Career Choice and Diploma Despair

Are you aware of the amount of time you’re likely to work? A third isn’t quite accurate because you don’t work throughout your entire life. It is certain, however, that the amount of time you’ll have worked when you retire will be around 80 000. This is a significant portion of your life and it’s likely that you’d like to live it in relative contentment with yourself doing something that you enjoy or at the very least not dislike. But, finding an occupation that you enjoy and like and don’t dislike is not an easy task and became even more challenging when we were granted the power to make our own decisions. This is the main reason for the issues of career choice that affect young people today.

Problems with career choice may seem to be fabricated and exaggerated, particularly because there are methods of solving them, including career guidance or counseling, major changes or changes, and so on. Additionally, it’s an issue that is created by an advantage that a lot of people in the world aren’t able to enjoy. The fact that this problem is mostly encountered by people from the first world doesn’t suggest that it shouldn’t be ignored. This kind of attitude can only exacerbate this problem.

A close friend of mine (let’s refer to her as Yasmine) has guided my thoughts towards the topic of career choices and the direction of professional development mainly because I am aware that this talented and bright person was pondering her career choice from the time she chose the decision. She’s never been interested in the field of economics, but she picked it because it seems natural to pursue income in the field that deals with it. At the very minimum, she is aware of the criteria that her success and that is the standard of living that is measured by the amount she makes. She’s never been thrilled about her decision, but she’s not sure which option to take and is surprisingly at ease with the thought of investing time, effort, and money to pursue an occupation that brings them to the point of tears. “It’s OK,” she said to me. “It’s nobody’s problem; just mine.” But as time goes by, I am beginning to question two things. First Is she the only one suffering from this issue, or will numerous students fall into her position? Second, is it anyone’s concern at all? Is this a problem that can be dismissed as irrelevant?

ACT, Inc. (the company that developed The ACT college readiness assessment (developed by ACT, Inc. ACT college readiness test) will tell you that Yasmine isn’t just one of them. The company has been conducting surveys about the choices for college of contemporary students for many years. The results from a 2014 report by Nancy Rehling reveal that 40 percent of students in college found themselves “very sure” about their primary selection when they made their decision. Another 45 percent had been “fairly sure,” which is a different degree of certainty. In addition, 15% of respondents admitted to not being certain at all. Additionally, the study found that students of higher wealth and trained parents are more likely in doubt and this again shows that the question is born of chance and the freedom to choose. Furthermore, it turned out to not be in line with the interests of students for 32 percent of them. Only 36% of them decided to choose a major which suited their interests well. This means that about a third of students chose chosen a subject that was not appealing to them. A large some of them could have been part of that 85% of students who were either more than or less confident about their choices for a career.

Everybody has seen them they are the cute freshmen who appear like fish of water and try trying to not be a snoozer during an instruction that’s outside of their area of interest. They soon stop pretending to be attentive to their teacher and utilize their time better such as when someone is working on an assignment or drawing, and the other believes that if they sit at the back of the class, nobody notices that he’s sleeping. I don’t blame him. He values his time and is determined to better manage it even though his job selection makes it more difficult. It’s going to become more difficult once he finds a job that frustrates him to death. How can you tell that someone doesn’t like the job they are doing? I can imagine someone who is exhausted even before starting the work day begins, angry unmotivated, snappy, and unable to perform their job effectively.

At the very least, it’s an individual with dull eyes and dark spots beneath their eyes. This is similar to Edward Norton from Fight Club. 8 hours of boredom every working day can make you an uninterested person, drown your goals, and in general cause you to be miserable. As per William MacAskill, unlucky employees will soon be working around 80 000 hours in this way unless they fall sick to quit their job. In addition, they could be fired. After all, a worker who is miserable isn’t an effective one, particularly if they’re unhappy with their job. The company isn’t likely to benefit from its efforts and it’s more likely to seek out a new employee. We live in a world of competition and the chance of being unemployed for female students was 29 percent in 2014. When it comes to males this figure is slightly less (21 percent) as reported by the National Center for Education Statistics. In any case, a quarter of college students remained without a job in 2014. These numbers aren’t encouraging.

The dreadful job market and the lack of employment can contribute to “diploma despair” that was described by Jackie Speier, a California congresswoman. They recently graduated, and without a job, in the midst of the global economic downturn, and have no idea of what they’re expected to do as they do not have a set schedule to stick to, for the first time ever in their lives. However, they’re carrying around an education they don’t have any idea how to use or may not have even had a desire for, and a 25% likelihood of being unemployed for the rest of their lives. “Welcome to the quarter-life crisis,” Speier suggests. Speier. Maybe it can prepare for a mid-life crisis.

What is the process? What is the reason a job you love changed into something that is the world of fairy tales? One reason for this issue is the disadvantage of having the choices; specifically the difficulty of making critical career decisions in the age range of 18. Cecilia Simon, for example, blames her frustration on the “dizzying” and growing number of possibilities that young people have to choose from and, according to her, it can turn out to be daunting. Today girls don’t have to choose between being an aspiring seamstress or laundress as well as boys are offered more possibilities and this is reflected in the number of majors they can all take on. How do they come to their choices?

If we get together with Yasmine to discuss the question, she appears amused, mostly because of my choice of an interviewee as well as of the subject. She’s skeptical and says questions about career choices are “childish,” but she admits to having this issue and has known several other “childish” students personally. “We are an immature generation,” she says. Yasmine admits that in her situation the decision to pursue a career was mostly in response to her mother’s ideal of success. “Parents influence you,” she declares. “And teachers do, too.” media, particularly the media. Friends, up to a certain extent. It can be hard to know what you want but you are certain what your mother would like to hear from you.”

In fact, a study conducted by Howard, Flanagan, Castine, and Walsh suggests that social and family factors are the most significant influences, the impact that children start to notice when they reach the age of five. The authors do not see this as a risk because, after all, our choices will be influenced by the environment around us. However, they mention that the prejudice that is engendered and propagated by society could prevent them from recognizing what they would like and can negatively impact the child’s choice of career later on. The result is an entire life of boredom I’d say that it is a reality that begins at the college level however it’s not the only result of this problem. Let’s shift our focus slightly. When people squander their time with a job they hate, anyone who would be happy in this job, or at the very least not dislike it, may not possess it! Maybe, it’s you. However the next day, you could require the assistance of an economist. However, you’ll find yourself having to work with someone who has spent the last few years trying to master the art of drawing. Do you wish to be prey to the immaturity of someone else?

Most likely, we do not. What then can we do? Yasmine hesitates to bring up counseling and appears more skeptical about it than she is about the choices children make in their lives question. However, the intervention is suitable for the classroom since it’s intended to prepare students for the future and work, which will make up around 80 000 hours of it. Guidance for career choices “should be at the heart of education,” according to what is the appropriate phrase used by Tristram Hooley. However, making it a priority isn’t enough. It must be suitable as well. For instance, Cal Newport recalls that the most common advice he’d get from advice on career paths boiled into following your passion and pursuing your passion. Naturally, he jokes that “we all have a pre-existing passion.”

In the same way, Yasmine is not enthusiastic about school discussions and discussions. She is not convinced that children are able to comprehend the purpose of what advice for career planning is directed. It’s too complex for them, and they lack the knowledge or experience to support their understanding. “It is not going to work unless you know that you need it, that you have a problem with it.” She believes that one has to be at a certain age before making a logical decision about a career. It’s a reasonable assumption as the experience we gain in college is more than the ones we had in the classroom. When we go to college, we’re more mature and more aware. We make better decisions and also decide to receive help in making choices! For instance, what happens to Yasmine? She knows she is suffering from the issue, but does she have plans to seek some help? “No,” she laughs. Why? It’s because it’s not a “real” problem.

Yasmine doesn’t dwell too much on the issues that are real, but she mentions food insecurity and AIDS. She believes that the real issues are those involving war and hunger not children from the first world who can’t decide on the career they want to pursue. But, is it really “childish” not to know what you’d like to do? It is, however, not in the way Yasmine suggested. Of course, career choice problems can be explained in terms of age. making the choice. Based on Liz Freedman, who is an employment coordinator for students young people are typically in a developmental stage that is not yet ready to make a significant or career-related choice. The pressure to do so could lead to uncertainty, anxiety, hasty decisions, and uninformed choices which aren’t in line with the student’s interests. To prevent these consequences they require help, such as consultations and counseling, seminars, and the ban on selecting a major prior to the second semester as recommended by Freedman. That is, Freedman is ready to strip students of their choices temporarily in order in order to prevent the spread of career choices that are not right.

Limiting freedom will not provide a solution, but what could bring us closer to a solution is acceptance of the issue and the active encouragement of older students to seek help and learn more about their own. “When one thinks of major problems in the world,” writes William MacAskill, “one thinks of HIV/AIDS, or gender inequality, or war.” Nobody thinks about the challenges faced by thousands of people who have to spend hundreds of hours in a space they don’t like or waste their time and end up wasting their lives. This is a problem that affects the first world which is why we do not believe it’s one that is a “real” one, and people who are affected by it remain convinced that they are the ones at fault, and that there is nothing that can be done to improve. But there are some things that need to be changed and the most important one is most likely this attitude.


Decision-Making in an English Teacher ‘s Career

Introduction –This paper aims to analyze the decision-making process of Mr. Higashi according to the case study that is provided. In this instance, the subject is Mr. Higashi has a job as a teacher forty-four, and has 20 years of experience teaching high school English in the vicinity of Soto the city of Soto in Japan.

Perspectives and Theories

If you want to understand the decisions taken by Higashi in this article, we will employ two decision-making theories, which include the MBIT preference as well as the Big Five model. These theories aim to identify the qualities that decision-makers portray during their time of service. The theory is used to study certain decisions taken by Higashi in his duties as the supervisor for the JET program as well as the adviser to teachers.

Decisions by Higashi

  1. He decided to assume the position of teacher’s advisor and was given the responsibility to oversee the JET students automatically.
  2. He continuously advised Kelly to adhere to the Japanese custom of acting in a way that fits to the traditional female domains.
  3. He frequently disenfranchised JET participants as well as other office workers in the process of setting their schedules and became a strict implementer.
  4. When Kelly complained of irritation in her throat, she asked her to carry the doctor’s note before returning to work.
  5. He compelled Kelly and the two other JET members to complete documents to take a paid leave to make up for the sick time and make sure they had a consistent relationship in conjunction with Japanese employees.


Selection of Character

In the introduction, Mr. Higashi was a well-known teacher at the high school in Soto for a period of 20 years. Being a highly competent educator and scholar He was given the opportunity to be promoted to a chief advisor for the teachers who were part of the Soto Board of Education (SBE). The promotion required him to be an overseer of all scholars that participated in this program. Japan Exchange Teaching. The purpose of this program was to enable teachers from other regions of the globe to have the chance to instruct in Japan. This implies that his role as a direct supervisor in charge of supervising their performance throughout an exchange.

In fact, the majority of JET participants had a meeting with Mr. Higashi because they were in his classes while they were high school students. In this way the supervisory and teaching job allows him to make important choices in the face of conflict as well as performance-related issues. This means that he has more focused on decisions as compared to Kelly who is an elementary teacher.

Perspectives and Theories to Approach Higashi’s Decisions

One of the theories whose facets are apparent in the decision taken by Higashi is the MBIT preference theory. MBIT preferences are defined by four different dichotomies that seek to answer a variety of questions.

According to this theory, Mr. Higashi is portrayed as an introvert who takes the choice on his own and informs everyone else about what to do, without engaging them in any way. This is evident when Mr. Higashi chose to take an individual of JET students to a high school gathering without informing her prior to the meeting. The participant protested against the decision, and Mr. Higashi was extremely irritated by her decision.

In the second dimension, Mr. Higashi is more focused on sensing than intuition. He prefers things that are easily seen instead of relying on explanations and words offered by JET participants.

In one instance, the judge requested the doctor’s permission from Kelly even though he received phone contact from her about the condition that struck her. Additionally, it is evident that Mr. Higashi is a person who makes decisions through thinking. Based on his choices it is clear that he takes into account factual information prior to making a decision. This was evident in the case of requesting an official doctor’s note in order to establish proof that Kelly was in fact sick. In addition, he takes decisions based on being able to judge instead of being aware. This is due to his belief that he attempts to regulate every subject within the JET program, rather than adjusting to changes in the environment.

On the contrary, it is believed that it is also the case that the Big Five theory seeks to examine the personality of decision-makers according to their openness, conscientiousness extraversion, agreeableness, as well as neuroticism (Ashton Lee and Ashton 2009; Patten, 2011). In accordance with these five dimensions of this model, Mr. Higashi can be described as intellectual, achievement-oriented, sociable, intolerant, and irritable. The intellectual aspect is demonstrated by his professional approach to dealing with the subject.

Explanation of Higashi’s Decisions

Remembering that Mr. Higashi declared that the Japanese take their time off to work for their company and to compensate for sick days, it shows how he wished to impart the values of Japanese culture in the minds of Kelly. The goal was to boost dedication to the business in order to achieve the best results. Furthermore, the stifling acceptance of the paid-leave forms was intended in order to make sure that the organization is not able to lose funds due to employees’ inattention.

Critical Discussions

Advantages of Higashi’s Decisions

Based on the decisions taken by Mr. Higashi It is clear that there was a low chance of recklessness from the perspective of employees. His disciplined and professional method ensured that employees’ claims were scrutinized thoroughly and rigorously in order to prevent any unnecessary loss on the organization’s side. In addition, Mr. Higashi took the right decision to become an advisor due to his vast experience with his profession of teaching.

This means that the anticipated results were found to be improved under his direction and guidance. It is understandable that more appreciation should be awarded to him considering that he accepted the position despite the fact that he was in charge of JET participants who did not understand Japanese. Japanese Language. In this situation, there was an obligation to continue the translation of Japanese into English to ensure that coordination was maintained in the office.

Disadvantages of Higashi’s Decisions

Although he had a goal to improve the performance of the organization it was apparent that he was not thinking about the coexistence between people within the organization. Despite the necessity of implementing strict measures, he stepped into the private lives of employees and consequently made them feel oppressed. In particular, it was insensitive to insist that Kelly should be a part of the Japanese tradition. In this instance, it should be an individual choice for Kelly to decide whether she wants to adopt the Japanese culture or not. Furthermore, the evidence clearly showed that Mr. Higashi took decisions without the involvement of his subordinates.

As an example, he planned for Suzanne to go to the high school’s annual event without notifying her beforehand. This is an oppressive method that increases the resistance of JET participants. JET participants and ruins the relationship between the JET participants.


In the end, Mr. Higashi must be more thoughtful and thoughtful when making critical decisions regarding the group. The first is that he shouldn’t solely focus on results in the financial aspect as well as the welfare of staff (Horton and Leahy, 2009 Leahy 2002). If an employee is able to provide the required documentation to support his or her case, it’s not appropriate to take additional punishment (Johnson and Ostendorf, 2010).

Additionally, Mr. Higashi must be inclusive in making decisions that impact employees. For example, he must be aware of them prior to an event that is attended by employees. This can reduce conflicts between him and JET participants (McAuliffe and Chenoweth 2009). Additionally, she needs to find a new strategy to help instill values that are rooted in the Japanese tradition.

For instance, Mr. Higashi could organize an event that showcases the positive side that is a part of Japanese culture. This is a key role in influencing employees to embrace the values of different cultures (Johnson Rustichini, Johnson, and Macdonald 2010). In other words, imposing these values can increase resistance to change and encroach into the private space. In fact, the manager must be mindful and focus on making sure that the company is financially and socially satisfied (Wischniewski and Brune, 2011,).