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#### Part 1Reflect on Your Career ReadinessReview your Conley Readiness Index (CRI) report and the CRI Guide to Career Readiness. ( The survey result is attached )Now reflect on what you learned by taking the inventory.STEP 1:In your reflection, identify and describe the one or two aspects you were most ready in and how having these strengths can help you succeed in a career.Example: You obtained a strong readiness score in the Communication aspect of the Think dimension, which means you have the skills to organize, support, and present information in work reports or meetings.STEP 2:Describe the one or two aspects you were least ready in and how improving your readiness in these aspects will affect your success in a career.Example: Your readiness score in the Learning Techniques aspect suggests that you need to build stronger time-management, note-taking, strategic reading, memory, and collaboration skills. Doing so will help you learn more quickly and effectively in the workplace.STEP 3: Using one aspect from Step 2 and reviewing your strengths as identified by the CRI, describe how you can use your strength(s) to help you improve that aspect.Example: Strong research skills can help you find key information about workplace culture.#### Part 2Think back to the aspects in which you had the lowest readiness scores on the Conley Readiness Index (CRI) and set a goal to improve your readiness level in one aspect that will make a difference in your career readiness. NOTE: Use the same attachment and answer from it. Example:You set a goal to improve your low readiness score in the Interpretation aspect of the Think dimension. Doing so will help you build critical thinking skills required for most careers.STEP 1:Set a goal to improve your readiness in one aspect from the Conley Readiness Inventory.STEP 2:Write at least two supporting short-term goals to help you reach your Step 1 goal. At least one of your supporting goals should identify resources (human, print, or online) that you will use to improve your readiness.Be sure to write your goals in SMART terms and keep track of your progress. Use the document below for a review of SMART goals. ( See attachment) smart.png conley_readiness_index.docx Unformatted Attachment Preview CONLEY READINESS INDEX GUIDE TO CAREER READINESS The Conley Readiness Index is an assessment that helps you determine how to develop your skills and mindset in key College and Career Readiness areas. The tables below link each area in the Conley framework of “Think, Know, Act, Go” to career readiness. Think (Key Cognitive Strategies) Focuses on ways of thinking, such as how to analyze, support arguments, organize work products, and so on. These skills relate to almost every job. Think Aspects Description Link to Careers The job requires.... Problem formulation The ability to identify root problems ...problem-solving or decisionand generate possible solutions making abilities Research The ability to find and gather …critical-thinking, research, or information related to a topic information-gathering skills Interpretation The process of evaluating information …the ability to analyze, evaluate, and determining the credibility and interpret, or think critically usefulness of sources Communication The ability to organize work well, use …written or oral communication logic to support arguments and defend skills, presentation skills, or the positions, and revise your work based ability to argue, defend, or on feedback persuade Precision/Accuracy The ability to submit finished work …attention to detail or accuracy that is precise and accurate Know (Key Content Knowledge and Mindset) Focuses on mindset and understanding the “big ideas” and key knowledge in courses or career fields. All jobs require that you have a base of knowledge you can build on to become more competent. Knowledge isn’t enough, however. You also must develop a strong mindset to act responsibly and face challenges. Know Description Link to Careers Aspects The job requires.... Structure of Knowledge Attitudes Toward Learning (Mindset) The technical knowledge and skills …knowledge and skills related to associated with career and academic the field aspirations An understanding of the content structure in ...sufficient coursework or other key disciplines or career fields academic experiences that will help you understand your job Includes these attitudes: Attribution—explaining success or failure …that you accept responsibility, accurately, not taking credit for others’ don’t blame others for workplace work, not blaming others for poor results, results, and accept feedback and and understanding what one can and cannot critique without defensiveness control Value—a belief that its important to learn …that you value knowledge gained subjects well and get sufficient training to through training, courses, or use in work and life experiences that add to your expertise on the job Effort—being willing to exert sufficient …that you give sufficient effort to energy to learn complete your work on time (effort is part of a strong work ethic) Challenge Level—having confidence that …that you confidently face you can meet a challenge demanding projects, people, or tasks Act (Key Learning Skills) Addresses use and ownership of learning strategies. In today’s workforce, you’re expected to take ownership of your learning to keep up with technological and other advances. Employers also expect that you already know how to manage your time, collaborate, set goals, and motivate yourself. Act Aspects Description Link to Careers The job requires.... Learning Techniques Includes learning strategies such as. . . time management …time management or organizational skills study and test-taking skills …continuous learning, the ability to learn on-the-job, the ability to adapt in a fast-paced environment strategic reading and note taking ...the ability to attend meetings, read information, and take notes memory techniques collaborative learning experience with technology Ownership of Learning …the ability to remember procedures, people, or places …teamwork …use of word processing, spreadsheet, and presentation software Includes skills that help you manage your actions in work and school settings such as. . . goal setting (and monitoring …the ability to set and reach workplace progress towards your goals) goals in team and individual settings persistence strategies …the ability to keep going in the face of difficulty self-awareness …the ability to reflect on your strengths and weaknesses and learn from mistakes motivation …staying motivated, even during long or tedious projects help-seeking strategies …getting help from a manager, colleague, or outside expert when you need it self-efficacy (mindset that if you put …the confidence that you can complete the effort in and have help you can increasingly complex or difficult work accomplish the task) assignments Go (Key Transition Knowledge and Skills) Focuses on knowledge of college and workplace expectations, resources, and culture. All jobs require you to meet workplace expectations, learn and adapt to the culture, and understand resources available to you. Go Aspects Description Link to Careers Awareness of Context Procedural Awareness Cultural Awareness The job requires that you.... Understanding the range of expectations …meet a certain standard of conduct and structure of college coursework or and performance workplace expectations and structure Gathering information, navigating the … reach workplace goals, given the process, and taking steps to achieve systems, guidelines, and rules set by post-secondary and career aspirations the organization Understanding the differences between … adjust to the work environment, the cultural norms in high school, post- understanding workplace etiquette and secondary programs, and work culture environments Financial Awareness Personal Awareness Gathering financial information, … understand your compensation navigating the financial aid process, and package and handle any work-related taking steps to apply for aid financial transactions well Self-advocacy in complex environments … advocate for your organization with and awareness of resources available to others and advocate for your work support goals goals using appropriate behavior and resources Guide to the Rating Scores • • • • Not Ready Yet (scores of 0–2.8): You need to target most of the needed skills, abilities, and attitudes to improve. Search for resources to support you, including those in courses and other college and community resources, such as Career Services, the library, your advisor, academic services, tutoring, and so on. Somewhat Ready (scores of 2.8–3.7): You have some of the needed skills, abilities, and attitudes but not enough to succeed consistently. Work to build skills in this area to improve your readiness. Remember to ask for help if you are not sure how to improve. Mostly Ready (scores of 3.7–4.6): You have many of the needed skills, abilities, and attitudes but should continue to work to build a firmer foundation to ensure college and work success. Ready (scores of 4.6–5.0): You have a wide range of the needed skills, abilities, and attitudes. Continue to work towards mastery in this area. The report also shows how you spend your time each day, your plans at this school, and your plans after you leave school. Ask yourself: • • • Do your plans align with how you spend your time? Do your CRI scores suggest you are on track to accomplish your plans? If not, how do you plan to improve? What resources will you use to improve? ... Purchase answer to see full attachment