Central Michigan University Career Readiness Discussion #### Part 1 Reflect on Your Career Readiness Review your Conley Readiness Index (CRI) report and

Central Michigan University Career Readiness Discussion #### Part 1

Reflect on Your Career Readiness

Review 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 2

Think 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) 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 it’s 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?
SMART Goal Guidelines
Specific … Measureable … Achievable … Realistic … Time-Bound
Specific:
This component is usually expressed as a task, using an action verb, such as “read” or “save” or
“write.”
Measurable:
This part of your goal should indicate a quantity, such as “6 hours per week,” which you can use
to measure progress.
Achievable and Realistic:
Goals should be possible to attain given your resources (“achievable”), and set at the right
difficulty level, one that is challenging but not overwhelming (“realistic”). If Sean has taken
three years of a foreign language in high school, it’s an achievable and realistic goal to read a
novel in that language during his first term in college.
Time-Bound:
Your goal has a clear time frame (“by the end of the semester,” “within six weeks”).

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