8/14 -

Career Planning Resources

In order to assess gifts, talents, and abilities, parents, children, and teens need career resources. Career planning resources include books, videotapes, audio-tapes, games, workshops, self-assessment inventories, career exploration web-sites, and computer-assisted career guidance programs. These resources are found at libraries, community colleges, and resource centers.

The basis for most of the resources is the National Career Development Guidelines. In 1987, the National Occupational Information Coordinating Committee (NOICC) developed The National Career Development Guidelines. The guidelines were organized into three areas: Self-knowledge, Educational and Occupational Exploration, and Career Planning.

Self-knowledge deals with our self-concept, interpersonal skills, growth, and development.
Educational and occupational exploration reveals the relationships between learning, work, career information skills, job seeking, skill development, and the labor market.
Career planning includes self-assessment, career exploration, decision making, life role formation, goal setting, and the implementation of career choices.

http://sofiah-family.blogspot.com/2007/08/parents-as-career-coaches.html

8/13 -

Guidelines for Elementary Education Career Resources - National Career Development Guidelines

The NCDG Guidelines is a career knowledge, skills, and decision-making framework. The NCDG framework has three domains, goals, and indicators. Teachers and counselors use the domains, goals, and indicators as guidelines to design and create career resources. The three domains are: Personal Social Development (PS), Educational Achievement and Lifelong Learning (ED), and Career Management (CM). Each domain represents a developmental area in a career education program. Under each domain are goals or competencies. Under each goal, indicators highlight the knowledge and skills needed to achieve the goal. The National Career Development Guidelines (NCDG) is the foundation for career education products, research development, tests and tools. (14)

Summary

Elementary school career education programs build self-awareness, family awareness, school awareness, community awareness, career/ work awareness, attitude development, skill development, decision making strategies, and self-worth. Elementary school career awareness programs use age appropriate materials that match the developmental levels of the students. As a results of career education, schools reported that students had higher grades and academic achievement, improvement in school involvement and performance, as well as an increase in career awareness exploration, personal, and interpersonal skills. Career awareness activities include Individual Career Plan (ICP), Individual Career Develop Portfolio (ICDP), Career Days, Career Fairs, Field trips, information interviewing, and library book report.

http://www.content4reprint.com/culture-and-society/education/k-12/elementary-school-career-education-the-need-basics-examples-and-guidelines.htm

Careers can develop in ways that are as unique as people themselves. They may be the result of education, training, relationships with colleagues, or challenges inside and outside the workplace. But increasingly for many students in the middle grades, the process of finding a fulfilling career begins with a career development program that provides opportunities to explore both themselves and the world of work.

Students and parents often operate under the commonly held myth that they can select an appropriate career by taking some sort of aptitude test. Not only have such tests been totally discredited by educators and psychologists, but the very idea of using such a method to match students with occupations is unrealistic. Not only do people's interests and skills change over time, but occupations also are changing. One that looks promising today might be unattractive or even obsolete tomorrow. The challenge of career planning is to break away from this outdated approach by promoting career awareness, exploration, planning, and preparation.

Early Adolescence: A Critical Time
Early adolescence—a time of rapid physical, intellectual, emotional, and social development—is a critical point in career development. It is in the middle grades that early adolescents begin to explore their interests and capabilities, and to develop a sense of where they fit into the world of work.

The focus of career planning at the middle level should not be on helping students to select an occupation, but on teaching them to keep their options open, investigate their personal preferences, and broaden their exploration of occupational opportunities. To accomplish this, a school's career development program requires a blueprint that identifies and prioritizes goals and goal-related activities.

Building a Quality Program
One such blueprint is the National Career Development Guidelines (NCDG), ... (5/18/07 - From the National Assoc. of Elementary School Principals)

1. 7/29 - Georgia (PDF)
   
2. 5/13 - Oklahoma Department of Career and Technology Education OkCRN
   
3. 5/12- The National Career Development Guidelines (NCDG) is the foundation for career research, research development, Holland Code career self assessment tests and tools . The NCDG Guidelines is a career knowledge, skills, and decision-making framework. The NCDG Web site provides career development activities and resources linked to the NCDG goals. (More)
4. 5/2 - Idaho - CIS PPD 4 pgs Activities related to Indicators
   

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Personal Social Development

1. Develop understanding of yourself to build and maintain a positive self-concept.
   
2. Develop positive interpersonal skills including respect for diversity.
   
3. ntegrate personal growth and change into your career development.
   
   
4. Balance personal, leisure, community, learner, family, and work roles.
   

Educational Achievement and Lifelong Learning

1. Attain educational achievement and performance levels needed to reach your personal and career goals.
   
2. Participate in ongoing, lifelong learning experiences to enhance your ability to function effectively in a diverse and changing economy.
   

Career Management

1. Create and manage a career plan that meets your career goals.
   
2. Use a process of decision-making as one component of career development.
   
3. Use accurate, current, and unbiased career information during career planning and management.
   
4. Master academic, occupational, and general employability skills in order to obtain, create, maintain, and/or advance your employment.
   
5. Integrate changing employment trends, societal needs, and economic conditions into your career plans.
   

(Bottom, Suggestion)

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Develop understanding of yourself to build and maintain a positive self-concept.

1. Identify your interests, likes, and dislikes. (Template post, copy from PDF)
   
2. Identify your abilities, strengths, skills, and talents.
   
3. Identify your positive personal characteristics (e.g., honesty, dependability, responsibility, integrity, and loyalty).
   
4. Identify your work values/needs.
   
5. Describe aspects of your self-concept.
   
6. Identify behaviors and experiences that help to build and maintain a positive self-concept.
   
7. Recognize that situations, attitudes, and the behaviors of others affect your self-concept.
   
8. Recognize that your behaviors and attitudes affect the self-concept of others.
   
9. Recognize that your self-concept can affect educational achievement (i.e., performance) and/or success at work.
   
10. Recognize that educational achievement (performance) and/or success at work can affect your self-concept.
    
    
    

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Develop positive interpersonal skills including respect for diversity.

 

 

 

Indicators for Goal PS1.

The indicators are numbered by learning stage: knowledge, application and reflection.

Goal PS1 Develop understanding of yourself to build and maintain a positive self-concept.

PS1.K1 Identify your interests, likes, and dislikes.

PS1.A1 Demonstrate behavior and decisions that reflect your interests, likes, and dislikes.

PS1.R1 Assess how your interests and preferences are reflected in your career goals.

PS1.K2 Identify your abilities, strengths, skills, and talents.

PS1.A2 Demonstrate use of your abilities, strengths, skills, and talents.

PS1.R2 Assess the impact of your abilities, strengths, skills, and talents on your career development.

PS1.K3 Identify your positive personal characteristics (e.g., honesty, dependability, responsibility, integrity, and loyalty).

PS1.A3 Give examples of when you demonstrated positive personal characteristics (e.g., honesty, dependability, responsibility, integrity, and loyalty).

PS1.R3 Assess the impact of your positive personal characteristics (e.g., honesty, dependability, responsibility, integrity, and loyalty) on your career development.

PS1.K4 Identify your work values/needs.

PS1.A4 Demonstrate behavior and decisions that reflect your work values/needs.

PS1.R4 Assess how your work values/needs are reflected in your career goals.

PS1.K5 Describe aspects of your self-concept.

PS1.A5 Demonstrate a positive self-concept through your behaviors and attitudes.

PS1.R5 Analyze the positive and negative aspects of your self-concept.

PS1.K6 Identify behaviors and experiences that help to build and maintain a positive self-concept.

PS1.A6 Show how you have adopted behaviors and sought experiences that build and maintain a positive self-concept.

PS1.R6 Evaluate the affect of your behaviors and experiences on building and maintaining a positive self-concept.

PS1.K7 Recognize that situations, attitudes, and the behaviors of others affect your self-concept.

PS1.A7 Give personal examples of specific situations, attitudes, and behaviors of others that affected your self-concept.

PS1.R7 Evaluate the affect of situations, attitudes, and the behaviors of others on your self-concept.

PS1.K8 Recognize that your behaviors and attitudes affect the self-concept of others.

PS1.A8 Show how you have adopted behaviors and attitudes to positively affect the self-concept of others.

PS1.R8 Analyze how your behaviors and attitudes might affect the self-concept of others.

PS1.K9 Recognize that your self-concept can affect educational achievement (i.e., performance) and/or success at work.

PS1.A9 Show how aspects of your self-concept could positively or negatively affect educational achievement (i.e., performance) and/or success at work.

PS1.R9 Assess how your self-concept affects your educational achievement (performance) and/or success at work.

PS1.K10 Recognize that educational achievement (performance) and/or success at work can affect your self-concept.

PS1.A10 Give personal examples of how educational achievement (performance) and/or success at work affected your self-concept.

PS1.R10 Assess how your educational achievement (performance) and/or success at work affect your self-concept.

 

Indicators for Goal PS2.

The indicators are numbered by learning stage: knowledge, application and reflection.

Goal PS2 Develop positive interpersonal skills including respect for diversity.

PS2.K1 Identify effective communication skills.

PS2.A1 Demonstrate effective communication skills.

PS2.R1 Evaluate your use of effective communication skills.

PS2.K2 Recognize the benefits of interacting with others in a way that is honest, fair, helpful, and respectful.

PS2.A2 Demonstrate that you interact with others in a way that is honest, fair, helpful, and respectful.

PS2.R2 Assess the degree to which you interact with others in a way that is honest, fair, helpful, and respectful.

PS2.K3 Identify positive social skills (e.g., good manners and showing gratitude).

PS2.A3 Demonstrate the ability to use positive social skills (e.g., good manners and showing gratitude).

PS2.R3 Evaluate how your positive social skills (e.g., good manners and showing gratitude) contribute to effective interactions with others.

PS2.K4 Identify ways to get along well with others and work effectively with them in groups.

PS2.A4 Demonstrate the ability to get along well with others and work effectively with them in groups.

PS2.R4 Evaluate your ability to work effectively with others in groups.

PS2.K5 Describe conflict resolution skills.

PS2.A5 Demonstrate the ability to resolve conflicts and to negotiate acceptable solutions.

PS2.R5 Analyze the success of your conflict resolution skills.

PS2.K6 Recognize the difference between appropriate and inappropriate behavior in specific school, social, and work situations.

PS2.A6 Give examples of times when your behavior was appropriate and times when your behavior was inappropriate in specific school, social, and work situations.

PS2.R6 Assess the consequences of appropriate or inappropriate behavior in specific school, social, and work situations.

PS2.K7 Identify sources of outside pressure that affect you.

PS2.A7 Demonstrate the ability to handle outside pressure on you.

PS2.R7 Analyze the impact of outside pressure on your behavior.

PS2.K8 Recognize that you should accept responsibility for your behavior.

PS2.A8 Demonstrate that you accept responsibility for your behavior.

PS2.R8 Assess the degree to which you accept personal responsibility for your behavior.

PS2.K9 Recognize that you should have knowledge about, respect for, be open to, and appreciate all kinds of human diversity.

PS2.A9 Demonstrate knowledge about, respect for, openness to, and appreciation for all kinds of human diversity.

PS2.R9 Assess how you show respect for all kinds of human diversity.

PS2.K10 Recognize that the ability to interact positively with diverse groups of people may contribute to learning and academic achievement.

PS2.A10 Show how the ability to interact positively with diverse groups of people may contribute to learning and academic achievement.

PS2.R10 Analyze the impact of your ability to interact positively with diverse groups of people on your learning and academic achievement.

PS2.K11 Recognize that the ability to interact positively with diverse groups of people is often essential to maintain employment.

PS2.A11 Explain how the ability to interact positively with diverse groups of people is often essential to maintain employment.

PS2.R11 Analyze the impact of your ability to interact positively with diverse groups of people on your employment.

 

Indicators for Goal PS3.

The indicators are numbered by learning stage: knowledge, application and reflection.

Goal PS3 Integrate personal growth and change into your career development.

PS3.K1 Recognize that you will experience growth and changes in mind and body throughout life that will impact on your career development.

PS3.A1 Give examples of how you have grown and changed (e.g., physically, emotionally, socially, and intellectually).

PS3.R1 Analyze the results of your growth and changes throughout life to determine areas of growth for the future.

PS3.K2 Identify good health habits (e.g., good nutrition and constructive ways to manage stress).

PS3.A2 Demonstrate how you have adopted good health habits.

PS3.R2 Assess the impact of your health habits on your career development.

PS3.K3 Recognize that your motivations and aspirations are likely to change with time and circumstances.

PS3.A3 Give examples of how your personal motivations and aspirations have changed with time and circumstances.

PS3.R3 Assess how changes in your motivations and aspirations over time have affected your career development.

PS3.K4 Recognize that external events often cause life changes.

PS3.A4 Give examples of external events that have caused life changes for you.

PS3.R4 Assess your strategies for managing life changes caused by external events.

PS3.K5 Identify situations (e.g., problems at school or work) in which you might need assistance from people or other resources.

PS3.A5 Demonstrate the ability to seek assistance (e.g., with problems at school or work) from appropriate resources including other people.

PS3.R5 Assess the effectiveness of your strategies for getting assistance (e.g., with problems at school or work) from appropriate resources including other people.

PS3.K6 Recognize the importance of adaptability and flexibility when initiating or responding to change.

PS3.A6 Demonstrate adaptability and flexibility when initiating or responding to change.

PS3.R6 Analyze how effectively you respond to change and/or initiate change.

 

Indicators for Goal PS4.

The indicators are numbered by learning stage: knowledge, application and reflection.

Goal PS4 Balance personal, leisure, community, learner, family, and work roles.

PS4.K1 Recognize that you have many life roles (e.g., personal, leisure, community, learner, family, and work roles).

PS4.A1 Give examples that demonstrate your life roles including personal, leisure, community, learner, family, and work roles.

PS4.R1 Assess the impact of your life roles on career goals.

PS4.K2 Recognize that you must balance life roles and that there are many ways to do it.

PS4.A2 Show how you are balancing your life roles.

PS4.R2 Analyze how specific life role changes would affect the attainment of your career goals.

PS4.K3 Describe the concept of lifestyle.

PS4.A3 Give examples of decisions, factors, and circumstances that affect your current lifestyle.

PS4.R3 Analyze how specific lifestyle changes would affect the attainment of your career goals.

PS4.K4 Recognize that your life roles and your lifestyle are connected.

PS4.A4 Show how your life roles and your lifestyle are connected.

PS4.R4 Assess how changes in your life roles would affect your lifestyle.

Indicators for Goal ed1.

The indicators are numbered by learning stage: knowledge, application and reflection.

Goal ED1 Attain educational achievement and performance levels needed to reach your personal and career goals.

ED1.K1 Recognize the importance of educational achievement and performance to the attainment of personal and career goals.

ED1.A1 Demonstrate educational achievement and performance levels needed to attain your personal and career goals.

ED1.R1 Evaluate how well you have attained educational achievement and performance levels needed to reach your personal and career goals.

ED1.K2 Identify strategies for improving educational achievement and performance.

ED1.A2 Demonstrate strategies you are using to improve educational achievement and performance.

ED1.R2 Analyze your educational achievement and performance strategies to create a plan for growth and improvement.

ED1.K3 Describe study skills and learning habits that promote educational achievement and performance.

ED1.A3 Demonstrate acquisition of study skills and learning habits that promote educational achievement and performance.

ED1.R3 Evaluate your study skills and learning habits to develop a plan for improving them.

ED1.K4 Identify your learning style.

ED1.A4 Show how you are using learning style information to improve educational achievement and performance.

ED1.R4 Analyze your learning style to develop behaviors to maximize educational achievement and performance.

ED1.K5 Describe the importance of having a plan to improve educational achievement and performance.

ED1.A5 Show that you have a plan to improve educational achievement and performance.

ED1.R5 Evaluate the results of your plan for improving educational achievement and performance.

ED1.K6 Describe how personal attitudes and behaviors can impact educational achievement and performance.

ED1.A6 Exhibit attitudes and behaviors that support educational achievement and performance.

ED1.R6 Assess how well your attitudes and behaviors promote educational achievement and performance.

ED1.K7 Recognize that your educational achievement and performance can lead to many workplace options.

ED1.A7 Show how your educational achievement and performance can expand your workplace options.

ED1.R7 Assess how well your educational achievement and performance will transfer to the workplace.

ED1.K8 Recognize that the ability to acquire and use information contributes to educational achievement and performance.

ED1.A8 Show how the ability to acquire and use information has affected your educational achievement and performance.

ED1.R8 Assess your ability to acquire and use information in order to improve educational achievement and performance.

 

Indicators for Goal ed2.

The indicators are numbered by learning stage: knowledge, application and reflection.

Goal ED2 Participate in ongoing, lifelong learning experiences to enhance your ability to function effectively in a diverse and changing economy.

ED2.K1 Recognize that changes in the economy require you to acquire and update knowledge and skills throughout life.

ED2.A1 Show how lifelong learning is helping you function effectively in a diverse and changing economy.

ED2.R1 Judge whether or not you have the knowledge and skills necessary to function effectively in a diverse and changing economy.

ED2.K2 Recognize that viewing yourself as a learner affects your identity.

ED2.A2 Show how being a learner affects your identity.

ED2.R2 Analyze how specific learning experiences have affected your identity.

ED2.K3 Recognize the importance of being an independent learner and taking responsibility for your learning.

ED2.A3 Demonstrate that you are an independent learner.

ED2.R3 Assess how well you function as an independent learner.

ED2.K4 Describe the requirements for transition from one learning level to the next (e.g., middle school to high school, high school to postsecondary).

ED2.A4 Demonstrate the knowledge and skills necessary for transition from one learning level to the next (e.g., middle to high school, high school to postsecondary).

ED2.R4 Analyze how your knowledge and skills affect your transition from one learning level to the next (e.g., middle school to high school, high school to postsecondary).

ED2.K5 Identify types of ongoing learning experiences available to you (e.g., two- and four-year colleges, technical schools, apprenticeships, the military on-line courses, and on-the-job training).

ED2.A5 Show how you are preparing to participate in ongoing learning experiences (e.g., two- and four-year colleges, technical schools, apprenticeships, the military, on-line courses, and on-the-job training).

ED2.R5 Assess how participation in ongoing learning experiences (e.g., two- and four-year colleges, technical schools, apprenticeships, the military, on-line courses, and on-the-job training) affects your personal and career goals.

ED2.K6 Identify specific education/training programs (e.g., high school career paths and courses, college majors, and apprenticeship programs).

ED2.A6 Demonstrate participation in specific education/training programs (e.g., high school career paths and courses, college majors, and apprenticeship programs) that help you function effectively in a diverse and changing economy.

ED2.R6 Evaluate how participation in specific education/training programs (e.g., high school career paths and courses, college majors, and apprenticeship programs) affects your ability to function effectively in a diverse and changing economy.

ED2.K7 Describe informal learning experiences that contribute to lifelong learning.

ED2.A7 Demonstrate participation in informal learning experiences.

ED2.R7 Assess, throughout your life, how well you integrate both formal and informal learning experiences

 

Indicators for Goal cm1.

The indicators are numbered by learning stage: knowledge, application and reflection.

Goal CM1 Create and manage a career plan that meets your career goals.

CM1.K1 Recognize that career planning to attain your career goals is a life long process.

CM1.A1 Give examples of how you use career-planning strategies to attain your career goals.

CM1.R1 Assess how well your career planning strategies facilitate reaching your career goals.

CM1.K2 Describe how to develop a career plan (e.g., steps and content).

CM1.A2 Develop a career plan to meet your career goals.

CM1.R2 Analyze your career plan and make adjustments to reflect ongoing career management needs.

CM1.K3 Identify your short-term and long-term career goals (e.g., education, employment, and lifestyle goals).

CM1.A3 Demonstrate actions taken to attain your short-term and long-term career goals (e.g., education, employment, and lifestyle goals).

CM1.R3 Re-examine your career goals and adjust as needed.

CM1.K4 Identify skills and personal traits needed to manage your career (e.g., resiliency, self-efficacy, ability to identify trends and changes, and flexibility).

CM1.A4 Demonstrate career management skills and personal traits (e.g., resiliency, self-efficacy, ability to identify trends and changes, and flexibility).

CM1.R4 Evaluate your career management skills and personal traits (e.g., resiliency, self-efficacy, ability to identify trends and changes, and flexibility).

CM1.K5 Recognize that changes in you and the world of work can affect your career plans.

CM1.A5 Give examples of how changes in you and the world of work have caused you to adjust your career plans.

CM1.R5 Evaluate how well you integrate changes in you and the world of work into your career plans.

 

Indicators for Goal cm2.

The indicators are numbered by learning stage: knowledge, application and reflection.

Goal CM2 Use a process of decision-making as one component of career development.

CM2.K1 Describe your decision- making style (e.g., risk taker, cautious).

CM2.A1 Give examples of past decisions that demonstrate your decision-making style.

CM2.R1 Evaluate the effectiveness of your decision-making style.

CM2.K2 Identify the steps in one model of decision-making.

CM2.A2 Demonstrate the use of a decision-making model.

CM2.R2 Assess what decision-making model(s) work best for you.

CM2.K3 Describe how information (e.g., about you, the economy, and education programs) can improve your decision-making.

CM2.A3 Demonstrate use of information (e.g., about you, the economy, and education programs) in making decisions.

CM2.R3 Assess how well you use information (e.g., about you, the economy, and education programs) to make decisions.

CM2.K4 Identify alternative options and potential consequences for a specific decision.

CM2.A4 Show how exploring options affected a decision you made.

CM2.R4 Assess how well you explore options when making decisions.

CM2.K5 Recognize that your personal priorities, culture, beliefs, and work values can affect your decision-making.

CM2.A5 Show how personal priorities, culture, beliefs, and work values are reflected in your decisions.

CM2.R5 Evaluate the affect of personal priorities, culture, beliefs, and work values in your decision-making.

CM2.K6 Describe how education, work, and family experiences might impact your decisions.

CM2.A6 Give specific examples of how your education, work, and family experiences have influenced your decisions.

CM2.R6 Assess the impact of your education, work, and family experiences on decisions.

CM2.K7 Describe how biases and stereotypes can limit decisions.

CM2.A7 Give specific examples of how biases and stereotypes affected your decisions.

CM2.R7 Analyze the ways you could manage biases and stereotypes when making decisions.

CM2.K8 Recognize that chance can play a role in decision-making.

CM2.A8 Give examples of times when chance played a role in your decision-making.

CM2.R8 Evaluate the impact of chance on past decisions.

CM2.K9 Recognize that decision-making often involves compromise.

CM2.A9 Give examples of compromises you might have to make in career decision-making.

CM2.R9 Analyze the effectiveness of your approach to making compromises.

 

Indicators for Goal cm3.

The indicators are numbered by learning stage: knowledge, application and reflection.

Goal CM3 Use accurate, current, and unbiased career information during career planning and management.

CM3.K1 Describe the importance of career information to your career planning.

CM3.A1 Show how career information has been important in your plans and how it can be used in future plans.

CM3.R1 Assess the impact of career information on your plans and refine plans so that they reflect accurate, current, and unbiased career information.

CM3.K2 Recognize that career information includes occupational, education and training, employment, and economic information and that there is a range of career information resources available.

CM3.A2 Demonstrate the ability to use different types of career information resources (i.e., occupational, educational, economic, and employment) to support career planning.

CM3.R2 Evaluate how well you integrate occupational, educational, economic, and employment information into the management of your career.

CM3.K3 Recognize that the quality of career information resource content varies (e.g., accuracy, bias, and how up-to-date and complete it is).

CM3.A3 Show how selected examples of career information are biased, out-of-date, incomplete, or inaccurate.

CM3.R3 Judge the quality of the career information resources you plan to use in terms of accuracy, bias, and how up-to-date and complete it is.

CM3.K4 Identify several ways to classify occupations.

CM3.A4 Give examples of how occupational classification systems can be used in career planning.

CM3.R4 Assess which occupational classification system is most helpful to your career planning.

CM3.K5 Identify occupations that you might consider without regard to your gender, race, culture, or ability.

CM3.A5 Demonstrate openness to considering occupations that you might view as nontraditional (i.e., relative to your gender, race, culture, or ability).

CM3.R5 Assess your openness to considering non-traditional occupations in your career management.

CM3.K6 Identify the advantages and disadvantages of being employed in a non-traditional occupation.

CM3.A6 Make decisions for yourself about being employed in a non-traditional occupation.

CM3.R6 Assess the impact of your decisions about being employed in a non-traditional occupation.

 

Indicators for Goal cm4.

The indicators are numbered by learning stage: knowledge, application and reflection.

Goal CM4 Master academic, occupational, and general employability skills in order to obtain, create, maintain, and/or advance your employment.

CM4.K1 Describe academic, occupational, and general employability skills.

CM4.A1 Demonstrate the ability to use your academic, occupational, and general employability skills to obtain or create, maintain, and advance your employment.

CM4.R1 Assess your academic, occupational, and general employability skills and enhance them as needed for your employment.

CM4.K2 Identify job seeking skills such as the ability to: write a resume and cover letter, complete a job application, interview for a job, and find and pursue employment leads.

CM4.A2 Demonstrate the following job seeking skills: the ability to write a resume and cover letter, complete a job application, interview for a job, and find and pursue employment leads.

CM4.R2 Evaluate your ability to: write a resume and cover letter, complete a job application, interview for a job, and find and pursue employment leads.

CM4.K3 Recognize that a variety of general employability skills and personal qualities (e.g., critical thinking, problem solving, resource, information, and technology management, interpersonal skills, honesty, and dependability) are important to success in school and employment.

CM4.A3 Demonstrate attainment of general employability skills and personal qualities needed to be successful in school and employment (e.g., critical thinking, problem solving, resource, information, and technology management, interpersonal skills, honesty, and dependability).

CM4.R3 Evaluate your general employability skills and personal qualities (e.g., critical thinking, problem solving, resource, information, and technology management, interpersonal skills, honesty, and dependability).

CM4.K4 Recognize that many skills are transferable from one occupation to another.

CM4.A4 Show how your skills are transferable from one occupation to another.

CM4.R4 Analyze the impact of your transferable skills on your career options.

CM4.K5 Recognize that your geographic mobility impacts on your employability.

CM4.A5 Make decisions for yourself regarding geographic mobility.

CM4.R5 Analyze the impact of your decisions about geographic mobility on your career goals.

CM4.K6 Identify the advantages and challenges of self-employment.

CM4.A6 Make decisions for yourself about self-employment.

CM4.R6 Assess the impact of your decision regarding self-employment on your career goals.

CM4.K7 Identify ways to be proactive in marketing yourself for a job.

CM4.A7 Demonstrate skills that show how you can market yourself in the workplace.

CM4.R7 Evaluate how well you have marketed yourself in the workplace.

http://www.acrnetwork.org/ncdg/ncdg_detail_pf.aspx?goal=cm4

Indicators for Goal cm5.

The indicators are numbered by learning stage: knowledge, application and reflection.

Goal CM5 Integrate changing employment trends, societal needs, and economic conditions into your career plans.

CM5.K1 Identify societal needs that affect your career plans.

CM5.A1 Show how you are prepared to respond to changing societal needs in your career management.

CM5.R1 Evaluate the results of your career management relative to changing societal needs.

CM5.K2 Identify economic conditions that affect your career plans.

CM5.A2 Show how you are prepared to respond to changing economic conditions in your career management.

CM5.R2 Evaluate the results of your career management relative to changing economic conditions.

CM5.K3 Identify employment trends that affect your career plans.

CM5.A3 Show how you are prepared to respond to changing employment trends in your career management.

CM5.R3 Evaluate the results of your career management relative to changes in employment trends.

http://www.acrnetwork.org/ncdg/ncdg_detail_pf.aspx?goal=cm5

 

 

 

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Project description: Integrate the NCDG framework into LWPS

Concerns

1. Stability of ACRN webpages.

1. The ACRN NCDG Activities webpage - http://www.acrnetwork.org/ncdg/ncdg_activities.htm
   
2. Each of the two sets of eleven (11) ACRN NCDG Indicator webpages (I.e. - http://www.acrnetwork.org/ncdg/ncdg_detail_pf.aspx?goal=PS1 and http://www.acrnetwork.org/ncdg/ps1.htm )
   

An example of a weblog post for NCDG Goal "PS1"

This link ( http://lifeworkps.com/ncdg/weblog/330.html ) will take you to a post (in this NCDG community) where Indicator K1 for Goal PS1 and the three learning stages are listed in a template format. Students and adults would copy [1] this template (and some or all of the remaining 75 templates of Indicators) to their personal LWPS weblog and begin the lifelong task of Knowledge Acquistion (K), Application (A) and Reflection ( R ) on each Indicator.

I copied that template to my personal LWPS weblog at http://lifeworkps.com/hubbard/weblog/327.html and have begin identifying (K1) my interests, likes and dislikes. I will work on the A1 - demonstrating - and R1 - assessing - sections when I have time.

At the bottom of every Indicator post will be links to additional resources in ACRN as well as other posts in the NCDG community [2]. Links to the above three (3) files (appropriate to each Goal/Indicator) are there. Each of the other 75 templates will contain appropriate reference links.

[1] I have a scheme to make this task very quick and easy.

[2] The last link in each NCDG Indicator post will point to a NCDG community post for that Goal where anyone can ask questions or offer comments, and where an administrator could post any changes to the template or the Goal.

Tasks

1. Find the principals so I can
   
   
   
   1. Ask if anyone else is doing something similar to this integration
      
   2. Invite them to join this community and observe or participate with the development.
      
   
   

(Top, first, faqs, grouped, combo, Bottom, Suggestion)

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Printer friendly (though long): http://www.lifeworkps.com/HPH/Webpages/New-member-FAQs.htm

(Top, first, faqs, grouped, combo, Bottom, Suggestion)

NF topics

PSI add lists for interests, likes, dislikes

add lists for values, skills

The Mayonnaise Jar and 2 Cups of Coffee

When things in your lives seem almost too much to handle, when 24
hours in a day are not enough, remember the mayonnaise jar and the 2
cups of coffee.

A professor stood before his philosophy class and had some items in
front of him. When the class began, he wordlessly picked up a very
large and empty mayonnaise jar and proceeded to fill it with golf
balls. He then asked the students if the jar was full. They agreed
that it was.

The professor then picked up a box of pebbles and poured them into the
jar. He shook the jar lightly. The pebbles rolled into the open
areas between the golf balls. He then asked the students again if
the jar was full. They agreed it was.

The professor next picked up a box of sand and poured it into the jar.
Of course, the sand filled up everything else. He asked once more if
the jar was full. The students responded with an unanimous "yes."

The professor then produced two cups of coffee from under the table
and poured the entire contents into the jar effectively filling the
empty space between the sand. The students laughed.

"Now," said the professor as the laughter subsided, "I want you to
recognize that this jar represents your life. The golf balls are the
important things--your family, your children, your health, your
friends and your favorite passions---and if everything else was lost
and only they remained, your life would still be full.

The pebbles are the other things that matter like your job, your house
and your car.

The sand is everything else---the small stuff. "If you put the sand
into the jar first," he continued, "there is no room for the pebbles
or the golf balls. The same goes for life. If you spend all your
time and energy on the small stuff you will never have room for the
things that are important to you.

"Pay attention to the things that are critical to your happiness.
Play with your children. Take time to get medical checkups. Take
your spouse out to dinner. Play another 18. There will always be
time to clean the house and fix the disposal. Take care of the golf
balls first---the things that really matter. Set your priorities.
The rest is just sand."

One of the students raised her hand and inquired what the coffee
represented. The professor smiled. "I'm glad you asked.

It just goes to show you that no matter how full your life may seem,
there's always room for a couple of cups of coffee with a friend."

Author unknown. But this is a variant of Steven Covey's model.

Requiring Online Learning

http://www.elearnspace.org/blog/archives/002446.html

Our learners don't have the skills they need to learn today. We've taught learners how to learn in a classroom, how to emorize, how to take true/false, mutliple choice test, etc. Essentially, we've given our learners the skills they need o navigate our education system today. But things are changing, and unfortunately, it appears that our educational Institutions are slow in responding (Dave Warlick has recently done some good thinking on this subject with his notion of "flat classrooms"). Our students are graduating with skills that would have served them well 20 years ago. Today, a learner needs a skill set that reflects the environment in which they will be working (The Partnership for 21st Century Skills has some useful publications in this area). The Chronicle recently ran an article on the Governor of Michigan's requirement that all students must take at least one online course before graduating high school. It's a start...but far too little. We need to teach learners the skills they will need tomorrow - pattern recognition, not information processing, connection-forming, not content consumption, critical thinking, not memorizing. It's a huge task, and I don't feel that many institutions "get it".

4/19 - Revised -

Anderson
and Krathwohl also list specific verbs that can be used when writing objectives for each column of the cognitive process dimension.





Graphic http://www.whenlilacs.com/bloom.htm Src = http://elgg.net/metteoglars/weblog/11384.html
More links - http://www.fctel.uncc.edu/pedagogy/basicscoursedevelop/BloomWritingObjectives.html

Canada uses Bloom's taxonomy in its Blueprint for Life/Work Designs, and the USA uses it in the National Career Development Guidelines.

Does Denmark (or Europe) have a similar set of career development guidelines?

NDCCTE webcast on 3/16/2006 with Linda Kobylarz - http://www.nccte.org./webcasts/description.aspx?wc=200 1 hour + (NOTE: This webcast is under review for inclusion in the archives. Please post a comment when it is available so I can remove this note.)

Handouts - http://www.nccte.org./webcasts/media/20060316/index.html

The difference between "likes" and "interest" is subtle and I'm not sure I will be able to explain it adequately. Thus, this post, so others can add their thoughts.

The question arises in this post and in our LWPS Profiles.

"Likes"

Answers.com says:

• To find pleasant or attractive; enjoy.
  
• Something that is liked; a preference: made a list of his likes and dislikes.

Check out the Wiktionary. Here is a Google search for "the definition of likes is"

Download this sorted list of sample likes. Add a comment below with other suggested "likes" and I will add them to the list until we have about 200. Preface it with "Likes".

"Interests"

Answers.com says:

• A state of curiosity or concern about or attention to something: an interest in sports.
  
• Something, such as a quality, subject, or activity, that evokes this mental state: counts the theater among his interests.

Check out the Wiktionary.Here is a Google search for "the definition of interests is"

Download this sorted list of sample interests. Add a comment below with other suggested "interests" and I will add them to the list until we have about 200. Preface it with "Interests".

"Dislikes"

Download this sorted list of sample dislikes. Add a comment below with other suggested "dislikes" and I will add them to the list until we have about 200. Preface it with "Dislikes".

 

Interest Vs Like

Lately I have been discovering the difference between ... being interested in someone and liking someone.

Interested = wanting to get to know her to make better judgment on the possible relationship.

Like = to know someone, and accept her.  To appreciate every little thing she does.  To know you can grow in love with this person.

... Yes ... I know ... you can probably come up with different terms, and definitions ... But as for me ... I am discovering that I have been interested in many ppl, but I truly like one person.

 

"North Dakota Career Development Standards" Feb 2007 (PDF 105 pages)

Introductory: Learners at this level explore and become more aware of the content within the subject.

(The term "Introductory" is comparable to "Knowledge Acquisition" as used in National Career Development Guidelines.)

Core: Learners at this level experience acquired knowledge by applying it to familiar situations and to themselves.

(The term "Core is comparable to "Application" as used in the National Career Development Guidelines.)

Advanced: Learners at this level analyze, synthesize, judge, assess, and evaluate knowledge in accord with their own goals, values, and beliefs, and/or real situations.

(The term "Advanced" is comparable to the term "Reflection" as it is used in the National Career Development Guidelines.)

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• 3/11/07 - Assessing 21st century skills

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