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Blueprint for Life/Work Designs Blueprint for Life/Work Designs www.blueprint4life.ca 1-888-533-5683 www.blueprint4life.ca 1-888-533-5683.

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Presentation on theme: "Blueprint for Life/Work Designs Blueprint for Life/Work Designs www.blueprint4life.ca 1-888-533-5683 www.blueprint4life.ca 1-888-533-5683."— Presentation transcript:

1 Blueprint for Life/Work Designs Blueprint for Life/Work Designs

2 Origins of the Blueprint u America’s Career Resource Network (ACRN) u National Life/Work Centre u Human Resources Development Canada (HRDC) u Canada Career Information Partnership (CCIP) u National Blueprint Advisory Group u America’s Career Resource Network (ACRN) u National Life/Work Centre u Human Resources Development Canada (HRDC) u Canada Career Information Partnership (CCIP) u National Blueprint Advisory Group

3 What is the Blueprint for Life/Work Designs? The Blueprint is a national framework of competencies individuals need to effectively and proactively build their lives and careers. The concept “life/work designs” suggests that:  life and work, though at times distinct, are not separate;  life and work are best “designed” in harmony; and  life/work can be “designed” (recognizing that not all designs reach full fruition) and continuously re-designed. The Blueprint is a national framework of competencies individuals need to effectively and proactively build their lives and careers. The concept “life/work designs” suggests that:  life and work, though at times distinct, are not separate;  life and work are best “designed” in harmony; and  life/work can be “designed” (recognizing that not all designs reach full fruition) and continuously re-designed.

4 Why do we need a Blueprint? When intentional, career development is about actively creating the life one wants to live and the work one wants to do. When unintentional career development occurs anyway—none of us can avoid learning, experiencing, living, working and changing! When intentional, career development is about actively creating the life one wants to live and the work one wants to do. When unintentional career development occurs anyway—none of us can avoid learning, experiencing, living, working and changing! To help make career development intentional

5 Why do we need a Blueprint? The Blueprint provides both the architecture and the conceptual organizer for all career-relevant activity in Canada. It is the stadium, field and bases for the ballgame that career practitioners play. Without the Blueprint, the integration, coordination and tracking of career development across the lifespan will return to what it was - and that isn't good enough in the modern world. Dr. Bruce Cassie, OISE

6 What’s the connection between the Blueprint and the Canadian Standards and Guidelines? The Canadian Standards and Guidelines for Career Development Practitioners is a parallel initiative Both frameworks use competencies as the foundation in mapping out outcomes from services or professionals. The Canadian Standards and Guidelines maps out competencies expected from a qualified career development practitioner while the Blueprint focuses on competencies people can expect to learn from career development services. Both frameworks use competencies as the foundation in mapping out outcomes from services or professionals. The Canadian Standards and Guidelines maps out competencies expected from a qualified career development practitioner while the Blueprint focuses on competencies people can expect to learn from career development services.

7 Comparisons Focuses on what the practitioner needs in order to help people achieve personal CD outcomes Applies to practitioner preparation & training Focuses on knowledge, skills and attitudes needed by professionals to deliver Blueprint outcomes Focuses on what the practitioner needs in order to help people achieve personal CD outcomes Applies to practitioner preparation & training Focuses on knowledge, skills and attitudes needed by professionals to deliver Blueprint outcomes Focuses on the outcomes of quality service from CD services & products Applies to different levels and age ranges, i.e. elementary through to adulthood Assists with implementation of services by focusing on outcomes expected from CD services or products Focuses on the outcomes of quality service from CD services & products Applies to different levels and age ranges, i.e. elementary through to adulthood Assists with implementation of services by focusing on outcomes expected from CD services or products CSGCDP Blueprint

8 Objectives of the Blueprint 1. To describe the career development competencies and indicators needed by Canadians throughout their lives - using common career development “language” across Canada

9 Objectives of the Blueprint 2. To support the development (or redesign) and implementation of effective, comprehensive and accountable career development programs and services in: K-12 schools post-secondary institutions community organizations business organizations government organizations 2. To support the development (or redesign) and implementation of effective, comprehensive and accountable career development programs and services in: K-12 schools post-secondary institutions community organizations business organizations government organizations

10 Overview of the Blueprint Framework 11 COMPETENCIES organized into 3Blueprint AREAS: A.Personal Management B.Learning and Work Exploration C.Life/Work Building 11 COMPETENCIES organized into 3Blueprint AREAS: A.Personal Management B.Learning and Work Exploration C.Life/Work Building

11 The 11 Blueprint Competencies A. Personal Management 1Build and maintain a positive self-concept; 2Interact positively and effectively with others; 3Change and grow throughout one’s life. A. Personal Management 1Build and maintain a positive self-concept; 2Interact positively and effectively with others; 3Change and grow throughout one’s life.

12 The 11 Blueprint Competencies B.Learning and Work Exploration 4Participate in lifelong learning supportive of life-work goals 5Locate and effectively use life- work information 6Understand the relationship between work and society/economy B.Learning and Work Exploration 4Participate in lifelong learning supportive of life-work goals 5Locate and effectively use life- work information 6Understand the relationship between work and society/economy

13 C. Life/Work Building 7Secure/create and maintain work 8Make life/work enhancing decisions 9Maintain balanced life and work roles 10Understand the changing nature of life work roles 11Understand, engage in and manage one’s own career building process C. Life/Work Building 7Secure/create and maintain work 8Make life/work enhancing decisions 9Maintain balanced life and work roles 10Understand the changing nature of life work roles 11Understand, engage in and manage one’s own career building process The 11 Blueprint Competencies

14 Developmental Overview Four LEVELS in Blueprint Framework Level 1 (Early Years) Level 2 (Up to Early Adolescence) Level 3 (Up to Late Adolescence) Level 4 (Up to Adulthood) Note: Needs determination may be based on vocational maturity rather than on age. Four LEVELS in Blueprint Framework Level 1 (Early Years) Level 2 (Up to Early Adolescence) Level 3 (Up to Late Adolescence) Level 4 (Up to Adulthood) Note: Needs determination may be based on vocational maturity rather than on age.

15 The Big Picture

16 Competencies at each level Competency 8: Make Life/Work Enhancing Decisions Level One:Explore decision making Level Two:Link decision making to life/work building Level Three:Engage in life/work decision making Level Four:Incorporate adult life reality into life/work decision making Competency 8: Make Life/Work Enhancing Decisions Level One:Explore decision making Level Two:Link decision making to life/work building Level Three:Engage in life/work decision making Level Four:Incorporate adult life reality into life/work decision making

17 4-Stage Learning Process Taxonomy (at each of the four levels) Acquisition(acquire, explore, understand, discover) Application(apply, demonstrate, experience, express, participate) Personalization(integrate, appreciate, internalize, personalize) Actualization(create, engage, externalize, improve, transpose) (Progression in learning happens as one moves through the stages in this order) Acquisition(acquire, explore, understand, discover) Application(apply, demonstrate, experience, express, participate) Personalization(integrate, appreciate, internalize, personalize) Actualization(create, engage, externalize, improve, transpose) (Progression in learning happens as one moves through the stages in this order)

18 Stage a: Acquisition Student acquires knowledge and understands the knowledge acquired. This stage presents the student with the information that may later serve as the basis for behavior, learning integration, and self-actualization. Example: Carpentry student masters formulas for determining tread and riser dimensions for stairway installation. Student acquires knowledge and understands the knowledge acquired. This stage presents the student with the information that may later serve as the basis for behavior, learning integration, and self-actualization. Example: Carpentry student masters formulas for determining tread and riser dimensions for stairway installation.

19 Stage b: Application Student demonstrates acquisition by putting into action knowledge acquired. Moving from the dimension of know-ing into the dimension of know-how characterizes this stage. Example: Carpentry student uses tread/riser formula to determine stairway requirements for an assigned building project. Student demonstrates acquisition by putting into action knowledge acquired. Moving from the dimension of know-ing into the dimension of know-how characterizes this stage. Example: Carpentry student uses tread/riser formula to determine stairway requirements for an assigned building project.

20 Stage c: Personalization Student integrates acquired and applied knowledge and re-examines and evaluates that knowledge. At this stage student will either make the learning his/her own or reject it. Skill becomes part of who she/he is. Example: Carpentry student is able to determine how the riser/tread formula can be used in some of his/her construction projects Student integrates acquired and applied knowledge and re-examines and evaluates that knowledge. At this stage student will either make the learning his/her own or reject it. Skill becomes part of who she/he is. Example: Carpentry student is able to determine how the riser/tread formula can be used in some of his/her construction projects

21 Stage d: Actualization At this stage the student/graduate is approaching full potential. Transforming, inventing, conceptualizing, creating occur at this stage. Example: Carpentry student or carpenter uses the riser/tread formula as one of many skills to create new products or creatively solve multi-dimensional construction problems At this stage the student/graduate is approaching full potential. Transforming, inventing, conceptualizing, creating occur at this stage. Example: Carpentry student or carpenter uses the riser/tread formula as one of many skills to create new products or creatively solve multi-dimensional construction problems

22 Stage aACQUISITION 8.1 a1 Understand how choices are made 8.1 a2 Explore what can be learned from experiences 8.1 a3 Explore what might interfere with attaining goals 8.1 a4 Explore strategies used in solving problems 8.1 a5 Explore alternatives in decision-making situations 8.1 a6 Understand how personal beliefs and attitudes influence decision-making 8.1 a7 Understand how decisions affect self and others Stage aACQUISITION 8.1 a1 Understand how choices are made 8.1 a2 Explore what can be learned from experiences 8.1 a3 Explore what might interfere with attaining goals 8.1 a4 Explore strategies used in solving problems 8.1 a5 Explore alternatives in decision-making situations 8.1 a6 Understand how personal beliefs and attitudes influence decision-making 8.1 a7 Understand how decisions affect self and others Competency 8: Level 1: Explore and improve decision-making

23 Stage a: ACQUISITION (8.1 a1-a7) Stage b: APPLICATION 8.1 b1Assess what might interfere with attaining one’s goals 8.1 b2 Apply problem-solving strategies 8.1 b3 Make decisions and take responsibility for them Stage a: ACQUISITION (8.1 a1-a7) Stage b: APPLICATION 8.1 b1Assess what might interfere with attaining one’s goals 8.1 b2 Apply problem-solving strategies 8.1 b3 Make decisions and take responsibility for them Competency 8: Level 1: Explore and improve decision-making

24 Stage a:ACQUISITION (8.1 a1-a7) Stage b:APPLICATION (8.1 b1-b3) Stage c:PERSONALIZATION 8.1 c1 Examine one’s problem-solving strategies and evaluate their impact on the attainment of one’s goals 8.1 c2 Evaluate the impact of personal decisions on self and on others Stage a:ACQUISITION (8.1 a1-a7) Stage b:APPLICATION (8.1 b1-b3) Stage c:PERSONALIZATION 8.1 c1 Examine one’s problem-solving strategies and evaluate their impact on the attainment of one’s goals 8.1 c2 Evaluate the impact of personal decisions on self and on others Competency 8: Level 1: Explore and improve decision-making

25 Stage a:ACQUISITION (8.1 a1-a7) Stage b:APPLICATION (8.1 b1-b3) Stage c:PERSONALIZATION (8.1 c1-c2) Stage D:ACTUALIZATION 8.1 D1 Engage in a responsible decision-making process Stage a:ACQUISITION (8.1 a1-a7) Stage b:APPLICATION (8.1 b1-b3) Stage c:PERSONALIZATION (8.1 c1-c2) Stage D:ACTUALIZATION 8.1 D1 Engage in a responsible decision-making process Competency 8: Level 1: Explore and improve decision-making

26 Measurable Standards Competency 8: Level Three: Engage in life/work decision making 8.3 a8Explore how being positive about the future and its uncertainties may lead to creative and interesting possibilities/ alternatives. Possible standard for grade ten students: Students will be able to explain HB Gelatt’s 4 rules of the road never taken” and describe a personal metaphor for their own life/work journey (river, sea, roller coaster, dice, etc.) Competency 8: Level Three: Engage in life/work decision making 8.3 a8Explore how being positive about the future and its uncertainties may lead to creative and interesting possibilities/ alternatives. Possible standard for grade ten students: Students will be able to explain HB Gelatt’s 4 rules of the road never taken” and describe a personal metaphor for their own life/work journey (river, sea, roller coaster, dice, etc.)

27 Competencies Outlined in Blueprint Competencies Outlined in Blueprint Indicators Outlined in Blueprint Indicators Outlined in Blueprint Standards Created at a local level - Must be measurable - Standards Created at a local level - Must be measurable -

28 Different Things to Different People Competency Framework or Map Competency Framework or Map Planning Process for Administrators Planning Process for Administrators & Practitioners Guidelines for Developers Guidelines for Developers Criteria for Purchasing Decisions Criteria for Purchasing Decisions Measurables for Researchers Measurables for Researchers Migration - Common Language Migration - Common Language Appendices Appendices Competency Framework or Map Competency Framework or Map Planning Process for Administrators Planning Process for Administrators & Practitioners Guidelines for Developers Guidelines for Developers Criteria for Purchasing Decisions Criteria for Purchasing Decisions Measurables for Researchers Measurables for Researchers Migration - Common Language Migration - Common Language Appendices Appendices

29 A. Determine individual client/ student life/work competencies and develop plans to address gaps B. Review a career development product to determine the competencies it targets A. Determine individual client/ student life/work competencies and develop plans to address gaps B. Review a career development product to determine the competencies it targets Ways to Use the Blueprint (Page 13 QRG)

30 C. Review an existing specific program or curriculum D. Create a specific program E. Review an existing comprehensive delivery system C. Review an existing specific program or curriculum D. Create a specific program E. Review an existing comprehensive delivery system Ways to Use the Blueprint (Page 13 QRG)

31 Blueprint Planning Process

32 Full Edition (8 Chapters, 7 Appendices, 550 pages) Quick Reference Guide (QRG) Blueprint Facilitator’s Guide Blueprint Brochure Blueprint Wall Chart Interactive CD ROM Website Full Edition (8 Chapters, 7 Appendices, 550 pages) Quick Reference Guide (QRG) Blueprint Facilitator’s Guide Blueprint Brochure Blueprint Wall Chart Interactive CD ROM Website Blueprint Components

33 Chap 1Background, Trends, Overview Chap 2Program Model Chap 3Planning Chap 4Development/Redesign Chap 5Implementation/Evaluation Chap 6Marketing Chap 7Best Practices (K-12) Chap 8Best Practices (Adult Settings) Chap 1Background, Trends, Overview Chap 2Program Model Chap 3Planning Chap 4Development/Redesign Chap 5Implementation/Evaluation Chap 6Marketing Chap 7Best Practices (K-12) Chap 8Best Practices (Adult Settings) Blueprint Full Edition

34 Blueprint Appendices App ACompetencies and Indicators App BLearning Taxonomy-Verbs App CSample Forms App DSkills Frameworks-Links App EPortfolios App FSample Career Resources App GCanadian Standards and Guidelines App ACompetencies and Indicators App BLearning Taxonomy-Verbs App CSample Forms App DSkills Frameworks-Links App EPortfolios App FSample Career Resources App GCanadian Standards and Guidelines

35 Levels of Blueprint Use Blueprint Facilitators –People who are using the Blueprint and wish to give presentations and workshops to professionals / organizations interested in using the Blueprint. They are the ones who will follow the Blueprint Facilitator’s Guide – Implementation Workshop. They influence … Blueprint Users –Professionals/organizations who are engaged in career development and/or see the benefits of using the Blueprint with people they work with. They are the ones who will be following Blueprint information sessions or other specific workshops. They influence … Blueprint Recipients –People who will benefit from using the Blueprint competencies for themselves or for their organization/group. Blueprint Facilitators –People who are using the Blueprint and wish to give presentations and workshops to professionals / organizations interested in using the Blueprint. They are the ones who will follow the Blueprint Facilitator’s Guide – Implementation Workshop. They influence … Blueprint Users –Professionals/organizations who are engaged in career development and/or see the benefits of using the Blueprint with people they work with. They are the ones who will be following Blueprint information sessions or other specific workshops. They influence … Blueprint Recipients –People who will benefit from using the Blueprint competencies for themselves or for their organization/group.

36 Blueprint for Life/Work Designs Blueprint for Life/Work Designs


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