DOCUMENT RESUME ED 316 770 TITLE Exploring Careers: The ... · DOCUMENT RESUME. ED 316 770 CG 022 317. TITLE Exploring Careers: The ASVAB Workbook. INSTITUTION Military Entrance Processing

DOCUMENT RESUME

ED 316 770 CG 022 317

TITLE Exploring Careers: The ASVAB Workbook.INSTITUTION Military Entrance Processing Command (DOD), North

Chicago, IL.REPORT NO USMEPCOM - ('ODE /RPI -018

PUB DATE Pri

NOTE 86p.; For related documents, see CG 022 318-319.Colored comic strip will not reproduce well.

PUB TYPE Guides - General (050)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Career Choice; Career Counseling; Career Guidance;

Career Information Systemb; Career Planning; HighSchools; *High School Students; *Occupations; SchoolCounseling; *Self Evaluation (Individuals)

IDENTIFIERS *Armed Services Vocational Aptitude Battery

ABSTRACTThis workbook is designed to assist young people in

using their Armed Services Vocational Aptitude Battery (ASVAB) scoresfor career exploration purposes. Designed to be interactive, theworkbook motivates the students to become involved in interpretingtheir ASVAB scores and completing exercises and charts that heir themdetermine their values, skills, and educational goals while theythink about the features they want most in an occupation and career.The workbook uses a comic strip format with exercises which featurefour students who are t3ginning to think about what they will doafter graduation. These students corgider careers, exploreoccupations, and begin making decis 4ns and plans. In the section onvalues, students are asked to pick their most important values. Inthe section on interests and skills, students are asked to evaluatewhich activities they like the most and activities for which theyhave aptitude. Next, students may choose one activity which they feelthey must avoid and must decide how much education or training theyare ready or willing to undertake. An appended oversize "Occu-Findchart" in which the previous information and ASVAB scores can beplotted to help determine what occupations are matched to thestudent, is too large to be reproduced here. Information on learningmore about occupations is provided. (ABL)

************************************************************ .*********Reproductions supplied by EDRS are the best that can be made

from the original document.******************************************************p****************

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THE ASVAB WORKBOOKU.S. DEPARTMENT OF EDUCATION

Office of Educational Research and improvement

iCATIONAL RESOURCES INFORMATIONCENTER IERICI

' This document has been reproduced asreceived from the periOn or organizationoriginating it

( Minor changes have been made to improvereproduction gulttlity

Points of view Of opinions stated al thsdOcument do not necessarily represent officialOEM position or policy

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Exploring Careers:The ASVAB Workbook

The Armed Services Vocational Aptitude Battery (ASVAB) wasfirst offered, at no cost, to schools by the Department of Defense(DoD) in 1966. In 1985.86, approximately 1 million students in15,000 schools took the ASVAB.

'lb assist young people in using their ASVAB scores for careerexploration purposes, DoD is pleased to offer Exploring Careers:The ASVAB Workbook. Designed to be interactive, the workbookmotivates students to become involved in interpreting theirASVAB scores and completing exercises and charts that helpthem determine their values, interests, skills, and educationalgoals while they think about the features they want most in anoccupation and career.

The ASVAB Workbook was developed as a result of the efforts ofmany individuals. In particular, we wish to thank theEducational 'Ibsting Service (E1S) for conceptualizing anddrafting the workbook. Ms. Alice Gerb managed the project.The contribution of Dr. Martin Katz and Dr. Ruth Ekstrom arealso gratefully acknowledged. Dr. Penelope Schott and Dr.Lawrence Shatkin contributed to the writing and Mr. JosephBelica was responsible for portions of the design. Ms. PriscillaPosey drew the comic strips. The data upon which this workbookis based were developed by ETS for SIG', their computer basedguidance system.

Serving as advisors to the project were: Dr. Edwin Herr,Pennsylvania State University; Dr. William Mehrens, MichiganState University; Ms. Linda Pfister, John Wiley and SonsPublishing Company; and Dr. Carol Tittle, Queens College. Theseindividuals provided valuable input to the project by generatingideas and reviewing drafts of the manual. Their assistance asadvisors on this project is greatly appreciated.Members of the Joint-Service Selection and ClassificationWorking Group provided technical and policy oversight for theproject and closely reviewed this document. Appreciation isexpressed to: Lieutenant Colonel William J. Strickland,Headquarters, U.S. Air Force (Chairman); Dr. Malcolm J. Ree, AirForce Human Resources Laboratory. Dr. Norm Sherwood, U.S.Army Recruiting Command; Mr. Larry Burns, U.S. NavyRecruiting Command; Dr. Milton Maier, Center for NavalAnalyses; and Dr. Clarence McCormick. U.S. Military EntranceProcessing Command (USMEPCOM). Additional personnel atUSMEPCOM also provided valuable assistance to this project.Special thanks are extended to Lieutenant Colonel (Ret.) JosephMazzictta, U.S. Air Force, for his assistance in the development ofthe workbook, and to Mrs. Marybeth Simor for her work in thelayout and design of the workbook and for her overall managementof the printing and distribution of the publication.

Finally, special recognition is due to Dr. Anita Lancaster, Office ofthe Assistant Secretary of Defense (Force Management andPersonnel), and Major Wayne A. Andersen, U.S. Air Force,USMEPCOM. They co-directed the project and their technical andoverall guidance throughout the project ensured the accuracyand quality of this document.

Foreword

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Chooseyour path

Where do you want to start? You canchoose between two ways to use thisworkbook:

1. Begin with an ASVAB scoreinterpretation. If you want to learn moreabout your ASVAB scores first, turn topage 47 now.

2. Begin with ick.ntification of yourpersonal preferences. First, you willconsider your values, interests, skills, andother features that can help you choosean occupation. Then, you will learn howto interpret your ASVAB scores. Begin onthe next page.

5

WhichCareerFor You?

LearningHow To UseThe ASVABWorkbook

6

What will you be doing 20 or 30 years from now? Theselection of a career has a lot to do with the way you willliveyour life style. Choices you make now about youreducation and first occupation are major decisions that canaffect your entire career. This workbook can help you toexamine how to choose wisely.

Out of thousands of occupations, which ones should youconsider? That depends on what you want, what you like,what you can do. It also depends on what you want to avoidand how much education or training you pursue.In the next section, you will start by answering somequestions about yourself. Then, by using your answers andthis workbook, you can find some occupations to consider.After that, you will explore how to make decisions andplans.

Let's say you have to choose one of the four occupations listedbelow. Use a pencil to circle the title of the occupation you prefer:cross out the title of the one you want least.

Write a 1 in pencil before the feature that is most importantto you.

Write a 2 in pencil before the feature that is second mostimportant to you.

Write a 3 in pencil before the feature that is third most importantto you.

Se me features ofthese occupationsare:

PoliceOfficer

Hotel/MotelManager

Reporter/Journalist

Accountant/CPA

____High Income__Medium Income_Independence_Hel . in: others_Leadership

Leisure_Security_Variety_PrestigeAn ASVAB marker is provided for use with this workbook.Please use it now to learn how to use it.Put the ASVAB marker on the number 1 you wrote. Run themarker across the row all the way to the right side of thepage. A star (*) will appear under the title of one or more ofthe occupations. Any occupation with a star has the feature

that is most important to you. Did any stars show up for theoccupation you circled? _yes no

Do the same for the second and third most importantfeatures. Did any stars show up under the occupation youcircled? yes no

Did any stars show up for the occupation you wantedleastthe one you crossed out? _yes no

Using the ASVAB marker, you can identify occupationsmost likely to offer what you want. Later in this workbook,you will use the ASVAB marker with more features and over100 occupations.

Have you any idea what you will be doing when you are 30years old?

No, I don't know what I'll be doing.

_Yes, I'll probably be a (write in occupation)

What other occupations have you thought about entering?(Name three.)

There are probably many kinds of study, training, and work youcan do.

How can you decide what occupations to consider?

Your ASVAB scores can help you understand what you know andcan do. In addition, scores from other tests you've taken, yourschool marks, and people's opinions of what you know or can doshould be considered.

This workbook can help you combine information about yourabilities with information about what you would like to do. It canalso help you learn how to make decisions.

On the next page, you will meet four students who are justbeginning to think about what they will do after graduation. Youcan move along with them as they consider careers, exploreoccupations, and begin making decisions and plans.

ThinkingAbout

YourFuture

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In cvploring careers, the first question is: What do you want? Then,you can consider the education and training required or provided forthe occupation and your chances of succeeding.

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15

Values

16

Here is a list of values.

Each is important to some people.

In the comic strip. Mark chose HELPING OTHERS andSECURITY. Cindy wants HIGH INCOME and PRESTIGE. Gloriawants VARIETY, and Jonathan chose LEADERSHIP.

Which three are most important to you?

(1) HIGH INCOME: Pay above the average of occupations inthe U.S.

(2) MEDIUM INCOME: Pay about the average of occupations inthe U.S.

(3) INDEPENDENCE: Above-average chance to make your owndecisions and work without close supervision.

(4) HELPING OTHERS: Above-average chance to help otherpeople improve their health, education, or well-being.

(5) LEADERSHIP: Above-average chance to take charge, directothers, and accept responsibility when things go wrong.

(6) LEISURE: More than the average time offshorter workhours, longer vacations, or the chance to take off when youwant to.

(7) SECURITY: Above-average likelihood of steady work; lesslikely to get fired or laid off because of changes in theeconomy, technology, or public taste.

(8) VARIETY: More than the average change in activities,problems, people, or location.

(9) PRESTIGE: Greater respect than average for those in thisoccupation: people look up to members of this occupation.

Which of these values is MOST IMPORTANT to you?Write it here:

Which is second most important?Write it here:

Which is third most important?Write it here:

Look at the next comic strip for second thoughts on values.

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17

18

Do you have second thoughts about your values like Cindy andJonathan? Do you want to change any of the values you said weremost important? If so, go back to page 16 and make the change.

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Mark clearly likes to work with his hands and is good at it. Cindywants to work in the arts. Gloria is good at math and likes it. Sheis interested in computers and likes working with people, too.

What kinds of activities do you like most?

Which ones are you good at?

Choose up to three activities from the list below that you likeAND are good at.

(1) WORK WITH PEOPLE; teach, advise, persuade, sell, protect,direct

(2) WORK WITH HANDS/EQUIPMENT: repair, operate, use tools,design

(3) COMMUNICATE: write, report, make speeches, explain,entertain

(4) EVALUATE INFORMATION: organize and interpret data,identify and solve problems, draw conclusions

(5) WORK WITH MATH: calculate, budget, use statistics, useformal logic

(6) WORK WITH COMPUTERS: program, operate, do wordprocessing

(7) WORK IN THE ARTS: dance. paint, sculpt, act, play music,sing

(8) CONCENTRATE ON DETAILS: focus on fine points, followdirections exactly, check work

You may like some of these activities. but may not do them well.Consider both your interests and skills. Write one. two, or three ofthe activities listed above that you want to do in your career.(1)

(2)

(3)

Look at the next comic strip for second thoughts on interests andskills.

InterestsAnd

Skills

23

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Jonathan's friends think he communicates well. Mark questionswhether Gloria works well with people. Are you sure about youranswers to the INTERESTS AND SKILLS exercise? Do youactually do the things you say you like? What do people whoknow you well think about your skills? Do your test scores andschool marks confirm your opinion? Now go back to page 23 andmake any changes needed.

Ad 25

ThingsYou MustAvoid

28

You have just named some activities you like and can do well.There may be some activities that you dislike very much orcannot do.

Is them: something in the list below that you feel you MUSTAVOID in a future occupation?

(1) Public Speaking(2) Sitting in One Place Most of the Time(3) Heavy Physical labor (for example, lifting, carrying)

Does one of these things seem so bad that you would rule outany occupation that required it, no matter how attractive?Write one (only if you feel you MUST avoid it):

(It's OK to leave this blank.)

In the next comic strip, the four friends mention things they maywant to avoid.

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111Wha if your dislike eliminates an occupation that is otherwisevery attractive? Mark found he doesn't mind sitting while doingsomething he likes. Cindy can speak well when she doesn't getstage fright.

Can you overcome tear of public speaking?

Are you willing to sit for long periods if you get a chance toexercise after work?

Would you do some heavy work if it also involved doingsomething you like?

If you wish, go back to page 28 and change yo ir answer.

31

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35

Education Mark and Gloria are talking about going to school five yearsbeyond high school. Jonathan wants no more than one year of

And education after high school. Cindy thinks she doesn't want anymore school.

Training After high school, how much education or training are youwilling and able to complete?

The amount and kind of education or training you get maydetermine the occupations for which you can qualify.

Years BeyondHigh School

0 -1

Up to 3

Up to 4

More than 4

You can complete up to one year of education ortraining.

You can complete an associate degree orcertificate program.

You can complete a bachelor's degree.You can obtain graduate or professional education.

How much education beyond high school are you willingand able to complete for an occupation?(Think of your motivation, your academic ability, and the time itwill take.)

Look at the next comic strip where Cindy and Mark have somesecond thoughts on education and training.

36

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Y FRIEND GOT COLLSGECREDO,- Fort' 141.5 TRAINING

N AIRCRAFT MANTENANCE.

Cindy has changed her mind about education. Have you? If so, goback to page 36 and make your changes.

3 ;;'39

SummarySheetHere's how to do your SUMMARY SHEET.Write a plus mark ( + ) before each featureyou said was important to you. You willfind the features you marked on thesepages:

Valuespage 16Interests and Skillspage 23Must Avoidpage 28Educationpage 36You will be able to use the SUMMARYSHEET later with a chart to discr,.Teroccupations that have the features youhave marked.

42

+111111111111=1111111=111=011111

VALUES

__High IncomeMedium Income

_Independence_Helping Others

LeadershipLeisure

_SecurityVariety

__Prestige

INTERESTS AND SKILLSWork with PeopleWork with Hands/EquipmentCommunicateEvaluate InformationWork with MathWork with ComputersWork in the ArtsConcentrate on Detail

MUST AVOID

_Public Speaking_Sitting Still in One Place_Heavy Physical LaborEDUCATION AFTER HIGHSCHOOL

0 -1 Years

Up to 3 Years

Up to 4 YearsMore than 4 Years

If you have already finished the sectionabout ASVAB scores, go to page 53(OCCU-FIND page).

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46

Read on to find out what your ASVAB scores mean.

4

Your ASVAB Scores are on a sheet called YOUR ASVAB RESULTS.Two different sets of test scores, each in a separate box, arepresented:

YOUTH POPULATION PERCENTILE SCORES, at the top ofyour result sheet, report your test performance in comparisonwith that of all young people in the United States, ages 18-23.You will be using these scores to explore military careers onpage 49; and with OCCU-FIND on page 57;

GRADE/SEX PERCENTILE SCORES, at the bottom of yourresult sheet, report your test performance in comparison withstudents of your own grade and sex throughout the UnitedStates. Here, you will find your percentile scores alsorepresented by an "X" on the graph with dotted lines andbrackets on both sides of the X. No test is a "perfect" measureof your aptitudes, but you can I...! reasonably sure that yourreal aptitudes fall somewhere within the brackets. If you wereto take the ASVAB again, chances are you would scoresomewhere within these brackets.

A percentile score of 30 means that you scu:ed as well as or betterthan 30 percent of the individuals in that particular group. Apercentile score o, 60 means that you scored a v well as or betterthan 60 percent of the individuals in that particular group.

Both your Youth Population and your Grade/Sex Percentile Scoresare reported as two major types of scores:

ACADEMIC SCORES

Academic AbilityVerbalMath

OCCUPATIONAL SCORES

Mechanical and CraftsBusiness and Clerical

Electronics and ElectricalHealth, Social, and Technology

Academic Scores indicate your potential fa' further education.Occupational Scores indicate your potential performance intraining programs in each of the four occupational areas.

4 2;

InterpretingASVABScores

47

ThingsToRememberAboutASVABScores

48

Your scores are affected by the opportunities you have had tolearn the skills and get the information that the tests cover. Yourscores may be higher or lower than those of students who havehad different learning opportunities.

You may be able to improve your test scores if you do the following:

Take courses in subjects that are related to the test.

Get training or experience that adds to your knowledge ofcontent covered in the test.

A low academic ability score should not necessarily discourage youif you want further education or training.

Success in education and training is related to motivation aswell as aptitude.

A school counselor can help you plan your future educationand training.

Women's scores on Electronics and Electrical and Mechanical andCrafts are frequently lower than men's. Similarly, men's scores onBusiness and Clerical are often lower than women's. This isbecause young men and women often have not had the practicalexperience or school courses to acquire the knowledge. Thus,students interested in increasing their scores are encouraged totake related school courses and gain practical experiences.

43

'lb explore military careers:

Find your Youth Population Percentile Scores at the top ofyour ASVAB result sheet. Write down your four OccupationalScores here:

Mechanical & CraftsBusiness & Clerical

Electronics & ElectricalHealth, Social, & Technology

Now turn to pages 88-90 at the back of this book. You willfind military occupations listed that are related to each of yourYouth Population Occupational Scores. You will also find aYouth Population 50-50 score listed for each military occupation.

The 50-50 score is the score at which you have a 50 percentchance of qualifying for training in one or more of the militaryspecialties in that occupation.

Compare your four Youth Population Occupational Scores thatyou have written down on this page with all the 50-50 scoreslisted on pages 88-90.

If your Occupational Scores compare favorably with the 50-50scores, you may want more detailed information on thosemilitary occupations. Ask your counselor for a copy of theMilitary Career Guide. It contains descriptions of all themilitary occupations listed on pages 88-90.

Remember, even if your Occupational Scores are higher thanthe 60-50 scores listed on pages 88-90 or on OCCU-FIND, thereis no guarantee you will be accepted into that occupation:

Your Occupational Score is only one of severalqualifications needed to enter specific militaryoccupations.Specific information about whether you qualify for aparticular service specialty is only available from a localMilitary Recruiter.

UsingASVAB

Scores ForMilitaryCareer

Exploration

49

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c;IU REM EN 0/.

-411101111111°./&11110JrallPradrItille prerAlicIEV/-d

Come WITHME WHENTA L- k. TO THE

RECRUITER

52

Ifiritil

If you did not start at the beginning of the book, go to page 5.

C--- ---: 7 7 -s "-)4 g--1, -1 HA T 5GOOD. :r.-r LOOKS(So l'Ea:LAING.

44

1.Ni

OC Cu-WHO?

OP, THE CPAI2-r int11-1E ASvAB 1,00q}cgooK.NOT FOR youR.

MA S-rERPIECE.

54

CrP UTER.C OM SYSTrMi)

ANIAL.YST HAS STARS'i t4 EVERY R OW ......)

MARKED.

THE_

COMPUT-Ela SYSTEMS -A III A Lys-r IS RELATED

71-1A-T- A svAOCCUPA-r iONALGROUP.

NOW T.GET i "r.

AN HAT THE BOT7* OM OF

TO-1 /5 tv

55

-SEE. 1-I STANDSFOAL HEALTH, 50c/AL,AND T6CHNOLOGy AND

r5 THE so-so SCORE.

OH, THA T'SBECAUSE ARCI-417-IS AN OFP' CER

°cc') PA-I" ION.

DREW MY LINE DONNTHE ACCOUNTANT

COLUMN. etkILYMissimG ONE

3"411 tttttt %%A ttttNtttqNMMttll

r"7:411:1;;;FFEE--- ,:.,

*56

Now it's time to use your OCCU-FIND. It will help you discoversome occupations that offer what you want.

Unfold the OCCU-AND chart on a FLAT SURFACE.

Turn to page 42. Look at the SUMMARY SHEET for the valueyou said was most important to you.

Find that value in the list printed along the left side ofOCCU-FIND.

Using your ASVAB marker, draw a line all the way acros.,both sides of the chart. You will find some stars beginningto appear.

Using your ASVAB marker, draw EL line across the chart foreach of the features you marked on your SUMMARY SHEET.

By now you should have drawn lines across at least five, but nomore than eight, rows:

Three valuesUp to three interests and skillsOne level of educationPerhaps one thing to wroid

Across the top of the chart is a list of civilian occupations. Acrossthe bottom is a list of military occupations. Look down the columns:

Is there a column that has a star on every line you drew? Ifso, use your ASVAB marker to draw a line down that columnto the bottom of the chart.

If not, find a column that has a lot of stars. Use your ASVABmarker to draw a line down that column.

The new stars you see show other features this occupation has.

Under Military Occupations with Similar Activities, if there isone, the ASVAB Occupational Group and the 50-50 SCOREwill appear. *

Later, when you have more time, you can use your ASVABmarker to draw lines down columns for other occupations.

Bear in mind these facts about military occupations:

They often include activities similar to those of civilianoccupations.

They may not involve the same values or educationalrequirements as civilian occupations.**

There may not be a military occupation to match everycivilian occupation in OCCU-FIND. (For example, there isno military occupation like Farm Operator/Manager.)

There are many other military occupations besides those

UsingOCCU-FIND

57

listed in OCCU-FIND. (For example, Radar and SonarOperator.)

*If there is an asterisk in the ASVAB Occupational Group spaceon the OCCU-FIND, this means that this is an officeroccupation. Officers are professional leaders in the military.Officers must be college graduates. Your ASVAB academicscore can help you estimate your chances for succeeding incollege. Talk to your military recruiter to find out more abouthow to qualify as an officer. The '2 are many possibilitiesincluding ROTC, the service academies, Officer Candidate orOfficer 11.aining School (OCS or 09'S) direct appointments, andenlisted commissioning programs.

**The military provides training for many occupations. Forcivilian occupations, training is generally required for entryinto the occupation.

58

:ES AN OCC UPA-TION R J Q T

F:7OR. '(c) u ?

G e-r UP, JONA-TH AN !TELL M WHAT ToDo IA) 11-1-4 titI-4 1-1-.5 Atop MIS Sr7-1 IR

1,01-4-47. 00 T PO L1IJ e pSTR P w 11-1-t A OoLumAl

occu-FIND?

',,,,`,,,,,,(0011,:4: 7 i ; 1 i i 7Ltiz7;,.... i I I /

L.-4'1 .

. -L .... .1

-.f , -; , f 4.-i

.., 0. , , -, r . -I _. .

___...:=--7-=-77..7..._,-----i. HOLD -11-1 Ss-rie/ P AGAINSTMY SUMMARY SHEET ANDSEE HOW t-T MATCHESWHAT .z WANT.

60

AND THENYOU W RI TE APLUS FoR,AND MINUSPAZ MISSES. GOT' 1 -7, Hmmt,A7,..----\Th

CoM Pu-t-"" SYS-rts-kSA NA L--7-"-S G-0 --r ) PLUS,pc_ U 5 ALL-

r4/1AVVIV,./ A

2F YOU WANTED TO DOTHAT IN THE MILI-T-AR.y,WOULD YOU ,jusyENL/ST,OR TRAIN AS' AN OFFICER?

a.

CACCORDING To THE WORK:-)BOOK IT'S ENLISTED. LUOKYFoR Mal we HEALTH, SOCIAL,AN0 TECHNOLOGY SCORE

WAS HIGH.

ONE E3 G NitluS: FOuR. OR.MORE YEARS' OF COLLEGE.MAYBE LATER -nRY HI-rsAND MI SSE S F'o ANO-r)-4eR

c.cc uPA-rioni.

HERE'S WHERE AcCOuN-I-ANTi2EA L.Ly MISSES ITME. NA NOT BIG ONL OTS OF DETAIL.

WELL, You SHOULDC 1-kecK OUT ONE A-t-NOME. -1-1-1A7'1.5" WHAT.1:'M GOING TO 00.

61

\AJHA'r ELSE AREYOU TNINKNG

OF CHECKING?

(".

C-----,.77 ii`i JONJAI-HANI )

Cout..0 HIRE you -ro)eE-oo -774 ff.. IN-T-a RIO Fa I

.c) HIS 1..ocicEQ.. ,./

W ABOUTIN -re R.I o R.. DEs'/GNER?

RIGH-T .r COULDINSTALL A 01..D-Ou-r BED.

62

Making aHits andMissesStrip

How closely does an occupation match what you want? A HITSAND MISSES STRIP shows which features of an occupationmatch what you want (HITS). It also shows which features of anoccupation that you want are missing OR which features it hasthat you know you do not want (MISSES).

'lb find out what features each occupation has:

1. Look in the back of the workbook to find HITS ANDMISSES STRIPS. lbar one out along the perforated line.At the top of the strip, write the name of the occupation youmarked on OCCU-FIND (an occupation with a lot of stars).

2. Place the HITS AND MISSES STRIP on OCCU-FIND tothe right of the column of the occupation you areconsidering. (Make sure the blue arrows across the top ofthe strip are lined up with the blue arrows across the top ofOCCU-FIND.)

3. Put a plus mark (+) in the HAS column of the strip forevery star in the column for this occupation on OCCU-FIND.

4. If there is a related military occupation at the bottom ofOCCU-FIND, write its name at the bottom of the strip.

5. Also, write the name of the ASVAB occupation group on thestrip if one is shown on OCCU-FIND.

6. Below that, write the 50-50 SCORE for this occupation inthe space provided.

7. On the last line, write your Youth Population PercentileScore for this occupation group.

Tb find out how features of an occupation match features that areimportant to you:

1. lake the HITS AND MISSES STRIP and place it on yourSUMMARY SHEET (page 42) next to the marks you havemade. Be sure the blue arrows across the top of both pagesline up.

2. Compare the plus marks on each line of the HAS column tothe plus marks on the same line of the SUMMARY SHEET.

3. If there are plus marks on both, put a plus mark in theHITS column of the HITS AND MISSES STRIP. If there isa plus mark on your SUMMARY SHEET, but none on thesame line of the HAS column, put a minus sign (-) on thesame line of the MISSES column.

When you have finished, you will be able to see how manyof the values, interests, skills, things you want to avoid, andyears of education that you want are features of theoccupation you are considering.

There are extra HITS AND MISSES STRIP in the back ofthis workbook (pages 91-92). You can use these later forother occupations.

---44,14,11*Met ...1.ruat.,41...;i4.9(4 0444+4. 4141,110

-, '445, 4 ii

..:...!4;" 4.s,"

WHIT'S0 CC

al

>

°CCUPA-r1L1NOT N/il\JC)?

is

65

CAN/ a-11-1 INk OFsoNAF. MA')WE:10.71' T

"1"1-4E7.:Qe.

,A yrie x'LLDI :,,.:3coveire

N IA)cY.ANEry.

66

yju C;LT IM4P EP,V E.. IN

\AN) r-; tv

F Li

C.AN I Ni ts-N

6'67

OtherThings ToConsider

68

This workbook can cover only some of the occupations that youmay want to consider as you explore a career. The values,interests, and skills used in this workbook are those that areimportant for a large number of occupations. There arethousands of occupations you might enter. Only 134 are includedin this workbook. Some examples of features not listed earlierare:

challenging workextraordinary educational opportunityhighly disciplined environmenta variety of work locations worldwideopportunities to exhibit bravery in the face of dangeroutdoor work

Some other examples of interests and skills not listed earlier are:ability to work under pressurememorizingworking as a member of a teamfollowing instructions

For example, students who feel most of the features mentionedabove are important might find that becoming a Sp,..ce SystemsSpecialist or Missile Systems Officer would offer them what theywant, particularly if they want to work with equipment, workwith math, and work as part of a team.If working outdoors is important to someone who is good atmemorizing or working as a member of a team, that personmight want to become a forester or recreation specialist.Becoming the captain of a shipwhether in military or civilianlifemight be the right occupation for someone whose valuesinclude some of those mentioned above.

Here are some examples of occupations not included in this bookthat might be right for you:

CivilianAppraiserBallet DancerBus DriverCabinet MakerCriminologistEKG ThchnicianLandscape Architect

MilitaryAir Crew MemberAircraft Launch and Recovery SpecialistArtillery Crew MemberRadar and Sonar OperatorRadio Intelligence OperatorRecruiting SpecialistSpecial Operations Force Ram Member

(3

s _ ._ _ _ . ........ .

..---I'S -.41:1'':),-Igr4411)11410,4r. 4. 44,w A., St:to )))) . - ;-ts..:44,r)"ar .44.1.;;14 st-s' 1.4 4 4.11.Z.I el

., -«/-""oligkm- .

4474.34M-44....

1".;:..7, ...

1 'P.Rit''. .0''.-,-. ..,--kr

ger

Ma

, 21/4sYM,

MAKING PLANS':

WHAT HAPPENS

NEXT ?

69

If you want to look at otheroccupations on OCCU-FIND, turnto the back of the book.

If you want to make more Hits andMisses Strips, turn to page 91.92.

If you want to learn more about theoccupations you are considering andabout education and training forthese occupations, turn to page 73.

If you want to learn about how todecide which occupations might bebest, turn to page 84.

s-reps:T-1-1 I NIG& -1-C,

DO L.

71

WorkingWithOCCU-FIND

MakingMoreHits AndMissesStrips

72

You have already selected one occupation that had a lot of stars.You then drew a line down the column under the name of thatoccupation. This line made new stars appear to show you otherfeatures of this occupation.

Are there other occupations, besides the one that you se!ected,that have stars on every line or almost every line you drew?

Use your ASVAB marker to draw a line down the column underthe name of each of these occupations so you can see the otherfeatures that they have.

'Darn back to page 7. What are the names of the occupations thatyou said you might be doing at age 30?

If these are listed on OCCU-FIND, use your ASVAB marker todraw a line down the column under the name of each of theseoccupations. If any are military occupations, draw the line upthe column. Remember, entry into civilian occupationsgenerally requires education or training, while the militaryprovides training.

You can use your ASVAB marker to continue to explore otheroccupations on the OCCU-FIND chart.

You have made a Hits and Misses Strip for one occupation. Thereare extra Hits and Misses Strips at the end of the workbook.Pick another one of the occupations shown on OCCU-FIND.

'un back to page 63 and follow the directions there forcompleting a Hits and Misses Strip. Make as many Hits andMisses Strips as you wish.

Which occupations have the most HITS and fewest MISSES?Write their names here:

6 't

You can get more information about occupations in several places: LearningOccupational Outlook Handbook. This book is in mostlibraries, career centers and guidance offices. The Handbook More Abouttells you many things about occupations, such as: nature ofthe work, working conditions, employment (number and Occupationslocation of Jobs), training, other qualifications andadvancement, employment outlook, earnings, relatedoccupations, and sources of additional information.

Military Career Guide. This book is in most career centers,guidance offices, and military recruiting offices. The Guideprovides facts about officer and enlisted military occupationssuch as: activities, helpful attributes for entering theoccupation, work environment, special qualifications, andcivilian counterparts. The Guide also allows you to use yourYouth Population Percentile Scores to explore your chances ofqualifying for enlisted military occupations.

Computelaed Career Information and Guidance Systems.These systems are available in many guidance offices and insome public libraries. There are several types of systems andeach system is different from the others. Check what'savailable in your school or la your area.

Other Sources. You can also find occupational information inbooks and audiovisual materials that describe a specificoccupation. Ask a librarian to help you find these. 'Palk topeople who work and fine out what they do. 'Palk to yourparents, school counselors, and teachers. They probably canhelp you locate information.

Use the Occupational Information Worksheets on the followingpages to make a record of the important information about theoccupation you are considering.

You will also want to know about the kind of education andtraining that is available and what you will need to enter theoccupations you are considering. The Occupation InformationWorksheets will help you summarize what you learn. For almostevery occupation, a requirement or recommendation is that youfinish high school or at least have a high school equivalencycertificate.

Education and training options include:

attending a two or four-year college after high school.

entering the military service and attending school at the sametime or later using your educational benefits. (Talk to yourmilitary recruiter about this.)

working and going to school part-time. (You may want to workin a related occupation to see if you really want theoccupation you have as your goal.)

taking courses and examinations for academic credit with

73

the goal of obtaining your degree in a nontraditional/externaldegree program. (Talk to your counselor about this.)

attending public or proprietary trade, technical, or businessschool.

taking part in trainit offered in the workplace.

doing home study.

Some of the questions you will be considering are:

What kind of education or training is required for each of theoccupations you are considering?

How long will this education or training take?

If there are several ways of entering an occupation, which oneis right for you?

On-the-job training?Vocational/technical training?A college degree?

What must you do to enter the education or trainingprogram you choose?

How will you pay for the education or training program thatis required? There are lots of ways of getting money for youreducation. Some of the options you can combine are:

- support from your family.- loans, scholarships, work-study programs and other

types of financial aid from colleges or government.- military aid (tuition-free service academies, ROTC

scholarships, tuition aid while in the military or NationalGuard, veteran's benefits.)

- working full-time or part-time while going to school ortaking part in a cooperative education program.

When you have finished the Occupational InformationWorksheets for the occupations you are considering, you areready to begin making decisions. 'Rum to par 84 to learn moreabout this.

60,74

OccupationalInformationWorksheet

Name of occupation:

Source(s) of information: Occupational Outlook HandbookMilitary Career GuideOther books

Computerized Information or Guidance SystemPeople

Someone who does this kind of workCounselorMilitary recruiterOther

1. Nature of WorkWhat does a worker in this occupation do?

2. Working ConditionsWhere is this work usually done?

Does this occupation require work that might be dangerous or be a physical orhealth problem for me?

Does this occupation often require working hours or locations that might be a problemfor requent overtime, evening or weekend work, travel away from home)?

Does this occupation require doing physically strenuous work or working outdoors?

75

3. Places of EmploymentAre there jobs in this occupation near where I now live?

If there are jobs in this occupation nearby, what are the names of some of thecompanies/places where I might do this work?

Is part-time employment usually available in this occupation?

4. What rewards and satisfactions are likely to be found in this occupation?

What things that I want are missing?

5. What interests, abilities, knowledge, and skills are helpful in this occupation?

What are the opportunities for advancement in this occupation, and how might Iprepare for advancement?

6. Employment OutlookWhat is the employment outlook in this occupation?

7. EarningsWhat is a typical starting salary in this occupation?

76

How much do people who have been in this occupation for 10 years usually earn? ......

8. Additional InformationWhere can I find out more about this occupation?

9. Education and 'IYaining:Type and amount of On-the-job trainingeducation/training Apprenticeshiprequired:

One or two years voc./tech. school or community collegeThro-year college degreelcertificate

Four-year college degreeGraduate or professional school after four-year college

What kinds of courses or training dc, you want?

What are the names of three places where you can get these courses or this kind oftraining?

10. Paying for Your Education.Will you have to pay for these courses or training, or will you be able to be paid as youlearn?

If you have to pay for your education or training, how muc:1 will it cost?

What kinds of scholarships or loans are available to help you pay for your education ortraining?

77

Name of occupation:

OccupationalInformationWorksheet

Source(s) of information: Occupational Outlook HandbookMilitary Career GuideOther books

Computerized Information or Guidance SystemPeople

Someone who does this kind of workCounselorMilitary recruiterOther

1. Nature of WorkWhat does a worker in this occupation do?

2. Working ConditionsWhere is this work usually done?

Does this occupation require work that might be dangerous or be a physical orhealth problem for me?

Does this occupation often require working hours or locations that might be a problemfor me (frequent overtime, evening or weekend work, travel away from home)? WM.

Does this occupation requite doing physically strenuous work or working outdoors?

79

3. Places of EmploymentArc there Jobs in this occupation near where I now live?

If there are jobs in this occupation nearby, what are the names of some of thecompanies/places where I might do this work?

Is part-time employment usually available in this occupation?

4. What rewards and satisfactions are likely to be found in this occupation?

What things that I want are missing?

5. What interests, abilities, knowledge, and skills are helpful in this occupation?

What are the opportunities for advancement in this occupation, and how might Iprepare for advancement?

6. Employment OutlookWhat is the employment outlook in this occupation?

7. EarningsWhat is a typical starting salary in this occupation?

80

How much do people who have been in this occupation for 10 years usually earn?

8. Additional InformationWhere can I find out more about this occupation?

9. Education and 'raining:'I''pe and amount of On-the-job trainingeducation/training Apprenticeshiprequired:

One or two years voc. /tech. school or community college'INvo-year college degree/certificate

Four-year college degreeGraduate or professional school after four-year college

What kinds of courses or training do you want?

What are the names of three places where you can get these courses or this kind oftraining?

10. Paying for Your Education.Will you have to pay for tnese courses or fkining, or rill you be able to be paid as youlearn'?

If you have to pay for your education or training, how much will it cost?

What kinds of scholarships or loans are available to help you pay for your education ortraining?

81

MEV--0111108114

-4!e.ftrin ;;Sf..,-,14.4 , I w .N9 "0 it

E)CIDINGGQUARES:

MAKINGA

CHOICE

MakingDecisions

84

There are a lot of ways to reach a decision. Here is one way thatGloria used DECIDING SQUARES. She wanted to compare threeoccupations:

Accountant (AC)Aerospace Engineer (AE)Computer Systems Analyst (CS)

She compared these occupations in two major ways:

DESIRABILITY: How good is each occupation in offering what Iwant?

CHANCE OF SUCCESS: How good are my chances ofpreparing for, entering, and succeeding in each occupation?

She made a HITS AND MISSES STRIP for each occupation. Thenshe got all the other information she could find about each one.

She rated each occupation on Desirability on this horizontal scalefrom Poor to Excellent:

DESIRABILITY

TAC AE CS

Poor Fair Good Excellent

In other words, after looking at all the information, she decidedshe liked the rewards, satisfactions, and activities of ComputerSystems Analyst best. Accountant did not seem nearly so attractiveto her. Aerospace Engineer was in between the other two.

Next, she rated her chances from poor to excellent on thisvertical scale:

CHANCES OF SUCCESS

Excellent AC, CS- ---

Good AE

Fair

Poor

After looking at all the information about required skills andeducation, as well as employment outlook, she felt very confidentof making it as either an accountant or a computer systemsanalyst. Although she thought she had an excellent chance forpreparing for and succeeding as an aerospace engineer, she hadsome worries about the employment outlook for this occupation.

Then she put Desirability and Chances of Success together in aDECIDING SQUARE, like this:

CHANCES OF SUCCESS

Excellent I AC CS

Good

Fair

Poor

AE

Poor Fair Good ExcellentDESIRABILITY

The square makes it clear that computer systems analyst lookslike an excellent choice for her. It is highest on both Desirabilityand Chances of Success.

Jonathan placed three occupations in his square: Radio/TVAnnouncer (R/TV), Manufacturer's Sales Representative (MSR),and Hotel Manager (HM).

After looking at all the information he could get, he decided hehad a good chance of becoming a manufacturer's salesrepresentative, but he could rate it only fair on desirability.Radio/TV announcer was the most desirable occupation, but hischances of locating employment looked pretty poor. He thoughthe might have a good chance of becoming a hotel manager, andthe more he thought about it the better he liked that idea. So hissquare looked like this:

CHANCES OF SUCCESS

Excellent

Good

Fair

Poor

MSR HM

...R/TV


After studying his DECIDING SQUARES Jonathan decided tolook into educational programs for becoming a hotel manager.

85

7S

Mark is considering becoming a Computer Service Thchnician(CST) or a Computer Systems Analyst (CSA). His square lookslike this:

CHANCES OF SUCCESS

Excellent

Good

Fair

Poor

CST

CSA


Computer systems analyst is more desirable to him thancomputer service technician, but he thinks his chances ofqualifying for a job are not as good in this occupation. He willlearn more when he talks to his guidance counselor. But eventhen, he will have to decide whether he is willing to take theextra risk to get the more desirable occupation. Mark likes to playsafe, so he might choose less desirable work for the sake of abetter chance of success.

Cindy is considering Clothing Designer (CD), Interior Designer(ID), and Architect (AR). Her deciding square looks like this:

CHANCES OF SUCCESS

Excellent

Good

Fair

Poor AR

CD/ID


Being an Architect could mean money and prestige, but Cindydoesn't want four more years of school, and she probably wouldfind the courses difficult. Becoming a Clothing or InteriorDesigner seems to offer her the best chance of success, but shehas to find out more about them. She will probably discoverdifferences between them that will help her decide as she learnsmore about them.

There are blank DECIDING SQUARES on page 87 for you to use.

Career planning is a lifelong process. People often revise theircareer plans several times during their lives. In using thisworkbook, you have learned a process of career decision making.If you are like most people, you will go through this processseveral times during your life. If you have followed the steps forplanning, you will soon be ready to put your plans into action.The rest is up to you. Good luck!

86

CHANCES OF SUCCESS

Excellent

Good

Fair

Poor


CHANCES OF SUCCESS

Excellent

Good

Fair

Poor


CHANCES OF SUCCESS

Excellent

Good

Fair

Poor

Poor Fair GoodDESIRABILITY

CHANCES OF SUCCESS

Excellent

Good

Fair

Poor

Excellent


SomeMilitaryOccupations

I. Mechanical and CraftsMy Youth Population Percentile Score

Military Occupations YouthPopulation

50-50 SCORE

Aircraft Launch/Recovery

in Mechanical and Crafts is

Youth

SCORE

31

Military OccupationsPopulation

50-50

Heating and Cooling MechanicSpecialist 37 Heavy Equipment Mechanic 31

Aircraft Mechanic 31 Ironworker 32Automobile I'vluchanic 28 Machinist 42Automotive Body Repairer 32 Marine Engine Mechanic 38Blasting Specialist 35 Non-Destructive 'Ibster 38Boat Operator 31 Office Machine Repairer 32Boiler Technician 42 Paving Equipment Operator 31Bricklayer/Concrete Mason 31 Petroleum Supply Specialist 24Cargo Specialist 24 Plumber/Pipe Fitter 30Carpenter 32 Rigger 32Clothing and Fabric Repairer 25 Seaman 41Combat Engineer 39 Sheet Metal Worker 31Compressed Gas Technician 33 Shipfitter 32Construction Equipment Operator 27 Survival Equipment Specialist 25Dispatcher 26 'auck Driver 27Diver 41 Water and Sewage Plant Operator 31Engine Mechanic 30 Welder 32Firefighter 27 Well Driller 31

MP

U. Business and ClericalMy Youth Population Percentile Score in Business and Clerical is

Military Occupations Youth Military Occupations YouthPopulation Population

50-50 SCORE 50-50 SCORE

Accounting Specialist 34 Postal Specialist 29Administrative Support Religious Program Specialist 29

Specialist 28 Sales and Stock Specialist 23Court Reporter 37 Secretary/Stenographer 39Legal 'Ibchnician 38 Shipping/Receiving Specialist 23Lodging Specialist 26 Stock/Inventory Specialist 23Payroll Specialist 34 'Ilansportation Specialist 24Personnel Specialist 30

88

III. Electronics and ElectricalMy Youth Population Percentile Score in Electronics and Electrical is .

Military Occupations Youth Military OccupationsPopulation

50.50 SCORE

Aircraft ElectricianBuilding ElectricianData Processing Equipment

RepairerElectrical Products RepairerElectronic Instrument RepairerElectronic Weapons Systems

RepairerFlight EngineerLine Installer/RepairerOrdnance MechanicPhotographic Equipment

RepairerPower Plant Electrician

38 Power Plant Operator33 Powerhouse Mechanic

Precision Instrument Repairer54 Radar and Sonar Equipment27 Repairer31 Radar and Sonar Operator

Radio Equipment Repairer31 Radio intelligence Operator35 Radio Operator30 Ship Electrician27 Space Systems Specialist

Telephone Operator33 Telephone Technician32 Teletype Repairer.1Ml.

YouthPopulation

50.50 SCORE

313229

33302527243729313230

IV. Health. Social. and TechnologyMy Youth Population Percentile Score in Health, Social, and Technology is

Military Occupations Youth Military OccupationsPopulation

50-50 SCORE

Air Crew MemberAir Raffle ControllerArtillery Crew MemberAudiovisual Production

SpecialistBarberBroadcast and Recording

TechnicianCardiopulmonary and EEG

TechnicianCaseworker/CounselorComputer OperatorComputer ProgrammerComputer Systems AnalystCorrections Specialist

YouthPopulation

50-50 SCORE

32 Data Entry Specialist37 Dental Laboratory Technician25 Dental Specialist

Detective32 Drafter35 Emergency Management

Specialist32 Environmental Health Specialist

Flight Operations Specialist31 Food Service Specialist32 Fuel/Chemical Laboratory24 Technician40 Graphic Designer/Illustrator40 Infantrymen24 Intelligence Specialist

4129303733

33313024

29322624

89

Military Occupations

IV. Health, Social, and Technology (cont.)

YouthPopulation

50-50 SCORE

Interpreter and TranslatorMaintenance Data AnalystMapping TechnicianMedical Laboratory Technic...1nMedical Record TechnicianMedical Service TechnicianMilitary PoliceMotion Picture Camera OperatorMusicianNursing TechnicianOccupational Therapy SpecialistOperating Room TechnicianOpticianOptometric TechnicianOrthopedic TechnicianOrthotic SpecialistPharmacy TechnicianPhotographer

313024293031302429313131313231353124

Military Occupations

Photoprccessing SpecialistPhysical Therapy SpecialistPrinting SpecialistQuartermasterRadio/TV AnnouncerRadio logic (X-Ray) TechnicianRecreation SpecialistRecruiting SpecialistReporter/NewswriterRespiratory TherapistSpecial Operations ForceSurveying TechnicianTank Crew MemberTeletype OperatorTrainerWeather Observer

YouthPopulation

50-50 SCORE

24312330503232314031263228242837

HITS AND MISSES STRIP

OCCUPATION

HAS HITS

1=MIMI=Iti6MI

==11

WEli=11

IM111 411011

MILITARY OCCUPATION

MISSES

The ASVAB occupationalgroup for this occupation is

The 50-50 Youth PopulationScore for this cccupationalgroup is

My Youth Population Nor-centlle Score for this occu-pational group is


OCCUPATION

HAS HITS MISSES

111=1.

MILITARY OCCUPATION


The 50-50 Youth PopulationScore for this occupationalgroup Is

My Youth. Population Per-centile Score for this occu-pational group is

84


OCCUPATION

HAS HITS

MILITARY OCCUPATION

MISSES

0111M


The 50-50 Youth PopulationScore for this occupationalgroup Is

My Youth Population Per-centile Score for this occu-pational group is

91


OCCUPATION

HAS HITS

MILITARY OCCUPATION

t.IISSES

The ASVAB occupationalgroup for this occupation

The 50-50 Youth PopulationScore for this ,ccupationalgroup is



OCCUPATION

HAS HITS

MILITARY OCCUPATION

MISSES


The 50-50 Youth PopulationScore for this occupationalgroup is



OCCUPATION

HAS HITS

MILITARY OCCUPATION

MISSES

4111111133


The 50-50 Youth PopulationScore for this occupationalgroup is

My Youth Population Per-centile Score for this occu-pational group Is

USWPCOM CODE / RPI 018

HQ USMEPCOM/MEPCT2500 Green Bay Road

North Chicago, IL 60064

86

Documents

DOCUMENT RESUME ED 316 770 TITLE Exploring Careers: The ... · DOCUMENT RESUME. ED 316 770 CG 022 317. TITLE Exploring Careers: The ASVAB Workbook. INSTITUTION Military Entrance Processing