A Blueprint for Life/Work Designs

BLUEPRINT
FOR LIFE/WORK DESIGNS
BLUEPRINT FOR LIFE/WORK DESIGNS

INTRODUCTION
1st revision: January 2000 2nd revision: October 2006
The Blueprint is an international partnership project of the: National Life !or" #entre National Occupational $nfor%ation #oordinatin& #o%%ittee '()* #anada #areer $nfor%ation +artnership ,u%an -esources and )ocial .evelop%ent #anada
/uthors 0ditors Lorraine ,ach12 .ave 03 -ede"opp and +hil )3 Jarvis /dapted fro%: National #areer .evelop%ent 4uidelines 56/dult ,andboo"2 1776 National Occupational $nfor%ation #oordinatin& #o%%ittee '()*2 !ashin&ton2 .# Licensed to the National Life !or" #entre3 /ll ri&hts reserved3
Aussi disponible en franais sous le titre: PLAN DIRECTEUR POUR LE DESIGN EN DVELOPPEMENT DE VIE-TRAVAIL
THE AUTHORS
.ave -ede"opp2 +h.2 80d2 9/ ',onours*2 90d

L$:06-OL0 .0;0LO+80NT 4-O(+ $N#3 Dave has devoted over a decade to the promotion of career development and the development of better career development concepts and practices. Dave manages the Life-Role Development Group's research and product development initiatives, and he trains career development practitioners across anada. Dave is also the Director of !rogram Development "ith oncordia #niversit$ ollege of Alberta. Dave is a anadian areer Development %oundation Governor and an active member of the Alberta areer Development Action Group. Dave has "ritten a number of training manuals and client guides in career development on topics ranging from "or& alternatives to curriculum development. Dave "as a"arded Alberta's areer Development Award of Excellence '())*+ and the national Stu Conger Award for Leadership in Career Counselling and Career Development '()),+.
Lorraine ,ach12 90d2 8/

O+T$8(8 ,(8/N -0)O(-#0) $N#3 Lorraine "or&ed as a teacher and guidance counsellor in the -e" .runs"ic& public school s$stem for seven $ears, and as a fulltime professor in the guidance counseling program at the #niversit/ de 0oncton for nine $ears before moving into her present life1"or& scenario. Lorraine is no" a full partner, consultant and trainer "ith 2!340#0 5uman Resources 4nc., a bilingual life1"or& development agenc$ in 6astern anada offering programs and services designed to help individuals, communities and "or&places ac7uire the &no"ledge and develop the s&ills and attitudes needed to meet toda$8s life1"or& challenges. .ecause of her passion and e9pertise in interpersonal communication, educational relationships and life1"or& development, Lorraine is often sought to consult "ith federal and provincial agencies on the development, translation1adaptation and evaluation of various life1"or& related programs and services.
BLUEPRINT /(T,O-)
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+hil )3 Jarvis2 9#o%

;$#06+-0)$.0NT2 N/T$ON/L L$:0 !O-5 #0NT-0 !hil is :ice-!resident of !artnership Development for the -ational Life1;or& entre '-L; +. 5e coordinates partnership development for 3he Real Game <eries of career development programs and the Blueprint for Life/Work Designs. !hil represented the -ational Life1;or& entre on the -ational Governing .oard of anada ;or& nfo-63 as !resident of the .oard, and "as founding -ational oordinator of the anada areer 4nformation !artnership. 2ver the past => $ears, he has authored numerous career guides, career e9ploration soft"are 'including Choices+, ?ournal and ne"sletter articles, has &e$noted man$ regional, national and international conferences, and has trained several thousand career practitioners and teachers in anada and abroad. 2n the international front, !hil has completed over *@ missions to developing countries in providing technical assistance to 4DA and ;orld .an& funded areer 4nformation and ounselling pro?ects in Romania and 3ur&e$. !hil received the ()A, 2ntario olleges Award of Excellence in Career Development , the ()AA -ational 2ccupational 4nformation oordinating ommittee -24 Contri!utor"s Award, and the ())) Stu Conger Award for Leadership in Career Development in anada.
BLUEPRINT /(T,O-)
INTRODUCTION
4t is increasingl$ critical to our nation8s social and economic prosperit$ that anadians are able to manage their o"n "or& lives. 3he -ational Life1;or& entre is committed to creating, promoting, and distributing career development materials that ma&e a difference in people's lives. ;e have an approach that "or&s, one that resonates "ith the ne" realities. 2ur ob?ectives, our mission and our methodolog$ can be characteriBed b$ three &e$ elementsCpartnerships, product evaluation and evolution, and consultation "ith e9perts, professionals and end-users. 3he Blueprint for Life/Work Designs "ill help anadians ac7uire the career development s&ills the$ need. ;ith the international success of our flagship programs C #he $eal %ame Series, and no" the Blueprint for Life/Work Designs , "e can tal& about harvesting the fruits of our laboursCabout the conse7uences, the "inners, the beneficiaries of our endeavours. ;ho are the "innersD $ndividuals are "inners, because as the$ master more Blueprint competencies the$ become more self-reliant and confident "ith ne" "or& and career management s&ills. #o%%unities are "inners because citiBens become more independent, stronger "ithin themselves, and better able and "illing to e9tend a hand to others. Trainin& institutes and institutes of hi&her education at all levels are "inners as the Blueprint provides a nationall$ recogniBed guide to curriculum design. #areer resource developers are "inners because the$ have a nationall$ accepted frame"or&, for all age groups, of people's needs to design, develop, test and promote their products. #areer practitioners are "inners because the Blueprint provides a common frame"or& of client needs and criteria for assessing the effectiveness of interventions and recording client progress.
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#orporations and the private sector are "inners because the$ can hire and train more emplo$able and self-directed personnel. 4overn%ents are "inners because of decreased reliance on "elfare and social assistance programs, decreased pressure on correctional facilities, and more people contributing through ta9es. 3he benefits of the Blueprint for Life/Work Designs include: E E E E E E 4nfusion of career development into school programs. -ational transferabilit$ across curricula. larification of career development products. 4mproved human resource practices "ithin organiBations. 4ncreased rationaliBation of programs. 6ffective evaluation of programs.
3he Blueprint pro?ect is part of a ne" and unprecedented partnership bet"een a coalition of anadian agencies lead b$ the -ational Life1;or& entre, 5uman Resources and <ocial Development anada, the anada areer 4nformation !artnership, and the -24 1<24 net"or& in the #nited <tates. 3he same international partnership has also co-developed #he $eal %ame Series from anada, and included other e9emplar$ programs from both countries.
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<ince it has its roots in our -ational areer Development Guidelines, -24 and its #< partners are follo"ing the evolution of anada's Blueprint for Life/Work Designs "ith great interest. ;e admire the "a$ the -ational Life1;or& entre and its partners 5uman Resources and <ocial Development anada and anada areer 4nformation !artnership have mobiliBed interest in and support for the Blueprint from coast-to-coast across $our great countr$ in such a short period of time. ;e are also impressed "ith several enhancements anadian partners have made, including the development of a &uick $eference %uide, the sorting of competencies and indicators b$ four Learning <tages, and the addition of appendices on :erb #sage, Lin&s to other <&ills %rame"or&s, !ortfolios, and <ample areer Resources <orted b$ Blueprint ompetencies and Levels. 3hese are features "e loo& for"ard to bringing to future editions of our Guidelines. 3he Blueprint/%uidelines partnership bet"een our countries is the latest e9ample of ho", b$ "or&ing together and sharing best practices across the "orld's longest undefended border, "e can benefit the citiBens of both of our countries. #he $eal %ame Series, areer 3abloids1 anada !rospects and hoices are all precedents of "hich career development professionals in both countries can be e7uall$ proud. 2n behalf of -24 and its e9tensive net"or& of partners throughout the #nited <tates, 4 salute the e9ceptional "or& done to date on the Blueprint in anada, and loo& for"ard to the e9tension of this e9emplar$ partnership for $ears to come.
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A communit$8s prosperit$ is the sum of the prosperit$ of each and ever$ citiBen. ;hen a person can8t find or loses a ?ob, the negative effects ripple through the communit$, as "hen a stone is thro"n into a pond. 3he corollar$ also holds. ;hen one person gains emplo$ment, the positive effects ripple through the entire communit$. ;hen man$ people secure good ?obs, increased prosperit$ is shared b$ all. 3hat's "h$ it ma&es sense to pull together to help those "ho need assistance in connecting "ith good "or&. 4n helping others "e are helping ourselves, our families and our communities. 3he Blueprint for Life/Work Designs "ill improve prosperit$ in communities across the countr$ b$ increasing the 7ualit$ and effectiveness of products, programs and services to help people of all ages connect "ith good "or& and fulfilling lifest$les. 4ts impact on public and private sector organiBations across anada has gone be$ond the partners' e9pectations. 3he model "e started "ith from our American partners "as clearl$ sound and comprehensive. ;e are grateful for their painsta&ing and groundbrea&ing "or& over the past ten $ears, and honoured to have been their partners. ;e "ere bold enough to believe "e could raise this publication to a ne" plateau b$ engaging committed partners across anada. 3herein lies the &e$ to the success of the BlueprintCthe outstanding anadian career development leaders on the -ational Advisor$ .oard and in the net"or& of !rovincial and 3erritorial Blueprint oordinators "ho have offered their ideas and rallied their net"or&s to ma&e such an impact. 4t has been a privilege and a pleasure to "or& and learn "ith all of them, and to co-author the Blueprint "ith Dave Rede&opp and Lorraine 5ach/.
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3he Blueprint has gone through ma?or revisions as a result of feedbac& from pilots and demos across anada, "ith especiall$ rich feedbac& from provinces such as Alberta, .ritish olumbia, 0anitoba, -e" .runs"ic&, -e"foundland, -ova <cotia and <as&atche"an. ;hile the Hanuar$ =@@@ 6dition replaced the earlier Demonstration 6dition, the Blueprint "ill never be Jfinished.J 3he beginning of the =( st centur$ mar&ed a ne" phase of intensified Blueprint usage across anada. !lease for"ard $our suggestions for further improvements to the address belo". %uture revised editions of the Blueprint "ill be published periodicall$. 3he Blueprint is available for vie"ing and can be printed or do"nloaded from the .lueprint ;ebsite. Additional copies of the Blueprint for Life/Work Designs 'ull Edition , &uick $eference %uide, and all supporting materials can be ordered from:
National Life !or" #entre 8e%ra%coo" $nstitute =@@ #entrale )treet 8e%ra%coo"2 NeA 9runsAic" #anada 0=5 <)6 Toll :ree: 16@@@6><<6>6@< :aB: >066?>@60<>< 0%ail: infoClifeAor"3ca !ebsite: http: AAA3lifeAor"3ca
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CHAPTER SUMMARY
Given the dramatic changes and ne" demands of the "or&place, "idespread attention is rightl$ focused on the need for high 7ualit$ career development programs for $outh and adults. 3he Blueprint for Life/Work Designs addresses this need b$ providing specific guidelines that can help strengthen career development and transition programs in a "ide variet$ of settings. 3hese include elementar$ schools, middle1?unior high schools, high schools, post-secondar$ education institutions, "or&force development organiBations, and business organiBations, to name a fe". 3his Blueprint provides a list of competencies considered important to develop throughout one8s life1"or& building process. 3hese competencies "ere organiBed in main areas 'personal management, learning and "or& e9ploration, life1"or& building+ and provide a four level developmental process. 4ndicators, "hich describe more specific outcomes in terms of &no"ledge, s&ills and attitudes, are also provided for each competenc$ level. 3he Blueprint also provides guidelines for the establishment of local program standards against "hich the ade7uac$ and effectiveness of programs can be evaluated. 3his Blueprint is also intended to assist those "ho "ish to use the competencies and indicators in the implementation of local career development programs for $outh or adults. #hapters 1 and 2 provide an introduction to the Blueprint and to career development in general. 3he$ describe the need for guidelines and standards in career development and discuss national, provincial1territorial and local roles. An organiBational capabilities section provides statements of commitments, structure, and support re7uired for effective career development programs. 3he personnel re7uirements section describes the roles of various staff members and refers to the -ational areer Development Guidelines and <tandards initiative, "hich complements the Blueprint in regard to staff competencies. #hapters <2 = and > present a implementation process that uses the competencies and indicators to establish career development standards for ne" programs or to enhance e9isting programs. 3he process begins "ith needs anal$sis, encourages fle9ibilit$, includes methods for involving all sta&eholders, builds upon e9isting program strengths, and stimulates coordination "ith other organiBations. %urther, evaluation is discussed as an essential element in the ongoing refinement and revitaliBation of career development programs.
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#hapter 6 addresses the vital role that mar&eting pla$s both in the initial and long term acceptance and sustainabilit$ of career development and transition programs. 3o assure bu$-in b$ target audiences, public relations issues such as communicating the program8s vision, mission, and goals are covered. #hapter ? spea&s to implementing career development programs through the Blueprint in G-(= school settings. General tips for getting started, e9amples of lesson plans and activities, as "ell as contact information for successful programs are included. #hapter @ discusses implementing career development programs for adults in several different settings. 3here are sections devoted to program implementation considerations for post-secondar$ institutions, "or&force development organiBations, and business and industr$. The /ppendices include: /ppendiB / Blueprint for Life/Work Designs Learning <tage ompetencies and 4ndicators .$ Level and
/ppendiB 9 Learning !rocess :erb 3a9onom$ for Life1;or& Designs: <uggested :erbs and !hrases for 6ach Learning <tage. /ppendiB # <ample -eeds Assessment and !rogram %orms /ppendiB . Lin&s .et"een Blueprint ompetencies '6mplo$abilit$ <&ills, 6ssential <&ills, etc.+ /ppendiB 0 areer !ortfolios: 3elling Four Life1;or& <tor$ /ppendiB : <ample areer Resources <orted b$ Blueprint Levels and
and
2ther
<&ills
%rame"or&s
ompetencies
/ppendiB 4 3he anadian Guidelines and <tandards for areer Development 4nitiative ' ompetencies for !ractitioners+
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ACKNOWLEDGEMENTS
3he Blueprint for Life/Work Designs is a product of the -ational Life1;or& entre '-L; +, the anada areer 4nformation !artnership ' 4!+ and 5uman Resources and <ocial Development anada '5R<D +. 3he Blueprint has been adapted from the -ational 2ccupational 4nformation oordinating ommittee '-24 + (ational Career Development %uidelines )*Adult +and!ook . 3he -24 %uidelines have been under development, implementation, evaluation and enhancement for over ten $ears. :irtuall$ all #.<. states have no" adopted and implemented the %uidelines. 4n return for anada sharing #he $eal %ame Series "ith its #.<. net"or&, -24 graciousl$ offered the results of its ten-$ear (ational %uidelines ,ro-ect, and provided consulting assistance in the Blueprint development. %or this, -L; , 4! and 5RD , on behalf of all anadian partners, are particularl$ grateful. 3he Blueprint !ro?ect involves e9tensive net"or&s of public and private sector contributors in ever$ province and territor$. A Blueprint Advisor$ Group has been established to oversee and steer all aspects of the pro?ect.
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<pecial than&s to the follo"ing people "ho provided leadership in testing, revie"ing and providing insightful feedbac& on ())A Blueprint for Life/Work Designs Demonstration 6dition in the four provinces that organiBed provincial pilots1demos, to those "ho "rote the ne" appendices and to Dave Rede&opp "ho too& the lead in "riting the &uick $eference %uide "ith support from the o-Authors.
Al!erta 8i"e /lpern2 Louise Loc"hart2 )haron +rather, Alberta Learning #olleen #ric"%ore2 .orothy ,u%phrey, Alberta 5uman Resources and 6mplo$ment .ale 4ulle"son, .ev %ace$ omposite 5igh <chool .ave -ede"opp, Life Role Development Group .arcy 8cLane2 Ji% )ava&e, <as&atche"an !ost-<econdar$ 6ducation and <&ills 3raining 9arry 8itsch"e2 -osela 8itchell, <as&atche"an 6ducation Lynn +eterson, <as&atche"an Rivers <chool Division Laurie 0dAards, -ova <cotia 6ducation and ulture #larence .e )chiffart, -ova <cotia 6ducation and ulture /nne ,arrop, ole 5arbour Adult 5igh <chool )ue .urelle2 #indy 8ac.onald2 9arbara Tyron , -ova <cotia ommunit$ <ervices .enise .od&e69a"er, hester .asin 6lementar$ <chool .arlene #arter, Department of -ational Defence +at -oberts, !ublic <ervice ommission -ob )hea2 .eborah L3 #o%bs, entre for areer Development, 0emorial #niversit$ 8illie #ahill, 0emorial #niversit$ 8andy Tuc"er6/nstey, -e"foundland Department of 6ducation Leona OENeill and .eborah 4allant, Department of 5uman Resources and 6ducation Lorraine ,ach1, 2ptimum 5uman Resources )ylvie 8artineau6#loutier, -ational Life1;or& entre )heila )i%ard, 4ndependent onsultant 5urtis 5iti&aAa, onference .oard of anada 8urielle 9allantyne, 5uman Resources Development anada .ou& 8annin&, .ridges 4nitiatives Joan -ichardt, 4ndependent onsultant +aul Tho%as, . areer 6ducation <ociet$ -o&er +arent, -ational Life1;or& entre JudyLynn /rcher, . Labour 0ar&et K areer 4nformation Association 9arbara ,unter, . areer 6ducation <ociet$ 4Aenda .avies2 Linda 8ilha%, 4ndependent onsultants Launa -itchie, hilli"ac& <chool .oard 4eor&e To%es, .a$leaf <oft"are 4aston Leclerc, Association Lu/b/coise d8information scolaire et professionnelle 9arbara 8ac#allu%, anadian areer"are areer Development %oundation and 4<0
Saskatchewan
(ova Scotia
(ewfoundland
Appendix A.B Appendix C Appendix D
Appendix E
Appendix '
Appendix %
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TABLE OF CONTENTS
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SUMMARY
!hat is in the BlueprintG

3he Blueprint for Life/Work Designs consists of four main components: (. The co%petencies anadians re7uire, from childhood to adulthood, to effectivel$ manage their life1"or& development. =. / co%prehensive process for developing and redesigning programs and products that "ill help anadians ac7uire the above competencies in schools, post-secondar$ institutions, training programs, career centres and other settings in "hich career development and transitions interventions occur. O. /ppendices full of information that supports effective career development programming 'needs assessments, other s&ills classification s$stems, portfolios, practitioner standards and guidelines, and sample career resources+. M. / Quick Re erence Gui!e to help users 7uic&l$ and efficientl$ find and use "hat the$ need "ithin the Blueprint.
!hat is the ai% of the BlueprintG

3he Blueprint has multiple goals, but the primar$ aim is to have users "or& "ith a national frame"or& of competencies to create comprehensive, effective and measurable life1"or& development programming and products to help anadians better manage their lives and "or&.
18
!ho Aill use the BlueprintG

3he Blueprint is designed for an$one responsible for programs or products related to life1"or& development. .elo" are t$pical users and environments in "hich the Blueprint is used. TD+$#/L BLUEPRINT ()0-)
E adult educators E career and emplo$ment counsellors E career educators and researchers E career resource developers1publishers E career resource specialists E communit$ based trainers E cooperative education coordinators E curriculum developers E curriculum polic$ anal$sts E education and training administrators E human resource professionals E labour mar&et information centre specialists E life s&ills coaches1facilitators E peer facilitators and mentors E primar$ and secondar$ school teachers E school counsellors E staff training officers E staffing officers E program developers E transitions educators E "or& e9perience coordinators
TD+$#/L BLUEPRINT 0N;$-ON80NT)

E E E E E E E E E E E E E E E adult training programs1centres career and one-stop centres career development programs cooperative education programs correctional institutions curriculum development units elementar$1earl$ education schools emplo$abilit$ programs emplo$ment programs human resource departments middle $ears1?unior high schools militar$ second-career programs post-secondar$ institutions secondar$1senior $ears schools vocational rehabilitation and "or&ers8 compensation settings E "or& e9perience programs
19
!hy are life Aor" co%petencies i%portantG

5aving a national list of life1"or& competencies and indicators helps providers "ith a number of aims: E anadian service
#larity of outco%es: 3he Blueprint frame"or& enables practitioners and their funding sources to be clear about, and measure, the outcomes the$ are achieving. )ervice consistency: A common language "ithin and bet"een services and products helps anadians &no" "hat the$ need, and get "hat the$ need, as the$ move from one service or product, agenc$ or organiBation, or geographic region, to another. 0fficiency: A common language for life1"or& competencies helps clients and practitioners more efficientl$ revie", compare and select programs and products. -educed a%bi&uity: Assumptions abound regarding the meanings of terms such as career planning or self*awareness. <pelling out these assumptions for all to revie" enhances clarit$ and effectiveness of communication significantl$. #areer develop%ent culture: 5aving a common structure b$ "hich to discuss career development issues and aims helps all anadians become more conscious of career development and life1"or& issues.
20
!ho is ta"in& the lead in i%ple%entin& the BlueprintG

All thirteen provinces and territories are involved in the Blueprint initiative. Agencies include +rovincial Territorial 8inistries of 0ducation2 Trainin&2 ,u%an -esources2 Labour and 0%ploy%entR professional groups1associationsR and post-secondar$ institutions and corporations. 0a?or national public and non-government organiBations are pla$ing lead roles as "ell, including the -ational Life1;or& entre, 5uman Resources and <ocial Development anada, anada areer 4nformation !artnership, anadian areer Development %oundation, and anada areer onsortium.
21

CHAPTER ONE
CHAPTER 1
INTRODUCTION
areer development is about gro"ing through life and "or&R about learning, e9periencing, living, "or&ing and changingR about creating and discovering path"a$s through one8s life and "or&. ;hen intentional, career development is about activel$ creating the life one "ants to live and the "or& one "ants to do. ;hen unintentional, career development occurs an$"a$Cnone of us can avoid learning, e9periencing, living, "or&ing and changingS 3he Blueprint for Life/Work Designs "ill help ma&e career development intentional for more people. 3oo man$ anadians, of all cultures, have the unfortunate vie" that TcareerU refers onl$ to prestigious path"a$s through "or&R the$ do not see that each of us has a career, that each of us develops, and that "or& and life are ine9tricabl$ intert"ined. 5ence, this document refers to Tlife1"or& designsU rather than to Tcareer development.U 3he concept of Tlife1"or& designsU is intended to directl$ capture the ideas that: E E E life and "or&, though sometimes distinct, are not separateR life and "or& are best TdesignedU in harmon$R and life1"or& can be TdesignedU 'full$ recogniBing that not all designs come to full fruitionS+ and continuousl$ re-designed.
3he intent of the Blueprint is t"o-fold. %irst, the Blueprint sets out career development competencies that children, $outh and adults "ill do "ell to master. 3hese competencies are supplemented b$ performance indicators that elaborate upon the competencies. At each level, the competencies are grouped into three broad areas: personal %ana&e%ent learnin& and Aor" eBploration life Aor" buildin&
<econd, the Blueprint offers information about the structure, support and commitment necessar$ in organiBations that desire to implement effective and comprehensive career development programs. NOT0: 3he "ord TprogramsU here does not impl$ initiatives that are separate or segregated from established, beneficial initiatives. A strength of the Blueprint is its abilit$ to help infuse and enhance career development in e9isting initiativesS 3he #.<. (ational Career Development %uidelines outlined the competencies needed b$ career development professionals. 3his information "as made available from the $NT-O.(#T$ON 2
CHAPTER 1 -ational <teering ommittee for areer Development Guidelines and <tandards.(
3he Blueprint "as developed "ith the assistance of ever$ province and territor$. 3he process that created the Blueprint is summariBed belo": E !rovincial and territorial Blueprint Advisor$ ommittees "ere established to guide the development of the Blueprint pro?ect. 0embers included prominent representatives of intended end-user organiBations 'e.g., departments of education, advanced education, s&ills development, labourR private sector service providers+R senior e9ecutives from appropriate federal government agencies 'e.g., 5uman Resources and <ocial Development anada, 4ndustr$ anada+R presidents or e9ecutive directors of prominent national interest groups or professional associations 'e.g., anadian Labour %orce Development .oard, anada areer 4nformation !artnership, anada areer onsortium, anadian areer Development %oundation+. 3he /001 Demonstration Edition of the Blueprint "as revie"ed b$ Advisor$ ommittees in each province and territor$, as "as its predecessor, the 2anuar3 /001 'irst Draft. Advisor$ ommittees coordinated implementation of the Demonstration Edition of the Blueprint in pilot and demo sites "ith selected target groups 'i.e., elementar$ schools, ?unior high schools, high schools, diverse adult settings+ in each province and territor$. 3he -L; assisted local Blueprint oordinators in training e9ecutives and professional staff in pilot and demo sites. 3he Blueprint "as, thus, thoroughl$ revie"ed and evaluated in an impressive cross-section of agencies across the countr$. Revisions "ere made based upon pilot and demo site evaluation results and feedbac&. 3he .lueprint is distributed as a Tnational templateU document at not-for-profit, cost-recover$ pricing b$ -L; . Government agencies at all levels, professional associations, emplo$er groups, unions, and others "ill be encouraged to produce their o"n Blueprint publications, incorporating their o"n standards, guidelines, resource references and implementation processes.
E E E
%or more information see """.career-dev-guidelines.org
$NT-O.(#T$ON
<
CHAPTER 1 3his initiative is part of an unprecedented co-development partnership bet"een the -24 1<24 net"or& in the #nited <tates, and anada. anada "ill benefit from the remar&able achievements of its southern partners "ith career development competencies, performance indicators, portfolios and processes for "ide scale implementation of e9emplar$ career development programs. As part of this process, Lorraine 5ach/ has also "ritten the %rench language version of the Blueprint for Life/Work Designs. 3his publication, Blueprint for Life/Work Designs, is designed to help organiBations establish ne", comprehensive career development programs or revie" and enhance e9isting programs. 4t can serve as a catal$st for creating career development standards at the provincial1territorial level and1or local level "ithin schools, post-secondar$ institutions, training and development organiBations, businesses, government organiBations and not-for-profit organiBations. hapters (-* give program information that is relevant to all institutions and organiBations. hapter , focuses on career development programs for education settings G-(=. hapter A deals "ith career development programs for adults in a variet$ of settings.
$NT-O.(#T$ON
CHAPTER 1
CAREER DEVELOPMENT PROGRAMS IN THE 21ST CENTURY
4n the last fe" $ears, career practitioners and their clients have been bombarded "ith messages about change. 3he$ &no" that factors such as globaliBation, demographic shifts and technological advances are creating a highl$ competitive, rapidl$ changing "or& environment. Among other things, this environment re7uires "or&ers "ho are: E E E E E E E able to change 7uic&l$ 'to respond to ne" customer needs+R focused on 7ualit$ 'to retain customers+R focused on service 'to retain customers+R creative 'to find better solutions to problems or to better meet customer needs+R cost-effective 'to be competitive b$ lo"ering costs for the customer+R 7uic& 'to get the ?ob done before customer needs change+R self-initiated 'to respond to the customer or a problem immediatel$+.
3his environment re7uires "or&ers "ho are more comple9 and capable than ever in histor$. 3he$ must be simultaneousl$ focused and fle9ible, 7ualit$-oriented and ris&oriented, independent and collaborative, leaders and follo"ers, generalists and specialists. 3hese parado9es def$ traditional "a$s of loo&ing at "or&. As organiBations strive to remain competitive, the$ see& ne" conditions for the "or&force: E E E E E ;or&ers are paid onl$ "hen their services are needed. ;or&ers and the "or& the$ do can be s"itched and1or changed 7uic&l$. ;or&ers "or& on specific pro?ects "ith specific goals and due dates. ;or&ers communicate "ith each other in teams rather than up"ard through a series of supervisors and managers. ;or&ers are given responsibilit$ to get the T?obU done.
3his has given rise to the emergence of numerous ne" "or& alternatives 'e.g., ?ob sharing, multi-trac&ing, bro&ering, talent pooling, consulting, contracting, telecommuting+ that no" affect and impact the lives of unprecedented numbers of "or&ers. Although T?obsU "ill almost certainl$ al"a$s be "ith us, "or& is no" being pac&aged in a variet$ of ne" "a$s. 3he econom$ is li&el$ to continue to change rapidl$, so there "ill be ongoing change in the t$pes of "or& re7uired. 4ndeed, the ver$ structure of "or& is changing. 3herefore, "or&ers and prospective "or&ers need not onl$ as& the age-old 7uestion T What should do4U the$ must also as&, T+ow should do it45 and TWhat should do after that45 and #/-00- .0;0LO+80NT +-O4-/8) >
CHAPTER 1 T+ow can prepare for m3 next work as do m3 current work45 3his is a far more comple9 set of 7uestions than TWhat will !e when grow up45 3o as& and ans"er these t$pes of 7uestions, and then to act on one8s ans"ers, is the process of activel$ designing one8s life1"or&. 3o do so "ell, a host of underl$ing s&ills, &no"ledge and attitudes are re7uired. 3hat is "hat this Blueprint is about. 3he Blueprint maps out the competencies essential to ta&ing charge of one8s life1"or& destin$ in a comple9, changing "or& d$namic.
#/-00- .0;0LO+80NT +-O4-/8)
CHAPTER 1
THE VALUE OF THE BLUEPRINT: CLARITY REGARDING COMPETENCIES
The delineation of life Aor" co%petencies is i%portant for a nu%ber of reasons3 (. 4t helps career development professionals clarify the outco%es the$ are striving to achieve. !ractitioners are 7uite often in a poor position to see "hether broad goals are being reached b$ their clients over the long term. 3he$ ma$ help clients obtain "or& and feel satisfied in doing so. 5o"ever, ho" can the$ trac& "hat their clients do after moving on from that "or&D 5o" can career professionals be sure their clients have the tools and resources to find other good "or& opportunities if the initial "or& disappearsD 3he Blueprint helps them b$ identif$ing those critical competencies, s&ills, &no"ledge and attitudes that "ill enable their clients to continuousl$ adapt to change and find their places in the "orld of "or&. =. 4t ensures service consistency. A host of efforts are focused on helping anadians learn and develop: schools, post-secondar$ institutions, governmentsponsored training programs, emplo$er-sponsored training programs and selfhelp resources are among the broad categories. 2ften, these efforts are isolated. lients1students move from one intervention to another unable to compare and contrast one program from the ne9t. <ome receive duplication and redundanc$ of serviceR others are left "ith enormous gaps in their learning and development needs. 3he Blueprint serves as a guide to enable each program to specif$, against a national frame"or&, precisel$ "hat it helps its clients1students to achieve. O. 0fficiency is the third main purpose of the Blueprint. !roducts 'e.g., self-help boo&s, videotapes, computer soft"are+ and programs can be compared to the competencies. Developers can clearl$ specif$ for consumers 'students, educators, "or&-see&ers, polic$ ma&ers, etc.+ the targeted learning outcomes of their program or product. 3his "ill accrue enormous time and energ$ savings to consumers 'the public+ and to providers 'career development professionals+. #hallen&in& the assu%ed is the fourth reason for clearl$ articulating life1"or& competencies. !ractitioners assume the$ are tal&ing about the same things "hen the$ use terms such as Tcareer planningU and Tself-a"areness.U .$ clearl$ specif$ing "hat is actuall$ meant, ambiguit$ is minimiBed. areer development vie"s have changed considerabl$ over the $ears, but man$ terms in common usage have not. 3he Blueprint "ill help re?uvenate anada8s career and life1"or& development le9icon. 3he fifth and perhaps most significant reason for specif$ing life1"or& T,0 ;/L(0 O: T,0 BLUEPRINT ?
M.
5.
CHAPTER 1 competencies is that it "ill accelerate the establish%ent of a career develop%ent culture= in anada. 3he Blueprint provides a structure that allo"s anadians to thin& and tal& about career development, and act on it in consistent "a$s. 3hus, it "ill bring increased coherence to the numerous independent efforts aimed at helping anadians manage their "or& and their lives.
3he establishment of a anadian career development culture "as first proposed b$ the anadian Guidance and ounselling %oundation 'no" the anadian areer Development %oundation+. 3his idea has been activel$ pursued b$ the Alberta areer Development Action Group.
2
T,0 ;/L(0 O: T,0 BLUEPRINT
CHAPTER 1
CAREER DEVELOPMENT PROGRAM BENEFITS
As "e consider the value and the need for career development programs, "e "ill do "ell to reflect on the results of a national Gallup surve$ conducted in ())O. 3he -ational 2ccupational 4nformation oordinating ommittee '-24 + and the -ational areer Development Association '- DA+ sponsored the surve$ "hich sampled (,(.= million #nited <tates adults. Although this surve$ "as conducted in the #nited <tates, its findings reflect parallel needs and issues in anada. 3he findings '5o$t and Lester, ())>, pp. )=-)M+ revealed that: E <pecial attention must be provided to those $outh "ho either drop out of high school or see& to enter the labour mar&et "ith onl$ a high school education. 0oreover, it appears that the public e9pects high schools to facilitate the transition from school to "or& for all students. 2ne-half of all adult respondents said that high schools "ere not doing enough to help students "ith choosing careers, developing ?ob s&ills, learning ?ob-finding s&ills and ?ob placement. :irtuall$ ever$ surve$ on the topic in anada has resulted in similar findings. 3he career development needs of persons aged (A-=> are not being ade7uatel$ met. 4n fact, onl$ O=V of the respondents started their present ?ob or career follo"ing a plan and ,=V said that the$ "ould see& more information on career options if starting over. A stud$ in Alberta indicated that nearl$ *>V of all students proceed immediatel$ to "or& from school, ho"ever, less than /67 actuall3 plan that outcome. A high priorit$ should be placed on meeting the career development needs of persons "ho drop out of colleges or universities prior graduation. !ost-secondar$ institutions in anada lose about half of their students in the first $ear of enrolment. 3here is a gro"ing need for almost all persons leaving secondar$ school to secure some &ind of post-secondar$ education prior to entering the labour mar&et. 4n the Gallup <urve$, >OV of all respondents reported that the$ "ill need more formal training to increase their earning po"er. <tatistics anada has repeatedl$ sho"n the positive relationship bet"een education and income as "ell as bet"een education and emplo$ment. ;hile some progress has been made, the need to bring e7uit$ of career development opportunities to minorit$ persons remains strong and must continue as a high priorit$. 3here remains a need for the career development movement to focus on #/-00- .0;0LO+80NT +-O4-/8 90N0:$T) 7
CHAPTER 1 ensuring gender e7uit$ in career opportunities. E 3he need for greater emplo$er involvement in career development continues to be siBable. Although the need for career development is clear, it is still important to address the benefits that "ill be gained from the effort. 4t is "ise to do so in the earl$ stages of $our program implementation process. omprehensive career development programs, "hen coupled "ith other interventions, can provide benefits that include: E Reducing individual ris&s b$ promoting conditions that lead to higher self-esteem and improving social ad?ustment. E !reparing individuals for the changing "or&place b$ understanding of the relationship bet"een learning and "or&. increasing their
E 4ncreasing program accountabilit$ b$ evaluating program components through regular assessment of individual achievement. E !romoting program coordination and articulation b$ defining a se7uence of deliver$ for program activities, reinforcing learning from previous levels and reducing duplication of services.
#/-00- .0;0LO+80NT +-O4-/8 90N0:$T)
10
CHAPTER 1
THE BLUEPRINT AN OVERVIEW
3he Blueprint provides a basis for establishing or improving career development programs "ithin an institution8s total frame"or& or on an ad hoc basis 'see the Blueprint"s &uick $eference %uide especiall$ if $ou are interested in applications such as product development, product revie"s, "or&shop development, etc.+. 3"o ma?or programming components are addressed in the Blueprint: (. #o%petencies and $ndicators. 3he competencies and indicators describe the outcomes that can be e9pected of individuals "ho have participated in career development programs. 3he$ are the basis for program content. ompetencies are vie"ed as broad goals, "hereas indicators are general ob?ectives describing specific &no"ledge, s&ills and attitudes related to a person8s career development. =. Or&aniHational #apabilities. 2rganiBational capabilities outline the commitments, structure and support re7uired for effective career development programs.
T"e C#$petencie% &n! In!ic&t#r%

A complete list of the competencies and their corresponding indicators can be found in Appendi9 A. 3he follo"ing page contains a matri9 summariBing the competencies defined at each of the four levels. 3he Blueprint's competencies and indicators are organiBed around three ma?or areas of competence: A. .. . +0-)ON/L 8/N/4080NT L0/-N$N4 /N. !O-5 0F+LO-/T$ON L$:0 !O-5 9($L.$N4
;hereas the competencies '(( in all+ relate to the overall goals in life1"or& development, the indicators describe the &no"ledge, s&ills and attitudes learners must master in order to effectivel$ manage their life1"or& building process.
T,0 BLUEPRINT I /N O;0-;$0!
11
CHAPTER 1 6ach competenc$ is bro&en do"n into four 'M+ levels that suggest the developmental nature of each of the competencies '%ig.(.(+. 3hese developmental levels "ill help the Blueprint target the G-(= and adult populations. Although a needs assessment "ould identif$ more accuratel$ the level of a target group, the Blueprint suggests the follo"ing: Level 2ne P 6lementar$ <choolsR Level 3"o P 0iddle1Hunior 5igh <choolsR Level 3hree P 5igh <choolsR and Level %our P Adult !opulations.
12
CHAPTER 1
Blueprint #r Li e'(#rk De%i)n% ompetencies b$ Area and Level

#O8+0T0N#$0) /-0/ /:
13 9($L. /N. 8/$NT/$N / +O)$T$;0 )0L:6$8/40 $NT0-/#T +O)$T$;0LD /N. 0::0#T$;0LD !$T, OT,0-) #,/N40 /N. 4-O! T,-O(4,O(T ON0E) L$:0
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(.( .uild a positive self-image "hile discovering its influence on self and others =.( Develop abilities for building positive relationships in one8s life '4+ O.( Discover that change and gro"th are part of life
L0;0L T!O
(.= .uild a positive self-image and understand its influence on one8s life and "or& =.= Develop abilities for building positive relationships in one8s life '44+ O.= Learn to respond to change and gro"th '4+
L0;0L T,-00
(.O Develop abilities to maintain a positive self-image =.O Develop abilities for building positive relationships in one8s life and "or& O.O Learn to respond to change and gro"th '44+
L0;0L :O((.M 4mprove on abilities to maintain a positive self-image =.M 4mprove abilities for building positive relationships in one8s life and "or& O.M Develop strategies for responding to life and "or& changes
+0-)ON/L 8/N/4080NT
23
<3
/-0/ 9:
=3
L0/-N$N4 /N. !O-5 0F+LO-/T$ON

M.( Discover Tlifelong learningU and its contributions to one8s life and "or& >.( Discover and understand life1"or& information *.( Discover ho" "or& contributes to individuals and the communit$ M.= Lin& life-long learning to one8s life1"or& scenario, both present and future >.= Locate, understand and use life1"or& information *.= #nderstand ho" "or& contributes to the communit$ M.O Lin& life-long learning to one8s career building process >.O Locate, interpret, evaluate and use life1"or& information *.O #nderstand ho" societal and economic needs influence the nature and structure of "or& '4+ M.M !articipate in continuous learning supportive of life1"or& goals >.M Locate, interpret, evaluate and use life1"or& information '44+ *.M #nderstand ho" societal and economic needs influence the nature and structure of "or& '44+
+/-T$#$+/T0 $N L$:06LON4 L0/-N$N4 )(++O-T$;0 O: L$:0 !O-5 4O/L) LO#/T0 /N. 0::0#T$;0LD ()0 L$:0 !O-5 $N:O-8/T$ON (N.0-)T/N. T,0 -0L/T$ON),$+ 90T!00N !O-5 /N. )O#$0TD 0#ONO8D
>3 63
/-0/ #:
?3 @3 73
L$:0 !O-5 9($L.$N4

,.( 69plore effective "or& strategies A.( 69plore and improve decision ma&ing ).( 69plore and understand the interrelationship of life roles '4+ (@.(Discover the nature of life1"or& roles ((.(69plore the underl$ing concepts of the life1"or& building process ,.= Develop abilities to see& and obtain1create "or& A.= Lin& decision ma&ing to life1"or& building ).= 69plore and understand the interrelationship of life roles '44+ (@.=69plore non-traditional life1"or& scenarios ((.=#nderstand and e9perience the process of life1"or& building ,.O Develop abilities to see&, obtain1 create and maintain "or& A.O 6ngage in life1"or& decision ma&ing ).O Lin& lifest$les and life stages to life1"or& building (@.O #nderstand and learn to overcome stereot$pes in life1"or& building '4+ ((.O RecogniBe and ta&e charge of one8s life1"or& building process ,.M 4mprove on abilities to see&, obtain1create and maintain "or& A.M 4ncorporate adult life realit$ into life1"or& decision ma&ing ).M 4ncorporate the Tbalanced life1"or&U issue in life1"or& building (@.M #nderstand and learn to overcome stereot$pes in life1"or& building '44+ ((.M 0anage one8s life1"or& building process
)0#(-0 #-0/T0 /N. 8/$NT/$N !O-5 8/50 L$:0 !O-5 0N,/N#$N4 .0#$)$ON) 8/$NT/$N 9/L/N#0. L$:0 /N. !O-5 -OL0)
103 (N.0-)T/N. T,0 #,/N4$N4 N/T(-0 O: L$:0 !O-5 -OL0) 113 (N.0-)T/N.2 0N4/40 $N /N. 8/N/40 ON0E) O!N L$:0 !O-5 9($L.$N4 +-O#0))
CHAPTER 1 As the indicators represent the general learning ob?ectives of a competenc$, the$ are "ritten follo"ing a four stage ta9onom$ that conve$s the developmental nature of the learning process. 3he Learning ,rocess #axonom3 for Life/Work Designs '%ig. (.=+ is inspired b$ e9isting learning ta9onomies '.loom, ()**R .urns, ()A@R Gagn/ K .riggs, (),)R Grath"ohl, ()*,+ and the 2-D# 3 professional development model 'Rede&opp, ()))+. 3he 3a9onom$ suggests the four 'M+ follo"ing stages: a /#J($)$T$ON
)T/40 .(-$N4 !,$#, L0/-N0-) acKuire discover eBplore understand investi&ate
b /++L$#/T$ON
)T/40 .(-$N4 !,$#, L0/-N0-) eBperience apply de%onstrate eBpress co%%unicate participate
c +0-)ON/L$L/T$ON
)T/40 .(-$N4 !,$#, L0/-N0-) inte&rate ac"noAled&e and appreciate reeBa%ine and evaluate deter%ineM for the%selves internaliHe
d /#T(/L$L/T$ON
)T/40 .(-$N4 !,$#, L0/-N0-) create en&a&e eBternaliHe i%prove transfor%
:$4(-0 132 L0/-N$N4 +-O#0)) T/FONO8D :O- L$:0 !O-5 .0)$4N) During the /cKuisition )ta&e, learners ac7uire &no"ledge and understand the &no"ledge ac7uired. 3his <tage presents learners "ith the information that ma$ later serve as the basis for behaviour, learning integration, and self-actualiBation. 4n the second stage, /pplication, learners demonstrate their ac7uisition b$ putting into action the &no"ledge ac7uired. 0oving from the dimension of knowing into the dimension of know*how characteriBes this particular stage. 3he first t"o stages allo" learners to interact "ith ne" information about themselves and1or their environment. 3he third and fourth stages ta&e the learning process much further. 3he +ersonaliHation stage invites learners to deepen their ne" learning via assessments using their values, beliefs, and other personal attributes. 4n this process learners "ill either ma&e the learning their o"n or re?ect it. During this stage, learners "ill utiliBe their anal$tical, critical and s$nthesis thin&ing abilities. 3he final step, /ctualiHation, calls upon learners8 capacit$ to recogniBe and strive for their full potential. 3he transfer from the process of integration to the process of creation happens during this stage of the learning c$cle. 3ransforming, inventing, conceptualiBing, creating and discovering are e9amples of the t$pes of activities the learners "ill engage in. T,0 BLUEPRINT I /N O;0-;$0! 1=
CHAPTER 1 3he four stages of the Learning ,rocess #axonom3 for Life/Work Designs are e9plained as follo"s: )ta&e a: /cKuisition <tage during "hich learners ac7uire &no"ledge and understand the &no"ledge ac7uired. 3his stage presents learners "ith the information that ma$ later serve as the basis for behaviour, learning integration, and self-actualiBation. 69amples: E E 0Bplore personal 8ualities that are needed to get and keep work9 (nderstand how academic and practical skills are transfera!le in a variet3 of work alternatives9
)ta&e b: /pplication <tage during "hich learners demonstrate their ac7uisition b$ putting into action the &no"ledge ac7uired. 0oving from the dimension of know*ing into the dimension of know*how characteriBes this particular stage. 69amples: E E .e%onstrate personal 8ualities that are needed to get and keep work9 $dentify one"s transfera!le academic and practical skills and experience a new task !3 using them9
)ta&e c: +ersonaliHation <tage during "hich learners are invited to deepen their ne" learning via assessments using their values, beliefs, and other personal attributes. 4n this process learners "ill either ma&e the learning their o"n or re?ect it. During this stage, learners "ill utiliBe their anal$tical, critical and s$nthesis thin&ing abilities. 69ample: E /c"noAled&e one"s personal 8ualities and academic/practical skills and determine which to !uild into one"s life/work scenarios9
1>
CHAPTER 1 )ta&e d : /ctualiHation <tage "hich calls upon learners8 capacit$ to recogniBe and strive for their full potential. 3he transfer from the process of integration to the process of creation happens during this stage of the learning c$cle. 3ransforming, inventing, conceptualiBing, creating and discovering are e9amples of the t$pes of activities the learners "ill engage in. 69ample: E #reate and en&a&e in new work experiences :e9g9 at home; at school; in the communit3; etc9< that acknowledge one"s personal 8ualities and use one"s transfera!le skills9
6ach of the descriptors have been "ritten according to this ta9onom$ and are available in Appendi9 A of this document. 50D TO (N.0-)T/N.$N4 T,0 #O.0 All the indicators have been "ritten according to this ta9onom$ and are presented in the Appendi9 A. 3he code used to identif$ each indicator can be read as follo"s: E 3he first digit identifies the #O8+0T0N#D. E 3he second digit identifies the L0;0L. E 3he letter identifies the L0/-N$N4 )T/40 . E 3he last digit identifies the +0-:O-8/N#0 $N.$#/TO- .
?32 b=
I!enti * #ne+% tr&n% er&,le &c&!e$ic &n! pr&ctic&l %kill% &n! e-perience & ne. t&%k ,* u%in) t"e$/
?32 b=
16
CHAPTER 1
5ere is an e9ample of indicators that "ere "ritten follo"ing the four stages of this learning ta9onom$.
#O8+0T0N#D ?: )0#(-0 #-0/T0 /N. 8/$NT/$N !O-5

L0;0L T!O: .evelop abilities to see" and obtain create Aor" )T/40 a: /#J($)$T$ON: /#J($-$N4 5NO!L0.40 ,.= a( 69plore personal 7ualities 'e.g., dependabilit$, punctualit$, getting along "ith others+ that are needed to get and &eep "or&. ,.= a= #nderstand ho" academic and practical s&ills are transferable in a variet$ of "or& alternatives. ,.= aO #nderstand the language describing emplo$ment and other "or& opportunities and conditions. ,.= aM 69plore "or& search tools and s&ills re7uired to find1create and maintain "or& '?ob application forms, r/sum/s, portfolios, ?ob intervie"ing, proposals, cover letters, etc.+. )T/40 b: /++L$#/T$ON: 0F+0-$0N#$N4 /#J($-0. 5NO!L0.40 ,.= b( Demonstrate personal 7ualities 'e.g., dependabilit$, punctualit$, getting along "ith others+ that are needed to get and &eep "or&. ,.= b= Demonstrate the abilit$ to complete application forms. ,.= bO Develop "or& search tools re7uired to find and maintain "or& 'e.g., r/sum/, portfolio, proposals, cover letters+. ,.= bM 4dentif$ one8s transferable academic and practical s&ills and e9perience a ne" tas& b$ using them. )T/40 c: +0-)ON/L$L/T$ON: $NT04-/T$N4 /#J($-0. /N. /++L$0. 5NO!L0.40 ,.= c( Ac&no"ledge one8s personal 7ualities and academic1practical s&ills and determine "hich to build into one8s life1"or& scenarios. )T/40 d: /#T(/L$L/T$ON: )T-$;$N4 TO!/-.) :(LL +OT0NT$/L ,.= d( reate and engage in ne" "or& e9periences 'e.g., at home, at school, in the communit$+ that ac&no"ledge one8s personal 7ualities and use one8s transferable s&ills.
1?
CHAPTER 1 NOT0: Learners need not move through all four stagesR ho" far the$ progress "ill depend on ho" the$ "ill use the s&ill, &no"ledge or attitude. %or e9ample, someone learning to email ma$ be 7uite content "ith learning onl$ at the ac7uisition and application stages. 5o"ever, individuals "ho strive to develop their full potential "ill benefit from such a ta9onom$ "hich could guide their further steps in this unlimited learning process. All of the indicators, "hich detail specific &no"ledge, s&ills and attitudes that individuals should master, have been "ritten according to this ta9onom$ and represent general o!-ectives from "hich local standards "ill be developed. <tandards are specific ob?ectives that specif$: E E E Ahat individuals "ill do to sho" their abilit$ to perform an indicator 'e.g., in the e9ample belo", descri!e the educational or training re8uirements + the condition under "hich individuals "ill perform the tas& as&ed of them 'e.g., in the e9ample belo", five work roles assigned to them+ hoA Aell individuals should perform the tas& as&ed of them 'e.g., in the e9ample belo", correctl3 implies (@@V accurac$R how well can refer to accurac$, 7ualit$, speed, 7uantit$ or tolerance+
6ducators "ill recogniBe the above as a traditional means of creating learning ob?ectives "hich, according to Robert Gagn/O, should define the competence to be sho"n, the conditions under "hich it should be performed and the standard to "hich it should be performed.
Gagn/, R.0. '()A>+. 3he conditions of learning and theor$ of instruction 'Mth ed.+. 3oronto: 5olt, Rinehart K ;inston
3
1@
CHAPTER 1 All of the indicators have been "ritten according to this ta9onom$ and represent general ob?ectives from "hich local standards 'specific ob?ectives+ "ill be developed. 4t is important to &eep in mind that standards are established b$ the school, institution or organiBation. 3herefore, there is no one correct standard for a particular indicator. 3he standards selected represent local decisions and circumstances. onsider this high school level e9ample.
#O8+0T0N#D >3<: Locate2 interpret2 evaluate and use life Aor" infor%ation3 $N.$#/TO- >3< a1: 0Bplore the educational and trainin& reKuire%ents of various Aor" roles3 LO#/L )T/N./-.: 4rade nine students Aill correctly describe the educational or trainin& reKuire%ents for five Aor" roles assi&ned to the%3
areer development activities are discussed in hapter , for G to (= student populations and in hapter A for adult populations. ompetencies and indicators for all levels are presented in Appendi9 A. Appendi9 . provides t"o lists of verbs for each stage of the ta9onom$: one list of general ob?ectives from "hich the indicators "ere re"ritten and a list of more specific action ver!s that "ill help to develop the standards and plan the learning activities.
17
CHAPTER 1
ORGANIZATIONAL CAPABILITIES
NOT0: 3he follo"ing paragraphs assume a comprehensive use of the Blueprint "ithin an organiBation or s$stem. 4f $ou intend to use the Blueprint for something more specific or for something on a smaller scale, consult the Blueprint &uick $eference %uide. 2ne of the first steps in implementing a career development program is to address organiBational capabilities including: the specific structure and commitments, facilities, training and materials that are needed. 3o organiBe and deliver effective career development programs, there must be directed support that: E E E E E E <ecures needed commitments and resources. <trengthens program staff members8 interest and e9pertise. Redefines staff roles and responsibilities to provide time to deliver the career development program. !lans program implementation in manageable phases. 4nvolves internal groups, such as administrators and other institutional staff, and e9ternal groups. #ses evaluation results to improve the program.
Administrative and management support is vital if program improvement is to be achieved. Leadership must be committed to establishing program standards and to monitoring the program8s effectiveness. 3his commitment to a career development program is demonstrated b$ providing the necessar$ program planning time, ade7uate facilities and staff, training and materials.
+-O4-/8 +L/NN$N4 A counsellor or career development professional is needed to provide leadership for the career development program. 3his individual is responsible for coordinating development of a comprehensive plan that includes the follo"ing elements:
O-4/N$L/T$ON/L #/+/9$L$T$0)
20
CHAPTER 1 8ission: A mission statement clearl$ relates the purpose of the career development program to the organiBation. #areer .evelop%ent )tandards: <tandards are the outcomes 'or specific ob?ectives+ of the local career development program. 3he$ are based on the Blueprint8s indicators for each competenc$. <tandards state ho" and to "hat degree of achievement the individual "ill demonstrate attainment of the competencies. +ro&ra% .escription: An overvie" of the program. 4t is usuall$ organiBed around the frame"or& of the competencies. 3he indicators and their local standards for each competenc$ are further described b$: E E E E +rocessesCspecific career development procedures for each standard. /ctivitiesCspecific activities for each standard, usuall$ identified b$ lesson plans, units, courses, or "or&shops. +ro&ra% +articipantsCindividuals "ho "ill e9perience each activit$. )taffCcounsellors, "or&force development professionals, teachers, administrators, mentors, para-professionals, communit$ resource personnel and volunteers "ho "ill deliver each activit$. Ti%elineCa schedule describing "hen each of the activities "ill begin and end.
+ro&ra% )tructure: 3he program structure provides a frame"or& to support the program8s deliver$ and encompasses: E E E E E LeadershipCa description of "ho "ill manage the program, their roles and responsibilities, and support re7uirements. +ersonnelCa description of each t$pe of staff member, their roles and responsibilities. :acilities and -esourcesCa list of the t$pes of facilities needed including ph$sical space, e7uipment, materials, and supplies. 9ud&etCa formal budget detailing the pro?ected financial resources re7uired. 8ana&e%ent +lanCa description of all management tas&s needed to ensure successful implementation of the program.
O-4/N$L/T$ON/L #/+/9$L$T$0)
21
CHAPTER 1 +ro&ra% )chedule: A schedule establishes a timeline for the deliver$ of the program, "ith processes and activities listed b$ month and the group's+ being served. 0valuation +lan: A strateg$ that evaluates the career development program to report the results for program improvement.
:/#$L$T$0) 3o support an effective career development program, the follo"ing facilities are recommended: reception area, staff offices, intervie" and1or counselling rooms, rooms for group meetings and training sessions, career resource centre "ith computer area, and "or& and storage areas. ounselling and training rooms should provide privac$, ade7uate ventilation and lighting, soundproofing, and ample po"er sources for computers and audiovisual e7uipment. %acilities ought to be available at the times and locations needed b$ those see&ing career development services. T-/$N$N4 /N. 8/T0-$/L) areer development staff must &eep abreast of ne" processes, methods and materials. 3o upgrade their s&ills, staff need to regularl$ participate in training "or&shops, or discussions on topics related to career development. Leadership must include ade7uate funding in the budget so staff ma$ attend "or&shops, seminars, conferences and professional association conventions. !rofessional literature should be purchased for staff use. %unding should provide for obtaining and training staff to facilitate interactive career development programs and to use computeriBed career information deliver$ s$stems, the 4nternet, assessment instruments, boo&s and periodicals, career briefs, videotapes and other aids. <ee Appendi9 % for more information on resources.
O-4/N$L/T$ON/L #/+/9$L$T$0)
22
CHAPTER 1 +0-)ONN0L -0J($-080NT) ounsellors or other career development professionals should provide leadership and management of career development programs. 4n this leadership role, the$ are responsible for specif$ing program ob?ectives, anal$sing individual and group needs, developing appropriate educational and training e9periences and monitoring individual achievement. 3o implement the program, professional staff should be s&illed in delivering educational e9perience related to career planning, counselling, case management, instructional design, evaluation and management. 3he siBe of the support staff should be sufficient to perform the tas&s of reception, appointment and scheduling, and other clerical tas&s re7uired b$ the program. :olunteers and communit$ resource people are also important in the deliver$ of the career development program. )T/:: #O8+0T0N#$0) Recentl$, considerable professional interest has developed at the national level to identif$ competencies related to career development practice. 3hese competencies designate general areas of &no"ledge and s&ill for professional career development professionals. 3he -ational <teering ommittee on Guidelines and <tandards is currentl$ delineating these competencies for anadian practitioners. <ee Appendi9 G for more information.
O-4/N$L/T$ON/L #/+/9$L$T$0)
2<
CHAPTER 1
Nati !a"# P$ %i!&ia"'T($$it $ia" a!) L &a" R "(*

4mplementing a trul$ comprehensive career development approach across the lifespan and in man$ varied settings re7uires efforts at the national, provincial1territorial and local levels. %igure (-O summariBes the suggested national, provincial1territorial and local leadership roles defined b$ the Blueprint. N/T$ON/L -OL0 3he Blueprint supports 5uman Resources and <ocial Development anada8s Essential Skills initiative and various other national efforts. 4t also complements the "or& of the -ational <teering ommittee for areer Development Guidelines and <tandards. %rom the federal perspective, the Blueprint "ill aid in developing legislation, regulations and program guidelines. ;hen standards are established that are based on the Blueprint, administrators "ill be able to evaluate career development program and product benefits. <uch information can be used to influence polic$ and funding decisions and the allocation of resources. +-O;$N#$/L T0--$TO-$/L -OL0 4t is e9pected that the Blueprint "ill be used to establish career development program and product standards in all provinces1territories. #sing the standards to define program1product 7ualit$ enables provincial1territorial leaders to be more effective in securing polic$ support at the provincial1territorial and national levels. 3he provinces1territories ma$ also fashion their o"n standards to direct communit$ agencies and other service providers. 3his permits coordination of career development programs that serve all citiBens across organiBations "ithin the province1territor$. <taffs of provincial1territorial government departments and agencies pla$ a &e$ leadership role in increasing public a"areness of the need for career development through training, materials, resources and technical assistance that support the use of the Blueprint in establishing 7ualit$ programs. LO#/L -OL0 0an$ G-(= schools, post-secondar$ institutions, public and private "or&force development agencies, and business and industr$ organiBations can use the Blueprint to establish or improve career development programs at the local level. 3he$ can establish program standards and then design, implement and evaluate their o"n career development programs. <ee hapters , and A for e9amples.
N/T$ON/L2 +-O;$N#$/L T0--$TO-$/L /N. LO#/L -OL0)
2=
CHAPTER 1 2ther important local roles include training staff, ma&ing the public a"are of the ne" program and coordinating "ith other sources providing career development programs in the area to promote articulation, ma9imiBe resources and e9plore potential opportunities for collaboration.
L0/.0-),$+ -OL0)
N/T$ON/L -OL0
E !rofessional standardsM E Legislation and polic$ E Accreditation E ertification E E E E E E E E
+-O;$N#$/L T0--$TO-$/L -OL0

Accreditation ertification Licensing 'in future+ Legislation and polic$ Leadership !ublic a"areness 3raining1technical assistance Resources
LO#/L -OL0
E 4mplementation E oordination E Articulation E !ublic a"areness E 3raining E 6valuation
:$4(-0 13< L0/.0-),$+ -OL0)
<ome activities "ithin this table appl$ more appropriatel$ to the outcomes of the "or& of the -ational <teering ommittee on Guidelines and <tandards. 5o"ever, that "or& is conceptuall$ intermeshed "ith the Blueprint pro?ect
4
N/T$ON/L2 +-O;$N#$/L T0--$TO-$/L /N. LO#/L -OL0)
2>
CHAPTER 1
CHAPTER ONE REFERENCES
.loom, ..<. and coll. '()**+. #axonom3 of Educational =!-ective9 +and!ook > Cognitive Domain. -e" For&: David 0cGa$ ompan$ 4nc. Gagn/, R.0. and .riggs, L.H. '(),)+. ,rinciples of nstructional Design. -e" For&: 5olt, Rinehart and ;inston. 5o$t, G... and Lester, H. -. '())>+. Learning to Work> #he (CDA %allup Surve3 . ;ashington, D. .: -ational areer Development Association. Grath"ohl, D.R and coll '()*,+. #axonom3 of Educational =!-ectives9 +and!ook Affective Domain. -e" For&: David 0cGa$ ompan$ 4nc. >
Rede&opp, D.6. '())*+. LearnScape %uide!ook. 2tta"a, 2-: 5uman Resources Development anada. Rede&opp, D.6. '()))+. C=(D?C# Work!ook> ,rofessional Development %uide for Career Development ,rofessionals. 6dmonton, A.: Life-Role Development Group.
CAREER DEVELOPMENT PROGRAMS

AND THE BLUEPRINT FOR LIFE/WORK
DESIGNS CHAPTER TWO
CHAPTER 2
CAREER DEVELOPMENT PROGRAMS AND THE BLUEPRINT FOR LIFE'WORK DESIGNS
I!t$ )+&ti !
3he Blueprint for Life/Work Designs offers a model that can help $ou establish a ne" career development program or revie" and improve an e9isting one. 3he program content, processes and suggested structure represent a ne" approach to institutional change. 4n realit$, all of the program structure features ma$ not be in place at $our educational institution, agenc$, or business organiBation. Attempting the total range of program content ma$ be too ambitious given e9isting resources. <uch challenges do not preclude $our ta&ing the first steps to"ard e9cellence in $our career development program. !lease refer to the &uick $eference %uide for more on specific or partial applications of the Blueprint. 3he Blueprint gives $ou a po"erful template for content, as "ell as suppl$ing tools and pointing to resources that "ill assist $ou in getting started. %or e9ample, the sample needs assessment forms in Appendi9 can help $ou focus on competenc$ areas that are significant to $our population. hapters , and A contain sections that describe successful programs, some of "hich "ere initiated b$ a single practitioner. Appendi9 % is rich in resources. <ome changes in the "or&place "ere noted in hapter (. onsider again the national trends and issues, summariBed belo", as $ou move for"ard in $our career development effort. 3he$ affect the students and adults $ou serve. 3heir impact on $our educational institution, agenc$ or business organiBation is far reaching. #han&in& +opulation 3he population8s demographics are changing. 3he bab$ boomer TbulgeU has reached middle age and the percentage of adults in the population is increasing. ;e are faced "ith the challenge of providing career development services to a great diversit$ of individuals. ;omen, minorities, those "ho are poor, individuals "ith disabilities and immigrants all present uni7ue needs. #han&in& !or"place .oth students and adults are confronted "ith the rapidl$ changing "or&place. 3hese changes include a redistribution of available ?obs and alternative "or& formats 'such as ?ob sharing, part time, self-emplo$ment+R a more rapid rate of technological and other changes that create the need for fre7uent life1"or& decisionsR and increased re7uirements for "or&ers to have interpersonal, problem solving, thin&ing, learning and $NT-O.(#T$ON 2
CHAPTER 2 creative s&ills.
$NT-O.(#T$ON
<
CHAPTER 2 :a%ily $nvolve%ent %amil$ members greatl$ influence each other8s career development. 3he trend to"ard more diverse famil$ structures highlights the need for finding effective "a$s to combine "or& and famil$ roles. +ro&ra% 0Bcellence Defining program e9cellence is a high priorit$. 0an$ national, provincial1territorial and local groups are defining e9cellence in terms of program goals and standards. !eople are being challenged to develop programs that increase individual performance related to these standards. +ro&ra% /rticulation and #oordination <tudents and adults are served b$ a variet$ of educational institutions, agencies and organiBations. oordination is needed to avoid duplication or gaps in the t$pes of career development assistance received.
$NT-O.(#T$ON
CHAPTER 2
CAREER DEVELOPMENT PROGRAM MODEL
4n all settings, career development programs have some things in common. 4n each, the program has uni7ue goals and re7uires specific organiBational capabilities, program structure and processes, and staff e9pertise. 4n addition, a career development program: E E E E E 4s identifiable but integrated "ith other programs "ithin the institution. 6nhances the career development &no"ledge, s&ills and attitudes of individuals b$ establishing program standards. #ses coordinated activities designed to support individual achievement of the standards. <upports the deliver$ of services through 7ualified leadershipR diversified staffingR ade7uate facilities, materials and financial resourcesR and effective management. 4s accountable, "ith evaluation that is based on program effectiveness in promoting individual achievement of the career development standards.
3he Blueprint8s model for a comprehensive career development program, sho"n in %igure =.(, emphasiBes the relationship of program content, process and structure. 6ach of these elements is e7uall$ important to the successful implementation of $our program.
#ONT0NT
E !ersonal 0anagement E Learning and ;or& 69ploration E Life1;or& .uilding
+-O#0))0)
E 2utreach E 4nstruction E ounselling E Assessment E Life1;or& 4nformation E ;or& 69perience E !lacement E onsultation E Referral E %ollo"-#p
)T-(#T(-0
E Leadership E 0anagement E !ersonnel E %acilities E Resources
#/-00- .0;0LO+80NT +-O4-/8 8O.0L
>
CHAPTER 2
:$4(-0 231: #/-00- .0;0LO+80NT +-O4-/8 8O.0L
#/-00- .0;0LO+80NT +-O4-/8 8O.0L
CHAPTER 2 +-O4-/8 #ONT0NT 3he Blueprint competencies and indicators are used to help $ou define the content of $our career development program. 3he$ are organiBed into three ma?or areas: (+ personal managementR =+ learning and "or& e9plorationR and O+ life1"or& building. 3he$ are further delineated b$ four developmental levels. 3he competencies define general career development goalCeleven '((+ for each level as sho"n in hapter (. An e9ample of a Level 3hree competenc$ is: Locate; interpret; evaluate and use life/work information ' ompetenc$ >+. 3he indicators detail specific &no"ledge, s&ills and attitudes that individuals should master, at each level, in order to effectivel$ manage their lifelong career development tas&s. 4ndicators are the core 'or general ob?ectives+ around "hich local standards, that is specific program and individual outcomes 'or specific ob?ectives+, are built. 4t is important to &eep in mind that standards are established b$ $our educational institution, agenc$, or business organiBation. 3herefore, there is no one TcorrectU standard for a particular indicator. 3he standards selected represent local decisions and circumstances. onsider this level O e9ample for grade nine students:
#O8+0T0N#D >CLocate, interpret, evaluate and use life1"or& information. $N.$#/TO-C69plore the educational and training re7uirements of various "or& roles. LO#/L )T/N./-.CGrade nine students "ill correctl$ describe the educational or training re7uirements for five "or& roles of interest to them.
areer development activities are discussed in hapter , for G to (= student populations and in hapter A for adult populations. ompetencies and indicators for all levels are presented in Appendi9 A. Appendi9 . presents a list of specific action verbs that "ill help to develop the standards and plan the learning activities.
#/-00- .0;0LO+80NT +-O4-/8 8O.0L
CHAPTER 2 +-O4-/8 +-O#0))0) !rocesses are the approaches used to actuall$ deliver the program content. <ome ma$ be more suitable than others to $our particular setting. 3he$ include OutreachCprovides ongoing information to individuals development services and resources available to them. about the career
#ounsellin&Cfocuses on the interaction bet"een an individual or a small group and a professional counsellorR helps students and adults e9plore personal issues related to life1"or& decisionsR e9amines ho" to appl$ information and s&ills learned to personal plansR and facilitates the building of individualiBed career plans. /ssess%entCinvolves the administration and interpretation of a variet$ of formal and informal measures and techni7ues to help individuals gain an understanding of their s&ills, abilities, attitudes, interests, achievements, prior learning e9periences, personal st$le, learning st$le, "or& values and lifest$le needs. $nstructionCincludes group activities, career-related curricula and peer support groups that help students and adults ac7uire the &no"ledge, s&ills and attitudes outlined in the career development competencies. #areer $nfor%ationCencompasses a variet$ of resources that provide current, unbiased information about "or& roles, educational programs and "or& opportunities. <uch resources include computer-based career information deliver$ s$stems, the 4nternet, print and media materials, informational intervie"s, "or&place spea&ers and more. !or" 0BperienceCprovides opportunities for students and adults in actual "or& settings to test life1"or& decisions and develop effective "or& attitudes and behaviours. 4nternships, $outh apprenticeships, co-op programs, service pro?ects, volunteerism and paid "or& are some e9amples. #onsultationCassists staff, administrators, trainers, emplo$ers and others in areas of needed e9pertise related to career development. -eferralCdevelops a net"or& of outside educational institutions, agencies and other organiBations to offer additional services needed b$ students and adults. +lace%entCorganiBes resources and offers assistance so that individuals can ma&e successful transitions from the program to "or& or further education and training. :olloA6upCestablishes and maintains long-term contact "ith individuals "ho have made transitions to determine effectiveness of life1"or& decisions.
#/-00- .0;0LO+80NT +-O4-/8 8O.0L
CHAPTER 2 +-O4-/8 )T-(#T(-0 A solid organiBational structure enables successful deliver$ of the program processes. 4t is the frame"or& that supports the program8s activities and includes: LeadershipCa program management team usuall$ led b$ a counsellor or career development professional "ho assumes the role of program coordinator. 8ana&e%entCa process for organiBing program planning, clarif$ing staff roles and responsibilities, securing resources, monitoring program deliver$ and revising the program. +ersonnelCother staff, communit$ resource persons, para-professionals and volunteers "ho can help serve the "ide range of individual career development needs through direct involvement or lin&ages "ith other organiBations. :acilitiesCade7uate space, materials and e7uipment "hich ensure the deliver$ of high 7ualit$ career development services. -esourcesCsufficient funds to purchase materials, e7uipment and other items re7uired to implement a career development program.
#/-00- .0;0LO+80NT +-O4-/8 8O.0L
CHAPTER 2
CAREER DEVELOPMENT PROGRAM IMPLEMENTATION STRATEGY
hapters O to > of this Blueprint outline a strateg$ to assist $ou in initiating or revising $our career development program. 3he strateg$ includes three stepsCplanning, development1redesign and implementation. 3he length of the process varies, but to establish a comprehensive career development program t$picall$ re7uires at least a t"o-$ear commitment. 4f $ou choose to focus on a limited number of competencies through some targeted interventions, $our start-up time ma$ be significantl$ reduced. %igure =.= illustrates the full arra$ of tas&s and time-lines. +lannin& re7uires forming committees and subcommittees, conducting needs assessments, establishing program standards and planning for evaluation. .evelop%ent -edesi&n includes effective use of committees, revie"ing the current career development program, developing a revised program plan, defining staff development needs and designing the evaluation. $%ple%entation focuses on continued use of committees and subcommittees, conducting staff development, performing the processes and activities outlined in the revised career development program, conducting evaluation and using evaluation results to improve the program.
<66 8ONT,)
+L/NN$N4
:or% co%%ittees #onduct needs assess%ent 0stablish pro&ra% standards $nitiate evaluation plannin&
<66 8ONT,)
.0;0LO+80NT -0.0)$4N
.irect co%%ittees in pro&ra% develop%ent -evieA the current career &uidance and counsellin& pro&ra% -evieA the current career &uidance and counsellin& pro&ra% plan .esi&n the evaluation $dentify staff develop%ent needs
6612 8ONT,)
$8+L080NT/T$ON
$nvolve co%%ittees in pro&ra% i%ple%entation #onduct staff develop%ent #arry out processes and activities 8onitor pro&ra% i%ple%entation 0valuate and use results for pro&ra% i%prove%ent :$4(-0 232: +-O4-/8 $8+L080NT/T$ON T/)5) /N. T$806L$N0)
#/-00- .0;0LO+80NT +-O4-/8 $8+L080NT/T$ON )T-/T04D
10
CHAPTER 2
Note: Remember that the suggested time-lines assume a comprehensive approachR refer to the &uick $eference %uide if $our aim is more targeted.
#/-00- .0;0LO+80NT +-O4-/8 $8+L080NT/T$ON )T-/T04D
11
CHAPTER 2
PRE,IMPLEMENTATION CHECKLIST
Fou ma$ find it helpful to assess $our institution8s readiness to initiate a full$ operational career development program b$ using the follo"ing chec&list: 2ur administration1management endorses the career development program implementation process. ;e are "illing to appoint a coordinator. 2ur staff endorses the career development program implementation process. 2ur administration1management and staff agree to begin the planning, development, and implementation process. ;e are "illing to appoint and train a <teering ommittee to manage the development and implementation of the program plan. ;e are "illing to appoint an Advisor$ ommittee to provide input and revie". ;e are "illing to provide ade7uate time for the coordinator, <teering ommittee, Advisor$ ommittee and other staff to complete the implementation process. ;e are "illing to allocate financial resources to support the process. ;e are "illing to provide training for our staff to support the implementation process. ;e are "illing to identif$ and use outside resource persons to support the implementation process, as needed.
+-06$8+L080NT/T$ON #,0#5L$)T
12
4f $ou cannot ans"er T@esU to all the statements, $ou ma$ need to invest more time in obtaining the necessar$ commitments from administration1management and staff. Fou might also "ant to consider proceeding on a smaller scale. 4f so, please consult the &uick $eference %uide. 4t "ill ta&e $ou through a step-b$-step process for implementing the Blueprint in a variet$ of "a$s and settings. ;e have found that successful career development activities can be used to demonstrate to management, administrators and colleagues the value of a comprehensive career development program. 4n an$ case, careful pre-planning "ill help the actual implementation process operate more smoothl$.
CAREER DEVELOPMENT PROGRAM

PHASE I PLANNING CHAPTER THREE
14
CHAPTER -
CAREER DEVELOPMENT PROGRAM PHASE I , PLANNING
O%($%i(. / t0( P"a!!i!1 P0a*(

3he planning phase for establishing a ne" comprehensive career development program or redesigning an e9isting one t$picall$ re7uires three to si9 months. 3he time invested in planning is "ell spent because careful planning is essential to the success of the program. During the planning phase, the follo"ing tas&s are addressed: E %orming committees to plan the program. E onducting a needs assessment. E 6stablishing local program standards. E !lanning for evaluation. 2f course, targeted programs such as a career development "or&shop for emplo$ees "ithin an organiBation, an emplo$abilit$ program "ith social assistance recipients, or the development of a ne" product on "or& search ma$ re7uire significantl$ less planning time. 3his &ind of programming1product development ma$ also re7uire little or no committee "or&. %or these and other t$pes of applications, please consult the &uick $eference %uide9
1 O;0-;$0! O: T,0 +L/NN$N4 +,/)0
CHAPTER -
F $2i!1 C 22itt((*
3he design and deliver$ of career development programs re7uires a team approach. %igure O.( illustrates a structure based on committees designated to accomplish various &e$ tas&s. Four educational institution, agenc$ or business organiBation ma$ re7uire some modifications to this design. Fou might find the number of committees named belo" simpl$ over"helming for $our setting, and $ou "ill pare do"n the approach considerabl$. Fou might also find that, at least initiall$, $ou are the sole member of each committee>S.Fou might find some committees alread$ at "or& on areas that are related to career development. %or e9ample, an elementar$ school ma$ have a school improvement committeeR a high school ma$ have a school-to-"or& transition committee. A one-stop life1"or& centre could have a committee for assessment or access. 0an$ companies no" have groups for 7ualit$ and human resource development. 4nvestigate $our o"n situation and see if it ma&es sense to partner "ith an e9isting committee or build on their "or& for $our career development program goals. ;ith resources at a premium, it is "ise to collaborate "ith other efforts "hen possible.
)teerin& #o%%ittee
/dvisory #o%%ittee
Needs /ssess%ent )ubco%%ittee
+ro&ra% .esi&n )ubco%%ittee
0valuation )ubco%%ittee
:$4(-0 <31: #O88$TT00 )T-(#T(-0
T,0 )T00-$N4 #O88$TT00 3he <teering ommittee provides vital leadership and coordinates the career development program activities through the stages of planning, development1redesign and implementation. 4t is the polic$ and management group for the program. 3he <teering ommittee hair, "ho serves as the overall program coordinator and facilitator, should be a counsellor or career development professional "ith a genuine interest in and commitment to the vision of a comprehensive career development program. 4deall$, the hair should be released from some other assignments in order to manage the implementation process effectivel$.
5
4f this is the case, the Luic& Reference Guide "ill li&el$ provide $ou "ith significant help.
:O-8$N4 #O88$TT00)
CHAPTER The #hairEs pri%ary responsibilities are to: E E E E E <ecure administrative and management support. 6stablish communication procedures "ith administrative and management staff. Recommend other <teering !lan and facilitate <teering ommittee members. ommittee meetings.
Delegate responsibilit$ for specific tas&s to committee members or other individuals and groups.
3he siBe of the <teering ommittee varies from place to place. 4t should be large enough to represent &e$ groups but small enough to operate efficientl$. <elect <teering ommittee members "ho demonstrate an interest in career development as "ell as the motivation and commitment needed to implement organiBational change. Administration1management needs to ac&no"ledge the importance of this assignment and release members of the <teering ommittee from other duties "hen necessar$. The )teerin& #o%%itteeEs %ajor responsibilities are to: E Revie" the Blueprint for Life/Work Designs to determine its compatibilit$ "ith the policies and philosophies at $our setting. hec& provincial1territorial and local la"s and regulations, as "ell. Develop and coordinate the administration of a needs assessment. Determine the focus and target audience for $our program. <et local career development standards and the se7uence of deliver$. Revie" the current career development program in relationship to those standards. Develop a career development program plan. Assess resources needed for the implementation process. 4dentif$ factors that ma$ support or inhibit implementation efforts. 4dentif$ staff to deliver the career development program. !rovide training and resource assistance to enhance program implementation. Develop procedures for coordinating program activities "ith educational institutions, agencies and business organiBations. Design and administer evaluation measures, using the results for program improvement.
E E E E E E E E E E E
3he <teering ommittee "ill be more effective if the members receive some training before ta&ing on the ma?or tas&s to be accomplished.
:O-8$N4 #O88$TT00)
<
CHAPTER )T00-$N4 #O88$TT00 6 )(9#O88$TT00) 3he <teering ommittee usuall$ has three subcommittees: needs assessment, program design and evaluation. 3heir responsibilities are: Needs /ssess%ent )ubco%%ittee CDesigns, conducts and anal$ses needs assessment efforts prior to developing or revising the career development program. +ro&ra% .esi&n )ubco%%itteeCRevie"s current program and develops scope and se7uence, content products and services for ne" or revised program implementation. 0valuation )ubco%%itteeC2utlines, develops and implements the program evaluation plan. 4f $our institution is small, these responsibilities can be assumed b$ the <teering ommittee. A larger institution benefits b$ using separate subcommittees because the <teering ommittee can then focus more directl$ on leadership and coordination "hile, at the same time, involving more individuals in the earl$ stages of program planning and development. Leadership for each of the subcommittees should be the responsibilit$ of a <teering ommittee member. .e sure to select subcommittee members based on their interest and e9pertise in the area. 4n addition to rel$ing on internal staff e9pertise, consider using an e9ternal cadre of e9perts for technical assistance.
T,0 /.;$)O-D #O88$TT00 Although it ma$ seem to be a lu9ur$, it is "ell "orth creating an Advisor$ ommittee "hen developing or redesigning comprehensive programs. 3he Advisor$ ommittee "or&s closel$ "ith the <teering ommittee to revie" recommendations made b$ the <teering ommittee, enlist support for the revised career development program and provide lin&s to various constituencies. During the planning stage, $ou might as& members to revie" the needs assessment procedures and results, consider and endorse the career development local standards and perform other specific tas&s. <electing the Advisor$ ommittee is often the responsibilit$ of the <teering ommittee. 4t is desirable to include members "ho represent a "ide range of interests and influence:
:O-8$N4 #O88$TT00)
CHAPTER /d%inistrators and 8ana&ers C0embers from management, central office or the governing board help assure communication and support. )taffC0embers "ith counselling and career development e9pertise, as "ell as others "ith differing bac&grounds, improve communication and program deliver$. +ro&ra% (sersC0embers can provide an important perspective and lin&ages to other program service consumers. The #o%%unityC0embers from outside organiBations such as educational institutions, public and private emplo$ers and communit$ groups offer opportunities for improved cooperation and articulation. %or schools, it is especiall$ important to have some parents on the committee. +rovincial Territorial6Level +ersonnelCGovernment representatives from vocational-technical education, rehabilitation, emplo$ment and training, corrections and $our representatives of $our provincial1territorial Blueprint Advisor$ Group, areer 4nformation !artnership, career information deliver$ s$stem agencies and relevant professional associations are great resources. 4f $our province or territor$ has a areer Development Action Group or areer 6ducation <ociet$, representatives from these groups "ould also be assets. #ounsellor 0ducatorsC!rofessionals from post-secondar$ institutions can provide input about ne" career development theor$ and counselling practices. Juestions to be considered as you choose /dvisory #o%%ittee %e%bers include: E E E E E E ;hat role "ill the committee pla$D ;hat groups "ill be represented on the committeeD ;hich specific individual's+ "ill be invited from these groupsD 5o" "ill $ou select the hair of the Advisor$ ommitteeD ;hat approval do $ou need before inviting individuals to serve on the committeeD 5o" often "ill the committee meetD
:O-8$N4 #O88$TT00)
>
CHAPTER -
C !)+&ti!1 a N(()* A**(**2(!t

3he primar$ purpose of the Blueprint is to strengthen career development programs to help individuals attain life1"or& competencies. 6nsure that the competencies and indicators selected for $our program relate to the needs of the people $ou serve before $our team settles on a final list of local standards. 3he most effective "a$ to verif$ the competencies and indicators is to conduct a needs assessment. A needs assessment: E E E E 4dentifies needs of individuals being served. !rovides information for program planning. !rovides information to staff and polic$-ma&ers to ensure program support. !rovides a basis for selecting and implementing program activities.
3he -eeds Assessment <ubcommittee, if $ou have one, is responsible for designing, conducting and anal$sing the needs assessment. ;hether $ou have committees in place or not, and "hether $ou have a formal or informal needs assessment, someone should ta&e the time to pinpoint client1student needs. .oth the <teering ommittee and Advisor$ ommittee should be consulted for advice and input. 4f information is available from recent needs assessment or evaluation efforts, those reports should be revie"ed. 4t is critical to allocate ade7uate resources 'time and funds+ for the needs assessment because accurate and up-to-date information is essential to $our program development. 3here are man$ "a$s to conduct a needs assessment and $ou must decide the best approach to use. 3he follo"ing outlines steps to ta&e and decisions to ma&e at each point.
$.0NT$:D -0)+ON.0NT) 3"o ma?or decisions are made here: E E ;hich groups "ill be assessedD 5o" "ill these groups be sampledD
3he individuals $ou serve, $our administrators1managers and staff are the initial groups to be surve$ed. <ubgroups of those "ho have uni7ue needs 'such as minorities, those "ho are non-6nglish spea&ing, "omen, persons "ith disabilities and the disadvantaged+ ma$ re7uire a separate surve$. Fou might find it beneficial to also surve$ e9ternal groups that are particularl$ relevant in $our setting. %or e9ample: E E E G-(= schools olleges 2ne-<tops !arents, local businesses, alumnae Alumnae, local businesses 6ducational institutions, local businesses, former customers
#ON.(#T$N4 / N00.) /))0))80NT
CHAPTER .e careful to ensure that $our surve$ sample is large enough to be representative of the population so that $our results are meaningful. 3hus, it is important to factor in $our e9pected rate of response "hen estimating the number to be surve$ed.
:$N/L$L0 T,0 N00.) /))0))80NT $N)T-(80NT) 4t is helpful to have a measurement specialist, either a subcommittee member or outside e9pert, involved in ans"ering such 7uestions as: E E E E 5o" "ill "e construct the instrumentD 5o" "ill "e ensure that the instrument gathers relevant informationD ;hat alternative forms "ill be developed for specific groupsD 5o" "ill "e format the instrument for eas$ tabulationD
3his ma$ appear to be 7uite a formal process, but "ith an e9pert8s assistance it needn8t be onerous or time-consuming. Appendi9 contains several e9amples of needs assessment forms. 0ost of the sample instruments use the competencies and indicators as their base. :ariations of the basic form are constructed to assess particular groups. %or e9ample, in a school setting $ou ma$ "ish to as& students and parents ho" important an item is. Fou ma$ "ish to as& staff not onl$ ho" important an item is, but ho" "ell the indicator is currentl$ being met. 5ere are some other factors to remember "hen constructing $our surve$. hec& to see that the reading level is appropriate for $our population. 6nsure that the instrument is bias-free. !lan to accommodate people "ith disabilities "ho are part of $our surve$ group. ;rite clear and simple directions. Geep the length of the surve$ reasonable. !eople are not as li&el$ to respond to a surve$ that is e9cessivel$ long. <tructured responses '$es1no, multiple choice, scale ran&ing+ are easier to tabulate than open-ended responses. Develop a s$stem to ensure confidentialit$ of responses, if necessar$. onform to ethical guidelines that appl$ to $our conte9t, and develop permission forms "here necessar$.
#ON.(#T$N4 / N00.) /))0))80NT
CHAPTER #OLL0#T ./T/ Four plan for administering the surve$ and collecting data must include procedures, a time schedule and methods for follo"-up to ensure an ade7uate response. .ecause the information being collected is the basis for establishing local standards, it is critical that the needs assessment be conducted properl$. Ge$ 7uestions about data collection include: E E E E E 5o" "ill the surve$s be administeredD ;ho "ill be responsible for administering the surve$sD ;ho "ill be responsible for tabulating the surve$sD ;hat is the time schedule for administrationD 5o" man$ follo"-ups to non-respondents "ill "e doD ;hen "ill the$ occurD 5o" "ill the$ be done 'mail, telephone+D
/N/LD)0 ./T/ A careful anal$sis of the data collected in the needs assessment "ill lead $ou to identif$ the competencies and indicators that "ill become the core content of $our program. 0ore detailed information can be obtained b$ performing separate anal$ses for each group of respondents. Data anal$sis 7uestions include: E E E ;hat competencies and indicators "ere rated most and least importantD Did the results differ b$ groupsD 5o" can "e best report the resultsD
4n $our needs assessment report, summariBe both the results as "ell as the process used to gather the information. A "ell "ritten report is a po"erful tool that can be instrumental in garnering support for the development of $our program. 4n addition to sharing the findings internall$, it ma$ be advantageous to disseminate the report to a "ider audience. <chools can use this opportunit$ to &eep the public advised about the progress the$ are ma&ing to"ard implementing a viable career development program. 2ne-stop career development centres can alert emplo$ers to services that "ill be provided. 4n business organiBations, the needs assessment report can be used to demonstrate the compan$8s commitment to the gro"th and development of its emplo$ees.
#ON.(#T$N4 / N00.) /))0))80NT
CHAPTER -
E*ta3"i*0i!1 L &a" P$ 1$a2 Sta!)a$)*

4nformation obtained from the needs assessment is used to verif$ the importance of the competencies and indicators for the individuals $ou serve. 3he goal is to develop a comprehensive set of individual life1"or& competencies 'i.e., broad goals+ and indicators 'i.e., general learning ob?ectives+ "ith local standards 'i.e., specific 7ualit$17uantit$ statements about the indicators+ that are measurable and that reflect the needs of $our program users. 3o put this another "a$, $ou are tr$ing to determine: E E E "hat clients1students generall$ need to be able to &no", do or feel differentl$ 'competencies+R "hat specific s&ills, &no"ledge and attitudes clients1students need to perform the competenc$ 'indicators+R ho" "ell and under "hat conditions clients1students need to perform each indicator 'standards+.
%ive tas&s relate to establishing $our local program standards. 3he$ are discussed belo".
)0L0#T #O8+0T0N#$0) /N. $N.$#/TO-) 3he -eeds Assessment <ubcommittee ta&es the lead in ma&ing the initial selections of the appropriate competencies and indicators for $our program. 2f course, their recommendations derive from the data collected in $our surve$. 5o"ever, the$ must address several 7uestions before ma&ing an$ decisions: E ;hat criteria "ill be used for selecting the competencies and indicatorsD %or e9ample, is the competenc$ that has emerged in the needs assessment one that fits our teaching mandateD ;ho "ill be involved in the processD 3hat is, "ho, specificall$, in our school, college, organiBation, department, etc., decides "hat clients1students "ill be e9posed toD ;hat criteria "ill be used to determine "hether or not to add indicators 'be$ond those in the Blueprint+ that "ere suggested b$ a surve$ respondentD %or e9ample, suppose an emplo$ee responding to a surve$ "ithin an organiBation ma&es a re7uest regarding the abilit$ to Tmanage upU 'i.e., manage $our manager+, "hich is neither a competenc$ nor indicator "ithin the Blueprint. 5o" "ill this suggestion be accepted or re?ectedD
0)T/9L$),$N4 LO#/L +-O4-/8 )T/N./-.)
CHAPTER 4ssues that deal "ith criteria for competenc$ and indicator selection should realisticall$ reflect the organiBation8s capabilities and resources for program development. 3he -eeds Assessment <ubcommittee should "or& closel$ "ith the !rogram Design <ubcommittee at this point. Geep in mind that man$ successful programs are established b$ starting small and building on e9perience.
0)T/9L$), LO#/L )T/N./-.) :O- T,0 $N.$#/TO-) 2nce indicators have been selected, local standards can be developed. Local standards are a customiBing of the Blueprint indicators. 3he$ are more specific ob?ectives for the$ augment the generic indicator "ith the level or rate of performance $ou have targeted for $our program. A 7uic& revie" of the competencies and indicators reminds us that:
#O8+0T0N#$0) are broad goals for career development. $N.$#/TO-) are general ob?ectives describing specific &no"ledge, s&ills and attitudes that individuals need to develop to achieve a competenc$. )T/N./-.) are specific, measurable ob?ectives stating "hat individuals "ill do to achieve a specific indicator, ho" "ell the$ need to do it, and the conditions under "hich the$ "ill perform the tas&.
<tud$ the follo"ing e9amples that sho" ho" an indicator can become measurable through the development of a local program standard. Remember, $ou decide "hat $ou "ant the standard to be for $our program. Appendi9 . provides $ou "ith a list of specific action verbs that could be helpful in developing local standards.
0)T/9L$),$N4 LO#/L +-O4-/8 )T/N./-.)
10
CHAPTER 0Ba%ple / 6 Level One co%petency for &rade five students #O8+0T0N#D 131: .uild a positive self-image "hile discovering its influence on self and others. $N.$#/TO- 131 b1: 4dentif$ positive characteristics 's&ills, interests, personal 7ualities and strengths+ about self as seen b$ self and others. )T/N./-.CGrade five students "ill "rite a paragraph in "hich the$ describe at least four positive characteristics about themselves that the$ had not perceived at least one month earlier.
0Ba%ple 9 6 Level One co%petency for &rade three students #O8+0T0N#D =31: Discover life-long learning and its contributions to one8s life and "or&. $N.$#/TO-: =31 a?: 69plore the relationship bet"een abilit$, effort and achievement. )T/N./-.CGiven a celebrit$ of their choice 'e.g., hoc&e$ pla$er, pop star+, Grade O students "ill develop and deliver a brief verbal report e9plaining "hat might happen if the celebrit$ stopped putting effort into his or her "or&. 3he report must include references to at least t"o achievements that "ould be lost, t"o abilities that might sustain the celebrit$ and t"o t$pes of effort needed.
0Ba%ple # 6 Level TAo co%petency for &rade seven students #O8+0T0N#D 132: .uild a positive self-image and understand its influence on one8s life and "or&. $N.$#/TO- 132 a1: Discover ho" behaviours and attitudes influence the feelings and behaviours of others. )T/N./-.C4n a short-ans"er test item, grade seven students "ill describe three events in "hich their behaviour positivel$ affected the feelings and actions of others, using specific e9amples of these feelings and actions.
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11
CHAPTER 0Ba%ple . 6 Level TAo co%petency for &rade nine students #O8+0T0N#D >32: Locate, understand and use life1"or& information. $N.$#/TO- >32 a1: Discover differences bet"een "or&, ?obs, occupations and careers. )T/N./-.CGiven a list of t"ent$ roles 'e.g., plumber, doctor, "aiter at IFN restaurant+, Grade ) students "ill correctl$ label (* or A@V of them as ?obs, occupations and "or& roles. -one "ill be labelled as careers.
0Ba%ple 0 6 Level Three co%petency for &rade ten students #O8+0T0N#D 13<: Develop abilities to maintain a positive self-image. $N.$#/TO- 13< c1: Assess one8s personal characteristics and capitaliBe on those that contribute positivel$ to the achievement of one8s personal, educational, social or professional goals. )T/N./-. CGrade ten students "ill deliver a short speech in "hich the$ describe ho" their interests, s&ills, values and attitudes relate to the t$pe of "or& the$ are e9ploring for themselves. At least three relevant interests, s&ills, values and attitudes need to be mentioned.
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12
CHAPTER 0Ba%ple : 6 Level Three co%petency for &rade eleven students #O8+0T0N#D @3<: 6ngage in life1"or& decision ma&ing. $N.$#/TO- @3< d1: reate and engage in life1"or& scenarios supportive of one8s values and goals. )T/N./-. CGiven no "arning 'i.e., a surprise situation+ and a (@ minute time limit, Grade (( students "ill be as&ed to "rite, in point-form, a description of "hat the$ might do and "hat might happen if the$ "ere: 'a+ s&ipped to Grade (= the follo"ing "ee& and 'b+ became ill for several months and could not complete Grade (( in the normal time. 3he descriptions of each scenario must include at least three points under T"hat the$ might do,U three points under T"hat might happenU and at least one point illustrating the relationship bet"een the scenario and the student8s values and1or goals.
0Ba%ple 4 6 Level :our co%petency for an adult population #O8+0T0N#D 13=: 4mprove on abilities to maintain a positive self-image. $N.$#/TO- 13= a2: #nderstand ho" achievements related to "or&, learning and leisure influence self-image. )T/N./-. CAdults "ill "rite a one-to-t"o page e9ample of ho" one specific achievement related to "or&, learning or leisure influenced their self-image, describing the specific relationships bet"een their achievement and their perception.
0)T/9L$),$N4 LO#/L +-O4-/8 )T/N./-.)
1<
CHAPTER 0Ba%ple , 6 Level :our co%petency for an adult population Aithin an or&aniHation #O8+0T0N#D 113=: 0anage one8s life1"or& building process $N.$#/TO- 113= c1: Revisit one8s preferred future to determine "hether or not it is necessar$ to modif$ and1or create ne" life1"or& scenarios and ad?ust one8s shortterm action plans. )T/N./-. C;ithin the organiBation8s annual performance appraisal process, emplo$ees "ill discuss their coming $ear8s plans. 3his discussion "ill include at least t"o references to the emplo$ee8s preferred future and at least one reference to the emplo$ee8s "illingness to modif$ e9pectations1plans for the coming $ear.
Developing standards re7uires a great deal of thought. Fou, or the committee responsible for developing standards, need to consider the follo"ing: !hat are Ae really tryin& to %easureG Although it ma$ seem obvious, it can be surprisingl$ difficult to determine precisel$ "hat it is $ou "ant to measure. 3o ans"er this 7uestion, pa$ special attention to the verb that begins the indicator. 3he verbs indicate the t$pe of learning e9pected from the individual 'see Appendi9 . for a full description+. %or e9ample, verbs such as discover, understand, and explore refer to the ac8uisition stage of learning in "hich learners are e9pected to &no" something but are not necessaril$ e9pected to do an$thing "ith that &no"ledge. Ac8uisition indicators can often be measured "ith standards that include verbal reports, "ritten lists or art"or& such as collages. 2n the other hand, ActualiAation indicators 'beginning "ith verbs such as create, engage, and transform+ demand a much higher level of learning and application. 3he$ therefore re7uire different t$pes of standards to measure this more advanced learning. ;ith these indicators, standards should have the individual activel$ doing something, usuall$ something that directl$ affects their o"n lives. %or e9ample, instead of simpl$ listing positive characteristics that contribute to self- image '<tage (+, or identif$ing one8s o"n positive characteristics '<tage =+, or evaluating the impact of one8s positive characteristics on self and others '<tage O+, individuals at <tage M are e9pected to change their o"n characteristics. A standard that reflects this "ill have to include an assessment of the individual8s !ehaviour, not ?ust their &no"ledge.
0)T/9L$),$N4 LO#/L +-O4-/8 )T/N./-.)
1=
CHAPTER ,oA are Ae &oin& to %easure thisG 2nce $ou &no" "hat $ou are measuring, $ou need to consider ho" $ou might measure it. 3he TconditionsU of measurement can include a host of possibilities, such as traditional multiple-choice tests, true-false tests, short-ans"er tests and matching tas&s. 3he$ can also include an$thing given to the individual that acts as a prompt or stimulus for action 'e.g., %iven a newspaper article; the individual willB; %iven a scenario; the individual willB; %iven cra3ons and paper; the student willW+. <ee the 0easurement 3ools table belo" for more e9amples. A significant consideration is the time and energ$ of the people "ho "ill actuall$ implement the standard. Four efforts at creating e9ceptional standards ma$ be "asted if no one is "illing to commit the energ$ to implement them. 4nvolving the people "ho "ill implement the standards in the development process is therefore critical. 2n the other hand, a great deal "ill be lost if $our standards become trivialiBed ?ust to ma&e them eas$ to implement. 2ne of the real dangers of measurement is the tendenc$ to not bother measuring competencies because the$ are difficult to assess. 3hen, because the$ are not being measured, teachers1facilitators have a tendenc$ to place less effort on teaching them. 3his process results in the most important competencies being given the least amount of attentionS
0)T/9L$),$N4 LO#/L +-O4-/8 )T/N./-.)
1>
CHAPTER ,oA %uch is enou&hG A big 7uestion is this: ;hat does well meanD <tandards indicate ho" "ell a person must perform a tas&, "hich means a decision needs to be made regarding a cut-off bet"een "hat is well and "hat is not well enough. 4s A@V good enoughD >@VD 2r is the tas& something must be done "ell each and ever$ timeD 3hese are difficult decisions that cannot be rushed. Also, the assumption that ever$thing can be measured "ith a number needs to be continuousl$ re-e9amined b$ $ou and1or $our committee. 2bviousl$, it8s easier to assess countable items, but some things ?ust cannot be counted 'e.g., the taste of a donut, the beaut$ of a music solo, the 7ualit$ of a decision+. #nfortunatel$, because people often have difficult$ ans"ering the 7uestions +ow are we going to measure this D and What does Cwell" meanD, the$ stop efforts to find observable behaviours to measure and ?ust leave it to an expert 'e.g., classroom teacher, counsellor+ to assess 8ualit3. Resist this temptation as much as $ou can. ;hen something can be measured in an ob?ective "a$, ma&e ever$ effort to do so. ;hen something can be measured in onl$ a 7ualitative "a$, do not tr$ to reduce the behaviour to something countableS Although this re7uires considerable effort, $ou "ill find that $our program is better 'because its aims are clear+ and $our abilit$ to be accountable for $our program is greatl$ enhanced.
0)T/9L$),$N4 LO#/L +-O4-/8 )T/N./-.)
16
CHAPTER -
L0/-N$N4 )T/40
/#J($)$T$ON
)/8+L0 80/)(-080NT TOOL)

E E E E E E E E E true6false KuiH items %ultiple6choice items short6ansAer items %atchin& tas" items fill6in6the6blan" items sortin& tas&s verbal si&ned 'using sign language+ report artAor" such as collages, dra"ings descriptive report
/++L$#/T$ON
3he above, but at a more sophisticated level in "hich the abilit$ to appl3 'not ?ust know+ a concept is demonstrated. E e9ample reco&nition tas"s E self6reports of behaviour E self6analysis self6assess%ent reports E si%ulations in "hich ac7uired &no"ledge is put into practice E proble%s that can be solved usin& acKuired "noAled&e 'i.e., rule-based problems+ E rudi%entary plannin& tas"s E E E E E E E E E self6reports of behaviour self6analysis self6assess%ent reports si%ulations in "hich personal &no"ledge and approaches are practiced proble%s that can be solved usin& self "noAled&e personal plannin& tas"s observation chec"lists verbal si&ned reports in "hich personal information is incorporated scenarios in "hich personal information is used in the responses opinion essays : long-ans"er test items in "hich personal information is incorporated re&l li e situations6 'e.g., real conflict situations "ith peers+ projects in Ahich products or concepts are developed projects in Ahich products or concepts are revised elaborated )ui!&nce situations 'i.e., situations in "hich the individual has to help another individual+ observation chec"lists 'usuall$ of real life situations+
+0-)ON/L$L/T$ON
/#T(/L$L/T$ON
E E E E E
0ost actualiBation tas&s are best observed in Treal life.U 3his does not mean, ho"ever, contriving situations such as conflicts ?ust so measurement is made simplerS 6thical considerations precede measurement considerations. 4n this conte9t, Treal lifeU means finding naturall$ occurring situations, such as a conflict bet"een the individual and a peer, and observing the individual8s approach.
6
0)T/9L$),$N4 LO#/L +-O4-/8 )T/N./-.)
1?
CHAPTER NOT0: 3o vie" sample standards from across anada, go to the Blueprint ;ebsite, 'and then clic& on Sample Standards+. ;ebsite address: """.blueprintMlife.ca 3o contribute standards that $ou have created for vie"ing b$ other anadians, do the above and then follo" the instructions on-screen for adding $our standards to the Sample Standards Database.
.0;0LO+ )0J(0N#0 :O- .0L$;0-D After standards have been established, a se7uence must be developed that outlines at "hat point individuals should receive the assistance that "ill enable them to achieve the competencies. %or e9ample, man$ career development professionals believe that personal management competencies should be ac7uired prior to "or& and learning exploration competencies. 3he$ "ould choose to se7uence competencies from these t"o categories accordingl$. 3he !rogram Design <ubcommittee can use these principles to guide the process: E E E 3he se7uence of deliver$ reflects individual readiness. 3he se7uence of deliver$ is compatible "ith other programs in the institution. 3he needs assessment information and local standards are used in determining the se7uence of deliver$.
0)T/9L$),$N4 LO#/L +-O4-/8 )T/N./-.)
1@
CHAPTER .O#(80NT +-O4-/8 8$))$ON /N. LO#/L )T/N./-.) After the competencies and indicators have been selected and local standards After the competencies and indicators have been selected and local standards developed, $our <teering ommittee needs to craft a description of the overall goals and mission of $our career development program. 3he mission narrative should be supported b$ a displa$ of $our program8s competencies along "ith their indicators1standards. <ubmit the document to the Advisor$ ommittee for revie" and recommendations. 2nce completed, this document "ill become the first part of $our areer Development or Life1;or& !rogram !lan. 3his ma$ seem an inappropriate time to define a missionCpresumabl$, ever$one involved thus far had some sense of directionS 5o"ever, the actual crafting of a mission statement, if it is trul$ to represent the population being served, should occur after a needs anal$sis.
O9T/$N /.8$N$)T-/T$;0 0N.O-)080NT 4t is essential that $our administration and management endorse the mission, competencies and indicators "ith standards. 3heir endorsement is the foundation upon "hich $ou "ill build for implementing $our program and attaining the necessar$ resources. 3his endorsement can also be used for public information purposes to gain further internal and e9ternal support.
0)T/9L$),$N4 LO#/L +-O4-/8 )T/N./-.)
17
CHAPTER -
P"a!!i!1 / $ E%a"+ati !
6ffective career development programs use the strategies of ongoing evaluation, revie" and revision. 6valuation is the comparison of performance against standards to determine discrepancies bet"een intended and actual results. .efore beginning actual program development, it is important to outline the evaluation process $ou "ill use. A comprehensive program evaluation "ill provide &e$ information for program decisions and should consider: E E E !rocess evaluation !roduct evaluation #se of evaluation results
+-O#0)) 0;/L(/T$ON Revie" program process, structure, and scheduleCdid "e do "hat "e should have done, "hen "e should have done it, and "ith appropriate resources1s$stemsD
+-O.(#T 0;/L(/T$ON ompare individual achievement against standardsCdid clients or participants learn "hat "e e9pected them to learnD
()0 O: 0;/L(/T$ON -0)(LT) E 3o monitor individual progressCdo an$ clients1students need e9tra or different helpD E 3o assess program effectivenessCdoes the program "or&D ;hich partsD E 3o communicate benefits and needs of programCis the program "orth bu$ing intoD
:$4(-0 <: 2: T,0 0;/L(/T$ON /++-O/#,
+L/NN$N4 :O- 0;/L(/T$ON
20
CHAPTER +-O#0)) 0;/L(/T$ON !rocess evaluation revie"s the program8s procedures, structure and schedule. !rocess evaluation procedures can provide for both trouble-shooting "hile the program is in progress and gaining valuable information at program completion. 4t addresses such 7uestions as: E E E E ;as the program full$ implemented "ithin the specified time-linesD ;hat problems "ere encountered in implementing the programD ;as the program structure full$ implementedD ;hat changes are needed based on the implementation e9perienceD
+-O.(#T 0;/L(/T$ON !roduct evaluation assesses the e9tent to "hich the program "as effective in helping individuals attain the competencies as specified b$ the standards. 4t provides information to identif$ discrepancies bet"een desired and actual individual performance and addresses these 7uestions: E Are there e9isting measures for our standards in standardiBed instruments, province-"ide or territor$-"ide assessment programs or tests that "e have developed locall$D Are there e9amples of t$pes of measures that "ould be helpful in designing measuresD Do the measurements accuratel$ assess the local standardsD ;hat &ind of evaluation information do "e "ant to provide to our <teering and Advisor$ ommittees and to the publicD ;hat evaluation information "ill ma&e a difference to participants in the programD ;hat assistance should be provided to design teams as the$ select and1or develop the measuresD 5o" "ill "e finaliBe measures for administration b$ program staffD
E E E E E E
+L/NN$N4 :O- 0;/L(/T$ON
21
CHAPTER <ome &e$ principles to remember in planning the evaluation are: E E E 4t is important to involve groups that "ill be affected b$ the evaluation. #se of the <teering ommittee and Advisor$ ommittee for advice should ensure this. 3he evaluation should protect the rights and "elfare of those providing information. 6valuation plans should be revie"ed to be sure that personal feelings and biases do not distort the processes or results.
()0 O: 0;/L(/T$ON -0)(LT) #se evaluation results to monitor individual progress, assess program effectiveness and to communicate benefits and needs of the program. <ome 7uestions to consider include: E E E 3o "hat audiences "ill "e release evaluation resultsD ;hat methods "ill "e use to distribute the evaluation resultsD ;hat process "ill "e use to ma&e program decisions based on the evaluation resultsD
+L/NN$N4 :O- 0;/L(/T$ON
22
CHAPTER -
SUMMARY OF PLANNING TASKS
:O-8$N4 #O88$TT00) 4dentif$ the <teering ommittee <elect Advisor$ ommittee members Appoint <ubcommittees #ON.(#T$N4 / N00.) /))0))80NT 4dentif$ respondents %inaliBe the needs assessment instrument ollect data Anal$se data and "rite report 0)T/9L$),$N4 LO#/L +-O4-/8 )T/N./-.) <elect competencies and indicators 6stablish local standards for the indicators Develop se7uence for deliver$ Document mission and local standards 2btain endorsement from administration and management +L/NN$N4 :O- 0;/L(/T$ON !rocess evaluation !roduct evaluation #se of evaluation results
)(88/-D O: +L/NN$N4 T/)5)
2<
CHAPTER -
NOT0) /N. .OO.L0)

PHASE II DEVELOPMENT/ REDESIGN CHAPTER FOUR
CHAPTER 4
CAREER DEVELOPMENT PROGRAM PHASE II 5 DEVELOPMENT'REDESIGN
O%($%i(. / t0( D(%(" 62(!t'R()(*i1! P0a*(

3he timeline for the development1redesign phase depends on ho" comprehensive $our current program is and on the data gathered during planning. %or those "ith little or no program in place, the development phase ma$ ta&e up to si9 months. %or those "ho have e9isting programs, the revision process should re7uire less time. 3his section describes five actions necessar$ for program development: E E E E E Directing and focussing the <teering and Advisor$ program development. Revie"ing the current career development program. Revising or creating the career development program plan. Designing the evaluation. 4dentif$ing staff development needs. ommittee efforts to"ards
O;0-;$0! O: T,0 .0;0LO+80NT -0.0)$4N +,/)0
CHAPTER 4
Di$(&ti!1 a!) F &+**i!1 C 22itt(( E// $t*

3he development phase re7uires e9tensive time and effort on the part of the <teering and Advisor$ ommittees, as "ell as the various subcommittees. 3he <teering ommittee provides leadership and management to ensure that all activities are ta&ing place on schedule and "ill result in a high 7ualit$ effort. 3he Advisor$ ommittee continues to meet to revie" progress and provide advice and counsel to the <teering ommittee. 3"o subcommittees, !rogram Design and 6valuation, have important roles in program development. <ince some of their responsibilities overlap, it is important that the <teering ommittee hair meets regularl$ "ith the subcommittee hairs to ensure communication among the groups. During development, have the <teering ommittee pa$ special attention to issues concerning program articulation such as the scope and se7uence of activities "ithin $our program and coordination "ith other related programs, both internal and e9ternal. Attention to these issues brings added benefit to all ensuring that: E E E !rograms in $our area meet the career development needs of all individuals served. Duplication "ithin and across organiBations is reduced. !rograms offer a continuit$ of career development assistance to individuals across the lifespan.
Fou can initiate an e9citing forum "ith representatives from several organiBations 'e.g., secondar$ and post-secondar$ institutions, communit$-based organiBations, "or&force development agencies, business and industr$+. 2ne result might be a career development plan that includes procedures for se7uencing offerings, coordinating program activities and communicating information, as appropriate, about individuals8 career development.
.$-0#T$N4 /N. :O#())$N4 #O88$TT00 0::O-T)
<
CHAPTER 4
R(%i(.i!1 t0( C+$$(!t Ca$(($ D(%(" 62(!t P$ 1$a2

A program revie" enables $ou to determine ho" "ell $our current program activities relate to the ne" standards $ou have established. 3he !rogram Design <ubcommittee usuall$ conducts this revie". 4t identifies the information needed, collects and anal$ses that information, sets program priorities and "rites the program revie" report.
$.0NT$:D$N4 TD+0) O: $N:O-8/T$ON N00.0. 3he !rogram Design <ubcommittee addresses several 7uestions during the revie" of the current career development program: E E E E E ;hat processes and activities are being used to achieve each standardD ;hat audience is being reached b$ these processes and activitiesD ;hat are the strengths of the current programD ;hat areas need to be improvedD ;hat are some recommendations for changeD
A sample areer Development !rogram Revie" %orm is provided in Appendi9 . 4t is constructed so that $ou can gather full information about the effectiveness of $our current program8s content and structure.
#OLL0#T$N4 $N:O-8/T$ON !ossible sources of information that can be used during the revie" include the current career development program plan, program outlines, curriculum1training guides, an inventor$ of program resources and materials and intervie"s "ith staff and program participants. 4ssues to be decided include: E E E E ;hat sources of information "ill be usedD ;ho "ill be involved in collecting the informationD ;hat is the timeline for completing the revie"D ;ho "ill anal$se the information collectedD
-0;$0!$N4 T,0 #(--0NT #/-00- .0;0LO+80NT +-O4-/8
CHAPTER 4 )0TT$N4 +-O4-/8 $8+-O;080NT +-$O-$T$0) Areas to address in setting priorities for improving $our program include: E E E E ;hat are the strengths and "ea&nesses of the current program related to each of the standardsD 5o" do these strengths and "ea&nesses compare to the needs assessment resultsD ;hat are the strengths and "ea&nesses of our current program structureD .ased on the needs of the people "e serve and our program strengths and "ea&nesses, "hat are the priorities for program improvementD
!-$T$N4 T,0 +-O4-/8 -0;$0! -0+O-T ;rite a final summar$ of the program revie" that provides an overvie" of program strengths and "ea&nesses and identifies priorities for program improvement. 3his document "ill provide the direction to revise $our program. 4t can also be used b$ the <teering ommittee to gain support from central administration and management for the program improvement process.
-0;$0!$N4 T,0 #(--0NT #/-00- .0;0LO+80NT +-O4-/8
>
CHAPTER 4
R(%i*i!1 $ C$(ati!1 t0( Ca$(($ D(%(" 62(!t P$ 1$a2 P"a!

4f $ou alread$ have a career development program and the scope of changes to it is large, $ou ma$ decide to conduct program revision in t"o or three one-$ear phases. %or e9ample, during the first $ear the competencies in highest need of improvement can be addressed, follo"ed b$ those of moderate need and so on. A similar approach might prove to be a practical "a$ to establish a ne" program. 4n an$ case, the !rogram Design <ubcommittee must obtain ne" program ideas, design the revised or ne" program and document it all into a comprehensive career development program plan. 3he follo"ing steps are suggested: E E E 2btain ne" program ideas. Design the ne" or improved program. Document the ne" or improved program.
O9T/$N$N4 N0! +-O4-/8 $.0/) Listed belo" are numerous sources that the !rogram Design <ubcommittee can use to find information about successful career development processes and activities in other places. Although $ou ma$ not have the time or resources to use all of them, man$ are easil$ accessible and "ill $ield a "ealth of information.
+-O4-/8 -0)O(-#0) Appendi9 % contains listings of resources and sources that "ill help $ou gain access to materials that have been developed b$ provinces1territories, publishers, professional associations and other organiBations. 3hese materials address the development and implementation of standards and illustrate a variet$ of career development program activities that are options for $our program improvement efforts. ontact information for some e9emplar$ programs is also provided.
+-O;$N#$/L T0--$TO-$/L /N. :0.0-/L /40N#$0) hec& "ith provincial1territorial agenc$ staff to identif$ an$ provincial1territorial-level materials that might suggest program options. Also, consult federal legislation and rules and regulations for programs receiving federal funds. <elected provincial1territorial -0;$)$N4 O- #-0/T$N4 T,0 #/-00- .0;0LO+80NT +-O4-/8 +L/N 6
CHAPTER 4 agenc$ contact information is included in Appendi9 %.
-0;$)$N4 O- #-0/T$N4 T,0 #/-00- .0;0LO+80NT +-O4-/8 +L/N
CHAPTER 4 #ON:0-0N#0) /N. !O-5),O+) Attend provincial1territorial, regional and national conferences and "or&shops to obtain information about ne" program activities. hec& "ith the professional associations listed in Appendi9 % for information.
)$T0 ;$)$T) :isit e9emplar$ programs to observe them in action and tal& "ith staff to gain more information about ho" to implement similar activities in $our setting.
N/T$ON/L #L0/-$N4,O()0) 3he 6ducational Resources 4nformation enter '6R4 + in the #nited <tates have computer databases of information on all t$pes of programs and resources. 3hese and other e9cellent 4nternet resources are listed in Appendi9 %.
#ON)(LT/NT) !ossible resource people include staff members, counsellors from local human services agencies, provincial1territorial agenc$ staff, counsellor educators from colleges and universities in $our province1territor$ or private consultants.
+-O:0))$ON/L /))O#$/T$ON) 3here are several national and provincial1territorial professional associations committed to providing information to improve career development programs. 0an$ publish ?ournals and boo&s, conduct conferences, support provincial1territorial branches and provide resource services related to career counselling and development programs. '<ee Appendi9 % for more information+.
-0;$)$N4 O- #-0/T$N4 T,0 #/-00- .0;0LO+80NT +-O4-/8 +L/N
CHAPTER 4 .0)$4N$N4 T,0 $8+-O;0. +-O4-/8 Depending upon the scope and timeline of the revision, the !rogram Design <ubcommittee ma$ re7uire some help from additional design teams to develop all of the ne" processes and activities. 4t is important that the$ have available to them the time and resources needed to complete the "or&. 3he design process focuses on selecting e9isting activities or developing ne" activities to support each standard. 4n selecting ne" activities 7uestions to as& are: E E E E ;hat evidence is there that the activit$ is effectiveD 4s the activit$ appropriate for the needs of the individuals "e serveD Does our staff have the e9pertise needed to implement the activit$D ;ill resources be available to implement the activit$D
3he design teams and the 6valuation <ubcommittee "or& closel$ together during this time to determine ho" the local standards "ill be measured. 3he agreed upon methods are reflected in the program activities created.
.O#(80NT$N4 T,0 $8+-O;0. +-O4-/8 3he final tas& is to document program changes. 3his is done b$ continuing the development of $our areer Development !rogram !lan. During the planning step, the mission statement and standards section of the plan "ere completed. During this step, the follo"ing sections are completed:
-0;$)$N4 O- #-0/T$N4 T,0 #/-00- .0;0LO+80NT +-O4-/8 +L/N
CHAPTER 4 +ro&ra% .escription 3his section contains an overvie" of program processes organiBed b$ each of the competencies and standards. %or each standard, the follo"ing is described: +rocesses 3he specific procedure for each standard including outreach, counselling, assessment, training, career information, "or& e9perience, consultation, referral, placement and follo"-up. 3he specific activities for each standard.
/ctivities
/udiences 3he individuals "ho "ill e9perience each activit$. )taff )chedule 3he staff "ho "ill deliver the activities for each standard. A timeline stating "hen each of the activities "ill begin and end.
-0;$)$N4 O- #-0/T$N4 T,0 #/-00- .0;0LO+80NT +-O4-/8 +L/N
10
CHAPTER 4 +ro&ra% )tructure 3his section describes the program8s support frame"or& through the follo"ing: Leadership A description of "ho "ill manage the program including their roles and responsibilities and support re7uirements such as released time. A description of each t$pe of staff 'or specific staff member+ "ho has a role in the program. A listing of the t$pes of facilities needed to conduct the program including ph$sical space, e7uipment, resources, materials and supplies. A formal budget detailing b$ line item the financial support re7uired.
)taffin& :acilities
9ud&et
8ana&e%ent +lan A plan that describes all management tas&s needed to ensure successful implementation of the program including the areas of coordination, evaluation and research, public relations, articulation and staff development.
+ro&ra% )chedule A specific timeline for the deliver$ of the program "ith the activities listed b$ month and groups served. Appendi9 contains a sample areer Development !rogram !lan %orm and an Activit$ <election and Design %orm. 3hese ma$ help $ou gather and organiBe $our program information.
-0;$)$N4 O- #-0/T$N4 T,0 #/-00- .0;0LO+80NT +-O4-/8 +L/N
11
CHAPTER 4
D(*i1!i!1 t0( E%a"+ati !

3he 6valuation <ubcommittee ta&es leadership in determining procedures for conducting the process and product evaluations of the ne" program. 3he steps the$ ta&e should include: E E E E 2utline evaluation tas&s. 4dentif$ process evaluation procedures. 4dentif$ product evaluation procedures. Document the evaluation plan.
O(TL$N$N4 0;/L(/T$ON T/)5) At this stage the 6valuation <ubcommittee, "ith input and approval from the <teering and Advisor$ ommittees, must determine the tas&s for the program evaluations. <uch tas&s are included in the follo"ing areas: 0valuation :ocus 4dentif$ procedures for evaluating ho" "ell individuals meet the standards, ho" effectivel$ the program has been implemented and ho" effectivel$ the staff delivers it. 0valuation 8ana&e%ent +lan Determine "hat tas&s need to be completed, "hat resources are needed to complete the tas&, "ho is responsible and the timelines for their completion. $nfor%ation to be #ollected 4dentif$ sources of evaluation information, select methods to collect information, decide ho" much information is needed 'e.g., all individuals served or a sample+ and plan data collection procedures and logistics. /nalysis and $nterpretation +rocedures Determine ho" evaluation data "ill be handled, verified for completeness and 7ualit$, anal$sed and interpreted. -eportin& of the -esults 4dentif$ potential audiences for the evaluation report and outline various report formats and procedures.
.0)$4N$N4 T,0 0;/L(/T$ON
12
CHAPTER 4
IDENTIFYING PROCESS EVALUATION PROCEDURES

3he approach to identif$ing $our process evaluation procedures is similar to the one used for conducting a revie" of the career development program. 3he difference is that the process evaluation focuses on revie"ing the implementation of $our improved career development program. .egin b$ determining "hat aspects of $our career development program $ou "ant to evaluate and ho" $ou "ill obtain the data re7uired. 3he follo"ing list of specific process evaluation 7uestions can serve as a guide.
+-O#0)) 0;/L(/T$ON J(0)T$ON)

13 8$))$ON a. 4s the mission still appropriate or "ill it be revisedD 23 #/-00- .0;0LO+80NT )T/N./-.) a. Does the program address all of the competencies and indicatorsD b. Does the program deliver these as specified in the se7uence of deliver$D <3 +-O4-/8 +-O#0))0) a. b. c. d. e. ;ere the activities for each indicator conductedD ;ere the$ provided to all intended participantsD ;ere the$ delivered as scheduledD ;ere there problems in deliver$ of specific activitiesD Are there suggested improvements for specific activitiesD
=3 +-O4-/8 )T-(#T(-0 Leadership a. Did the program leaders carr$ out their responsibilitiesD b. Did the$ have ade7uate time to coordinate the programD c. ;hat problems did the$ have in coordinating the programD
.0)$4N$N4 T,0 0;/L(/T$ON
1<
CHAPTER 4
+-O#0)) 0;/L(/T$ON J(0)T$ON)

)taffin& a. Did program staff members carr$ out their responsibilitiesD b. Did the$ have ade7uate time to complete these responsibilitiesD c. ;hat problems did staff encounter in delivering the programD :acilities a. 4s ade7uate and appropriate ph$sical space provided for the programD 4f not, "hat improvement is neededD b. 4s ade7uate e7uipment provided for the programD 4f not, "hat additional materials are neededD c. Are necessar$ resources and materials provided for the programD 4f not, "hat additional resources or materials are neededD d. Are necessar$ supplies provided for the programD 4f not, "hat additional supplies are neededD 9ud&et a. ;ere ade7uate financial resources provided for the programD ;hat additional financial resources are neededD 8ana&e%ent a. ;ere the tas&s specified on the management plan completed as scheduledD b. 4s the program coordinated "ith other programsD Are there an$ coordination problemsD 5o" might coordination be improvedD c. ;ere there measures developed for each of the standardsD ;ere the$ administered on scheduleD d. ;as a summar$ report of individual and group attainment of competencies and indicators developedD e. ;hat public relations activities "ere conductedD ;hat additional activities might be conductedD f. ;ere staff development needs assessedD ;ere individual and group staff development plans developedD Did staff receive ade7uate orientation to the revised programD Did the$ receive other staff development e9periencesD ;hat additional staff development needs have been identifiedD g. 5as a plan been developed to support coordination "ith other entities that provide career development servicesD
.0)$4N$N4 T,0 0;/L(/T$ON
1=
CHAPTER 4 $.0NT$:D$N4 +-O.(#T 0;/L(/T$ON +-O#0.(-0) areer development competencies cover a variet$ of &no"ledge, s&ills and abilities across cognitive and affective areas. 3he emphasis is not onl$ on &no"ledge but also on the application of &no"ledge in career building. .ecause career development competencies are diverse and focus on personal application in a variet$ of situations, measures "ill also be diverse and creative. 5o"ever, measuring individual achievement in career development is similar to measuring achievement in other s&ill areas. Described belo" are several methods for measuring career development standards. Appendi9 contains a 0easure <election %orm to help $ou organiBe $our evaluation process. )tandardiHed #areer .evelop%ent $nstru%ents areer development instruments that assess readiness are a fairl$ recent development in standardiBed testing. 0an$ are revie"ed in / #ounselorEs 4uide to #areer /ssess%ent $nstru%ents 'Gapes and 0astie, ())M+. Locally .eveloped #areer /ssess%ent 8easures 3he staff can design local measures for indicators1standards. 3hese measures might include paper1pencil tests "ith multiple choice, fill-in or true-false 7uestions. <uch tests are most effective in assessing the cognitive competencies and indicators. !erformance-based assessments, "here individuals demonstrate a s&ill or produce a product, are po"erful measures. A completed resume is an e9ample of a performance-based assessment. :olloA6up )tudies 0an$ organiBations conduct regular follo"-up studies of their graduates or former program participants. 4nformation on their e9periences can be ver$ helpful in determining the e9tent to "hich individuals have been able to appl$ life1"or& competencies to life1"or& decisions such as gaining "or& or selecting further learning opportunities. $ntervieAs 4ntervie"ing is a data collection techni7ue in "hich information about individuals8 achievement levels can be obtained through one-to-one conversation. 3$picall$, these intervie"s are conducted in personR ho"ever, the$ ma$ also be conducted b$ telephone. A set of structured intervie" 7uestions provides the basis for the intervie". 3his method gives the intervie"er an opportunit$ to probe for further information if "arranted b$ the initial response. .iaries and Journals <elf-reporting diaries and ?ournals can give insight to individuals8 activities, attitudes and feelings. 3he$ are sub?ective and provide indicators of gro"th and change.
.0)$4N$N4 T,0 0;/L(/T$ON
1>
CHAPTER 4 #hec"lists 4t is often convenient and effective to develop chec&lists of behaviours, events, characteristics or s&ills. 4n an unobtrusive, s$stematic "a$, observations of the individuals can then be made and recorded as the$ engage in program activities and interact "ith others. Observations 2bservations can be effective for assessing achievements of competencies. 0ethods for recording observations can range from s$stematic observation instruments to audio or videotaping. )i%ulations <imulations, such as videotapes of group situations, can be used to provide a stimulus for assessment items that measure understanding of career development competencies. -ole +layin& )ituations Role pla$ing situations can provide an opportunit$ for individuals to demonstrate behaviours and applications of &no"ledge in Tlifeli&eU situations. Life !or" or #areer +ortfolios Life1"or& or career portfolios, available in print and electronic formats, contain a "ealth of information about individuals and their life1"or& e9periences. #suall$ included are entries about interests, "or& values, s&ills, abilities, aptitudes, attitudes, achievements, education, life roles, "or& e9perience and much more. A career building plan, "hich identifies goals and action steps to reach them, is often a &e$ element of the portfolio. 3emplates of portfolios at the four developmental levels are included in Appendi9 6. .ocu%entin& the 0valuation +lan ;rite a summar$ of the evaluation plan and include it as the last element of $our areer Development !rogram !lan.
.0)$4N$N4 T,0 0;/L(/T$ON
16
CHAPTER 4
I)(!ti/7i!1 Sta// D(%(" 62(!t N(()*

<uccessful implementation of the improved career development program is closel$ related to the e9tent to "hich staff have developed the competencies needed to coordinate and implement the program. .ecause the career development program includes a "ide range of &no"ledge, s&ills and attitudes for individuals to achieve, staff also need to ac7uire a "ide range of s&ills. 4nvariabl$, staff members need professional development e9periences to strengthen their o"n s&ills related to career development activities. Areas of need include appl$ing counselling s&ills to career development goals, developing curriculum or training activities, identif$ing and using career and labour mar&et information resources, conducting individual and group assessment, consulting effectivel$, coordinating the career development program and meeting the career development needs of special populations. 0ore detail regarding staff development is provided in the ne9t chapter on implementation. 4n the development1redesign phase, the important issue is to identif$ staff needs for development so that preparations to meet these needs can begin. Appendi9 G provides more information on the competencies staff ma$ need in order to be effective.
$.0NT$:D$N4 )T/:: .0;0LO+80NT N00.)
1?
CHAPTER 4
SUMMARY OF DEVELOPMENT'REDESIGN TASKS
.$-0#T$N4 /N. :O#())$N4 #O88$TT00) -0;$0!$N4 T,0 #(--0NT #/-00- .0;0LO+80NT +-O4-/8 4dentif$ t$pes of information needed ollect information <et program improvement priorities ;rite program revie" report -0;$)$N4 O- #-0/T$N4 T,0 #/-00- .0;0LO+80NT +-O4-/8 +L/N 2btain ne" program ideas Design the improved program Document the improved program .0)$4N$N4 T,0 0;/L(/T$ON 2utline evaluation tas&s 4dentif$ process evaluation procedures 4dentif$ product evaluation procedures Document the evaluation plan $.0NT$:D$N4 )T/:: .0;0LO+80NT N00.)
)(88/-D O: .0;0LO+80NT -0.0)$4N T/)5)
1@
CHAPTER 4
REFERENCES
Gapes, Herome 3., 0astie, 0ar?orie 0., and ;hitfield, 6d"in A. 6ds. '())M+. A Counselor"s %uide to Career Assessment nstruments , Ord. 6dition. Ale9andria, :a: -ational areer Development Association.
-0:0-0N#0)
17
CHAPTER 4
NOT0) /N. .OO.L0)

PHASE III IMPLEMENTATION CHAPTER FIVE
CHAPTER 8
CAREER DEVELOPMENT PROGRAM PHASE III 5 IMPLEMENTATION
O%($%i(. / t0( I26"(2(!tati ! P0a*(

3he areer Development !rogram !lan provides the structure for implementing the revised or ne" program b$ specif$ing program processes, structure and schedule. 0a?or tas&s in this area are: E E E E 4nvolving committees in program implementation. onducting staff development. 0onitoring program implementation. 6valuating and using results for program improvement.
O;0-;$0! O: T,0 $8+L080NT/T$ON +,/)0
CHAPTER 8
$nvolvin& #o%%ittees
3he commitment and hard "or& of the committees and subcommittees during the planning and development steps sho" results during implementation. 3he <teering ommittee pla$s the active role of managing the implementation process "hile the Advisor$ ommittee gives feedbac& on the evaluation results and provides advice for future development. 3he !rogram Design and 6valuation <ubcommittees continue to be activel$ involved in this stage. 3he !rogram Design <ubcommittee and teams refine the deliver$ of the activities. 3he 6valuation <ubcommittee implements the program evaluation to determine ho" effective the ne" program is in assisting individuals to meet the career development standards. -08$N.0-: $n s%aller or %ore focussed applications2 you %ay not have co%%ittee involve%ent2 or you %ay have only a sin&le )teerin& #o%%ittee that plays all the roles of the other co%%ittees3
#onductin& )taff .evelop%ent

3he <teering ommittee supervises an initial orientation to the career development program for other staff "ho "ill be involved in program implementation. 3his orientation can be conducted "ith the total staff in one group or "ith smaller groups. 4t provides an overvie" of the improved program and specific training on ho" to conduct ne" activities. Based on the self-assessment of staff development needs, the Steering Committee arranges professional development activities for groups and individual staff members. Figure 5.1 suggests various types of staff development activities.
O;0-;$0! O: T,0 $8+L080NT/T$ON +,/)0
CHAPTER 8
)T/:: .0;0LO+80NT /#T$;$T$0)

:O-8/L #O(-)0 !O-5 Relevant undergraduate and graduate level course "or& in career development, counselling, testing and assessment, and career information include: E /cadia (niversity: ertificate in ounselling E /thabasca (niversity: #niversit$ ertificate in areer Development E /urora #olle&e: ertificate in areer Development E #oncordia (niversity2 #olle&e of /lberta : Diploma of 4ntegrated <tudies in areer Development and undergraduate minor in areer Development E #onesto&a #olle&e: areer Development !ractitioner ertificate1Degree 'offered in con?unction "ith Guelph, ;aterloo and <ir ;ilfrid Laurier universities+ E )ir 4eor&e 9roAn #olle&e: 6mplo$ment ounselling ertificate E )ir )anford :le%in& #olle&e: 6mplo$ment ounselling Diploma E (niversity of #al&ary: ertificate in areer Development E (niversit1 de 8oncton: ertificat de (er c$cle en d/veloppement de carriXre K DiplYme d8/tudes sup/rieures en counseling de carriXre. !O-5),O+) /N. #ON:0-0N#0) onferences and "or&shops ma$ include activities sponsored b$ professional associations or 7ualified providers. %or e9ample, the #anadian #areer .evelop%ent :oundation '2tta"a+, Life6-ole .evelop%ent 4roup '6dmonton+, National Life !or" #entre '2tta"a and 0emramcoo&+ and +acific #oast )"ill .evelop%ent )ociety ':ictoria+ regularl$ provide professional development forums, "or&shops, and training events. 3he recent focus on national standards for career development practitioners is li&el$ to stimulate a variet$ of professional development "or&shops. Also, a number of provinces have initiated annual career development conferences and federall$, the National #onsultation on #areer .evelop%ent '-A3 2-+ ta&es place in 2tta"a each $ear. )$T0 ;$)$T) :isits to other programs allo" career development staff to observe successful pro&ra%s and career development activities and discuss "ith others ho" to use the activities most effectivel$. $N.0+0N.0NT )T(.D Recommendations for independent learnin& %aterials and eBperiences can be obtained from the counsellor educators, career development professional educators or professional associations. $N6)0-;$#0 0.(#/T$ON /N. )(+0-;$)$ON 4n-service programs can be conducted b$ counsellor educators, provincial1territorial agenc$ staff or other 7ualified continuing education providers. Also, peer consultation2 role playin&2 video feedbac" and other supervisor$ activities can help improve career development professional and counsellor competencies.
:$4(-0 >31 )T/:: .0;0LO+80NT /#T$;$T$0)
O;0-;$0! O: T,0 $8+L080NT/T$ON +,/)0
<
CHAPTER 8
8onitorin& +ro&ra% $%ple%entation

3he management and program schedule sections of the areer Development !rogram !lan provide a basis for monitoring program implementation. 3he schedules should be revie"ed b$ the <teering ommittee on a regular basis to identif$ an$ problems. 4f problems do occur, their source 'lac& of time, resources and1or s&ills, etc.+ should be identified and "or&able solutions found 7uic&l$. 4ndividual staff members can be encouraged to monitor their o"n activities using the program schedule. Regular meetings "ith the staff can provide an opportunit$ to identif$ concerns, share successes, clarif$ the program schedule and identif$ design problems "ith specific activities.
8ON$TO-$N4 +-O4-/8 $8+L080NT/T$ON
CHAPTER 8
E%a"+ati!1 a!) U*i!1 R(*+"t* / $ P$ 1$a2 I26$ %(2(!t

3he 6valuation <ubcommittee manages both aspects of program evaluation, namel$ process and product. Four program evaluation results are a po"erful tool and can be used to: E E E ompare the achievement of individuals against the life1"or& standards and develop a plan for increasing individual achievement. Determine the effectiveness of the revised program for enhancing attainment of the life1"or& standards. ommunicate the strengths, benefits and needs of the career development program.
8ON$TO-$N4 $N.$;$.(/L /#,$0;080NT <everal strategies ma$ be used to monitor and strengthen individual achievement of the program standards. 4n man$ schools, students begin to develop an $ndividual #areer 9uildin& +lan or /nnual 0ducational +lan in middle1?unior high school. 4n some companies, emplo$ees &eep a career development plan. 3heir progress on the plan is part of their annual performance revie". ;or&force development agencies are often re7uired to have a #areer 9uildin& /ction +lan for each individual served. Life1"or& or career portfolios are used in man$ settings and levels. 'Appendi9 6 provides e9emplar$ templates of life1"or& portfolios for all developmental levels.+ All such profiles of achievement for individuals can also be used to customiBe program activities and help individuals formulate or refine their life1"or& plans.
0;/L(/T$N4 /N. ()$N4 -0)(LT) :O- +-O4-/8 $8+-O;080NT
>
CHAPTER 8
.0T0-8$N$N4 0::0#T$;0N0)) O: T,0 +-O4-/8 3he 6valuation <ubcommittee has responsibilit$ for summariBing the results of evaluation. <trengths and "ea&nesses of $our program related to each of competencies are described. 3he <teering and Advisor$ ommittees e9amine results and set program improvement priorities. 4n so doing, the$ ought to consider follo"ing 7uestions: E E E E E E the the the the
;hat "ere the achievement levels of the individuals on our career development standardsD ;hich standards "ere achieved at the individual criteria levelD ;hich standards "ere achieved at the group criteria levelD ;ere the program activities full$ implemented according to scheduleD ;as the program structure full$ implementedD ;hat are the priorities for program improvementD
A final "ritten report should be completed that summariBes program strengths and "ea&nesses, identifies priorities for program improvement and suggests improvements in the evaluation procedures. ;hen program improvement priorities have been established, the <teering ommittee once again involves the subcommittees in implementing needed improvements.
#O88(N$#/T$N4 )T-0N4T,)2 N00.) /N. 90N0:$T) O: T,0 +-O4-/8 3he <teering ommittee uses the areer Development !rogram !lan and the %inal 6valuation Report to communicate the strengths, needs and benefits of the program to &e$ groups. <haring this information increases a"areness and understanding, strengthens support and ?ustifies the use of resources. <ee hapter * for more information about mar&eting and public relations ideas for $our program.
0;/L(/T$N4 /N. ()$N4 -0)(LT) :O- +-O4-/8 $8+-O;080NT
CHAPTER 8
SUMMARY OF IMPLEMENTATION TASKS
$N;OL;$N4 #O88$TT00) /N. )(9#O88$TT00) #ON.(#T$N4 )T/:: .0;0LO+80NT <taff Development Activities - <ampler 8ON$TO-$N4 +-O4-/8 $8+L080NT/T$ON 0;/L(/T$N4 /N. ()$N4 -0)(LT) :-O8 +-O4-/8 $8+-O;080NT 0onitor individual achievement Determine effectiveness of the program ommunicate strengths, needs and benefits of the program
)(88/-D O: $8+L080NT/T$ON T/)5)
CHAPTER 9
NOT0) /N. .OO.L0)
MARKETING
CHAPTER SIX
CHAPTER :
MARKETING CAREER DEVELOPMENT PROGRAMS
I!t$ )+&ti !
3o most people, the term marketing brings to mind sales, advertising and promotion, introducing ne" products, public relations, publicit$ events and other Dadison Avenue activities. 0ar&eting is all of these things and more. 0ar&eting is both a comple9 and a comprehensive concept. 4t is, in the broadest sense, an ongoing communication process. %or counsellors and other career development professionals, it means learning "hat career development program participants need and "ant and communicating to them and to $our other sta&eholders about $our program. 4t involves evaluating program results and acting on that information. Good mar&eting informs decision ma&ing about program content and deliver$. 0ar&eting is not a one-time event in the life of $our programR it is, in man$ respects, the lifeblood of $our program. 3he mar&eting process has man$ dimensions. 3he follo"ing are some common steps in implementing sound mar&eting: E E E E 4dentif$ $our sta&eholders or audiences 'both internal and e9ternal+R Determine program-related needs and "ants of $our various audiences 'e.g., needs assessment+R Describe $our program, in "riting, through a mission statement, goals, program content and scope, etcR Define tactics for communicating information about $our program, such as: ne"sletters, program brochures, information meetings for staff, open-house events for parents, presentations to the <chool .oard, meetings "ith local clubs and organiBations, press releases, public service announcements, meetings "ith business and industr$, orientation meetings for program participants, etc.R ollect feedbac& and evaluation information about the results of $our program and the perceptions held b$ $our various sta&eholder groups regarding the program. '<ee evaluation sections of hapters O->.+
1 $NT-O.(#T$ON
CHAPTER : 0ar&eting $our program ta&es planning and effort, but the benefits are man$. 3he$ include: E E E E E E A better match bet"een the needs and "ants of $our targeted program participants and the program content and deliver$R 4nsight into the e9pectations and perceptions of $our various sta&eholdersR 4ncreased success in obtaining bu$-in from sta&eholders critical to $our program8s successR Greater potential for obtaining and sustaining funds and other resources for program operationR An increased appreciation, among $our sta&eholders, for the value of career developmentR 0ore understanding, on the part of $our sta&eholders, of $our "or& as a counsellor or career development professional.
2 $NT-O.(#T$ON
CHAPTER :
Ma$;(ti!1 P"a!!i!1
6ver$ career development program should have a mar&eting plan. hapter = of this Blueprint introduces a career development program implementation strateg$ that is based on a three-phase approach: (+ !lanningR =+ Development1RedesignR and O+ 4mplementation. 2ne of the products of the implementation process is a career development program plan that documents the program. <pecific aspects of the plan are created during each phase of the above process. ;e suggest that a separate, but correlated, mar&eting plan be crafted at the same time as the program plan. 4n fact, &e$ elements of the mar&eting plan derive from the program plan. 3hus, the mar&eting plan is designed in phases similar to those of the program plan.
+,/)0 $I+L/NN$N4 3he career development program implementation activities ta&ing place during !hase 4 include: identif$ing $our program8s sta&eholders, conducting a needs assessment, selecting program competencies and indicators, establishing local standards for the indicators, developing a se7uence for deliver$, documenting the program mission and goals, and planning for evaluation. 0an$ of these activities directl$ relate to important parts of the mar&eting plan, such as: E 3argeted sta&eholdersR E -eeds of the targeted sta&eholdersR E !rogram mission statement and goalsR E Description of the program: content, audience, deliver$.
8/-50T$N4 +L/NN$N4
<
CHAPTER : +,/)0 $$I.0;0LO+80NT -0.0)$4N 3he follo"ing career development program implementation activities t$picall$ ta&e place during !hase 44: revie"ing the current career development programR revising or creating the career development program planR designing the evaluationR and identif$ing staff development needs. 3hese activities also support the building of the mar&eting plan and strateg$ in that the$ provide further information regarding needs of the targeted audiences, give more clarit$ to product definition and set the stage for the gathering of program evaluation data that "ill be used in various mar&eting activities.
+,/)0 $$$I$8+L080NT/T$ON As $our career development program is actuall$ implemented, evaluating program results and communicating the program8s strengths, needs and benefits are given ma?or consideration. 3he completed mar&eting plan describes both the overall mar&eting strateg$ and specific tactics for communicating program information to $our sta&eholders. 0ar&eting messages and mar&eting methods must ta&e into account the particular needs and characteristics of each targeted group. !rovisions for evaluating the effectiveness of mar&eting efforts should also be addressed.
8/-50T$N4 +L/NN$N4
CHAPTER :
I)(!ti/7i!1 Y +$ Sta;(0 ")($*

<ince career development ta&es place in man$ t$pes of settings, the sta&eholders served and their needs are diverse. 3he foundation for solid mar&eting is a thorough identification of $our sta&eholders, both internal and e9ternal, and an understanding of their needs as the$ relate to $our program. <ample needs assessment forms are included in Appendi9 . 3elephone surve$s, focus groups, brief presentations follo"ed b$ L K A sessions and informal conversations are also useful "a$s to gather information about $our sta&eholders. Listed belo" is a sampler of the settings in "hich career development occurs and e9amples of the sta&eholders to consider in each.
0ducationI5612 and +ost6secondary E <tudents E !arents E 3eachers1%acult$ E <chool .oard13rustees E ounsellors E .usiness14ndustr$ E Administration E ommunit$ Groups E 2ther <taff E Government Agencies 'local, provincial1territorial, federal+ E Alumni E Legislators
$.0NT$:D$N4 DO(- )T/50,OL.0-)
>
CHAPTER :
!or"force .evelop%ent2 ;ocational -ehabilitation2 !or"ers #o%pensation2 #orrections E ustomers 'current, past, and potential+ E .usiness14ndustr$ E Agenc$ 6mplo$ees 'further segment b$ title+ E ommunit$ Groups E 3raining !roviders E 2ther 5uman <ervices 2rganiBations E Administration10anagement E 4ndustr$ <ector ouncils, Labour %orce Development .oards E Government Agencies 'local, provincial1territorial, federal+ E 2rganiBed Labour E Legislators
9usiness Or&aniHations E 6mplo$ees E Line <upervisors E 0anagement E 2rganiBed Labour E 5uman Resource Development !ersonnel E Department 0anagers E .oards of Directors E <toc& 5olders E Legislators
$.0NT$:D$N4 DO(- )T/50,OL.0-)
CHAPTER :
Ma$;(ti!1 P$ 1$a2 B(!(/it*

%ocussing on the benefits of a program or product, not merel$ describing its content or features, is a &e$ mar&eting concept. ;hen $ou concentrate on the benefits, $ou relate $our program to the needs or problems that it addresses. 3he program is then seen as a solution and it is more li&el$ to be valued. Geep in mind that needs ma$ differ from one sta&eholder group to another. Four mar&eting communication should ta&e this into account. 6ach audience should receive mar&eting messages that have been tailored to emphasiBe those benefits that "ill be most significant to its members. 3o move from features to benefits, ans"er these 7uestions: (. ;hat are the needs and priorities of $our targeted audienceD =. ;hat program features relate most closel$ to the audience8s needs and prioritiesD O. ;hat results are attainedD M. ;hat is the benefit or value to the targeted audienceD
)cenario $CFou are mar&eting $our career development program to $our <chool .oard, "hich is concerned about reducing drop-out rates.
)a%ple 8ar"etin& 8essa&e: The counsellor %eets Aith all 4rade @ students 'and usually their parents* to develop four6year $ndividual #areer 9uildin& +lans based on the studentsE eBpressed interests3 This is i%portant because the students see hoA hi&h school courses relate to their earnin& a &ood livin& in Aor" they Aould li"e3 The value of hi&h school is clearer and the students Aill be %ore li"ely to stay in school3 This2 in turn2 should help to reduce our drop6out rate over ti%e3
)cenario $$CFou are mar&eting $our career development program to compan$ emplo$ees "ho are concerned about ?ob securit$.
)a%ple 8ar"etin& 8essa&e: This pro&ra% Aill help you identify your transferable s"ills and provides the opportunity for you to &ain trainin& in neA s"ills and or "eep your current s"ills up6to6date3 Dou Aill find this of value because as our co%pany %oves to neAer technolo&ies2 you Aill already have the needed s"ills3 ,avin& those Nhi&h de%andO s"ills can help enhance your job security here3
8/-50T$N4 +-O4-/8 90N0:$T)
CHAPTER : Fou might find it helpful to use the sentence stems belo" to move from features to benefits in $our mar&eting messages.
This is i%portant because333 Dou Aill li"e this since333 !hat this %eans to you333 Dou Aill find this of value because333 Others found this useful because333 This is helpful because333 The i%portant point here is333 !hen this happens2 you can eBpect333 9ecause of this333 This Aill %ove us closer to solvin& the proble% by333
Remember that needs are po"erful motivators and that people do things for their o"n reasons. 3he time that $ou invest in creating mar&eting messages that highlight $our program8s benefits to $our targeted audiences "ill certainl$ be re"arded. ommunicate those benefits regularl$ and $ou "ill solidif$ the commitment to $our program from those sta&eholders that can have a positive impact on its continuance and gro"th.
8/-50T$N4 +-O4-/8 90N0:$T)
CHAPTER :
Ma$;(ti!1 M(t0 )*
0ar&eting $our career development program "ill have the desired results onl$ if $our efforts are comprehensive, organiBed and a dail$ part of Tdoing business.U <ome aspects of $our program mar&eting "ill be directed to"ards publicit$Cma&ing people a"are of the program and imparting information about the program. 0ar&eting for program promotion is also critical. 4n this case, $ou see& not onl$ to inform, but to elicit action from an audience on behalf of the program 'e.g., increased funds or more space+. #se publicit$ and promotion to create strong public relations for $our program. 3here are man$ mar&eting methods from "hich to choose. <ome are 7uite informal, ta&e a fe" minutes, and occur on a personal level, for e9ample, a smile and "arm greeting to program participants or fello" staff members. 2thers re7uire more time and resources and careful planning to e9ecute, for e9ample, a ne"sletter article or an open house event. Discussed belo" are some mar&eting methods $ou might "ant to include in $our mar&eting strateg$. <elect a mar&eting mi9 that is appropriate to $our audiences, practical in terms of budget, time and other resource constraints, and is aligned "ith $our program8s public relations goals.
8/-50T$N4 80T,O.)
CHAPTER : 8/-50T$N4 T,-O(4, +0-)ON/L #ONT/#T !ersonal contact is an e9tremel$ effective mar&eting tactic. Listed belo" are numerous ideas. <ome are related to specific settingsR others are more universal. hec& into those that might "or& for $ou. E E E E <mile and e9tend "arm greetings in all $our contacts. ommunicate "ith all staff, regularl$, particularl$ "ith regards to reinforcing the vision and direction of the program. Listen to concerns and recommendations "ith an open mind and be responsive. .e visibleR ma&e $ourself &no"nR meet people on their TturfU 'visit departments, classrooms, cafeteria, student lounge, librar$+R attend school1compan$ functions, etc. .e active on committees that could be relevant to $our program. 4ntroduce $ourself to fello" staff, students, emplo$ees and1or program customers at orientation sessions, at general assemblies or through small group meetings. onduct sessions "ith special interest groups 'union ste"ards, student council, minorit$ student groups, etc.+. 2ffer to spea& to clubs, communit$ organiBations, the and other groups. hamber of ommerce
E E E E E E E E E E E E
#se a team approach to ma&e presentations, involve members from $our various sta&eholders. 4nvite administrators, managers, and other staff members for coffee and individual discussions. 0eet "ith department heads periodicall$ during the $ear. !articipate in $our communit$ and in professional associations. 5ost open house events during the evening or at times convenient to $our sta&eholdersCserve refreshments. Attend <chool .oard meetingsCfre7uentl$. 4nvite .oard members, administrators, managers, $our supervisor, etc., to special events or simpl$ to vie" the program in action. And more...list $our o"n ideas.
8/-50T$N4 80T,O.)
10
CHAPTER : 8/-50T$N4 T,-O(4, +-$NT 0ar&eting through print includes the use of business papers, informational pieces and promotional pieces. Four mar&eting messages can reach large audiences through print vehicles. !rint that "or&s catches the e$e, holds attention and is eas$ to read. 9usiness +apers .usiness papers include letterheads, memo sheets, business cards, labels, and forms. 3he business papers create and maintain $our program8s professional image. 4n man$ cases, $ou "ill use the business papers of $our school, compan$ or organiBation for program correspondence. 5o"ever, $ou might be able to add a line or t"o that gives identit$ to $our career development program "ithin the greater entit$. Four business card can serve as a mini mar&eting tool for the program b$ including some information about it on the bac& side of the card. $nfor%ational +ieces .rochures and pamphlets are generall$ used to describe $our program, "hat services $ou offer and to "hom, and through "hat entit$ the program is offered. .enefits of the program are also included. Fou ma$ need several brochures that target different audiences and have different purposes. .rochures ma&e e9cellent handouts to accompan$ program presentations and are a ma?or element of direct mail campaigns to both internal and e9ternal audiences. <ome suggestions for producing brochures are noted belo". (. 0a&e $our brochure appealing to ensure ma9imum impact. atch $our reader8s attention b$ starting "ith some facts or statistics that "ill be of interest or even startle them. <tatistics anada is a good source for these. =. !resent $our information in more than one "a$. #se te9t, charts and visuals, if possible. Do not tr$ to tell $our "hole stor$ in one brochure. Geep $our message positive and use the active voice. .rea& up the information "ith bullet statements, some "hite space and "ith the ?udicious use of colour, fonts, and t$pe siBe and st$le. Remember to include a call to action or response device if $ou "ant $our reader to ta&e a ne9t step. Revie" brochures that $ou have found appealing and learn from them. O. .rochures can be an$ shape or siBe, but the most common is a standard A (1=J 9 ((J or (MJ that is a self-mailer or fits into a number (@ envelope. 3a&e care that $our piece meets postal re7uirements and that its "eight does not unnecessaril$ increase mailing costs. !re-printed brochure TpapersU ma&e it eas$ for $ou to develop high 7ualit$, multi-colour brochures 7uic&l$ and at a reasonable cost. !urchasing the services of a graphic designer e7uipped "ith des&top publishing capabilities is another route.
8/-50T$N4 80T,O.)
11
CHAPTER : NeAsletters are another common mar&eting vehicle. Fou can create $our o"n or contribute articles about $our program to e9isting ne"sletters. onsider "riting a career column, on a regular basis, for the student-produced ne"spaper in $our school or college. 0an$ companies have a ne"sletter for emplo$ees. 3his is a great "a$ to inform them of $our career program8s services and announce upcoming events. <uperintendents and school principals often have a ne"sletter that is sent to communit$ members several times a $ear. Articles carried in their ne"sletters reach t"o target audiencesCparents and administrators. +ress releases to local ne"spapers have the potential of reaching numerous audiences, but it is not al"a$s eas$ to get $our article accepted. 5ere are some hints that "ill increase $our chances. E E Get to &no" $our local ne"s reporters and establish rapport "ith them. Learn about "hat &ind of ne"s $our paper "ould be interested in and an$ special re7uirements the$ might have. <ubmit onl$ those items that are ne"s"orth$ 'e.g., launching a ne" program, a human interest stor$ about the success of a participant in the program, special achievements or a"ards students have "on, or positive program evaluation results that address a problem that impacts on the communit$+.
8/-50T$N4 80T,O.)
12
CHAPTER : 4uidelines for preparin& a neAs release: E E E 3$pe doublespaced on one side of the page. 4f the article continues to a second page, t$pe 0ore at the bottom of the first page. 3"o short sentences, about four lines, is the standard paragraph length for a ne"spaper. .e sure that $our transmittal begins "ith a heading that includes: E 2rganiBation name E Address E !hone number E -ame of person to call for further information E Date of release '#se %or 4mmediate Release plus the date the article "as mailed. 2nl$ use a later release date if the article is about some future event, such as a speech, and is mailed before the event occurs.+ E 5eadlineCma&e it short and interest-grabbing. 3he lead paragraph should ans"er the 7uestions: ;hatD ;hereD ;hoD ;h$D ;henD 5o"D Avoid the use of ?argon. ;hen using a technical "ord that most people "ould not understand, define it. Attribute the information in the article to an official of the organiBation. #se a 7uote or attributing statement. At the end of the article, t$pe ZZ or O@.
E E E
8/-50T$N4 80T,O.)
1<
CHAPTER : +ro%otional +ieces /dvertise%ents ma$ or ma$ not be an appropriate mar&eting vehicle in $our setting. .efore deciding to place an ad, be sure that the publication under consideration reaches an audience that is consistent "ith $our mar&eting targets. 0ost magaBines and ?ournals have an editorial schedule that "ill alert $ou to the themes of particular issues. <ome ma$ be more relevant to $our program than others. 2n occasion, local ne"spapers run special features about education, "or&force trends or the state of local business. Fou might be able to capitaliBe b$ placing an ad that positions $our program relative to the needs or problems the ne"spaper describes. Ads come in a "ide range of siBes and prices. 6ach publication has its o"n specifications for an ad8s mechanical re7uirements. As& for a cop$ of their media &it. 4t contains formatting rules, prices and the closing deadlines for receipt of cop$. :lyers are small posters printed on one side of medium to light "eight paper 'usuall$ brightl$ coloured+. 3he$ present a single mar&eting message and are ine9pensive to produce. 3he$ are ideal for specific situations and can effectivel$ invite, recruit, notif$ or announce an event or activit$. #se them as handouts, tac& them to bulletin boards, insert them into ne"sletters, etc. +osters are a po"erful "a$ to promote $our career development program8s services and events. !osters use a large, colourful and usuall$ illustrated format "hich can be e9pensive to produce. %or this reason, it is "ise to consider posters for promoting mar&eting messages that have a relativel$ long life-span. 3he evaluation report for $our career development program is a mar&eting vehicle that can be used for both information and promotion purposes. 2f course, the entire evaluation report must be presented to those audiences to "hom $ou are accountable. An e9ecutive summar$ might be presented to other audiences that can impact the program. 3he evaluation report should contain program data for process evaluation and product evaluation. 5ighlight program successes. Give e7ual time to program areas that need redesign or suffer from a lac& of resources 'human, facilit$, material, or funding+. ;hen handled properl$, the evaluation report becomes a meaningful tool for program gro"th and improvement. 4t is a vital element of $our mar&eting strateg$.
8/-50T$N4 80T,O.)
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CHAPTER : 8/-50T$N4 T,-O(4, 80.$/ ;e are living in the age of electronic media. 3he ;orld ;ide ;eb, satellite telecasts, cable television "ith public access stations, fa9 machines, e-mail, teleconferencing, videos, multimedia computer programs, radio and more provide e9citing mar&eting possibilities for career development. 5o"ever, it is be$ond the scope of this "or& to discuss the technical intricacies of creating a mar&eting product in each of these media. !lease be assured that the basic principles of effective mar&eting that have been discussed above appl$ to even the most e9otic of mar&eting vehicles.
+(9L$# )0-;$#0 /NNO(N#080NT) !ublic <ervice Announcements '!<A8s+ are accepted b$ both radio and television stations. As "ith other media, ensure that the radio or television station appeals to the audiences $ou are targeting. 3r$ to arrange for the !<A8s to air during a time slot "hen $our audience is li&el$ to be tuned-in. !<A8s must be short and to the point, usuall$ (@-O@ seconds. Four !<A must fit perfectl$ into the allotted time slot. Read it aloud to be sure that $our announcement meets the time limits. 4n preparing $our !<A, use the same general guidelines as for a press release. .e sure to include the statement T!ublic <ervice AnnouncementU and the length of the announcement. 4n addition, research the follo"ing: E E E E E E E ;hat information "ill the station re7uire about $our organiBationD ;hat documentation is re7uiredD ;hat are the station8s general policies and restrictions concerning !<A8sD ;hat length announcements are acceptedD 5o" often and for ho" long "ill the announcement be runD Does the station prefer pre-produced or live cop$ announcementsD ;hat are the technical specifications for pre-produced !<A8s for radioDCfor televisionD Does the station return pre-produced materialsD
0ar&eting $our career development program should be an integral part of its implementation. #se the ideas described above to build an active public relations campaign that reaches out to all of $our sta&eholders, all $ear.
8/-50T$N4 80T,O.)
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NOT0) /N. .OO.L0)

FOR K-12 SCHOOLS
CHAPTER SEVEN
CHAPTER 9
CAREER DEVELOPMENT PROGRAMS FOR K,12 SCHOOLS
I!t$ )+&ti !
4n ever$ province and territor$, schools are restructuring to better meet the needs of student, business and communit$ sta&eholders. A &e$ element of the restructuring should be a comprehensive career development program that begins in the elementar$ grades and e9tends through high school and be$ond. 3he establishment of an effective career development program "ill re7uire, in man$ cases, that counsellors broaden their o"n e9pertise and spheres of activit$. 4t "ill also re7uire that counsellors engage others in the process. 3eachers, administrators, school support staff, parents, business and the communit$ must ?oin together in partnership to deliver career development programs that ensure students are ade7uatel$ prepared to meet the challenges of toda$8s "or&place. 4n other cases, someone other than a counsellor ma$ lead the initiativeC"or& e9perience1cooperative education coordinators, career development teachers or school administrators ma$ ta&e the lead. 3he Blueprint provides an e9cellent starting point for schools establishing or redesigning a G-(= career development program. 3he Blueprint8s competencies and indicators 'see Appendi9 A+ can be adopted or adapted as the frame"or& around "hich to build the content of a local program. 3he Blueprint also suggests a three-part strateg$ for moving for"ard "ith the program that includes planning, development1redesign and implementation activities '<ee hapters O->.+
1 $NT-O.(#T$ON
CHAPTER 9
G(tti!1 Sta$t()
learl$, the first step is to gain commitment from $our administration for the implementation of a comprehensive career development program. -e9t steps include conducting a career development needs assessment and establishing both a career development <teering ommittee and an Advisor$ ommittee. <ee Appendi9 for sample needs assessment surve$ forms. 3he$ can be modified to accommodate surve$s for teachers, students, parents, business, the communit$ and other groups $ou might identif$. #se the results to identif$ priorities for program content and encourage sta&eholder bu$-in.
#O88$TT00) Fou ma$ determine that establishing separate career development program committees is not practical in $our school since there are alread$ man$ committees in operation. Aligning "ith $our school improvement or restructuring committee and other e9isting committees that address career development content is an effective approach. onsider the follo"ing e9amples of t$pical high school committees and their associated career development competencies from the Blueprint: )chool6to6!or" E All of the career development competencies. .rop6Out +revention E #nderstanding the influence of a positive self-concept. E <&ills to interact positivel$ "ith others. E #nderstanding the relationship bet"een educational achievement and career planning. E #nderstanding the need for positive attitudes to"ard "or& and learning. E <&ills to locate, evaluate, and interpret career information. E <&ills to prepare to see&, obtain, maintain, and change "or&. E <&ills to ma&e decisions. E #nderstanding the interrelationship of life roles. E <&ills in career building.
40TT$N4 )T/-T0.
CHAPTER 9 #onflict -esolution E #nderstanding the influence of a positive self-concept. E <&ills to interact positivel$ "ith others. E <&ills to ma&e decisions. E #nderstanding the continuous changes in male1female roles. 4ender 0Kuity E #nderstanding the influence of a positive self-concept. E #nderstanding the impact of gro"th and development. E #nderstanding the relationship bet"een educational achievement and career planning. E <&ills to locate, evaluate and interpret career information. E #nderstanding ho" societal needs and functions influence the nature and structure of "or&. E <&ills to ma&e decisions. E #nderstanding the continuous changes in male1female roles. E <&ills in career planning. .ru&6:ree )chools E #nderstanding the influence of a positive self-concept. E <&ills to interact positivel$ "ith others. E #nderstanding the impact of gro"th and development. E <&ills to ma&e decisions. E #nderstanding the interrelationship of life roles. E #nderstanding the continuous changes in male1female roles. 4f $ou are in a small school, $ou ma$ find no committees such as the ones above. 4n that case, establishing a career development program committee, even if a small one, ma$ be 7uite useful.
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CHAPTER 9
O+t$(a&0 t Sta;(0 ")($*

2utreach provides ongoing information to students about the career development services and resources available to them. 2utreach activities should also be directed to teachers, parents, administrators, business and the communit$ to &eep them apprised of the program8s progress and facilitate their continued support, input and involvement. <ome ideas for outreach to the various sta&eholder groups are listed belo".
O(T-0/#, TO )T(.0NT) E areer development program orientation meeting "ith students earl$ in school $ear. E ounsellor visits to classroomsCongoing. E 5ome-room announcements about career development activities. E 4nclude career development program information in school-"ide morning announcements. E Develop a Tcareer resource centreU in the librar$ and highlight career development resources during librar$ orientation. E areer development bulletin board displa$s throughout the school $ear. E <tudent-created video about career development. E areer development column in the school ne"spaper. E <tudent open-house events in the guidance office. E <chool-"ide career poster contest. E <chool-"ide career essa$ contest. E RecogniBe students8 career development accomplishments during a"ards assemblies. E 2ther...
O(T-0/#, )T/50,OL.0-)
CHAPTER 9
O(T-0/#, )T/50,OL.0-)
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CHAPTER 9 O(T-0/#, TO T0/#,0-) /.8$N$)T-/T$ON E !rogram announcement and endorsement memo from principal. E ;rite career development program articles for principal8s or superintendent8s monthl$ ne"sletter. E 5ave a "ritten career development program plan and share it "ith principal and teachers. E Attend school board meetings and provide program updates. E !rovide program orientation during staff meeting. E 0eet "ith teams of teachers, department meetingsCongoing. E %l$ers to teachers announcing career activities, ne" resources. E reate a career resource centre for teachers. E 2pen-house events for teachers in the guidance office. E 3eacher orientation to the career resource centre in the librar$. E 4nvite teacher suggestions in ordering career resource materials. E 4nformal, personal contacts "ith individual teachers. E !rovide teachers "ith information about "or& roles that are related to their sub?ect area's+. E !ost career development program information and related announcements in teacher8s cafeteria1lounge. E Distribute sample career development infusion lesson plans. E !rovide staff development for teachers. E Attend meetings of various school committees and present relevant information about career development connections. E 4nvolve teachers and administrators in program development, design and implementation. E 3each teachers ho" to integrate career development into their da$-to-da$ schooling activities. E 2ther...
O(T-0/#, )T/50,OL.0-)
CHAPTER 9 O(T-0/#, TO +/-0NT) #O88(N$TD 9()$N0)) E ;rite career development program articles for principal8s or superintendent8s ne"sletter. E Attend !arent Advisor$ Group meetings and ma&e presentations about the program. E !resent career development program information at meetings of hamber of ommerce, Rotar$, and other service clubs and groups. E !articipate in parent open-house events. E <end informational fl$er to all parents. E ;rite articles for local ne"spaper. E 4nvite parents to participate as career spea&ers. E 4nvite parents to attend career fairs. E 0a&e career resource centre and materials available to parents one evening a month. E Activel$ engage parents in the development of student career portfolios and individual educational and career plans. E 3a&e advantage of public service announcement '!<A+ spots on local radio and television stations. E reate or purchase informational brochures for parents on various career development topics. E .egin a T3a&e Four <tudent1 hild to ;or&U event. E !articipate in anada areer ;ee& events organiBed b$ $our provincial or territorial areer 4nformation !artnership. E onduct a career development needs assessment surve$ for parents and communit$ members. E 4nvite parents, communit$ members and local business representatives to participate on advisor$ committee. E 6ncourage parent volunteerism and hold recognition event.
O(T-0/#, )T/50,OL.0-)
CHAPTER 9
A&ti%it7 S("(&ti ! a!) D(*i1!

Fou, or $ou and the <teering ommittee, "ill ta&e the leadership role in providing direction for activit$ selection and design ensuring that the developmental needs of students at each grade level are met. #se the results of the needs assessment's+ to verif$ selection of the competencies and indicators that are most appropriate for $our students. As $ou begin to define the scope of the career development program, &eep in mind $our school8s capabilities and resources. <uccessful programs often begin in a small "a$ and build on e9perience. areer development programming is delivered through a combination of several processes or methods. 4n addition to the process of ToutreachU discussed above, other approaches include: counselling, assessment, instruction, career information, "or& e9perience, consultation, referral, placement and follo"-up. 6ach student-focussed activit$ should relate to a Blueprint competenc$ and include a local standard that states ho" and at "hat level the student is e9pected to achieve a specific indicator. 3he measure or method of evaluation is also described. Appendi9 contains several sample activit$ selection and design forms, lesson plan forms, a se7uence of deliver$ form and a program plan form to assist $ou.
/#T$;$TD )0L0#T$ON /N. .0)$4N
CHAPTER 9
I!*t$+&ti ! P$ &(**Sa26"( A&ti%iti(*

3he process of TinstructionU is used here to illustrate ho" program activities might be documented. 4n the instruction approach, career development programming is delivered through group activities, career-related lessons that are infused into the academic curricula, classroom life1"or& simulation and role-pla$ing activities and peer support groups. 3he e9amples that follo" use different lesson plan formats, but each contains all of the essential elements for proper program se7uencing and documentation. NOT0: Fou are encouraged to for"ard $our o"n e9amples of lesson plans for subse7uent editions of the Blueprint. <impl$ use the plan format on the follo"ing pages, add $our name, address, phone, fa9, e-mail address and school name, and label $our submission TBlueprint <ample Activities - G-(=.U <end to the -ational Life1;or& follo"ing means: .$ fa9: '>@*+ ,>A-@O>O .$ e-mail: info[life"or&.ca entre b$ one of the
)/8+L0 /#T$;$T$0)
CHAPTER 9
=
E<AMPLE 1 ELEMENTARY SCHOOL
T$TL0: )(9J0#T /-0/): 4-/.0 L0;0L:
3hat8s 0e Art. >.
ollage
L$:0 !O-5 #O8+0T0N#D 1: .uild a positive self-image "hile discovering its influence on self and others. L$:0 !O-5 $N.$#/TO-: 3he student "ill identif$ positive characteristics 's&ills, interests, personal 7ualities and strengths+ about self as seen b$ self and others.
$N)T-(#T$ON/L O9J0#T$;0: 3he student "ill present their personal interests using a collage. /#T$;$TD: Discuss the collage as an art form that can be used to e9press feelings, share information, deliver a message, etc. 4nvite students to share "ith the class some of their hobbies, favourite school sub?ects, interests, clubs the$ belong to, etc. 5ave students cut pictures from magaBines and create a collage that illustrates their personal li&es and interests. Displa$ the collages on a class bulletin board. 5ave the students tr$ to guess "hat collage belongs to each classmate. 6ach student "ill create a collage that illustrates their personal interests. 6ach student "ill list their top five li&es and disli&es. 0agaBines, art supplies, career portfolio. = class periods.
)T/N./-.: -0)O(-#0): T$80 -0J($-0.:
Adapted from Linda Gob$larB K Associates. #sed "ith permission
)/8+L0 /#T$;$T$0)
10
CHAPTER 9
=
E<AMPLE 2 ELEMENTARY SCHOOL
T$TL0: )(9J0#T /-0/): 4-/.0 L0;0L:
48m an All$ 5ealth or <ocial <tudies. M, > or *.
L$:0 !O-5 #O8+0T0N#D 2: 4nteract positivel$ and effectivel$ "ith others. L$:0 !O-5 $N.$#/TO-: )T/N./-.: 8/T0-$/L): /#T$;$TD: Discover and demonstrate positive group membership s&ills, &no"ledge and attitudes. 4n a given "ee&, students "ill displa$ more positive group membership s&ills than negative ones. !aper and pens or pencils. !ut the follo"ing on the board, flipchart or overhead: TAt home...U, TAt school...U and T4n the communit$...U. As& students to list these as headings on their paper. 3hen, as& them to list "a$s that the$ help out others under each categor$ 'e.g., TAt home...4 do m$ choresR 4 feed m$ bab$ sisterR 4 ta&e clear telephone messages.U TAt school...4 pa$ attention in class, most of the timeR 4 help &eep the classroom neatR 4 read "ith m$ Grade ( budd$R 4 do school patrol once a "ee&.U T4n the communit$, 4 help 0rs. I carr$ in her groceriesR 4 collect mone$ for #nicef at 5allo"eenR m$ club helps rec$cle products.U+. 5old a brief discussion about ho" students feel "hen the$ contribute in these settings. Rede&opp, D.6., %is&e, L., Lemon, %. K <tech$ns&$, A. '())>+. Ever3da3 Career DevelopmentEElementar3 Fersion.
-0)O(-#0):
Adapted from Rede&opp, D.6., %is&e, L., Lemon, %. K <tech$ns&$, A. '())>+. Ever3da3 Career DevelopmentEElementar3 Fersion. 6dmonton, A.: Life-Role Development Group1:ancouver, . : areer 6ducation <ociet$ of .ritish olumbia.
*
)/8+L0 /#T$;$T$0)
11
CHAPTER 9
=
E<AMPLE MIDDLE'>UNIOR HIGH SCHOOL
)(9J0#T /-0/): 4-/.0 L0;0L:
Language Arts. *-,.
L$:0 !O-5 #O8+0T0N#D 1: .uild a positive self-image and understand its influence on one8s life and "or&. /#T$;$TD: <tudents "ill e9plore success and understand ho" it is achieved. onduct discussion on the various definitions of success. E 5ave students describe at least three success stories the$ have had. E 5ave students "rite "hat the$ had to do to achieve these successes 'e.g., stud$, practice piano, practice baseball+. E 5ave students "rite out at least one of their success stories and include "h$ the success "as especiall$ important to them. )T/N./-.: 8/T0-$/L): <tudents "ill have "ritten their success stories and shared ho" the$ "ere accomplished. !aper, and pens or pencils.
Adapted from the 2&lahoma Department of :ocational and 3echnical 6ducation, areer Development <ervices Division. #sed "ith permission.
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)/8+L0 /#T$;$T$0)
12
CHAPTER 9
=
E<AMPLE 4 MIDDLE'>UNIOR HIGH SCHOOL
T$TL0: )(9J0#T /-0/): 4-/.0 L0;0L:
-ontraditional
areers for ;omen
6nglish, <ocial <tudies. ,-A.
L$:0 !O-5 #O8+0T0N#D 10: 69plore nontraditional life1"or& and its issues. L$:0 !O-5 $N.$#/TO-: 3he student "ill investigate advantages and challenges of entering nontraditional "or& roles.
$N)T-(#T$ON/L O9J0#T$;0: 3he student "ill research on nontraditional careers for "omen and present a report on the sub?ect. /#T$;$TD: Discuss the term nontraditional career. 5ave students revie" the (ontraditional Careers for Women occupations list handout. Divide students into groups of O to M. Assign each group one of the occupations listed on the handout and have them "rite a short report that addresses the follo"ing 7uestions: (. ;h$ is this ?ob considered nontraditional for "omenD =. 4n $our opinion, "h$ do $ou thin& there are so fe" "omen in this ?obD O. List advantages for "omen entering this occupation. M. List obstacles that $ou believe "omen "ould have to overcome to enter this occupation. >. List an$ "omen $ou &no" "ho have this ?ob or a similar one. 5ave students present the findings of their reports to the entire class. )T/N./-.: -0)O(-#0): T$80 -0J($-0.: <tudents "ill complete a research report as noted above. -ontraditional lassification. areers occupations list, -ational 2ccupational
3"o or three class periods.
Adapted from the G4RL< A3 ;2RG pro?ect, hicago ;omen in 3rades. #sed "ith permission.
)/8+L0 /#T$;$T$0)
1<
CHAPTER 9
=
E<AMPLE 8 MIDDLE'>UNIOR HIGH SCHOOL
T$TL0: )(9J0#T /-0/): 4-/.0 L0;0L:
Hobs, 2ccupations,
areers
5ealth, areer and Life 0anagement1 areer and !ersonal !lanning1;or& 69perience. ,, A or ).
L$:0 !O-5 #O8+0T0N#D >: Locate and effectivel$ use life1"or& information. L$:0 !O-5 $N.$#/TO-: )T/N./-.: 8/T0-$/L): <tudents "ill discover differences bet"een ?obs, occupations, "or& and careers. 4n a unit 7uiB given at the end of the unit, students "ill correctl$ define three of the four terms above. 3hree sheets of paper, one "ith TH2.U, one "ith T2 #!A342-U and one "ith T AR66RU "ritten in large letters on it, and mas&ing tape. 3ape each labelled sheet to a "all, putting the three on three different "alls. 3ell students that $ou are going to give an e9ample of "or&, and the$ are to move to the sign that the$ thin& defines the "or& 'i.e., if the$ thin& $ou8ve identified a T?obU, the$ should "al& to the T?obU sign, etc.+. Get them all standing and then call out: E T;aiterU '"hich is an occupation+ E TDoctorU '"hich is an occupation+ E T-ursing at All <aints 5ospitalU '"hich is a ?ob+ E T3eacher at A 06 5igh <choolU '"hich is a ?ob+ E TAutomotive technicianU '"hich is an occupation+ After each call, as& several students in each group to e9plain "h$ the$ chose the sign the$ did. Discuss the issues of status, longevit$, TprofessionalismU and education that invariabl$ come up. Debrief b$ e9plaining the three terms. -0)O(-#0): Robb 0. Engage> Leader"s %uide '.oo&+
/#T$;$TD:
Adapted from Robb, 0. '())O+. Engage> Leader"s %uide. 6dmonton, A.: Department, oncordia #niversit$ ollege of Alberta. #sed "ith permission.
*
areer Development
)/8+L0 /#T$;$T$0)
1=
CHAPTER 9
=
E<AMPLE : HIGH SCHOOL
T$TL0: )(9J0#T /-0/): 4-/.0 L0;0L: +0-)ON/L 8/N/4080NT: O9J0#T$;0: 8/T0-$/L): /#T$;$TD:
!ersonal
haracteristics
Language Arts. (@. !ositive <elf-image, 4nteraction <&ills. <tudents "ill e9plain "hat is meant b$ the term Tpersonal characteristics.U hal&board, chal&. 5ave students brainstorm personal characteristics. 3r$ to thin& of both positive and negative characteristics. List these on the board. Divide students into groups of three to four and have them discuss personal characteristics the$ believe the$ have, those the$ "ould li&e to further develop and those the$ "ould not "ant. 3his activit$ should be repeated in grade (=.
#O880NT):
+0-:O-8/N#0 $N.$#/TO-): 3he high school student "ill be able to identif$ and appreciate personal interests, s&ills, values and attitudes. )T/N./-.: <tudents "ill have developed a list of personal characteristics and discussed "hat those characteristics mean. 3he$ "ill then identif$ those the$ have developed, those the$ "ant to develop further and those the$ do not "ant to develop. Geirse$, David and 0aril$n .ates. ,lease ?nderstand De 'Assessment 4nstrument+R Laird, Donald, et al. ,s3cholog3; +uman $elations and Work Ad-ustment '.oo&+R 0amchur, arol$n. nsights> ?nderstanding@ourself and =thers '.oo&+.
-0)O(-#0):
Adapted from the :ocational <tudies #sed "ith permission.

*
enter, #niversit$ of ;isconsinC0adison, <chool of 6ducation.
)/8+L0 /#T$;$T$0)
1>
CHAPTER 9
=
E<AMPLE 9 HIGH SCHOOL
T$TL0: )(9J0#T /-0/): 4-/.0 L0;0L:
Good 3ools for Great ;or&C;or& .ehaviours K .usiness 2utcomes areer and Life 0anagement1 areer !lanning1;or& 69perience. ((. and !ersonal
L$:0 !O-5 #O8+0T0N#D @: 6ngage in life1"or& decision-ma&ing. L$:0 !O-5 $N.$#/TO-: )T/N./-.: 8/T0-$/L): /#T$;$TD: <tudents "ill e9plore ho" values ma$ influence one8s choices and actions. 4n a unit 7uiB given at the end of the unit, students "ill correctl$ identif$ A out of (@ value based activities. T5o" do 4 ontributeDU 5andout.
Describe the importance of relating one8s "or& behaviours to the needs and outcomes of the organiBation. !oint out ho" eas$ it is for people to ?ust Tdo their ?obU "ithout reall$ thin&ing about "h$ the$ are doing "hat the$ are doing. 5abits are great, but sometimes the$ get in the "a$ of adaptabilit$. 5ave participants complete the T5o" do 4 ontributeDU 5andout. 3he$ ma$ need help "ith the term Tvalue-addU 'contributing b$ reducing costs, recruiting customers, maintaining customers, increasing sales+. -236: 4f some students have never "or&ed, have them complete the form as if the school is the organiBation. Activities li&e TvandalismU do not add valueR activities such as Tbeing polite at school functions that involve the publicU do add valueS 5old a discussion on the importance and1or purpose of being able to ans"er the 7uestions effectivel$. As& students if there "ere 7uestions that the$ could not ans"er or 7uestions that the$ did not thin& "ere important. Discuss an$ issues that arise. 6nd b$ pointing out that all decisions the$ ma&e and activities the$ underta&e, "hether as "or&ers, students or citiBens, come from a value base.
-0)O(-#0):
Rede&opp, D.6. K Da$, .. Engage at Work Coordinator"s %uide
Adapted from Rede&opp, D.6. K Da$, .. '())>+. Engage at Work Coordinator"s %uide. 6dmonton, A.: Life- Role Development Group. #sed "ith permission.
*
)/8+L0 /#T$;$T$0)
16
CHAPTER 9
,O! .O $ #ONT-$9(T0
.elo" are a number of 7uestions that are important to ans"er if $ou are going to ma&e conscious decisions about $our actions. (. 5o" does m$ role add value to or ma&e a profit for the organiBation 'school+D =. ;hat, if an$thing, do 4 do in m$ "or& that doesn8t add value to or ma&e a profit for the organiBation 'school+D O. 5o" could 4 more effectivel$ do m$ ?ob to add value to or ma&e a profit for the organiBation 'school+D M. ;ho could help me assess the value of these activities, listed in ZOD >. 5o" could 4 modif$ m$ ?ob or improve m$ s&ills to add value to or ma&e a profit for the organiBation 'school+D *. ;ho, if an$one, needs to give me approval to ma&e these value-adding, profit-ma&ing changesD
)/8+L0 /#T$;$T$0)
1?
CHAPTER 9
E<AMPLE ?= HIGH SCHOOL
T$TL0: )(9J0#T /-0/): 4-/.0 L0;0L:
4ntroduction to ;or& ategories in Career Directions areer and Life 0anagement1 areer and !ersonal !lanning1 ;or& 69perience. (( or (=.
L$:0 !O-5 #O8+0T0N#D >: Locate, interpret, evaluate and use life1"or& information. L$:0 !O-5 $N.$#/TO-: <tudents "ill e9plore and demonstrate use of various classification s$stems that categoriBe "or& roles and industries. 4n a unit assignment, students "ill find and e9plain at least O s$stems for classif$ing "or& roles and industries. Career Directions for each student. 4ntroduce areer Directions to students b$ first having them loo& at and tal& about the eight categories b$ "hich the "or& roles are sorted. reate eight groups of t"o or more $outh or, if "or&ing "ith a smaller group, create four groups of t"o or more $outh. Assign a categor$ or t"o to each group. As& each group to read the information about the categories provided in Career Directions and revie" some of the "or& roles in the categories. 5ave each group prepare a brief '=-O minutes+ verbal summar$ of their categories to present to the other groups. 5ave each group present to the other groups. -0)O(-#0): Career Directions '.oo&+, 5uman Resources Development anada.
)T/N./-.: 8/T0-$/L): /#T$;$TD:
Adapted from a draft of the ())) version of areer Directions. 2tta"a, 2-: 5uman Resources Development anada. #sed "ith permission.
*
)/8+L0 /#T$;$T$0)
1@
CHAPTER 9
Learnin& :ro% OthersI)a%ple +ro&ra%s

4n ever$ province and territor$ there are man$ e9cellent, comprehensive career development programs in schools at all levels, G-(=. Described belo" are several that can be used as models. 0ore "ill be added to the Blueprint over the $ears.
)/8+L0 +-O4-/8)
17
CHAPTER 9
5612 )chool +ro&ra%s 9ev :acey #o%posite ,i&h )chool?

#ONT/#T +0-)ON Dale Gulle&son ;or& 69perience o-ordinator .ev %ace$ omposite 5igh <chool )) ol"ill .oulevard <her"ood !ar& A. 3AA M:> !h: ',A@+ M*,-@@MM %a9: ',A@+ M*,-OM*,
+-O4-/8 .0)#-$+T$ON All students, not ?ust those "ith special needs, are embraced b$ the career education program at .ev %ace$ omposite 5igh <chool. 4n response to students8 needs, increased career planning and emplo$ment education are incorporated into the schools8 activities. 3hrough se7uential career education programming in Grades (@ through (=, educators aim to increase students8 a"areness and to enhance their career decisionma&ing s&ills. Depending on their level of motivation and certaint$ of career directions, students underta&e a variet$ of different career education activities. .ev %ace$8s comprehensive career education program relies on the support and involvement of man$ &e$ pla$ers. Administrators, counsellors, a "or& e9perience coordinator, emplo$ers, teachers and parents are all active participants in this program. 3he heart of this comprehensive program is students8 career planning. According to "or& e9perience co-ordinator Dale Gulle&son, T;hen students focus on specific goals be$ond high school, the$ generall$ demonstrate better time management and better coping s&ills, resulting in better achievements.U 6ducators at .ev %ace$ encourage students to loo& for"ard to future goals. 3he high school diploma is portra$ed as a transition to"ard student career goals as opposed to an end goal in itself. Rather than simpl$ completing the minimum credits stipulated for the diploma, students are encouraged to ta&e as man$ courses and semesters as are necessar$ to meet their long term goals.
3his and the follo"ing description are adapted from Alberta 6ducation8s 8ission +ossible document, a compilation of e9emplar$ career development programs in Alberta.
7
)#,OOL +-O4-/8)
20
CHAPTER 9 A &no"ledge base of labour mar&et trends, "or& search s&ills, personal reflections and hands-on e9perience provides students "ith the means to loo& for"ard. 3he "or& e9perience program includes a "or& preparation component. Hob shado"ing is supported and co-ordinated b$ the parent advisor$ committee "ith the help of advanced soft"are designed at .ev %ace$. !arents use their net"or&s to help students find suitable ?ob shado"ing sites. omprehensive student profiles are an essential component in facilitating students8 goal setting. !rofiles are initiated "ith students in Grade (@ and are updated at regular intervals throughout their high school $ears. <tudents develop their individual profiles "ith the help of teachers and counsellors. !rofiles include students8 values, interests and possible "or& interests, as "ell as a chec&list of career planning activities and assessment instruments that students can complete throughout high school. %rom preparing these evolving profiles, students begin to understand ho" self-a"areness and "or& e9ploration promote goal setting.
)#,OOL +-O4-/8)
21
CHAPTER 9
#rescent ,ei&hts ,i&h )chool

#ONT/#T +0-)ON Rosal$n <piritus ;or& 69perience o-ordinator rescent 5eights 5igh <chool (@() ( <t -; algar$ A. 3=0 =<= !h: 'M@O+ =,*->>=( %a9: 'M@O+ =,,-A,)A
+-O4-/8 .0)#-$+T$ON
G t"s great95 G t helps us learn what work is reall3 like95 G#he onl3 draw!ack is that there isn"t more of it95
3hese are the comments of students enrolled in the career education program at rescent 5eights <chool. 3hirt$ percent of the students are learning disabled, special placement or have 6nglish as a second language. A large ethnic mi9, man$ single families and lo" income families means career educators at rescent 5eights face uni7ue challenges. 3he school8s stimulating career education program "as developed in response to students8 uni7ue re7uirements. Rosal$n <piritus, the vibrant "or& e9perience coordinator meets students at their level, providing programs and activities tailored to meet students8 needs. An innovative computer program facilitates "or& e9perience placements. An 6nglish as a second language program fosters the development of non6nglish spea&ing students. A pre-emplo$ment component prepares students for their "or& e9perience placements. <tudents "ith lo" self-confidence are nurtured and supported in the "or& e9perience setting. At-ris& students are encouraged to tr$ the "or& e9perience program before dropping out. 3he program8s ambience is one of comfort and ease. <tudents "ander freel$ in and out of the "or& e9perience co-ordinator8s office, stopping b$ for last minute instructions or simpl$ "ords of encouragement. 3he co-ordinator "al&s the hall"a$s often, casuall$ chatting "ith students, giving reminders, in7uiring about their plans.
)#,OOL +-O4-/8)
22
CHAPTER 9 Almost all school departments, administrators and counsellors, as "ell as several outside organiBations are involved in the school8s comprehensive career program. 3he %ashion areer 4nstitute offers a mini-program for students. 3he 0ulticultural Liaison <ervices "or&s "ith the 6<L "or& stud$ program. .usiness partners -2:A orporation and 29ford Development support student pro?ects.
)#,OOL +-O4-/8)
2<
CHAPTER 9
Lan&ley )chool P<>*

#ONT/#T +0-)ON <uBanna 6ppich <chool District O> MA,> === <t Langle$ . :OA ON,
.istrict
'9ritish
#olu%bia
)chool
.istrict
+-O4-/8 .0)#-$+T$ON <trong district support has enabled schools "ithin Langle$ to increasingl$ infuse career development into all aspects of school functioning. 3eachers and counsellors from Grades (-(= have been trained in numerous career development initiatives including Ever3da3 Career Development 'a career development infusion "or&shop for teachers, originall$ created b$ Alberta 6ducation+, 6ngage 'a career development and learning-tolearn s$stem, originall$ created "ithin the <ta$-in-<chool initiative+, Engage at Work 'a "or& site career development and learning-to-learn s$stem, originall$ created "ithin the <ta$-in-<chool initiative+ and Foices/Choices 'a career development program for mothers and their Grade M-, daughters, originall$ created "ithin the <ta$-in-<chool initiative+, to name but a fe". 6nergetic and dedicated district consultants spend more time in schools than in their district offices, teaching students, teaching teachers, consulting to educators at all levels, providing resources, lin&ing people and, in general, choreographing the career development initiatives of the district. 3he$ facilitate communication bet"een parents, emplo$ers, school administrators, educators and students, ensuring that career development becomes an integral part of all educational activities focussed on meeting communit$ needs.
)#,OOL +-O4-/8)
2=
CHAPTER 9
)ub%it Dour OAn +ro&ra%

4f $ou lead or &no" of a terrific career development program at the G-(= level, please submit a description of it for the ne9t edition of the Blueprint. !lease ma&e sure $our submission contains the follo"ing information: E E E E E E E E E E E Four name !rogram title 'if applicable+ !rogram leader8s1contact8s name 'if different than $ours+ !rogram leader8s1contact8s title <chool name <chool address <chool telephone number <chool facsimile number !rogram leader8s1contact8s e-mail address <chool or program8s "ebsite address 'if applicable+ Description of the program 'some"here bet"een (>@ and >@@ "ords+, including pertinent information such as the t$pes of students targeted b$ the program, the program8s activities, program outcomes and e9amples of successes
!lease label $our submission Blueprint )a%ple +ro&ra%s )ub%ission: 5612 and deliver it b$ one of the follo"ing means: .$ fa9: .$ e-mail: .$ mail: '>@*+ ,>A-@O>O info[life"or&.ca Attention: Blueprint !ro?ect -ational Life1;or& entre 0emramcoo& 4nstitute MAA entrale <t. 0emramcoo&, -. 6MG O<*
)#,OOL +-O4-/8)
2>
CHAPTER 9
Life !or" #o%petencies and $ndicators for )chool )tudents

.ecause of the developmental nature of the competenc$ levels, it is suggested that 6lementar$ <chools focus on level one of each competenc$, that 0iddle1Hunior 5igh <chools focus on level t"o of each competenc$ and that 5igh <chools focus on level three of each competenc$. 5o"ever, it is important to mention that each school is responsible for evaluating the true needs of their students. <ome 6lementar$ classes ma$ be read$ to "or& on some indicators from a level t"o competenc$, ?ust as a 5igh <chool class ma$ need to "or& on indicators from a level one competenc$. 3here are t"o important things to remember: 13 The %asterin& of each co%petency Aill be best ensured if the develop%ental learnin& process is respectedQ 23 )tudents Aill be %ore %otivated if the learnin& objectives correspond to their learnin& level3 All competencies and indicators for each school level are presented in Appendi9 A.
26
CHAPTER 9
NOT0) /N. .OO.L0)
27

FOR ADULTS
CHAPTER EIGHT
CHAPTER ?
CAREER DEVELOPMENT PROGRAMS FOR ADULTS
I!t$ )+&ti !
4n hapter (, "e discussed the impact of social, economic and technological trends on the "or&place of the =(st centur$ and the rene"ed a"areness of career development as an important lifelong process. Hust as G-(= schools are developing or redesigning career development programs, so too are man$ organiBations that deal "ith adults. 3he$ include post-secondar$ education institutions, "or&force development agencies, communit$-based organiBations, as "ell as public and private emplo$ers. Although the settings are different, the adults have one thing in commonCthe$ are all in some sort of career transition. 3he specific nature of the career transition issue faced b$ adults is often situational and uni7ue to each individual. <tudents "ho are attending colleges or technical schools are preparing for entr$ level emplo$ment in their chosen field. Dislocated "or&ers ma$ need to ta&e stoc& of their s&ills and see& additional training before finding a ne" ?ob. 6mplo$ees might "ant to e9plore ne" opportunities "ithin their compan$ or ensure that their s&ills remain current "ith changing technolog$. 2thers are ma&ing the transition from "elfare to "or&. Adults "ith disabilities ma$ be ma&ing a transition bac& into the "or&place after an in?ur$. All feel the press of time and must deal "ith man$ roles and responsibilities outside of the "or&place. -o matter "hat the setting, the most effective career development programs for adults offer eas$ and efficient access to participants b$ using an arra$ of methods, techni7ues and resources. 3he Blueprint provides an e9cellent foundation for establishing or redesigning a career development program. 3he Blueprint8s competencies and indicators 'see Appendi9 A+ can serve as the frame"or& around "hich to build the content of $our program. 3he Blueprint also suggests a three-part strateg$ for moving for"ard "ith the program that includes planning, development1redesign and implementation activities. '<ee hapters O-> of the Blueprint.+
1 $NT-O.(#T$ON
CHAPTER ?
G(tti!1 Sta$t()
learl$, the first step is to gain commitment from $our administration or management for the implementation of a career development program. -e9t steps include conducting a career development needs assessment and establishing both a career development <teering ommittee and an Advisor$ ommittee, "here appropriate. <ee Appendi9 for sample needs assessment surve$ forms. 3he$ can be modified to accommodate surve$s for $our various sta&eholders "hich might include staff members, clients1students, emplo$ees, managers, line supervisors, business representatives, communit$ members and other groups $ou might identif$. #se the results to identif$ priorities for program content and to encourage sta&eholder bu$-in. NOT0: 4f $ou run contracted programs for social assistance or 6mplo$ment 4nsurance recipients, the contracting agenc$ 'often 5uman Resources and <ocial Development anada or a provincial1territorial government department+ ma$ have alread$ completed a needs anal$sis. 4t is still "orth $our "hile to meet "ith the pro?ect officer responsible for monitoring $our program and clarif$ing targeted competencies and indicators. 4f the funding agenc$ has not conducted a needs anal$sis, $ou ma$ "ish to discuss "ith the pro?ect officer the possibilit$ of conducting one.
#O88$TT00)
CHAPTER ?
C 22itt((*
Fou ma$ determine that establishing separate career development program committees is not practical in $our setting because there are alread$ man$ committees in operation. Aligning "ith e9isting committees that address career development content or related issues is also an effective approach. Four organiBation ma$ have one or more of the follo"ing committees: E Restructuring E <trategic planning E Assessment E Recruitment E !lacement E Lualit$ E 6mplo$ee training and s&ill development E ustomer service, customer satisfaction E 5uman resource development E 3eam building E <uccession planning E !roductivit$
#O88$TT00)
<
CHAPTER ?
O+t$(a&0 t Sta;(0 ")($*

2utreach provides information to program participants and potential participants about the career development services and resources available to them. <ince participation in adult career development programs is usuall$ voluntar$, active and ongoing outreach efforts are critical. 2utreach activities should also be directed to other sta&eholders that are important to $our program. <ome ideas for outreach to various sta&eholder groups are listed belo".
O(T-0/#, TO /#T(/L /N. +OT0NT$/L +-O4-/8 +/-T$#$+/NT) 'includes students, emplo$ees, "or&force development agenc$ customers1clients, general public, etc.+ E E E E E E E E E E E E E onduct a career development needs assessment surve$ for students, emplo$ees, and1or agenc$ customers1clients, etc. 4nvolve students, emplo$ees, and1or agenc$ customers1clients in program planning and development. 5ighlight career development resources and services during large group meetings such as freshman orientation, inta&e sessions, information meetings. ounsellor or 5uman Resources <pecialist visits classrooms or training sites. Announcements and fl$ers about career development activities. areer development bulletin board displa$s in the student centre, librar$, dining halls, dorms, cafeteria, near the time cloc&s or an$ highl$ traffic&ed area. :ideo about career development services. areer development column in the school or training agenc$ ne"spaper or in the compan$ ne"sletter. 2pen house events in the career centre. 0emos or e-mail to emplo$ees from management. <mall group information meetings conducted b$ managers, line supervisors, organiBed labour representatives or career program staff. ommunit$ outreach efforts. 2ther...
O(T-0/#, TO )T/50,OL.0-)
CHAPTER ?
O(T-0/#, TO :/#(LTD2 /.8$N$)T-/T$ON2 8/N/40-)2 )(+0-;$)O-)2 O-4/N$L0. L/9O(- O::$#$/L) E E E 4nvolve facult$, administrators, managers, supervisors, and organiBed labour officials in program development, design and implementation. onduct a career development needs assessment surve$ for facult$, administrators, managers, supervisors, and officials from organiBed labour. !rogram announcement and endorsement memo to facult$, managers, and1or supervisors from upper management, deans, president and organiBed labour officials. 5ave a "ritten career development program plan and share it. !rovide program updates. !rovide program orientation during regularl$ scheduled meetings of managers, supervisors, facult$. #se fl$ers to announce career activities, ne" resources. 5ost open house events for $our sta&eholders in the career centre. 4nvite suggestions for ordering career resource materials. 4nformal, personal contacts "ith individuals. !rovide facult$ "ith information about occupations that are related to their sub?ect area's+. Distribute sample career development infusion ideas to facult$. !rovide staff development for facult$, managers, supervisors. Attend meetings of relevant committees, as often as possible, and present information about career development connections. Distribute program information to referral sources, such as social "or&ers, corrections1probation "or&ers, etc. 2ther...
E E E
E 0eet "ith deans, department heads, managers, etc.Congoing. E E E E E E E E E E
O(T-0/#, TO )T/50,OL.0-)
>
CHAPTER ?
O(T-0/#, TO #O88(N$TD 9()$N0)) E E E E E E E E E E ;rite career development program articles for local ne"spapers !resent career development program information at meetings of ommerce, Rotar$ and other service clubs and communit$ groups !articipate in communit$ events 4nvite communit$ members to attend career fairs 0a&e career resource centre and materials available to the communit$ 3a&e advantage of public service announcement '!<A+ spots on local radio and television stations reate or purchase informational brochures on various career development topics for general distribution onduct a career development needs assessment surve$ for business and communit$ members 4nvite communit$ members, and local business representatives to participate on $our advisor$ committee 2ther ... hamber of
O(T-0/#, TO )T/50,OL.0-)
CHAPTER ?
A&ti%it7 S("(&ti ! a!) D(*i1!

ounsellors, human resources specialists, trainers1educators or career development professionals "or&ing "ith adults ta&e the leadership role in providing direction for activit$ selection and design ensuring that programming is sound and meets the needs of participants. #se the results of the needs assessment's+ to verif$ selection of the competencies and indicators that are most appropriate for $our population. Blueprint competencies that are fre7uentl$ ran&ed highl$ b$ adults include: ompetenc$ M: ompetenc$ ,: +articipate in life6lon& learnin& supportive of life Aor" &oals3 )ecure create and %aintain Aor"3
ompetenc$ ((: (nderstand2 en&a&e in and %ana&e oneEs oAn life Aor" buildin& process3 ompetenc$ >: ompetenc$ A: ompetenc$ (: Locate and effectively use life Aor" infor%ation3 8a"e life Aor" enhancin& decisions3 9uild and %aintain a positive self6i%a&e3
-ote that competenc$ levels are li&el$ to var$ from one group of adults to another according to their prior learning. -ote also that man$ adults "ill re7uire help "ith Level 4, 44 and 444 competencies. 2ften, a need e9pressed at Level 4: also reflects needs in the previous levels. <ocial assistance recipients, e9-offenders, brain in?ured clients, the "or&ing poor and others often need this prere7uisite help.
/#T$;$TD )0L0#T$ON /N. .0)$4N
CHAPTER ? As $ou define the scope of the career development program and its deliver$ methods, &eep in mind the realities of the amount of time potential program participants are "illing to commit, as "ell as $our organiBation8s capabilities and resources. <uccessful programs serving adults often begin in a small "a$ and then build on e9perience. 6ffective career development programs serving adults often have the follo"ing characteristics: E E E E E E E <ome sort of inta&e or orientation process that helps the individual determine "hat services might be most useful and appropriate. %le9ibilit$, adults have man$ options and can choose from a TmenuU of services. Resources and services are convenientl$ located and easil$ accessed. !articipation is voluntar$. !rogramming is delivered in man$ "a$s: self-help, group activities, individual counselling, computer-assisted, etc. 2pen entr$, open e9it 'services available on a continuous basis+. An individual career action plan is a program result.
/#T$;$TD )0L0#T$ON /N. .0)$4N
CHAPTER ?
D("i%($7 M(t0 )*# P$ &(**(*

areer development programming is delivered through a combination of several processes or methods. 4n addition to the process of outreach discussed above, other approaches include counselling, assessment, instruction, career information, "or& e9perience, consultation, referral, placement and follo"-up. Group instruction 'courses1"or&shops+ is used to demonstrate ho" these processes can be incorporated into career development programs for adults.
#O(-)0 !O-5),O+ +-O4-/8 +-O#0)) 0an$ programs use the Tcourse1"or&shopU approach to deliver career development content through group activities, career-related curricula and peer support groups. %or e9ample, post-secondar$ institutions fre7uentl$ offer a TcareerU course, for credit, that ma$ or ma$ not be a re7uirement for graduation. areer development "or&shops are another popular vehicle in all settings serving adults. <ome "or&shops have a single focus, such as resume "riting, information intervie"ing, interest assessment or stress management and last several hours to a da$. 0an$ topics are covered through individual "or&shops that are regularl$ scheduled throughout the $ear. Adults pic& and choose "hich ones the$ "ant to attend and in "hat order. 4n other cases, several se7uential "or&shops are offered as part of a more comprehensive program that ma$ e9tend over time. 3he$ combine structured group activities, self-help, field assignments, and some individual counselling. A career action plan is t$picall$ a desired result. <e7uencing of content often follo"s four steps: (. !ersonal 0anagement =. Life1;or& 69ploration O. Decision-0a&ing M. Action !lanning
.0L$;0-D 80T,O.)2 +-O#0))0)
CHAPTER ? A sample outline of the se7uential "or&shop model follo"s. 3his is but one "a$ of structuring a program. 4nnovations in this area abound across anada. .elo" is a brief list of samples of programming options: E ombine half-time group "or& on personal management, learning and "or& e9ploration and career building "ith half-time real "or& e9perience: e.g., 3raine9 4ndustries ';in&ler, 0.+, Gids in the 5all .istro '6dmonton, A.+ for street &ids, social assistance recipients, e9-offenders. 2ffer t"o-da$ or half-"ee& "or&shops on "or& and learning e9ploration and career building for staff "ithin an organiBation and complement this "ith one-da$ "or&shops on career coaching for managers: e.g., R 0!8s Life1;or& seriesR the career development series offered "ithin Agriculture and Agri-%ood anada8s 0ar&et and 4ndustr$ <ervices .ranch. 3each managers1supervisors about career coaching, feedbac& and mentorship, and support emplo$ees "ith targeted "or&shops: e.g., 5uman Resources Development anada8s Supporting ,eople initiative. 2ffer a one or t"o-da$ career building "or&shop for emplo$ees follo"ed b$ oneto-one counselling: e.g., Government of the -orth"est 3erritories8 Department of 6ducation, ulture and 6mplo$ment. %ollo" a three-"ee& program on personal management, learning and "or& e9ploration and life1"or& building "ith on-the-?ob e9perience and competenc$trac&ing for inmates: e.g., orrections anada8s Skills for Emplo3ment program. !rovide one-to-one career counselling as "ell as a course on career development "ithin an adult Aboriginal #niversit$ and ollege 6ntrance !rogram: e.g., oncordia #niversit$ ollege of Alberta.
<ee the section on <ample areer Development 3raining 0aterials and Resources in Appendi9 % of the Blueprint for helpful publications.
.0L$;0-D 80T,O.)2 +-O#0))0)
10
CHAPTER ?
)ub%it Dour OAn +ro&ra%

4f $ou lead or &no" of a terrific career development program for adults or older teens "ho are out of school, please submit a description of it for the ne9t edition of the Blueprint. !lease ma&e sure $our submission contains the follo"ing information: E E E E E E E E E E E Four name !rogram title 'if applicable+ !rogram leader8s1contact8s name 'if different than $ours+ !rogram leader8s1contact8s title 2rganiBation name 2rganiBation address 2rganiBation telephone number 2rganiBation facsimile number !rogram leader8s1contact8s e-mail address 2rganiBation8s or program8s "ebsite address 'if applicable+ Description of the program 'some"here bet"een (>@ and >@@ "ords+, including pertinent information such as the population targeted b$ the program, the program8s activities, program outcomes and e9amples of successes.
!lease label $our submission Blueprint )a%ple +ro&ra%s )ub%ission: /dult and send it b$ one of the follo"ing means: .$ fa9: .$ e-mail: .$ mail: '>@*+ ,>A-@O>O info[lie"or&.ca Attention: Blueprint !ro?ect -ational Life1;or& entre 0emramcoo& 4nstitute MAA entrale <t. 0emramcoo&, -. 6MG O<*
.0L$;0-D 80T,O.)2 +-O#0))0)
11
CHAPTER ?
)elf6.irected 0%ployee #areer .evelop%ent !or"shop

Adapted from -24 8s 6mplo$ee areer Development Resource Guide. #sed "ith permission.
3his "or&shop is comprised of three group sessions of four hours each and culminates "ith a one-hour individual counselling session. 4t is heavil$ self-directed and relies on emplo$ees devoting time and energ$ to several home assignments. 2ngoing career coaching and support are to be provided b$ the emplo$ee8s supervisor or manager. 3his model can be ad?usted for deliver$ in other settings.
)0))$ON ON0I= ,O(-) '4-O(+* /40N./ (. ;elcome and participant introductions =. 4ntroduction to career development services and resources available in the organiBation. O. 6mplo$ee e9pectations, L K A. M. 2vervie" of total "or&shop agenda and format. >. 3he career development four-step process. *. Discuss purpose of career assessment and related assessment issues 'e.g., confidentialit$, uses of assessment information+. 4ntroduce informal assessment instruments. ,. Distribute career portfolio and discuss its use. ,O80 /))$4N80NT <elf-administered, informal assessments 'interests, "or& values, transferable s&ills, personal st$le, other+. )0))$ON T!OI= ,O(-) '4-O(+* /40N./ (. Revie" assessment results. ommunicate information and cautions regarding interpretation of assessment results. =. 4ntroduce career e9ploration concepts and resource materials available in the career development centre 'computer-based career information deliver$ s$stem, 4nternet access, videos, boo&s, audio tapes, compan$ career path information, ?ob re7uirements, ?ob postings, education and training resources, etc.+. O. Discuss policies regarding education and training benefits. M. Discuss information intervie"ing. >. Give participants time to begin e9ploring the centre. *. 4ndividuals ma&e entries in career portfolios regarding results from assessments and other self&no"ledge areas. ,O80 /))$4N80NT 4dentif$ three to five career options and gather information about them. 6ngage in one or more information intervie"s "ith people "or&ing in $our area of interest.
.0L$;0-D 80T,O.)2 +-O#0))0)
12
CHAPTER ?
)0))$ON T,-00I= ,O(-) '4-O(+* /40N./ (. Revie", L K A. =. 4ndividuals share results of their career e9ploration "ith peers in small discussion groups. O. 4ndividuals ma&e entries in career portfolios regarding career e9ploration activities and results. M. 4ntroduce decision-ma&ing concepts and goal setting. >. Guided e9ercise in decision-ma&ing and goal setting. *. Guided e9ercise in Tpaths and barriersU for goal identified. ,. .egin career plan section of portfolio or other career planning form. ,O80 /))$4N80NT omplete tentative career plan for targeted goal. 4nclude action steps, dates, persons involved, resources needed, potential barriers, paths around the barriers. )0))$ON :O(-I1 ,O(- '$N.$;$.(/L* /40N./ (. 4ndividual counselling session to revie" and provide guidance for the completion of the career action plan. =. 4dentif$ immediate ne9t steps. 0a&e portfolio entries. O. Referrals as appropriate. M. L K A. >. Distribute career development "or&shop feedbac& form for completion and return. *. 4nformation regarding continued availabilit$ of career development centre resources and services. ,. <end off. 0anager or supervisor to provide follo"-up and ongoing coaching and support.
.0L$;0-D 80T,O.)2 +-O#0))0)
1<
CHAPTER ? #/-00- .0;0LO+80NT +-O4-/8 .O#(80NT/T$ON 3he "or&shop outlined above contains numerous activities. 6ach participant-focussed activit$ should relate to a Blueprint competenc$ and include a local standard that states ho" and to "hat degree of proficienc$ the adult is e9pected to achieve a specific indicator. 3he measure or method of evaluation is also described. Appendi9 contains several sample activit$ selection and design forms, lesson plan forms, a se7uence of deliver$ form and a program plan form to assist $ou. A sample of ho" each activit$ might be documented follo"s.
.0L$;0-D 80T,O.)2 +-O#0))0)
1=
CHAPTER ?
E<AMPLE 1 ADULTS
T$TL0: L0;0L:
Researching Adult.
areer Roles
L$:0 !O-5 #O8+0T0N#D >: Locate and effectivel$ use life1"or& information. L$:0 !O-5 $N.$#/TO-: Demonstrate the use of current career and labour mar&et information resources 'e.g., 4nternet, computeriBed career information s$stems, print and media materials, and mentors+. 4ndividuals complete an Tasset inventor$U assigned as home"or&. 3he counsellor1career development professional discusses the interpretation of the inventor$. 4ndividuals are introduced to a variet$ of resources and methods for researching information about "or& roles, including information intervie"ing. 4ndividuals then research at least one "or& role of interest. %or the "or& role, the individual "ill list the duties, the s&ills, &no"ledge and attitudes needed, education and training re7uired, outloo&, salar$ range, career paths and other pertinent information. )T/N./-.: 4ndividuals "ill use at least three sources of information to complete the research form for at least one "or& role of choice. 4ndividuals "ill ma&e entries in career portfolios as appropriate. areer information publications and print materials, media, -2 , anada !rospects, 4nternet, compan$ career path information, internal ?ob postings and career portfolio. %our-hour "or&shop plus home assignment.
/#T$;$TD:
-0)O(-#0):
T$80 -0J($-0.:
#/-00- .0;0LO+80NT /#T$;$TD
1>
CHAPTER ?
L(a$!i!1 /$ 2 Ot0($*
+O)T6)0#ON./-D $N)T$T(T$ON) 4t ma$ be "orth chec&ing post-secondar$ institutions in $our area for interesting career development services to students. Although each program "ill have a distinct identit$, the$ have in common man$ of the same processes and methods. 0ost use some combination of the follo"ing: E E E E E E E E E Active career counselling and placement centres. areer development "or&shops covering a "ide range of topics. Assessment 'formal and informal+. 4ndividual and group career counselling. omputer-based 'including 4nternet+ career information deliver$ s$stems. redit courses "ith emphasis on career planning and development. !lacement services and assistance. Academic advisement. <ervices for specific populations.
L0/-N$N4 :-O8 OT,0-)
16
CHAPTER ? !O-5:O-#0 .0;0LO+80NT O-4/N$L/T$ON) ;or&force development organiBations serve "or& see&ers in man$ settings, such as one-stop career centres, emplo$ment service offices, social service agencies, public and private vocational rehabilitation centres, communit$-based organiBations and more. Although their primar$ focus is on "or& placement, man$ do offer more e9tensive career development services. 3he methods and processes listed belo" are t$pical. E E E E E E E E E E <elf-help career resource centres. areer development "or&shops covering a "ide range of topics 'especiall$ in the area of "or& see&ing and survival s&ills+. Assessment 'formal and informal+. 4ndividual and group career counselling 'limited+. omputer-based career information deliver$ s$stems and access to the 4nternet. Referrals to education and training providers 'also financial aid information+. 6mplo$ment services and assistance 'including on-the-?ob training+. Referrals to a variet$ of support services 'e.g., child care, medical, housing, transportation+. <ervices for specific populations. areer action plans and career portfolios.
L0/-N$N4 :-O8 OT,0-)
1?
CHAPTER ? 9()$N0)) O-4/N$L/T$ON) Recent $ears have seen a gro"th in the number of progressive, for"ard loo&ing companies that are investing in emplo$ee career development programs. 3he$ see emplo$ee career development aligned "ith their strategic business ob?ectivesCanother strateg$ for profitabilit$ and competitiveness. 4n a presentation at the ())> -ational areer Development Association8s conference, Linda Gemp of the #. <. !ostal <ervice noted some specific benefits to the organiBation: E E E E E E Assists in identif$ing high potential emplo$eesR Assists in improved individual1organiBational ?ob matchR 4ncreases emplo$ee lo$alt$R 6nhances organiBational imageR Accelerates "or&force adaptation to changeR and ontributes to improvements in retention, ?ob satisfaction and ?ob performance.
areer development means different things to different groups "ithin the organiBation. ;or&ers, supervisors and line managers, and top management vie" career development from their uni7ue perspectives and thus focus on issues related to their primar$ concerns and responsibilities. :or eBa%ple: The !or"erEs ;ieA E ;here are the career pathsD E 5o" do 4 get the s&ills 4 needD E 5o" can 4 increase m$ securit$D E ;here can 4 get trainingD E an 4 move up in the organiBationD E 5o" can 4 prepare for retirementD E 5o" can 4 enrich m$ ?ob "ithin the compan$D E 5o" can 4 see& "or& outside of the compan$D
L0/-N$N4 :-O8 OT,0-)
1@
CHAPTER ? The )upervisorEs ;ieA E 5o" can 4 motivate emplo$ees for high productivit$D E ;here can 4 learn to coach emplo$eesD E 5o" can 4 &eep good "or&ersD E 5o" can 4 improve m$ o"n s&illsD E ;hat career opportunities e9ist for meD
Top 8ana&e%entEs ;ieA E ;ho are the potential managersD E ;ill the$ be read$ to meet our succession planning needsD E Do our "or&ers have the right s&illsD E an "e train themD E 5o" can "e increase productivit$ and improve 7ualit$D
Adapted from -24 8s 6mplo$ee areer Development Resource Guide. #sed "ith permission.
;ith so man$ differing e9pectations, "hat do organiBational career development programs loo& li&e and "ho delivers themD
L0/-N$N4 :-O8 OT,0-)
17
CHAPTER ?
W0
D("i%($* Ca$(($ D(%(" 62(!t i! O$1a!i@ati !*A
;ith the paradigm shift to"ard career development as a business strateg$ comes also a shift in ho" the human resource '5R+ function in business organiBations is vie"ed. urrent 5R practice includes the functions of personnel recruitment and selection, classification and compensation, training and staff development, labour relations and compliance among others. 3he ne" vision sees 5R as a strategic partner in creating a s$stem that "ill meet both organiBational and emplo$ee career development needs. 3he human resources department usuall$ coordinates the design and deliver$ of career development assistance in organiBations. <everal &inds of human resources can be used to deliver the program. 3he career development program is t$picall$ staffed "ith a directorR full-time or part-time career counsellor's+, often under contractR other part-time staff such as technical assistants, training specialists, career development specialists or other non-counsellor career development professionalsR and staff support personnel. 3he follo"ing comments describe various approaches discussed in -24 8s 6mplo$ee areer Development Resource Guide. 3he material is used "ith permission. 0an$ companies ma&e good use of professionals available in the communit$. %or instance, "or&force development offices can provide support for outplacement activities and dislocated "or&ers. 3he counselling staff from a local communit$ college or universit$ can be contracted to deliver emplo$ee career development "or&shops for the compan$. <uch net"or&ing and the use of e9isting counselling resources result in organiBations being able to reach more emplo$ees in a cost-effective manner. 0an$ organiBations rel$ on supervisors and managers to perform the duties of career coaching to "or&ers in their departments. 3he$ are in an ideal position to influence emplo$ee career development b$: E E E E Giving emplo$ees feedbac& based on observed behaviours and s&illsR <uppl$ing current information about optionsR 6ncouraging emplo$ees to e9plore options and ta&e action stepsR Referring emplo$ees to people in the compan$ "ho can offer further assistance.
2rganiBations that e9pect their managers and supervisors to pla$ an active role in emplo$ee career development need to give them some training in career coaching methodsR provide them "ith relevant and up-to-date information about career paths, "or&1position re7uirements and resourcesR give them incentives for coachingR and ensure that emplo$ees &no" that the$ can get assistance from their supervisors or managers.
!,O .0L$;0-)G
20
CHAPTER ? <uccessful career development programs in organiBations are multifaceted, based on the needs of both emplo$ees and the organiBation, fle9ible, and responsive to change. 3he$ dra" from the e9pertise of a variet$ of people "hose efforts must be coordinated and "ho must have a clear understanding of their roles and responsibilities in the deliver$ of emplo$ee career development.
!,O .0L$;0-)G
21
CHAPTER ? 08+LOD00 #/-00- .0;0LO+80NT 80T,O.) /N. )T-/T04$0) 2rganiBational career development programs are designed to meet both specific business and emplo$ee needs through a variet$ of services "hich are delivered b$ using man$ of the follo"ing methods and strategies: E E <elf-help career centres 'also called life "or& planning centres, personal development planning centres, s&ill clinics, or career development centres+R areer development "or&shops covering a "ide range of topics 'for instance, management development, life1"or& planning, stress management, career coaching, diversit$, "or& search techni7ues and team building+R areer building "or&boo&sCoften compan$-specificR areer modules about topics of interest 'e.g., plateauing+R Assessment 'formal and informal+R 4ndividual and group career counselling 'limited+R omputer-based career information deliver$ s$stems and access to the 4nternetR 4nformation about education and training providers 'also financial aid information, tuition assistance policies+R 4nternal ?ob postings, ?ob descriptions "ith s&ills anal$sis and career path informationR orporate information handboo&s and polic$ manualsR areer coaching b$ supervisors1managersR 4ndividual career development plans, personal career management manuals and career or life1"or& portfoliosR !erformance appraisal and development process often including a revie" of the emplo$ee8s career and1or development plansR 2utplacement services and transition assistanceR Referrals to a variet$ of support services 'e.g., 6mplo$ee Assistance !rograms+.
E E E E E E E E E E E E E
22
CHAPTER ?
Li/('W $; C 26(t(!&i(* a!) I!)i&at $*A)+"t*

.ecause of the developmental nature of the competenc$ levels, it is suggested that the adult populations focus on level four of each competenc$. 5o"ever, it is important to mention that each organiBation is responsible for evaluating the true needs of its adult groups. %or e9ample, some adult groups "ill need to "or& on indicators from a lo"er level of competenc$. 3here are t"o important things to remember: 13 The %asterin& of each co%petency Aill be best ensured if the develop6 %ental learnin& process is respectedQ 23 #lients Aill be %ore %otivated if the learnin& objectives correspond to their learnin& level3 All competencies and indicators for the adult level are presented in Appendi9 A.
2<
CHAPTER ?
NOT0) /N. .OO.L0)
2=
COMPETENCIES
AND
INDICATORS
BY LEVEL AND LEARNING STAGE
APPENDIX A
9lueprint for Life !or" .esi&ns

C#$petencie% ,* Are& &n! Le0el &n! Le&rnin) St&)e
#O8+0T0N#$0) /-0/ /:
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L0;0L ON0
(.( .uild a positive self-image "hile discovering its influence on self and others =.( Develop abilities for building positive relationships in one8s life '4+ O.( Discover that change and gro"th are part of life
L0;0L T!O
(.= .uild a positive self-image and understand its influence on one8s life and "or& =.= Develop abilities for building positive relationships in one8s life '44+ O.= Learn to respond to change and gro"th '4+
L0;0L T,-00
(.O Develop abilities to maintain a positive self-image =.O Develop abilities for building positive relationships in one8s life and "or& O.O Learn to respond to change and gro"th '44+
L0;0L :O((.M 4mprove on abilities to maintain a positive self-image =.M 4mprove abilities for building positive relationships in one8s life and "or& O.M Develop strategies for responding to life and "or& changes
+0-)ON/L 8/N/4080NT
23
<3
/-0/ 9:
=3
L0/-N$N4 /N. !O-5 0F+LO-/T$ON

M.( Discover Tlifelong learningU and its contributions to one8s life and "or& >.( Discover and understand life1"or& information *.( Discover ho" "or& contributes to individuals and the communit$ M.= Lin& life-long learning to one8s life1"or& scenario, both present and future >.= Locate, understand and use life1"or& information *.= #nderstand ho" "or& contributes to the communit$ M.O Lin& life-long learning to one8s career building process >.O Locate, interpret, evaluate and use life1"or& information *.O #nderstand ho" societal and economic needs influence the nature and structure of "or& '4+ M.M !articipate in continuous learning supportive of life1"or& goals >.M Locate, interpret, evaluate and use life1"or& information '44+ *.M #nderstand ho" societal and economic needs influence the nature and structure of "or& '44+
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>3 63
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L$:0 !O-5 9($L.$N4

,.( 69plore effective "or& strategies A.( 69plore and improve decision ma&ing ).( 69plore and understand the interrelationship of life roles '4+ (@.(Discover the nature of life1"or& roles ((.(69plore the underl$ing concepts of the life1"or& building process ,.= Develop abilities to see& and obtain1create "or& A.= Lin& decision ma&ing to life1"or& building ).= 69plore and understand the interrelationship of life roles '44+ (@.=69plore non-traditional life1"or& scenarios ((.=#nderstand and e9perience the process of life1"or& building ,.O Develop abilities to see&, obtain1 create and maintain "or& A.O 6ngage in life1"or& decision ma&ing ).O Lin& lifest$les and life stages to life1"or& building (@.O #nderstand and learn to overcome stereot$pes in life1"or& building '4+ ((.O RecogniBe and ta&e charge of one8s life1"or& building process ,.M 4mprove on abilities to see&, obtain1create and maintain "or& A.M 4ncorporate adult life realit$ into life1"or& decision ma&ing ).M 4ncorporate the Tbalanced life1"or&U issue in life1"or& building (@.M #nderstand and learn to overcome stereot$pes in life1"or& building '44+ ((.M 0anage one8s life1"or& building process
)0#(-0 #-0/T0 /N. 8/$NT/$N !O-5 8/50 L$:0 !O-5 0N,/N#$N4 .0#$)$ON) 8/$NT/$N 9/L/N#0. L$:0 /N. !O-5 -OL0)
103 (N.0-)T/N. T,0 #,/N4$N4 N/T(-0 O: L$:0 !O-5 -OL0) 113 (N.0-)T/N.2 0N4/40 $N /N. 8/N/40 ON0E) O!N L$:0 !O-5 9($L.$N4 +-O#0))
APPENDI< A
COMPETENCY 1: B+i") a!) 2ai!tai! a 6 *iti%( *("/,i2a1(
L0;0L ON0 9uild a positive self6i%a&e Ahile discoverin& its influence on self and others
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 (.( a( #nderstand the concept of personal characteristics such as interests, disli&es, personal 7ualities, strengths and "ea&nesses. (.( a= Discover ho" positive characteristics are the basis of a positive selfimage. (.( aO #nderstand ho" self-image influences behaviours. (.( aM #nderstand ho" personal behaviours influence the feelings and behaviours of others. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 (.( b( 4dentif$ positive characteristics 's&ills, interests, personal 7ualities and strengths+ about self as seen b$ self and others. (.( b= Demonstrate behaviours and attitudes reflective of a positive self-image.
<3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 (.( c( Assess one8s self-image and evaluate its impact on self and others.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL (.( d( 3ransform behaviours and attitudes in order to improve one8s self-image.
+0-)ON/L 8/N/4080NT
APPENDI< A
COMPETENCY 2: I!t($a&t 6 *iti%("7 a!) (//(&ti%("7 .it0 t0($*
L0;0L ON0 .evelop abilities for buildin& positive relationships in oneEs life '$*
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 =.( a( Discover the uni7ue character of individuals. =.( a= 69plore sources and effects of peer pressure. =.( aO 69plore implications, effects and conse7uences of helping others. =.( aM 69plore interpersonal and group communication s&ills. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 =.( b( Demonstrate effective s&ills, &no"ledge and attitudes for interacting "ith others. =.( b= Demonstrate effective s&ills, &no"ledge and attitudes for resolving conflicts "ith peers and adults. =.( bO Demonstrate appropriate behaviours and attitudes "hen peer pressures are contrar$ to one8s beliefs. =.( bM Demonstrate openness to the diversit$ of cultures, lifest$les as "ell as mental and ph$sical abilities. =.( b> Demonstrate a "illingness to help others. =.( b* Adopt behaviours and attitudes that contribute to positive and effective interactions "ith others in interpersonal and group settings.
+0-)ON/L 8/N/4080NT
<
APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 =.( c( =.( c= Ac&no"ledge and appreciate the uni7ue character of one8s self. Re-e9amine one8s behaviours and attitudes in interpersonal and group communication conte9ts and determine those that contribute to positive and effective interactions "ith others.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL =.( d( 4mprove one8s interpersonal and group communication s&ills in order to build positive relationships in one8s life.
+0-)ON/L 8/N/4080NT
APPENDI< A
COMPETENCY -: C0a!1( a!) 1$ . t0$ +10 +t !(B* "i/(
L0;0L ON0 .iscover that chan&e and &roAth are part of life
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 O.( a( 69plore the concepts of change and gro"th as part of life. O.( a= #nderstand that change and gro"th impact on one8s mental and ph$sical health 'e.g., stress, frustration, confusion, fatigue+. O.( aO 69plore personal feelings 'mental and ph$sical+. O.( aM 69plore "a$s to e9press feelings. O.( a> 69plore good health habits. O.( a* 69plore the importance of as&ing for help and "a$s to do so. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 O.( b( 69press feelings. O.( b= Demonstrate good health habits. O.( bO As& for help "hen needed. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 O.( c( O.( c= O.( cO Ac&no"ledge the positive effects of e9pressing one8s feelings. Ac&no"ledge the positive outcomes of as&ing for help. Re-e9amine one8s health habits and adopt those that contribute positivel$ to one8s gro"th.
+0-)ON/L 8/N/4080NT
>
APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL O.( d( 6ngage in good health habits.
+0-)ON/L 8/N/4080NT
APPENDI< A
COMPETENCY 4: Pa$ti&i6at( i! "i/(," !1 "(a$!i!1 *+66 $ti%( / "i/('. $; 1 a"*
L0;0L ON0 .iscover life6lon& learnin& and its contributions to oneEs life and Aor"
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 M.( a( #nderstand the importance of preparing for one8s life and "or& paths. M.( a= 69plore ho" s&ills, &no"ledge and attitudes ac7uired in school can be useful at home, in the "or&place and in the communit$. M.( aO 69plore sub?ect area strengths as "ell as areas to improve. M.( aM 69plore strategies for improving academic s&ills and &no"ledge. M.( a> Discover ho" different levels of "or& re7uire different combinations of ac7uired s&ills, &no"ledge and attitudes. M.( a* 69plore multiple "or& t$pes and alternatives, both paid and unpaid. M.( a, 69plore the relationship bet"een abilit$, effort and achievement. M.( aA #nderstand the importance of practice, effort and learning. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 M.( b( Demonstrate effective information-gathering strategies. M.( b= Appl$ strategies for improving academic s&ills and &no"ledge. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 M.( c( 6valuate one8s strategies for gathering information or improving academic s&ills and &no"ledge and adopt those that contribute best to one8s learning process.
L0/-N$N4 /N. !O-5 0F+LO-/T$ON
APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL M.( d( 4mprove learning strategies.
L0/-N$N4 /N. !O-5 0F+LO-/T$ON
APPENDI< A
COMPETENCY 8: L &at( a!) (//(&ti%("7 +*( "i/('. $; i!/ $2ati !
L0;0L ON0 .iscover and understand life Aor" infor%ation

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 >.( a( 69plore "or& of famil$ members, school personnel and communit$ "or&ers1emplo$ers. >.( a= 69plore "or& roles and settings of interest to oneself. >.( aO 69plore the concept of "or& information and ho" parents, relatives, adult friends and neighbours can provide this information. >.( aM Discover ho" interests, &no"ledge, s&ills, beliefs and attitudes relate to "or& roles. >.( a> 69plore various "or&ing conditions of "or& roles 'e.g., inside1outside, haBardous+. >.( a* #nderstand ho" self-emplo$ment differs from "or&ing for others. >.( a, 69plore various sources of "or& information 'e.g., net"or&s, 4nternet, television, ne"spapers+. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 >.( b( #se various sources of "or& information 'e.g., 4nternet, television, ne"spapers+. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 >.( c( 69press one8s opinion on "or& information that one has e9plored.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL >.( d( 4mprove one8s strategies for locating and using "or& information.
L0/-N$N4 /N. !O-5 0F+LO-/T$ON
APPENDI< A
COMPETENCY :: U!)($*ta!) t0( $("ati !*0i6 3(t.((! . $; a!) * &i(t7'(& ! 27
L0;0L ON0 .iscover hoA Aor" contributes to individuals and the co%%unity
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 *.( a( #nderstand ho" "or& can satisf$ personal needs. *.( a= #nderstand ho" "or& can contribute positivel$ to societ$. *.( aO 69plore the products and services of local emplo$ers. *.( aM 69plore the impact of "or& on personal, social, economic and environmental problems. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 *.( b( Demonstrate ho" "or& can satisf$ one8s personal needs. *.( b= Demonstrate ho" "or& might solve personal, social, economic and environmental problems. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 *.( c( Determine the value of "or& for oneself.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL *.( d( 6ngage in "or& e9periences that satisf$ one8s needs as "ell as contribute to one8s communit$ 'e.g., famil$, school+.
L0/-N$N4 /N. !O-5 0F+LO-/T$ON
10
APPENDI< A
COMPETENCY 9: S(&+$('&$(at( a!) 2ai!tai! . $;
L0;0L ON0 0Bplore effective Aor" strate&ies

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ,.( a( #nderstand the importance that personal 7ualities 'e.g., dependabilit$, promptness, getting along "ith others+ have on creating, getting and &eeping "or&. ,.( a= 69plore creative "a$s of performing "or& activities. ,.( aO #nderstand ho" cooperation among "or&ers can help accomplish a tas&. ,.( aM #nderstand the importance of being able to "or& "ith people "ho are different from oneself 'e.g., race, age, gender, people "ith disabilities+. ,.( a> #nderstand the meaning of ta&ing responsibilit$ for one8s actions. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ,.( b( Demonstrate creative "a$s of performing "or& activities 'e.g., at home, at school, in the communit$+. ,.( b= Demonstrate the abilit$ to "or& "ith people "ho are different from oneself 'e.g., race, age, gender, people "ith disabilities+. ,.( bO 69perience cooperation in order to accomplish a tas&. ,.( bM Demonstrate the abilit$ to ta&e responsibilit$ for one8s actions. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ,.( c( Re-e9amine one8s e9perience "hile performing "or& activities and determine for oneself "hich abilities and attitudes contributed positivel$ or negativel$ to the e9perience.
L$:0 !O-5 9($L.$N4
11
APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ,.( d( 4mprove one8s abilities and attitudes in order to contribute positivel$ to "or& e9periences 'e.g., at home, at school, in the communit$+.
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APPENDI< A
COMPETENCY ?: Ma;( "i/('. $;,(!0a!&i!1 )(&i*i !*
L0;0L ON0 0Bplore and i%prove decision %a"in&

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 A.( a( #nderstand ho" choices are made. A.( a= 69plore "hat can be learned from e9periences. A.( aO 69plore "hat might interfere "ith attaining goals. A.( aM 69plore strategies used in solving problems. A.( a> 69plore alternatives in decision-ma&ing situations. A.( a* #nderstand ho" personal beliefs and attitudes influence decisionma&ing. A.( a, #nderstand ho" decisions affect self and others. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 A.( b( Assess "hat might interfere "ith attaining one8s goals. A.( b= Appl$ problem-solving strategies. A.( bO 0a&e decisions and ta&e responsibilit$ for them. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 A.( c( A.( c= 69amine one8s problem-solving strategies and evaluate their impact on the attainment of one8s goals. 6valuate the impact of personal decisions on self and on others.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL A.( d( 6ngage in a responsible decision-ma&ing process.
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APPENDI< A
COMPETENCY C: Mai!tai! 3a"a!&() "i/( a!) . $; $ "(*
L0;0L ON0 0Bplore and understand the interrelationship of life roles '$*
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ).( a( 69plore the various roles an individual ma$ have 'e.g., friend, student, "or&er, famil$ member+. ).( a= 69plore "or&-related activities in the home, communit$ and school. ).( aO #nderstand ho" famil$ members depend on one another, "or& together and share responsibilities. ).( aM #nderstand ho" "or& roles complement famil$ roles. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ).( b( 69perience "or&-related activities in the home, communit$ and school. ).( b= Demonstrate ho" one "or&s "ith other famil$ members and shares famil$ responsibilities. ).( bO Demonstrate the lin&s bet"een one8s "or& roles and some of one8s famil$ roles. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ).( c( 69amine one8s different life roles and evaluate one8s responsibilities "ithin each of them.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ).( d( 6ngage responsibl$ in each of one8s chosen life roles.
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APPENDI< A
COMPETENCY 1D: U!)($*ta!) t0( &0a!1i!1 !at+$( "i/('. $; $ "(*
L0;0L ON0 .iscover the nature of life Aor" roles

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 (@.( a( #nderstand the positive impact of "or& on people 'e.g., higher selfesteem, financial autonom$+. (@.( a= Discover the changing life roles of men and "omen in "or& and famil$ settings 'e.g., men at home, "omen in high administrative functions+. (@.( aO #nderstand ho" contributions of individuals both inside and outside the home are important to famil$ and communit$ 'e.g., famil$ financial autonom$, communit$ volunteering+. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 (@.( b( 2utline the life roles of males and females in one8s o"n famil$ setting. (@.( b= !lan and ma&e contributions both inside and outside the home. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 (@.( c( 69amine the t$pe of life roles one "ould be read$ to consider. (@.( c= 69amine and ac&no"ledge the positive impact "or& has on self. <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL (@.( d( 6ngage in fulfilling "or& and life role e9periences.
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APPENDI< A
COMPETENCY 11: U!)($*ta!)# (!1a1( i!# a!) 2a!a1( !(B* .! "i/('. $; 3+i")i!1 6$ &(**
L0;0L ON0 0Bplore the underlyin& concepts of the life Aor" buildin& process
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ((.( a( 69plore the concept of change is constant and its relation to life and "or&. ((.( a= 69plore the concept of learning is an ongoing process and its relation to life and "or&. ((.( aO 69plore the concept of follo"ing one8s heart and its relation to life and "or&. ((.( aM 69plore the concept of goal setting as a source of inspiration and motivation in life and "or&. ((.( a> #nderstand the value of focusing on the ?ourne$ in life and "or&. ((.( a* Discover the benefits of strong relationships to life and "or&. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ((.( b( RecogniBe situations of change and transformation in one8s environment. ((.( b= <ee& desired information and learn from different sources. ((.( bO 3r$ ne" e9periences according to one8s dreams, personal values and interest. ((.( bM !lan and ta&e part in an activit$ of interest and describe "hat one has learned during the activit$. ((.( b> 4dentif$ one8s set of relationships.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ((.( c( 69amine one8s opinions and feelings about change, learning, follo"ing one8s heart, setting goals, focusing on the ?ourne$ and having or developing a net"or& of allies. <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ((.( d( 6ngage in e9periences that e9pose one to change, continuous learning, personal values and dreams, goal setting, ?ourne$s and net"or&ing.
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APPENDI< A
COMPETENCY 1: B+i") a!) 2ai!tai! a 6 *iti%( *("/, i2a1(
L0;0L T!O 9uild a positive self6i%a&e and understand its influence on oneEs life and Aor"
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 (.= a( (.= a= (.= aO (.= aM (.= a> Discover ho" behaviours and attitudes influence the feelings and behaviours of others. Discover ho" behaviours and attitudes affect school and famil$ situations. #nderstand ho" the environment influences attitudes and behaviours. #nderstand the concepts of values and beliefs, and e9plore their influence on self-image. Discover the importance of developing a realistic and positive selfimage, and the conse7uences of developing an erroneous one.
(.= a* Discover ho" a realistic and positive self-image contributes to selffulfillment, both personall$ and professionall$. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 (.= b( Describe one8s self-image. (.= b= Adopt behaviours that reflect a positive attitude about self. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 (.= c( 6valuate the impact of one8s self-image on self and others.
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APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL (.= d( 3ransform behaviours and attitudes in order to improve one8s self-image and in turn contribute positivel$ to one8s life and "or&.
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APPENDI< A
L0;0L T!O .evelop abilities for buildin& positive relationships in oneEs life '$$*
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 =.= a( 69plore the concept of diversit$ as it relates to respect, tolerance, fle9ibilit$ and openness to"ards others. =.= a= 69plore the concepts of dependabilit$ and honest$ to"ards others. =.= aO 69plore interpersonal and group communication s&ills. =.= aM 69plore personal management s&ills such as time management, problem solving, stress management, life-"or& balance, etc. =.= a> 69plore helping s&ills such as facilitating, problem solving, tutoring and guiding. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 =.= b( Demonstrate respect for the feelings and beliefs of others. (.= b= Demonstrate tolerance and fle9ibilit$ in interpersonal and group situations. =.= bO Demonstrate s&ills, &no"ledge and attitudes in responding to criticism. =.= bM Demonstrate effective social and group membership s&ills, &no"ledge and attitudes. =.= b> Demonstrate openness to the diversit$ of cultures, lifest$les, as "ell as mental and ph$sical abilities. =.= b* Demonstrate helping s&ills such as problem solving, tutoring and guiding. =.= b, Demonstrate dependabilit$ and honest$ to"ards others. =.= bA Demonstrate personal management s&ills such as time management, problem solving, stress management, life-"or& balance, etc.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 =.= c( =.= c= Ac&no"ledge and appreciate the similarities and differences among people. Re-e9amine one8s respect, tolerance, fle9ibilit$, openness, dependabilit$ and honest$ to"ards others and determine at "hat degree the$ are influencing the development of positive relationships in one8s life. 4ntegrate personal management s&ills such as time management, problem solving, stress management and life1"or& balance to one8s dail$ life.
=.= cO
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL =.= d( 6ngage in further learning e9periences that help build positive relationships in one8s life.
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APPENDI< A
L0;0L T!O Learn to respond to chan&e and &roAth '$*

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 O.= a( 69plore ho" feelings are influenced b$ significant e9periences. O.= a= #nderstand the concept of stress and its impact on mental and ph$sical "ell-being. O.= aO 69plore effective communication s&ills to use in stressful situations 'assertiveness, conflict resolution, problem solving, etc.+. O.= aM Discover changes that occur in the ph$sical, ps$chological, social and emotional development of an individual. O.= a> #nderstand ho" ph$siological and ps$chological changes impact on life and "or&. O.= a* 69plore the importance of "or&, famil$ and leisure activities to mental, emotional, ph$sical and economic "ell-being. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 O.= b( 4dentif$ "hat causes stress on one8s o"n mental and ph$sical being. O.= b= Demonstrate effective communication s&ills in stressful situations 'assertiveness, conflict resolution, problem solving, etc.+. O.= bO 4dentif$ one8s o"n ph$sical, ps$chological, social and emotional changes.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 O.= c( O.= c= Re-e9amine one8s communication s&ills and adopt those that are trul$ effective in stressful situations. 69amine one8s "or&, famil$ and leisure activities and ac&no"ledge their impact on one8s mental, emotional, ph$sical and economic "ell-being.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL O.= d( 4mprove on communication s&ills used in stressful situations. O.= d= 6ngage in further "or&, famil$ and leisure activities that contribute to one8s mental, emotional, ph$sical and economic "ell-being.
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APPENDI< A
L0;0L T!O Lin" life6lon& learnin& to oneEs life Aor" scenario2 both present and future
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 M.= a( 69plore life-long learning strategies. M.= a= 69plore sub?ect area strengths as "ell as areas to improve. M.= aO 69plore strategies for improving academic s&ills and &no"ledge. M.= aM #nderstand ho" personal s&ills and attitudes influence life and "or&related successes. M.= a> #nderstand the relationship bet"een personal beliefs, attitudes and s&ills, and life and "or& choices. M.= a* 69plore the importance of both the academic and practical s&ills in the "or&place. M.= a, 69plore the s&ills, &no"ledge and attitudes needed in specific "or& sectors. M.= aA 69plore the s&ills, &no"ledge and attitudes best suited to adapt to changing "or& role re7uirements. M.= a) #nderstand ho" current academic performance ma$ impact the selection of high school programs1courses. M.= a(@ #nderstand ho" current academic performance ma$ impact "or&. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 M.= b( Demonstrate life-long learning strategies. M.= b= Appl$ strategies for improving academic s&ills and &no"ledge. M.= bO Demonstrate personal s&ills and attitudes conducive to life and "or& successes. M.= bM ompare ho" one8s o"n role as a student is similar to that of a "or&er8s role.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 M.= c( M.= c= 6valuate one8s strategies for improving academic s&ills and &no"ledge and adopt those that contribute best to the learning process. 6valuate the impact of one8s personal s&ills and attitudes to one8s life1"or& successes.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL M.= d( 4mprove and engage in life-long learning strategies supportive of one8s life1"or& scenarios.
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APPENDI< A
L0;0L T!O Locate2 understand and use life Aor" infor%ation

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 >.= a( Discover differences bet"een "or&, ?obs, occupations and careers. >.= a= Discover ho" occupations, "or& roles and "or& alternatives 'e.g., selfemplo$ment, contracting, multi-trac&ing+ can be classified. >.= aO 69plore economic1"or& sectors. >.= aM 69plore school and communit$ information resources on "or& roles and "or& alternatives. >.= a> Discover ho" s&ills, &no"ledge and attitudes can be transferable from one "or& role to another. >.= a* 69plore various "or& settings and "or& roles in the communit$. >.= a, 69plore various "or&ing conditions 'e.g., inside1outside, haBardous+. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 >.= b( #se school and communit$ settings and resources to learn about "or& roles and "or& alternatives. >.= b= Demonstrate ho" one8s interests &no"ledge, s&ills, beliefs and attitudes are transferable to various "or& roles. >.= bO 4dentif$ "or&ing conditions for oneself.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 >.= c( Assess life1"or& information and determine its pertinence for oneself.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL >.= d( 4mprove one8s strategies for locating, understanding and using life1"or& information.
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APPENDI< A
L0;0L T!O (nderstand hoA Aor" contributes to the co%%unity

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 *.= a( #nderstand ho" organiBations operate 'e.g., ho" mone$ is made, overhead costs, profit+. *.= a= 69plore the importance of "or& to a communit$. *.= aO #nderstand the relationships bet"een "or&, communit$ and the econom$. *.= aM 69plore the economic contributions "or&ers ma&e to a communit$. *.= a> #nderstand ho" the communit$, the econom$ and technological advances impact "or& and "or& roles. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 *.= b( Demonstrate ho" "or& actuall$ impacts one8s communit$. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 *.= c( 6valuate ho" one can contribute to the communit$ 'e.g., famil$, school+ through "or&.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL *.= d( 6ngage in "or& e9periences that contribute to one8s communit$ 'e.g., famil$, school+.
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APPENDI< A
L0;0L T!O .evelop abilities to see" and obtain create Aor"

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ,.= a( 69plore personal 7ualities 'e.g., dependabilit$, punctualit$, getting along "ith others+ that are needed to get and &eep "or&. ,.= a= #nderstand ho" academic and practical s&ills are transferable in a variet$ of "or& alternatives. ,.= aO #nderstand the language describing emplo$ment and other "or& opportunities and conditions. ,.= aM 69plore "or& search tools and s&ills re7uired to find1create and maintain "or& '?ob application forms, r/sum/s, portfolios, ?ob intervie"ing, proposals, cover letters, etc.+. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ,.= b( Demonstrate personal 7ualities 'e.g., dependabilit$, punctualit$, getting along "ith others+ that are needed to get and &eep "or&. ,.= b= Demonstrate the abilit$ to complete application forms. ,.= bO Develop "or& search tools re7uired to find and maintain "or& 'e.g., r/sum/, portfolio, proposals, cover letters+. ,.= bM 4dentif$ one8s transferable academic and practical s&ills and e9perience a ne" tas& b$ using them. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ,.= c( Ac&no"ledge one8s personal 7ualities and academic1practical s&ills and determine "hich to build into one8s life1"or& scenarios.
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APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ,.= d( reate and engage in ne" "or& e9periences 'e.g., at home, at school, in the communit$+ that ac&no"ledge one8s personal 7ualities and use one8s transferable s&ills.
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APPENDI< A
L0;0L T!O Lin" decision %a"in& to life Aor" buildin&

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 A.= a( A.= a= A.= aO A.= aM A.= a> A.= a* A.= a, A.= aA #nderstand ho" personal beliefs and attitudes affect decision-ma&ing. #nderstand ho" career development is a continuous process "ith series of choices. 69plore possible outcomes of decisions. 69plore school courses related to personal, educational and "or& interests. #nderstand ho" the e9pectations of others affect career building. 69plore "a$s in "hich decisions about education and "or& relate to other ma?or life decisions. 69plore advantages and disadvantages of various secondar$ and postsecondar$ programs for the attainment of career goals. 69plore the re7uirements for secondar$ and post-secondar$ programs.
A.= a) #nderstand ho" uncertainties about the future ma$ lead to creative or alternative choices. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 A.= b( Demonstrate ho" one8s beliefs and attitudes influence one8s decisionma&ing process. A.= b= Demonstrate ho" one8s series of choices reflect one8s career path. A.= bO ompare advantages and disadvantages of various secondar$ and postsecondar$ programs for the attainment of career goals.
A.= bM 0a&e decisions and ta&e responsibilit$ for them. A.= b> Develop creative or alternative choices reflective of the changing "orld of "or&.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 A.= c( A.= c= A.= cO 6valuate ho" one8s decisions 'about school, famil$, leisure, "or&, etc.+ impact one8s life, and affect other decisions. 69amine creative or alternative scenarios, and evaluate their impact on one8s life. 6valuate the impact of personal decisions on self and on others.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL A.= d( 6ngage in decision-ma&ing respectful of oneself and supportive of one8s goals.
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APPENDI< A
L0;0L T!O 0Bplore and understand the interrelationship of life roles '$$*
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ).= a( #nderstand ho" different "or& and famil$ roles re7uire var$ing &inds and amounts of energ$, participation, motivation and abilities. ).= a= #nderstand ho" "or& roles satisf$ personal and famil$ needs. ).= aO 69amine ho" personal goals can be satisfied through a combination of "or&, communit$, social and famil$ roles. ).= aM #nderstand ho" personal leisure choices relate to lifest$le. ).= a> #nderstand ho" various life and "or& roles impact the attainment of future goals. ).= a* 69plore advantages and disadvantages of various life role scenarios. ).= a, 69plore the interrelationships among famil$, "or& and leisure decisions. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ).= b( !lan and e9perience leisure activities that relate to one8s considered or preferred lifest$le. ).= b= Demonstrate ho" one8s various life and "or& roles impact the attainment of one8s future goals. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ).= c( ).= c= 69amine the t$pe of lifest$le one "ants. Determine the t$pe of life and "or& roles that "ould best impact one8s life.
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APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ).= d( 6ngage in scenarios that are supportive of one8s life1"or& goals.
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APPENDI< A
L0;0L T!O 0Bplore non6traditional life Aor" scenarios

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 (@.= a( 4dentif$ non-traditional life1"or& scenarios. (@.= a= 4nvestigate advantages and challenges of entering non-traditional "or&. (@.= aO 69plore the advantages of e9periencing personal interests, even if the$ are most often considered non-traditional to one8s gender. (@.= aM #nderstand the concepts of stereot$pes, biases and discriminator$ behaviours. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 (@.= b( 69perience personal interests, even if the$ are most often considered non-traditional to one8s gender. (@.= b= 4dentif$ stereot$pes, biases and discriminator$ behaviours that ma$ limit opportunities for "omen and men in certain "or& roles. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 (@.= c( Ac&no"ledge one8s o"n stereot$pes, biases and discriminator$ behaviours that ma$ limit opportunities for oneself or others in certain "or& roles. <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL (@.= d( Develop attitudes and engage in behaviours that are non-discriminator$.
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APPENDI< A
COMPETENCY 11: U!)($*ta!)# (!1a1( i! a!) 2a!a1( !(B* .! "i/('. $; 3+i")i!1 6$ &(**
L0;0L T!O (nderstand and eBperience the process of life Aor" buildin&
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ((.= a( 69plore the concept ever$ decision is a life1"or& decision. ((.= a= #nderstand the concept of life1"or& building. ((.= aO #nderstand the difference bet"een career planning and life1"or& building. ((.= aM #nderstand the importance of developing fle9ible and adaptable shortterm action plans "ithin the life1"or& building process. ((.= a> #nderstand the concept of a preferred future as part of the life1"or& building process. ((.= a* #nderstand the concept and importance of a life1"or& portfolio. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ((.= b( Define one8s preferred future. ((.= b= Develop short-term action plans in step "ith one8s preferred future. ((.= bO reate and maintain one8s life1"or& portfolio.
<3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ((.= c( Re-e9amine and assess one8s preferred future using as criteria ne"l$ ac7uired information about self and the "orld of "or&.
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APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ((.= d( 3a&e steps to move to"ard one8s preferred future. ((.= d= Ad?ust one8s preferred future as e9perience changes one8s &no"ledge of oneself.
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APPENDI< A
L0;0L T,-00 .evelop abilities to %aintain a positive self6i%a&e

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 (.O a( #nderstand ho" individual characteristics such as interests, s&ills, values, beliefs and attitudes contribute in achieving personal, social, educational and professional goals. (.O a= #nderstand the importance of giving and receiving feedbac&. (.O aO #nderstand the importance of allies 'e.g., relationships, mentors+ and e9ternal assets 'e.g., finances, goods+ in the fulfillment of life1"or& scenarios. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 (.O b( 4dentif$ the behaviours and attitudes that mirror one8s self-image. (.O b= 4dentif$ one8s personal characteristics such as interests, s&ills, values, beliefs and attitudes. (.O bO 4dentif$ one8s allies and e9ternal assets. (.O bM Demonstrate giving and receiving feedbac&. (.O b> Adopt behaviours and attitudes that pro?ect a positive self-image. (.O b* Adopt behaviours and attitudes conducive to reaching one8s personal, social, educational and professional goals. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 (.O c( Assess one8s personal characteristics and capitaliBe on those that contribute positivel$ to the achievement of one8s personal, educational, social and professional goals.
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APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL (.O d( 4mprove one8s self-image in order to contribute positivel$ to one8s life and "or&.
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<7
APPENDI< A
L0;0L T,-00 .evelop abilities for buildin& positive relationships in oneEs life and Aor"
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 =.O a( Discover the s&ills, &no"ledge and attitudes needed to "or& effectivel$ "ith and for others. =.O a= 69plore helping s&ills such as problem solving, tutoring and guiding. =.O aO 69amine appropriate emplo$ee-emplo$er interactions and clientcontractor interactions in specific situations. =.O aM 69plore personal management s&ills such as time management, problem solving, personal financial management, stress management, life-"or& balance, etc. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 =.O b( Demonstrate behaviours and attitudes re7uired for "or&ing "ith and for others. =.O b= Demonstrate personal management s&ills such as time management problem solving, personal finances, stress management, life1"or& balance, etc. =.O bO 69press feelings, reactions and ideas in an appropriate manner. =.O bM Demonstrate helping s&ills such as problem solving, tutoring and guiding.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 =.O c( =.O c= =.O cO Determine the helping s&ills one feels comfortable "ith and "ishes to contribute in relationships "ith others. Ac&no"ledge the positive effects of e9pressing one8s feelings, reactions and ideas. 4ntegrate personal management s&ills such as time management, problem solving, stress management and life1"or& balance to one8s life and "or&.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL =.O d( 6ngage in further learning e9periences that help build positive relationships in one8s life and "or&.
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APPENDI< A
L0;0L T,-00 Learn to respond to chan&e and &roAth '$$*

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 O.O a( Describe ho" change and personal gro"th affect ph$sical and mental health. O.O a= 69plore ho" mental and ph$sical health impact on life1"or& decisions. O.O aO 69plore stress management strategies. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 O.O b( Demonstrate behaviours and attitudes that maintain ph$sical and mental health. O.O b= Appl$ stress management strategies. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 O.O c( O.O c= 69amine one8s mental and ph$sical health and evaluate its impact on life1"or& decisions. Ac&no"ledge the positive outcomes of appl$ing management strategies to one8s life and "or&.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL O.O d( Adopt habits and engage in e9periences that maintain or improve one8s mental and ph$sical health. O.O d= 4mprove one8s life and "or& management strategies.
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APPENDI< A
L0;0L T,-00 Lin" life6lon& learnin& to oneEs career buildin& process

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 M.O a( #nderstand ho" academic and "or& s&ills, &no"ledge and attitudes contribute to achieving personal goals. M.O a= #nderstand ho" s&ills, &no"ledge and attitudes ac7uired in academic and technical1practical programs ma$ contribute to achieving personal and professional goals. M.O aO #nderstand ho" life-long learning enhances the abilit$ to achieve goals. M.O aM #nderstand ho" education relates to the selection of post-secondar$ programs, "or&place training and1or entr$ into "or&. M.O a> #nderstand ho" a set of s&ills, &no"ledge and attitudes can fulfill the re7uirements of a variet$ of "or& roles and "or& environments. M.O a* #nderstand "h$ life-long learning is re7uired in the "or& place. M.O a, 69plore various "or& role re7uirements. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 M.O b( Demonstrate life-long learning behaviours and attitudes that contribute to achieving personal and professional goals. M.O b= Demonstrate ho" one8s education relates to various options regarding post-secondar$ programs, "or&place training and1or entr$ into "or&.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 M.O c( M.O c= Determine the value of continued learning for oneself. Determine one8s transferable s&ills, &no"ledge and attitudes that can fulfill the re7uirements of a variet$ of "or& roles and "or& environments.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL M.O d( 6ngage in a continuous learning process supportive of one8s life1"or& goals.
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APPENDI< A
L0;0L T,-00 Locate2 interpret2 evaluate and use life Aor" infor%ation
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 >.O a( 69plore the educational and training re7uirements of various "or& roles. >.O a= Discover ho" &e$ personnel in selected "or& roles could become ideal information resources and1or role models. >.O aO 69plore ho" trends and "or& opportunities in various economic1"or& sectors impact the nature and structure of "or& roles. >.O aM 69plore ho" emplo$ment and "or&place trends impact education and training scenarios. >.O a> #nderstand ho" a variet$ of factors 'e.g., suppl$ and demand for "or&ers, demographic changes, environmental conditions, geographic location+ impact "or& opportunities. >.O a* #nderstand ho" labour mar&et information 'profiles, statistics, etc.+ should be used "hen ma&ing life and "or& decisions. >.O a, 69plore a variet$ of "or& alternatives 'e.g., full emplo$ment, multitrac&ing, contracting, consulting, entrepreneurship+. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 >.O b( #se career information resources such as career monographs, occupation classifications s$stems, labour mar&et information, mass media, computer and 4nternet-based career information deliver$ s$stems to educate oneself to the realities and re7uirements of various "or& roles. >.O b= onsult &e$ personnel in selected "or& roles as information resources, role models and1or mentors.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 >.O c( Determine, according to one8s preferences, the advantages and disadvantages of various "or& alternatives 'e.g., full emplo$ment, multitrac&ing, contracting, consulting, entrepreneurship+. Assess life1"or& information and evaluate its impact on one8s life1"or& decisions.
>.O c=
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL >.O d( 4mprove one8s strategies to locate, interpret, evaluate and use life1"or& information.
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APPENDI< A
L0;0L T,-00 (nderstand hoA societal and econo%ic needs influence the nature and structure of Aor" '$*
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 *.O a( 69plore the effect of "or& on people8s lifest$les. *.O a= #nderstand ho" societ$8s needs and functions affect suppl$ of goods and services. *.O aO 69plore ho" trends 'such as social, demographic, technological, occupational and industrial trends+ can positivel$ and negativel$ affect "or& and learning opportunities. *.O aM #nderstand the concept of global econom$ and e9plore ho" it affects individuals, communities, the provinces or territories as "ell as the countr$ itself. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 *.O b( Demonstrate ho" one8s communit$ is affected b$ societ$8s needs and functions, as "ell as b$ the global econom$. *.O b= Demonstrate ho" "or& and learning in one8s communit$ is affected b$ certain trends 'such as social, demographic, technological, occupational and industrial trends+. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 *.O c( *.O c= *.O cO 6valuate the impact of societ$8s needs and functions, and that of the global econom$ on self. 6valuate the impact of social, demographic, technological, occupational and industrial trends on "or& and learning opportunities for oneself. Determine the importance of "or& for oneself.
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APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL *.O d( 6ngage in "or& e9periences that satisf$ one8s needs as "ell as contribute to societ$.
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APPENDI< A
L0;0L T,-00 .evelop abilities to see"2 obtain create and %aintain Aor"
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ,.O a( 69plore s&ills, &no"ledge and attitudes re7uired to locate, interpret and use information about "or& opportunities. ,.O a= 69plore s&ills, &no"ledge and attitude that are transferable from one "or& role to another. ,.O aO 69plore "or& search tools and s&ills re7uired to see&, obtain1create and maintain "or& '?ob application forms, r/sum/s, portfolios, ?ob intervie"ing, proposals, cover letters, etc.+ ,.O aM 69plore specific "or& opportunities in terms of "or&ing conditions, benefits, etc. ,.O a> 69plore emplo$abilit$ or "or&abilit$ s&ills, &no"ledge and attitudes necessar$ to obtain and maintain "or& 'e.g., adaptabilit$ s&ills, information about the organiBation, ris&-ta&ing attitude+. ,.O a* 69plore services or initiatives that support the transition from high school to "or& or further education1training. ,.O a, #nderstand that "or& opportunities often re7uire fle9ibilit$ and adaptabilit$ 'e.g. ,relocating, learning ne" s&ills+. ,.O aA 69plore volunteering as a proactive ?ob search and personal development strateg$. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ,.O b( Demonstrate the s&ills, &no"ledge and attitudes in preparing personal mar&eting documentation 'e.g., r/sum/s, proposals, portfolios, cover letters+. ,.O b= Demonstrate the s&ills, &no"ledge and attitudes necessar$ for a successful "or& intervie". ,.O bO Demonstrate emplo$abilit$ s&ills, &no"ledge and attitudes necessar$ to obtain and maintain "or&. ,.O bM 69perience volunteering as a proactive ?ob search or personal development strateg$.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ,.O c( ,.O c= 6valuate "or& opportunities in terms of "or&ing conditions, benefits, etc., that are important to oneself. Ac&no"ledge one8s personal set of s&ills, &no"ledge and attitudes that contribute to see&, obtain1create and maintain "or&.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ,.O d( reate and engage in "or& opportunities reflective of one8s personal set of s&ills, &no"ledge and attitudes.
,.O d= Adapt or innovate one8s "or& search s&ills and tools.
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APPENDI< A
L0;0L T,-00 0n&a&e in life Aor" decision %a"in&

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 A.O a( #nderstand the importance of developing a range of scenarios supportive of one8s preferred future. A.O a= 4nvestigate the re7uirements needed to 7ualif$ for desired postsecondar$ education1training. A.O aO 4nvestigate costs 'living and school-related+ associated "ith postsecondar$ education and training. A.O aM 4nvestigate strategies for securing financial assistance related to postsecondar$ education and training. A.O a> 69plore high school courses in terms of s&ills, &no"ledge and attitudes re7uired for entr$-level "or& or advanced training. A.O a* #nderstand the steps re7uired for transition 'school to post-secondar$ education1training programs or "or&+. A.O a, #nderstand ho" personal values ma$ influence one8s choices and actions. A.O aA 69plore ho" being positive about the future and its uncertainties ma$ lead to creative and interesting possibilities1alternatives. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 A.O b( A.O b= A.O bO Demonstrate responsibilit$ for ma&ing educational and "or& choices. Develop a range of scenarios supportive of one8s preferred future. !lan strategies for covering costs 'living and school-related+ associated "ith post-secondar$ education1training scenario and appl$ for needed assistance. !lan and complete the steps re7uired for transition 'school to postsecondar$ education1training programs or "or&+.
A.O bM
A.O b> Develop creative or alternative choices reflective of the changing "orld of "or&.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 A.O c( A.O c= 6valuate educational and "or& choices in terms of one8s personal goals, values and financial means. 69amine scenarios and alternatives in given decision-ma&ing situations and determine if the$ are supportive of one8s values and goals.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL A.O d( reate and engage in life1"or& scenarios supportive of one8s values and goals.
A.O d= 6ngage in decision ma&ing respectful of oneself and supportive of one8s goals.
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APPENDI< A
L0;0L T,-00 Lin" life styles and life sta&es to life Aor" buildin&
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ).O a( #nderstand the concept of life stages and the meaning of each of them. ).O a= #nderstand the factors that influence or impact lifest$les 'e.g., socioeconomic status, culture, values, "or& choices, "or& habits+. ).O aO 69amine ho" different "or& scenarios can affect life scenarios. ).O aM 69plore the contribution of "or& to a balanced and productive life. ).O a> #nderstand the importance and impact of leisure activities in one8s life. ).O a* Discover ho" "or& s&ills, &no"ledge and attitudes can be ac7uired through leisure and volunteer "or&. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ).O b( !lan and e9perience "or& scenarios reflective of one8s life stage and lifest$le. ).O b= !lan and e9perience leisure activities that contribute to a balanced life. ).O bO Demonstrate ho" "or& s&ills, &no"ledge and attitudes are ac7uired through one8s leisure. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ).O c( ).O c= ).O cO 69amine one8s "or& scenarios and determine "hich ones are supportive of one8s life1"or& goals. 69amine one8s leisure activities and determine "hich ones contribute to a balanced life. Ac&no"ledge the factors that influence or impact one8s lifest$le 'e.g., socioeconomic status, culture, values, "or& choices, "or& habits+.
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APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ).O d( 6ngage in "or& scenarios and leisure activities that support one8s goals and contribute to a balanced life at this stage of one8s life.
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APPENDI< A
L0;0L T,-00 (nderstand and learn to overco%e stereotypes in life Aor" buildin& '$*
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 (@.O a( 69amine factors that have influenced the changing career patterns or paths of "omen and men. (@.O a= 69amine gender stereot$ping and bias in educational programs and "or& settings. (@.O aO 4dentif$ attitudes, behaviours and s&ills that contribute to eliminating gender bias and stereot$ping. (@.O aM 4nvestigate advantages and challenges of adopting non-traditional "or& roles. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 (@.O b( Demonstrate attitudes, behaviours and s&ills that contribute to eliminating gender bias and stereot$ping. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 (@.O c( Determine one8s desire to contribute to eliminating gender bias and stereot$ping. (@.O c= 69amine the possibilit$ of adopting non-traditional "or& roles. (@.O cO onsider fulfilling "or& roles regardless of gender bias and stereot$ping.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL (@.O d( reate and engage in fulfilling life1"or& scenarios regardless of gender bias and stereot$ping.
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APPENDI< A
L0;0L T,-00 -eco&niHe and ta"e char&e of oneEs life Aor" buildin& process
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ((.O a( #nderstand the concept of "or& d$namic and its relation to life1"or& building. ((.O a= #nderstand ho" ris& ta&ing and positive attitudes to"ards self and "or& 'fle9ibilit$, openness, positive uncertaint$, etc.+ are important to the life1"or& building process. ((.O aO #nderstand ho" information on self and on the "or& d$namic is important to the life1"or& building process. ((.O aM 69plore the notion of life1"or& scenario building as an integral component of the life1"or& building process. ((.O a> #nderstand the importance of pursuing one8s short-term action plans. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ((.O b( Demonstrate ris& ta&ing and positive attitudes to"ard self and "or& 'fle9ibilit$, openness, positive uncertaint$, etc.+. ((.O b= #pdate one8s portfolio using ne"l$ ac7uired information about self and the "or& d$namic. ((.O bO .uild life1"or& scenarios in step "ith one8s preferred future. ((.O bM Develop and pursue short-term action plans in light of one8s desired life1"or& scenarios. ((.O b> 69perience different roles through "or& e9perience, volunteering, social events, etc.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ((.O c( Refine one8s self-perception 'based on life1"or& e9periences+ and evaluate its impact on one8s decisions or choices. ((.O c= Revisit one8s preferred future to determine "hether or not it is necessar$ to modif$ and1or create ne" life1"or& scenarios and ad?ust one8s shortterm action plans. <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ((.O d( 6ngage in a life1"or& building process that trul$ reflects self.
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APPENDI< A
L0;0L :O($%prove on abilities to %aintain a positive self6i%a&e

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 (.M a( #nderstand the influence of personal characteristics 's&ills, &no"ledge, attitudes, interests, values and beliefs+ on career decisions. (.M a= #nderstand ho" achievements related to "or&, learning and leisure influence self-image. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 (.M b( 69plore ho" one8s career decisions have been and still are influenced b$ one8s personal characteristics 's&ills, &no"ledge, attitudes, interests, values and beliefs+. (.M b= 4dentif$ one8s personal achievements related to "or&, learning and leisure. (.M bO Adopt behaviours and attitudes that pro?ect a positive self-image. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 (.M c( Re-e9amine one8s personal characteristics and determine those that might contribute positivel$ to the achievement of one8s life and "or& goals. 69amine one8s personal achievements and ac&no"ledge their influence on one8s self-image.
(.M c=
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APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL (.M d( 4mprove one8s life and "or& b$ ma9imiBing one8s positive characteristics. (.M d= 6ngage in life1"or& e9periences that validate one8s entire being and provide a sense of personal achievement.
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APPENDI< A
L0;0L :O($%prove abilities for buildin& positive relationships in oneEs life and Aor"
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 =.M a( 69plore ne" interpersonal and group communication s&ills. =.M a= 69plore the concept of self defeating behaviours and attitudes as "ell as strategies for overcoming them. =.M aO %urther the e9ploration of personal management s&ills such as time management, problem solving, personal finances, stress management, life1"or& balance, etc. =.M aM 69plore the importance of positive relationships in one8s personal and professional lives. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 =.M b( Demonstrate effective social and group membership s&ills, &no"ledge and attitudes. =.M b= Demonstrate personal management s&ills such as time management, problem solving, personal finances, stress management, life1"or& balance, etc. =.M bO Appl$ strategies for overcoming self-defeating behaviours and attitudes. =.M bM Demonstrate behaviours and attitudes for establishing and maintaining positive relationships in one8s personal and professional lives.
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APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 =.M c( =.M c= Ac&no"ledge and appreciate the outcomes of positive relationships in one8s personal and professional lives. 4ntegrate further personal management s&ills such as time management, problem solving, stress management and life1"or& balance to one8s life and "or&.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL =.M d( 6ngage in further learning e9periences that help build positive relationships in one8s life and "or&.
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61
APPENDI< A
L0;0L :O(.evelop strate&ies for respondin& to life and Aor" chan&es

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 O.M a( #nderstand ho" personal motivations and aspirations ma$ change over time. O.M a= #nderstand ph$sical and ps$chological changes that occur "ith age. O.M aO 69plore ho" "or& performance ma$ be adapted to ph$sical and ps$chological changes that occur "ith age. O.M aM #nderstand ho" changes related to "or& 'e.g., ?ob loss, ?ob transfer+ impact on one8s life and ma$ re7uire life changes. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 O.M b( Describe one8s personal motivations and aspirations. O.M b= Develop and appl$ strategies to adapt and respond effectivel$ to life and "or& changes 'e.g., problem solving, net"or&ing, updating portfolio and r/sum/, ac7uiring ne" s&ills and &no"ledge, attending personal gro"th "or&shops+. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 O.M c( O.M c= 69amine one8s personal motivations and aspirations and determine their impact on one8s life1"or& decisions. Ac&no"ledge one8s abilit$ to adapt and respond effectivel$ to life and "or& changes.
+0-)ON/L 8/N/4080NT
62
APPENDI< A <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL O.M d( reate life1"or& scenarios based on personal motivations and aspirations.
O.M d= 4mprove one8s abilit$ to adapt and respond to life and "or& changes.
+0-)ON/L 8/N/4080NT
6<
APPENDI< A
L0;0L :O(+articipate in continuous learnin& supportive of life Aor" &oals

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 M.M a( 4nvestigate educational opportunities 'e.g., ?ob training programs, emplo$er-sponsored training, graduate and professional stud$+. M.M a= 4nvestigate communit$ resources that support education and training 'e.g., childcare, public transportation, and health and human services+. M.M aO #nderstand the importance of coping strategies in helping to overcome barriers to education and training. M.M aM 69plore ho" s&ills, &no"ledge and attitudes ac7uired in and outside educational institutions enhance "or& opportunities. M.M a> 69plore life-long learning resources available in "or&place settings 'e.g., remedial classes, computer-assisted self-directed training, counselling, and tuition support+. M.M a* 69plore personal and professional learning plans. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 M.M b( !repare short and long-range plans to achieve personal and professional goals through appropriate educational1training paths. M.M b= 2utline and adopt strategies to overcome personal barriers to education and training. M.M bO #nderta&e learning activities 'e.g., stud$ing, ta&ing tests, receiving "or& site feedbac&+.
L0/-N$N4 /N. !O-5 0F+LO-/T$ON
6=
APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 M.M c( M.M c= Assess one8s o"n s&ills, &no"ledge and attitudes and determine ho" these enhance life1"or& opportunities. Determine "hich continuous learning strategies "or& best for oneself.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL M.M d( 4mprove learning strategies and engage in a life-long learning process supportive of one8s life1"or& goals.
L0/-N$N4 /N. !O-5 0F+LO-/T$ON
6>
APPENDI< A
L0;0L :O(Locate2 interpret2 evaluate and use life Aor" infor%ation '$$*
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 >.M a( 4nvestigate life1"or&-related information and materials 'e.g., on selfassessment, on career planning, on professional associations, on prospective emplo$ers+. >.M a= 69plore the uses and limitations of occupational and labour mar&et information. >.M aO Discover the diverse "or& opportunities available to an individual "ith a given set of "or& s&ills, &no"ledge and attitudes. >.M aM #nderstand ho" to assess the reliabilit$ of life1"or& information. >.M a> Discover contracting and hiring practices. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 >.M b( Assess the reliabilit$ of life1"or& information. >.M b= #se career information resources such as career monographs, occupation classification s$stems, labour mar&et information, mass media, computer and 4nternet-based career information deliver$ s$stems to educate oneself to the realities and re7uirements of various "or& roles. >.M bO 4dentif$ "or& opportunities available to oneself "ith respect to one8s set of "or& s&ills, &no"ledge and attitudes.
L0/-N$N4 /N. !O-5 0F+LO-/T$ON
66
APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 >.M c( >.M c= Assess life1"or& information and evaluate its impact on one8s life1"or& decisions. Determine, according to one8s preferences, "hich "or& opportunities should or "ill be considered in one8s life1"or& scenarios.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL >.M d( 4mprove one8s strategies to locate, interpret, evaluate and use life1"or& information. >.M d= reate or adapt life1"or& scenarios using pertinent and accurate life1"or&-related information.
L0/-N$N4 /N. !O-5 0F+LO-/T$ON
6?
APPENDI< A
L0;0L :O((nderstand hoA societal and econo%ic need influence the nature and structure of Aor" '$$*
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 *.M a( 69plore ho" people8s personal values and interests often determine the importance given to "or&. *.M a= #nderstand ho" trends 'such as social, demographic, technological, occupational and industrial trends+ affect education1training programs and "or& opportunities. *.M aO #nderstand the concept of a global econom$ and ho" it affects the individuals, communities, provinces or territories as "ell as the countr$ itself. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 *.M b( Demonstrate ho" one8s communit$ is affected b$ societ$8s needs and functions, as "ell as b$ the global econom$. *.M b= Demonstrate ho" "or& and learning opportunities in one8s communit$ are or could be affected b$ certain trends 'such as social, demographic, technological, occupational and industrial trends+.
L0/-N$N4 /N. !O-5 0F+LO-/T$ON
6@
APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 *.M c( *.M c= *.M cO 69plain ho" one8s personal values and interests determine the importance one gives to "or&. 6valuate the impact of societ$8s needs and functions, and that of the global econom$ on self. 6valuate the impact of social, demographic, technological, occupational and industrial trends on "or& and learning opportunities for oneself.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL *.M d( 6ngage in "or& e9periences that satisf$ one8s needs as "ell as contribute to societ$.
L0/-N$N4 /N. !O-5 0F+LO-/T$ON
67
APPENDI< A
L0;0L :O($%prove on abilities to see"2 obtain create and %aintain Aor"

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ,.M a( 4nvestigate specific "or& that supports desired career intentions. ,.M a= 4dentif$ ?ob opportunities respectful of oneself. ,.M aO 4dentif$ relationships that "ill help "ith finding "or&. ,.M aM #pdate "or& search tools and s&ills re7uired to see&, obtain1create and maintain "or& '?ob application forms, r/sum/s, portfolios, ?ob intervie"ing, proposals, cover letters, etc.+. ,.M a> #nderstand ho" recent social and economic changes 'e.g., technological developments, changes in demand for products or services+ influence the &no"ledge, s&ills and attitudes re7uired for see&ing, obtaining1creating and maintaining "or&. ,.M a* 69plore alternative strategies reflective and supportive of career change 'e.g., on-the-?ob training, career ladders, mentors, net"or&ing, continuous learning+. ,.M a, 4nvestigate career planning and "or&-finding services available through organiBations 'e.g., government, educational institutions, business1industr$, labour and communit$ agencies+. ,.M aA 69plore s&ills, &no"ledge and attitudes that are transferable from one "or& role to another. ,.M a) #nderstand the importance of ma&ing life1"or& decisions in step "ith one8s preferred future.
L$:0 !O-5 9($L.$N4
?0
APPENDI< A <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ,.M b( 6stablish relationships that "ill help "ith finding "or&. ,.M b= !ractice or appl$ "or& search tools and s&ills re7uired to see&, obtain1create and maintain "or& '?ob application forms, r/sum/s, portfolios, ?ob intervie"ing, proposals, cover letters, etc.+. ,.M bO 69perience career planning and "or& finding services available through organiBations 'e.g., government, educational institutions, business1industr$, labour and communit$ agencies+. ,.M bM Demonstrate s&ills, &no"ledge and attitudes that are transferable from one "or& role to another. ,.M b> !lan career changes reflective of one8s preferred future. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ,.M c( ,.M c= ,.M cO ,.M cM Re-e9amine one8s net"or& and determine the relationships most helpful to one8s "or& search strategies. 6valuate one8s s&ills, &no"ledge and attitudes in terms of effective tools for see&ing, obtaining1creating and maintaining "or&. Assess one8s s&ills, &no"ledge and attitudes in terms of one8s career goals and "or& opportunities. Assess "or& opportunities in terms of one8s preferred future.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ,.M d( ,.M d= reate and engage in "or& opportunities reflective of one8s personal set of s&ills, &no"ledge and attitudes. reate and engage in "or& opportunities reflective of one8s preferred future.
,.M dO Adapt or innovate "ith one8s "or& search s&ills and tools.
L$:0 !O-5 9($L.$N4
?1
APPENDI< A
L0;0L :O($ncorporate adult life reality into life Aor" decision %a"in&
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 A.M a( 69plore the t$pe of s&ills, &no"ledge and attitudes important to ac7uire or develop in order to assess "or& opportunities 'in terms of advancement, management st$les, "or& environment, benefits and other "or& conditions+. A.M a= 69plore the effects that learning, famil$ and "or& decisions ma$ have on one8s career decision process. A.M aO #nderstand ho" personal and environmental conditions ma$ affect decision ma&ing. A.M aM 69plore effective career decision-ma&ing s&ills, &no"ledge and attitudes. A.M a> 69plore potential conse7uences of decisions. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 A.M b( Demonstrate the s&ills, &no"ledge and attitudes re7uired to assess "or& opportunities. A.M b= Demonstrate effective career decision-ma&ing s&ills, &no"ledge and attitudes. A.M bO Determine personal criteria for ma&ing decisions about learning, famil$ and "or&. A.M bM 4dentif$ potential conse7uences of one8s decisions.
L$:0 !O-5 9($L.$N4
?2
APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 A.M c( A.M c= Assess "or& opportunities for oneself. 6valuate the impact of one8s decisions on self and others.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL A.M d( 6ngage in decision ma&ing respectful of oneself and supportive of one8s goals.
L$:0 !O-5 9($L.$N4
?<
APPENDI< A
L0;0L :O($ncorporate the Nbalanced life Aor"O issue in life Aor" buildin&
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ).M a( 69plore ho" individual gro"th and evolving famil$ life impact one8s career path. ).M a= #nderstand ho" "or&, famil$ and leisure activities interrelate. ).M aO #nderstand ho" personal values ma$ influence one8s priorities. ).M aM 69plore strategies for negotiating "or&, famil$ and leisure demands 'e.g., "or&ing hours, time "ith friends+ "ith famil$ members. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ).M b( Appl$ strategies for negotiating "or&, famil$ and leisure demands 'e.g., "or&ing hours, time "ith friends+ "ith famil$ members. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ).M c( ).M c= ).M cO Determine the value of "or&, famil$ and leisure activities for oneself. 69plore one8s "or&, famil$ and leisure activities and evaluate their impact on one8s life. Determine the &ind of "or&, famil$ and leisure activities one feels "ill contribute to a balanced life.
<3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ).M d( 6ngage in life1"or& scenarios and leisure activities that support one8s goals and contribute to a balanced life.
L$:0 !O-5 9($L.$N4
?=
APPENDI< A
L0;0L :O((nderstand and learn to overco%e stereotypes in life Aor" buildin& '$$*
<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 (@.M a( 4nvestigate recent changes in gender norms and attitudes. (@.M a= 4nvestigate trends in the gender composition of the labour force. (@.M aO 69plore difficulties encountered in stereot$ping occupations. (@.M aM 69plore s&ills, &no"ledge and attitudes that help eliminate stereot$ping in education, famil$ and "or& environments. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 (@.M b( Demonstrate s&ills, &no"ledge and attitudes that help eliminate stereot$ping in education, famil$ and "or& environments. <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 (@.M c( 6valuate the impact that trends in the gender composition of the labour force have on one8s career plans. (@.M c= Determine one8s need to adopt strategies or ta&e actions that help eliminate gender bias stereot$ping. <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL (@.M d( reate and engage in fulfilling life1"or& scenarios regardless of gender bias and stereot$ping.
(@.M d= 6ngage in life1"or& e9periences in "a$s that help eliminate gender bias and stereot$ping.
L$:0 !O-5 9($L.$N4
?>
APPENDI< A
L0;0L :O(8ana&e oneEs life Aor" buildin& process

<3AG6 a A L#4<4342-: A L#4R4-G G-2;L6DG6 ((.M a( 69plore the nature of life1"or& transitions and their impact on one8s life1"or& building process. ((.M a= 4nvestigate the choices and challenges of ma?or transitions 'e.g., becoming a parent1spouse1retiree, losing a ?ob+. ((.M aO 69plore financial and lifest$le needs and their relationship to life1"or& roles. ((.M aM 69plore effective strategies to use during transitions. ((.M.a> #nderstand the importance of updating one8s portfolio using ne"l$ ac7uired information about self and the "or& d$namic. ((.M a* #nderstand the importance of revisiting and fine-tuning one8s preferred future, life1"or& scenarios and short-term action plans. <3AG6 b A!!L4 A342-: 6I!6R46- 4-G A L#4R6D G-2;L6DG6 ((.M b( !lan and appl$ coping strategies or desired scenarios during transition periods 'e.g., starting a famil$, retirement, losing a ?ob+. ((.M b= #pdate one8s portfolio. ((.M bO Revie" one8s preferred future and fine-tune one8s life1"or& action plans. ((.M bM !ursue one8s action plans.
L$:0 !O-5 9($L.$N4
?6
APPENDI< A <3AG6 c !6R<2-AL4NA342-: 4-36GRA34-G A L#4R6D A-D A!!L46D G-2;L6DG6 ((.M c( Revisit one8s preferred future to determine "hether or not it is necessar$ to modif$ and1or create ne" life1"or& scenarios and ad?ust one8s shortterm action plans. ((.M c= Re-e9amine one8s strategies during transition periods in light of one8s preferred future and determine "hether or not it is necessar$ to ad?ust them. <3AG6 d A 3#AL4NA342-: <3R4:4-G 32;ARD< %#LL !236-34AL ((.M d( Adapt one8s preferred future in order to al"a$s reflect one8s true self
L$:0 !O-5 9($L.$N4
??
APPENDI< A
NOT0) /N. .OO.L0)
LEARNING PROCESS TAXONOMY

FOR LIFE/WORK DESIGNS
VERB LIST
APPENDIX B
/++0N.$F 9
LEARNING PROCESS TA1ONOM2 3OR LI3E'(OR4 DESIGNS5 VERB LIST

a /#J($)$T$ON
)T/40 .(-$N4 !,$#, L0/-N0-):
A L#4R6 -6; G-2;L6DG6 D4< 2:6R -6; 4-%2R0A3426I!L2R6 A-D #-D6R<3A-D -6;
2- 6!3<
b /++L$#/T$ON
)T/40 .(-$N4 !,$#, L0/-N0-):
6I!6R46- 6 A L#4R6D G-2;L6DG6 A!!LF 4-%2R0A342- 32 <43#A342-< 2R
32 3560<6L:6<
c +0-)ON/L$L/T$ON
)T/40 .(-$N4 !,$#, L0/-N0-):
4-36GRA36 A L#4R6D A-D A!!L46D
G-2;L6DG6
d /#T(/L$L/T$ON
)T/40 .(-$N4 !,$#, L0/-N0-):
<3R4:6 32;ARD< %#LL !236-34AL
R6A36 -6; !R2D# 3< 2R -6; < 6-AR42<
A G-2;L6DG6 A-D A!!R6 4A36 ;52

356F AR6
D602-<3RA36 -6; .65A:42#R< A-D

A3343#D6<
6-GAG6 3560<6L:6< %#LLF 4<4G-4%4 A-3 6I!6R46- 6<
4-:6<34GA36 -6; 2R 6I4<34-G <2#R 6<

2% 4-%2R0A34263
#<6 -6; 4-%2R0A34263 .
R6-6IA04-6 A-D 6:AL#A36 D636R04-6...%2R 3560<6L:6< 4-36R-AL4N6 -6; L6AR-4-G 63 .
40!R2:6 354-G<, <43#A342-<... 2R

3560<6L:6< 63
L0/-N0-)
8$4,T 90 /)50. TO:
L0/-N0-) 8$4,T 90 /)50. TO:

Appl$ ac7uired &no"ledge 'to situations or themselves+ Develop a pro?ect %i9 things GeneraliBe ac7uired &no"ledge 4dentif$Wfor themselves Learn about themselves !erform a tas& !lan "ith ac7uired &no"ledge !ractice ne" s&ills !repare a pro?ect <imulate a situation
L0/-N0-)
8$4,T 90 /)50. TO:
L0/-N0-)
8$4,T 90 /)50. TO:
As& about things, people lassif$ info about things or people odif$ ne" information ompile ne" data rosschec& information Describe "hat the$ learned 69plain ne" concepts %ile information Give e9amples to illustrate concepts Gather pertinent information 4ntervie" people Learn about people or things
Anal$se situations, themselvesW .e assertive hooseWfor themselves omment on sub?ects, situations, etc. DecideWfor themselves 6valuate impact of personal decisions on themselves or others 69amine their decisions or reactions 69press their ideas, their feelings Give their opinion 4nternaliBe e9periences Luestion information, decisions, themselvesW
Adapt products, concepts, scenarios Advise people onceptualiBe ideas, pro?ects Design ne" products, programs 6dit a boo&, an articleW 6laborate ne" ideas, pro?ects %acilitate transitions Guide or mentor others 4nitiate ne" pro?ects, scenarios 4nnovate 4nvent ne" things 3ransfer s&ills, &no"ledge and attitudes
APPENDI< B
Locate information Read on the sub?ect Research ne" information 6tc. <olve a problem 3r$ a ne" idea #se ac7uired &no"ledge 6tc. :isualiBe scenarios, themselves, etc. 6tc. to modif$, create 3ransform behaviours and attitudes 6tc.
-236: 3hese lists are not complete. %eel free to add to them as long as $our additions are reflective of each developmental stage.
2 L0/-N$N4 +-O#0)) T/FONO8D :O- L$:0 !O-5 .0)$4N): ;0-9 L$)T
APPENDI< B
NOT0) /N. .OO.L0)

SAMPLE FORMS APPENDIX C
APPENDI< C
APPENDI< C SAMPLE FORMS
4n this Appendi9 $ou "ill find sample forms that $ou can adapt for use in $our local career development program. 6ach form can be modified easil$ to ma&e it suitable for $our audience and to meet $our particular needs.
Needs /ssess%ent :or%s E E E E E 6arl$ Fears '6lementar$1!rimar$ <chool+ 0iddle Fears '0iddle1Hunior 5igh <chool+ <enior Fears '5igh <chool+ 3eacher Data <urve$ Adult
+ro&ra% :or%s E E E E E E E E E E areer Development !rogram Revie"CGeneral areer Development !rogram Revie"CResources and !rocess Activit$ <election and Design 0easure <election and1or Development areer Guidance Lesson !lan areer Development Activit$ Lesson !lan 6valuation areer Development !rogram !lan 6mplo$ee areer Action !lan hec&list Hunior 5igh <chool ounsellor Hob Description
1 )/8+L0 :O-8)
APPENDI< C
#areer .evelop%ent Needs /ssess%ent

0le%entary )chool
<taff 0ember \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Grade Level \\\\\\
3he career development program8s <teering ommittee is assessing the career guidance and counselling needs of our students and "e need $our help. 3his surve$ lists the &no"ledge, s&ills and attitudes that are related to the career a"areness phase of career development. ;hen $ou read each item, indicate $our perception of ho" important it is to the career development of our students. !lease circle $our choice based on an importance scale of ( to O, "ith ( being of Great 4mportance and O being of Little 4mportance. %eel free to add $our o"n ideas to the list. 3han& $ouS 2% L433L6 40!2R3A- 6
2% GR6A3 40!2R3A- 6
/-0/ /
+0-)ON/L 8/N/4080NT ( ( ( = = = O O O
(.( .uild a positive self-image "hile discovering its influence on self and others =.( Develop abilities for building positive relationships in one8s life '4+ O.( Discover that change and gro"th are part of life /-0/ 9 L0/-N$N4 /N. !O-5 0F+LO-/T$ON
M.( Discover life-long learning and its contributions to one8s life and "or& >.( Discover and understand life1"or& information *.( Discover ho" "or& contributes to individuals, and the communit$ /-0/ # L$:0 !O-5 9($L.$N4
( ( (
= = =
O O O
N00.) /))0))80NT :O-8)
APPENDI< C .( 69plore effective "or& strategies ( ( ( ( ( ( = = = = = = O O O O O O
A.( 69plore and improve decision ma&ing ).( 69plore and understand the interrelationship of life roles '4+ (@.( Discover the nature of life1"or& roles ((.( 69plore the underl$ing concepts of a life1"or& building process =thersE,lease add 3our own ideas
N00.) /))0))80NT :O-8)
<
APPENDI< C
Needs /ssess%ent )urvey

Diddle/2unior +igh School
!2<4342-: Administrator\\\\\ ounsellor\\\\\ 3eacher\\\\\ 2ther <taff\\\\\
$N)T-(#T$ON)
;e are conducting a surve$ of the career development needs of the students "e serve. 3his surve$ lists the &no"ledge, s&ills, and abilities that are related to effective life Aor" eBploration and plannin&. ;hen $ou read each item, give it t"o ratings: '(+ importance for students, and '=+ current achievement C$our perception of the percentage of students that t$picall$ have the &no"ledge, s&ills, or abilit$. )tep 1 %or each of the items belo", circle $our choice using the follo"ing rating scale. Of 4reat $%portance > Of Little $%portance 1
<
)tep 2 %or each of the items belo", circle $our choice using the follo"ing rating scale. > R /ll 716100S = R 8ost ?1670S < R )o%e <16?0S 2 R :eA 116<0S 1 R None 0610S
#o%petency 132 9uild a positive self6i%a&e and understand its influence on oneEs life and Aor" 13 )tudents can describe hoA behaviours and attitudes influence the feelin&s and behaviours of others3 4mportance urrent Achievement > M O = ( > M O = ( )tudents can describe hoA behaviours affect school and fa%ily situations 4mportance urrent Achievement > M O = ( > M O = ( )tudents can describe hoA the environ%ent influences attitudes and behaviours 4mportance urrent Achievement > M O = ( > M O = (
23
<3
This is a sa%ple. 3o complete the surve$ format, include all the indicators for each middle1?unior high school level competenc$. 3he$ are listed in Appendi9 A of the Blueprint.
N00.) /))0))80NT :O-8)
APPENDI< C
#areer 4uidance and #ounsellin& Needs )urvey

+igh School
'/dapted :ro% the NeA Jersey National #areer .evelop%ent 4uidelines +ilot*
3he purpose of this surve$ is to provide information "hich "ill be used in determining "a$s for the school to be of greater benefit. !lease respond honestl$ and thoughtfull$. -ame \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\]\\\\\\\\\\\\\\\\\\\\]\\\\\\\\\\\\\\ Last %irst 0iddle !arent\\\\ 3eacher\\\\ Administrator\\\\ <tudent: Grade )\\\\\ (@\\\\ ((\\\\ (=\\\\
$nstructions
Respond to this surve$ b$ choosing "hat career development competencies $ou believe students need. !lease read all (= competencies before attempting to ans"er this surve$. 3hen ran& them in order of importance b$ circling number '(+ for the most important, number '=+ for the ne9t most important, and so on through number '(=+. %ollo"ing each competenc$ is a list of statements. !lace a chec&mar& beside each statement that describes an area of &no"ledge, a s&ill, or abilit$ $ou thin& the students need help "ith. Leave blan& if $ou believe the students do not need help. Fou ma$ chec& all, some, or none of the statements.
#o%petency 13< .evelop abilities to %aintain a positive self6i%a&e3 ( = O M > * , A ) (@ ((

(.O a( #nderstand ho" individual characteristics such as interests, s&ills, values, beliefs and attitudes contribute in achieving personal, social, educational and professional goals. (.O a= #nderstand the importance of giving and receiving feedbac&. (.O aO #nderstand the importance of allies 'e.g. relationships, mentors+ and e9ternal assets 'e.g. finances, goods+ in the fulfillment of life1"or& scenarios. (.O b( 4dentif$ the behaviours and attitudes that mirror one8s self-image. (.O b= 4dentif$ one8s personal characteristics such as interests, s&ills, values, beliefs and attitudes. (.O bO 4dentif$ one8s allies and e9ternal assets. (.O bM Demonstrate giving and receiving feedbac&. (.O b> Adopt behaviours and attitudes that pro?ect a positive self-image. (.O b* Adopt behaviours and attitudes conducive to reaching one8s personal, social, educational and professional goals. (.O c( Assess one8s personal characteristics and capitaliBe on those that contribute positivel$ to the achievement of one8s personal, educational, social and professional goals. (.O d( 4mprove one8s self-image in order to contribute positivel$ to one8s life and "or&.
This is a sa%ple. 3o complete the surve$ format, include all of the high school competencies and indicators that are listed in Appendi9 A of the Blueprint.
N00.) /))0))80NT :O-8)
>
APPENDI< C
)tudent #areer .evelop%ent Needs

#eacher Data Surve3
'Adapted from the 3ucson #nified <chool District8s omprehensive ompetenc$-.ased Guidance !rogram+
)tudents &et this infor%ation in %y classroo% Fes -o $ Aould li"e assistance Aith this in %y classroo% Fes -o
,oA i%portant is thisG
#O8+0T0N#D +0-)ON/L 8/N/4080NT (. .uild and maintain a positive self-image =. 4nteract positivel$ and effectivel$ "ith others O. hange and gro" throughout one8s life
:er$ 4mportant
4mportant
-ot 4mportant
L0/-N$N4 /N. !O-5 0F+LO-/T$ON M. !articipate in life-long learning supportive of life1"or& goals >. Locate and effectivel$ use life1"or& information *. #nderstand the relationship bet"een "or& and societ$1econom$ L$:0 !O-5 9($L.$N4 ,. <ecure1create and maintain "or& A. 0a&e life1"or& enhancing decisions ). 0aintain balanced life and "or& roles (@. #nderstand the changing nature of life1"or& roles ((. #nderstand, engage in and manage one8s o"n life1"or& building process
N00.) /))0))80NT :O-8)
APPENDI< C
#areer .evelop%ent Needs /ssess%ent )urvey

Adults
!osition: Administrator\\\\\\\ ounsellor\\\\\\\ 2ther <taff \\\\\\\
;e are conducting a surve$ of the career development needs of the clients "e serve. 3his surve$ lists the &no"ledge, s&ills and attitudes that are related to competencies adults should have for effective career development. ;hen $ou read each item, $ou "ill give it t"o ratings. 4n olumn (, circle a number bet"een ( and > to indicate the relevance of each statement to the achievement of that competenc$ for adults. ( ^ criticall$ important and > ^ not important. 4n olumn =, circle a number from ( to > to describe, in $our opinion, the percentage of clients "ho possess this s&ill before coming to our agenc$. ( ^ ,>V and over = ^ >>-,MV O ^ O>->MV M ^ (>-OMV > ^ less than (>V .
+0-)ON/L 8/N/4080NT
#O8+0T0N#D 13= $%prove on abilities to %aintain a positive self6concept3 (.M a( #nderstand the influence of personal characteristics 's&ills, &no"ledge, attitudes, interests, values and beliefs+ on career decisions. (.M a= #nderstand ho" achievements related to "or&, learning and leisure influence self-image. (.M b( 69plore ho" one8s career decisions have been and still are influenced b$ one8s personal characteristics 's&ills, &no"ledge, attitudes, interests, values and beliefs+ (.M b= 4dentif$ one8s personal achievements related to "or&, learning and leisure. (.M bO Adopt behaviours and attitudes that pro?ect a positive selfimage. (.M c( Re-e9amine one8s personal characteristics and determine those that might contribute positivel$ to the achievement of one8s life and "or& goals. (.M c= 69amine one8s personal achievements and ac&no"ledge their influence on one8s self-image. (.M d( 4mprove one8s life and "or& b$ ma9imiBing one8s positive characteristics. (.M d= 6ngage in life1"or& e9periences that validate one8s entire being and provide a sense of personal achievement. #olu%n 1 -elevance to adults ( = O M > #olu%n 2 +ercenta&e Aith s"ill ( = O M >
( = O M > ( = O M >
( = O M > ( = O M >
( = O M > ( = O M > ( = O M >
( = O M > ( = O M > ( = O M >
( = O M > ( = O M > ( = O M >
( = O M > ( = O M > ( = O M >
N00.) /))0))80NT :O-8)
APPENDI< C
Ca$(($ D(%(" 62(!t P$ 1$a2 R(%i(. F $2

+art 1I+ro&ra% #ontentT
$nstructions
(. )tandard List the standards. =. +ro&ra% +rocesses List the career development process'es+ that are being used for each standard. !rocesses include outreach, instruction1training, counselling, assessment, career information, placement, "or& e9perience, consultation, and referral services. O. /ctivity List the program activit$'ies+ that is1are being used for each indicator. M. +ro&ra% +articipants Describe "hich individuals are receiving each activit$. >. #o%%ents and -eco%%endations 4n this final section for each competenc$, list overall comments and recommendations including: overall strengths and "ea&nesses of the program related to the competenc$ and standards. Recommended improvements including standards that need to be strengthened and activities that might be added or substituted.
ompetenc$ -umber: ompetenc$ <tatement: Local )tandard +rocess /ctivity +ro&ra% +articipants
2verall strengths and "ea&nesses of the program related to the competenc$ and standards. Recommended improvements in the competencies and standards including ne" processes and activities that might be added or substituted. Q omplete a cop$ of !art 4C!rogram ontent for each competenc$.
+art 2I+ro&ra% )chedule

4s there a master schedule or specified timeline for the deliver$ of the programD Does the program leader monitor the scheduleD +-O4-/8 :O-8) @
APPENDI< C
+art <I+ro&ra% )tructure

ollect the follo"ing information related to program structure as part of $our program revie". /3 +ro&ra% Leadership E E E E 4s there a designated career guidance and counselling program leaderD ;hat are his or her responsibilitiesD Are others a"are that this person is the leaderD Does this individual have time to provide leadership to the programD
93 )taffin& E E E E ;hich individuals have a role in staffing the programD ;hat are their specific responsibilitiesD Do the$ have time to perform these responsibilitiesD Do the$ have the e9pertise neededD
#3 :acilities E E E E ;hat ph$sical space is available for the programD 4s it ade7uate in terms of siBe and privac$D ;hat e7uipment is available for the programD 4s it ade7uateD ;hat materials are available for the programD Are the$ current and readil$ available "hen neededD ;hat supplies are available for the programD Are the$ ade7uateD
.3 9ud&et E ;hat budget is available for the programD 4s it ade7uateD
03 8ana&e%ent E E E E E E 5o" is the program coordinated "ith other school programsD 5o" might coordination be improvedD 4s the program evaluated periodicall$D 4s the evaluation information ade7uate to support the effectiveness of the programD Does the program conduct public relations activitiesD Are the$ effectiveD Does the program include regular staff development activitiesD Are the$ responsive to staff needsD 4s the program articulated "ith career development programs at other educational levelsD Do the articulation procedures reduce program duplication and gapsD 4s the program coordinated "ith other programs that serve our studentsD
+-O4-/8 :O-8)
APPENDI< C
#areer .evelop%ent +ro&ra% -evieA

-esources and +rocess #hec"list
':ro% the 8ississippi National #areer .evelop%ent 4uidelines +ilot +roject*
ADD ( S#$A# FE S?,,=$# $ES=?$CES

D0) )O80!,/T NO NOT /++L$#/9L0
(. 4s there ade7uate administrative support from $our immediate supervisor for a career development programD Comments:
=. Does $our administration sho" a positive attitude to"ard career developmentD Comments:
O. Do $ou have a list of desired career guidance and counselling outcomes that has been agreed upon b$ the administration, the counselling staff and the advisor$ committeeD Comments:
M. Do $ou have in "riting a clear definition of the responsibilities of administration, professional staff and clerical staff for career developmentD Comments:
+-O4-/8 :O-8)
10
APPENDI< C -esources and +rocess #hec"listI#ontinued :/#$L$T$0)

D0) )O80!,/T NO NOT /++L$#/9L0
>. 4s ade7uate space provided to house $our programsD Comments:
*. Are $our resource materials and computers accessible to all studentsD Comments:
,. Do $our counsellors have offices that: a. provide auditor$ and visual privac$ for studentsD b. ensure securit$ of filesD c. have a private telephoneD Comments:
A. Do $ou have a career guidance and counselling areaD Comments:
). 4s $our career guidance and counselling area: a. convenient to studentsD b. comfortable and appealingD Comments:
+-O4-/8 :O-8)
11
APPENDI< C -esources and +rocess #hec"listI#ontinued +0-)ONN0L -0J($-080NT) /N. #O(N)0LLO- #/-00- .0;0LO+80NT +-O:0))$ON/L #O8+0T0N#$0)
D0) )O80!,/T NO NOT /++L$#/9L0
(@. Do $ou have enough certified and1or trained career development professionals on staffD Comments:
(( 5as the counsellor1career development professional had course "or& or in-service training in: a. assessmentD b. decision ma&ingD c. career counsellingD Comments:
(=. 4s the counsellor1career development professional 7ualified to lead and consult "ith teachers, administrators, parents, etc.D Comments:
(O. Does $our career development staff have enough clerical supportD Comments:
(M. Does $our institution provide other specialists "ho participate in the career development program, such as: a. social "or&ersD b. speech and hearing therapistsD c. school ps$chologistsD d. occupational and ph$sical therapistsD e. reading and other learning specialistsD f. nursesD Comments:
+-O4-/8 :O-8)
12
APPENDI< C -esources and +rocess #hec"listI#ontinued T-/$N$N4 /N. 8/T0-$/L)

D0) )O80!,/T NO NOT /++L$#/9L0
(>. Do $ou have a "ritten plan to provide staff development in career development areas "here counsellors, career development professionals and1or teachers need more e9pertiseD Comments:
(*. 4s professional career development literature provided to counsellors, career development professionals and1or teachersD Comments:
(,. 5as an inventor$ of available career guidance and counselling resource materials and e7uipment and a list of need materials and e7uipment been madeD Comments:
(A 4s there an ade7uate budget for career guidance and counselling resource and training needsD Comments:
(). Does $our career development program include the follo"ing components: a. instructionD b. counsellingD c. assessmentD d. career informationD e. placementD f. consultationD g. referralD Comments:
+-O4-/8 :O-8)
1<
APPENDI< C -esources and +rocess #hec"listI#ontinued +-O#0))

D0) )O80!,/T NO NOT /++L$#/9L0
=@. 5as $our institution ta&en the follo"ing steps to implement the Blueprint for Life/Work Designs: a. formed a steering committeeD b. formed an advisor$ committeeD c. conducted a needs assessmentD d. made a list of goals for program improvementD e. set priorities for goalsD f. made a "ritten evaluation planD g. begun to ta&e steps to improve the programD h. conducted staff developmentD i. made a list of needs for further staff developmentD ?. made a "ritten plan to use evaluation results for further improvementD Comments:
+-O4-/8 :O-8)
1=
APPENDI< C
ACTIVIT2 SELECTION AND DESIGN 3ORM

#o%plete a copy of this for% for every local standard related to each co%petency3 #o%petency Nu%ber \\\\\\\\\\\\\\\\\\\\ /udience \\\\\\\\\\\\\\\\\\\\
$ndicator \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Local )tandard \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ +ro&ra% +rocesses: \\\\ Outreach \\\\ #ounsellin& \\\\ /ssess%ent \\\\ #lassroo% $nstruction '$n Ahich class'es* can it be deliveredGUUUUUUUUUU* \\\\ #areer $nfor%ation \\\\ !or" 0Bperience \\\\ -eferral \\\\ #onsultation \\\\ +lace%ent \\\\ :olloA6up .escription of /ctivity: '/ttach any Aor"sheets or handouts that are reKuired to conduct the activity3*
Note: #o%plete a N8easure )election and or .evelop%ent :or%O for the local standard and attach to this N/ctivity .esi&n :or%3O
+-O4-/8 :O-8)
1>
APPENDI< C
80/)(-0 )0L0#T$ON /N. O- .0;0LO+80NT :O-8

#o%plete a copy of this for% for every local standard related to each co%petency3 #o%petency Nu%ber: \\\\\\\\\\\\\\\\\\\\\ /udience: \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Local )tandard:
8easure:
)corin& $nstructions:
+-O4-/8 :O-8)
16
APPENDI< C
Career %uidance Lesson ,lan

%rom the !enns$lvania -ational areer Development Guidelines !ilot 3itle \\\\\\\\\\\\\\\\\\\\\\\\\\\ <ub?ect Area \\\\\\\\\\\\\\\\\\\\\\\\\\\ Grade Level \\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\ oncept
ompetenc$ Z\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ <tandard Z \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Lesson 2b?ectives: areer Development \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ 4nstructional \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Description of Activit$ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Resources: A. 0aterials \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ .. !eople \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ . <pace167uipment \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ 3ime Re7uirement \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ +-O4-/8 :O-8) 1?
APPENDI< C
6valuation \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
+-O4-/8 :O-8)
1@
APPENDI< C
C&reer De0el#p$ent Acti0it*

%rom the !enns$lvania -ational areer Development Guidelines !ilot
3itle \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\ Grade Level \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
<ub?ect Area
ompetenc$ Z\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ 4ndicator: \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
<tandard: \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ 4nstructional 2b?ective: \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Activit$: \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
6valuation: \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
Resources: \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ 3ime Re7uirement: \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ +-O4-/8 :O-8) 17
APPENDI< C \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
+-O4-/8 :O-8)
20
APPENDI< C
Lesson ,lan Evaluation 'ormH

%rom the -orth Da&ota -ational areer Development Guidelines !ilot <chool
Title
of Lesson \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
0valuator \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Lesson Objectives: (. Does the career ob?ective \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ ma&e senseD
=. Does the instructional ob?ective ma&e senseD \\\\\\\\\\\\\\\\\\\\\\\\\\\\ .escription of /ctivity: (. 4s the description eas$ to follo"D \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ =. 4s ever$ detail needed in the description of the activit$ clearl$ stated 'no surprises+D \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ -esources: (. 4s ever$thing $ou need \\\\\\\\\\\\\\\\\\\\\\\\\\\\ =. Are people, space \\\\\\\\\\\\\\\\\\\\ Ti%e -eKuire%ent: (. 4s this the proper time length to complete the lessonD \\\\\\\\\\\\\\\\\\\\\\ 0valuation: (. 4s the evaluation specific enough for $ou to be sure the student has successfull$ completed the ob?ectivesD \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Other: (. 4s the grammar correct in all sentencesD 4f not, list "hat needs to be changed. \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ =. Does the lesson do "hat $ou thought it "ouldD 4f not, "hat needs to be added or deletedD \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ O. An$ other commentsD \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ +-O4-/8 :O-8) 21 and listed under re7uirements materialsD correctD
e7uipment
APPENDI< C
omplete a cop$ of this form for each activit$.
+-O4-/8 :O-8)
22
APPENDI< C
Career Development ,rogram ,lan 'orm

(. +ro&ra% .escription %or each competenc$, list the indicators selected. Describe ho" each indicator "ill be addressed b$ process, activit$, audience, staff responsible for activit$ deliver$ and date. #o%petency: 4ndicator !rocess Activit$ Audience <taff Date
=. +ro&ra% )chedule. reate a master schedule b$ listing all program activities arranged b$ schedule of deliver$ and audience. )tart 0nd 8onth /udience 8onth /ctivity
O. )taff -oles and -esponsibilities. List career development program responsibilities of program leader and other staff. !rogram Leader <taff M. +ro&ra% -esources. 0a&e a complete list of needed resources for the career development program. +hysical :acilities. <pace neededR special re7uirements 'e.g., privac$+. 0Kuip%ent. List all needs including media, computer, furniture and other items. 8aterials and )upplies. List all needs including assessment materials and scoring services, career information and others. 9ud&et. Develop a line item budget covering such items as e7uipment, materials and supplies, staff development, consultants, etc. 8ana&e%ent )chedule. List all management tas&s related to evaluation, public relations, coordination, and staff development. Tas" +erson -esponsible .ate #o%pleted +-O4-/8 :O-8) 2<
APPENDI< C
+-O4-/8 :O-8)
2=
APPENDI< C
Emplo3ee Career Action ,lan Checklist6

Geep an up-to-date record of the status of emplo$ees participating in $our career development program. 3he information "ill be helpful in both product and process evaluations.
,as 0%ployee: (. =. ompleted a career assessment programD ompleted a career development action planD
D0) NO (N#0-T/$N ./T0
O. 6stablished a timeline for the steps of his1her action planD M. 4dentified several life1"or& optionsD >. Revie" plans "ith a career counsellor1coachD *. ,. ontacted an education1training facilit$D ontact referral sources 'if applicable+D
A. 6nrolled in the education1training programD ). <uccessfull$ completed an in-house training programD (@. <uccessfull$ completed an outside training programD ((. .een placed in a ne" role "ithin the organiBationD (=. .een promoted "ithin the organiBationD (O. Left the organiBationD a. current position and organiBation b. unemplo$ed, searching for "or&D c. "h$ (M. 6mplo$ee records are up-to-dateD (>. '2ther+
Q %rom the 6mplo$ee areer Development !rogram: !rogram Guide, -24 . #sed "ith permission.
+-O4-/8 :O-8)
2>
APPENDI< C
2unior +igh Counsellor 2o! Description

%rom the 4o"a -ational areer Development Guidelines !ilot 4n an ever-changing and comple9 societ$ such as ours, it is imperative that assistance in gro"ing up during these transitional $ears of ?unior high be made available to all students regardless of race, se9 or creed. 2ur role as counsellors is to "or& "ith students, teachers and parents to provide this assistance through identification of needs, counselling, and dissemination of appropriate and current information. 4n order to serve these individual needs, the ?unior high counsellor "ill: #O(N)0L (. ounsel students on a one-to-one basis, in small groups and in classroom situations. =. onduct orientation programs for students entering the ne9t grade and for ne" students. O. ;or& to discover and develop the special abilities of students. M. Aid students in their course and sub?ect selection. >. 5elp students e9plore career interests and choices. #ON)(LT (. ooperate and confer "ith administrative and building staff regarding their concerns about an$ student8s behaviour. =. !eriodicall$ schedule conferences "ith parents to &eep them informed of their student8s school progress. O. oordinate and consult "ith school and communit$ referral services. M. Assist in activities such as curriculum and grading committees, staffing, case conferences, etc. >. %ollo" a professional and personal code of ethics. #OO-.$N/T0 (. Administer testing programs and interpret results to students, parents, facult$ and administration. =. oordinate career education and career guidance program. O. Assist in local evaluation and research of the effectiveness of the guidance program. M. !lan, develop and evaluate the school8s guidance program. >. onduct research related to student8s needs. *. 4nterpret the guidance program to the communit$. #L/))-OO8 4($./N#0 (. 3hrough a four and one-half "ee& e9plorator$ class called <urvival <&ills, provide developmental counselling for all si9th graders "ith the focus on self-acceptance, decision ma&ing and effective communication. =. Develop and teach a four and one-half "ee& e9plorator$ class for all si9th graders called areers, stressing career e9ploration and self-a"areness. 3his ?ob description is intended as an e9ample of structure onl$. %or content, i.e. the tas&s and competencies of practitioners+, please visit the anadian Guidelines and <tandards for areer Development "ebsite
+-O4-/8 :O-8)
26
APPENDI< C
NOT0) /N. .OO.L0)
LINKS BETWEEN BLUEPRINT COMPETENCIES

AND OTHER SKILLS FRAMEWORKS APPENDIX D
APPENDI< D
APPENDI< D: Lin&s bet"een blueprint competencies and other s&ills

frame"or&s
INTRODUCTION AND DEFINITIONS

3he term skill is defined in the dictionar$ as the a!ilit3 to do something well arising from talent; training; or practice.A 3he term Emplo3a!ilit3 Skills "as coined b$ the onference .oard in ())= to describe those skills which provide the !asic foundation; the com!ination of skills; attitudes and !ehaviours to get; keep and progress on a -o!; to work with others on a -o!; and to achieve the !est results.) 4n ensuing $ears "e have come to realiBe that these s&ills are the s&ills needed for much more than emplo$abilit$. 3he$ are, in fact, the generic set of s&ills that are needed throughout all career and life development activities. 3he$ are not limited in their applicabilit$ and ma$ be used in all environments. 3he term generic also refers to the transferable nature of these s&ills.(@ 4n toda$8s "orld there is an increasing need for people to be able to transfer their s&ills to ne" and constantl$ changing conte9ts. 3herefore, part of the life1"or& development process must be the ac7uisition of s&ills that can be applied to a variet$ of situations. 3hese emplo3a!ilit3 skills are combined in various "a$s and have several other names, such as: transferable s&ills, core competencies, core s&ills, non-technical s&ills, 6ssential <&ills((, generic s&ills, soft s&ills, basic s&ills, and critical "or&place competencies(=, depending on various perspectives of research and applicabilit$ as "ell as the conte9ts in "hich the$ are being applied or used. <ome people have recentl$ coined the term E <&ills to describe the broad range of 6mplo$abilit$ <&ills, 6ssential <&ills, 6ntrepreneurial <&ills and 6motional 4ntelligence.
;ebster8s ?niversal College Dictionar3, -e" For&, Gramerc$ .oo&s, Random 5ouse, ()),, p. ,O>. 3he onference .oard of anada, Emplo3a!ilit3 Skills ,rofile, ())=. 10 0ichael R. .loom and Gurtis G. Gitaga"a, ?nderstanding Emplo3a!ilit3 Skills , 3he onference .oard of anada, ())), p. (*. 11 5uman Resources <ocial Development anada, Essential Skills; +elping @ou Better ?nderstand the World of Work, ())A. 12 0ichael Alpern, ritical ;or&place ompetencies: 6ssentialD GenericD oreD 6mplo$abilit$D -ontechnicalD ;hat8s in a -ameD,U in Canadian Focational 2ournal, vol. O=, -o. M, Autumn, pp. *-((.
8 9
1 $NT-O.(#T$ON /N. .0:$N$T$ON)
APPENDI< D )5$LL) -0J($-0 /#T$ON 3he nature of s&ills re7uires action in order for them to be noticeable. <&ills also call into pla$ the t"o functions of thought and action "hich ?oin together in such terms as common sense and -udgement. 3he frame"or& of 6mplo$abilit$ <&ills actuall$ includes attitudes and behaviours as "ell as s&ills. 5o"ever, if "e can loo& at "hat "e "ould see someone doing "ho is e9hibiting a certain attitude, then "e can describe that attitude in terms of actions. 3hen those actions can be learned, developed, practiced and ultimatel$ turned into a set of s&ills.
:O-40T T,0 L/90L)2 LOO5 /T T,0 /#T$ON) A &e$ to understanding these generic s&ills and eliminating the confusion about various labels or titles is b$ loo&ing at "hat people do "hen the$ are actuall$ using these s&ills. 3he lists on the follo"ing pages give descriptions of the &inds of actions $ou "ould see people carr$ing out "hen the$ are demonstrating or performing these s&ills. 2nce it is understood "hat the s&ills loo& li&e "hen the$ are being demonstrated, the actual label given to that s&ill becomes less important. 3here is no definitive ans"er to this dilemma, for there are as man$ perspectives on this topic as there are specific labels and groupings. 4t is important for career practitioners to choose the label and grouping "hich is most significant for their clientele or learner population. 3here are t"o points to &eep in mind "hen see&ing to describe or define these attitudes, behaviours, and s&ills: (. As& the 7uestions, What does it look likeD or What would 3ou see someone doingD and =. Can 3ou clearl3 descri!e the attitude; !ehaviour; or skill so ever3one in 3our population or group knows exactl3 what is meant and expected D onsider the term good attitude. ;hat does that reall$ meanD ;hat does it loo& li&eD ;hat "ould $ou actuall$ see someone doing if he1she had a good attitudeD ;hen that 7uestion can be ans"ered in terms of specific actions, then the career practitioner is on the "a$ to assisting the learner in &no"ing "hat has to be learned, practiced, and demonstrated.
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APPENDI< D 4n this Appendi9, descriptions of the s&ills 'not necessaril$ performance indicators+ are given "hich should spar& ideas for ho" to demonstrate these s&ills. 4t is important to note that these descriptions could be regrouped under a ne" heading or frame"or&, for e9ample, good attitude. <o "e might pull together some or all of the descriptions from Listening <&ills, 4nitiative, 2ral ommunication, 6thics, as "ell as <elf-6steem and onfidence in order to give a composite picture of a good attitude, for e9ample. 3he group of s&ills currentl$ &no"n as Emplo3a!ilit3 Skills are actuall$ so generic that the$ are common to all life1"or& development activities. Research of the literature sho"s that the descriptions in the follo"ing s&ills lists are fairl$ common, ho"ever, the labels and groupings are varied. %or e9ample, change and diversit3 are found under 'lexi!ilit3 and Adapta!ilit3 in the grouping in this Appendi9. 2nl$ the simplest of labels has been given to the groupings of s&ills that follo" and e9tensive lists of descriptions or performances are included. 3he career practitioner can search the s&ills lists for the descriptions that fit their needs and regroup them according to their o"n purposes. 4n the planning phase of the career development activit$, practitioners should consider validating the list of descriptors or performance indicators "ith a group of emplo$ers and others in the population "ho "ill be using the criteria. 4t is imperative that there is agreement upon the language describing the demonstrations so that the learner "ill not be tr$ing to guess "hat is meant b$ certain terminolog$ or a particular s&ill statement. 3his then leads to a more meaningful assessment process.
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APPENDI< D 8(LT$+L0 $NT0LL$40N#0) According to Dr. 5o"ard Gardner8s 0ultiple 4ntelligences 3heor$ (O, there are seven intelligences: E E E E E E E Linguistic Logical-0athematical <patial .odil$-Ginesthetic 0usical 4nterpersonal 4ntrapersonal
3hese intelligences are related to generic s&ill development in that each intelligence highlights a person8s natural abilit$ to do something "ell. 4t is not the purpose of this Appendi9 to outline all the connections, but t"o e9amples "ill serve to illustrate the interrelationship. (. 4nterpersonal 4ntelligence encompasses the abilit$ to understand others '6mpath$+ and communicate effectivel$ "ith them, both verball$ and nonverball$ '2ral ommunication and -onverbal ommunication <&ills+. 3he abilit$ to listen to 'Listening <&ills+ and collaborate "ith others as "ell as "or& in groups to achieve something '3eam"or& <&ills+ is included in this natural abilit$. 3he abilit$ to negotiate and resolve conflicts is also included in this intelligence. =. Linguistic 4ntelligence is the abilit$ to thin& in "ords and to use language easil$ and fluentl$. 3his intelligence includes s&ill in reading and "riting 'Reading and ;riting <&ills+, being able to comprehend and summariBe easil$ "hat one hears 'Listening <&ills+ and reads, as "ell as being able to e9press "hat is on one8s mind '2ral ommunication <&ills+ in a clear and comprehensive "a$ ' reativit$+. Learners can become a"are of "hich of the intelligences the$ are strongest in b$ rating their o"n s&ills and aptitudes on a simple chart such as the one found on p. =* of Expanding @our +oriAons(M.
5o"ard Gardner, 'rames of Dind> #he #heor3 of Dultiple ntelligences , -e" For&, 5arper K Ro", ()A>. 14 Hudi 0isener and <usan .utler, 69panding Four 5oriBons, Career Development %uide, 3oronto, 0cGra"-5ill R$erson, ())).
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APPENDI< D 08OT$ON/L $NT0LL$40N#0 Daniel Goleman coined the term Emotional ntelligence in his ())> boo& of the same name(> and defines it as the capacit3 for recogniAing our own feelings and those of others; for motivating ourselves; and for managing emotions well in ourselves and in our relationships(*. 6motional 4ntelligence includes man$ of the s&ills normall$ associated "ith personal management or interpersonal relationship s&ills described in the s&ills lists on the follo"ing pages. 4n addition, it includes being a"are of and understanding one8s o"n feelings '<elf-a"areness+ as "ell as the feelings of others '6mpath$+ and having rapport "ith a broad diversit$ of people. 4t also consists of being able to control the emotions connected "ith those feelings '<elf-regulation+ and being able to dela$ gratification to pursue goals. 3hese s&ills also relate to being able to "or& to"ards goals and improve ourselves '0otivation+, ta&e initiative and persevere. 6motional 4ntelligence also includes interacting "ell "ith others, leading, persuading, negotiating, co-operating and team"or& '<ocial s&ills+(,. 0an$ of the 6motional 4ntelligence s&ills dealing "ith feelings and emotions have been integrated into the s&ills lists on the follo"ing pages.
Daniel Goleman, Emotional ntelligence> Wh3 t Can Datter Dore than & , -e" For&, .antam .oo&s, ())>. 16 Daniel Goleman, Working with Emotional ntelligence, -e" For&, .antam .oo&s, ())A, p. O(,. 17 4bid., p. O(A.
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APPENDI< D
E**(!tia" S;i""*
5uman Resources and <ocial Development anada8s Essential Skills $esearch ,ro-ect provides information on the s&ills used in all occupations and in a broad range of dail$ activities: E E E <ho"ing ho" these s&ills var$ in content and difficult$, depending on the ?ob Giving e9amples of ho" these s&ills are used in different ?obs !roviding detailed profiles of the s&ill re7uirements of a broad range of specific occupations, including e9amples of materials used in actual "or&place situations
4nformation made available through the Essential Skills $esearch ,ro-ect is based on intervie"s "ith more than O,@@@ "or&ing people across anada and on occupational standards developed b$ the private sector. 4t: E 69amines on a ?ob-b$-?ob basis ho" people use these s&ills in the anadian "or&place, "ith special emphasis on ?obs that can be entered from secondar$ school 'more information on higher s&ill ?obs is being added+R Describes these s&ills in a "a$ that allo"s $ou to compare occupations and decide "hich occupations are more suited to $our strengthsR !rovides e9amples that illustrate ho" people use these s&ills in actual "or&place situationsR !rovides rating scales that describe the level of s&ill re7uired to complete the tas&s associated "ith specific occupationsCit allo"s $ou to compare the s&ill levels $ou have achieved "ith s&ill levels re7uired in different occupations and ma&e informed career choices, set goals for personal development and selecting materials for $our portfolio that demonstrate $our 7ualifications for desired ?obsR !rovides s&ill benchmar&s to guide learning outcomes initiatives throughout the public education s$stemCthis ma$ encourage a broader perspective on some traditional s&ills li&e reading and "riting, "hich involve a broad variet$ of materials in the "or&placeR Reduces the up-front costs for emplo$ers and trainers in identif$ing s&ill gaps and ma&ing training decisionsR 0a&es training happen more easil$R 5elps people see "here training opportunities are going to beR %ocuses on s&ills that are useful in life as "ell as in the "or&placeR Lin&s to the (ational =ccupational Classification S3stem '-2 +R #ses rating scales compatible "ith the nternational Adult Literac3 Surve3 '4AL<+, the #est of Workplace Essential Skills '32;6<+ and the Canadian Language Benchmarks ' L.+. 0))0NT$/L )5$LL) 6
E E E
E E E E E E
APPENDI< D 0ssential )"ills -esources !eb )ite 3he 6ssential <&ills ;ebsite is searchable in a number of "a$s to meet $our information needs. :isit the Essential Skills Website for: E E E 0ore information on applications of the 6ssential <&ills informationR !rofiles of occupations sho"ing ho" the 6ssential <&ills are usedR 69planations of the comple9it$ scales used to describe s&ills.
/uthentic 8aterials -esource 4uide 3his Guide, produced b$ 5R<D , includes e9amples of actual "or&place materials relating to 6ssential <&ills 'for e9ample, reading te9t, "riting+, together "ith: E E Descriptions of the ?obs "ith "hich the$ are associatedR Assignments of s&ill comple9it$ levels C the e9amples illustrate "hat the different levels of comple9it$ loo& li&e in the "or&place. 3his "ill sho" $ou "hat $ou "ould do in other ?obs re7uiring reading or document use at the same level of difficult$R 3ips to help teachers incorporate authentic materials into classroom activities to help ma&e learning more relevant for students
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APPENDI< D The 0%ployability )"illsV0ssential )"ills #onnection E E 6mplo$abilit$ <&ills and 6ssential <&ills are the same s&ills. 3he 6ssential <&ills Research !ro?ect loo&s in greater detail at these s&ills. 4t provides information on the different "a$s s&ills are used in the "or&place. 4t also describes the different tas&s people perform in their ?obs and the different s&ill levels associated "ith those tas&s. 3hese s&ills are used be$ond the "or&place in a broad range of dail$ activities. 3he 6mplo$abilit$ <&ills !rofile also includes attitudes and behaviours that emplo$ers are loo&ing for.
E E
)"ills are i%portant 6ssential <&ills and 6mplo$abilit$ <&ills are enabling s&ills that: E E E 5elp people perform the tas&s re7uired b$ their occupation and other activities of dail$ life !rovide people "ith a foundation to learn other s&ills 6nhance people8s abilit$ to adapt to "or&place change
5aving and using these important s&ills, attitudes and behaviours helps $ou ma&e smoother transitions and better connectionsC"hether from school to "or& or further stud$, from emplo$ment bac& to education, or from ?ob to ?obCand manage the man$ changes $ou e9perience in $our lives. 0ssential )"ills and 0%ployability )"ills infor%ation helps: E E <tudents see "hat emplo$ers are loo&ing for, e9plore careers and get information about "hat people do in specific ?obsR 3eachers see the connection bet"een s&ills development and "hat teachers are alread$ doing and incorporate actual "or&place materials into their classroom activitiesR Guidance and career counselors advise students, "or&ers and others ma&ing labour mar&et transitions about career options and educational routesR ourse and curriculum developers create educational programs and activitiesR 6mplo$ers select and develop training for their emplo$eesR 3rainers develop customiBed training programsR !arents, mentors and advisors to assist students plan for their future.
E E E E E
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APPENDI< D
M&ke t"e
)"ills #onnection
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3hese s&ills are used be$ond the "or&place in a broad range of dail$ activities. )5$LL) :O- L$:0 L0/-N$N4 /N. !O-53
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APPENDI< D
#onnectin& to the 21st #entury

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3our gatewa3 to the resources
#ON:0-0N#0 9O/-. O: #/N/./ 08+LOD/9$L$TD )5$LL) Read, comprehend and use "ritten materials including graphs, charts and displa$s ;rite effectivel$ in the languages in "hich business is conducted #nderstand and solve problems involving mathematics and use the results #nderstand and spea& the languages in "hich business is conducted Listen to understand and learn 3hin& criticall$ and act logicall$ to evaluate situations, solve problems and ma&e decisions 3hin&ing <&ills !roblem <olving Decision 0a&ing Hob 3as& !lanning and organiBing <ignificant use of memor$ Access and appl$ specialiBed &no"ledge from various fields 'e.g. s&illed trades, technolog$, ph$sical sciences, arts and social sciences ;or& "ith others #se technolog$, instruments, tools, and information s$stems effectivel$ ontinue to learn for life %inding information ;or&ing "ith others omputer #se ontinuous learning A positive attitude to learning, gro"th and personal health 3he abilit$ to manage time, mone$ and other resources to achieve goals ,-).#Es 0))0NT$/L )5$LL) Reading te9t Document #se ;riting -umerac$ Accountabilit$ for actions ta&en 2ral ommunication A positive attitude to"ard change Recognition of and respect for people8s diversit$ and individualR differences 3he abilit$ to identif$ and suggest ne" ideas to get the ?ob donecreativit$ 3he abilit$ to set goals and priorities in "or& and personal life #ON:0-0N#0 9O/-. O: #/N/./ /TT$T(.0) W 90,/;$O(-) 08+LOD0-) LOO5 :O-
<elf-esteem and confidence 5onest$, integrit$ and personal ethics 4nitiative, energ$ and persistence to get the ?ob done
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APPENDI< D .0;0LO+80NT O: 40N0-$# )5$LL) 3he development of transferable or generic s&ills emplo$s three commonl$ accepted principles of learning: (. Learning re7uires the active participation of the learner. =. !eople learn in a variet$ of "a$s and at different rates. O. Learning is both an individual and a group process. .ecause people learn in a variet$ of "a$s 'learning st$les+, opportunit$ should be given for learners to e9perience more than one "a$ of developing s&ills. <ome learn best b$ listening, some are visual learners, others respond to hands-on learning, and still others re7uire active involvement in order to learn. 3he development of generic s&ills follo"s the same Learning !rocess 3a9onom$ for Life1;or& Designs found in Appendi9 .. 3he four stages are: (. Ac7uisition 'discover, e9plore, understand+ =. Application 'demonstrate, appl$+ O. !ersonaliBation 'integrate, internaliBe+ M. ActualiBation 'e9ternaliBe, improve+ %undamental to the development of generic s&ills is that the$ must be integrated "ith other learning and &no"ledge. 2ne ma$ be re7uired to displa$ some content &no"ledge in order to appl$ the s&ill, for e9ample, "riting "ell, but if one doesn8t have an$ &no"ledge of the topic, it "on8t be possible to demonstrate the "riting s&ill. Generic s&ill development lin&ed to specific content &no"ledge is a central component of career development. .eing able to tal& about one8s s&ills and &no"ledge and ho" the$ can be used in various settings or conte9ts is crucial to feeling competent or proactive in the deliberate design of one8s life and "or&.
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APPENDI< D )"ills .evelop%ent Tools @our Skills ,rofiler 5R<D is currentl$ developing a boo&let called Four <&ills !rofiler "ith input from the onference .oard of anada, "hich outlines O eas$ steps to identif$ing $our s&ills, attitudes and behaviours W and mar&eting $ourself. 3his tool starts from the premise that ever$bod$ has s&ills. 4t helps $ou identif$ the s&ills $ou have in the things $ou do in all areas of $our life, at "hatever point $ou are starting from. 4t then helps $ou put $our s&ills together in a profile. %inall$, Four <&ills !rofiler helps $ou match $our s&ills to $our situation, "hether $ou are appl$ing for a ?ob or postsecondar$ education or preparing for an intervie". 3his 5R<D product can be ordered from: 5uman Resources and <ocial Development anada !ublic 4n7uiries entre (M@ !romenade du !ortage Gatineau, !L G(A @H) %a9: A()-)>O-,=*@ 4nternet: """.hrsdc-rhdcc.gc.ca1essentials&ills
Emplo3a!ilit3 Skills #oolkit for the Self*Danaging Learner 3he 6mplo$abilit$ <&ills 3ool&it "as launched in 0a$, =@@@. 3he 3ool&it mirrors the learning c$cle in guiding the learner through the stages of:8 E E E E E 4dentif$ing their emplo$abilit$ s&ills in things the$ do or can doR <elf-assessing to underline their s&ill strengths and highlight their s&ill challengesR !lanning effective s&ills development activitiesR !roviding e9amples of best practices in developing individual s&illsR Giving and getting feedbac&.
3he #oolkit does all of this not for students onl$, but for an$ learner. E E E E 0a&ing a transitionR 6ngaging in or supporting personal or professional developmentR Leveraging individual or organiBational s&illsR Documenting and mar&eting their s&ills.
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APPENDI< D 3he #oolkit "ill consist of a suite of developmental tools, constructed according to the follo"ing design principles. All tools "ill: E E E E E .e practicalR .e motivational, perceived as relevant and transparentl$ applicable in a "ide variet$ of learning situationsR %ocus and build on "hat people do or can do so the$ feel confident, and see the relevance to themselves, of using the different toolsR <upport the continuous learning c$cle that begins before a person enters the public education s$stem and continues into their "or&ing lives and be$ondR 0a&e e9plicit the lin&s bet"een "hat a given emplo$abilit$ s&ills loo&s li&e in different circumstances to help people transfer their s&ills.
Emplo3a!ilit3 Skills Case Studies 4n-depth anal$ses of recent and on-going business, education and government initiatives that develop and assess anadians8 emplo$abilit$ s&ills. 4ndividual case studies in this ongoing series e9amine successes and challenges, innovative approaches and benefits to students, emplo$ees, educators, emplo$ers and communities.
(e,%ite %or more information relating to emplo$abilit$ s&ills, including do"nloadable versions of the ase <tudies and further details on the #oolkit, see the 6mplo$abilit$ <&ills ;ebsite: at """.conferenceboard.ca1nbec
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APPENDI< D /))0))80NT O: 40N0-$# )5$LL) 2ne of the great strengths of the 6ssential <&ills Research !ro?ect is that it la$s the foundation for emplo$ers to assess people8s s&ills: E E E E !rofile the s&ill re7uirements of particular ?obs Assess the s&ills of individuals in relation to tas&s of var$ing degrees of difficult$ associated "ith specific ?obs 4dentif$ the s&ill gaps of individuals and recommend appropriate training 69plore the suitabilit$ of individuals for a range of ?obs based on their s&ill levels and &no"n s&ill re7uirements for different ?obs
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APPENDI< D
Test of !or"place 0ssential )"ills 'TO!0)* 32;6< is an assessment tool that measures the s&ill levels of individuals using the same scales developed b$ the 6ssential <&ills Research !ro?ect. 4nformation collected from a 32;6< assessment ma$ be used to: E E E E E 5elp emplo$ers identif$ their need to provide training in these s&illsR 5elp emplo$ees identif$ their training re7uirements, "hether for their current ?obs or for other ?obs the$ "ant to move intoR 5elp emplo$ers "or& "ith trainers to develop customiBed training for their emplo$eesR 5elp emplo$ers screen candidates for particular ?obsR 5elp unsuccessful ?ob candidates identif$ their s&ill challenges and embar& on appropriate training
Fou can find additional information about the 3est of ;or&place 6ssential <&ills online at: """.to"es.com
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APPENDI< D 4eneral -e%ar"s on /ssess%ent <ome form of assessment should occur in order for the learner to progress in his1her s&ill development. ompetencies M and > refer to the need to assess one8s o"n performance. 3he follo"ing principles should be reflected in the development and assessment of generic s&ills: (. !rovide opportunities for observation, including models of performance. =. !ractice the s&ill, using agreed-upon criteria for demonstration. O. <elf-assess. M. Reflect on performance. >. <et goals for improvement or define s&ill gaps. *. !ractice, re-do and assess again. 4t is recommended that there be an opportunit$, not onl$ for self-assessment, but an assessment b$ peers, emplo$ers and teachers or instructors. <ubse7uentl$, reflection or discussion can occur "hen the various assessments are assembled and compared. 3he strongest s&ills assessments consist of performance criteria for demonstrations "hich have been developed and validated 'agreed upon+ b$ the groups using them. 3he lists on the follo"ing pages can lead to the development of an assessment tool "hich could include rubrics for various stages of development.
NOT0: 3he numbers in the blac& bo9es in the follo"ing s&ills lists refer to specific Blueprint competencies.
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APPENDI< D
O-/L #O88(N$#/T$ON 3he range of oral communication s&ills include simple greetings, giving detailed instructions, using correct grammar, spea&ing appropriatel$ for a variet$ of audiences and purposes, e9pressing feelings ade7uatel$, participating in conversations, ma&ing presentations and negotiatingR also included are as&ing 7uestions for clarification and e9pressing opinions in group discussions, telephone ans"ering and a conversation st$le "hich is pleasant and conducive to good customer relations. E E E E E E E E E E E E E E #nderstand the difference bet"een slang, good grammar and vocabular$, and the language of a "or&place, and "hen it is appropriate to use each. <pea& appropriatel$ for specific audiencesR &no" ho" to tailor the language used to the people being spo&en to. !articipate in conversations, responding to 7uestions and e9pressing opinions. Ans"er the telephone courteousl$ so as to promote good customer relations. Leave brief but organiBed messages on voice-mail. 0a&e oral presentationsR practice public spea&ing. <hare ideas "ith others so the$ understand. As& 7uestions for clarification. 69plain things clearl$ to others and give instructions. Deal diplomaticall$ "ith difficult people or delicate situations. -egotiate "in-"in situations. 69press feelings tactfull$. <upport debate and open discussion. 0a$ spea& a second language fluentl$.
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APPENDI< D
L$)T0N$N4 )5$LL) Active listening involves loo&ing at the spea&er and concentrating on "hat is being said. Listening to understand involves learning. 0ost importantl$, follo"-up actions or behaviours must sho" that instructions have been heard and understood. E E E E E E E E E Loo& at the spea&erR ma$ include nodding and e$e contact. %ocus on the meaning of "hat the spea&er is sa$ing. As& 7uestions for clarification. Repeat "hat "as said in o"n "ords. 3a&e notes "hen necessar$, summariBing basic ideas accuratel$. 0a&e sense of and follo" directions. 4gnore distractions. 0onitor "hen feelings and emotions arise to distract from concentration. !osture sho"s attention to spea&er.
NON;0-9/L #O88(N$#/T$ON .od$ language and gestures 'nonverbal communication+ should be aligned "ith verbal statementsR sho"s that spea&er is sincere. E E E %amiliar "ith e9amples of nonverbal communication, such as posture, facial e9pression, tone of voice. A"are "hether or not bod$ language matches "hat is being said b$ self and others. #nderstand that bod$ language can be positivel$ influenced b$ o"n thoughts.
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APPENDI< D
-0/.$N4 <&ill in Reading implies the "ord comprehension so that te9t and other "ritten materials that are read are clearl$ understood. 0ain ideas are grasped, "ritten material is correctl$ interpreted, nuances of meaning are appreciated, interpretations can be dra"n, and a connection to other &no"ledge is made "hen there is a good level of reading comprehension. 69amples of the "ide range of "ritten te9t include labels, signs, graphs, blueprints, charts, letters, memos, boo&s, ne"spapers, reports, and manuals. E Loo& through te9t to locate information. E <&im te9t for meaning, main ideas. E orrectl$ interpret "ritten instructions. E #se standard reference material for clarification of meanings. E <ummariBe "ritten material. E Dra" accurate conclusions from information found in graphs, charts, and tables. E omprehend the meaning of te9t and relate it to other information.
!-$T$N4 ;riting is re7uired for a "ide range of documents from simple to comple9. 4ncludes several purposes for "riting as "ell as a variet$ of audiences. 2f &e$ importance is the abilit$ to communicate thoughts, ideas and information in a clear, concise "a$ in "ritten form follo"ing a language standard that is understood b$ the reader, no matter "hether it is a short list of items, a note of instruction, or a length$ report. E ;rite clearl$, in an organiBed manner, using the rules of "ritten 6nglish competentl$. E ;rite in a "a$ that is consistent "ith the purpose of the "riting, i.e., informing, persuading, in7uiring, entertaining. E ;rite for a variet$ of audiences, changing st$le for different purposes, i.e., customers, relatives, supervisors, co-"or&ers. E !roduce documents appropriate to the situationR use messages, memos, letters, reports, and specialiBed terminolog$. E !roofread and edit o"n "or& for spelling, grammar and omissions. E ;rite legibl$. E ompose e-mail messages that are organiBed and to-the-point. E ompose succinct messages for fa9es. E 0a$ "rite in a second language using "ritten conventions of that language. 0))0NT$/L )5$LL) 17
APPENDI< D
@ #-$T$#/L T,$N5$N4 )5$LL) Critical thinking involves pro!lem solving and decision making. 3hin&ing s&ills do not operate in isolation and usuall$ involve the application of &no"ledge, feelings, and other factors such as beliefs and attitudes to a situation. Common sense and -udgement are terms that are also used in the application of critical thin&ing s&ills. E E E E E E E E E E E E an tell the difference bet"een fact and opinion. RecogniBe and define or e9plain the problem. #se 7uestions to develop understanding of the problem. Access critical information needed to ma&e the decision. Assess each alternative and anticipate results. Decide on solution and act on it. Reflect on the decision or solution, evaluate the outcome, and tr$ another solution if necessar$. onsider problems a challenge. Hudge an idea b$ comparing it to a set of rules or needs of the moment. A"are of o"n values and feelings and ho" the$ relate to the decision. Appl$ learning and &no"ledge to ne" situations. 0a&e good decisions even "hen under pressure.
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APPENDI< D
#-0/T$;$TD reativit$ is a form of thin&ing that permits the creation of ne" things, the dra"ing of ne" conclusions or the creation of ne" &no"ledge. E E E E E E E E E E E E E E E an see "hat needs to be done. <uggest a variet$ of ne" and different solutions. :ie" problems in a uni7ue "a$. 3a&e pride in one8s strengths and abilities. ;illing to pursue "hat one loves. an summariBe the situation. Geep an open mind to other ideas and suggestions. #nderstand the emotions of self and others. <ee the !ig picture and "here an idea fits in. an connect a variet$ of ideas in a ne" "a$. :isualiBe ideas and solutions to plans. 6n?o$ creating &no"ledge or producing something ne". ;ant to be part of shaping the future. <&illed in the art of 7uestioning that e9tends the mind be$ond "hat is readil$ apparent. Reflect on o"n learning 'metacognition+.
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APPENDI< D
22 =2 11 #ONT$N(O() L0/-N$N4 O- !$LL$N4N0)) TO L0/-N ontinuous Learning and ;illingness to Learn incorporates a good attitude to learning ne" thingsR the learner understands that in order to survive in the future, learning ne" things "ill have to occur often, both in the communit$ generall$, and in the "or&place. A "illingness to learn also means the learner &no"s there are man$ "a$s to learn and that some "a$s are easier for him1her than others. 4t also encompasses managing one8s o"n learning. E E E E E E E E E E urious and en?o$ learning ne" things. .elieve that learning ta&es place in all parts of life, not onl$ in classrooms. Gno" there are several "a$s to learn 'learning st$les+ and "hich "a$ "or&s best for oneself in various situations. #nderstand there is al"a$s more to learn. ;illing to tr$ learning in ne" "a$s. an learn alone or "ith others. As& 7uestions in order to understand, ma&e connections, and learn. Able to appl$ learning from one situation to another. an teach, e9plain, coach, tutor, or mentor others. Gno" ho" to gain access to a variet$ of materials 'te9tboo&s, manuals+, resources 'courses, friends, mentors, co-"or&ers, "or&shops+, and learning opportunities 'observing, reading, listening, note ta&ing+. Gno" "hen to as& for assistance.
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APPENDI< D
N(80-/#D 3he abilit$ to understand and have the confidence to use mathematics in activities in life, learning and "or&. 4t includes the abilit$ to see aspects of the "orld through numerical connections, to see ho" the application of mathematical &no"ledge can enhance one8s understanding of common situations such as population e9plosion and the leasing of vehicles 'for e9ample+, so that individuals can tell the difference bet"een truth and nonsense, understand the li&elihood of "inning a million dollars, and criticall$ thin& about the validit$ of information "ith "hich the$ are being bombarded toda$. E E E E E #se the tools of computation, such as addition, subtraction, multiplication, division, e9ponents, algebra, geometr$, trigonometr$, probabilit$ and statistics. ompute mentall$, as "ell as b$ using pen and paper, a calculator, and a computer. <ee mathematics as a language. <ee connections in life to mathematical concepts. Access &no"ledge of mathematical concepts in a "a$ that allo"s them to be applied to situations in dail$ life, learning, and "or&.
#O8+(T0- )5$LL) omputer s&ills cover the entire range of computer and computeriBed e7uipment usage according to the needs of a particular segment of societ$ or "or&place. 4n 4nformation 3echnolog$ it includes entr$ level s&ills in recogniBed soft"are. 4n ever$da$ life it includes A30 machines, cash registers and other electronic devices. 4n industr$ it includes an$ e7uipment "ith computeriBed components or controls. E E E E E #se basic computer operating s$stems and their soft"are. 2perate computer controlled machiner$ or e7uipment in "a$s it is intended to be used. ;illing to learn ne" technolog$ applications and uses. #se communications e7uipment and devices ethicall$ and effectivel$. 5andle technical problems in logical and s$stematic manner 'troubleshooting+.
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APPENDI< D
22 ? T0/8!O-5 )5$LL) 4ncludes s&ills needed to "or& "ith others and should be considered in connection "ith communication s&ills because communicating involves interaction "ith others. 3eam"or& s&ills are also related to personal management s&ills as one8s effectiveness in handling one8s emotions and interactions "ith others is integrated into one8s abilit$ to e9hibit good team"or& s&ills. 3eam"or& s&ills also encompass the abilit$ to manage teams and sho" leadership s&ills. E E E E E E E E E E #nderstand the role of each person in the group including one8s o"n role. !lan and ma&e decisions "ith others. ;illing to contribute &e$ information and ideas to the discussion or pro?ect. Deal "ith differences and conflict "ithin the group "ith respect. <ho" empath$Cunderstand others8 needs, opinions, and points of vie". 69ercise give and take to achieve group results 'co-operation+. Activel$ participate in the "or& of the group and share the credit. !rovide leadership if necessar$ such as motivating others, ta&ing initiative, &eeping ever$one involved, and dealing "ith change. <tand b$ the group8s decision. ontribute to an en?o$able "or& environment.
< +0-)ON/L 8/N/4080NT )5$LL) !ersonal 0anagement <&ills encompasses a group of s&ills also &no"n as positive attitudes and !ehaviours. 3he behaviours that sho" a positive attitude to"ards life and "or& include things such as: self esteem and confidenceR responsibilit$ and accountabilit$ for actions "hich include the abilit$ to set and meet goals, as "ell as the abilit$ to plan and manage time and mone$ in order to meet those goalsR initiativeR personal ethicsR being able to produce 7ualit$ "or&R fle9ibilit$ and adaptabilit$ "hich includes a positive attitude to"ard change and respect for diversit$. 3hese behaviours also include stress management and standards of h$giene and dress, and a positive attitude to health.
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APPENDI< D
22 ?2 @2 72 11 )0L:60)T008 /N. #ON:$.0N#0 <elf-6steem and onfidence include being self-assured, to spea& up for oneself to respect oneself and to have faith in oneself to do the ?ob "ell. E E E E E E E E E an state o"n strengths and recogniBe personal limitations. ;illing to tr$ things. Able to learn from mista&es. <ho" an abilit$ to handle feedbac& and1or criticism and be open to selfimprovement. 5ave an appropriate sense of humor. Accept credit for things "ell done. 69press feelings, thoughts and beliefs "ith confidence even "hen $ou have different vie"points. %orm positive relationships. Develop personal and professional net"or&s.
22 =2 ?2 @2 72 11 -0)+ON)$9$L$TD /N. /##O(NT/9$L$TD 4nvolves being reliable or dependable. !eople can be counted upon to do "hat the$ sa$ the$ "ill doR includes o"ning up to mista&es and not blaming others for failing to meet deadlines and commitmentsR includes plans for setting and meeting goals, and managing time and mone$ to achieve those goals. E E E E E E E E E 6stablish realistic goals and "or& to"ards meeting them. Re-evaluate goals and ma&e ad?ustments "hen necessar$. !redict the conse7uences of one8s actions. 69plain actions ta&en "ithout blaming others. !lan ho" time "ill be used. an predict ho" much time a tas& "ill ta&e. 5andle multiple tas&s and demands. omplete "or& on time and meet deadlines. Demonstrate good attendance and punctualit$.
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APPENDI< D
$N$T$/T$;0 4nitiative means being read$ to initiate or begin action on something "ithout al"a$s having to be told to do so. 4t also encompasses persistence in completing the "or& "ithout being reminded. E E E E Loo& for things to be done. .egin a ne" tas& "hen it is appropriate "ithout being told to do so. Accomplish 7ualit$ "or& "ithout constant supervision. <ho" commitment to completing the "or&.
J(/L$TD !O-5 Lualit$ ;or& belongs "ith !ersonal 0anagement <&ills in that it is related to responsibilit$ and persistence to get the ?ob done "ithin a time frame "hile meeting the standards of 7ualit$. 4t is consistent "ith the concept of good "or& habits that lead to producing a 7ualit$ end product. E E E Gno" "hat the standards of 7ualit$ "or& are and "hat is e9pected. Do things to the best of one8s abilit$. <trive to improve, and have pride in one8s o"n 7ualit$ "or&.
22 @2 7 0T,$#) 6thics are concerned "ith values "hich contribute to a person8s right and "rong actions 'or ethical and unethical behaviour+R concerned "ith moral conduct and honest$ or integrit$R includes codes of ethics in organiBations and businessesR human rights, se9ual harassment, health and safet$ issues, and the la". E E E E E E Gno" "hat o"n values and beliefs are about right and wrong actions. 0a&e personal decisions about "hich actions are right or wrong. .ehave in a "a$ that is consistent "ith o"n ethics. Respect confidentialit$ of information and &no" "hen privac$ is important. !ractice safe actions to"ards self and others. <tand up to discriminator$ and unethical actions of others. 0))0NT$/L )5$LL) 26
APPENDI< D
22 <2 ?2 @ :L0F$9$L$TD /N. /./+T/9$L$TD <&ills in fle9ibilit$ and adaptabilit$ are related to the understanding that change is becoming constant. 3he$ also involve a self &no"ledge that allo"s for coping "ith and adapting to a variet$ of personal and societal changesR includes a "illingness to learn ne" things, a &no"ledge of "hat contributes to stress and ho" to manage itR a recognition of and respect for diversit$ of people and their individual differences. E E E E E E E !repared to accept constant change. A"are that one can8t control or &no" ever$thing. ;illing to compromise in ne" situations. <ee opportunit$ in change and diversit$. omfortabl$ interact "ith others from diverse bac&grounds, e9periences. 2pen to comments and contributions from others. Read situations and relationships.
22 <2 11 )T-0)) 8/N/4080NT 3he abilit$ to cope "ith a number of stressful events "ithout falling apart. E E E E E E E A"are of "hich changes are influencing current decisions in one8s life. #nderstand "hich activities are contributing to feelings of stress. RecogniBe one8s emotions and their effect, "hat causes them and "h$. ontrol impulsive feelings and manage emotions "ell. Act composed even in tr$ing situations. A"are that stress can be managed. <ho" optimismCloo& at situations hopefull$ and e9pect favorable results.
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APPENDI< D
WEBSITES
,u%an -esources and )ocial .evelop%ent #anadaEs 0ssential )"ills """.hrsdc-rhdcc.gc.ca1essentials&ills A list of the 6ssential <&ills and A Reader8s Guide to the 6ssential <&ills !rofiles is available. 3he comple9it$ ratings for each s&ill as "ell as e9amples of applications for each level is described in the guide. 3here are also 2ccupational !rofiles available at this site. 3he$ contain descriptions of the 6ssential <&ills people use in each of those occupations along "ith e9amples of the t$pical tas&s the$ perform. 0%ployability )"ills +rofile !roduced b$ the onference .oard of anada http:11""".conferenceboard.ca1education1 3he onference .oard8s !rofile has set the stage for all the developmental "or& that has occurred on emplo$abilit$ s&ills since ())=.
0%ployability )"ills for 9ritish #olu%bia http:11bc.surfingfor"or&.com1topic.cfmDchapterid^O*Kchapter^M A report on research underta&en "ith small and medium siBed emplo$ers in .. . to identif$ the s&ills most sought b$ recruiters. 3he s&ills list is available '3able (+ as "ell as the report. #o%parin& !or" )"ills /nalysis Tools !repared for .. . %orestr$ ontinuing <tudies -et"or& """.cariboo.bc.ca1bcfcsn1local.htm 3his report compares various "ell &no"n emplo$abilit$ s&ills assessment toolsR also of value are s&ills lists in the Appendi9.
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APPENDI< D /pplications of !or"in& and Learnin& '/!/L* A pro?ect of the entre for Applied Academics
http:11""".a"al.ca1about.asp
3he database at this "ebsite contains classroom applications developed b$ teachers after intervie"ing emplo$ees about their use of 5R<D 8s 6ssential <&ills. 3here are also statements about "hich 6ssential <&ills are most used b$ those emplo$ees "ho "ere intervie"ed. The )#/N) List http:11""".academicinnovations.com1report.html %rom the #.<. <ecretar$ of Labor8s ommission on Achieving -ecessar$ <&ills A set of competencies are described in the Report: ;hat ;or& Re7uires of <chools: A < A-< Report for America =@@@ #ore )"ills http:11""".s7a.org.u&1 3he <cottish Lualifications Authorit$ has set national standards for the five core s&ills of: !ersonal 6ffectiveness and !roblem <olving <&ills, ommunication, -umerac$, 4nformation 3echnolog$, and ;or&ing "ith 2thers. 3he$ also have developed a structure for certif$ing them.
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27
APPENDI< D
CAREER PORTFOLIOS
TELLING YOUR LIFE/WORK STORY
APPENDIX E
APPENDI< E
APPENDI< E: AR66R !2R3%2L42<: 36LL4-G F2#R L4%61;2RG

<32RF
A portfolio is a wondrous medium9 t provides !oth a place and a process that measures growth over time; documenting the development changes of life9
-anc$ !err$, areer !lanning and Adult Development Hournal
3he "orld of "or& has changed profoundl$ in the last t"o decades, "ith a variet$ of "or& alternatives replacing the standard, full-time permanent ?ob. As more people, b$ both choice and necessit$, embrace self-emplo$ment, contract and consulting "or&, effectivel$ being able to demonstrate current s&ills and &no"ledge to prospective emplo$ers and clients becomes crucial for "or& success. 4n addition, a commitment to lifelong learning, the abilit$ to ma&e effective "or& and learning transitions, career selfreliance, and creative self-mar&eting are all essential strategies for toda$8s successful "or&er. 3he career portfolio, in its man$ forms, serves as a d$namic, developmental tool to assist the ne" econom$ learner and "or&er achieve success in this challenging "orld of "or&. 4t is also one of the &e$ strategies that practitioners can use to incorporate the Blueprint competenc$ frame"or& into their "or& "ith clients. 3he purpose of this Appendi9 is t"o-fold. Appendi9 6 offers an overvie" of career portfolio applications, an annotated list of e9emplar$ portfolio products and resources, and a bibliograph$ of related printed and 4nternet references. Appendi9 6: !art = is available on the ;ebsite and offers ompetenc$ hec&list tools that career practitioners can use to help them integrate the Blueprint ompetenc$ %rame"or& into developing and using portfolios in their "or& "ith clients and learners. 4t is hoped that practitioners "ill also use ompetenc$ hec&lists in a variet$ of other career development applications.
$NT-O.(#T$ON
APPENDI< E ,articipation in the portfolio process implies that owners must !ecome career negotiators; taking responsi!ilit3 for their own development9
-anc$ !err$, areer !lanning and Adult Development Hournal
AE Ca$(($ P $t/ "i A D(/i!iti !

!ortfolios have been used for man$ $ears b$ artists, photographers, designers, and artisans to displa$ and promote their "or&. 4t8s onl$ in the last couple of decades that the portfolio concept has been integrated into the field of career development. 4n this conte9t, career portfolios can be seen in t"o different and complementar$ "a$sCas both a product and a process. As a product, the career portfolio can be defined b$ e9amining the meaning of the "ord portfolio. !ort is from Latin, meaning to move. 4n the portfolio conte9t, port means that one8s credentials are portable, transportable, manageable and convenient. 'olio refers to papers or artifacts, and in this case, the means of pac&aging evidence of s&ills and abilities that can include "or& samples, photographs, videos, audio, dis&ettes, Ds, and other technolog$ formats. <o, a career portfolio is a portable means of storing, trac&ing and presenting samples or artifacts "hich demonstrate s&ills and abilities. 4ndividuals can use portfolios to sho" others "hat the$ have accomplished, learned or produced. As a process, the portfolio offers a frame"or& for individuals to guide and capture all aspects of their career development, including self-assessment, goal-setting, s&ills identification, career and educational transition, getting and &eeping "or&, and lifelong professional development. As an ongoing, developmental process, the career portfolio provides documentation of the past and offers a guide to the future. 3he concept of the career portfolio also becomes a metaphor "hich captures the profound shift in thin&ing about "or& "e have e9perienced in the last t"o decadesC a"a$ from ?obs and occupations to"ards a focus on s&ills and &no"ledge individuals must ac7uire if the$ are to succeed in the ne" "orld of "or&. harles 5and$, in #he Empt3 $aincoat, also advocates a portfolio approach to career development, meaning that "or&ers have to loo& be$ond a single intervie" or occupation and see their "or&ing life in holistic terms. 5e suggests that "e vie" our "or& ?ourne$ as a portfolio career and develop the &no"ledge, s&ills and attitudes / !O-. /9O(T L/90L) /N. L/N4(/40 2
APPENDI< E needed to embrace a variet$ of "or& roles over a lifetime. School should !e a place for compiling a portfolio of competencies9
harles 5and$, 3he 6mpt$ Raincoat
BE A W $) A3 +t La3("* a!) La!1+a1(

4n this Appendi9, the "ords career and life/work are used interchangeabl$. 3his is an important issue because as hapter 2ne of the Blueprint for Life/Work Designs emphasiBes, individuals often vie" the "ord career in a limited "a$ and ignore the realit$ that "or& and life are ine9tricabl$ intert"ined. ;hen this Appendi9 refers to career portfolio and career development, the broader conte9t of life/work is implied. As the Appendi9 "ill also illustrate, career portfolio is a term that describes a generic process of documenting and collecting evidence of s&ills, &no"ledge and abilities in a variet$ of situations and applications. Depending on the application, the career portfolio can have a different label such as an emplo$abilit$ s&ills portfolio, s&ills passport, prior learning assessment portfolio, student learning plan, ?ob search portfolio, etc. ;hat is important is not the label, but the developmental process and the application of the portfolio. 3he important 7uestions are: What are the learning outcomes for the portfolio process, and +ow will the student; worker or client use the portfolio for life/work developmentD
/ !O-. /9O(T L/90L) /N. L/N4(/40
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APPENDI< E nside the organisation; portfolios will !e the wa3 people develop their careers with the organisation encouraging them to add to their credentials at ever3 level9
CE P $t/ "i A66"i&ati !*

areer portfolios are used for man$ different applications, in all &inds of organiBational and individual settings, and "ith clients at all development stages. 3he portfolio concept can be used in ?ust about an$ situation "here individuals "ant to promote and sho"case their s&ills, &no"ledge, and abilities. 4n order to simplif$ discussing ho" portfolios are used, a number of general categories of portfolio applications are presented belo". 3hese categories overlap some"hat since the portfolio is such a versatile and fle9ible tool. 3he goal here is to provide a frame"or& for thin&ing about ho" portfolios can be creativel$ used in the career development process. 4n this conte9t, portfolios can be used for: 13 /ssess%ent of Learnin&2 )"ills .evelop%ent2 and )chool6to6 !or" Transition '$n the #lassroo%* 23 +rior Learnin& /ssess%ent <3 #areer +lannin& =3 4ettin& !or" >3 0%ployee )"ills /ssess%ent and +rofessional .evelop%ent 63 8astery of Life !or" #o%petencies
+O-T:OL$O /++L$#/T$ON)
APPENDI< E Learning is a continuous process9 @ou start from where 3ou are and plan wa3s to reach the goals 3ou set for 3ourself9 @our portfolio can help document the process; organiAe 3our feed!ack; and !e a source of materials for 3our rIsumI and -o! interviews9
Glenn .ro"n, the o-op .ridging urriculum
13 +ortfolios in the #lassroo%: /ssess%ent of Learnin&2 )"ill .evelop%ent2 and )chool6to6!or" Transition
#.<. educators started using career portfolios in the mid ()A@s to amplif$ their teaching and evaluation methods in the classroom. <ince then, portfolio use in G-(= and public and private post-secondar$ institutions has mushroomed in -orth America. %ormats for portfolios used in educational environments can var$ "idel$ and the applications overlap. 5o"ever, portfolios tend to be used in three general areas in educational environments: assessment of learning, emplo$abilit$ s&ill development and assessment, and school-to-"or& transition. /ssess%ent of Learnin& 3eachers use assessment portfolios to integrate assessment "ith instruction, to provide a focus for teacher-student collaboration, to obtain concrete evidence for evaluation of learning, to give feedbac& on individual student performance, and to provide evidence to support reports to parents. <tudents use assessment portfolios for developing learning ob?ectives and trac&ing learning outcomes, for recording the results of their o"n self-assessment activities, for compiling concrete evidence of their learning outcomes. !arents can use assessment portfolios to see their child8s development over time, to increase involvement in their child8s learning, to see direct evidence of their child8s s&ill and learning, and to provide concrete evidence for evaluation and goal setting. olleges and universities are increasingl$ using portfolios to help students identif$ and evaluate their learning outcomes and collect "or& samples that reflect those outcomes. <ome universities, such as Ro$al Roads #niversit$ in .ritish olumbia, integrate a <tudent Learning !lan into their programs to help students identif$ and evaluate their learning outcomes. +O-T:OL$O /++L$#/T$ON) >
APPENDI< E #he portfolio is a collection of different !its and pieces of work for different clients9 #he word -o! now means a client9
0%ployability )"ill .evelop%ent and /ssess%ent 0an$ portfolio programs in educational settings in anada focus on the identification and development of emplo$abilit$ s&ills as defined b$ the onference .oard of anada. Although these portfolios tend to emphasiBe s&ills identification and assessment, man$ of them also include other &inds of self-assessment and career planning activities. 3he 0%ployability )"ills +ortfolio created through a partnership arrangement bet"een 3he ;innipeg hamber of ommerce, 0anitoba 6ducation and 3raining and the <t.Hames-Assiniboia <chool Division, is a is a good e9ample of a portfolio program that8s used to assist high school students identif$ their s&ills in relationship to the "orld of "or&. #sing the emplo$abilit$ s&ills frame"or& from the onference .oard of anada, this portfolio program lin&s classroom activities to emplo$abilit$ s&ill development and focuses on assisting students ma&ing a smooth transition to the "orld of "or&. #reatin& / #areer )"ills +ortfolio developed b$ the Alberta 6ducation <pecial 6ducation .ranch is a multimedia pac&age that ta&es learners through a process of identif$ing and developing their Academic13echnical <&ills, !ersonal 0anagement <&ills and 3eam"or& <&ills. hec&lists in each of the s&ills areas direct learners to collect samples of "or& and learning that reflect specific s&ills the$ possess.
APPENDI< E Developing a portfolio of varied skills is a strategic wa3 to create Gemplo3ment insurance59
0artin Gimeldorf, !ortfolio !o"er
)chool6to6!or" Transition All portfolios used in educational environments can be used to facilitate a student8s transition to the "orld of "or& or to further learning. !ortfolios used in a classroom setting generall$ al"a$s include some career e9ploration and decision-ma&ing activities. At the high school level, ?ob search elements are added in addition to other career management activities such as net"or&ing and labour mar&et research and educational planning. )tudent Learnin& +lans are a common portfolio format designed and used in educational institutions to assist students "ith setting educational and career goals, and identif$ing the s&ills the$ have developed in the process. 3hese portfolios set the stage for students to ma&e the transition to the "orld of "or& armed "ith specific goals and &no"ledge of their s&ills and abilities. 3he #o6op 9rid&in& #urriculu% developed b$ the .ritish olumbia entre for urriculum 3ransfer and 3echnolog$ is an e9ample of a post-secondar$ application that uses portfolios to help co-operative education students connect "hat the$ learn in the classroom "ith "hat the$ do on the ?ob. 3he curriculum focuses on helping students identif$ and develop transferable s&ills and uses the portfolio for planning, goal-setting, self and peer assessment, trac&ing s&ill development, and assembling samples from "or& and learning. !ortfolios are also often used to meet entrance re7uirements to specialiBed postsecondar$ education and training programs such as fine arts or "riting. 4n addition, the portfolio can be a valuable tool for appl$ing for grants, bursaries and scholarships.
APPENDI< E ,rior Learning Assessment and $ecognition :,LA$< can !e a practical; flexi!le wa3 to solve the challenges of identif3ing and assessing skills9
anadian Labour %orce Development .oard, !LAR ;ebsite
23 +ortfolios for +rior Learnin& /ssess%ent

!rior Learning Assessment Recognition 'or !LAR+ is a process for a"arding formal educational credit to non-formal prior learning e9periences 'e.g., self-stud$, volunteer "or&, on-the-?ob training, non-credit courses+. 4ntroduced initiall$ into the postsecondar$ s$stem, prior learning assessment has come into its o"n in this decade in a variet$ of settings in anada. 3he format for a !LAR portfolio is usuall$ determined b$ the post-secondar$ education institution or organiBation a"arding credit. 5o"ever, the !LAR portfolio generall$ contains an educational1career plan and a learning outcomes essa$ that describes the learning that resulted from "or&1life e9perience. Applicants suppl$ documentation 'e.g., "or& samples, letters from third parties, training outlines+ to support their claim for credit. 3he learning outcomes specified must relate directl$ to the post-secondar$ course for "hich credit is sought. !rofessional organiBations and industr$ associations are also starting to use the portfolio as a vehicle for prior learning assessment to offer members advancement "ithin the profession. %or e9ample the anadian 3ourism 5uman Resource ouncil is "or&ing to integrate !LAR processes into its national certification program. Also, the anadian <teel 3rade and 6mplo$ment ongress ' <36 + has partnered "ith colleges across anada to develop a national 4ndustr$ 3raining !rogram '43!+. 3he 43! uses prior learning assessment that includes portfolio development and a learning passport.
APPENDI< E 'or adults caught in career transition; either voluntaril3 or involuntaril3; the portfolio offers an organiAational tool and a process to help them make good decisions a!out their future9
-anc$ !err$, Life areer !ortfolios Across a Life <pan
<3 +ortfolios for #areer +lannin&

As a career planning tool, the portfolio can be used for all phases of career planning and decision-ma&ing for students, "or&ers or adults in career transition. 3he portfolio process enables self-discover$ and self-evaluation and assists the learner to identif$ generic s&ills "hich can be used in the "orld of "or&. ;hen used for career planning, the portfolio offers individuals a place to store information about themselves "hich "ill help them loo& at career options, identif$ their s&ills, and ma&e decisions and plans. As individuals change and gro", the$ can add ne" information to their portfoliosCabout themselves, about the "orld of "or& and about their life1"or& goals. 4f used consistentl$ and thoughtfull$, the career planning portfolio can evolve into a d$namic career management tool that an individual can use over a lifetime to help ma&e successful life1"or& transitions. 3he -ational 2ccupational 4nformation oordinating ommittee in the #.<. has produced some comprehensive portfolio products "hich are used to help students and "or&ers ma&e career decisions. #he Life/Work ,ortfolio for adults and the %et a Life ,ersonal ,lanning ,ortfolio for G-(= students offer full$-developed career planning curricula, of "hich portfolio development is the ma?or component.
APPENDI< E n toda3Js market where the competition for -o!s is increasing; a portfolio ma3 provide the competitive edge if presented properl39
;innipeg hamber of ommerce. 6mplo$abilit$ <&ills !ortfolio
=3 +ortfolios :or 4ettin& !or"

4n anada, the use of the career portfolio for getting "or& is becoming increasingl$ common. A "or& search portfolio is a mar&eting and self-promotional tool for individuals to use in intervie"s or for the self-emplo$ed to present to prospective clients. 3he change from permanent secure ?obs to more temporar$ forms of "or& parallels the evolution from the resum/ to the career portfolio. 3he career portfolio becomes an essential tool to support and demonstrate the s&ills outlined in a resum/ as emplo$ers demand to &no" "hat s&ills prospective emplo$ees have rather than "hat their e9perience has been in the past. 3he onl$ ?ob securit$ that "or&ers can count on in toda$8s econom$ is the transportabilit$ of their o"n s&ills. <&ills securit$ is replacing ?ob securit$, and the portfolio represents concrete proof of a "or&er8s s&ills pac&age. 0artin Gimeldorf8s ,ortfolio ,ower offers a comprehensive overvie" about ho" to compile and present a professional portfolio for "or& search. 5e focuses on encouraging "or&ers to gather "or& samples or artifacts to compile a ;or&ing !ortfolio "hich is used as the ra" material for creating <ho"case !ortfolios. 6ach <ho"case is customiBed for a particular application or situation. n Creating @our Career ,ortfolio b$ ;illiams and 5all, "or& see&ers are offered a blueprint for developing a portfolio for a ?ob intervie". 3he authors recommend "hat contents to include, ho" to organiBe "or& samples according to s&ill sets, ho" to create a pleasing and professional presentation portfolio, and ho" to use the portfolio in the intervie".
10
APPENDI< E 'or adults in companies in which career ladders are lateral rather than vertical; the career portfolio offers an opportunit3 to reconsider their future9
-anc$ <. !err$
>3 +ortfolios for 0%ployee )"ills /ssess%ent and +rofessional .evelop%ent

4n this changing "orld of "or&, companies are increasingl$ shifting a"a$ from ?ob titles and ?ob descriptions to"ards team-based pro?ects and outcomes. As a result, the "a$ emplo$ees are evaluated is changing. 4n performance appraisals, emplo$ers are starting to evaluate emplo$ees on the basis of their accomplishments and outcomes on the ?ob rather than simpl$ on the time the$ have put in. 4n this ne" "or& environment, the portfolio becomes an essential tool for emplo$ees to demonstrate ho" "ell the$ have performed during the $ear, "hat s&ills the$ have developed, and "hat professional development the$ have underta&en. <ome industrial and professional associations are ta&ing the lead in implementing the portfolio process to help their members trac& their professional and s&ill development as the$ gro" "ithin their profession. %or e9ample, the Applied <cience 3echnologists and 3echnicians of .ritish olumbia have partnered "ith the .ritish olumbia 4nstitute of 3echnolog$ to develop the Career Danager> #he Definitive %uide*Book to Achieve Success in @our Career. 6mplo$ers in the industr$ can use this tool "ith "or&ers to help them set goals, evaluate performance and identif$ further training re7uirements. %or emplo$ees, using the Career Danager offers an opportunit$ to trac& their s&ill development, set career and educational goals and thin& productivel$ about their future in the industr$.
11
APPENDI< E #he Blueprint maps out the competencies essential to taking charge of one/s life/work destin3 in a complex; changing work d3namic9
3he Blueprint for Life/Work Designs
63 +ortfolios for 8astery of Life !or" #o%petencies

(sin& the #o%petency :ra%eAor" Aith #lients !roviding a tool to enable clients and learners to master the life1"or& competencies the$ need to build successful "or& lives is one of the main goals of the Blueprint for Life/Work Designs. 3he portfolio process provides an e9cellent strateg$ for practitioners to integrate the Blueprint competenc$ frame"or& into their practice. 3he samples of "or& and learning that constitute the portfolio provide the ra" material for clients to identif$ the life1"or& competencies the$ have mastered. !ortfolio samples can become a tal&ing point for practitioner and client to discuss the competencies and indicators and ho" the$ relate to the client8s particular life1"or& stor$. 4n the same "a$ that individuals need to develop skills literac3 to learn the process of identif$ing and tal&ing about their "or&-related s&ills, the$ also need to learn about the s&ills re7uired to develop and manage their life1"or& successfull$. #nderstanding their specific life1"or& competencies and indicators is important self-&no"ledge for individuals. (sin& the #o%petency :ra%eAor" to .evelop +ortfolio +ro&ra%s As organiBations integrate the Blueprint into their career development programs, the life1"or& competencies "ill become an integral part of the courses, "or&shops, e9ploration and activities in "hich clients participate. 4n addition to using the competenc$ frame"or& to "or& "ith clients individuall$, practitioners can also use it to guide the development of ne" portfolio programs the$ "ish to use in their practice. As an e9ample, portfolio activities could be structured around the competenc$ frame"or& of !ersonal 0anagement, Learning and ;or& 69ploration, and Life1;or& .uilding. Appropriate samples of learning and "or& could be gathered for each competenc$ area to demonstrate master$.
12
APPENDI< E Constructing a portfolio re8uires looking upon a career :or an entire life< as a collection of experiences; which can !e grouped and re*ordered to match the changing direction of one"s career -ourne39
0artin Gimeldorf, areer !lanning and Adult Development Hournal.
DE P $t/ "i F $2at*

areer portfolios can be created in an unlimited variet$ of formats and st$les. <ome organiBations provide clients "ith a pre-printed portfolio pac&age that clients fill out as the$ "or& through the portfolio process. 4n other situations, the client builds a portfolio from scratch using a three-ring binder, page protectors and a variet$ of techni7ues to present the portfolio contents professionall$. 4ncreasingl$, multimedia "or& samples such as dis&ettes, video and audio tapes, Ds, and photographs are included in portfolios. ;ith the burgeoning use of the 4nternet, "or&ers and students are designing career portfolios for their personal "ebsites, using the interactive capacit$ of the ;eb to create innovative and professional self-mar&eting tools. 2ther online resources are also emerging "hich help students and "or& see&ers use the po"er of the 4nternet to develop an online portfolio. .ridges 4nitiatives 4nc. in .ritish olumbia is currentl$ developing ,ortfolio ,lus, an 4nternet-based electronic portfolio. 3his online service "ill provide a no-cost opportunit$ for users to store information about their educational goals, self-e9ploration activities, "or& e9perience and s&ill sets. 3he purpose of this electronic storehouse of information is to assist individuals to gather information about the "orld of "or& and ma&e career transitions. 3he format that a career portfolio ta&es "ill depend on the application, the re7uirements of the setting, the level of the client group, and the technolog$ that8s available. 2ne of the most e9citing aspects of the career portfolio process is that it can be totall$ openended, offering clients the opportunit$ for creativit$ and free self-e9pression. Given the diverse applications of the portfolio, there is no one approach that can fit all circumstances.
1<
APPENDI< E Being a!le to talk a!out one"s skills and knowledge and how the3 can !e used in various settings or contexts is crucial to feeling competent or proactive in the deli!erate design of one"s life and work9
<heila <imard, Blueprint for Life/Work Designs
EE Ca$(($ P $t/ "i * a!) S;i""* I)(!ti/i&ati !

3he heart of the career portfolio process is gathering samples from "or& and learning to demonstrate s&ills and competencies that relate to life1"or& development. <&ills literac$ is the abilit$ to identif$ one8s o"n s&ills and describe them using appropriate language and e9amples. 4n order to build s&ills literac$, portfolio users need to learn the language that is generall$ accepted to describe s&ills. Appendi9 D, entitled Links Between Blueprint Competencies and other Skills 'rameworks, offers a comprehensive overvie" of s&ills and the language used to describe them. 3he <&ills Lists in this Appendi9 provide a rich resource that both practitioners and portfolio users can use to build their skills voca!ular3 and appl$ to identif$ing s&ills demonstrated b$ portfolio "or& samples.
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APPENDI< E =ne outstanding work sample is worth a thousand resumI words9 Dartin )imeldorf; ,ortfolio ,ower9
FE H+2a! P t(!tia" a!) t0( P $t/ "i

3his revie" illustrates the immense variet$ of portfolio applications, approaches and formats. 3he portfolio in its man$ forms is indeed a "ondrous medium offering individuals a d$namic product and process to help them create a re"arding life1"or& ?ourne$. !ortfolio collection can and should go on for a lifetime, but the habit needs to be ac7uired $oung and encouraged at ever$ stage of learning and "or&. 4n the end, 0artin Gimeldorf reminds us that it is the uni7ue potential of the individual that the portfolio trul$ represents: +umans are the ultimate; porta!le collection; possessing an adapta!le and ever* expanding portfolio of talents and potential9 #hese are the ver3 8ualities which help them to snatch up opportunit3 in the midst of toda3"s fickle la!or market9 And; some might argue that a portfolio ma3 !e the perfect vehicle for helping students; clients; and ourselves navigate in these uncertain times9
0artin Gimeldorf, areer !lanning and Adult Development Hournal.
,(8/N +OT0NT$/L /N. T,0 +O-T:OL$O
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APPENDI< E
P $t/ "i P$ )+&t* a!) MaF $ R(* +$&(*
3his list of career portfolio resources includes some e9emplar$ products and publications from both anada and the #.<. that career practitioners can order to assist them in developing ne" programs or improving e9isting portfolio resources.
9ri&ance 0%ployability )"ills $nventory

!ublished b$: urriculum Associates 4nc. > 6s7uire Rd. !.2. .o9 =@@( -orth .illerica, 0A @(A*=-@)@( ;ebsite: http:11""".curricassoc.com
riterion-referenced tools assess up to (=M in-depth s&ill se7uences in a real-"orld conte9t. 3he 4nventor$ includes a simple record-&eeping s$stem providing a means to trac& data regarding the gro"th of learners and progress of programs. 3opics include: Reading <&ills, areer A"areness and #nderstanding, Hob <ee&ing <&ills and Gno"ledge, <pea&ing and Listening, !re-emplo$ment ;riting and 0ath <&ills and oncepts.
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APPENDI< E
#areer 8ana&er: The .efinitive 4uide69oo" to /chieve )uccess in Dour #areer

!ublished b$: Applied <cience 3echnologists and 3echnicians of .. . (@,*, (MAth <treet <urre$ . anada :OR @<M. ())> !hone: '*@M+ >A>-=,AA %a9: '*@M+ >A>-=A)@ 6-mail: techinfo[asttbc.org
3he areer 0anager is designed to assist emplo$ees in the applied sciences field anal$Be the re7uirements of their ?ob, anticipate trends in technolog$, develop a vision of a fulfilling career, and implement a professional development plan in co-operation "ith their emplo$er. 4t includes information and "or&sheets for $earl$ planning and developing long-range goals. Although it "as originall$ designed for people "or&ing in technolog$, areer 0anager can be used b$ a broader audience.
#areer +lannerEs +ortfolio

!ublished b$: urriculum Associates 4nc. > 6s7uire Rd. !.2. .o9 =@@( -orth .illerica, 0A @(A*=-@)@( ;ebsite: http:11""".curricassoc.com
A school-to-"or& assessment tool, this resource can be used over several $ears as a personal account of emplo$ment e9ploration, interests and goals. 4t provides a separate record for Discovering Fourself, Getting the 0ost 2ut of Four 6ducation, and 2btaining Four areer Goal. A teacher8s guide provides activities for each portfolio area, step-b$-step career planning and suggested resources for building a comprehensive career development.
+O-T:OL$O +-O.(#T) /N. 8/JO- -0)O(-#0)
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APPENDI< E
#reatin& +ortfolios for )uccess in )chool2 !or" and Life

!ublished b$: %ree <pirit !ublishing 4nc. ())M M@@ %irst Avenue -orth, <uite *(* 0inneapolis 0- >>M@(-(,O@ !hone: '*(=+ OOA-=@*A An$ ma?or boo&store. Author: 0artin Gimeldorf
Available from:
Designed for use in schools, this portfolio program offers a step-b$-step process that includes: e9ercises for brainstorming, collecting samples and finaliBing the productR "or&shops to help trac& progress, evaluate the audience for the portfolio and enrich sample descriptions. 3he resource also includes tips on presenting a portfolio and coping "ith public spea&ing ?itters. A 3eacher8s Guide is also available.
#reatin& / #areer )"ills +ortfolio: )hoAcasin& )tudentsE )tren&ths and /bilities

!ublished b$: 2rder through: Alberta 0inistr$ of 6ducation ()),. 4<.- @-,,O=->=>>-9. Learning Resources Distributing entre (=O*@ (M=nd <treet 6dmonton, A. 3>L MI) 2rder Des&: ',A@+ M=,->,,>. %a9: ',A@+ M==-),>@ areer <hop ;ebsite: """.alis.gov.ab.ca1careershop
3his multimedia pac&age 'including a binder and D-R20+ ta&es learners through a process of identif$ing and developing their Academic13echnical <&ills, !ersonal 0anagement <&ills and 3eam"or& <&ills. hec&lists in each of the s&ills areas direct learners to collect samples of "or& and learning that reflect specific s&ills the$ possess. Also included is a pac&age of resources to help institutions and practitioners promote the emplo$abilit$ s&ills portfolio concept in their communities.
+O-T:OL$O +-O.(#T) /N. 8/JO- -0)O(-#0)
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APPENDI< E
0%ployability )"ills 6 #reatin& 8y future

!ublished b$: -elson anada ((=@ .irchmount Rd. <carborough, 2- 0(G >GM ;ebsite: http:11""".nelson.com
reated and tested b$ the algar$ 6ducational !artnership %oundation, this resource is based in part on the onference .oard of anada8s 6mplo$abilit$ s&ills !rofile. <tudents "ill be able to summariBe their documented accomplishments into a "or&ing portfolio. An instructional guide provides teachers and counsellors "ith ideas on ho" to incorporate the portfolio into the school setting.
The 0%ployability )"ills +ortfolio

2rder through: Guidance entre 3he 2ntario 4nstitute for <tudies in 6ducation ,(= Gordon .a&er Rd., 3oronto, 2- 0=5 OR, 3oll-free: (-A@@-**A-*=M) 6-mail: guidance[oise.utoronto.ca
.ased on the onference .oard of anada8s 6mplo$abilit$ <&ills !rofile, this resource includes a s&ills chec&list and rating scale for Academic, !ersonal 0anagement and 3eam"or& <&ills. 4t includes a #ser8s Guide to the 6mplo$abilit$ <&ills !rofile, an 6mplo$abilit$ <&ills Demonstration Log, and folders related to each of the s&ills areas. <tudents "ill discover, develop and document their emplo$abilit$ s&ills, and share their strengths, successes, and interests.
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APPENDI< E
4et6/6Life )chool6to6!or" Transition +lanner

!ublished b$: 2rder through: -ational 2ccupational 4nformation ommittee '#.<.+ oordinating
American <chool ounselor Association 'A< A+ !hone: (-A@@-M@(-=M@M
Developed for high school students in grades (@-(=, this planner is designed to assist students in ma&ing career decisions and formulating educational plans for transition out of high school. 3his resource complements and helps implement the #.<. -ational Development Guidelines. areer
4et6/6Life +ersonal +lannin& +ortfolio

!ublished b$: 2rder through: -ational 2ccupational 4nformation ommittee '#.<.+ oordinating
American <chool ounselor Association 'A< A+ !hone: (-A@@-M@(-=M@M
Designed for grades >-(=, the !ersonal !lanning !ortfolio helps students collect information on themselves that the$ can use for personal, educational, and career decisions. #sed b$ elementar$ schools, middle1?unior high schools and high schools, this resource complements and helps implement the #.<. -ational areer Development Guidelines.
+O-T:OL$O +-O.(#T) /N. 8/JO- -0)O(-#0)
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APPENDI< E
,oA to .evelop an Outstandin& 0%ployability )"ills +ortfolio

!ublished b$: 3he ;innipeg hamber of ommerce <uite >@@ P (*, Lombard Avenue ;innipeg, 0. RO. O6> !hone: '=@M+ )MM-AMAM %a9: '=@M+ )MM-AM)=
3his &it 'available in %rench and 6nglish+ includes a student or adult video, a user8s guide, and guides for parents and emplo$ers. 3he program assists high school teachers and students to lin& classroom activities to the development of emplo$abilit$ s&ills, focussing on classroom activities and "or& samples that demonstrate a student8s emplo$abilit$ s&ills as identified b$ the onference .oard of anada.
Life !or" +ortfolio and (ser 4uide

!ublished b$: -ational 2ccupational 4nformation ommittee '#.<.+ ())> oordinating
.uilt around the creation of a career portfolio, this comprehensive resource outlines the process of career development - the steps to ta&e in ma&ing career decisions and develop plans for ne" career directions. Designed for either independent individual use or for use b$ participants in a facilitated group. <uitable for use in post-secondar$ institutions, private corporations, one-stop career centres and correctional institutions.
+O-T:OL$O +-O.(#T) /N. 8/JO- -0)O(-#0)
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APPENDI< E
+ortfolio +oAer: The NeA !ay to )hoAcase /ll Dour Job )"ills and 0Bperience
Author: !ublished b$: Available from: 0artin Gimeldorf -e" Herse$: !eterson8s. ()), An$ ma?or boo&store.
3his comprehensive publication offers adults a step-b$-step approach to creating d$namic professional portfolios on paper or electronicall$. Gimeldorf e9plains ho" to use portfolios in a variet$ of situations "hich include: Hob search, net"or&ing and intervie"ing, negotiating raises and promotions, ma&ing career decisions, managing lifelong learning, appl$ to college, mar&eting $our o"n business.
+ortfolio for the #areer .evelop%ent +rofessional

!ublished b$: 2rder through: Alberta Advanced 6ducation and areer Development. ())) Learning Resources Distributing entre (=O*@ (M=nd <treet 6dmonton, A. 3>L MI) 2rder Des&: ',A@+ M=,->,,>. %a9: ',A@+ M==-),>@
3his publication "ill help career practitioners put together personal competenc$ records, outlining uni7ue s&ills, abilities and accomplishments in a "a$ that highlights both achievements and possibilities. 4t "ill enable practitioners ta&e stoc& of all the competencies the$ have ac7uired through both informal and formal learning.
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APPENDI< E
+ortfolio +lus: Online 0lectronic #areer +ortfolio

!ublished b$: .ridges 4nitiatives 4nc. ,. (M@M 5unter ourt Gelo"na, . :(I *G* !hone: (-A@@-=A(-((*A #RL: http:11bridges.com
3his 4nternet-based resource provides a opportunit$ for users to electronicall$ store and retrieve information about their educational goals, "or& e9perience and s&ill sets. !ortfolio !lus also enables users to access information about the "orld of "or& specificall$ tailored to their educational and career interests. 3his resource is currentl$ available through subscription to .ridges8 69plorer program. ontact .ridges 4nc. for more information. areer
The )"ills /dvanta&e: $dentify Dour )"ills for )chool2 !or" and Life
2rder through: Guidance entre 2ntario 4nstitute for <tudies in 6ducation ,(= Gordon .a&er Rd., 3oronto, 2- 0=5 OR, 3oll-free: (-A@@-**A-*=M) 6-mail: guidance[oise.utoronto.ca
A "or&boo& that helps people develop a"areness of their s&ills, define those that are most important and communicate them to emplo$ers and others. ;ith the use of several "or&sheets, readers create s&ills data bases "hich highlight &e$ e9periences in their lives. 3hen readers learn ho" to use their s&ills data bases to prove their and to develop goals. A useful resource to develop s&ills literac$ for portfolios.
+O-T:OL$O +-O.(#T) /N. 8/JO- -0)O(-#0)
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APPENDI< E
!or"ability ,andboo"
!ublished b$: 2rder through: Alberta Advanced 6ducation and areer Development Learning Resources Distributing entre (=O*@ (M=nd <treet, 6dmonton, A. 3>L MI) 2rder Des&: ',A@+ M=,->,,>, %a9: ',A@+ M==-),>@
3his boo&let lists "or&abilit$ factors: the s&ills, attitudes and &no"ledge needed for the "orld of "or&. 6ach factor includes a definition, chec&list of s&ills, &no"ledge and attitudes that ma&e up the factor, an e9ample and a place to "rite a personal e9ample of ho" the user can demonstrate the factor.
+O-T:OL$O +-O.(#T) /N. 8/JO- -0)O(-#0)
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APPENDI< E
RESOURCES FOR CAREER PORTFOLIO DEVELOPMENT
#anadian $nternet -esources

0%ployability )"ills +ortfolio +roject http:11""".mbnet.mb.ca1-st?amesa1studentservices1emplo$abilit$1inde9.html 4nformation about the <&ills !ortfolio !ro?ect underta&en b$ the ;innipeg hamber of ommerce. At the bottom of the page, clic& on the ?se of ,ortfolios lin& for an e9cellent article from a recruiter. 0ssential )"ills +rofiles http:11""".hrsdc.gc.ca1en1hip1hrp1essential\s&ills1essential\s&ills\inde9.shtml 3his site from 5R<D describes the essential s&ills pro?ect, the essential s&ills and offers essential s&ills occupational profiles. #seful for s&ills identification for portfolios. Open Learnin& /&encyEs !ebsite Online +rior Learnin& /ssess%ent http:11""".ola.bc.ca1pla 69cellent information about !LA, including self-assessment, a glossar$, and !LA ne"s. #anadian /ssociation for +rior Learnin& /ssess%ent http:11""".capla.ca1-e"s.php 3he anadian Association for !rior Learning Assessment ' A!LA+ has been the national voice for prior learning assessment and recognition for man$ $ears.
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APPENDI< E
() $nternet -esources
#ollaborative +lannin& for 0lectronic +ortfolios http:11""".electronicportfolios.org 69cellent article from the #niversit$ of Alas&a about implementing an electronic portfolio program for assessment purposes in an educational environment. 8ulti%edia 0lectronic +ortfolios http:11?arl.cs.uop.edu1_cpiper1portfol.html An article describing the use of electronic computer-based portfolios for fourth and fifth grade students in alifornia. oncepts can appl$ to students at all levels. +ortfolio Library http:11""".amb$.com1&imeldorf1p\m&-toc.html 5ighl$ recommended site offering a variet$ of articles b$ 0artin Gimeldorf on career portfolio development. Also provides an online e9ample of a portfolioR clic& on )imeldorf"s Career ,ortfolio Sampler. +ortfolios Online http:11""".portfolios.com 3his commercial site advertises online portfolios of photographers, graphic artists, animators and multimedia artists. A good e9ample of ho" the 4nternet can present a "or&er8s accomplishments. ;er%ont )tudent .evelop%ent +ortfolio http:11""".state.vt.us1st"1sdpintro.html 3his page contains a lin& to a format for a student portfolioR clic& on Student Development ,ortfolio. Although it8s from the #.<., the topic1tab headings present some ideas for presenting $our o"n material. Fou need Adobe Acrobat to read the file.
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APPENDI< E
9iblio&raphy
Alberta 0inistr$ of Advanced 6ducation and areer Development. Skills ,lus +and!ook.())). hec& the areer <hop for more information. http:11""".alis.gov.ab.ca1careershop. .. . 0inistr$ of 6ducation. Assessment +and!ooks Assessment. !rovince of .ritish olumbia. ())M. Series> ,ortfolio
.ro"n, Glenn. #he Co*op Bridging Curriculum> ,ractitioner +and!ook; Student +and!ook; Workshop $esources. .. . 0inistr$ of Advanced 6ducation, 3raining and 3echnolog$. ())A. 2rder from 2pen Learning Agenc$ 0ar&eting Department: (-A@@-**O-(*>OR e-mail: catalogue[ola.bc.ca. anadian Labour %orce Development .oard. !rior Learning Assessment and Recognition '!LAR+ ;ebsite: http:11""".plar.com. Graf ;illiams, AnnaR 5all, Garen H. Creating @our Career ,ortfolio> At a %lance %uide. -e" Herse$: !rentice5all. ()),. 5and$, harles. #he Empt3 $aincoat> Daking Sense of the 'uture . Arro" .usiness .oo&s. ())>. Gimeldorf, 0artin. #sing Hob <earch !ortfolios in an #ncertain Labor 0ar&et. Career ,lanning and Adult Development 2ournal : <pecial 4ssue P!ortfolios. :olume (=. -umber M. ;inter ())*-),. 0urph$, <., and <mith 0.A. 3al&ing About !ortfolios. #he &uarterl3. (='(+. ())@. !err$, -anc$ <. Life areer !ortfolios Across a Life <pan. Career ,lanning and Adult Development 2ournal. :olume (=. -umber M. ;inter ())*-),. ,rior Learning Assessment in British Colum!ia> A %uide to Earning Credit for @our Skills and )nowledge. 2pen Learning Agenc$ !ress, ())M. <imard, <heila. Lin&s .et"een Blueprint ompetencies and 2ther <&ills %rame"or&s. Blueprint for Life/Work Designs. -ational Life1;or& entre. ;innipeg hamber of ommerce, 0anitoba 6ducation and 3raining and the <t.Hames-Assiniboia <chool Division +ow to Develop an =utstanding Emplo3a!ilit3 Skills ,ortfolio. ;olf, D.!. !ortfolio Assessment: <ampling <tudent ;or&. Leadership, M*',+. ())@. Educational
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APPENDI< E
PART 2: CAREER PORTFOLIOS COMPETENCY MASTERY CHECKLISTS
$ntroduction
!art = of Appendi9 6 offers some tools that career practitioners can use to help integrate the Blueprint competencies into their portfolio activities "ith clients. 4n addition, these tools should be useful in an$ career development application "here helping clients identif$ their life1"or& competencies is considered to be important. As part of the career development process, individuals, institutions or practitioners "ill benefit from being able to monitor individual achievement and master$ of the competencies. 3he chec&lists give practitioners tools to assist their clients to evaluate their progress to"ard attaining the life1"or& competencies and indicators related to the three main areas of !ersonal 0anagement, Learning and ;or& 69ploration and Life1;or& .uilding. 3he chec&lists offer clients an opportunit$ to measure and ?udge their o"n gro"th, demonstrating their progress to"ard master$ of the career development s&ills the$ need. %our resources are described briefl$ here. 3he$ are available as do"nloadable files to be printed and adapted: E #o%petency #hec"list Tool: 4ncludes onl$ the (( ma?or competencies arranged b$ level. 3his tool includes a 0aster$ <cale that can be used to estimate the average level of master$ that individuals have achieved for each competenc$. $ndicator #hec"list Tool: 4ncludes the indicators for each competenc$ arranged b$ level and a 0aster$ <cale for each indicator. <pace is also included for clients to include !ersonal 6vidence that relates to the particular indicator.
#O8+0T0N#D 8/)T0-D #,0#5L$)T)
2@
APPENDI< E E Te%plate #hec"list Tool: !ractitioners can fill in and adapt this tool to their local circumstances and include their local standards for the indicators the$ "ish to monitor. A 0aster$ <cale and space for !ersonal 6vidence are also included. 3his hec&list offers the most fle9ibilit$ for the practitioner to tailor the competenc$ identification process to the client8s needs and individual circumstances. .evelop%ental )eKuence of #o%petencies and $ndicators : 4ncludes all the competencies and indicators across all four levels. 3his resource is especiall$ useful to enable practitioners to see the developmental progression of a particular competenc$.
3hese hec&lists provide important developmental tools practitioners can use "ith clients to assist them in articulating and mastering life1"or& competencies, identif$ing gaps, and developing action plans for further master$.
#O8+0T0N#D 8/)T0-D #,0#5L$)T)
27
APPENDI< E -elatin& the #hec"lists to +ortfolio /pplications 3he hec&lists have space allotted for clients to list !ersonal 6vidence that demonstrates master$ of each indicator. 3his !ersonal 6vidence can be obtained directl$ from the client8s portfolio samples of "or& and learning, and the completed hec&lists themselves can be included as part of the portfolio contents.
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APPENDI< E
SAMPLE CAREER RESOURCES

SORTED BY BLUEPRINT LEVELS AND COMPETENCIES
APPENDIX F
APPENDI< F
APPENDI< F: <ample areer Resources <orted b$ .lueprint Levels

and ompetencies
I!t$ )+&ti !
/ :ra%eAor" for 0valuatin& -esources

3here are man$ e9cellent career development resources in anada that can assist learners and clients to master the Blueprint competencies. 3his Appendi9 presents a sampling of some of the best of those resources, but the list is not e9haustive and is not meant to be inclusive. 4ts purpose is to offer practitioners a starting point for identif$ing resources that relate to the competencies the$ "ish to emphasiBe "ith particular client groups in particular settings. 4n addition, the approach presented here for categoriBing resources according to the Blueprint competencies can be used for an$ career development resource. As practitioners implement the Blueprint and become familiar "ith the competenc$ frame"or&, the$ can also start to evaluate e9isting and ne" resources in terms of their relevance to particular competencies at particular levels. %or further information on evaluating career resources against the Blueprint competenc$ frame"or&, refer to page =( of the &uick $eference %uide.
$NT-O.(#T$ON
APPENDI< F
On6Line /ccess to #areer -esources

3o follo"ing ;ebsites provide on-line access to virtuall$ all career resources, programs and services in anada. 3he last site, -24 , provides access to virtuall$ all American career resources. 6ach of these sites is updated on a regular basis.
5R<D areer Resources dn. areer Development %oundation 5R<D Fouth 4nitiatives 5R<D Hob %utures AL4< areer <hop . ;4- Resource Guides anada areer onsortium anLearn areer 69plorer ontact !oint ounsellor Resource entre -ational Hob .an& -ational L04 <ervice 2< A Resources <chool-et <&ill-et ;or&<earch ;or&Lin&-GR :olunteer anada F6< anada A R-A '#< Resources+ http:11""".?obsetc.ca1 """.ccdf.ca http:11""".$outh.gc.ca1 http:11""".?obfutures.ca1 """.alis.gov.ab.ca1careershop1 http:11"or&infonet.bc.ca1 http:11""".careerccc.org1 """.canlearn.ca http:11""".careere9plorer.net1descriptions.asp http:11contactpoint.ca1 http:11crccanada.org1crc1resources.cfmDlang^en http:11""".?obban&.gc.ca1 http:11lmi.hrdc-drhc.gc.ca1 http:11""".osca.ca1 http:11""".schoolnet.ca1 http:11""".s&illnet.ca1inde9.htm http:11""".?obsetc.ca1 """.;or&Lin&-GR.com """.volunteer.ca """.$escanada.bc.ca http:11""".acrna.net1resources.htm
$NT-O.(#T$ON
APPENDI< F
8ethodolo&y
6ach of the resources listed in this Appendi9 has been coded to reflect both the level at "hich the resource can be applied and the particular competencies that the resource addresses at that level. A small group of career education teachers and career practitioners from across anada formed a virtual team to produce the Appendi9. 4n order to find appropriate resources, the$ contacted anadian career information organiBations and other providers of career development resources, including governments, private and nonprofit organiBations.
$NT-O.(#T$ON
<
APPENDI< F
4eneral 0valuation and )election #riteria

3he team collected regional, provincial and pan- anadian resources from these sources and chose those "hich: E E E E E E E E E E E Reflect the issues and challenges the ne" econom$ presents to career transition and decision ma&ingR !romote career resilienc$ 'e.g., abilit$ to manage change, understand ne" "or& alternatives, manage stress+R !romote incorporation and integration of adult life1"or& e9perience and life roles into the career processR !romote a learner*centred approach to career building learning activities 'e.g., hands-on, e9periential, applied, group vs. individual activities+R .uild capacit$ of individuals to be self-directed and self-reliant in career buildingR Reinforce career building as a lifelong processR Reflect gender and race e7uit$R Deliver in terms of increased master$ of multiple Blueprint competenciesR ;here appropriate, are F=G compliantR Are reasonable in terms of cost1usage e9pectationsR Are anadian, unless foreign resources are of higher 7ualit$ and relevance.
5612 specific
E E E E E E Are suitable for classroom use in terms of use, durabilit$ and pac&agingR Are activit$-based, hands-on and e9periential rather than lecture-based, and the$ represent an applied approach to learningR Dra" students into groups and encourage co-operative learning, as "ell as providing for individual gro"thR 4ncorporate famil$ structures and &inship relationships other than that of mainstream 6uropean societ$R Are relevant to the developmental needs of the student1learnerR !ortra$ positive role models.
$NT-O.(#T$ON
APPENDI< F
The Online .atabase

3he resources listed in this Appendi9 are organiBed in an online database that offers significant fle9ibilit$ for searching and future updating. #sers can search according to level and target audienceR a Ge$"ord <earch function is also available along "ith an alphabetical list. 4t is "orth noting that the pro?ect team used an online resource editing tool to input information about the resources the$ evaluated. 3his function allo"ed team members to "or& from their homes across anada to add their information electronicall$ to the database. 3he team completed the entire pro?ect in an electronic or virtual "or&ing environment, and all members enthusiasticall$ commented on the uni7ue and e9citing nature of the pro?ect. 4n the future, this resource database, utiliBing the 2nline Resource Editor; will !e customiAed to meet specific regional or institutional needs in a distri!uted format. 3he 2nline Resource 6ditor "ill allo" resources to be added locall$ to a distributed database for specific purposes. 4f organiBations are interested in learning more about this future service, the$ can contact the -ational Life1;or& entre. .atabase :or%at 3he best "a$ to access this Appendi9 is online since it has been designed for an electronic environment '""".blueprintMlife.ca+ . #sers can also do"nload and print the resource list alphabeticall$. .ecause of the length of this Appendi9 in its printed format, onl$ information about the title of the resource, its source and related competencies is given. 4f users "ant to read the description of the resource, the$ "ill have to go to the online database for the information. 4n addition, note that in the hardcop$ format, the competenc$ coding s$stem for each resource uses t"o numbers. 3he first number indicates the level of the competenc$, and the second refers to the competenc$ related to the level. %or e9ample, the 5R<D publication +i*#ech 2o! Search #ools> A %uide to (ew #echnologies is coded "ith ompetencies O.>, O., and M.>, M.,. 3hese numbers indicate that this resource relates to competencies for both Level 3hree and %our.
$NT-O.(#T$ON
>
APPENDI< F
/n $nvitation to #ontribute
4f $ou as a career practitioner have evaluated an$ resources that $ou ?udge to be especiall$ useful in promoting the development of the Blueprint competencies, $ou are invited to add the resource to this database. Fou can use the 2nline Resource 6ditor to input the information and code the resource according to the competencies. .$ adding $our &no"ledge to the database, $ou "ill be contributing to the development of a uni7ue and e9citing resource that "ill assist practitioners and clients across the countr$.
$NT-O.(#T$ON
APPENDI< F
APPENDI< F: <ample areer Resources
$ntroduction
69emplar$ career resources that have been anal$Bed according to the Blueprint Levels and ompetencies to "hich their developers have targeted them and are listed belo". 4f $ou are "or&ing in a primar$1elementar$ school setting, for e9ample, loo& for resources coded Blueprint Level (. 4f $ou are "or&ing in a ?unior high1middle school setting, focus on Blueprint Level = resources. 4f $ou are "or&ing in a high school setting, $ou "ill loo& at Blueprint Level O resources. 3hose "or&ing in post-secondar$ education or training settings, or "ith adults, should loo& at the resources listed under Blueprint Level M. hec& for the listings for the appropriate level, see if the competencies "hich $our o"n needs anal$sis has sho"n to be high priorities in $our school or agenc$ are addressed b$ resources of interest to $ou.
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#o%%unity ,elpers2 The%atic (nit 6 #o%%unity !or"ers2 .arlene ,ardAic" and .ebbie Tho%pson2 177> 3eacher reated 0aterials, 4nc., !.2. .o9 (@M@ 5untingdon .each, alifornia )=*M,
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APPENDI< F / +roble% )olvin& +rocess in 0%ploy%ent #ounsellin&2 /ssess%ent and :olloA6(p ,u%an -esources and )ocial .evelop%ent #anada2 177=
anadian areer Development %oundation, =@= - M(( Roosevelt Avenue, 2tta"a, 2-, anada, G=A OI) 3el: '*(O+ ,=)-*(*M %a9: '*(O+ ,=)-O>(> 6mail: information[ccdf.ca ;eb: http:11ccdf.ca1
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/ctive 0n&a&e%ent2 0nhancin& the #areer #ounsellin& +rocess Nor%an 03 /%undson2 177@
anadian areer Development %oundation, =@= - M(( Roosevelt, 2tta"a, 2-, anada, G=A OI) 3el: '*(O+ ,=)-*(*M %a9: '*(O+ ,=)-O>(> 6mail: information[ccdf.ca ;eb: http:11ccdf.ca1
20!636- 46<: (, =, O, M, >, *, ,, A, ),((
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/nalyHin& and (sin& Labour 8ar"et $nfor%ation: The Nature of !or" 9arrie .ay and Ji% 5lin&le2 #oncordia (niversity #olle&e of /lberta2
areer Development Department, (@>O, MMth <treet, 6dmonton, A., anada, 3*A (;( 3el: 'M@O+ M(O-,A@*, 'M@O+ M(O-,A@@ %a9: 'M@O+ M**-)O)M 6mail: &"eatherall[concordia.ab.ca
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9rave !or"2 / 4uide to the Juest for 8eanin& in !or" /nna )i%on and 8ichelle Tocher2 177@
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9uildin& 9etter #areer :utures2 2nd 0dition Lynne 9eHanson2 )areena ,op"ins and .onnalee 9ell2 177@
anadian areer Development %oundation' D%+, =@=-M(( Roosevelt, 2tta"a, 2ntario, G=A OI) anada 3el: '*(O+ ,=)-*(*M %a9: ' *(O+ ,=)-O>(> email: information[ccdf.ca
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APPENDI< F
#anada +rospects 177@617772 #anadaXs 4uide to #areer +lannin& for +eople of /ll /&es #laire ,arrison !ritin& and 0ditin& )ervices2 177@
anada ommunication Group, 2tta"a, 2ntario, anada G(A @<) 3el: 'A()+ ,))-MOMM %a9: 'A()+ ,,)-=AOO email: dlsorderdes&[ccgs?c.com
20!636- 46<: (, =, M, >, *, ,, A, ),((
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#areer and +ersonal +lannin&: / -esource 8anual for 0ducators Level One +ersonal +lannin&2 .oreen ,all and .oreen Thayer2 177>
Doreen 5all, <pectrum ommunit$ <chool, )>, ;est .urnside Road, :ictoria, . , '*@M+ M,)-A=,( %a9:' *@M+ M,)-A=@M anada :AN *6) 3el:
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#areer and +ersonal +lannin&: / -esource 8anual for 0ducators Level TAo #areer +lannin&2 .oreen ,all and .oreen Thayer2 177>
Doreen 5all, <pectrum ommunit$ <chool, )>, ;est .urnside Road, :ictoria, . , '*@M+ M,)-A=,( %a9:' *@M+ M,)-A=@M anada :AN *6) 3el:
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#areer #onnections2 0ach title has its oAn author2 177?

;eigl 6ducational !ublishers Limited, ()@= - (( <treet <.6., algar$, A., anada, 3=G OG= 3el: 'M@O+ =OO-,,M,, (-A@@-**A-@,** %a9: 'M@O+ =OO-,,*) 6mail: "eigl[mail.telusplanet.net
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APPENDI< F
#areer #onsiderations #oup dXoeil sur les carriYres ,u%an -esource +artnerships2 1771
5uman Resources and <ocial Development anada '5R<D +, ;eb: http:11""".hrsdc.gc.ca1en1gate"a$s1nav1left\ nav1publications.shtml or from !ublic 6n7uiries, 5R<D , (M@ !romenade du !ortage, Gatineau G(A @H) %a9:'A()+ )>O-,=*@
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#areer #ruisin&2 The $nside )tory on #areer #hoices Jeff ,arris2 /naca Technolo&ies2 177?
Anaca 3echnologies, >> Dun"ood Drive, 3oronto, 2ntario 0M- =GO 3el: M(*-M(@->@(@ for 3oronto area residents (-A@@-)*>-A>M( %a9: M(*-MA@-@>=* 6-mail: ccruise[idirect.com
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#areer .irections2 ,u%an -esources and )ocial .evelop%ent #anada2 177? #anada #areer #onsortiu%
%a9: '*(O+ =O@-,*A( ;ebR http:11""".careerccc.org or through !ublic 6n7uiries entre, 5uman Resources Development anada, !hase M, Level @, (M@ !romenade du !ortage Gatineau, L G(A @H)
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#areer .irections2 ,u%an -esources and )ocial .evelop%ent #anada2 177?

5uman Resources and <ocial Development anada, !ublic 6n7uiries entre, (M@ !romenade du !ortage, Gatineau !L anada G(A 2H) 3el: 'A()+ ))M-*O(O %a9: 'A()+ )>O-,=*@ 6mail: ocdhrp[global9.net
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#areer 0Bplorer '#F*2 9rid&es $nitiatives $nc3

.ridges 4nitiatives 4nc., ,., (M@M 5unter ourt, Gelo"na, . , anada, :(I *6* 3el: '*@M+ A*=-A,== %a9: '*@M+ A*=-A,,( 6mail: info[bridges.com ;eb: http:11""".careere9plorer.net1descriptions.asp
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APPENDI< F
#areer 4ateAays2 /pplyin& Labour 8ar"et $nfor%ation in a #han&in& !orld #areer 0ducation )ociety '#0)*2 177@
6< areer 6ducation <ociet$, =*>> !almerston Ave., ;est :ancouver, .. ., anada :,: =;, 3el: '*@M+ )==-,@=, %a9: '*@M+ )=>- *=O*
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#areer 8oves2 ,u%an -esources and )ocial .evelop%ent #anada2 177< 177= ,u%an -esources and )ocial .evelop%ent #anada
;eb: http:11""".hrsdc.gc.ca1en1gate"a$s1nav1left\nav1publications.shtml or order from !ublic 6n7uiries, 5uman Resources Development anada, (M@ !romenade du !ortage, Gatineau, !.L, G(A @H) %a9: 'A()+ )>O-,=*@
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#areer +aths2 #areer +lannin& 4uide for 9# Du"on2 D0) #anada 6 93#32 177@
F6< anada-.. ., !ublishing Division, >(,= Gings"a$ , <uite O(@, .urnab$, .. . :>5 =6A 3el: '*@M+ M(=-M(M( %a9: '*@M+ M(=-M(MM email: info[careerpathsonline.com
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#areer +athAays2 Juic" Trip Nor%an 03 /%undson and 4ray -3 +oehnell2 177@
anadian areer Development %oundation, =@= - M(( Roosevelt, 2tta"a, anada, G=A OI) 3el: '*(O+ ,=)-*(*M %a9: '*(O+ ,=)-O>(> 6mail: information[ccdf.ca ;eb: http:11ccdf.ca1
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#areer Transitions2 #hoices and )trate&ies .anielle -iverin6)i%ard2 177>

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APPENDI< F
#areers in #ulture: NoA ,ear This2 #areers in 8usic and )ound -ecordin& #ultural ,u%an -esource #ouncil '#,-#* ,-.#2 1777
ultural 5uman Resources ouncil, 3el: *(O->*=-(>O> %a9: *(O->*=-=)A= 6-mail: info[culturalhrc.ca ;eb: """.culturalhrc.ca
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#areers in #ulture: The $nteractive Lone2 #areers in NeA 8edia2 #ultural ,u%an -esource #ouncil '#,-#* ,-.#2 1777
5R 3el: '*(O+ >*=-(>O> %a9: '*(O+ >*=-=)A= 6-mail: info[culturalhrc.ca ;eb: """.culturalhrc.ca
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#areers in #ulture: The 8indXs 0ye2 #areers in ;isual /rts W #rafts #ultural ,u%an -esource #ouncil '#,-#* ,-.#2 1777
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#areers in #ulture: The )potli&htXs On2 #areers in :il%2 Television2 -adio and the Live +erfor%in& /rts2 #ultural ,u%an -esource #ouncil '#,-#* ,-.#2 1777
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#areers in #ulture: !ords on the 8ove2 #areers in !ritin& and +ublishin& #ultural ,u%an -esource #ouncil '#,-#* ,-.#2 1777
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APPENDI< F
#areers (nli%ited2 Dour 21st #entury Blueprint for )electin& a #areer Throu&h the !innin& #olours +rocess2 )tefan Neilson and )hay Thoel"e2 /pril 1777
Aeon ommunications , 4nc., anada: David 0orrison 3el: '*@M+ A>=-=A*@ 6-mail: dmorrison[uniserve.com #.<.A.: 3el: M=>-*,=-A=== %a9: M=>-*,=-),,,
20!636- 46<: (, =, O, M, >, *, ,, A, ), (@, ((
#areers2 !hole Lan&ua&e The%e (nit )usan 5etch2 177<

ollins 6ducational, AO>A <t. George <treet, :ancouver. .. . :>I O<, 3el: '*@M+ O=>->@@>
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#han&in& #ourse 8idstrea%

Alberta Advanced 6ducation and ())A areer Development
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#losin& the )"ills 4ap: .evelopin& #areer /Aareness in )chools #areer $nfor%ation +artnership #anada2 177?
5uman Resources and <ocial Development anada, through: !ublic 6n7uiries, (M@,!lace du !ortage, Gatineau, !.L. G(A @H) %a9: 'A()+ )>O-,=*@
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#o%%unity ,elpers2 The%atic (nit 6 #o%%unity !or"ers .arlene ,ardAic" and .ebbie Tho%pson2 177>
3eacher reated 0aterials, 4nc. !.2. .o9 (@M@, 5untingdon .each, alifornia )=*M,
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APPENDI< F
#reatin& a NeA :uture2 The Job6Loss !or"boo"2

Alberta Advanced 6ducation and ())M areer Development
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0N4/402 Life6-ole .evelop%ent 4roup

oncordia #niversit$ ollege of Alberta, areer Development Department, (@>O, MMth <treet, 6dmonton, A., anada, 3*A (;( 3el: 'M@O+ M(O-,A@*, 'M@O+ M(O-,A@@ %a9: 'M@O+ M**-)O)M 6mail: &"eatherall[concordia.ab.ca
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0ssential )"ills ,u%an -esources and )ocial .evelop%ent #anada2 1777

5uman Resources and <ocial Development anada http:11""".hrsdc.gc.ca1en1hip1hrp1essential\s&ills1essential\s&ills\inde9.shtml
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0veryday #areer .evelop%ent2 0le%entary ;ersion .ave 03 -ede"opp2 /udrey )technys"y2 9ec"ie 4arber6#onrad2 177>
areer 6ducation <ociet$, =*>> !almerston Avenue, ;est :ancouver, . bhunter[sdM>.bc.ca , http:11""".ces.bc.ca :,: =;,
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0Bpandin& Dour ,oriHons2 #areer .evelop%ent 4uide )econd 0dition Judi 8isener and )usan 9utler2 1777
0cGra"- 5ill R$erson, R$erson 6ducation Division, O@@ ;ater <treet, ;hitb$, 2-, ')@>+ MO@->@@@ %a9: ')@>+ MO@->()M anada L(- ).* 3el:
ompetencies: (, =, O, M, >, *, ,, A, ), (@, ((
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APPENDI< F
0Bplorin& Dour ,oriHons2 #areer and +ersonal +lannin& Judy 8isener and )usan 9utler2 177@
0cGra"-5ill R$erson 3oll %ree order lines: !hone: (-A@@->*>->,>A %a9: (-A@@-M*O->AA>
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:a%ily 8atters2 (nderstandin& )elf2 Others2 and #o%%unity Tracey )hropshire2 177@
Neph$r !ress, !.2. .o9 **@@*, 3ucson, AriBona A>,=A-*@@* http:11""".Beph$rpress.com
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:ocus on $ntervieAs2 / 4uide to 8ar"etin& Dourself ,u%an -esources and )ocial .evelop%ent #anada2 177@
5uman Resources and <ocial Development anada, !ublic 6n7uiries, 5R<D , (M@ !romenade du !ortage, Gatineau, !.L. G(A @H) %a9:'A()+ )>O-,=*@
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:ocus on -esu%es2 / 4uide to 8ar"etin& Dourself ,u%an -esources and )ocial .evelop%ent #anada2 177@
5uman Resources and <ocial Development anada, !ublic 6n7uiries, 5R<D , (M@ !romenade du !ortage, Gatineau, !.L. G(A @H) %a9:'A()+ )>O-,=*@
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:ood for Thou&ht ,u%an -esources and )ocial .evelop%ent #anada2 177>
5uman Resources and <ocial Development anada, !ublic 6n7uiries, 5R<D , (M@ !romenade du !ortage, Gatineau, !.L. G(A @H) %a9 'A()+ )>O-,=*@.
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APPENDI< F
4ettin& )tarted2 #anada #areer !ee" 9ulletin W +ac"a&e #anada #areer #onsortiu%2 /nnual
anada areer onsortium """.careerccc.org or through -ational Life ;or& entre, ustomer <ervices %a9: >@*-,>A-@O>O
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4ettin& Dour :oot in the .oor2 /n OvervieA of the 0ntire Job :indin& +rocess ,u%an -esources and )ocial .evelop%ent #anada2 177=
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,eart 9eats2 #reative #areer /Aareness TeacherXs 4uide and /ctivities2 #arol .urnford2 177=
ontinuing 6ducation Division, areer Development Department, (@>O,-MM <treet, 6dmonton, Alberta 3*A (;( 3el: ',@A+ M(O-,A@* %a9: ',@A+ M**-)O)M
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,i6Tech Job )earch Tools2 / 4uide to NeA Technolo&ies ,u%an -esources and )ocial .evelop%ent #anada2 177?
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16
APPENDI< F
Job :utures '2 ;olu%es*2 13 Occupational Outloo"s 23 #areer Outloo"s for 4raduates2 ,u%an -esources and )ocial .evelop%ent #anada2 177@
anadian Government !ublishing, !ublic ;or&s and Government <ervices anada '!;G< +, 2tta"a G(A @<) 3el: A()-)>*-MA@@ %a9: A()-))M-(M)A ;eb: http:11publications.p"gsc.gc.ca
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0urielle .allant$ne 3el: A()-)>O-,M>= !ublic 6n7uiries entre, !hase M, Level @, (M@ !romenade du !ortage, Gatineau, !.L. G(A @H) ;eb: http:11""".hrsdc.gc.ca1en1gate"a$s1nav1left\nav1publications.shtml
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Junior /chieve%ent2 9usiness 9asics 177?

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Lastin& 4ifts2 +arents2 Teens and the #areer Journey

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APPENDI< F
8a"in& #areer )ense of Labour 8ar"et $nfor%ation 0laine OX-eilly and .iane /lfred #anadian #areer .evelop%ent :oundation2 177>
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5RD - 5R!, ;eb: http:11""".hrsdc.gc.ca1en1gate"a$s1nav1left\nav1publications.shtml or from: !ublic 6n7uiries, !hase M, Level @, (M@ !romenade du !ortage, Gatineau, !.L., G(A @H)
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8otiv@ !ebHine http: AAA3%otiv@3co% D0) #anada 6 9#

F6< anada-. , !ublishing Department, >(,= Gings"a$, <uite O(@, .urnab$ . '*@M+ M(=-M(M( %a9: '*@M+ M(=-M(MM 6mail: info[$escanada.bc.ca anada :>5 =6A 3el:
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8ultiple #hoices2 +lannin& Dour #areer for the 21st #entury

Alberta Advanced 6ducation and ())) areer Development
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National Occupational #lassification 'NO#* #areer ,andboo"2 ;olu%es $ and $$ ,u%an -esources and )ocial .evelop%ent #anada2 1776
anada ommunications Group, G !ublishing, 2tta"a, G(A @<) 3el: A()-)>*-MA@= %a9: A()-))M-(M)A
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APPENDI< F
Our ToAn2 / )i%ulation of #onte%porary #o%%unity $ssues 5atherine -u&&ieri6;ande +utte2 177>
Neph$r !ress, !.2. .o9 **@@*, 3ucson, AriBona A>,=A-*@@* 3el: >=@-O==->@)@ %a9: >=@-O=O-)M@=
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+athAays Nancy L3 ,utchinson and John 43 :ree%an2 177=

43! -elson anada, ((=@ .irchmount Road, <carborough, 2-, anada, 0(G >GM 3el: (-A@@-=*A-====, 'M(*+ ,>=-)MMA %a9: 'M(*+ ,>=-A(@( ;eb: http:11""".nelson.com
ompetencies: (, =, O, M, ,, A, ), ((
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+ositive !or"s $$
Alberta Advanced 6ducation and ()), areer Development
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+re%ier /&enda2 +re%ier /&enda for )tudent )uccess

!remier <chool Agendas - A %ran&lin ove$ o. 6astern anada 3oll free: (-A@@-**A-=M*( ;estern anada 3oll free: (-A@@-**>-=M*( #.<.A. 3oll free (-A@@-MM,-=@OM
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-adical #han&e $n The !orld of !or" / #ounsellorXs 4uide

Alberta Advanced 6ducation and ())> areer Development
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17
APPENDI< F
-adical #han&e in The !orld of !or": The !or"boo"2

Alberta Advanced 6ducation and ())* areer Development
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-eal Ti%es -eal Life2 /dult 9ill 9arry2 NL!#2 ,-).#2 ##$+2 NO$##2 177?
-ational Life1;or& entre, 0emramcoo& 4nstitute, MAA entrale <treet, 0emramcoo&, -. 6MG O<* anada: (-AAA->OO->*AO %a9: '>@*+ ,>A-@O>O 6mail: info[life"or&.ca ;eb: http:11""".realgame.ca anada
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)chool :inder3co%
;ebsite 'http:11""".schoolfinder.com+
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)chool 6 Dour Trac" to Job )"ills LX1cole 6 en piste vers les co%p1tences professionnelles ,u%an -esources and )ocial .evelop%ent #anada2 177=
5uman Resources and <ocial Development anada, !ublic 6n7uiries, !hase M, Level @, (M@ !romenade du !ortage, Gatineau, !.L. G(A @H)
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20
APPENDI< F
)ettin& NeA #areer +athAays Nor%an 03 /%undson and 4ray -3 +oehnell2 177<
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)"ills +lus2 .iscoverin& your +ersonal #areer /ssets

Alberta Advanced 6ducation and ())) areer Development
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)"ill 9uildin&Z 0Bploite les TalentsZ ,u%an -esources and )ocial .evelop%ent #anada2 1772
5uman Resources and <ocial Development anada, !ublic 6n7uiries !romenade du !ortage, Gatineau, !.L. G(A @H) entre, !hase M, Level @, (M@
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)Kuare +e&s2 9uildin& )uccess in )chool and Life Throu&h 8$ Jean 9oAen2 8arianne ,aA"ins2 #arol 5in&2 177?
Neph$r !ress, !.2. .o9 **@@*, 3uscon, AriBona A>,=A-*@@* http:11""".Beph$rpress.com
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)tartin& Dour Job )earch in the Library #o%%encer votre recherche dXe%ploi ,u%an -esources and )ocial .evelop%ent #anada2 177>
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21
APPENDI< F
)tartin& +oints2 :indin& Dour -oute to 0%ploy%ent 8arvin !estAood2 Nor%an 03 /%undson and !illia% 9or&en2 177=
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)trate&ies for #areer and Life 8ana&e%ent #arol 9essert2 )haron .3 #roHier W #laudio ;iolato and Lois 5a%enitH2 17@@
;eigl 6ducational !ublishers Limited, ()@= - (( <treet <.6., algar$, A., anada, 3=G OG= 3el: 'M@O+ =OO-,,M,, (-A@@-**A-@,** %a9: 'M@O+ =OO-,,*) 6mail: "eigl[mail.telusplanet.net
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)urviv/bility2 #areer )trate&ies for the NeA !orld of !or" Janis :oord 5ir" 1776 .oo&stores 20!636- 46<: (, =, O, M, *, ,, A, (( 1 2 < =
)uccess +ath2 Dour +ath to )uccess 5en :un"2 4lenn ,ope2 5aren Doun&2 Laurna -itchie2 1777
<uccess 3eam Gen %un& *@M-A>>-,MO( &enfun&[uniserve.com
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22
APPENDI< F
Teens and #areers2 / +arentXs 4uide

Alberta Advanced 6ducation and ())M areer Development
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The 9e -eal 4a%e2 /&es 1=616 9ill 9arry2 NL!#2 ,-).#2 ##$+2 NO$##2 1777
-ational Life1;or& entre, 0emramcoo& 4nstitute, MAA entrale <treet, 0emramcoo&, -. anada 6MG O<* anada: (-AAA->OO->*AO %a9: '>@*+ ,>A-@O>O 6mail: info[life"or&.ca ;eb: http:11""".realgame.ca
20!636- 46<: (, =, O, M, >, *, ,, A, ), (@, ((
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5uman Resources and <ocial Development !ortage, Gatineau, !.L., G(A @H) anada, !ublic Affairs, !hase M, Level @, (M@ !romenade du
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5uman Resources and <ocial Development anada, !ublic Affairs, !hase M, Level @, (M@ !romenade du !ortage, Gatineau, !.L., G(A @H)
20!636- 46<: (, =, O, M, >, A
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The 0d&e '0dition <* #hoose the 4roove2 ##.:2 NL!#2 ##$+2 ,-).#2 1777
-ational Life1;or& entre, 0emramcoo& 4nstitute, MAA entrale <treet, 0emramcoo&, -. 6MG O<* 3el: 'AAA+ >OO->*AO %a9: '>@*+ ,>A-@O>O 6mail: info[life"or&.ca
20!636- 46<: (, =, O, M, >, *, ,, A, ), (@, ((
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APPENDI< F
The 0%ploy%ent )upport NetAor"2 / self6help &roup for the une%ployed / facilitatorXs &uide boo"2 ,u%an -esources and )ocial .evelop%ent #anada2 177=
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The 4et -eal 4a%e2 /&es 1661@ 9ill 9arry2 NL!#2 ,-).#2 ##$+2 NO$##2 2000
-ational Life1;or& entre, 0emramcoo& 4nstitute, MAA entrale <treet, 0emramcoo&, -. O<* anada: (-AAA->OO->*AO %a9: '>@*+ ,>A-@O>O 6mail: info[life"or&.ca ;eb: http:11""".realgame.ca anada 6MG
20!636- 46<: (, =, O, M, >, *, ,, A, ), ((
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The ,eroic Journey2 / -ite of +assa&e +ro&ra% /nne 9ruetsch2 Jaelline Jaffe2 8arilyn Ni"i%aa +aterson and Louise )a%ple2 1776 Neph$r !ress, OO(* -orth hapel Avenue, 3ucson, AriBona A>,(*-(M(* 3el: >=@-O==->@)@ %a9: >=@-O=O-)M@= 20!636- 46<: (, =, O, M, ,, A, ), (@ 1 2 < =
The Job $ntervieA ;ideo ,u%an -esources and )ocial .evelop%ent #anada2 177=
5uman Resources and <ocial Development anada, !ublic 6n7uiries, Level @, !hase M, (M@ !romenade du !ortage, Gatineau, L l G(A @H)
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The Leadin& 0d&e2 / #areer .evelop%ent !or"shop +ro&ra% for Doun& /dults .onnalee 9ell2 #hristina Tector and )areena ,op"ins2 177@
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APPENDI< F
The 8a"e $t -eal 4a%e2 /&es 10612 9ill 9arry2 NL!#2 ,-).#2 ##$+2 NO$##2 2000
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The +lay -eal 4a%e2 /&es ?67 9ill 9arry2 NL!#2 ,-).#2 ##$+2 NO$##2 2000
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-ational Life1;or& entre, 0emramcoo& 4nstitute, MAA entrale <treet, 0emramcoo&, -. 6MG O<* anada: (-AAA->OO->*AO %a9: '>@*+ ,>A-@O>O 6mail: linfo[life"or&.ca ;eb: http:11""".realgame.ca anada
20!636- 46<: (, =, O, M, >, *, ,, A, ), (@, ((
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The )%arts )eries :or #ounsellors Lifes%artsQ )chools%artsQ !or"s%arts

Alberta Advanced 6ducation and ())>1())* areer Development
ompetencies: (, =, O, M, ,, A, ((
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Thresholds2 0nhancin& the #areer .evelop%ent )trate&ies of Doun& +eople Aith +hysical .isabilities2 8ar&aret Ja%ieson and John +atterson2 177<
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APPENDI< F
(nderstandin& the Labour 8ar"et / ,andboo" for +ractitioners2

Alberta Advanced 6ducation and ()), areer Development
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(sin& Labour 8ar"et $nfor%ation: The ;irtual L8$ Tool"it2 #anada 9# )trate&ic $nitiative and #areer 0ducation )ociety
areer 6ducation <ociet$, =*>> !almerston Avenue, ;est :ancouver . 3el: '*@M+ )==-,@=, %a9: '*@M+ )=>-*=O* anada :,: =;,
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;enturin& Out2 )tartin& a )uccessful 9usiness

,u%an -esources and )ocial .evelop%ent #anada2 177>
5uman Resources and <ocial Development Gatineau, L l, G(A @H) %a9'A()+)>O-,=*@ anada, !ublic 6n7uiries, (M@ !romenade du !ortage,
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;oices #hoices2 / +ro&ra% to )tren&then the 8other6.au&hter 9ond 9ev -oss and 8arnie -obb2 177>
anadian areer Development %oundation, =@= - M(( Roosevelt, 2tta"a, 2- anada G=A OI) 3el: '*(O+ ,=)-*(*M %a9: '*(O+ ,=)-O>(> 6mail: information[ccdf.ca ;eb: http:11ccdf.ca1
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26
APPENDI< F
!e Learn /ll /bout #o%%unity ,elpers )haron 8ac.onald2 17@@

%earon 3eacher Aids >@@ 5arbor .oulevard, .elmont, alifornia )M@@=
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!o%an Today 0dition 22 8a"in& it !or"Z

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APPENDI< F
!or"ability ,andboo"
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20!636- 46<: (, =
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!or" )earch 6 http: AAA3jobsetc3ca2 ,u%an -esources .evelop%ent

5uman Resources Development anada, !ublic 6n7uiries entre, (M@ !romenade du !ortage, Gatineau, !L, anada, G(A 2H) 3el: 'A()+ ))M-*O(O %a9: 'A()+ )>O-,=*@ 6mail: ocdhrp[global9.net
20!636- 46<: (, =, M, >, *, ,, A, (@, ((
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!O-5in" 6 http: AAA3Aor"in"3co%2 The ;irtual 0%ploy%ent -esource #entre on .isability2 The #anadian #ouncil on -ehabilitation and !or"
-ational 2ffice, =@ Ging <treet ;est, )th %loor, 3oronto, 2-, anada, 0>5 ( M 3el: 'M(*+ ),M-O=@(, 33F: 'M(*+ ),M-=*O* %a9: 'M(*+ ),M->>,, 6mail: info[ccr".org ;eb: http:11""".ccr".org
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!or")cene2 93#3 !or" :utures for Douth 8ar&y 4il%our2 177?

2pen Learning Agenc$, MO>> 0athissi !lace, .urnab$, . , anada, :>GM<A 3el: '*@M+ MO(-O=(@ 3oll-free (-A@@-**O-(*>O %a9: '*@M+ MO(-OOA(
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APPENDI< F
!or")earch !eb site2 /ll /spects of the !or" )earch +rocess ,-).# 6 Labour 0Bchan&e W $nfor%ation )ervice2 Launched 177@
5uman Resources and <ocial Development anada ;eb: http:11""".?obsetc.ca1
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D25 #onnections2 9uildin& #o%%unity 6 Not #rises Jan Nic"erson and 8arilyn ,a%ilton2 177@
F onnect, ;a$land, 0A >@A-O>A-,@@=, email: F=G onnections[aol.com 3el: A@@-*,*-A(A( %a9: )(O-OA>-*>M=
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Douth -esource NetAor" of #anada 6 http: AAA3youth3&c3ca ,u%an -esources and )ocial .evelop%ent #anada
6lectronic Labour 69change, >th %loor, !hase 4: !lace de !ortage, (M@ !romenade du !ortage, Gatineau, L anada, G(A @H) 3el: 'A()+ )>O-,M>= 6mail: ele-spe[intranet.ca
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27
THE CANADIAN
GUIDELINES AND STANDARDS

FOR CAREER DEVELOPMENT INITIATIVE
APPENDIX G
APPENDI< G
T0( Ca!a)ia! G+i)("i!(* a!) Sta!)a$)* / $ Ca$(($ D(%(" 62(!t I!itiati%(
I!t$ )+&ti !
4ncreasing numbers of anadians are see&ing assistance from a "ide variet$ of people "ho provide various career development services. 4n such a conte9t it is important for clients and career development professionals to be able to identif$ the outcomes that clients can e9pect from career services. 4t is important also for career development professionals to be able to map out the parameters of service and s&ill profiles re7uired for competent service deliver$. 3he Canadian %uidelines and Standards for Career Development initiative, coordinated b$ a volunteer, multi-?urisdictional steering committee, "ill spell out the competencies that service providers need to deliver comprehensive career services to clients. 3his follo"ing te9t describes the "or& done to date on the Canadian %uidelines and Standards for Career Development initiative.
1 T,0 #/N/.$/N 4($O0L$N0) /N. )T/N./-.)
APPENDI< G
Septe$,er 78895 In t"e ,e)innin)////

3here is a need for a human resource strateg$ that lin&s potential areas of service to the &no"ledge and s&ills sets that are important for service deliver$. RecogniBing this need, several groups began developing guidelines and1or standards for the deliver$ of career development services as one means for enhancing accountabilit$ and helping service providers better identif$ the processes in "hich the$ are engaged. ;ith several initiatives ta&ing place, it soon became apparent that more could be accomplished b$ pooling efforts in a common cause. 3hus, in the %all of ())*, a national initiative began, aimed at e9ploring the possibilit$ of establishing a collaborative process for creating national standards for the practice of career development. 3his initiative "as supported b$ 5uman Resources and <ocial Development anada '5R<D + in con?unction "ith in&ind resources from the sector.
2 T,0 #/N/.$/N 4($O0L$N0) /N. )T/N./-.)
APPENDI< G
N#0e$,er 78895 P"&%e 7

4n the %all of ())*, a national Assembl$ on Guidelines and <tandards brought together a "ide range of sta&eholders from a broad cross-section of sectors involved in career development. 3he Assembl$ on Guidelines and <tandards e9plored the possibilit$ of establishing a collaborative process for creating national standards for the practice of career development. A -ational <teering ommittee for areer Development Guidelines and <tandards "as formed to manage a process "hereb$: a draft frame"or& for guidelines and standards "as created, one model for conceptualiBing the scope of career development "as mapped out, some potential uses, benefits, ris&s, and disadvantages of guidelines and standards "ere identified. 3he process "ould focus on practitioners "ho "ere providing career development services directl$ to clients. 4t "ould attempt to develop a frame"or& for creating national guidelines and standards for career development that "as built on consultation and consensus, and recogniBed the e9isting best practices and the diverse roles and s&ill sets of practitioners in the field. 3he steering committee operated according to a stewardship model rather than a representative model "here the primar$ concern "as that members presented their uni7ue perspectives as professionals in the field, informed b$ their involvement in various professional organiBations, but not bound b$ being officiall$ sanctioned voices of the organiBations or associations "ith "hich the$ "ere involved. 0embers of the <teering ommittee "ere dra"n from a "ide variet$ of different areas so that multiple vie"s "ould be inevitable. 4n the %all of ()), a series of regional consultations "ere held. Appro9imatel$ (,=>@ people participated. <event$ consultation groups "ere conducted in A provinces and ( territor$. Almost )@@ feedbac& forms "ere returned. A full cop$ of the final report on the consultation is available from the address at the end of this article, or from the pro?ect "ebsite. %eedbac& from participants "as over"helmingl$ in favour of proceeding to develop the guidelines and standards. 4n response to the 7uestion T;ould $ou support the ne9t step, namel$ to develop, field-test, and validate national guidelines and standards for career developmentDU , )OV indicated the$ "ere in favor of proceeding.
< T,0 #/N/.$/N 4($O0L$N0) /N. )T/N./-.)
APPENDI< G
M&rc" 788:5 T"e Tr&n%iti#n r#$ P"&%e 7 t# P"&%e ;

A second Assembl$ on Guidelines and <tandards 'AG<+, held at the end of 0arch ())A, began the transition from !hase ( to !hase =. 3he purpose of the second Assembl$ on Guidelines and <tandards "as to: (. Report on !hase (R =. 2btain suggestions for important aspects of the "or& plan arising from !hase (R O. 2btain input on critical elements of a proposed process for !hase =R M. Develop a strateg$ for interfacing bet"een the steering committee and the constituents or sta&eholdersR >. 2btain feedbac& on the !hase = funding proposal to be submitted to 5RD . 4n preparing to proceed to !hase = of the pro?ect, several factors needed to be addressed, particularl$ that groups "ho felt the$ "ere not as involved as the$ "ould li&e to be needed to be encouraged to participate in the ne9t step. A plan "as developed to provide multiple routes for accessing and commenting on the guidelines and standards as the$ are being developed b$ both sta&eholding groups and individual career practitioners. 3he plan creates a "a$ for proceeding that "ill facilitate acting together in an open, inclusive, and collaborative process in order to collectivel$ problem solve issues, identif$ measures for dealing "ith barriers, and ensure that the process for !hase = "as underta&en in a manner that "ould benefit the ma9imum number of sta&eholder groups. 3he plan called for a <teering ommittee of (@-(= people to manage the pro?ect. 3he <teering ommittee members "ould be chosen for their multiple affiliations, diversit$, and demonstrated leadership. 3his group "ould again function according to a ste"ardship model primaril$ concerned "ith "hat is best for career development in anada. 3he actual "or& of developing, validating, and field-testing the guidelines and standards "as subcontracted to a third part$, group, or individual, "ith e9pertise in this t$pe of "or&. 3he third part$ "ould develop standards, performance criteria, and suitable evidence, coordinate consultation "ith field, compile data, and report to the <teering ommittee. A <ta&eholder Liaison and Advisor$ ouncil "ould advise the <teering ommittee on the process to be used for ma&ing sure there "ould be ade7uate and meaningful consultation "ith the necessar$ sta&eholder groups. 3his "ould be a large group of O>-M@ people. 3he <ta&eholder Liaison Advisor$ ouncil "ould be the official lin& to the associations, and other sta&eholder groups "ho "ould be using the standards. omposition of this group "ould reflect geographic regions, = T,0 #/N/.$/N 4($O0L$N0) /N. )T/N./-.)
APPENDI< G professional associations, e7uit$ groups, training institutions, practitioners, etc., and "ould function on a representative model. 3he$ "ould ma&e sure that a consultative and collaborative approach "as ta&en to address concerns of professional associations and specific interest groups, and "ould advise on the process to be follo"ed in developing, validating, and field-testing the guidelines and standards. 3he <teering ommittee for !hase = "as appointed at the second AG< and sta&eholder groups "ere identified at the AG<. !rovision "as made for associations to appoint official representatives.
> T,0 #/N/.$/N 4($O0L$N0) /N. )T/N./-.)
APPENDI< G
Septe$,er 788:5 P"&%e ;

After the second AG<, 5RD accepted the funding proposal for !hase = and subse7uentl$ funded the pro?ect on a >@1>@ partnership basis "ith the sector. 3he <teering ommittee officiall$ started the !hase = process, met t"ice to establish "or&ing groups, started "or& on the second set of materials, and revised and released the R%! "hich allo"ed the selection of the third part$ to develop the standards and guidelines. 4n 2ctober ())A the <ta&eholder1Advisor$ ouncil "as convened in 2tta"a to provide feedbac& on the process, revie" material that had been developed b$ the !hase = <teering ommittee and began the process of planning for the consultations "ith the field. 4n mid-2ctober ())A the R%! for the development of guidelines and standards "as released. 3he R%! "as a"arded to A36 in earl$ Hanuar$ ())). A36 has e9tensive e9perience in developing standards and a trac& record of doing good "or& and being a good group to "or& "ith. A36 "ould also be a neutral pla$er to the career development communit$. 3he <teering ommittee, augmented "ith selected others, and the <ta&eholder ouncil "ould form an e9cellent pool of content e9perts for A36 to dra" upon. 3his "as follo"ed b$ > regional focus groups, "here the standards "ere fleshed out, competencies for each standard "ere developed, and sample performance indicators "ere agreed to. During this time, the -ational <teering ommittee "as developing a set of ethical principles, a glossar$ of &e$ terms, and an e9tensive communication strateg$ to &eep the career development communit$ involved "ith the pro?ect. 3he first draft of the resulting standards document, in both 6nglish and %rench, "as distributed to the career development communit$ for consultation in December ())). A consultation &it "as prepared to provide facilitators "ith bac&ground information on the pro?ect and outline a suggested facilitation process for obtaining detailed feedbac& on the standards document. About *@@ participants, from all geographic regions of the countr$, returned response forms from the consultation process. 4n response to the Jbig pictureJ 7uestions, )>V said the Guidelines and <tandards did depict accuratel$ "hat could be considered as good practice. Additionall$, A*V found the structure of the standards sensible and relevant, and )@V said that as a "hole, the standards "ere accurate and comprehensive. 3he overall results "ere ver$ validating of the content and the process used. At the same time, there "ere a multitude of specific suggestions for modifications, revisions, and additions to enhance the Guidelines and <tandards. .ased on feedbac& from the consultation, the standards document "as revised and given a Jplain languageJ edit. 3hen in -ovember =@@@, the revised document "as distributed for endorsement to participants in the regional focus groups, people "ho participated in the consultation process, and the organiBations represented on the <ta&eholder Liaison and ommunication ouncil. Again, over"helming support "as provided b$ the career development communit$, and based on that validation, the standards document "as prepared for distribution. 6 T,0 #/N/.$/N 4($O0L$N0) /N. )T/N./-.)
APPENDI< G 3he anadian <tandards and Guidelines for areer Development !ractitioners "as formall$ released at -atcon in Hanuar$ =@@(. 4n order to reduce the environmental impact of producing and distributing a large document, and to ma&e the final product easil$ used b$ practitioners, the <teering ommittee decided on a D-R20 format as the publishing medium.
? T,0 #/N/.$/N 4($O0L$N0) /N. )T/N./-.)
APPENDI< G
+hase <
A third Assembl$ on Guidelines and <tandards "as held in con?unction "ith a meeting of the <ta&eholder Liaison and Advisor$ ouncil. 3his meeting enthusiasticall$ endorsed the "or& done to date, selected a ne" -ational <teering ommittee, and e9plored possible solutions to the outstanding issues. !hase O of the pro?ect "as off to a solid beginning. 3he anadian <tandards and Guidelines for areer Development !ractitioners has become a means for unif$ing the career development communit$, assessing the professional competencies of career practitioners, mar&eting the &no"ledge and s&ills sets of practitioners, and in general, raising the profile of career development in anada. 3he implementation process described above resulted in a sustainable mechanism for implementing the standards, monitoring their use, and evaluating the impact of the standards on the profession and the general public. opies of all bac&ground materials, consultation &its, and regular updates on the initiative "ill continue to be available on the ;eb site, as "ill guidelines for those interested in participating in field testing,
+hase =
3he ob?ectives for !hase M are to: (. provide ongoing technical and professional support in the use of the <tandards and GuidelinesR =. sustain an active communications strateg$R and O. manage the transfer of the <KGs to a long-term home. 3he ma?or challenge for this !hase "ill be finding and managing the transfer of the <tandards and Guidelines. 3he %ocus <tud$ has been put on hold.
@ T,0 #/N/.$/N 4($O0L$N0) /N. )T/N./-.)
APPENDI< G
$n #onclusion
areer development is a strong and d$namic profession of "hich career counselling is a core activit$. 3he divergence in the bac&grounds and orientations of career practitioners ma&es it crucial that "e implement a human resource strateg$ that lin&s potential areas of service to the &no"ledge and s&ills sets that are important for service deliver$. 0oreover, this initiative demonstrated that it is possible for the divergent groups, "ho have been active in areas pertaining to guidelines and standards, to "or& together to build a common frame"or& that can guide service deliver$. <olid support for this initiative has been sho"n. 3o obtain copies of the documents developed b$ the <teering contact: 3he -ational <teering !.2. .o9 *,@@, 2tta"a, 2ntario G=A M6M 2R revie" the documents on the -ational <teering http:11""".career-dev-guidelines.org1 ommittee "ebsite: ommittee ommittee, please
areer Development Guidelines and <tandards
7 T,0 #/N/.$/N 4($O0L$N0) /N. )T/N./-.)

A Blueprint for Life/Work Designs

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BLUEPRINT

FOR LIFE/WORK DESIGNS

BLUEPRINT FOR LIFE/WORK DESIGNS

1st revision: January 2000 2nd revision: October 2006

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Appendix A.B Appendix C Appendix D

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!hat is in the BlueprintG

!hat is the ai% of the BlueprintG

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!hy are life Aor" co%petencies i%portantG

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BLUEPRINT FOR LIFE/WORK DESIGNS

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CAREER DEVELOPMENT PROGRAMS IN THE 21ST CENTURY

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THE VALUE OF THE BLUEPRINT: CLARITY REGARDING COMPETENCIES

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THE BLUEPRINT AN OVERVIEW

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CHAPTER ONE REFERENCES

CAREER DEVELOPMENT PROGRAMS

DESIGNS CHAPTER TWO

CAREER DEVELOPMENT PROGRAMS AND THE BLUEPRINT FOR LIFE'WORK DESIGNS

CHAPTER 2 creative s&ills.

CAREER DEVELOPMENT PROGRAM MODEL

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CAREER DEVELOPMENT PROGRAM IMPLEMENTATION STRATEGY

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CAREER DEVELOPMENT PROGRAM

CAREER DEVELOPMENT PROGRAM PHASE I , PLANNING

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