Memahami Jenis Jenis Kerjaya

Secara umum, kerjaya boleh dibahagikan sekurang-kurangnya kepada lapan bidang utama:

1. Bidang kewangan/perniagaan/hartanah

2. Bidang penulisan dan komunikasi

3. Bidang saintifik/perubatan

4. Bidang perkeranian dan pentadbiran

5. Bidang seni reka dan kreatif

6. Bidang teknikal

7. Bidang keusahawanan

8. Bidang perkhidmatan

Bidang kerja dan contoh-contoh jawatan:

1. Kewangan/Perniagaan

(Berminat dengan kerja-kerja jualan, cenderung ke arah kewangan dan perniagaan, suka bergaul dan mempengaruhi orang ramai)

- Pentadbiran dan pengurus bank

- Perancang dan pengurus kewangan

- Pengurus dan agen insurans

- Eksekutif jualan dan pemasaran

- Pengurus pengiklanan

- Eksekutif akaun

- Akauntan/juruaudit

- Aktuari

- Pegawai bank

- Pemerosesan data

- Penganalisis data

  dan lain-lain

2. Penulisan dan Komunikasi

(Bagi yang berminat dalam bidang penulisan, sastera dan seni)

Wartawan

- Editor

- Jurubahasa

- Penterjemah

- Penerbit rancangan radio/televisyen

- Pengacara radio/televisyen

- Penulis skrip

- Perunding komunikasi

  dan lain-lain

3. Perubatan/Sains

(Bagi yang meminati kerja-kerja penyelidikan dan mempunyai kaitan dengan sains dan masyarakat)

- Doktor (am/bedah/gigi/mata/pakar)

- Doktor haiwan

- Jururawat

- Pembantu makmal/pembantu perubatan

- Juru radiologi

- Ahli farmasi

- Juru terapi

- Saintis

- Ahli biologi/kimia

- Pakar nuklear

- Ahli geologi/geofizik

  dan lain-lain

4. Perkeranian dan Pentadbiran

(Bagi yang berminat melakukan tugas berkaitan dengan pentadbiran, kesetiausahaan dan merekod maklumat)

- Pengurus perjawatan

- Pegawai sumber manusia

- Pegawai tadbir

- Pembantu undang-undang

- Kerani

- Setiausaha

  dan lain-lain

5. Seni Reka dan Kreativiti

(Bagi yang minat melukis, mereka dan mencipta bahan-bahan seni dan kreatif)

- Pelukis

- Pelukis grafik/batik

- Pereka fesyen/barang kemas/seramik dan sebagainya

- Pereka bentuk dalaman

- Jurugambar

- Juru solek

  dan lain-lain

6. Teknikal

(Berminat mengendali, mereka bentuk, mereka cipta, membina atau membaiki peralatan mesin dan perkara teknikal lain)

- Arkitek

- Perancang Bandar dan Wilayah

- Juruteknik

- Juruukur

- Mekanik

- Jurutera (Elektronik/Elektrik/Awam dan lain-lain)

- Pakar runding (

  Dan lain-lain

7. Keusahawanan

(Bagi yang yang suka bekerja sendiri dengan menjalankan perniagaan dan perusahaan)

- Perniagaan runcit

- Perusahaan Kilang

- Pemborong

- Kontraktor

- Pengusaha hotel

- Perusahaan bengkel

- Perusahaan butik

  dan lain-lain

8. Perkhidmatan

(Bagi yang suka melakukan kerja-kerja sosial atau melibatkan orang ramai)

- pensyarah/guru

- Pustakawan

- Pegawai Perhubungan Awam

- Peguam/pendakwaraya/hakim

- Polis/askar

- Pemandu pelancong

- Kaunselor

- Pramugari/pramugara

- Tukang masak profesional

  dan lain-lain

KONSEP PEMIIHAN KERJAYA

KONSEP PEMILIHAN KERJAYA

• Individu akan cuba mengimplimentasikan konsep kendiri dengan memilih pekerjaan yang akan membenarkan ekspresi diri.

• Kepuasan kerja dan kepuasan hidup bergantung kepada sejauh mana individu berupaya mencari jalan keluar untuk menyalurkan ciri-ciri yang ada pada dirinya.

• Semakin hampir keselarasan antara ciri-ciri personal dengan keperluan-keperluan dalam sesuatu pekerjaan, maka semakin besar kemungkinan seseorang itu untuk berjaya dalam bidang berkenaan.

• Kepuasan kerja, kebolehan, pencapaian dan stabiliti adalah bergantung kepada darjah keselarasan atau darjah kongruens antara jenis personaliti dengan persekitaran kerja.

 MASALAH PEMILIHAN KERJAYA REMAJA

• Remaja kurang atau tiada kebolehan dalam membuat keputusan tentang kerjya kerana mempunyai minat yang pelbagai, minay yang tidak jelas atau tiada mempunyai minat.

• Remaja tidak dapat menjangka dengan baik tentang personalitinya, minatnya, nilainya, serta kebolehannya hingga pilihan yang dibuat tidak setimpal dengan ciri-ciri dirinya.

• Remaja kekurangan atau tiada pengetahuan serta maklumat berkaitan dengan dunia pekerjaan.

STRATEGI PEMILIHAN KERJAYA

• Mengenalpasti trait-trait dan ciri-ciri individu termasuklah personaliti, minat, nilai, dan pencapaian individu iaitu mengenal potensi diri.

• Mengenalpasti dan menganalisis keperluan-keperluan pekerjaan iaitu mengenali dunia pekerjaan.

• Memadankan individu dengan pekerjaan iaitu memadankan potensi diri dengan kerjaya yang sesuai.

ENRICHMENT CLUSTER

at Dillard Drive Middle School

1. Who? What? When? Where?

Students will be learning about the people who shaped the 20 th century, geography around the

world, world cultures and an art lesson along with stimulating discussions. Come have fun and learn!

2. Science Through Board Games

Students will experience different scientific concepts and acquire knowledge through the use of

pre-existing board games. They will then choose their own topic, research information, and design

and develop their own board game to share with peers.

3. SuperStars III – Uranus (6 th grade only)

Students will be focusing on math enrichment in this cluster. They will soar into outer space with

problem solving, logical thinking, and critical thinking.

4. Arts and Crafts

Students will use mathematical skills to create and design various arts and crafts.

5. Animations and Illustrations

This class will be an introduction to drawing and animation. We will learn how to draw simple and

complex objects, animals, and people. We will learn to draw storyboards and comic books. Students

will learn how to film and create a claymation and animated film. Students will learn to express

themselves more accurately with their artwork and understand how animation and animated movies

are made.

6. Sports Statistics

Students will apply math skills by using sports statistics to analyze and predict sporting outcomes.

Students will create spreadsheets and databases and maybe fantasy teams based upon computer

availability.

7. Science Adventures

Students will be engaged in hands on science experiments. Students will use the scientific method:

State the question, Collect Information, Form a Hypothesis, Test the hypothesis, Observe Record

and Study Data, and Draw a conclusion.

8. Poetry Corner

Students will be creating their own book of poetry. They will explore haiku, narrative, lyric,

concrete poems and their characteristics. Next, they will create a collection of poems with

illustrations and bind them into a publishable book. Come explore the wonders of the poetic genre.

9. Green Team

The Green Team will work to make Dillard Drive Middle School a more environmentally friendly

environment. Our ultimate goal is to implement and maintain a recycling program at DDMS. Members

of this cluster will research and plan ways to propel Dillard Drive into the green, and educate our

school on how to reduce, reuse, and recycle our waste, as well as how to become good stewards of

our environment.

10. Geometric Design

In geometric design, students will use a compass and a straightedge to construct geometric designs.

Students will use the concept of symmetry to create quilt designs and stained glass windows.

Students will also explore the art of line designs.

11. Yoga

Students will explore the benefits of yoga through reading and practice. Yoga poses and breathing

exercises will be developed to promote: physical strength and flexibility, concentration, focus and

attention, inner strength and body awareness, confidence and self-esteem, relaxation and selfcontrol,

and a feeling of well-being and respect for others.

12. Focus on Fashion

Students will travel the 20th century through the interesting world of fashion. We will look at

the different trends of each era and discuss why they became so popular. In this class, we will

investigate to find out which trends continue to resurface and why others tend to fade out quickly.

Towards the end of this course, students will each research a famous designer. They will then

create a presentation to share with the class.

13. Art of Meditation – A Calmer Self

Students will learn the practice of meditation to develop a permanent source of tranquility, a

source of inner peace, a source of relaxation for the mind and body as well as harmony between the

mind, body and spirit.

14. Graphic Arts

Students will learn how to write in cursive, basic calligraphy and make cut paper letters for signs

and banners. Use of guidelines will be taught as well as symmetry in lettering and design. Students

who like to write, create scrapbooks, or create neat visual presentations without the use of

computers will appreciate this class.

Teori Kepelbagaian Kecerdasan (Multiple Intelligence)

MULTIPLE INTELLIGENCE

Dr. Howard Gardner

Teori Kecerdasan Pelbagai diperkenalkan oleh Dr. Howard Gardner pada tahun 1983. Beliau merupakan profesor dalam bidang pendidikan di Harvard Universiti. Menurut Gardner, kaedah lama untuk mengukur tahap kecerdasan manusia, iaitu berdasarkan ujian IQ adalah terlalu terhad. Justeru, Dr. Gardner telah mengemukakan 8 jenis kecerdasan yang berbeza sebagai satu cara untuk mengukur potensi kecerdasan manusia, kanak-kanak dan dewasa. Kecerdasan-kecerdasan yang telah dikenal pasti adalah seperti berikut:

1. Linguistic intelligence ("word smart"): 
2. Logical-mathematical intelligence ("number/reasoning smart") 
3. Spatial intelligence ("picture smart") 
4. Bodily-Kinesthetic intelligence ("body smart") 
5. Musical intelligence ("music smart") 
6. Interpersonal intelligence ("people smart") 
7. Intrapersonal intelligence ("self smart") 
8. Naturalist intelligence ("nature smart")

Berikut adalah bagaimana teori kecerdasan pelbagai boleh diaplikasikan dalam situasi pengajaran dan pembelajaran secara hubungan berikut:

1. PERKATAAN (linguistic intelligence) 
2. NOMBOR ATAU LOGIK (logical-mathematical intelligence) 
3. GAMBAR (spatial intelligence) 
4. MUZIK (musical intelligence) 
5. REFLEKSI KENDIRI (intrapersonal intelligence) 
6. PENGALAMAN FIZIKAL (bodily-kinesthetic intelligence) 
7. PENGALAMAN SOSIAL (interpersonal intelligence), and/or 
8. PENGALAMAN DENGAN ALAM SEMULAJADI (naturalist intelligence)

1. Kecerdasan Verbal - Linguistik [authors]

Kemampuan menggunakan perkataan secara berkesan sama ada secara lisan atau tulisan, termasuk - keboleban memanipulasikan ayat, gaya bahasa dan pengucapan dengan baik dan sempurna. 

Contoh aktiviti: Perbahasan, perbendaharaan kata, ucapan formal, penulisan kreatif, bacaan, jurnal, diari, puisi, jenaka dan bercerita. 

KERJAYA: Sasterawan: Penulis, Penyajak, Penceramah, Pensyarah dalam bidang sastera.

CONTOH: Faisal Tehrani, A. Samad Said, William Shakespeare, Rene Blanco, Sir Arthur Conan Doyle

2. Kecerdasan Logik - Matematik [scientists]

Kebolehan menggunakan nombor, menaakul, mengenal pasti pola abstrak, perkaitan, sebab dan akibat (logik). Melibatkan pemikiran saintifik, termasuk pemikiran secara heuristik, induktif dan deduktif, membuat inferens, mengkategori, generalisasi, perhitungan dan pengujian hipotesis. 

Contoh aktiviti: Penggunaan simbol, rumus, urutan nombor, pola abstrak, perkaitan sebab dan akibat (logik), penyelesaian masalah, pengurusan grafik dan pengiraan. 

KERJAYA: Ahli matematik, Saintis, Jurutera, Akauntan

CONTOH: Carl Friedrich Gauss, Al-Khawarizmi, Isaac Newton

3. Kecerdasan Fizikal - Kinestatik [dancers]

Berkaitan dengan pergerakan dan kemahiran fizikal seperti koordinasi, keseimbangan dan kelenturan badan. Menggunakan anggota badan untuk meluahkan idea dan perasaan. 

Contoh aktiviti: Tarian kreatif, drama, main peranan, aktiviti jasmani, latihan fizikal, pemain sukan dan seni pertahanan diri. 

KERJAYA: Atlit sukan, pemain bola sepak, peninju, penari, pelakon, tentera, polis.

CONTOH: Nicole David, Michael Jordan, David Beckham, Shazlin Zulkifli, Muhammad Ali, Shah Rukh Khan, Rosyam Noor, Jackie Chan

4. Kecerdasan Visual - Spatial [architects]

Kebolehan mencipta gambaran mental dan mengamati dunia visual. Berkepekaan terhadap warna, garis, rentuk dan ruang. Berkebolehan menvisual secara spatial dan mengorientasi diri dalam matriks ruang. 

Contoh aktiviti: melukis, mengecat, skema warna, garis rentuk dan ruang, mencipta gambaran mental, imaginasi aktif, peta minda, menvisual secara spatial dan mengorientasi diri dalam matriks ruang. 

KERJAYA: Pelukis, pengukir, arkitek.

CONTOH: Hijjaz Kasturi. Minoru Yamasaki, Alexander Thomson Alexander, Pablo Picasso, Leonardo Da Vinci

5. Kecerdasan Muzikal-Ritma [musicians]

Kemampuan untuk menggemari, mendiskriminasi dan meluahkan perasaan melalui muzik. Kecendenmgan ini termasuk kepekaan terhadap ritma, melodi atau kelangsingan suatu hasil muzik. 

Contoh aktiviti: Persembahan muzik, bunyi vokal, bunyi instrumental, nyanyian dan drama lagu. 

KERJAYA: Komposer, penyanyi, penggubah lagu, pemain muzik.

CONTOH: Adnan Abu Hassan, Ajai, M. Nasir, Yasin, Kitaro, Beethoven, Mozart, P. Ramlee, Siti Nurhaliza, Misha Omar

6. Kecerdasan Intrapersonal [therapists]

Berpengetahuan kendiri dan berkebolehan untuk menilai diri sendiri. Mempunyai gambarann yang tepat tentang diri sendiri, kesedaran terhadap mood dalaman, kehendak, motivasi, kemarahan, dorongan dan kemampuan untuk mendisipIinkan diri dan jati diri. 

Contoh aktiviti: Teknik metakognisi, strategi pemikinm, proses emosi, prnktis mind fullness, taakulan tahap tinggi, disiplin diri dan amalan pemusatan. 

KERJAYA: Pengarang, Penyajak, Ahli falsafah, Ahli Motivasi, Pakar Kaunseling, Ahli Psikologi

CONTOH: H.M Tuah Iskandar, Dr. Fadzilah Kamsah, Albert Ellis, Willaim Glasser, Howard Gardner, Jean Piaget

7. Kecerdasan Interpersonal [entrepreneurs]

Kemampuan untuk rnendiskriminasi antara pelbagai petanda interpersonal dan kebolehan untuk berkornunikasi dengan berkesan secara pragmatik terhadap petanda tersebut. 

Contoh aktiviti: kornunikasi antara individu, latilhan ernpati, latihan kolaboratif, rnernberi maklurn balas, strategi pernbelajaran kooperatif dan sedia bekerja sama 

KERJAYA: Ahli politik, Peniaga, Pengacara, Usahawan

CONTOH: Donald Trump, David Letterman, Aznil Hj. Nawawi

8. Kecerdasan Naturalis [naturalists]

Mengenali, menyusun dan mengkategorikan pelbagai jenis flora dan fauna 

KERJAYA: Petani, Ahli botani, Ahli biologi, Perancang Bandar, Geologist

CONTOH: Louis Agassiz, David Starr Jordan, Edward D. Cope, Charles Darwin 

Dengan memanfaatkan kecerdasan masing-masing. Semua tokoh di atas menempa nama dalam bidang masing-masing. Masa depan yang cerah, menjadi penyumbang utama dalam sejarah manusia, dihormati sepanjang zaman.

Varying Definitions of Giftedness

From Webster’s Encyclopedic Unabridged Dictionary of the English Language (1989)

gifted- (gif’tid) adj. 1. having great special talents or ability: the debut of a gifted artist. 2. having exceptionally high intelligence: gifted children.

Terman (1926): conservative in restrictiveness

…the top 1% level in general intellectual ability as measured by the Stanford-Binet Intelligence Scale or a comparable instrument.

Witty (1958): Liberal in restrictiveness

There are children whose outstanding potentialities in art, in writing, or in social leadership can be recognized largely by their performance. Hence, we have recommended that the definition of giftedness be expanded and that we consider any child gifted whose performance, in a potentially valuable line of human activity, is consistently remarkable.

U.S Office of Education Definition (Marland, 1972) (This is used by many states and school districts)

Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.

Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination:

1.    General intellectual ability

2.    Specific academic aptitude

3.    Creative or productive thinking

4.    Leadership ability

5.    Visual and performing arts

Gardner (1999)

A biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.

Three Ring Definition of Giftedness by Renzulli (1985 in The Schoolwide Enrichment Model book)

Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits…these clusters being above average general and/or specific abilities, high levels of task commitment, and high levels of creativity. Individuals capable of developing gifted behavior are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance. Persons who manifest or are capable of developing an interaction among the three clusters require a wide variety of educational opportunities and services that are not ordinarily provided through regular instructional programs.

(A Brief Introduction To)

The Schoolwide Enrichment Model

The Schoolwide Enrichment Model (SEM) was developed by Dr. Renzulli and Dr. Reis, currently professors at the University of Connecticut in the mid 70’s. It is now the most popular model of gifted education in the world, however it is important to note that this not only serves the gifted population, but also provides enrichment to the entire school population.

SEM includes both organizational and service delivery components. Organizational components would include staff development, curricular materials, the schoolwide enrichment team and the schoolwide enrichment specialist, parent orientation and involvement, and a democratic school management plan. The service delivery components include Total Talent Portfolio, curriculum modification techniques, and the enrichment learning and teaching (Types I, II, and III).

Enrichment Learning and Teaching, a service delivery component of the model, includes the following three types of activities:

Type I – Introduction to new exploratory material which includes whole school assemblies, guest speakers in a classroom or pull-out class, enrichment subjects that aren’t regular subjects or topics

Type II – Group training of methodology, or how-to do it = how to do research, how to interview subjects, how to behave like a practitioner in their chosen field of interest. Also includes creativity training, critical and other thinking skills.

Type III – The big projects = Independent Investigations of real world problems, either individually or small group investigations. Must include a Process, a Product, and an Audience to share results with.

The Seven Cs of School Change

The essence of this plan is built around what we call the seven Cs of School Change and the use of these Cs by a governing council. The seven Cs consist of the following:

1. Consensus
2. Compromise
3. Communication
4. Collegiality
5. Commitment
6. Creativity
7. Courage

The school governing council should consist of the principal, an equal number of elected teachers and parents, an appointed number from the special service staff (e.g., school psychologist, social worker, nurse), and an appointed member of the nonprofessional staff(e.g., custodian, security guard, cafeteria worker). The principal should chair the council and be responsible for setting up regularly scheduled meeting and soliciting agenda items from all staff members and parents of students in the school. There may also be times when agenda items are solicited from students or members of the community at large.

The first, and perhaps most important, C for the council to consider is consensus. The difficult task of sharing power and decision making must begin with a willingness to establish a governance group in each school that honors the opinions of all members of the council. A second but related C is compromise. Each group (teachers, parents, administrators) brings to the table its own agenda and accumulated history of grievances that is prone to blame on one or more of the other groups. Many school improvement initiatives have faltered or become in effective because ground rules were not established to ensure consensus and compromise at the very outset of the governance process. One of the first decisions that the council should make is whether or not it should obtain professional assistance in learning how to conduct a democratic governance process that is based on consensus and compromise.

The third C is communication. All council meetings should be open to staff and public, and a summary of the minutes of meetings should be included in a regularly published newsletter. A budget for communication, reproduction, and distribution services should be made available to the council, and a council work space should be provided so that parents feel they have a home base when they come to the school. Each newsletter should have a clip-and-mail coupon that encourages readers to react to actions by the council and to make suggestions about issues or services that readers would like the council to consider.

The fourth C, collegiality, should help define the larger mission of the council. This mission transcends the traditional constituencies of school organizations (i.e., parents representing parents, teachers representing teachers, etc.) Collegiality means that members of the council are tied together in the larger mission of working together to make a difference in the lives of students. Colleagues are persons who talk with one another and collaborate in order to better serve the interests of their common clients. Far too many school organizations and legislative bodies view themselves as representatives of vested interest peer groups rather than participants who share a common vision. All council activities should address the questions relating to the satisfaction of one’s fellow teachers, parents, or administrators. Admittedly, this is a difficult transition for any leadership group to make; however, all adults associated with a school should know beforehand that the council will have this kind of orientation.

The fifth and sixth Cs are commitment and creativity. Involvement on a school council that is going to accomplish anything important requires a commitment of time and energy that goes beyond the time spent in meetings. Background reading, meetings with subgroups, attendance at leadership training activities, preparing material for distribution to others, writing proposals, and working one-on-one with reluctant individuals are all commitments of time that persons should be willing to make if they choose to serve on a school council. The most effective meetings are those that draw upon activities that have taken place in preparation for the meeting.

Persons who become involved in school councils should also be willing to explore ways of expanding their own creative ability. One of the main reasons that schools have not changed is that we have tried to address present-day school concerns and problems with endless variations of the same solutions. Albert Einstein once said, “Problem cannot be solved at the same level of consciousness that created them.” As schools have become more structured and subjected to an endless proliferation of regulations, we have used these very structures and regulations as defenses against change. ”We can’t change the schedule because it won’t meet state requirements.” “The teachers’ union will never let you have a staff development session that is not over by 4:20.” “Who will pay the custodians if we have a Saturday morning enrichment program?” “If it doesn’t cover one of the standards on the state list, the director of curriculum will never buy it.” None of these is an insurmountable problem; however, we often act as if they are as inevitable and omnipresent as the phases of the moon. The result has been that we tinker with the same status quo rather than use our imaginations to change it.

Edward de Bono (1985) developed a planned strategy for improving the efficiency of meetings. De Bono’s plan is also built around his work in the area of creativity training. We recommend that the school council consider engaging in some type of systemic creativity training such as de Bono’s Six Thinking Hats model, or other approaches that are listed in the Resource Guide. It would be unthinkable to put together a talent development program for students without a creative thinking and problem-solving component, and we believe that such a component is equally important for adults who are responsible for both program development and for overcoming the traditional roadblocks that have stood in the way of most efforts to improve schools.

The last C in our Seven Cs of School Improvement is courage. The activities described here and, indeed, throughout this book, are not radical or revolutionary; they do, however, require that some people have the courage to examine what is widely recognized as one of the most intransigent and bureaucratized public service agencies in our society. Radical changes have taken place in our society during the last quarter of the twentieth century. The emergence of a global economy and the transfer of manufacturing jobs to other nations; the development of sophisticated communication systems and information technologies; and the rise of feminism, multiculturalism, and concerns for planetary ecosystem have all played a part in bringing about massive cultural changes. As this trend accelerates, the ways that we modify our education system become the most crucial factors in determining whether schools will play a role in shaping society or whether they will become obsolete. To change the system, even through a gentle and evolutionary process, persons at all levels of involvement need to summon up courage to think and act in ways that may be discomforting. 

Renzulli, J. S. (2001). Enriching Curriculum for All Students. Arlington Height, Il: Skylight Professional Development