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Teaching the Career Decision- Making Process to Secondary Students and Their Parents Dr. Ray Davis State Department of Education Office of Career and Technology.

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Presentation on theme: "Teaching the Career Decision- Making Process to Secondary Students and Their Parents Dr. Ray Davis State Department of Education Office of Career and Technology."— Presentation transcript:

1 Teaching the Career Decision- Making Process to Secondary Students and Their Parents Dr. Ray Davis State Department of Education Office of Career and Technology Education

2 Job Market Trends zGlobal Competition zNo Low Skill jobs zNo Lifetime Hire zDiverse Workforce zPortable/Transferable Skills zChanging Employer Base zLearning = Earning zAging Workforce zMore Women zLanguage Skills zContinuous Training zFlexibility zService/Security Economy

3 Worker of the Twenty-First Century zExceeds at Problem Solving zPossesses Critical Thinking Skills zWorks in Teams zLifelong Learner zSucceeds in Diverse, Global Workplace zFunctions with High Levels of Technology and Adaptability

4 To facilitate an informed career decision, it is important to: zBegin the career decision-making process early, but understand a choice is tentative zfocus on identifying career groupings, clusters, or fields rather than jobs zdevelop sufficient self-awareness and self-understanding through assessments and counseling zinitiate a thorough investigation of careers and occupational areas through research and practical experience zdiscover the common ground between self and the career(s) under consideration zdevelop a plan that can lead to the chosen career path

5 The career decision-making process consists of four steps. The amount of time that each step requires will vary from person to person.

6 Step One: Self-Assessment and Understanding A good career choice begins when you establish your individual career parameters. This step begins with a heightened awareness and understanding of ones beliefs, interests, work values, needs, ambitions, lifestyle, and skills.

7 Questions for the student to consider include: zWhat type of work setting best interests me? (Interests) zWhat have I done well and enjoyed in the past? (Skills, Interests) zWhat components are most important for me to have in my work experience- High income? Team environment? Creativity? Structure? (Work values) zWhat type of worker am I? (Lifestyle, Personality Traits) zWhat type of work will I consider to be fulfilling? (Values)

8 How to Get Started: A counselor can work with students using: zAssessments zWorkshops zInterviews zWeb sites zComputer-assisted career guidance programs zGroup procedures to assist the student in gather information on self

9 The Role of the Counselor Counseling is the backbone of the career decision making process. A guidance counselor enables a student to facilitate self-knowledge as it relates to the seemingly adult task of career decision- making and the determination of ones quality of life..

10 Step Two: Understanding of Careers and World of Work What career best suites me? This is a question that most students ask educators. In most situations, there are numerous careers that might fit the students parameters for career selection. Effective exploration of career fields and job characteristics can help the student develop a realistic perspective on a career field. Invest time to make a thorough investigation!

11 Questions for the student to consider include: zWhat duties are involved in a career? zWhat is the work environment like for jobs in a career? zWhat types of careers will allow me to utilize my skills? zWhich careers provide opportunities for creativity, teamwork, variety, or other values of mine? zWhat types of careers provide opportunities to work with people I enjoy being with? zWhat opportunities exist for advancement?

12 How to Get Started: School media specialists can link a student with a wide variety of books and web sites. Computer-assisted career guidance systems (CAGS), such as SCOIS, can assist a student in gaining valuable and updated information on careers both in South Carolina and the nation. Shadowing and mentoring programs can match a professional employed in a career field with a student.

13 Step Three: Choosing a Career Path This step involves synthesizing all accumulated information gathered about self in Step One with the information on the world of work in Step Two. Knowledge Common Knowledge of Self Ground of World (Step one) of Work (Step Two)

14 The Common Ground An effective choice is made when the student determines the common ground between self and career(s). This step usually takes the most time. A student having trouble addressing barriers to decision making should consult the school guidance counselor.

15 Questions for the student to consider include: zWhat match exists between the characteristics of this career and my personal traits and characteristics? zDo the pluses of this career outweigh the minuses? zWill selection of this career necessitate that I make compromises with which I am comfortable? Can I handle the stress involved in this career? zAm I capable of being successful in this career field? zCan I explain this choice to my family even if it is not the career they want for me? zDoes a perfect fit between my parameters and the career have to exist for me to choose it as an initial career selection?

16 How to Get Started: These questions are less difficult when a student works with a school guidance counselor. A counseling appointment can encourage the student to discuss options with a counselor who is trained to facilitate decision-making while minimizing stress and building a students confidence. Dont forget the insight a mentor can provide!

17 Step Four: Establishing a Plan to Enter the Career Achieving an initial career goal involves being aware of academic and career options and taking steps to secure employment in the career field. Talking with people currently employed in the career of choice can assist a student in determining the best path to take to get from the point of career decision to employment in the career.

18 Questions for the student to consider include: zWhat opportunities exist for me to gain experience in this field prior to graduation - internships, co-op jobs, service learning, or apprenticeships? zWhat employers offer jobs matching my qualifications in this career field? zWill I need to attend a two- or four-year college to achieve my goal?

19 Questions for the student to consider include continued... zWhat additional courses might I need to prepare me for entrance into this field? Can clubs and organizations help me build other skills? zWhat skill improvement is needed to enhance my employability - computer skills, language skills, motivation, interpersonal skills, or promptness? zHave I developed the job search skills needed?

20 How to Get Started: T a ke action! Nothing beats work experience! Time spent in the work environment will allow one to realistically investigate the match. See if the environment and work culture matches the students personality. Shadowing, internships, volunteering, apprenticeships, and community service is great.

21 Getting From Backpack to Briefcase The school guidance office houses resources that can help a student make a smooth transition from school to work. Books, web sites, and workshops on resume writing, job search, and interviewing skills can assist a student in making the transition from classroom to the workplace.

22 What is the Role of the GCDF/School Counselor in Career Guidance? Data to Information to Action

23 How Do We Teach CD-M to Students and Parents? Myths zK-5: Too Early for Students to Start! zDont Rely Solely on PCT zNo One Test Works zCD-M is a Process, Not a Product zNo Technology Replaces Counseling Realities zCollege is Expensive Career Planning zSchool Should Have Seamless CG Program zUse Variety of Tools zUtilize a Career Planner for 6-12 zHigh Tech Needs High Touch

24 Keys to Parental Involvement zDeliver career information in ordinary language zEducate them regarding career choices zExplain career assessments and technology zPre-planning activities for parents zInvolve them in students self and occupational exploration; teach decision-making zEducate them about the career planner zStructure parental planning meetings zSearch for alternatives to daytime meetings zConsider child care for planning meetings zFocus on parental empowerment

25 Keys to Student Involvement zTeach them that change is normal zPromote students positive self-talk zInvest them in career activities that promote career development self-efficacy zLook for Compulsivity vs. Implusivity in decision making zAwareness of ones self as the doer of a task zReduce Either/Or Thinking…dualism zKeep student focused on self-knowledge (Reardon, Lenz, Sampson, and Peterson, 2000)

26 How To Improve Students Self-Knowledge zHelp student to avoid over-generalizing from past experiences zGuard against the student relying too much on others opinions of the students values, interests, and skills in relation to a career zBack off of career decisions during emotional crisis zMake full use of tools in state-of-the-art-career interventions zMaximize clarity on students values, skills, and interests

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