FESCCO: Fuzzy Expert System for Career Counselling

Artificial intelligence involves two basic ideas. First, it involves studying the thought processes of human beings. Second, it deals with representing those processes via machines (like computers, robots, etc.). Artificial intelligence (AI) technologies and techniques have useful purposes in every domain of mental health care including clinical decision-making, treatments, assessment, self-care, mental health care management and more. This application involves an AI based fuzzy expert system which helps the students to give a basic idea or insight of possible career opportunities, to enable them to move forward towards the path most suitable for them in all respects. This project will give a personal aid to the students taking into consideration, the student’s interest and aptitude test result. The fuzzy expert in our project will choose accurate careers for the user accordingly

The Relationship of Student Retention to Teacher/Student Personality Types at Summit Christian College

For the past 3 decades, retention studies have emerged as being of significant importance to the smaller colleges and universities, especially the private colleges and universities, including Summit Christian College. With the decline in the high-school population, which was predicted to occur in the mid-70s, retention was going to be of even more importance to the smaller educational institutions. All of this pointed toward a time when colleges would have to compete for the high-school graduate in a more aggressive manner. It was possible that unless new ways of coping with the drop-out rate were initiated, a number of smaller schools would go out of business. The purpose of this study was to identify the relationship between personality types of faculty members and the personality types of students at Summit Christian College and to determine if there is any relationship between faculty personality types and student personality types and student retention. The data for this study came from the Myers-Briggs Type Indicator and the Please Understand Me test (an adaptation of the Myers-Briggs Temperament Traits test). The tests were administered to all full-time faculty members (M-BTI) employed in 1990 and 1991 and to all new students enrolled in the Freshmen Orientation course in 1990 (PUM) and 1991 (M-BTI). The research was conducted over the 2-year period; there was a response rate of 100%. The results of the study indicate that the Sensing-Judging, Intuitive-Feeling, and Intuitive-Thinking personality types of faculty members are correlated with the Sensing-Judging, Sensing-Perceptive, Intuitive- Feeling, and Intuitive-Thinking student personality types represented at Summit Christian College in determining which students are more apt to remain in college and which ones are more likely to drop out. The combinations of Sensing-Judging with, Intuitive-Feeling, and Intuitive- Thinking faculty personality types correlate positively with the Sensing-Judging students in retention. No other combination of faculty personality types correlates positively with the retention of the other three student personality types. Recommendations for institutional policy and practice are included in the discussion of the results

Impact of artificial intelligence on education for employment: (learning and employability Framework)

Sustainable development has been a global goal and one of the key enablers to achieve the sustainable development goals is by securing decent jobs. However, decent jobs rely on the quality of education an individual has got, which value the importance of studying new education for employment frameworks that work. With the evolution of artificial intelligence that is influencing every industry and field in the world, there is a need to understand the impact of such technology on the education for employment process. The purpose of this study is to evaluate and assess how AI can foster the education for employment process? And what is the harm that such technology can brings on the social, economical and environmental levels? The study follows a mapping methodology using secondary data to identify and analyze AI powered startups and companies that addressed the learning and employability gaps. The study revealed twelve different AI applications that contribute to 3 main pillars of education for employment; career exploration and choice, skills building, and job hunting. 94% of those applications were innovated by startups. The review of literature and study results showed that AI can bring new level of guidance for individuals to choose their university or career, personalized learning capabilities that adapt to the learner\u27s circumstance, and new whole level of job search and matchmaking

Relationship Between Creative Problem Solving Profiles and Career Choice

This study examines the relationship between student Creative Problem Solving (CPS) styles and their future career path choices. The study uses Basadur\u27s Creative Problem Solving Inventory to classify students into one of four basic CPS styles. Individual CPS styles will be correlated with student career choices to test several hypothesized relationships. Subjects used in the study include BGSU undergraduate students majoring in Visual Communication Technology, Architecture and Environmental Design, Construction Management and Aviation Studies

Understanding Leader Problem-Solving Style Preferences in an Organizational Hierarchy

This study explored the problem solving styles of individuals in leadership positions in an attempt to identify whether specific problem solving preferences existed among leaders. The results indicated that in this organization the leadership team did exhibit a preference toward the Ideator style of problem solving. In addition to identifying problem solving preferences of leaders, this study also attempted to support other research (Mann 2003) and ascertain whether problem solving is a component of leadership. According to the results of the study and related literature, evidence supports the theory that creative problem solving is an important component of leadership and that it can be enhanced by training (Wheeler 2001). This study demonstrates its significance as there are various benefits an organization or an individual may gain by understanding problem-solving preferences. For example, organizations can align similar or different styles when creating workforce teams, demands of specific positions may be examined and compared against individual preferences, and personal/professional development may include awareness to preferences as well as provide recommendations on improving areas of weakness and sensitivity to other styles. Overall, “people should become aware of their Creative Problem Solving preferences so they can better understand their strengths and weaknesses when solving problems creatively” (Puccio, 1999 p. 172)

Why people tend to make career decisions and What helps them to choose?

Career Development in the workplace has become increasingly important because employees need to be fulfilled, motivated, and satisfied in their work. Usually, many people often seem to use the term career and job interchangeably. However, these two words are quite different from one another. People often make the mistake that there is only one perfect job for them. Unfortunately, this is not the case and sometimes leads people to make a wrong career choice. Also, people enter into careers because of influences from many different sources, including parents, friends, family members, or individual interests. People make career choices because of many reasons, some of which include a lack of focus and direction, an urgency to gain financial stability, parental pressures, and/or the fear of high expectations from family members and friends to do well and become financially successful. This research paper will focus on different elements of why people make certain career decisions and choices

Development and Application of Self-Awareness in Project Leadership: A Multiple Case Study of Department of Defense Project Managers

Problem This study explored how Project Managers (PMs) in the Department of Defense (DoD) come to understand, develop, and apply self-awareness in leading their projects. The DoD invests heavily in developing their project leaders by providing training, experiences, developmental assignments, and other tools such as self-assessments presumably to help them lead more authentically and become more self-aware as a way to improve project management. Despite this investment, it is unclear how self-awareness is actually developed in PMs and integrated into their leadership practice. In view of the importance of self-awareness in leadership, more understanding is needed on how self-awareness is being understood and made use of by DoD PMs. Purpose This study sought to describe how PMs in the DoD come to understand, develop, and integrate self-awareness—as a key component of authentic leadership—in leading their projects. This data, viewed within the authentic leadership construct (Gardner, Avolio, & Walumbwa, 2005) promises to inform project leaders on potentially more effective leadership practices. Scope and Design The study’s conceptual framework was based on Authentic Leadership: a transparently connected relationship between leaders and followers, encompassing a high level of self-awareness with internalized beliefs and moral values (Avolio & Gardner, 2005). In this research, use of a multiple case study design guided the data collection process to qualitatively explore the perceptions and experiences of project managers as they develop self-awareness and use it in leading their projects. Individual PMs who completed the Defense Acquisition University’s Program Manager Course (PMT 401), each representing a case, were purposefully selected and administered the Authentic Leadership Questionnaire (ALQ) to further identify those leaders with a high level of self-awareness (2.5 or above on the ALQ’s self-awareness scale) resulting in a group of 24 PMs for telephonic interviews. A professional demographic survey was also administered to collect background and contextual information about the participants. A researcher’s journal was kept throughout the study to record researcher reflections, process, and unexpected discoveries. Following collection of this qualitative data, analysis using both manual and automated tools (i.e., NVivo, Excel) resulted in the study’s findings for interpretation within the authentic leadership conceptual framework. Findings In terms of developing leader self-awareness, participants revealed that three elements contributed most significantly to their growth: the influence of others, chiefly within the DoD; the experiences they’d had as leaders in the Department; and the insights gained from intentional, thoughtful self-assessment throughout their careers. The most common development theme shared by participants was the influence other people had on them as they grew as leaders. It was especially remarkable that PMs attributed prior commanders and other direct leaders in the DoD as the most important influences on their own leadership identity and style. Many mentioned the formative experiences they’d had early in their careers in crucial assignments, deployments, and decisive missions as enduring influences on their leadership development. Lastly, in terms of self-assessment insights, participants recalled that it was through self-assessment that they were able to reflect on themselves as leaders, and on the interactions with others. They reported gaining insights on personality preferences and leadership styles. However, participants found deeper meanings about self and identity, their purpose, and leadership perspectives only when those self-assessment insights were actuated within leadership relationships and experiences. Three strong themes emerged from the interviews about how participants applied leader self-awareness to managing projects. Many spoke about cultivating a warfighter focus in their leadership purpose. They spoke of deep concern for the needs of the soldiers, sailors, airmen or marines in the field. Participants also spoke of their awareness of performance as leaders in relationships with their teams and project stakeholders. Through the transitions and change they encountered in their DoD careers they gained understanding of their “strengths” and “weaknesses”, leadership traits, management styles, and leadership approaches. Finally, PMs in the study spoke about leading authentically: understanding who they were as leaders; modeling desired behaviors; putting people at the center of their leadership practice, that is, taking an interest in those they lead while training, developing, and mentoring them and maintaining an openness which fosters honesty and transparency in return. Leaders in the study also expressed that to lead authentically, one must adapt to context & situation while maintaining a consistency between one’s self-identity and leadership persona. Conclusions Development of leader self-awareness and the application of that self-awareness appear to merge naturally in practice. It is in relationship with others and within a context of purpose that one develops, applies, and nurtures self-awareness. It is a reciprocal process. For the participants in this study, it is in leadership practice and especially during times of professional transitions and change that self-awareness is developed and applied; not, remarkably, through self-assessment, reflection or inward searching alone. Authentic Leadership with strong self-awareness appears to emerge when there is a strong guiding purpose, positive leadership influences, and opportunities for strengths and weaknesses to be examined within the responsibilities of each new situation. The results of this study can inform the leadership community on how DoD PMs integrate and use authentic leadership, specifically a keen self-awareness, as they lead their project teams. By understanding the development, integration to self, and application of authentic leadership in project management, the next generation of project managers and leaders may profit from employing the construct’s principles in their leadership practice. Further, findings can aid researchers as well as practitioners in how authentic leadership development can best be fostered in a space of purposive and engaged responsibility

Building The Hive: Corporate Personality Testing, Self-Development, And Humanistic Management In Postwar America, 1945-2000

This dissertation explores the creation, distribution, and use of five personality tests found extensively in corporate America from the mid-1940s to the end of the 20th century. The management techniques in which these tests—the Myers-Briggs Type Indicator, California Psychological Inventory, Thematic Apperception Test, Maslach Burnout Inventory, and Stanford Shyness Survey—were embedded helped create a corporate environment that seemed at once more considerate of individual differences in personality and behavior and yet somehow also more constraining in the ways people were encouraged to live and work both inside and outside the office. In light of this tension, the problem my dissertation seeks to answer is: how and why did many come to see self-discovery and self-actualization as best achieved through self-management, self-discipline, and, in many cases, the narrowing of the possibilities of the self? This dissertation argues that the use of personality tests and self-assessments—alongside the rise of both humanistic psychology and new forms of neoliberal capitalism—carried with it a very particular rhetoric of personal freedom and individual liberation, one that had in fact been carefully crafted by psychologists and corporate managers in order to predict and control the behavior of the groups under their care. On top of this, self-assessments anchored a sociotechnical system that looked as if it illuminated unique parts of the individual, but which was in fact made up of routinized techniques for creating more efficient, productive, and perhaps more importantly, more profitable workers. By following these five tests from conception to development to their eventual use in corporate management, the power and influence of overlapping networks of researchers, universities, funding sources, publishers, and companies are seen in greater relief, and the outsized influence of Silicon Valley on postwar social scientific knowledge and management practice is made evident