career explorer

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The Career ExplorerCorporate Human Resource Tools

Career Planning

Workbook


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These materials were prepared by Human Resource Systems and CorporateDevelopment, Department of Human Resources, and the Career and Transition Services,

Department of Education, for the Province of Nova Scotia.

The Succession Management Process has been designed to support the leadership andcareer planning of government employees. The Province of Nova Scotia may revise TheCareer Explorerworkbook to reflect legislative, legal, or practice changes.

This manual is protected by copyright. The consent of the copyright owner must be

obtained for reproduction.

Contact:Innovation & Growth

Nova Scotia Public Service CommissionOne Government Place1700 Granville Street

PO Box 943, Station CentralHalifax, NS B3J 2V9

Tel: (902) 424-8384or [email protected]


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Table of Contents

Introduction

Career Management in a Changing Government 2Succession Management Process 3The Career Explorer 4

How to Use This WorkbookHow to Use This Workbook 5Activity Key 6

Managing Your CareerManaging Your Career 8

The Three Spheres of Life 9Activity 1: My Three Spheres of Life 14

The Career Development Process 17

Career Planning Beliefs 18

Activity 2: Career Planning Beliefs 18

Knowing YourselfKnowing Yourself 22Your Life Interests 22

Activity 3: The Class Reunion 23

Activity 4: Patterns From My Life Story 26Work Values 30

Activity 5: What Matters Most to Me 31

Personality Type 34

Emotional Intelligence 34Influences on Career Decisions 35

Activity 6: Current Influences in My Life 36

Your Skills Portfolio 38Activity 7: Significant Experiences 39

Skills and Todays Leader 45

Activity 8: Assessing My Skills/Competencies 45

Professional and Management Positions 52Corporate Leadership Competencies 52

Snapshot of Managerial and Professional Positions 54


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Knowing What is Out ThereKnowing What is Out There 60Researching Opportunities 60

Information Meeting Questions 63

Activity 9: Researching Opportunities 64

Accessing Your Allies 68Activity 10: Accessing My Allies 69

Validating Your Experiences 71

Making Career DecisionsMaking Career Decisions 73

No Guarantees 73

The Career Explorer and the SuccessionManagement Process

74

Wrap Up 74Career Planning Summary 75Career Development Plan 76


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Introduction

Leadership consists of the capacity to get people to do what one wants themto do, or to chart a course, or to inspire.

Laurier L. Lapierre

Career Management in a Changing Government

Succession Management Process

The Career Explorer


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Introduction

The Career Explorer 2

Career Management in a Changing Government

The rapidly changing demands of todays workplace have created some interestingchallenges for all levels of management within the Nova Scotia Civil Service.

Yesterdays workplaces were relatively static, and workers who consistently performed

well were recognized and rewarded through regular promotion within the organization.In the past decade, Government has been faced with shrinking resources, a reducedworkforce who has limited opportunity for career progression, and a management groupthat is quickly approaching retirement. At the same time, the public is demanding that

Government offer value, quality, innovation, and customer service. Our workplacesand our workersare expected to be flexible, adaptable, creative, innovative, responsive,

and continuously improving. Managers are expected to possess a strong sense ofpersonal responsibility as well as a strategic corporate perspective. We are, in short,being asked to create the well-performing organization or to do more, do it better, and do

it faster with no guarantee of reward.

What is a well-performing organization? Well-performing organizations are those that:

are clear on their mission

define outcomes and focus on results

empower workers

can leverage the power of a diverse workforce

motivate and inspire people to succeed

are flexible and adjust to new conditions

are competitive in terms of performance

restructure work processes to meet customer needs

maintain communications with stakeholders

If these are the characteristics of well-performing organizations, what qualities and skillsmust well-performing managers/leaders have? How can the Nova Scotia Government

ensure that current civil servants are equipped to take on future management roles?

The decision around how we spend our working life is critically important. To manageyour career effectively in an environment of continuing change and uncertainty, you need

to be aware of your personal interests, skills, and values and the opportunities that areavailable to you.


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Introduction


Succession Management Process

The Government of Nova Scotia promises a corporate succession management process asa means to help ensure that there is strong leadership continuity and diversity within the

civil service for the future. Through the process, employees who show interest in and

potential for future management roles will be provided with opportunities to develop theirleadership capabilities.

An integral part of the performance review process is the Career Development Plan.

Employees should map out a Career Development Plan in consultation with theirmanagers. The Career Development Plan identifies the employees areas of strengths,

and those areas that require further development as they relate to the employees careergoal. Departments can support their employees Career Development Plans by providinginformation on future employment opportunities, by offering ongoing coaching and

feedback, and by making developmental assignments and activities available. Employeesshould have ongoing discussions with their managers as their career plans evolve.

The Career Explorer

The Career Explorer is an interactive, self-directed Career Planning Guide that helps

you create a picture of yourself by identifying those interests, values, and skills youalready have and which allow you to contribute productively to your workplace. It

allows you see more clearly which competencies and life interests you want to continueto use in a work setting and those you may want to develop further. It also helps you toexplore your interest in pursuing future leadership roles within the Nova Scotia

Government and gives you tools and resources through which you can conduct yourresearch.

Through a series of self-exploration activities, The Career Explorer allows you tocapture a wealth of information about yourself and potential work opportunities -

information that you can use to help develop your Career Development Plan. Theworkbook will help you see what work gives meaning to your life and what gives

meaning to your work. Career planning will help you develop strategies to maximizeyour opportunities for meaningful work in the future.

You can contact your departments manager or director of Human Resources to

discuss your departments approach to succession management.


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Introduction


How to Use This

Workbook

Your work is to discover your work and then with all your hear to

give yourself to it.

Buddha

How to Use This Workbook

Activity Key


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The Career Explore r 5


Many of us have difficulty in making career plans and developing goals because we donot express our ideas and goals. We tell ourselves I cant achieve this or that

opportunity is not available to me.

When working through these exercises, withhold judgment and let your imaginationflow. Produce ideas first, without suppressing your thoughts. After you have completedthese exercises, you can evaluate how realistic they are.

Do not be concerned by the length of this workbook. The best way to approach it is by

completing one or two exercises at a time. Set a schedule over the next few weeks andkeep to it. You will probably get the best results if you can complete the entire workbookwithin a two- to three-week period. That way, you will still have your earlier findings

clearly in mind as you complete the later exercises and the process will take on amomentum of its own.

You will profit greatly by spending time and investing effort in completing thisworkbook. It may be tempting to just read through the exercises and complete them in

your head, but you will get much greater benefit by sitting down and completing them.

Focus on areas most relevant to your current career situation. Complete those exercisesthat are most meaningful to you. The Activity Key that follows will help you decidewhat exercises you will gain most from completing.

Talk to others, such as your friends, spouse or partner, colleagues, and manager about

your interests, skills, and potential and about the organization and its business plans.

This will give you a personal perspective on information about yourself and assist incareer planning.


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The Career Explore r 6

Activity Key

Can you clearl y and

persuasively describe...

- if not, complete activity:

MythreeSpheresofLife

CareerPlanningBeliefs

TheClassReunion

PatternsFromMyLifeStor

WhatMattersMosttoMe

CurrentInfluencesinMyLife

SignificantExperiences

AssessingSkills/Competencies

ResearchingOpportunities

AccessingMyAllies

Page 9 18 23 26 31 36 39 45 60 69

Your balance with work, education, and leisure x x

Your beliefs or perceptions about careerdevelopment that may hinder or support your ability

to make career decisionsx x

Your work style and preferences that contribute to

your work/life satisfactionx x

Your core values & how well they are satisfied x x

Any issues or concerns that currently influence the

career decisions you makex

Your key skills and knowledge assets whichcontribute most to your employability x

Viable career options for the future x x

What you need to maximize for future success x x x x x

Learning Work/Life Balance

Can you describe what you learned in the last sixmonths? Yes ( ) No ( )

Are you feeling you wished you had more time todo things that are important to you?

Are you feeling stretched in a positive way? Yes ( ) No ( )

Yes ( ) No ( )Do you know what skills and knowledge you

Are you concerned about not spending enough timewith family and friends? Yes ( ) No ( )

could market to another employer?Yes ( ) No ( )

If Yes, COMPLETE: My Three Spheres of Life on Page 14.

If No, COMPLETE: Assessing My Skills,Competencieson page 45.


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Managing Your

Career

Vision is the stuff of our dreams. Passion is our energy to make itreal. The two go together like a horse and rider. In the mind of one

is the goal. In the power of the other lies the means to get there.

Know your own values. Listen to your heart. Find out what is

important to you.

Peter Urs Bender

Managing Your Career: The Birds Eye View

The Three Spheres of Life

The Career Development Process

Career Planning Beliefs


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Managing Your Career


Managing Your Career: The Birds Eye View

Many of us made career plans early in our working lives, then left it up to luck or chanceto see us to where we are today. Some of us have fared quite well and others not so.

Some of us have felt so buffeted by the dramatic changes in the world of work in the pastdecade that we haven't dared to re-evaluate where we are or how we feel.

But making decisions about your place in the world of work is not a one-time event. Norshould it be left to chance or luck, nor is it done in isolation of other aspects of your life.

You cannot manage your work/life effectively if you do not understand WHO YOUARE, WHAT OPTIONS YOU HAVE and HOW YOU CAN GET TO WHERE YOUWANT TO GO. You may not be able to control all the circumstances that impact upon

your life, but you can influence the direction your life is going; and you can makedecisions that are right for you.

When we talk about career, we are talking about more than just your job. It's easy tobelieve that we are what we do. Society places a great deal of emphasis on having a

job and making something of one's life. We often devalue the other roles in which wecan find meaning. But human beings are more richly complex than just their work roles.

And our career consists of more than just what we are paid to do.

In addition to the role of worker, career consists of a complex interweaving of other life

roles including family member, community member, learner, teacher, friend, and so on.Each role requires us to develop certain skills, expects us to perform certain activities,

and gives us certain satisfactions; pretty much the same way that the worker role does.

Each role affects the others in both positive and negative ways. People who have

satisfying work lives often focus more positively on family responsibilities and personal

relationships when they are at home. People who are job dissatisfied or overloaded atwork may be too tired, too busy, or too stressed to devote time pursuing communityservice or recreational activities. Similarly, workers who are preoccupied oroverwhelmed with family or personal matters may find it difficult to concentrate on the

job and their work performance suffers. When we talk about the interrelating aspects of aperson's career life, we can understand them better as the Three Spheres of Life.


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The Three Spheres of Life

The Three Spheres of Lifeconsist of:

Work:Work includes both paid and unpaid activities. What is work to one person may be

leisure or education to another (e.g., gardening, learning new software programs,reading science journals, housework, volunteer work, etc.). It depends on how youview it.

Education:Education involves both formal and informal lifelong learning... it includes academic

programs, continuing education courses, personal and professional developmentcourses/seminars, reading, self-instruction activities, mentorship, on-the-job training,

wherever and however you are learning.

Leisure :

Leisure includes those areas where you spend your discretionary time includingfamily, community, sport, or activities that are creative, recreational, or spiritual.

Leisure involves those activities that revitalize you and allow you to come back toyour work and education spheres energized and positively charged.

At different times in our lives the spheres shrink and expand in size, depending on wherewe choose or are required to place our energies. Sometimes we concentrate on our work

with education and leisure taking a backseat. Sometimes we are learners, and work andleisure are less prominent.

Usually we are most contented with our lives when our spheres are in relative balance,

when our time and energies are spent moving amongst the spheres. On the flipside, weusually feel a void, or are most vulnerable, when we neglect one of the spheres and donot develop that aspect of our life. This is particularly apparent in times of stress, such aswhen we are overworked, or dissatisfied with our work, or feeling our skills are outdated.

The other thing about the Spheres of Life is that they are inter-connected. Your work is

not separate from your leisure; your education is not separate from your work. Anyonewho has had to take work home with them or been called away from work to deal with afamily emergency knows this.

We can use this inter-connection to our benefit if we can come to see that work is an

integrated part of our whole life and that each Sphere complements and supports theother. Volunteering as the treasurer for a community group (Leisure) or taking anaccounting course at night (Education) can improve our financial management skills on

the job (Work). In addition, if we understand that we can find meaning and fulfillmentfrom a variety of activities in all three Spheres, we are not so apt to demand that one

Sphere satisfy all of our needs.


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Work

Leisure

Education

Let's take a look at four scenarios to see how the Spheres of Life connect and relate toone another.

Scenario A: Work Predominates

This scenario shows a person who is spending a great deal of time at WORK, so much so

that the other two spheres are relegated to minor parts of his/her life. Perhaps it's just aparticularly busy time at work, or perhaps this situation has become a way of life. This

person may not even be conscious that work is dominating his/her life to the exclusion of

other activities. But, if the person is stressed, dissatisfied, exhausted, or unfulfilled; itmay explain why. It would be important to look at the imbalance in this person's life

when s/he was looking to make a career move.

WORK Manager of an Information Technology Services Division whosupervises a large number of technical staff. The unit is always shortstaffed, with constant demands from users to solve technical problems

quickly. The manager is frequently on-call for emergencies in theevenings and on weekends and is intensely committed to being a

hands-on problem solver.

LEISURE Plays on a curling team, but frequently has to cancel out on games dueto emergencies at work. Considers him/herself to be familyoriented, but is never far away from his/her beeper during family

outings.

EDUCATION Subscribes to all the latest computer magazines, but never has the time

to read them.


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Work

Leisure

Education

Scenario B: Education Predominates

In this scenario, the EDUCATION sphere dominates the person's time and relegates theother two spheres to minor roles. Typically this situation is of a specific durationwhile

a person is attending an educational institution full time or is trying to manage bothstudies and work. Problems may develop over the long term if family and leisure

activities are neglected, or if the person's performance at work suffers because of the

studies, or if the person is not able to find paid or unpaid work to satisfy other aspects oftheir life.

EDUCATION On one year's full-time educational leave to complete a Masters Degree

in Public Administration.

WORK Senior Policy Analyst who has not kept in touch with the office during a

time when new legislation has been passed, new policies introduced,and new software programs installed.

LEISURE Family, friends, and social activities are squeezed in as time permits.


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Work

Leisure Education

Scenario C: Work is Minor

In this scenario, the WORK sphere is the smallest because this person is not engaged inhis/her work. S/he has been in the job too long, or the job is beyond his/her

capabilities/interests. The person is using the other spheres to provide meaning in his/her

life and to compensate for being bored and frustrated at work. This can also be thepicture of a person who is unemployed and is using the other spheres to cope with the

stress and discouragement of not working. This scenario also applies to the person whois retired and has a range of activities other than work to provide meaning and

satisfaction.

WORK Supervisor of an established public program that has not changed

focus in a decade. There has been no new money, few staff changesand no new initiatives introduced. The work is routine maintenance

only.

EDUCATION Taking a wide range of community education courses from tai chi toGaelic.

LEISURE Volunteer literacy tutor, Big Brothers/Big Sisters, competitive bridgeplayer, wooden toy maker and Scout leader.


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Work

Leisure

Education

Scenario D: Balanced Career Life

This scenario shows a person who is involved in meaningful activities in all three Spheres

of Lifesomeone that has a relatively balanced life between WORK, EDUCATION and

LEISURE. This person has a challenging job, but still finds time to participate in leisure-time and educational activities. This person has found a way to have each sphere support

and enhance the others: s/he uses work-related skills to volunteer in the community;continues to develop skills to enhance work performance; devotes time to personal

interests which keeps him/her energized and is involved as a parent.

WORK Director of Financial Services; volunteer Secretary-Treasurer, United

Way campaign; team leader of federal-provincial agreementnegotiations.

EDUCATION Enrolled in Executive Development program; using Internet to

research alternative housing construction methods; self-tutoring innew financial software programs.

LEISURE Building bale construction house; parent volunteer at school; swimsthree times a week; member of a monthly book club

What do your Three Spheres of Life look like right now? How satisfied are you with

your Spheres? Are they relatively balanced? Complete Activity 1 to find out.


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ACTIVITY 1: My Three Spheres of Life

1. In the chart below, list the major activities that you are presently involved withunder the categories Work, Education and Leisure. Remember that the category

in which you place each activity depends on how you perceive it for yourself.

Work

(paid/unpaid)

Education

(Learning)

Leisure

(Discretionary Time)


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2. Based on the list that you have developed, draw and label three spheres thatrepresent the relative size of your Three Spheres of Lifeas they are right now.


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3. What is the relative size of each of your Spheres right now? How satisfied areyou with the relative balance of your three Spheres?

(Balance does not have to mean 'equal'. One sphere may predominate over theothers for perfectly legitimate reasons and that's fine. Just be aware that extreme

imbalances over long periods of time may become problematic.)

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

4. What changes, if any, would you like to make to your Three Spheres of Life?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

5. Go to the Career Planning Summary on page 76. In the Issues To Be

Considered column, record any imbalances in your Spheres of Life that you willneed to keep in mind as you consider future career moves.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


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The Career Development Process

When we talk about career development or career planning, we're talking about alifelong process that allows you to navigate through life's turbulence while making plans

for the future. Basically, career planning consists of the following three steps:

Know YourselfWho Am I?(Personal Management)

Follow your heart by identifying your current interests, values, personality, skills and

competencies. Identify what skills, qualities and attitudes you need to develop or want touse in your next career move. Also identify the issues or influences which are impactingyour life right now and/or could in the future.

Know What is Out There

(Exploring Work and Learning Opportunities)

Research work opportunities that are available to you in the civil service andlearning/educational options that could better position you for these opportunities. Use

every resource at your disposal: read printed material, check websites, requestinformation meetings, seek out mentorships, job shadowing, or special assignments, ortalk to people who can connect you with others or point you in the right direction.

Know How and Be Able to Make Decisions (Life/Work Building)

Develop an action plan that includes day-to-day steps and long range goals. Be preparedto be flexible and make changes. Know that nothing decided today might remain the

same tomorrow!

To repeat. Career planning does not guarantee that you will avoid the insecurities of thechanging workplace. It does mean, however, that you may begin to take more control of your

career. You may actively seek opportunities that are more meaningful for you and take chargeof your decisions. You may grow and develop more as you re-examine your commitment toyourself, your lifestyle and your work.


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Career Planning Beliefs

People have many beliefs or perceptions about career development and how to moveahead with one's life. Some of these beliefs have come as a result of personal experience,

or what people have heard through the grapevine. But blind faith acceptance of thesebeliefs can influence the way you live and how you make decisions about your life. If

you never examine your beliefs to see how valid they may be, you will limit your visionof your future, you will never dare to dream, or risk, or push yourself beyond the safe andpredictable (which is no longer safe and predictable anyway). What beliefs do you hold

about making career decisions? Complete Activity 2 and check on your perceptionsaround the value of career planning.

ACTIVITY 2: Career Planning Beliefs

Strongly Agree (S/A) Agree (A) Disagree (D) Strongly Disagree (S/D)

Belief S/A A D S/D

1. It's whom you know, not what you know that gets you a job

2. You can get ahead if you don't screw up

3. Counseling professionals can tell you what to do with your life

4. It doesn't matter what I'd like to do; it's what job I can get

5. The position is filled before they even run the competition

6. It's all luck or chance if you're happy in your career

7. I've been at this job so long; I couldn't get another one

8. It is silly to talk about satisfaction in a job; your job is what youare paid to do

9. I have no control over my future

10. Jobs go to the person with the best interviewing skills

11. If you're good at what you do, they want to keep you in that job

12. Adults should know what they want out of life

13. If you stay around long enough, you'll be next in line forpromotion

14. Getting a job is all about being in the right place at the right time


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Career Planning Beliefs: A Second Look

If you Agreed or Strongly Agreed with statements 2, 3, 4, 6, 8, 9, or 12, you may havesome misconceptions about career life planning.

If you take a passive approach to your career (i.e., I have no control, it's all

luck, it doesn't matter, satisfaction is for those who can afford it, dreamingis for kids); you are accepting an all or nothing view of the world. You aresaying, that's how it is, and that's how it will be. There is no point in dreaming or

in trying anything new.

But new beginnings start with a first step, and each step takes you to the next step.

Over time the steps gather momentum, and soon you are moving in the direction ofyour goal. Along the way you are accumulating knowledge, skills, and insights that

keep you energized, keep you focused, and keep you moving. Maybe you neverreach your original goal; maybe you change your mind. As the saying goes, It'sthe journey, not the destination. The very act of starting down that road means

that you are more open to seizing opportunities when they come your way, moreattuned to getting the most out of every experience, and more intentional in guiding

your future in the direction that is best for you.

If you Agreed or Strongly Agreed with statements 1, 5, 7, 10, 11, 13, or 14, you may

have some misconceptions about the job search process.

Many of us probably know people who have gotten jobs or promotions based onwho they know, personality, clout, waiting their turn, playing it safe, and the like.So knowing people who can hire you or refer you is an advantage. Being liked and

having a pleasing personality is an asset. Being in the right place at the right time

does help.

But, increasingly, these attributes on their own do not ensure a person of a job orprogress in their career. Fair hiring practices require that open competitions be

based on a set of pre-established screening criteria and standard interviewprocedures. Downsizing and increased workloads mean that managers are seeking

the best-qualified personnel for every position that becomes available.

Within this framework, you can increase your opportunities of being a strong

candidate by developing a network of contacts, being pro-active in taking on newassignments within your organization, implementing new practices or procedures,

and continuing to learn new skills.

If you believe that every competition is cooked and there is no point in even

trying, you will deny yourself the opportunity to learn about other options, meetnew contacts, or become known to others as someone who is interested in making a

move.


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Go to your Career Planning Summary on page 76. In the section Issues To BeConsidered, record any career beliefs that you have that could hinder your ability to

make and carry through with career decisions. In the section Factors Which WillSupport Me, record any career beliefs that you have that will support and encourageyou to carry through with career decisions.


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Knowing Yourself


Knowing Yourself

Why do you pursue the work and the life you do? What activities are you drawn to?What keeps you engaged and energized? What gives you the greatest satisfactions and

wanting to strive for excellence?

These questions are at the heart of knowing yourself. In this section of The CareerExplorer, you will begin to identify your life interests, personality traits, and values thatin turn drive your passions. You will work on skills later in the workbook.

Your Life Interests

We are all creatures of habit. Our life interests start showing themselves in childhoodand remain relatively stable throughout our lives, even though they may revealthemselves in different ways at different times. We like this, we do not like that; we

value this, we think that is worthless; we are drawn to this, indifferent to that. The sumtotal of all these patterns is who we are.

You may have a clear picture of your life interests, or only be vaguely aware of them.They may have been front and centre when you made your life career decisionsor

completely ignored. Frequently when people find themselves in the wrong job, it isbecause they do not know what kind of activities will make them happy, and they do not

know their own deeply embedded life interests. But you can become aware of thepatterns in your life, those themes or interests that keep recurring in whatever work,education, leisure activities, and experiences bring you the greatest satisfaction.

John Holland, a noted career development theorist, has developed an easy way of

identifying the themes or patterns that keep recurring in your life. Holland has classifiedlife interests according to six themes or types. While each of us is more than one type,we tend to have stronger preferences for certain types of interests. Once you are aware of

what types of interests make you most happy, you are in a better position to understandwhat types of work activities will make you most satisfied and fulfilled over the long

term.


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Knowing Yourself


ACTIVITY 3: The Class Reunion

Use your imagination to picture yourself at your twenty-year class reunion. Everyone isthere when you arrive, and they have already congregated according to similar interests.

You are wondering with which group you want to spend the evening. Which groups will

be most interesting to you? Which groups will have people with the same interests asyou? Follow the instructions below.

INSTRUCTIONS

1. Wander from group to group on pages 24 and 25 and read the description of eachgroup. Ask yourself if you are interested in this conversation? Would I haveanything to talk about with these people? Would I want to know these people,

spend more time with them?

2. Underline any interests or activities that you share with the members of eachgroup. If you find that you are underlining most of the activities, then you cancross outthe activities that do notinterest you.

3. When you have circulated around the room, decide which two groups closely

match your own interests. Write the letters that represent the two groups in thespaces on page 25. These two themes likely represent long-held interests forcertain types of activities, and therefore, hold a vital clue to the kinds of work that

you might love.

4. You may find it quite easy to identify one group that closely matches your own

interests, but have difficulty identifying the second group. You may be equallyinterested in several groups or not too interested in any others. That is okay: you

can choose just one group. You may also find it easy to identify certain groupsthat do not interest you, that you would not want to join. That is good information

too because it shows where you do not want to be.

Now begin reading page 24.


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Knowing Yourself


The Class Reunion

R Realistic people are intrigued by the inner workings of things. They enjoyworking with technology, tools, machines, and equipment. They are curiousabout knowing how things work, finding better ways to solve problems, or

redesigning processes, systems, and operations. They prefer concrete problems toambiguous, abstract problems, and want to see tangible results. For recreation,

they like to be outdoors, be physically active, or build and fix things. They readcomputer magazines and technical manuals for fun; they are excited when theoffice installs new computer hardware. In short, realistic people are excited by

the possibility that things can be tinkered with and improved. They like to solveproblems by DOING.

I Investigative people love to think and talk about abstract ideas. They are moreinterested in the why of a strategy rather than the how. They enjoy ponderingbig picture concepts, gathering information, uncovering new facts or theories,

and analyzing and interpreting data. They are often drawn to academic orresearch environments and enjoy pursuing advanced degrees. For fun,investigative people like to tinker with computers, do puzzles or read mysteries,

or watch nature or scientific television programs. They often prefer to workindependently, relying on themselves rather than on others in a group project.

They like to solve problems by THINKING.

A Artistic people are often seen as imaginative, out-of-the-box thinkers. Theythrive on newness, making something original, and coming up with

unconventional ideas. Many of them have a passion for the arts, but others donot. Artistic types frequently express their artistic interests in leisure or

recreational activities (designing, writing, performing, creating artwork, playingmusical instruments, etc.), as well as in career activities. Often you can tell anartistic person merely by their choice of unconventional clothing, but certainly

you can recognize them by how excited they are when talking about their latestcreative production. Many artistic types prefer to work independently. They like

to solve problems by being CREATIVE.

S Social people like to work with other people. They enjoy teaching and guidingothers in a mentoring, coaching, or counselling capacity. They like to help others

grow and improve and are drawn to organizations that provide services theyperceive to hold a high social value. They like to work with groups through

leading discussions, soliciting input, offering feedback, and acknowledgingfeelings. Many are drawn to hobbies and volunteer work that allow them toperform hands-on community service. They like to solve problems by using their

FEELINGS.


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Knowing Yourself


E Enterprising people enjoy working with people too, but in a different way. Theyderive a great deal of satisfaction from working with and managing people inorder to accomplish goals and outcomes. Selling, purchasing, political

manoeuvring, entertaining clients, leading committees or groups, and givingspeeches or talks are activities that provide satisfaction. Enterprising people often

liked to organize activities even when they were kids: they like to make thingshappen and tend to ask for as much responsibility as possible in any worksituation. Enterprising people may like to take financial and interpersonal risks

and to participate in competitive activities. They solve problems by TAKINGCHARGE.

C Conventional people like activities that require organization, attention to detail,and accuracy. They often enjoy mathematics and may gravitate towards activitiesthat involve numbers. They may enjoy conducting financial analysis, forecasting,

building systems procedures, setting up accounting practices, analysing researchdata, studying charts and graphs, etc. They prefer to use quantitative analysis in

order to figure out business solutions, forecast future performance, determineoptimal production, undertake organizational analysis, etc. Conventional peopleprefer hobbies and recreational activities where they follow directions (whether it

is recipes, patterns, rules, instructional manuals, etc.). They solve problems byBEING METHODICAL.

THE ONE OR TWO THEMES (R I A S E C) MOST

CLOSELY SIMILAR TO ME ARE:

_________________ and _________________


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ACTIVITY 4: Patterns From My Life Story

Sphere of Life DescriptionMain Holland

ThemeR I A S E C

DREAMS(BACK TO THE FUTURE)

When I was a child, I liked to tell everyoneI would be a:

When I first thought about paid work, Iimagined I would be a:

When I completed my post-secondarystudies, I imagined my future wouldinclude these threethings:

These days I think that my life interests andabilities would be most fulfilled if I weredoing work that involved:


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OBSERVATIONS

1. The oneor two themes that came out as a result of The Class Reunion Activity(Activity 3)were:

______ & _______

2. The one or two themes that occurred most frequently in My Life Story (Activity 4)

were:______ & _______

3. If there were differences between the themes you chose in these two activities, goback and re-read the descriptions of the themes. The two themes that are most

like me are:______ & _______

4. I can find evidence of these two themes in my current work situation in thefollowing ways. *Be specific by writing statements that describe your

preferences for different activities or work environments. (e.g., I get to buildfinancial spreadsheets fulfills a C interest; I get to teach diverse populations

when I facilitate professional development courses fulfills an S interest; I get todesign layouts and choose graphics when I work on our marketing campaignsfulfills an A interest.)

If the most important themes in your life are not part of your work life, you

should review your current job role with your manager to determine if new

assignments and responsibilities could be added to build your career satisfaction.

Remember that some of the important themes in your life may not be lived out in


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your work role. Leisure, family, and educational activities complete your

career/life picture, and you should think about how these can be blended into your

career/life plan.

5. Go back to the Holland Theme Descriptions. Re-read the descriptions for the one

or two themes you chose, and pay particular attention to the statements that you

underlined. Choose 5 to 10 statements that describe activities or workenvironments that you would prefer to find in a future work situation. Use the

Holland Theme Descriptions as a guide only: write your statements so that they

are specific and real for you. Record your statements in your Career Planning

Summaryunder the section Characteristics of My Preferred Future (page 77).

Work Values

If you want to be satisfied in your work life, the work that you do must be in line with the

values that you hold dear. For example, if you value creativity, you probably will not be

happy working where everything is structured and pre-programmed. If you value

teamwork, you probably will not be happy working in an isolated cubicle with a

computer all day long. If you value independence, you probably will not be happy

having to get approval for every action you take. So, just like life interests, values matter.

Our values are what we care about most. Values give direction to our work and our lives,

enriching each day with a heightened sense of meaning. Most of us have many important

values. Asked to describe them, we might say, time to spend with my family,

challenging work, decent income, and so on. But the reality is that some values are

more important to us than others. In thinking about your career and your life, you need to

know what is most important to you. Otherwise, you may end up drifting or making bad

decisions.

Sometimes our core values conflict with or are not satisfied by the work we are required

to perform. In these cases, we must decide what matters to us most: do we stay in our

work roles for practical reasons and seek to have our values fulfilled elsewhere, or do we

look for new work assignments that are more congruent with our values?

Let us look at what values are important to you. Complete Activity 5: What Matters

Most to Meon page 31.


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ACTIVITY 5: What Matters Most To Me

Below are a number of work-related values, things that make work meaningful for

people. There are no right or wrong answers; no better or worse values. Values are what

matter to you. Follow the instructions below.

INSTRUCTIONS

1. Read each statement and place a check mark beside those values that are very

important to you as they relate to work.

2. Once you have gone through the list, choose the 3 to 5 values that are most

importantto you, and that you would prefer to have in your next work situation.

3. Record those values in your Career Planning Summary in the section

Characteristics of My Preferred Future on page 77.

VARIETY

It is important for me to:

___ do different tasks every day

___ find new ways to complete tasks

___ have a number of different responsibilities

___ have surprises and frequent changes

___ develop new skills

INDEPENDENCE

It is important for me to:___ work on my own

___ be able to organize my own schedule and make my own hours

___ be left to figure out things for myself and come up with my best ideas

___ work without a lot of direct supervision

___ make decisions on my own

STRUCTURE


___ have regular working hours that do not change from day to day___ have clearly defined responsibilities so I know what to do and how to do it

___ follow a regular routine

___ have some supervision and someone I can ask for guidance

___ know information in advance so I can plan and strategize


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CREATIVITY


___ find new ways to complete tasks and solve problems___ be able to use my artistic talents in the work I do

___ use my imagination to express myself

___ be part of creating something original and unique

___ be able to incorporate unconventional ideas into the work that I do

SECURITY


___ be able to count on my job for the long term

___ have high-paying work___ be able to count on regular pay increases

___ have benefits such as health insurance from my employer

___ have a safe job with little chance of on-the-job injury

IMPACT


___ help others

___ dedicate my work to causes in which I believe

___ know that my work affects the lives of others

___ try to make the world a better place

___ make a difference, even if I am not recognized

TEAMWORK


___ brainstorm ideas in a group

___ work with others rather than work alone

___ be able to cooperate and share with others

___ have equality in a working group

___ work with a diverse group of people so that many ideas and perspectives

affect my work


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AUTHORITY


___ take on a lot of responsibility___ be a leader and able to influence others

___ be able to make decisions

___ be responsible for long-range planning

___ be able to direct projects, people or situations

PRESTIGE


___ be recognized for the work I do

___ know that others respect and look up to me for the work I do___ know many people and be well known in the community

___ have a good salary, nice office, or extra work benefits associated with my

position

___ be able to associate with important/powerful people because of my work

TIME


___ have time outside of work to pursue hobbies and interests

___ be able to deal with family and personal situations without feeling guilty

___ be able to work accurately at a steady pace and not feel rushed

___ be able to structure overtime hours in a way that best suits me

Now go to page 77 under the section Characteristics of My Preferred

Future to record the 3 - 5 values that are most important to you.


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Personality Type

The Myers-Briggs Type Indicator (MBTI) is a popular instrument that assesses

personality types according to four ranges of personality traits: Extrovert-Introvert (how

we get our energy), Sensing-Intuitive (how we take in information), Thinking-Feeling(how we make decisions) and Perceiving-Judging (lifestyle and work habits we prefer).

We all have bits of each type, but we tend to favour one end of the scale over the other.

We will not be doing a personality type inventory in this workbook, but if you want to

learn more about Myers-Briggs Personality Indicator, visit the following web sites:

1. www.personalitypage.com

2. www.keirsey.com/

3. www.cis.ufl.edu/~dts/resources/MBType.html

You may have taken the Myers-Briggs Personality Indicator or some other personality

type inventory in a professional development program. If you have, you may remember

some of the statements that described your preferences for different activities or work.

Record any of those statements in your Career Planning Summary under the section

Characteristics of My Preferred Future on page 77.

Emotional Intelligence

Emotional intelligence is a relatively new term that refers to specific characteristics that

successful people exhibit as emotional habits. It includes emotions such as optimism,

trust, honesty, empathy, interpersonal relationships, impulse control, and ability to handle

stress.

Studies on success are showing that people with the traits that mark emotional

intelligence are poised and outgoing, committed to people and causes, sympathetic and

caring, and have a rich, but appropriate emotional life. For leaders, emotional

intelligence can help you:

preserve your high performance relationships with your team

maintain good physical health

handle the stress associated with managing others


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We will not be doing an emotional intelligence inventory in this workbook, but if you are

interested in the topic, check out the following web site:

www.queendom.com/emotionaliq.html

If you have taken an emotional intelligence inventory as part of a professionaldevelopment program, you may want to record any of the personal traits that were

identified in your Career Planning Summary in the section Characteristics of My

Preferred Future on page 77.

Influences on Career Decisions

You do not make career decisions in isolation of who you are and what your life

circumstances are. Whether you think you have limitless opportunities or insurmountable

barriers depends on how you view your family, financial, environmental, and personal

situation. Whether or not you are conscious of these influences; they, in fact, affect your

decision makingeither positively or negatively.

Your circumstances do not remain static and neither does the influence they hold over

you. Sometimes circumstances change you and sometimes you change circumstances.

By recognizing what influences inform your career decisions, you can begin to mobilize

the positive aspects to work for you and take steps to remedy those influences that work

againstyour ability to make good decisions.

What issues or concerns currently influence the career decisions you make? Complete

the Current Influences in My Life Activityon page 36.


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ACTIVITY 6: Current Influences In My Life

The checklist below lists a number of factors that could influence your ability to make

and carry through with any career move or decision that you may be considering. For

each factor, check whether it affects you Positively, Negatively, or Does not Affect Me.At the bottom of the list, add any other factors not included that affect you either

negatively or positively.

Influence Positive Negative Does Not Affect Me

Age

Gender

Religion

Race

Physical health (injuries/disabilities)

Emotional health (stress management, self-

confidence)

Addiction issues

Financial situation

Emotional support (family/friends)

Childcare/Elder care

Self-knowledge (my aspirations, interests,

personality, aptitudes, values)

Educational qualifications

Specialized skills

Relevant work experience

Knowledge of other opportunities

Location of work

Job search skills:

1. Networking

2. Resume writing ability


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Influence Positive Negative Does Not Affect Me

Political situation

Economic situation

Willingness to take risks

Ability to deal with uncertainty

Others (list)

________________________

________________________

________________________

OBSERVATIONS

1. The three factors that will most positively support my efforts to make a career

decision are:

1

2

3

2. The three factors that willmost negatively impact on my ability to make a career

decision are:

1

2

3

3. Some things I might do to minimize/overcome the effects of these negative

factors are:


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4. Go to your Career Planning Summary. Under the section Issues to be

Considered (page 76), record any factors that could negatively impact upon your

ability to make career decisions. Under the section Actions to Help Me Address

Issues (page 77), record anything that you can do to minimize the effects of these

negative factors. Under the section Factors Which Will Support Me (page 78),

record any factors that will assist and support you as you make and carry out your

career decisions.

Your Skills Portfolio

By the time you have reached mid-career, you have developed an impressive repertoire of

skills. You have honed a set of technical skills that has progressed you in your chosen

career field. You have acquiredor are starting to acquirea set of management and

leadership skills that are taking you in a new direction. The question is what skills do

you want to be using now? Do you want to be doing more of some things, less of others,

and nothing of still others? Do you want to be doing something entirely different?

The best way to plan your future is to start building on your existing strengths. One of

the best ways to identify your skills and core competencies is to examine achievements

that gave you lasting satisfactionat work, in learning and in your personal life. Bydoing so, you can find the linking themes that run through all of your accomplishments

defining who you are, what you like to do and what you have to contribute.

Some people find this exercise difficult because they find it hard to acknowledge their

accomplishments. They lessen or discard even quite significant accomplishments. Use

personal satisfaction and pride as your criteria in selecting these experiences and do not

let modesty interfere with completing this exercise.

Regardless of what others might have thought about your accomplishments, select an

experience that you found the most satisfying. If learning a foreign language was moresatisfying than an achievement at work that earned you high praise, select that

experience. Complete Activity 7: Significant Experienceson page 39.


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ACTIVITY 7: Significant Experiences

Think back to times in your life where you took a leading role in getting something

accomplished. You were totally engaged in what you were doing and you excelled at the

task. At the end, you were able to stand back and honestly say, Good work. I am proudof what I did. Maybe someone else complimented you on a job well done.

Think particularly about incidents that happened in the following time periods in your

life.

A time in your youth where you successfully demonstrated leadership

and/or management skills.

A time when you were completing your formal studies where you

successfully demonstrated leadership and/or management skills.

A time in the first part of your work life where you successfully

demonstrated leadership and/or management skills.

A time in your current work situation where you successfully

demonstrated leadership and/or management skills.

INSTRUCTIONS

1. For each of these times in your life, write a story that is no longer than one page

in length. In each story, describe in detail what you did, what was the result (what

you accomplished), what skills you used and why it made you feel proud. In

particular, describe the activity in terms of how you managed people, money, or

time.

2. If you cannot think of a significant pride experience from one time period in your

life, write two stories from another time period. Do not worry about what anyone

else might have thought of the experience, or even if anyone else noticed it. What

is important is that you are proud of what you did.

3. Do not worry about spelling or grammar. If you prefer to write in point form

rather than paragraphs, that is fine too.

4. If you want to write more than four stories, that is great. You may find that, once

you get started, writing your stories comes easier. You may begin to think of

other experiences, or ones that illustrate your successes better. Write or rewrite as

many stories as you want. This activity is to get you thinking about what

experiences are particularly meaningful to you so that you can use this

information as you take steps to move in your new career direction.


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EXAMPLE:

This will not do . . .

I have managed a small Government unit for three years of my life.

This is better . . .Currently I administer a unit in the Department of Education that looks after

correspondence studies for those who want to receive academic secondary school credits.

I feel like a juggler in a circus and I love the action. I supervise five administrative staff

who enroll students in courses and keep their marks updated in a database. Everything

must work like clockwork. We have to keep materials stocked and process the enrolments

daily; we have to keep marks up-to-date and send certificates out immediately. The

phones and mail are crazy in the fall and New Year. It is a thousand details to remember

and keep on top of. I have to oversee all the details, move staff to where they are needed

and change the priorities to keep all the balls in the air.

I am also the editor of all the new courses that we develop. When I hire writers, I have to

make sure that our products meet curriculum standards. But they also have to be fun,

engaging and easy to read: I love working with designers to come up with interesting

graphics and beautifully lay out each page. I have produced 14 new courses in three

years, which is an impressive output and have received many compliments from students.

On top of all this, I am the problem solver for students, schools, parents and agencies

whenever anything goes wrong with a course. This requires tact, patience and

negotiating skills. Solutions must work for everyone concerned.

This job requires me to work in an action-packed, fast-paced, ever-changing environment

and I thrive on it. When I took over the job, every aspect of the operation was

backlogged or outdated; four years later, our daily operations are up-to-date and our

products are becoming so. We have satisfied customers and a happier staff: I take pride

in being instrumental in improving the quality of the courses, establishing efficient

systems and instilling teamwork in the staff.

DO NOT CONTINUE

UNTIL YOU HAVE

COMPLETED ALL FOUR STORIES


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My Story #1


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My Story #2


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My Story #3


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My Story #4


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Considers how present policies, processes and methods mightbe affected by future development and trends

Establishes a course of action to accomplish a long-term goal

Skill/Com etenc Stor #1 #2 #3 #4 TotalRelationship Building

Develops effective working relationships with others

Initiates/participates in social or special gatherings

Matches staff to appropriate stakeholder contacts

Develops new ways to reach out to clients

Develops/maintains a network of professional relationships

Uses professional network for identify opportunities

Taps into professional network to resolve problems

Skill/Com etenc Stor #1 #2 #3 #4 Total

Team Leadership

Creates a team identity by working on shared vision, values,and mission

Fosters collaboration and exchange of ideas

Contributes individual expertise and experience

Gives reco nition to team members

Actively supports team decisions

Negotiates difficult issues within the team

Deals with conflict constructively

Builds rapport with others

Enlists the assistance of others

Inspires confidence, generates excitement and enthusiasm.


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Skill/Competency Story #1 #2 #3 #4 Total

Self-Confidence and Courage of Convictions

Speaks up when in disagreement with management or clients

Acknowledges personal responsibility for decisions

Takes on challenging positions or projects

Instills a desire in groups to take actions


Achievement Orientation

Sets and achieves individual performance targets

Organizes own work to stay on track

Keeps others apprised of progress or barriers to achievement

Accepts responsibility for actions

Assumes responsibility for personal career development

Develops personal leadership and management skills

Inspires and encourages others to do their best

Revises priorities as necessary

Schedules and coordinates the work of others

Sets performance standards


Impact and Influence

Adapts presentations/discussions to appeal to audience

Anticipates and prepares for others reactions

Uses chains of influence

Uses experts or third parties to influence

Builds behind the scenes support for ideas


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OTHER COMPETENCIES/SKILLS

List any other skills that you have demonstrated, but which have not been included in thischecklist. Place a check for each story where that skill was demonstrated.



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OBSERVATIONS

1. List 10 well-developed management/leadership skills that you have demonstrated

from your life stories (those with four check marks).

1 6

2 7

3 8

4 9

5 10

2. List up to 8 management/leadership skills in which you require additionaldevelopment

(those with 0-1 check marks).

1 5

2 6

3 7

4 8

3. How is your current work situation allowing you to demonstrate management and

leadership skills?


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4. To what extent are you interested in developing your management and leadership

skills further?

5. Go to the Career Planning Summary. Under the section Characteristics of My

Preferred Future (page 77), record those well-developed leadership skills that you

have demonstrated from your life stories and that you would like to continue to use

in your future career path. Under the section Areas of Development (page 78),

record those leadership skills that you have indicated as needing development.


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Professional and Management Positions in the Nova Scotia

Government

There are generally four broad levels of professional management positions within the

Nova Scotia Civil Service: Frontline Supervisor

Middle Manager

Executive

Technical/Professional

The core functions of each level are grouped into the following categories:

Departmental operation

Policy development

Central agency operations

Exposure to political level

Corporate Leadership Competencies

The Nova Scotia Civil Service recognizes there are a number of competencies required to

ensure success for all managers. These competencies form the basis of standard

leadership behaviour, which can be consistently applied across the management

community. Civil Service leaders must exhibit these leadership competencies.

Decisiveness

The ability to make decisions based on analysis of the information presented in the face

of ambiguous or conflicting situations, or when there is an associated risk.

Strategic Orientation

The ability to link long-range visions and concepts to daily work. It implies the ability to

think conceptually and to see the big picture. It includes an understanding of

capabilities, nature and potential of the department and the organization. It involves

taking calculated risks based on an awareness of societal, economic and political issues as

they impact the strategic direction of the department and the organization.

Development of People

Involves working to develop peoples contribution and potential. Involves a genuine

intent to foster the long-term learning or development of others, including direct reports,

peers, team members or other staff. The focus is on the developmental intent and effect

rather than on a formal role of training.


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Team Leadership

The intention to take a role as leader in a team or other group. Leadership involves

communicating a compelling vision and embodying the values of the Nova Scotia Public

Service. Team Leadership is generally, but not always, shown from a position of formal

authority. The team here should be understood broadly as any group in which the

person takes on a leadership role, including the organization as a whole.

Achievement Orientation

Involves working to achieve results and improve individual and organizationalcontribution. Achievement Orientation is a concern for working well or for surpassing a

standard of excellence. The standard may be ones own past performance (striving forimprovement); an objective measure (results orientation); outperforming others

(competitiveness); challenging goals one has set; or trying something new that willimprove organizational results (innovation). Achievement Orientation also involveseffectively managing internal and external resources to achieve the Governments goals.

Self-Confidence/Courage of Convictions

The belief in ones own capability as expressed in increasingly challenging circumstances

and confidence in ones decisions or opinions, within the framework of public interest,

ethics and values and organizational integrity. It may include providing leadership,

direction, and inspiration to others by making difficult decisions and taking actions that

may not be popular but are in the best interests of the organization and its clients.

Impact and Influence

An intention to persuade, convince, influence or impress others (individuals or groups) in

order to get them to go along with or to support the organizations direction. The key is

understanding others, since Impact and Influence is based on the desire to have a specific

impact or effect on others where the person has his or her own agenda, a specific type of

impression to make, or a course of action that s/he wants the others to adopt.

Relationship Building

The ability to develop contacts and relationships internal and external to the organization

to facilitate work efforts or to gain support/cooperation. It implies building long-term or

on-going relationships with clients or stakeholders (e.g. someone internal or external to

the organization, on whom your work has an impact). This type of relationship is often

quite deliberate and is typically focused on the way the relationship is conducted.

If you are interested in pursuing career opportunities at any of these levels, you should

evaluate your readiness by assessing yourself against the leadership competency

assessment and the Leadership Career Path Model, both of which are available online at

http://iweb.gov.ns.ca/humr/perfman/perfman.htm.


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SNAPSHOT OF MANAGERIAL AND PROFESSIONAL POSITIONS

IN THE NOVA SCOTIA GOVERNMENT

Position: Frontline Supervisor

Departmental operations Coordinates the delivery of a program or service of a

department

Supervises and coaches employees to achieve desiredresults

Requires an ability to improve processes and workteams

Operates within a defined time frame and wellestablished procedures

Supervises by establishing working principles,

precedents, policies and objectives Management of human and financial resources

Policy Development Provides input on policies that directly involve the

work unit

May provide advice in the development of policiesinvolving issues in an area of importance to the NovaScotia public

May provide advice that has a demonstrable impact onthe development of policies within a field of expertise

Central Agency Operations May have exposure to Cabinet and/or Central Agencydecision-making processes

Exposures to Political Levels Exposure to political levels through the consultationprocess and assisting with the preparation of briefingmaterials for the Minister or Deputy Minister

* Note these profiles are intended to give a general overview of the levels of

management positions in Government for career planning purposes only. They are notjob descriptions or all inclusive.


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SNAPSHOT OF MANAGERIAL AND PROFESSIONAL POSITIONSIN THE NOVA SCOTIA GOVERNMENT

Position: Middle Manager

Departmental operations Manages a departmental work unit, program

deliverables or program functions

Coaches employees to achieve desired result

Manages human and financial resources, and in somecases may involve management through subordinatemanagers

Provides advice that has an impact on the achievementof objectives

Defines problems, develops alternatives and

recommends courses of action

Policy Development Provides input in the development of policies involvingissues that impact or relate to a work unit or department

Provides advice that has an impact on the development

of policies

Central Agency Operations May have exposure to Central Agency decision-making

processes

Responsible for managing portions of individual

elements of government agenda issues including

reporting and identifying solutions

Exposures to Political Levels Exposure to political levels through the preparation

of briefing materials for the Minister or Deputy

Minister

* Note these profiles are intended to give a general overview of the levels ofmanagement positions in Government for career planning purposes only. They are not

job descriptions or all inclusive.


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SNAPSHOT OF MANAGERIAL AND PROFESSIONAL POSITIONS

IN THE NOVA SCOTIA GOVERNMENT

Position: Executive

Departmental operations Manages a major operation with significant program

deliverables or program functions Manages human and financial resources, including

management through subordinate managers

Coaches and mentors managers

Provides advice that has a demonstrable impact on theachievement of objectives

Manages decisions and makes recommendations thathave a demonstrable impact on the achievement ofdepartmental objectives

Is responsible for overseeing strategic direction of thedepartmental business planning process

Is exposed to pressures and demands as a result of new

initiatives and ongoing accountabilities

Policy Development Provides leadership in the development of policiesinvolving highly complex issues in an area ofimportance to the Nova Scotia public

Develops policies involving inter-departmental, inter-governmental or public consultation, in an area ofimportance to the Nova Scotia public

Provides advice that has a demonstrable impact on the

development of policiesCentral Agency Operations Considerable exposure to Cabinet and/or CentralAgency decision-making processes

Responsibility for coordinating major governmentagenda issues and through various phases ofdevelopment, identifying potential problem areas andresolving conflicts that may arise

Exposures to Political Levels Exposure to political levels through the preparation of

briefing materials for the Minister or Deputy Minister




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SNAPSHOT OF MANAGERIAL AND PROFESSIONAL POSITIONSIN THE NOVA SCOTIA GOVERNMENT

Position: Technical/Professional

Departmental operations Role in delivering program development or programfunctions for clients

Policy Development Provides advice in the development of policiesinvolving highly complex issues in an area ofimportance to the Nova Scotia public

Provides guidance or developmental policies involvinginter-departmental or public consultation, in any area ofimportance to Nova Scotia public policy

Provides advice that has a demonstrable impact on the

development of policies within a field of expertise

Central Agency Operations May have exposure to Cabinet and/or Central Agency

decision-making processesExposures to Political Levels Exposure to political levels through the consultation

process and assisting with the preparation of briefingmaterials for the Minister or Deputy Minister




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Wrap-up

We have given you a brief snapshot of who you are. At this point, you should have abetter idea of:

your life interests your work values

your well-developed leadership skills

your leadership skills that need developing

any issues that may impact on your ability to make career decisions

any supports you have that will help you make career decisions

You can continue the process of self-exploration by talking to people who you trust andrespecta manager, co-worker, partner, friend, family member, or counselling

professional. You can read career planning books or complete other self-assessmentinventories and tools (such as those suggested in this workbook). All self-informationadds to completing the portrait.

The next step is to look at the work and training opportunities that are available so that

you are able to move to the final stepdeveloping a short- and long-term game plan.


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Knowing What

is Out There

There are three things extremely hard: steel, a diamond and to knowoneself.

Benjamin Franklin

Knowing What is Out There

Researching Opportunities

Information Meeting Questions Activity 9: Researching Opportunities

Accessing Your Allies

Activity 10: Accessing Your Allies

Validating Your Experiences

Wrap Up


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Knowing Whats Out There

So far, the focus on your career planning has been on YOUhow you see yourself and

how others see you. This section of The Career Explorer helps you explore futuremanagement or leadership roles within the Nova Scotia Civil Service. Knowing Whats

Out There involves three aspects: researching work and learning opportunities,

accessing your allies and validating your experiences. We will look at each aspect inturn.

Researching Opportunities

It seems self-evident that, before you can go after a work or learning opportunity, you

have to know that it exists. You probably know about vacancies in your own division,branch, or maybe even department. But what about vacancies in other departments?How do you learn about opportunities before they even become vacancies? What

training or development opportunities are available in your own department that couldhelp prepare you to make a career move? How do you know if something is a viable

opportunity foryou?

You need to have informationongoing, reliable information that you can evaluate

against what you know about yourself. Just as you formulated a picture of who you arein the first part of this workbook (your life interests, values and skills), you need to createa picture of the types of work and learning opportunities that are compatible with your

picture of self. To do that, you need to explore brand new career fields or familiar oneswith a new eye; you need to unearth work opportunities before they become opportunities

and you need to determine what types of training or developmental activities willenhance your leadership competencies.

There are any number of sources of information, from printed to electronic to people. Allcan form a vital link in your search for work opportunities that have meaning for you.

1. Printed Information

Most Government departments produce printed information in the form of annualreports, technical publications or brochures. This is a good way to get a general

overview of the activities, programs and services of a departmentparticularly ifyou are unfamiliar with the workings of that department. On pages 54 to 58 we haveprovided you with an overview of the different levels of management and

professional positions that are found in any department in the Nova Scotia

Government.

Moving beyond the Government environment, professional associations frequentlyproduce trade magazines that report on current practices, trends, regional happenings

and sometimes employment opportunities. The more you can learn about a careerfield, the better positioned you are to know whether or not that field holds promise

for you.


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2. The Internet

The Government of Nova Scotia currently (2005) works with CareerBeacon.com in

promoting job opportunities within the Nova Scotia Public Service. All informationpertaining to these jobs including job descriptions, classification, start dates andapplication deadlines are posted on this site. Jobs in each category are displayed in

chronological order by date posted. Career Beacon gives employees the ability tobrowse all available jobs or to do advance searches based on specific criteria. Career

Beacon also provides the user with the ability to email his or her cover letter andresume. You can access this site by going to www.CareerBeacon.com

All Government departments have websites that contain information on theoperation of that department. Each website differs, but you may be able to find the

following types of information:

organizational charts

names of divisions and brief descriptions of activities

names, job titles and telephone numbers of key personnel

updates on key initiatives

list of publications

Again, this type of information gives you a general overview of the major

responsibilities of a department and contact names if you want to explore an areafurther. You can access any department's website through the Nova Scotia

Government website: www.gov.ns.ca/gov_index.asp

3. Information Meetings

As you conduct your paper and electronic research, patterns or trends may begin to

emerge: What departments/career fields are experiencing openings? Whatskills/qualifications are most commonly required? What types of jobs and workresponsibilities continue to attract me? In what areas would I like more information?

Whenever a position, department, or career field interests you, it is time to explore

further with an information meeting. You do not have to wait for a specific jobopening; in fact, that may be leaving it too late. You want to have an accuratepicture of that workplace beforehand in order to be prepared when an opportunity

does come upwhether it's that exact job, a similar job in a different department, orsomething completely different. It's also a good way to bring positive attention to

yourself: if people in that branch, division, or department have met you, theyalready have some idea of who you are and what you can do.

The best information comes from someone actually doing that work, or someoneworking in the area. Information meetings are based on the simple notion that, if

you want to know what a financial administrator does, you talk to a financialadministrator. That way, you get a real sense of what the work and workenvironment are like, both the good and not so good points.


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You may find it intimidating to ask people about the work they do or to talk tocomplete strangers. The following tips can help get you started.

1. Do some homework first. Read all the print materials you can find on theposition, career field, or department.

2. Develop a list of questions that you want answered. What are the important

features of this job or workplace? What do you need to know in order to decideif this work opportunity is a fit for you? (See page 71 for suggested interviewquestions.)

3. Start with people you know. Do you know anyone working in that career field

with whom you could converse? Do you know someone who knows someonewho could refer you? If you're concerned about contacting a complete stranger,ask yourself, What do I have to lose? You haven't lost anything if the person

doesn't have information to give you, or is not interested in talking. On theother hand, you stand to gain a lot if the person is a valuable source of

information.

4. Before you approach anyone, be prepared. Have your questions ready in case a

meeting happens on the spot over the phone. Update your resume so that youare knowledgeable about your current portfolio of skills and accomplishments.You are not going for a job interview, but you want to be able to discuss your

competencies in relation to the requirements of the organization and to assessthe potential fit.

5. If you have agreed to a meeting, be organized and punctual. Respect theperson's time and make the best use of it. Get to the heart of why you are there

and ask the questions that are pertinent to you. Unless you are invited to staylonger, don't take any more time than you promised you would (15 or 20

minutes shows consideration).

6. Keep records from the start. Too many people fail to record what they've

learned so it's as if there was no learning. Note every person with whom youhave spoken including their job title, work address, telephone number and what

they had to say. Record the names and telephone numbers of other referralcontacts (along with the name of the person who referred them). Do not rely onme

career explorer

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