Career Development Plan (15%)

Individual assignment

Due: Week 10

Students will complete TriMetrix assessment and use their results to formulate a career development plan to create a unique
identity/brand for themselves.

Prepare your own five-year career development plan about ‘What do you intend to do professionally in the next 5 years (1st year,
2nd year, 3rd year, 4th & 5th year)’? Your plan must be presented in time-line format (This can be done using MS Project and multiple
other software). Your plan will also be assessed on the basis of how creative your timeline is. Simple timelines (a simple table of one
made using word) will be marked down. Be very specific with your timeline, provide dates for when you will achieve different things
mentioned in your timeline. For instance, if you mention in your timeline, you will attempt an exam provide a DATE of when you will
attempt that exam. Also include the COSTS associated with completing different activities. Your career plan must address and
consider the following items:

1. What are your career objectives? What position, field or industry do you want to work in/for? (To be answered in
introductory paragraph – Max 1 page)

o Which province in Canada and why? (This needs to be supported with job market analysis such as employment
options, field attractiveness- current job openings within your field, income potential/salary rates across different
provinces– I want to see a lot of statistics in here – Don’t make this section descriptive – use graphs, pie-charts, salary
benchmarking tables from federal and provincial reliable sources)

2. If you in intend to work for an organization, what are the possible promotional opportunities for career growth and what
senior level position do you wish to obtain? How long will it take for you to obtain your next promotion within your field?
What certificate will be needed for promotion? how many years of experience will be required for the promotion? (Again,
maximum one page in writing and also included these promotions in your timeline)
 3. An inventory of your current skills, abilities, training, and education and the required qualifications for your desired position?
(Strictly use a table to outline your current education as well as all job-specific skills, certificates etc., that you have. Only
mention the certificates/degrees acceptable in Canada, see NOC website for reference)

4. From your time- line Identify three action steps that are crucial to achieving your stated career development plan. These
steps are usually those without which your plan cannot proceed. (Put a heading action steps and describe them in short
paragraphs- 3-4 lines maximum)

5. Identify potential barriers that might prevent you from reaching your stated career goals and objectives. (In bullet points –
make sure they are all realistic and applicable to you. Just imagine what problems would you face while starting your
professional career in Canada)
You can use https://www.ganttproject.biz/download/gp30 for your timeline.

APA writing conventions should be followed in the plan with sources/ websites referred to, properly referenced and cited
including in APA format, the report must demonstrate analysis of the material and its application to the workplace.

The submission date is mentioned in the course schedule (i.e., week 10) in course syllabus. All submissions will be made on Moodle.
Please note that assignment submissions are ONLY accepted on Moodle and NOT on email. Kindly rename your assignment file by
your respective name before you upload. For example, if John Smith is submitting his assignment his assignment file name should be
“Johnsmith”.

The career development plan will be graded from 15% as per the rubric mentioned below.

Appendix – A
Assessment Rubric for Career Development Plan
1-4 Scale 1 2 3 4

Percentage Score 0-59 60-67 68-71 72-75 76-79 80-84 85-89 90-100

Grades F C B- B B+ A- A A+
Weigh
Mastery Level t Beginning Developing Competent Mastery
Approaching
Standard Level Below Standard At Standard Exceeds Standard
Standard

Automatic/
Makes use of
superficial
existing knowledge
responses with little Active and careful Critically reviews
DESCRIBING EXPERIENCE without an attempt
conscious/deliberat consideration of existing knowledge,
Student provides a to evaluate/appraise
e thought or existing knowledge questions
description of the experience, knowledge;
20 reference to existing and articulates new assumptions, and
observation, activity, reading, demonstrates
knowledge; understanding of articulates new
etc. upon which he or she is understanding but
responses are knowledge as a perspectives as a
reflecting does not relate to
offered without result of experience result of experience
other experiences or
attempting to
personal reaction
understand them

DIRECTED TOPIC REFLECTION
Evidence that the student has
questioned or evaluated their
prior perceptions, actions, or
beliefs about (Collaboration,
Professionalism, Autonomy,
etc.)
Critical reflection –
No evidence of
Critical evaluation
insights about
(questioning,
personal reflection Limited/superficial Reflection – Making
examining more
or limited to insight about connection between
closely) student’s
description of student’s personal student’s personal
personal
general opinions assumptions, habits, assumptions, habits,
assumptions, habits,
20 and behaviors or values and the or values and the
or values and their
without reflection opinions or opinions or
connection to the
on underlying behaviors upon behaviors upon
opinions or
assumptions, habits, which the student is which the student is
behaviors upon
or values driving reflecting. reflecting.
which the student is
those opinions or
reflecting in light of
behaviors.
other perspectives.

CONNECTION ACADEMIC
CONCEPTS Quality of
“Lessons Learnt”. Student
uses coursework, reading, or
independent research to
advance reflection as
appropriate.
Demonstrates
superior connection
Demonstrates clear
between experience
Connections are not Connects experience connections
and class content
drawn between with class content between experience
(concepts/theories)
experience and class (concepts/theories) and class content
and literature;
20 content but remains (concepts/theories);
evidence of
(concepts/theories) superficial or evidence of
application of theory
or literature. No use abstract. Some use application of
and reconstruction
of TriMetrix results. of TriMetrix results. theory. Fair use of
of perspective.
TriMetrix results.
Substantial use of
TriMetrix results.

GOAL SETTING & PLANNING
Students connect personal
values and life purpose to the
10
motivation and inspiration
behind their goals. Students
locate programs, information,
Identifies basic Explains how short- Describes short- and
the goals and plans
short- and long-term and long-term goals long-term goals as
were poorly
goals for time in are linked to their well as connections
illustrated or with
class. No or little overall reasons for between personal,
identifying no goals
identification of attending college academic and career
and plans
specific skills, and/or personal goals and how the

people, and opportunities to
support and reality test their
goals
Style & Mechanics (Actual
Total 25%)
goals support each
other. Fully
aspirations. Provides integrates a well-
description of short- thought personal 2–
and long-term goals 4-year course plan
and why these goals with necessary skills
are relevant to and relevant
academic and career resources and
resources and
success. Presents a experiences
activities to enhance
course plan for 2-4 available to support
life experience or
years Identifies skills achieving academic
support academic
and experiences and career success.
and career goals
needed and Provides detailed
describes specific information on how
resources available resources and
to support achieving experiences will
academic and develop specific
success skills and knowledge
in academic and
career field

APA
Application of the
requirements of the 7th APA
manual to create a
standardized formatted
report
7th Ed. APA Manual
7th Ed. APA Manual 7th Ed. APA Manual is followed with no
Grammar and is followed with is followed with errors including:
sentence structure significant errors in: minor errors in: properly formatted
has major problems title page & formatted title page, title page, properly
following standard references pages. formatted formatted
10 English rules and In-text citations, references pages, in- references pages, in-
reads with difficulty paraphrasing and text citations, text citations are
with major errors in direct quotes are paraphrasing and correctly used,
punctuation and lacking but do not direct quotes are paraphrasing and
spelling rise to the level of adequately used in direct quotes are
plagiarism the correct context properly used in the
correct context
 Sentences are
lacking in
completeness,
clearness,
conciseness and are
not well-structured. Grammar and Grammar and
Grammar and
Grammar/Punctuation/ Transitions do not sentence structure sentence structure
sentence structure
Spelling maintain flow of has problems mostly follows
follows standard
thought. following standard standard English
English rules and
Use of proper English 10 Words are English rules and rules and reads
reads well with
language grammar, spelling ambiguous. reads with some reasonably well with
excellent
and punctuation to create a Tone is difficulty with errors few errors in
punctuation and
readable paper. inappropriate to in punctuation and punctuation and
spelling
audience/assessmen spelling spelling
t. Colloquial
language or
inappropriate use of
paraphrasing is
used.

Sentences need to Sentences are Sentences are

Readability & Style
Clarity of thought and
appropriate level of language
use that brings the author's
thoughts and ideas to the
reader.
be more complete, mostly complete, consistently
clear, concise and clear, concise and complete, clear,
well-constructed. well-constructed. concise and well-
Transitions do not Transitions mostly constructed with
10
maintain flow of maintain flow of strong, varied
thought well. thought. structure.
Words are not Words are mostly Transitions
precise and have precise with little consistently
some ambiguity. ambiguity. maintain flow of
 thought.
Words are quite
Tone is not Tone is mostly
precise and
appropriate to appropriate to
unambiguous.
audience/assessmen audience/assessmen
Tone is completely
t. Colloquial t. Colloquial
appropriate to
language or language or
audience/assessmen
inappropriate use of inappropriate use of
t. No colloquial
paraphrasing is used paraphrasing is used
language or
too much. sparingly.
inappropriate use of
paraphrasing used.

Marks 100 Additional Comments