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Tykeyah Hollis

NM261/GRA2607C

Jennifer Morgan

04/09/2022

Career development and professionalism as it relates to career choice and preparation is one fundamental aspect that requires practical presentation and articulations. In the current workforce environment and career development, understanding current and future careers via education, development, and workforce application are critical to an individual career devolvement. According to the author, career specification and description require practical articulation of career devolvement and professional advancement, embracing practical techniques for individual, organizational, and professional development to achieve short-term and long-term goals (MacKay, 2020). Fundamentally, career devolvement describes a process of choosing a career, developing skills, improving skills and career path, accommodating self-knowledge, exploration, and decision-making that shapes the current and future career. The generalization of current and future careers requires practical navigation through career options and courses to ensure that there is a practical convention between education and career choices for the current workforce performance and future career development and security. Furthermore, the authors admit that an individual paying attention to the current and future career choices and performance provides a platform for strengths and weakness identification to support positive career development and growth. This will accommodate learning different roles and responsibilities within an organization that resonates with one's career development and deliverability. My dream job of Recording studio manager accommodate fundamental personal, academic and professional ambition and steps to ensure a robust platform for career choice and professional development in big data management and performance in the studio to enable effective use of data to facilitate data-driven decision-making. The job provides an effective platform for effective workforce management, coordination and performance. Therefore , my current dream job describes will provide an effective platform to ensure an effective description of the current career and future career development plan and strategies to achieve effective career and professional development and will provide an underpinning platform for effective comprehension of individual, professional, and organizational growth toward achieving career development.

Consequently, my career choice as studio recording manager and a as a dream job resonates with my current career development path in personal, academic and professional growth. Particularly, my ambition, desire, and reward resonate with the career choice that will accommodate effective performance and career development and growth. Strategies such as setting goals, career planning, commitment, self-rewarding, and goal sharing, seeking out rewards, and creating a flexible platform for the career development will provide an underscoring platform for my dream job at the studio as recording manager.

Developing professional success in educational, organizational, and professional settings requires practical articulation to the future job demands in a workforce, supporting effective prospect career and professional growth. I will accommodate Leadership, human judgment, complex decision-making, collaboration and team-working, digital threat awareness, and awareness of issues of ethics, culture, and diversity are relevant skills, knowledge, and concepts for effective performance. Similarly, in my future career of being a studio recording manager will accommodate fundamental plans to achieve effective education management platform. Finally, I will acknowledge and learn techniques such as effective multi-tasking and time management capability, Excellent written and verbal communication skills, integrity and professionalism, and relevant education and computer literacy skills that are relevant to the current 21-st century job market and performance. Thus, my job position as a studio recording manager will accommodate significant personal, educational, professional and organizational obligations toward effective career choice and professional growth.

Job Links

1. https://www.totaljobs.com/jobs-at/sanderson-recruitment/jobs?sourceOfSearch=Resultlist-seo_company-logo

2. https://www.totaljobs.com/job/studio-manager/wpp-job100062978

3. https://www.totaljobs.com/job/studio-manager/zealous-agency-limited-job100054821

Reference

MacKay, D. (2020). Career Planning. What Is Career Development? The Balance https://www.thebalancemoney.com/what-is-career-development-525496

Chapter 9 Friendship and Love EXERCISE 9.1 Self-Assessment: Social Avoidance and Distress Scale

Instructions The statements below inquire about your personal reactions to a variety of situations. Consider each statement carefully. Then indicate whether the statement is true or false in regard to your typical behav- ior. Record your responses (T or F) in the space provided on the left.

The Scale

1. I feel relaxed even in unfamiliar social situations.

2. I try to avoid situations that force me to be very sociable.

3. It is easy for me to relax when I am with strangers.

4. I have no particular desire to avoid people.

5. I often find social occasions upsetting.

6. I usually feel calm and comfortable at social occasions.

7. I am usually at ease when talking to someone of the opposite sex.

8. I try to avoid talking to people unless I know them well.

9. If the chance comes to meet new people, I often take it.

..__10. I often feel nervous or tense in casual get-togethers in which both sexes are present.

11. I am usually nervous with people unless I know them well.

12. I usually feel relaxed when I am with a group of people.

13. I often want to get away from people.

14. I usually feel uncomfortable when I am in a group of people I don't know.

15. I usually feel relaxed when I meet someone for the first time.

16. Being introduced to people makes me tense and nervous.

17. Even though a room is full of strangers, I may enter it anyway.

18. I would avoid walking up and joining a large group of people.

19. When my superiors want to talk with me, I talk willingly.

20. I often feel on edge when I am with a group of people.

..__21. I tend to withdraw from people.

..__22. I don't mind talking to people at parties or social gatherings.

23. I am seldom at ease in a large group of people.

24. I often think up excuses in order to avoid social engagements.

25. I sometimes take the responsibility for introducing people to each other.

26. I try to avoid formal social occasions.

27. I usually go to whatever social engagements I have.

28. I find it easy to relax with other people. Source: Watson & Friend (1969)

Scoring the Scale The scoring key is reproduced below. Circle your true or false response each time it corresponds to the keyed response below. Add up the number of responses you circle, and this total is your score on the Social Avoidance and Distress (SAD) Scale. Record your score below.

1. False 8. True 15. False 22. False 2. True 9. False 16. True 23. True 3. False 10. True 17. False 24. True 4. False 11. True 18. True 25. False 5. True 12. False 19. False 26. True 6. False 13. True 20. True 27. False 7. False 14. True 21. True 28. False

My Score

What the Scale Measures As its name implies, this scale measures avoidance and distress in social interactions. David Watson and Ronald Friend (1969) developed the scale to assess the extent to which individuals experience discomfort, fear, and anxiety in social situations and the extent to which they therefore try to evade many kinds of social encounters. To check the validity of the scale, they used it to predict subjects' social behavior in experimentally contrived situations. As projected, they found that people who scored high on the SAD Scale were less willing than low scorers to participate in a group discussion. The high scorers also reported anticipating more anxiety about their participation in the discussion than the low scorers. Additionally, Watson and Friend found a strong negative correlation (- .76) between the SAD and a measure of affiliation drive (the need to seek the company of others).

Interpreting Your Score Our norms are based on data collected by Watson and Friend (1969) on over 200 university students.

Norms High score: 16-28 Intermediate score: 6-15 Low score: 0-5

PERSONAL EXPLORATIONS WORKBOOK W-31

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