Psychology 101 Notes

The Importance and Benefits of Self-Assessment:

• Understand how you learn best.
• Achieve better grades.
• Work smarter, not harder.
• Work in alignment with your strengths and natural preferences.
• Create a positive and motivated state of mind.
• Work more effectively with diverse people.
• Learn to use critical thinking and reasoning.
• Make sound and creative decisions about school and work.
Using Critical Thinking Skills:
• Suspend judgment until you have gathered facts and reflected on them.
• Look for evidence that supports or contradicts your initial assumptions and
beliefs.
• Adjust your opinions as new information and facts are known.
• Ask questions, look for proof, and examine the problem closely.
• Reject incorrect or irrelevant information.
• Consider the source of the information.
• Remain committed to the truth and not your own beliefs or biases.
Skills for School and Job Success:
• Educational
• Career-related
• Personal
Words to Succeed…
“A worker needs one thing only: to learn how to learn.” ~Peter Drucker
“Let him that would move the world first move himself.” ~Seneca

Peak Performance Competency Wheel:

• Basic Skills- Reading, Writing, Math, Listening, Speaking, Note taking.
• Thinking Skills- Critical thinking, Decision making, Problem solving,
Creativity, Mental imagery, Knowing how to learn.
• Personal Qualities- Responsibility, Self-esteem, Self-management, Self-
control, Honesty, Integrity, Civility, Motivation, Sociability, Positive
attitude
• Technology- Selecting technology, Applying technology, Maintaining
technology, Solving problems, Staying current in technology.
• Systems- Understanding systems, Designing systems, Monitoring systems,
Correcting systems
• Information- Acquiring information, Evaluating information, Organizing
and maintaining, Using computer to process
• Resources- Managing time, Managing money, Managing space, Managing
facilities, Managing materials, Managing people
Peak Performance Commitment Pyramid
1. Peak performer
2. I am committed to excellence and will put in the effort to learn
new skills and competencies. I read, participate in class, write, and
reflect.
3. I’ll take the challenge because I want to change my attitude and
learn skills.
4. I’ll read the book and do some of the exercises.
5. The only reason I’m going to college is because my parents want
me to.
6. It’s the fault of my (parents, teachers, learning disability) that my
grades are poor.
7. I don’t need to read this book or attend any lectures on improving
myself.
Discovering Your Learning Style:
• Visual- Learns best visually.
1. Remember what they see better than what they hear.
2. Prefer to have written directions that they can read.
3. Learn better when someone shows them rather than
tells them.
4. Likes to read, highlight, and write summaries.
5. Keeps a list of things to do when planning the week.
6. Tend to be quiet in class and watch facial
expressions.
7. Like to read for pleasure and to learn.
8. May want to be an interior designer, drafter,
proofreader, writer or artist.
• Auditory- Learns best by lectures and listening.
1. Remember what they hear better than what they see.
2. Prefer to listen to instructions.
3. Likes to listen to music and talk on the phone.
4. Plan the week by talking it through with someone.
5. Use rhyming words to remember.
6. Learn best when they hear the assignment as well as
see it.
7. May enjoy being a disc jockey, trial lawyer,
counselor, or musician.
• Kinesthetic- Learns best by hands on activities.
1. Create an experience.
2. Use hands-on activities and computer games.
3. Build things and put things together.
4. Use flash cards, models, and physical activities.
5. Draw, doodle, use games and puzzles, and play
computer games.
6. Take field trips and collect samples.
7. Relate abstract information to something concrete.
 8. May enjoy being a chef, surgeon, medical
technician, nurse, auto mechanic, electrician,
engineer, forest ranger, police officer, or dancer.
• Interpersonal learner- Learns best in groups. Doesn’t like to
be alone. Needs social interaction.
• Intrapersonal learner- Likes being alone and working alone.
• Verbal linguistic- Likes to learn through reading, writing,
and dialogue.
• Mathological- Likes math, numbers, logic, puzzles. Likes
taking things apart and putting them together.

Characteristics of Different Personality Types

Extroverts Introverts Sensors Intuitives

• Gregarious • Quiet • Practical • Speculative
• Active, talkative • Reflective • Experience • Use hunches
• Speak, then think • Think, then speak • See details • See the big picture
• Outgoing, social • Fewer, closer friends • Sequential, • Work in burst of energy
• Energized by • Energized by self works steadily • Head in the clouds
people • Like to read • Feet on the • Abstract
• Like to speak • Like quiet for ground • See possibilities
• Like variety & concentration • Concrete • Imaginative & inspired
action • Interested in ideas • Realistic • Dislike precise work
• Interested in results • Dislike interruptions • Sensible & hard
• Do not mind working
interruptions • Good & precise
work
Thinkers Feelers Judges Perceivers
• Analytical • Harmonious • Decisive • Tentative
• Objective • Subjective • Closure • Open-minded
• Impersonal • Personal • Plan ahead • Flexible
• Factual • Sympathy • Urgency • Open time frame
• Want fairness • Wants recognition • Organized • Spontaneous
• Detached • Involved • Deliberate • Go with the flow
• Rule • Circumstances • Sets goals • Let life unfold
• Things, not people • People, not things • Meet deadlines • Procrastinate
• Lineal • Whole • Just the facts • Interested & curious

The Four-Grid Personality Profile

The following statements indicate your preference in working

with others, making decisions, and learning new information.
Read each statement with its four possible choices. Mark 4
next to the choice MOST like you, 3 next to the choice
ALMOST like you, 2 next to the choice SOMEWHAT like
you, and 1 next to the choice LEAST like you.

1. I learn best when I

____ a. rely on logical thinking and facts.
____ b. am personally involved.
____ c. can look for new patterns through trial and error.
____ d. use hands-on activities and practical applications.

2. When I’m at my best, I’m described as

____ a. dependable, accurate, logical, and objective.
____ b. understanding, loyal, cooperative, and harmonious.
____ c. imaginative, flexible, open-minded, and creative.
____ d. confident, assertive, practical, and results-oriented.

3. I respond best to instructors and bosses who

____ a. are factual and to the point.
____ b. show appreciation and are friendly.
____ c. encourage creativity and flexibility.
____ d. expect me to be involved, be active, and get results.

4. When working in a group, I tend to value

____ a. objectivity and correctness
____ b. consensus and harmony
____ c. originality and risk taking
____ d. efficiency and results

5. I am most comfortable with people who are

____ a. informed, serious, and accurate
____ b. supportive, appreciative, and friendly
____ c. creative, unique, and idealistic
____ d. productive, realistic, and dependable

6. Generally, I am
____ a. methodical, efficient, trustworthy, and accurate
____ b. cooperative, genuine, gentle, and modest.
____ c. high-spirited, spontaneous, easily bored, and dramatic
____ d. straightforward, conservative, responsible, and decisive

7. When making a decision, I’m generally concerned with

____ a. collecting information and facts to determine the right
solution.
____ b. finding the solution that pleases others and myself
____ c. brainstorming creative solutions that feel right
____ d. quickly choosing the most practical and realistic
solution.
 8. You could describe me in one word as
____ a. analytical
____ b. caring
____ c. innovative
____ d. productive

9. I excel at
____ a. reaching accurate and logical conclusions
____ b. being cooperative and respecting people’s feelings
____ c. finding hidden connections and creative outcomes
____ d. making realistic, practical, and timely decisions

10. When learning at school or on the job, I enjoy

____ a. gathering facts, technical information, and being
objective.
____ b. making personal connections, being supportive,
working in groups.
____ c. exploring new possibilities, tackling creative tasks, and
being flexible.
____ d. producing results, solving problems, and making
decisions.

Score: To determine your style, mark the choices you made in

each column below. Then add the column totals. Highest
number in:
A. column, you are an analyzer
B. column, you are a supporter
C. column, you are a creator
D. column, you are a director

Choice A Choice B Choice C Choice D

1. ________ ________ ________ ________
2. ________ ________ ________ ________
3. ________ ________ ________ ________
4. ________ ________ ________ ________
5. ________ ________ ________ ________
6. ________ ________ ________ ________
7. ________ ________ ________ ________
8. ________ ________ ________ ________
9. ________ ________ ________ ________
10. ________ ________ ________ ________
 Profile of an Analyzer:

Analyzers tend to be logical, thoughtful, loyal, exact, dedicated, steady, and organized.
They like following direction and work at a steady pace. The key word for analyzers is
thinking.
Strengths: Creating concepts and models and thinking things through.
Goal: Intellectual recognition
Classroom style: Analyzers relate to instructors who are organized, know their facts and
present information logically and precisely. They tend to be left-brained and seem more
concerned with facts and abstract ideas and concepts than with people.
Learning Style: Analyzers often perceive information abstractly and process it
reflectively. They learn best by observing and thinking through ideas. The like models,
lectures, textbooks, and working alone. The like to work with things and analyze how
things work. They evaluate and come to a precise conclusion.

Effective Traits Ineffective Traits Possible Majors Possible How to Relate to

Careers Analyzers
Objective Too cautious Accounting Computer Be factual
Logical Abrupt Bookkeeping programmer Be logical
Thorough Unemotional Mathematics Accountant Be formal & thorough
Precise Aloof Computer science Bookkeeper Be organized, detached, &
Detail Oriented Indecisive Drafting Drafter calm
Disciplined Unimaginative Electronics Electrician Be accurate & use critical
Auto mechanics Engineer thinking
Auto mechanic State facts briefly &
Technician concisely
Librarian

Supporters:
People who are supporters tend to be cooperative, honest, sensitive, warm, and
understanding. They relate well to others. They value harmony and are informal,
approachable, and tactful. In business, they place emphasis on people and are concerned
with the feelings and values of those around them. The key word for supporters is feeling.
Strengths: Clarifying values and brainstorming many different ideas.
Goal: To create harmony and cooperation.
Classroom Style: Supporters tend to learn best when they like an instructor, and feel
accepted and respected. They like to integrate course concepts with their own
experiences. They relate to instructors who are warm and sociable, tell interesting stories,
use visuals, and are approachable. They learn best by observing, listening, and sharing
ideas and feelings.
Learning Style: Supporters perceive information concretely and process it reflectively.
They are intuitive and like to deal with their feelings. They prefer learning information
that has personal meaning, and they seek clarity and integrity. They prefer learning in the
here and now and like concrete things they can see and touch. They are unhurried and
like to listen and observe. They are intuitive and imaginative thinkers and need to be
personally involved.
Profile of a Supporter
Effective Traits Ineffective Traits Possible Majors Possible Careers How to relate to
Supporters
Understanding Overly compliant Counseling or Elementary teacher Be friendly
Gentle Passive therapy Physical therapist Be positive
Loyal Slow to act Social work Social worker Be sincere & build trust
Cooperative Naïve Family & consumer Therapist Listen actively
Diplomatic Unprofessional science Counselor Focus on people
Appreciative Can be overly Nursing Nurse Focus on personal
sensitive Medical Assisting Medical assistant values
Physical therapy Create a comfortable,
Education relaxed climate
Create an experience
they can relate to

Creators
Creators are innovative, flexible, spontaneous, creative, and idealistic people. Creators
are risk takers and love drama, style, and imaginative design. They like abstract and fresh
ideas and are passionate about their work. The key word for creators is action.
Strengths: Creating visions that inspire people.
Goal: To make things happen by turning ideas into action.
Classroom Style: Creators learn best in innovative and active classrooms. They relate to
instructors who have a passion for their work and are challenging, imaginative, and
flexible; present interesting ideas; and make the topic exciting.
Learning Style: Creators learn by doing and being involved in active experiments. They
perceive information concretely and process it actively. They like games, role-playing,
stories, plays, illustrations, drawings, music, and visual stimuli. They ask questions and
enjoy acting on ideas. They are usually good public speakers. They are future oriented
and good at seeing whole systems.
Profile of a Creator
Effective Traits Ineffective Traits Possible Majors Possible Careers How to relate to
Creators
Imaginative Unrealistic Art Writer Be enthusiastic
Creative Unreliable English Politician Be involved
Visionary Inconsistent Music Travel agent Be flexible
Idealistic Hasty Design Hotel manager Be accepting of change
Enthusiastic Impulsive Hospitality Cartoonist Focus on creative ideas
Innovative Impatient Travel Musician Talk about dreams and
Fragmented Theater Composer possibilities
Communications Artist
Journalist
Craftsperson
Florist
Costume designer
Salesperson
Scientist
 Directors
Directors are confident, self-directed, energetic, dynamic, decisive, risk-taking, and
results-oriented people. They like to be the leader of groups and respond to other people’s
ideas when they are logical and reasonable. Their strength is in the practical application
of ideas. Because of this ability, they can excel in a variety of careers, such as law
enforcement, banking, and legal professions. The key word for directors is results.
Strengths: Integrating theory with practice.
Goal: To find solutions to problems.
Classroom Style: Directors relate to instructors who are organized, clear, to the point,
punctual, and results oriented. They prefer field trips and hands-on activities.
Learning Style: Directors learn by hands-on, direct experience. They learn best by
practical application. They like classes that are relevant. They work hard to get things
done.

Profile of a Director
Effective Traits Ineffective Traits Possible Majors Possible How to relate to Directors
Careers
Confident Aggressive Business Lawyer Set deadlines
Assertive Pushy Law enforcement Police officer Be responsible for you
Active Insistent Construction Detective actions
Decisive Overpowering Woodworking Consultant Focus on results
Forceful Dominating Carpentry Banker Focus on achievements
Effective leader Business management Park ranger Do not try to take control
Results oriented Wildlife conservation Forest ranger Do not make excuses
Forestry Administrator Have a direction
for outdoor Make known time or
recreation other changes in schedule

Peak Performance Learning

Practice doing again and again.

Teach experience to others and explain.
Write about the experience and make it relevant.
Build a model to stimulate experience
Integrate reflection with research and facts.
Relate experience to self
Discuss and analyze the experience.
Watch and observe the experience.
Listen to lecture.
Read.
Integrated Brain Power
Analyzer Integrated Brain Power Supporter
Logical Gentle
Analytical Caring
Literal Sensitive
Factual Harmonious
Precise Less Assertive Peacemaker
Accurate Emotional
Orderly Sociable
Objective Cooperative
Systematic Understanding
Technical Adaptable
Likes models Seeks meaning
Learns by thinking Learns by observing
and sharing.
Abstract Conceptual Left-Brain Studying Right-Brain Studying Concrete
Neat, organized Cluttered desk Experimental
study area Flexible study times
Daily schedules Jump from project to
Work on project
Study with others
Study in bursts of
energy
Cram last minute
Director Creator
Confident Innovative
Practical Imaginative
Realistic Free-spirited
Disciplined Visionary
Problem solver More Assertive Impulsive
Controlled Open-minded
Dependable Creative
Results oriented Curious
Pragmatic Energetic
Traditional Spontaneous
Wants results Wants to create
Learns by practical Learns by trial and
application error

Performance Strategy: Work on your shortcomings and focus on you successes.

The Importance of Positive and Motivated Attitudes:

• Higher productivity
• An openness to learning at school and on the job
• School and job satisfaction
• Creativity in solving problems and finding solutions
 • The ability to work with diverse people
• Enthusiasm and a “can do” outlook
• Confidence and higher self-esteem
• The ability to channel stress and increase energy
• A sense of purpose and direction

A negative attitude can drain you of enthusiasm and energy, and it can result in
absenteeism, tardiness, and impaired mental and physical health. In addition, people who
have a negative attitude may tend to:
• Feel they are victims and helpless to make changes
• Focus on the worst that can happen in a situation
• Blame external circumstances for their attitude
• Focus on the negative in people and situations
• Look at adversity as something that will last forever
• Be angry and blame other people

Maslow’s Hierarchy of Needs

Self-actualization

Self-esteem

Recognition and Belonging

Safety and Security

Physiological needs

Words to Succeed: “Nothing great was ever achieved without enthusiasm.”

~Ralph Waldo Emerson
Performance Strategy: Focus on the positive.
Words to Succeed: “What makes life dreary is the want of a motive.”
~George Eliot
Performance Strategy: Use affirmations and visualizations
Performance Strategy: Strive for excellence not perfection.

Motivational Strategies
1. Act as if you are motivated.
2. Use affirmations
3. Use visualizations
4. Use goals as motivational tools
5. Understand expectations
6. Study in teams
• Teach each other material and outline main points
• Read and edit each other’s reports
 • Develop sample quizzes and test each other
• Learn to get along with and value different people
7. Stay physically and mentally healthy
8. Learn to reframe
9. Reward yourself
• Listen to music
• Read a novel
• Go to a sporting event
• Take photos
• Cook your favorite meal
• Go to a museum
• Take a walk
• Work in a garden
• Play sports
• Go to a movie
• Visit friends
• Watch television
10. Make learning relevant

Performance Strategy: Create a balanced life.

The Motivation Cycle

1.Beliefs & Self-esteem
4.Behavior 2.Self-Talk & Imagery
3.Physical Reaction

Benefits of Higher Education

• Make better decisions
• Be willing to learn new skills
• Have more hobbies and leisure activities
• Have a longer life expectancy
• Be healthier
• Be more involved in the community
• Have more discipline and perseverance
• Have more self-confidence
• Learn to adapt to change

What Kind of a Student/Worker are You?

A peak performer or an A student:

• Is alert, actively involved, and eager to learn
• Consistently does more than is required
• Consistently show initiative and enthusiasm
• Is positive and engaged
 • Can solve problems and make sound decisions
• Is dependable, prompt, neat, accurate, and thorough

A good worker or a B student:

• Frequently does more than is required
• Is usually attentive, positive, and enthusiastic
• Completes most work accurately, neatly, and thoroughly
• Often uses critical thinking to solve problems and make decisions

An average worker or C student:

• Completes tasks that are required
• Shows willingness to follow instructions and learn
• Is generally involved, dependable, enthusiastic, and positive
• Provides work that is mostly thorough, accurate, and prompt

A problem worker or D student:

• Usually does what is required
• Has irregular attendance, is often late, or is distracted
• Lacks a positive attitude or the ability to work well with others
• Often misunderstands assignments and deadlines
• Lacks thoroughness

An unacceptable worker or F student

• Does not do the work that is required
• Is inattentive, bored, negative, and uninvolved
• Is undependable and turns in work that is incorrect and incomplete

PEAK PROGRESS
The Most Common Reasons Students Do Not Graduate
1. Poor study skills and habits
2. Lack of time-management skills
3. Lack of preparation for the demands and requirements of college
4. Inability to handle the freedom at college
5. Too much partying
6. Lack of motivation or purpose
7. Failure to attend class regularly
8. Failure to ask for help early
9. Lack of effort and time spent in studying
10. Failure to take responsibility for education (getting to know instructors,
knowing expectations, setting goals, understanding deadlines, making up tests,
redoing papers)
Performance Strategy: Develop positive personal qualities.
Performance Strategy: Cultivate character and integrity.
Words to Succeed: “No man becomes suddenly different from his habit and cherished
thought.” ~Joshua L. Chamberlain
Creating and Following a Code of Ethics
• How would I feel if this situation were on the front page of a newspaper?
• Would I feel good telling my mother or child about this situation?
• Would I feel comfortable telling the truth about this situation?
• What could be the negative consequences of this decision or action?
• What could be the future repercussions?
• Is this decision or action illegal or morally wrong?
• Am I causing unnecessary harm to someone because of this decision?
• Am I treating others as I would want to be treated?

Cycle of Responsibility
• I am responsible for:
o Assessing my skills
o My feeling and actions
o Keeping my agreements
o Paying back student loans
o Setting goals
o My decisions and choices
o Learning study and job skills
o Managing time, money, and stress
o Personal and professional relationships
o Major and career planning
o Managing money
o Knowing what resources are available
o My health and energy
o Forming positive habits
o Back to start……

Self-Management and Control

1. Calm down
2. Clarify and define
3. Listen with empathy and respect
4. Use the “I” statement
5. Focus on one problem
6. Focus on win-win solutions
7. Reward positive behavior
Words to Succeed: “Blessed are we who can laugh at ourselves for we shall never cease
to be amused.” ~Anonymous

PEAK PROGRESS
Tips to Build Self-Esteem and Confidence
1. Focus on your strengths and positive qualities and find ways to bolster them. Be
yourself and don’t compare yourself with others.
 2. Learn to be resilient and bounce back after disappointments and setbacks. Don’t
dwell on mistakes or limitations. Accept them, learn from them, and move on
with your life.
3. Use affirmations and visualizations to replace negative thoughts and images.
4. Take responsibility for your life instead of blaming others. You cannot control
other people’s behavior, but you have complete control over your own thoughts,
emotions, words, and behavior. Value civility and self-control.
5. Learn skills and competencies that give you opportunities and confidence in your
abilities. It is not enough to feel good about yourself, you must also be able to do
what is required to demonstrate that you are competent, honest, and responsible
person. The more skills and personal qualities you acquire, the more competent
and confident you will feel.
6. Focus on giving, not receiving, and make others feel valued and appreciated. You
will increase your self-esteem when you make a contribution.
7. Create a support system by surrounding yourself with confident and kind people
who feel good about themselves and who make you feel good about yourself.

There is an old story about three men who were working on a project in a large city in
France. A curious tourist asked them, “What are you three working on?” The first man
said, “I’m hauling rocks.” The second man said, “I’m laying a wall.” The third man said
with pride, “I’m building a cathedral.” The third man had a sense of vision of the whole
system. When college and work seem as tedious as hauling rocks, focus on the big
picture. Confidence can develop from:
• Honesty and integrity
• Competence and skills
• Accepting and respecting yourself and your work
• Being responsible for your choices
• Seeing the big picture
• Setting high but attainable goals and expectations

Overcoming the Barriers by:

• Focus on being motivated and positive today
• Focus on your successes and accomplishments
• Surround yourself with positive, supportive, and encouraging friends
• Tell yourself, “This is a setback, not a failure.”
• Make certain you are physically renewed. Get more rest, extra exercise, and do
something every day that you love.
• Replace negative and limiting thoughts and self-talk with affirmations and
positive visualization.
• Collect stories about people who were discouraged, received negative messages,
and bounced back.
Words to Succeed: “The path was worn and slippery. My foot slipped from under me,
knocking the other out of the way. But I recovered and said to myself, ‘It’s a slip and not
a fall.” ~Abraham Lincoln

Performance Strategy: Be mindful and in the present.

Performance Strategy: Be physically active.
Expanding Your Comfort Zone
1. Create a support system
2. Reprogram your mind
3. Use critical thinking
4. Use creative thinking
5. Take responsibility
6. Learn new skills
7. Use the whole of your intelligence

AFFIRMATIONS
• I am confident. I like to accept myself.
• I have positive attitudes about school and work.
• I keep my agreements with myself and others
• I have character and integrity and a code of ethics.
• I make friends easily and respect and enjoy diversity.
• I focus on my strengths
• I have a sense of humor and perspective. I am resilient.
• I am motivated and committed to achieve my full potential.
PERFORMANCE STRATEGIES
Attitude, Motivation, and Integrity
• Focus on the positive.
• Use affirmations and visualization.
• Strive for excellence, not perfection.
• Create a balanced life.
• Develop positive personal qualities.
• Cultivate character and integrity.
• Take responsibility
• Be mindful and in the present.
• Be physically active.
• Focus on effort, not ability.

TIME MANAGEMENT
Allows you to:
• Organize projects and achieve results.
• Accomplish goals and priorities.
• Be effective, not just efficient.
• Avoid crises.
 • Feel calm and productive.
• Work smarter, not harder.
• Feel a sense of accomplishment.
• Have more free time to enjoy life.

Self Assessment
1. Where does your time go? (Where are you spending your time and energy?)
2. Where should your time go?
3. What strategies can help you?
4. What barriers keep you from being successful?
Where does your time go?
• Committed time: time that is devoted to school, labs, studying, work, commuting,
and other activities involving immediate and long-term goals.
• Maintenance time: time spent maintaining yourself and your property.
• Discretionary time: time spent any way you please.
Words to Succeed: “Decide what you want, decide what you are willing to exchange for
it, establish your priorities, and go to work.” ~H.L. Hunt

TIME MANAGEMENT STRATEGIES

1. Write a daily to-do list.
2. Make a project board.
3. Do the tough tasks first.
4. Break projects down into smaller tasks.
5. Consolidate similar tasks.
6. Study at your high-energy time.
7. Study everywhere and anywhere.
8. Study in short segments throughout the day.
9. Get organized.
10. Be flexible, patient, and persistent.
Words to Succeed: “Nothing is so fatiguing as the eternal hanging of an uncompleted
task.” ~William James

TIME MANAGEMENT PROCESS

• Planning- Specify your goals and visualize the results you want to achieve. Break
these large goals into semester goals and weekly and daily priorities. Keep these
posted by your study area. Detail the steps you must take to meet your goals. Be
prepared for frustrating barriers and setbacks, and deal with them calmly.
Planning involves knowing how the system works and finding the resources and
information that you need. For example, seeing your advisor, attending
orientation, registering, waiting in lines to pay fees, finding classrooms and
parking spaces, getting a library card, obtaining an ID card, and so on. This is part
of the process. Don’t be tempted to take shortcuts or let the little irritations
discourage or distract you from your goals.
• Organizing- Organize your office, study area, and activities in order to achieve
your goals. Post charts of major projects, due dates, and class schedules. A project
 board is very important for keeping you on track. Use a detailed calendar and
create action steps for your goals. Don’t forget to follow through on details.
• Staffing- Use the resources available to help you succeed. You study team
members, coworkers, advisors, instructors, and tutors are part of your success
team. Know how to reach at least two students in each of your classes. You can
take notes for each other in an emergency, share information, ask questions, and
study together. Your instructors are key staff in your school career. If you have a
choice, pick the best instructors and build supportive relationships with them.
Know their names and expectations, take an active part in class discussions, and
get to know them as people. Become familiar with support services for students.
• Delegating- Every executive knows the importance of delegating tasks to
subordinates and coworkers. You can also learn to delegate by assigning certain
housekeeping tasks to roommates or family members, and by dividing the
workload equally for your study team. If you have children, make certain
everyone does his or her share. Delegate whatever you can and build
independence, skills, and competencies in others.
• Directing and Motivating- Use positive reinforcement to motivate yourself. Keep
a list of all the ways you can reward yourself. Take frequent short breaks for
walks or exercise. Keep a list of your goals on your desk. Reward yourself and
others. Treat yourself to a night out once a week for pizza and a movie. When you
are with family or friends, enjoy them totally. Reward yourself after each project
and study task. For example, take a few minutes to enjoy time with your children,
spouse, or a friend after you complete a study goal.
• Evaluating- Monitor your attitude, behavior, expectations, and the results you are
creating. Detach yourself and, in a nonjudgmental way, measure your results. Be
honest and don’t allow excuses or blame to distract you from finding solutions to
achieve the results you want. Use creative thinking to overcome barriers.

Words to Succeed: “Perhaps the most valuable result of all education is the ability to
make yourself do the thing you have to do, when it ought to be done, whether you like it
or not; it is the first lesson that ought to be taught.” ~T.H. Huxley

MANAGING COLLEGE AND CAREER LIKE A PRO

1. Plan your course of study.
2. Research the best instructors in the subject.
3. Register on time.
4. Be persistent.
5. Go to summer school.
6. Audit classes.
7. Get organized.
8. Evaluate your performance regularly.
OVERCOMING PROCRASTINATION
1. Set daily priorities.
2. Break the project into small tasks.
3. Assess the payoffs for procrastination.
4. Develop a positive attitude.
 5. Work during your high energy time.
PEAK PROGRESS
Investing Your Time in High-Priority Items: The 80/20 Rule

According to the 80/20 rule of time management, people tend to spend 80 percent of their
time on activities that produce only 20 percent of the results they want.
Taking a look at your time wasters may reveal that you are spending too much time on
low-priority activities and shortchanging your top priorities. Wasting time on low-priority
and unimportant activities is unproductive and a major reason for not accomplishing
major tasks. Other was to look at it include:
1. 80 percent of your time is spent on 20 percent of your activities.
2. 80 percent of the clothes you wear come from 20 percent of your favorite
wardrobe.
3. 80 percent of the interruptions come from 20 percent of the people.
4. 80 percent of the profits come from 20 percent of the sales.
5. 80 percent of your phone calls come from 20 percent of the people you know.
6. 20 percent more effort can result in an 80-percent better paper/speech, and so on.
Sometimes, to increase results by 20 percent, you must exert 80-percent more activity.
Other times, increasing your effort by just 20 percent results in a dramatic 80 percent
improvement. For instance, you may spend just 20 percent more effort polishing a
speech, and it produces an 80-percent improvement.

STRATEGIES FOR CONTROLLING INTERRUPTIONS

1. Create an organized place to study.
2. Create a good time to study.
3. Create quiet time.
4. Study in the library.
5. Do first things first.
6. Just say no!
JUGGLING FAMILY, SCHOOL, AND JOB
1. Be flexible.
2. Communicate expectations.
3. Increase your energy.
4. Find good day care.
5. Create positive time.
6. Model successful behavior.
7. Delegate and develop.
8. Create a support system.
9. Get organized.
10. Balance your life.
THE RETURNING STUDENT
1. Observe, read, and notice procedures, deadlines, resources, and policies.
2. Explore campus resources.
3. Explore community and family resources.
4. Develop an organized record-keeping system.
5. Join study groups.
 6. Integrate all learning styles.
7. Find a mentor.

AFFIRMATIONS:
• I have goals and priorities that give me direction and focus.
• I enjoy planning and concentrating on the task at hand.
• I am calm and centered, and I know I have time to do what is important.
• I take time to energize and renew myself.
• I focus on being effective.
PERFORMANCE STRATEGIES:
• Take time to set goals and priorities.
• Make a schedule.
• Break projects into smaller tasks and consolidate similar tasks.
• Study at your high-energy time and in an organized space.
• Study everywhere and anywhere.
• Get organized.
• Say no to interruptions.
• Be flexible.

ACTIVE LISTENING STRATEGIES

1. Desire to listen.
2. Be open and willing to learn.
3. Postpone judgment.
4. Be mindful.
5. Use empathy and respect.
6. Observe.
7. Predict and ask questions.
8. Look as if you are listening.
9. Reduce distractions.
10. Be quiet.
Words to Succeed: “Listening to learn isn’t about giving advice- at least not until asked-
but about trying to understand exactly what someone means…” ~Elizabeth Debold

SIGNAL WORDS AND PHRASES

To Show Addition or Another Fact To Show Contrast or Change an Idea

Again In addition Although In contrast

Also In fact Anyhow Nevertheless
And Last Anyway Notwithstanding
And then Likewise At the same time On the contrary
Another Moreover But On the other hand
Besides Next Despite this Otherwise
But also Nor Even though Still
Equally important Plus the fact that For all that Yet
Finally Second However
First Then too In any event
Further Third
Too

To Show Summary To Show Amount

As has been noted In essence Few Over

As I have said In other words Greater Several
Finally In short Less than Smaller
In brief In summary Many Some
In closing On the whole More than Under
In conclusion To conclude Most
To sum up

To Show Comparison To Show Purpose

In like manner Likewise All things To this end

In the same way Similarly considered With this in mind
For this purpose With this object

To Show Place To Show Time

Above Here After a few days Immediately

Across Nearby Afterward In the meantime
Adjacent to On the opposite side At last Later
Below Opposite to At length Not long after
Beneath Over Before Soon
Beside There Between Then
Between Under Finally While
Beyond
Farther

To Show a Specific Case To Show Result

A few of these are Let us consider Accordingly So

Especially The case of As a result Then
For example The following Because Therefore
For instance You can see this in Consequently Thereupon
In particular For this reason Thus
Hence

To Strengthen a Point
 Basically Undeniably
Essentially Without a doubt
Indeed Without any question
Truly

Words to Succeed: “I like to listen. I have learned a great deal from listening carefully.”
~Ernest Hemingway
RECORDING THE MESSAGE

Formal Outline:
A formal outline shows headings, main points, and supporting examples, and
requires consistency. For example, if you have an A.1, you should have a B.1. Likewise,
if you have an A.2, you should have a B.2. Left-brained dominant people tend to like
neat, orderly notes and are often comfortable with a sequential format. However, formal
outlines may also be time consuming. This type of outline uses a full page.

Creative Outline:
If you tend to be right-brain dominant, you may feel more comfortable with a
creative outline. You can simply divide the paper and use the left side for key words,
illustrations, questions, graphs, definitions, stories, dates, or formulas. Use the right side
to list topics. This type of graph divides the page into two parts.

Mind Map:
You can also use mind mapping, which is another type of creative outline. A mind
map is a visual and holistic form of not taking. The advantage is that you can see
connections and the big picture. You can also see connections to the main idea. Mapping
starts from the main idea placed in the center of the page and branches out with subtopics
through associations and patterns. A left-brain student may be uncomfortable mapping
because the outline is not sequential; it is difficult to follow the instructor’s train of
thought; there is little space for corrections or additions; and the notes must be shortened
to key words and only one page. One option is to use a mind map to illustrate the whole
chapter and also use the traditional outline for daily notes. This type of outline uses a full
page. Mind Map Template:
In certain classes, you will study several different topics that have the same
patterns. For example, you may study different cultures, and the categories or patterns are
the same for each culture. You can adapt the template to many subjects.

Cornell “T” Method:

The Cornell or T note-taking system has been used for more than 45 years and is
effective for integrating text and lecture notes. This method divides the page into three
parts.

Combination Note-Taking System:

The combination note-taking system is a combination of all the note-taking types.
This type can divide the page into several different parts and uses any of the previous
strategies the student feels comfortable with.
NOTE-TAKING STRATEGIES
1. Be prepared.
2. Go to every class.
3. Be on time.
4. Sit up front.
5. Use all your senses.
6. Make note taking active and physical.
7. Link information.
8. Use creative shorthand and focus on key words.
9. Leave space for revisions and additions.

NOTE-TAKING SHORTCUTS
Symbol Meaning Abbreviation Meaning
> Greater than; increase i.e. That is
< Less than; decrease etc. And so forth
? Question lb. Pound
w/ With assoc. Association
w/o Without Info. Information
V or * Important ideas Ex. Example
+ Positive
- Negative
X Times
~ Lost
P Leads to (e.g., motivation p success)
^ Bridge of concepts
# Number

ASSESSMENT AND REVIEW

1. Summarize in your own words.
2. Edit and revise your notes.
3. Review your notes.
4. Monitor and evaluate.
PEAK PROGRESS
Overcoming Barriers to Effective Note Taking

The first step in overcoming the barriers to effective note taking is to recognize its
importance. Some students view note taking as a passive academic skill that they will
never use once they graduate from college. As a result, their notes are often disorganized,
incomplete, illegible, and of little help in preparing for test.
Effective note taking changes the information that you hear into information that
is distinctly yours. You have discarded the unessential, highlighted the essential, and
organized information to give it meaning and focus. This process is an important job
skill. Follow the simple steps below until discipline and focus become a habit.
 • Observe your intention and willingness to listen and learn. Observe what is on the
board, in handouts, and in overhead transparencies. Sit in the front to avoid
distractions and to help you focus and observe.
• Listen for understanding and for main points and key words. Take notes during
class discussions and lectures. If you are unsure of main points, ask your
instructor.
• Organize the important information. Choose a system that helps you organize and
record main points and key words. If a formal outline doesn’t work for your
learning style, try another method of note taking.
• Record the date and topic and leave room in the margins for revising.
• Review and Revise your notes as soon as possible. Review notes with your study
team so you can fill in information that you missed and summarize main points.
Teaching what you’ve learned to someone else will also help you remember and
understand the material better.
• Evaluate your system of taking notes. Experiment with several different
methods. Ask your instructors or fellow students for feedback.

AFFIRMATIONS
• I enjoy listening to all kinds of lectures and discovering the main ideas.
• I like taking organized notes and making them creative.
• I am alert and aware, and I listen actively during lectures.
• I enjoy digging out key facts when I take textbook notes.
PERFORMANCE STRATEGIES
Active Listening
• Be willing and open to learn.
• Postpone judgment.
• Observe patterns and clarify intentions.
• Predict and ask questions.
• Listen- don’t talk.
Active Note Taking
• Be prepared. Preview the textbook.
• Go to every class and be on time.
• Sit in the front.
• Organize notes according to your learning style.
• Make note taking physical.
• Use creative shorthand.
• Leave space for questions and revisions.
• Summarize in your own words.
• Edit notes.
• Review your notes.

Words to Succeed: “Eighty-five percent of success in life is just showing up.”

~Woody Allen
THE FIVE PART READING SYSTEM
 1. Prepare
2. Preview
3. Predict questions
4. Pick out key words
5. Paraphrase
THE SQ3R READING SYSTEM
• S- Survey the material before reading it. Quickly peruse the contents, scan the
main heads, look at illustrations and captions, and become familiar with the
special features in each chapter.
• Q- Find the main points and ask questions.
• R- Read the material.
• R- Recite the main ideas and key points in your words.
• R- Review the material carefully.
READING STRATEGIES
1. Outline main points.
2. Predict questions.
3. Read actively.
4. Take frequent breaks.
5. Make connections.
a. What conclusions can you make as you survey the material?
b. How can you apply this new material to other material, concepts, and
examples?
c. What information does and does not match?
d. What are examples and what are non-examples?
e. What has been your past experience with reading similar subjects or with
reading in general?
f. What do you know about the topic that may influence how you approach
the reading?
6. Talk with the author.
7. Read in alignment with your learning style.
8. Identify key words.
a. Write in the margins.
b. Draw illustrations.
c. Underline.
d. Sketch
e. Take notes on cards.
f. Underline or highlight important material.
REVIEWING
1. Summarize in writing.
a. What is the major theme?
b. What are the main points?
c. What are the connections to other concepts?
d. What can I summarize in one paragraph?
2. Recite aloud.
3. Review.
4. Review often.
MANAGING LANGUAGE COURSES
1. Practice exercises.
2. Keep up with your reading.
3. Carry note cards with you.
4. Recite out loud.
5. Form study teams.
6. Listen to tapes.
7. Visualize.
8. Model and tutor.
9. Focus on key words.
10. Have fun.
VOCABULARY BUILDING
1. Realize the power and value of words.
2. Observe your words and habits.
3. Be creative and articulate.
4. Associate with articulate people.
5. Be aware and alert.
6. Look up words you don’t know.
7. Study the word.
8. Write new words.
9. Practice mentally.
10. Practice in conversation.
11. Read.
12. Review great speeches.
13. Invest in a vocabulary book.
14. Look for context clues.
15. Learn common word parts.
Root Meaning Example
Auto self autograph, autobiography
Sub under submarine, submerge
Circum around circumference, circumspect
Manu hand manuscript, manual, manufacture

Words to Succeed: “ To read a writer is for me not merely to get an idea of what he says,
but to go off with him, and travel in his company.” ~Andrew Gide
“Writing and reading is to me synonymous with existing.” ~Gertrude Stein
“If you wish to know the mind of a man, listen to his words.” ~Chinese Proverb

TECHNICAL READING
• Do not skip over any graphics.
• Read:
o Graphic title
o Accompanying captions
o Column titles
o Labels or symbols and their interpretations
o Data (percentages, totals, figures, etc.)
 • Identify the type of graphic you are looking at. Are you looking at the table, chart,
or graph?
• Identify the purpose of the graphic. Is it demonstrating to the reader similarities or
differences; increases or decreases; comparisons or changes, and so on?
• See a connection or relationship between the topic of the graphic and the chapter
or section topic in which it appears.
• Explain in your own words the information depicted on the graphic.
• Finally, using the graphic, share your interpretations of it with your study group
members. Did they feel your interpretation was clear and on target.

READING FORMS
• Directions may ask you to print your name in black or blue ink. Make sure you do
not use a pencil and write your name in cursive handwriting.
• A job application may ask that you answer all questions in your own handwriting.
Make sure you do not type out the application.
• Scan the entire form before you begin to fill it out.
• If you are unsure of any questions and what information is actually needed, ask or
call the appropriate office or person for clarification.
• When filling out the form, read the small print directions carefully. Often these
directions appear in parentheses below a fill-in blank.
• Fill in all questions that pertain to you. Pay attention when you read the directions
that tell you what sections of the form or applications you should fill out and what
sections are to be completed by someone else.
• Make sure you write clearly—particularly numbers.
• When reporting somewhere to fill out forms, bring with you any pertinent
information that may be needed. Call ahead and ask what you are expected to
have with you (for example, Social Security card; proof of citizenship; dates of
employment or schooling; names, addresses, and phone numbers of references,
former employees, or teachers).
• Reread your responses before submitting your form or application.
AFFIRMATIONS
• I enjoy reading for pleasure and learning information.
• I am an active reader. I predict, skim, dig out questions, and easily understand the
material I read.
• I have confidence in my ability to read and comprehend difficult material.
PERFORMANCE STRATEGIES
• Prepare mentally.
• Prepare physically.
• Clarify purpose.
• Preview.
• Outline main points.
• Predict questions.
• Read actively.
• Pick out key words.
 • Summarize.
• Review and review often.
THE MEMORY PROCESS
1. Intention- you are interested and willing to learn.
2. Observation- you are alert to the information and attentive.
3. Organization- you make sense of the information.
4. Retention- you record and store the information in the brain.
5. Recall- you remember the information.
PREPARATION
1. Intend to remember.
a. Remembering is easy for me.
b. I like to remember people’s names
c. Remembering is essential for job success.
d. I make the effort to remember formulas and phrases.
e. I have developed strategies that help me to remember.
f. I relax and allow my natural memory ability to work.
2. Be observant and alert.
3. Prepare yourself physically.
4. Reduce information overload and avoid distractions.
Words to Succeed: “Remember people and learn their names.” ~Yuki Togo

MEMORY STRATEGIES
1. Use all your senses.
2. Make learning visual.
3. Make learning auditory.
4. Make learning physical.
5. Write down information.
a. Writing down a telephone number helps you remember it.
b. Taking notes in class prompts you to be logical and concise and fills in
memory gaps.
c. Underlining important information and then copying it onto note cards
reinforces information.
d. Writing a summary after reading a chapter will also reinforce information.
e. Summarizing in your own words helps to transfer information to long term
memory.
6. Study in short sessions.
a. Take regular scheduled breaks.
b. Treat yourself to a small snack.
c. Return to complete your goal.
7. Integrate your left brain and your right brain.
8. Organize information.
a. Use index cards for recording information you want to memorize. Write
brief summaries and indicate the main points of each chapter on the backs
of note cards.
b. Carry these cards with you and review them during waiting time, before
going to sleep at night, or any time you have a few minutes to spare.
 c. Organize the cards according to category, color, size, order, weight, and
other areas.
d. Map each chapter.
9. Go from the general to the specific.
10. Associate and connect.
11. Recite
12. Use mnemonic devices.
a. Rhythm and rhymes.
b. Acronyms.
c. Grouping.
d. Association.
e. The method-of-place technique.
Words to Succeed: “I hear, I know. I see, I remember. I do, I understand.” ~Confucius

OVERCOMING BARRIERS TO MEMORY

1. Do I want to remember?
2. Do I have a positive attitude about the information?
3. Have I eliminated distractions?
4. Have I organized and grouped material?
5. Have I reviewed the information often?
6. Have I reviewed right after the lecture?
7. Have I reviewed class notes within 24 hours?
8. Have I set up weekly reviews?
9. Have I used repetition?
10. Have I summarized material in my own words?
11. Have I compared, contrasted, and associated new material with what I know?
12. Have I used memory techniques to help associate key words?
PEAK PROGRESS
Here are some techniques that may help you remember someone’s name.
1. Imagine the name. See the name clearly in your mind.
2. Be observant. Pay attention to his features and mannerisms.
3. Use exaggeration. Caricaturing the features is a fun and effective way to
remember names. Single out and amplify one outstanding feature. For example, if
Tom has red hair, exaggerate it to bright red and see the hair much fuller and
longer than it is.
4. Visualize the red hair and name Tom. See this vision clearly.
5. Repeat Tom’s name to yourself several times as you are talking to him.
6. Recite Tom’s name aloud during your conversation. Introduce Tom to others.
7. Use association. Associate the name with something you know, or make up a
story using the person’s name.
8. As soon as you can, jot down the name. Use a key word, or write or draw a
description.
9. Use rhyming to help you recall: “Tom is not glum, nor is he dumb.”
10. Use your preferred learning style. It may help if you see the name, hear it
pronounced, or practice saying it and writing it several times and connecting the
name with something familiar.
 11. Ask people their names. Do this if you forget or say your name first. “Hi, I’m
Sam and I met you last week.” If they don’t offer their names, ask.
12. Relax. Being nervous can make you forget. For example, suppose you are with a
good friend and you meet Tom. You may be so anxious to make a good
impression that Tom’s name is lost for a moment. Learn to relax by being totally
in the moment instead of worrying about forgetting, how you look, what others
may think, or being nervous.
AFFIRMATIONS
• I use memory techniques to help me study and recall information.
• My memory gets better every day.
• I relax, focus, and complete my project, and then I will socialize.
• I take short breaks throughout my study time.
• I have a positive attitude about the information I am studying.
• I summarize material in my own words.
• I am organized and review the information often.
• I look forward to accomplishing my goals in study teams.
• I can see myself successfully remembering whatever I want.
• I remember easily.
• I make the effort to remember formulas and equations.
• I work at remembering people’s names.
• I relax and allow my natural memory ability to work.
• I am fully aware of my environment.
PERFORMANCE STRATEGIES
• Intend to remember.
• Be observant and alert.
• Prepare yourself mentally and physically.
• Use all your senses.
• Make learning visual, auditory, and physical.
• Write down information.
• Study in short sessions.
• Organize information.
• Go from general to specific.
• Associate and connect.
• Recite.
• Review often and practice.
PREPARING FOR THE TEST
1. Prepare early.
2. Know expectations.
3. Keep up.
4. Ask questions.
5. Review early.
6. Review weekly.
7. Final review.
8. Rehearse.
 9. Summarize.
10. Use your study team.
TEST-TAKING STRATEGIES
1. Arrive early.
2. Organize yourself.
3. Write clearly.
4. Focus and get to the point.
5. Read and listen to all instructions.
6. Pace yourself.
7. Review.
AFTER THE TEST
1. Reward yourself.
2. Analyze and assess.
a. Did I prepare enough?
b. What should I have studied more?
c. Did I anticipate the style, format, and questions?
d. What didn’t I expect?
e. What did I do right?
f. How was my recall?
g. Did I test myself with the right questions?
h. Did I handle test anxiety well?
i. Would it have helped if I had studied with others?
THE OBJECTIVE TEST
True/False Test
1. Listen and read carefully.
2. Pay attention to details.
3. Watch for qualifiers.
4. Watch for faulty cause and effect.
5. Always answer every question.
6. Trust your instincts.
Multiple-Choice Test
1. Read the question carefully.
2. Rephrase the question.
3. Eliminate choices.
4. Go from easy to difficult.
5. Watch for combinations.
6. Look at sentence structure.
Matching Test
1. Read carefully.
2. Eliminate.
3. Look at sentence structure.
Fill-in-the-Blank Test
1. Watch for clues.
2. Count the number of blanks.
3. Watch for the length of the blank.
4. Answer the questions you know first.
 5. Answer all questions.
ESSAY TEST
1. Organize
2. Outline
3. Budget your writing time
4. Read the question carefully
5. Organize the material
6. Write concisely and correctly
7. Write neatly
8. Focus on main points
9. Answer completely
10. Use all the available time
LAS MINUTE STUDY TIPS
1. Focus on a few points.
a. Decide what is important. Focus on a few of the most important points or
formulas instead of trying to cram everything into a short study time.
Preview the chapter quickly.
2. Intend to be positive.
a. Don’t panic or waste precious time being negative. State your intention of
being receptive and open, gaining an overview of the material, and
learning a few supporting points.
3. Use critical thinking.
a. What are the key words and points? Think logically.
4. Get a tutor or study partner.
a. Focus on main points and summarize. Do practice problems and tests.
Several hours of intense study with a tutor can be far more effective than
several late nights studying by yourself.
5. Focus on key words.
a. Write on note cards formulas, key words, dates, definitions, and important
points.
6. Review your note cards.
a. In just a few minutes you can review important points. Keep it simple,
review quickly, and review often. Use flash cards or mind maps and
review again in short segments. Carry your note cards with you.
7. Affirm your memory.
a. The mind is capable of learning and memorizing material in just a short
time if you focus, concentrate, and apply it. Look for connections.
Words to Succeed: “Courage is not simply one of the virtues, but the form of every virtue
at the testing point.” ~C.S. Lewis
“Courage is not the absence of fear, but rather the judgment that something else is
more important than fear.” ~Ambrose Redmoon

OVERCOMING TEST ANXIETY

1. Be prepared.
2. Practice taking a sample test.
3. Don’t cram
 4. Stay calm
5. Get to class early
6. Listen carefully to instructions
7. Jot down notes
8. Preview the whole test.
9. Get involved
10. Get help
PREPARING FOR PERFORMANCE APPRAISAL
1. Write your job description, including duties that you perform.
2. How do you view your job and the working climate?
3. List goals and objectives and the results achieved.
4. What areas do you see as opportunities for improvement?
5. What are your strengths and how can you maximize them?
6. What are your general concerns?
7. What are your advancement possibilities?
8. What additional training would be helpful for you?
9. What new skills could assist in your advancement?
10. How can you increase your problem-solving skills?
11. How can you make more creative and sound decisions?
12. What can you do to prepare yourself for stressful projects and deadlines?
13. Give examples of how you have contributed to the company’s profits?
14. What relationships could you develop to help you achieve results?
15. What project would be rewarding and challenging this year?
16. What resources do you need to complete this project?
AFFIRMATIONS
• I prepare for tests starting on the first day of class.
• I feel in control and competent by reviewing every day.
• I practice making up test questions.
• I enjoy studying for tests in groups.
• I am calm, centered, and relaxed when taking a test.
• I breathe deeply and feel energized and focused.
• I recall information easily.
PERFORMANCE STRATEGIES
• Prepare early.
• Clarify expectations.
• Observe and question.
• Review.
• Rehearse by pretesting yourself.
• Study with your team or partner.
• Organize yourself.
• Move through the test quickly.
• Reread, recheck, and reward.
• Analyze, assess, and reprogram.
PREPARING YOUR MIND FOR PROBLEM SOLVING
1. Have a positive attitude.
 2. Use critical thinking.
3. Persistence pays off.
COMMON ERRORS IN JUDGMENT
1. Stereotypes- judgments and overgeneralizations held by a person or a group about
members of another group.
2. Snap judgments- decisions made before all necessary information or facts are
gathered.
3. Unwarranted assumptions- beliefs and ideas that are taken for granted.
4. Projection- the tendency to attribute to others some of our own traits in an attempt
to justify our own faulty judgments or actions.
5. The halo effect- tendency to label a person good at many things based on one or
two qualities.
6. Sweeping generalizations- based on one experience and generalized to a whole
group.
PROBLEM-SOLVING STRATEGIES FOR MATH AND SCIENCE CLASS
1. Define the problem.
2. Gather information and facts.
a. What is being asked?
b. What do I know?
c. What do I need to know?
d. How do I set up this problem?
e. What is my hypothesis?
f. What is my theory?
g. What are the main points?
h. What are the relationships?
i. What am I trying to find out?
j. What factors will influence the outcome?
k. What formulas, calculations, and constructions will be helpful?
l. What theories, principles, or research will help with this problem?
3. Go from the general to the specific.
4. Develop the plan.
5. Make connections.
6. Be flexible and creative.
7. Take a break.
8. Begin with the easiest problem.
Words to Succeed: “The core of critical thinking is having…healthy skepticism and using
suspended judgment.” ~John Dewey

ASSESSMENT AND REVIEW

1. Summarize
2. Evaluate
3. Practice and be persistent
CREATIVITY
1. Use games, puzzles, and humor.
2. Challenge the rules.
3. Brainstorm.
 4. Work to change mind-sets.
5. Change your routine.
6. Allow failure.
7. Expect to be creative.
a. I am a creative and resourceful person.
b. I have many imaginative and unusual ideas.
c. Creative ideas flow to me many times a day.
d. I live creatively in the present.
e. I act on many of these ideas.
f. When in the action stage, I act responsibly, use critical thinking, check
details carefully, and take calculated risks.
8. Support, acknowledge, and reward creativity.
9. Use both sides of the brain.
10. Keep a journal
AFFIRMATIONS
• I see all problems as opportunities for practicing my skills and for growth.
• I know I have the wisdom, confidence, and good judgment to handle any problem
or to make any decision.
• I am a creative person and act on many creative ideas.
• I use critical thinking to solve problems and make decisions.
PERFORMANCE STRATEGIES
• Create a positive attitude.
• Ask questions.
• Go from general to specific.
• Make connections.
• Be flexible and creative.
• Evaluate.
• Practice and be persistent.
• Brainstorm.

THE IMPORTANCE OF A CAREER DEVELOPMENT PORTFOLIO

• Plan and design your educational program and postgraduate learning.
• Record significant life experiences.
• Reflect on these experiences and assess what you have learned.
• Describe how your experiences have helped you grow professionally.
• Document skills and accomplishments in and out of the classroom.
• See the connections among educational, extracurricular, community service,
internship, job, and leadership learning experiences.
• Apply patterns of interests, skills, and competencies to career planning.
• Identify areas you want to enhance, augment, or improve.
• Record and organize experiences for your resume and job interviews.
A Portfolio can be used for many different goals:
• Satisfy entry requirements for a job if you do not have a degree.
• Enter an educational program if you do not have course requirements.
 • Obtain a certain job level and demonstrate that you have transferable skills and
experience that are not evident from your present position.
• Receive college credit for prior learning for work you have completed through
other colleges; internships; and learning, work or life experiences.
• Prepare for a job change.
• Prepare a resume.
• Document accomplishments during an interview.
• Organize a file for a promotion.
• Express talents creatively and artistically.
HOW TO ORGANIZE AND ASSEMBLE YOUR PORTFOLIO
• Three-ring notebook
• Sheet protectors to hold documents and work samples
• Labels and tabs
• Box to store work samples and information
1. Determine your purpose:
• You may want to keep a portfolio as a general documented system of
achievements and professional growth, or you may have a specific reason,
such as attempting to receive credit for prior learning experiences.
2. Determine criteria:
• The U.S. Department of Labor created the Secretary’s Commission on
Achieving Necessary Skills to identify skills and competencies needed for
success in the workplace. These skills apply to all kinds of jobs in every
occupation.
3. Do your homework:
• Make certain that you have completed the Career Development Portfolio
exercises. Assess and review.
4. Assemble your portfolio:
• Print computer copies using quality paper. It often works best to work
with a study partner. The following is a general guideline for the contents
of your portfolio.
ELEMENTS OF YOUR PORTFOLIO
1. Cover Letter
a. Your cover letter should indicate the purpose of the letter, indicate
documents enclosed, give a brief review, and ask for an interview.
2. Cover Page
a. Your cover page should include a title, your name, college, and the date.
You may want to use heavy card stock and put your own logo on the cover
to make it unique.
3. Title Page
a. Your title page should include the title of your document, where you are
submitting the portfolio, name, and date.
4. Contents Page
a. The contents page lists the contents of the portfolio. You can make a draft
when you start your portfolio, but it will be the last item you finish so that
the page numbers and titles are correct.
5. Introduction
a. The introduction should discuss why you are submitting the document,
your plan of development, and the contents.
6. List of Significant Life Experiences
a. This section includes a year-by-year account of all your significant life
experiences. You are preparing a chronological record or time line.
Resources that can help you are family members, friends, photo albums,
and journals. Don’t be concerned about what you learned but concentrate
on experiences that are important because you:
i. Found the experience enjoyable.
ii. Found the experience painful.
iii. Learned something new about yourself.
iv. Achieved something that you value.
v. Received recognition.
vi. Expended considerable time, energy, or money.
b. This section can also be written as an autobiography. It can include:
i. Graduation and formal education.
ii. Jobs/promotions.
iii. Marriage/divorce.
iv. Special projects.
v. Volunteer work.
vi. Training, workshops.
vii. Self-study, reentry into college.
viii. Extensive travel.
ix. Hobbies and crafts.
x. Relocation.
xi. Military service.
xii. Events in family.
7. Analysis of Accomplishments
a. Once you have completed your list of significant life experiences, you are
now ready to identify and describe what you have learned and how you
learned it. Specifically identify what you learned in terms of knowledge,
skills, competencies, and values and how you can demonstrate the
learning. Whenever possible, include evidence or a measurement of the
learning. Review your list of significant experiences and look for patterns,
themes, or trends. Assess your accomplishments. Did these experiences:
i. Help you make decisions?
ii. Help you clarify and set goals?
iii. Help you learn something new?
iv. Broaden your view of life?
v. Accept diversity in people?
vi. Help you take responsibility?
vii. Increase confidence and self-esteem?
viii. Result in self-understanding?
ix. Change your attitude?
x. Change your values?
WORK PHILOSOPHY AND GOALS
Your work philosophy is a statement about how your approach work. It can also include
changes that you believe are important in your career field. For example, define your
educational goals.
1. Do I want to improve my skills?
2. Do I want to change careers or jobs?
3. Do I want to become more competent in my present job or earn a promotion?
4. Do I want to obtain a college degree?
5. Do I want to spend more time in one or more areas of my life?
6. Do I want to become more involved in community service?
7. Do I want to improve personal qualities?
8. Do I want to improve my human relations skills?
9. Do I want to spend more time with my family?
RESUME
The purpose of a resume is to show the connections between your strengths,
accomplishments, and skills and the needs of a company or employer. The resume is a
critical tool because it is a first impression, and first impressions do count. Your resume
is almost always the first contact an employer will have with you. You want it to look
professional, to stand out, and to highlight your skills and competencies. You may want
to include the following components in your resume:
1. Personal information
2. Job objective
3. Work experience
4. Educational background
5. Awards and honors
6. Campus and community activities
7. Professional memberships and activities
8. References
You may also choose to put your resume online for more exposure.

INTERVIEW PLANNING
1. Be punctual
2. Be professional
3. Dress appropriately
4. Learn about the company
5. Learn about the position
6. Relate your experience to the job
7. Be honest
8. Focus on how you can benefit the company
9. Be poised and relaxed
10. Maintain comfortable eye contact
11. Practice interviewing
12. Anticipate question types
13. Ending the interview
14. Follow up with a letter.
AFFIRMATIONS
 • I see the value of a Career Development Portfolio.
• I see the relationship between school and careers. I know what I’m doing now
builds skills and relationships.
• I make the best of every situation, and I see all experiences as opportunities to
learn about myself and prepare for the world of work.
• I like to plan my education and career, and I gain a sense of confidence and
direction by doing so.
PERFORMANCE STRATEGIES
• Invest time in planning and preparing a Career Development Portfolio.
• Realize that your portfolio is a lifelong process.
• Connect SCANS skills and competencies to school and work.
• Choose to manage your career.