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psychology
Majoring In Psychology Achieving Your Educational And Career Goals 1st Edition Jeffrey L. Helms, Daniel T. Rogers - Solutions
Demonstrate knowledge of the company/organization and the position.
How would you describe the work atmosphere?
How many applicants are you interviewing?
What do you like most about the organization?
When do you think a hiring decision will be made?
Where in the hiring process are you?
What is the biggest challenge facing the organization?
Where do you see the organization in 5/10 years?
What is the financial outlook of the organization?
How has your background and education prepared you for the job you are seeking with us?
Is there anything else you would like us to know about you?
What do you like to do in your spare time?
Tell me about yourself.
We are interviewing quite a few people, why should we hire you?
Tell me about an ethical dilemma you have encountered in the past. How did you address it?*
Tell me about a time when you had a conflict at work. How did you resolve it?*
What do you think you will bring to the organization?
What is your greatest weakness?
What is your greatest strength?
What background experience do you have?
Where do you see yourself in 5/10 years?
Tell me what you know about our organization and the position.
Date decision to be made (if known)
Salary (if known)
Job type – Retail sales, managerial, human resources, etc.
Response – Did they receive the application? Did they offer an interview?
Date the application was sent
Address of the organization – Sometimes you may apply at more than one branch or location
Contact person at the organization
preparing for and completing job interviews and considering offers.
preparing job application materials (e.g., cover letters and résumés);
finding entry-level positions;
what employers want from applicants for entry-level positions and ways to develop these attributes while in school (e.g., suggested coursework and experiences);
work settings of recent graduates;
3. Attend a career fair. Career fairs are typically organized by colleges and universities to provide students with opportunities to interact with area businesses and organizations. Fairs are often advertised by your institution’s career services center or through the offices that coordinate
The Riley Guide, at http://www.rileyguide.com/assess.html
Quintessential Careers, at http://www.quintcareers.com/online_assessment_ review.html
2. Complete several additional self-assessment tasks to supplement those provided in the chapter. Use these additional tasks to gather more information about your life, career, and/or educational interests and abilities as you work to further develop your goals. Many self-assessment tasks are
1. Familiarize yourself with the career services provided to students at your institution. Many colleges and universities have a career services center or office that provides helpful careerrelated information and assistance to students, typically free of charge. Develop an understanding of what
In what geographic location will you pursue your education?
What will your institution’s setting/environment be like?
What will be the reputation of the institution you attend?
What type of financial investment will you make in your education?
What role will relationships with coworkers play in your life?
What will your interactions with faculty/instructors be like?
How much time during a week will you dedicate to pursuing your education and training?
How many years will you dedicate to pursuing your education and training?
How academically rigorous will your education be?
What type of learning environment will you seek out (e.g., resources, class size, hands-on)?
How will your learning and progress be evaluated?
How much autonomy and independence will you have in your educational life?
1. Keep a time log for a week, noting every activity you engaged in and the amount of time you spent on it. Think of this like a register for a bank account where you record each transaction. At the end of the week, calculate the percentage of time you spent engaged in each activity. Compare major
Eliminate options you know are incorrect by physically removing them from consideration.
Recognize patterns/tendencies on a professor’s test (e.g., “none of the above”is never correct).
For items where partial credit is offered, provide as much information as you know.
Check your work to be sure the answer indicated is the one you intended.
Read all instructions and items carefully, being alert for key words (e.g., except, not, all, but).
Answer items as the test constructor intended (i.e., keep the author of the test in mind).
Use content from other test items to identify correct answers.
Mark items you are unsure about and return to them once you have completed the other items.
2. Using the campus resources section of this chapter, identify and become familiar with each of these resources at your institution. They may be listed on your institution’s website, often under the title of “student services” or “academic services.” Many of these resources maintain
3. Attend an academic advising meeting with a professor in your major department in addition to that which may be normally required of you. Rather than focusing on course selection or career issues, use this time to talk in detail about your academic performance. Be honest about your strengths and
4. Pick one course that you will take next semester and plan an academic makeover for yourself. In the course you select, experiment with some of the academic strategies described in this chapter to alter your typical approach to reading, studying, completing assignments, and engaging in class.
“Dr. Torres only lets students conduct research with him if they have a perfect 4.0 GPA.
“Be sure to get internship or research experience – it’s critical to getting into graduate school.”
“You learn nothing in Professor Hamilton’s courses – avoid her at all cost.”
“You should definitely join Psi Chi because grad schools weight it heavily.”
“Papers in that course are impossible. They have to be at least 40 pages long.”
“You should wait to take that course until your junior year so that you have more experience.”
“You can’t count that course towards your degree requirements, so taking it is a waste of time.”
“Dr. Ling is the best professor – you’ll learn so much in her classes.”
“You only need to study your notes to make an A in that course.”
If it is allowed, ask your professor for clarification when needed.
If only right answers are scored (i.e., there is no guessing penalty), always guess for every item.
Have a positive self-concept as a reader – be confident in your ability and encourage yourself.
What was your very first college class like?
What were you most fearful of?
What were you most excited about?
How did you make your decision to apply?
What messages did you receive from others about going to college?
4. Ask the department of psychology at your institution if they have contact information for recent alumni. Many departments maintain databases of recent alumni, and many of alumni are willing to take the time to talk with current students. If your department has such information, contact a recent
3. Talk with peers in your classes about why they are pursuing psychology. Listen for reasons that you think match yours as well as any different or novel reasons you may not have considered. Notice which of your peers seem to have given this more or less thought than you.
2. Talk with junior and senior-level psychology majors about their experiences and any suggestions they have for students in your position.If you do not know any advanced students, contact a psychology student organization (e.g., Psi Chi) to ask for names of students who would be willing to talk to
1. If you are still undecided about your major, talk with one faculty member in each of the areas you are considering to gain their perspectives on the advantages and limitations of the major at your institution. Also talk with individuals in the community who are working with a degree in the field
How did the academic environment and work change from high school to college?
What aspects of the academic work did you struggle the most with?
When you finish reading, quiz yourself about the major topics/concepts.
As you read, skip forwards and backwards as necessary in order to link key topics/concepts.
Link the topics/concepts and their meaning to knowledge you already possess.
When you complete a passage, think about the meaning of it and its implications.
Skip material that you know is unimportant to comprehending the topics/concepts.
Think about the topics/concepts before, during, and after reading.
Generate a list of questions about the topics/concepts that you want answered.
Examine major topics/concepts to be covered prior to starting reading.
What, if anything, would you do differently if you could start over?
4. Application of Psychology – Understand and apply psychological principles to personal, social, and organizational issues.
1. Knowledge Base of Psychology – Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
How will your work impact your physical location (e.g., residence, commute, travel)?
How much control will you have over your daily life?
To what degree and in what ways will you engage the world and information about it?
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