difficult.5. Watch for combinations.6. Look at sentence structure.

Matching Test1. Read carefully.2. Eliminate.3. Look at sentence structure.

Fill-in-the-Blank Test1. Watch for clues.2. Count the number of blanks.3. Watch for the length of the blank.4. Answer the questions you know first.5. Answer all questions.

ESSAY TEST1. Organize2. Outline3. Budget your writing time4. Read the question carefully5. Organize the material6. Write concisely and correctly7. Write neatly8. Focus on main points9. Answer completely10. Use all the available time

LAS MINUTE STUDY TIPS1. Focus on a few points.

a. Decide what is important. Focus on a few of the most important points or formulas instead of trying to cram everything into a short study time. Preview the chapter quickly.

2. Intend to be positive.a. Don’t panic or waste precious time being negative. State your intention of

being receptive and open, gaining an overview of the material, and learning a few supporting points.

3. Use critical thinking.a. What are the key words and points? Think logically.

4. Get a tutor or study partner.a. Focus on main points and summarize. Do practice problems and tests.

Several hours of intense study with a tutor can be far more effective than several late nights studying by yourself.

5. Focus on key words.a. Write on note cards formulas, key words, dates, definitions, and important

points.6. Review your note cards.

a. In just a few minutes you can review important points. Keep it simple, review quickly, and review often. Use flash cards or mind maps and review again in short segments. Carry your note cards with you.

7. Affirm your memory.a. The mind is capable of learning and memorizing material in just a short

time if you focus, concentrate, and apply it. Look for connections.Words to Succeed: “Courage is not simply one of the virtues, but the form of every virtue at the testing point.” ~C.S. Lewis

“Courage is not the absence of fear, but rather the judgment that something else is more important than fear.” ~Ambrose Redmoon

OVERCOMING TEST ANXIETY1. Be prepared.2. Practice taking a sample test.3. Don’t cram4. Stay calm5. Get to class early6. Listen carefully to instructions7. Jot down notes8. Preview the whole test.9. Get involved10. Get help

PREPARING FOR PERFORMANCE APPRAISAL1. Write your job description, including duties that you perform.2. How do you view your job and the working climate?3. List goals and objectives and the results achieved.4. What areas do you see as opportunities for improvement?5. What are your strengths and how can you maximize them?6. What are your general concerns?7. What are your advancement possibilities?8. What additional training would be helpful for you?9. What new skills could assist in your advancement?

10. How can you increase your problem-solving skills?11. How can you make more creative and sound decisions?12. What can you do to prepare yourself for stressful projects and deadlines?13. Give examples of how you have contributed to the company’s profits?14. What relationships could you develop to help you achieve results?15. What project would be rewarding and challenging this year?16. What resources do you need to complete this project?

AFFIRMATIONS I prepare for tests starting on the first day of class. I feel in control and competent by reviewing every day. I practice making up test questions. I enjoy studying for tests in groups. I am calm, centered, and relaxed when taking a test. I breathe deeply and feel energized and focused. I recall information easily.

PERFORMANCE STRATEGIES Prepare early. Clarify expectations. Observe and question. Review. Rehearse by pretesting yourself. Study with your team or partner. Organize yourself. Move through the test quickly. Reread, recheck, and reward. Analyze, assess, and reprogram.

PREPARING YOUR MIND FOR PROBLEM SOLVING1. Have a positive attitude.2. Use critical thinking.3. Persistence pays off.

COMMON ERRORS IN JUDGMENT1. Stereotypes- judgments and overgeneralizations held by a person or a group about

members of another group.2. Snap judgments- decisions made before all necessary information or facts are

gathered.3. Unwarranted assumptions- beliefs and ideas that are taken for granted.4. Projection- the tendency to attribute to others some of our own traits in an attempt

to justify our own faulty judgments or actions.5. The halo effect- tendency to label a person good at many things based on one or

two qualities.6. Sweeping generalizations- based on one experience and generalized to a whole

group.PROBLEM-SOLVING STRATEGIES FOR MATH AND SCIENCE CLASS

1. Define the problem.2. Gather information and facts.

a. What is being asked?

b. What do I know?c. What do I need to know?d. How do I set up this problem?e. What is my hypothesis?f. What is my theory?g. What are the main points?h. What are the relationships?i. What am I trying to find out?j. What factors will influence the outcome?k. What formulas, calculations, and constructions will be helpful?l. What theories, principles, or research will help with this problem?

3. Go from the general to the specific.4. Develop the plan.5. Make connections.6. Be flexible and creative.7. Take a break.8. Begin with the easiest problem.

Words to Succeed: “The core of critical thinking is having…healthy skepticism and using suspended judgment.” ~John Dewey

ASSESSMENT AND REVIEW1. Summarize2. Evaluate3. Practice and be persistent

CREATIVITY1. Use games, puzzles, and humor.2. Challenge the rules.3. Brainstorm.4. Work to change mind-sets.5. Change your routine.6. Allow failure.7. Expect to be creative.

a. I am a creative and resourceful person.b. I have many imaginative and unusual ideas.c. Creative ideas flow to me many times a day.d. I live creatively in the present.e. I act on many of these ideas.f. When in the action stage, I act responsibly, use critical thinking, check

details carefully, and take calculated risks.8. Support, acknowledge, and reward creativity.9. Use both sides of the brain.10. Keep a journal

AFFIRMATIONS I see all problems as opportunities for practicing my skills and for growth. I know I have the wisdom, confidence, and good judgment to handle any problem

or to make any decision.

I am a creative person and act on many creative ideas. I use critical thinking to solve problems and make decisions.

PERFORMANCE STRATEGIES Create a positive attitude. Ask questions. Go from general to specific. Make connections. Be flexible and creative. Evaluate. Practice and be persistent. Brainstorm.

THE IMPORTANCE OF A CAREER DEVELOPMENT PORTFOLIO Plan and design your educational program and postgraduate learning. Record significant life experiences. Reflect on these experiences and assess what you have learned. Describe how your experiences have helped you grow professionally. Document skills and accomplishments in and out of the classroom. See the connections among educational, extracurricular, community service,

internship, job, and leadership learning experiences. Apply patterns of interests, skills, and competencies to career planning. Identify areas you want to enhance, augment, or improve. Record and organize experiences for your resume and job interviews.

A Portfolio can be used for many different goals: Satisfy entry requirements for a job if you do not have a degree. Enter an educational program if you do not have course requirements. Obtain a certain job level and demonstrate that you have transferable skills and

experience that are not evident from your present position. Receive college credit for prior learning for work you have completed through

other colleges; internships; and learning, work or life experiences. Prepare for a job change. Prepare a resume. Document accomplishments during an interview. Organize a file for a promotion. Express talents creatively and artistically.

HOW TO ORGANIZE AND ASSEMBLE YOUR PORTFOLIO Three-ring notebook Sheet protectors to hold documents and work samples Labels and tabs Box to store work samples and information1. Determine your purpose:

You may want to keep a portfolio as a general documented system of achievements and professional growth, or you may have a specific reason, such as attempting to receive credit for prior learning experiences.

2. Determine criteria:

The U.S. Department of Labor created the Secretary’s Commission on Achieving Necessary Skills to identify skills and competencies needed for success in the workplace. These skills apply to all kinds of jobs in every occupation.

3. Do your homework: Make certain that you have completed the Career Development Portfolio

exercises. Assess and review.4. Assemble your portfolio:

Print computer copies using quality paper. It often works best to work with a study partner. The following is a general guideline for the contents of your portfolio.

ELEMENTS OF YOUR PORTFOLIO1. Cover Letter

a. Your cover letter should indicate the purpose of the letter, indicate documents enclosed, give a brief review, and ask for an interview.

2. Cover Pagea. Your cover page should include a title, your name, college, and the date.

You may want to use heavy card stock and put your own logo on the cover to make it unique.

3. Title Pagea. Your title page should include the title of your document, where you are

submitting the portfolio, name, and date.4. Contents Page

a. The contents page lists the contents of the portfolio. You can make a draft when you start your portfolio, but it will be the last item you finish so that the page numbers and titles are correct.

5. Introductiona. The introduction should discuss why you are submitting the document,

your plan of development, and the contents.6. List of Significant Life Experiences

a. This section includes a year-by-year account of all your significant life experiences. You are preparing a chronological record or time line. Resources that can help you are family members, friends, photo albums, and journals. Don’t be concerned about what you learned but concentrate on experiences that are important because you:

i. Found the experience enjoyable.ii. Found the experience painful.

iii. Learned something new about yourself.iv. Achieved something that you value.v. Received recognition.

vi. Expended considerable time, energy, or money.b. This section can also be written as an autobiography. It can include:

i. Graduation and formal education.ii. Jobs/promotions.

iii. Marriage/divorce.iv. Special projects.

v. Volunteer work.vi. Training, workshops.

vii. Self-study, reentry into college.viii. Extensive travel.

ix. Hobbies and crafts.x. Relocation.

xi. Military service.xii. Events in family.

7. Analysis of Accomplishmentsa. Once you have completed your list of significant life experiences, you are

now ready to identify and describe what you have learned and how you learned it. Specifically identify what you learned in terms of knowledge, skills, competencies, and values and how you can demonstrate the learning. Whenever possible, include evidence or a measurement of the learning. Review your list of significant experiences and look for patterns, themes, or trends. Assess your accomplishments. Did these experiences:

i. Help you make decisions?ii. Help you clarify and set goals?

iii. Help you learn something new?iv. Broaden your view of life?v. Accept diversity in people?

vi. Help you take responsibility?vii. Increase confidence and self-esteem?

viii. Result in self-understanding?ix. Change your attitude?x. Change your values?

WORK PHILOSOPHY AND GOALSYour work philosophy is a statement about how your approach work. It can also include changes that you believe are important in your career field. For example, define your educational goals.

1. Do I want to improve my skills?2. Do I want to change careers or jobs?3. Do I want to become more competent in my present job or earn a promotion?4. Do I want to obtain a college degree?5. Do I want to spend more time in one or more areas of my life?6. Do I want to become more involved in community service?7. Do I want to improve personal qualities?8. Do I want to improve my human relations skills?9. Do I want to spend more time with my family?

RESUMEThe purpose of a resume is to show the connections between your strengths, accomplishments, and skills and the needs of a company or employer. The resume is a critical tool because it is a first impression, and first impressions do count. Your resume is almost always the first contact an employer will have with you. You want it to look professional, to stand out, and to highlight your skills and competencies. You may want to include the following components in your resume:

1. Personal information2. Job objective3. Work experience4. Educational background5. Awards and honors6. Campus and community activities7. Professional memberships and activities8. References

You may also choose to put your resume online for more exposure.

INTERVIEW PLANNING1. Be punctual2. Be professional3. Dress appropriately4. Learn about the company5. Learn about the position6. Relate your experience to the job7. Be honest8. Focus on how you can benefit the company9. Be poised and relaxed10. Maintain comfortable eye contact11. Practice interviewing12. Anticipate question types13. Ending the interview14. Follow up with a letter.

AFFIRMATIONS I see the value of a Career Development Portfolio. I see the relationship between school and careers. I know what I’m doing now

builds skills and relationships. I make the best of every situation, and I see all experiences as opportunities to

learn about myself and prepare for the world of work. I like to plan my education and career, and I gain a sense of confidence and

direction by doing so.PERFORMANCE STRATEGIES

Invest time in planning and preparing a Career Development Portfolio. Realize that your portfolio is a lifelong process. Connect SCANS skills and competencies to school and work. Choose to manage your career.