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February 14, 2005 1 Charlsey Cartwright Executive Director California Career Resource Network (CalCRN) Sacramento, CA John Merris-Coots.

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Presentation on theme: "February 14, 2005 1 Charlsey Cartwright Executive Director California Career Resource Network (CalCRN) Sacramento, CA John Merris-Coots."— Presentation transcript:

1 February 14, 2005 1 Charlsey Cartwright Executive Director California Career Resource Network (CalCRN) Sacramento, CA John Merris-Coots Education Programs Consultant California Department of Education Sacramento, CA Victoria King Career Counselor/Training Coordinator California Career Resource Network (CalCRN) Sacramento, CA

2 February 14, 2005 2 CalCRN Carl D. Perkins Act, Section 118 Develops and distributes high quality career information to hundreds of thousands of students, job-seekers, educators and career practitioners in California each year. Part of a nationwide program called the America's Career Resource Network (ACRN)

3 February 14, 2005 3 Creating Effective Career Development Programs Using Carl Perkins Professional Development funding to CDE, collaborative effort between CDE and CalCRN to: Provide an overview of effective career development resources and strategies

4 February 14, 2005 4 Creating Effective Career Development Programs Three Assumptions: 1.Developing effective life/work self-management skills is critical for leading successful lives. 2.Despite limited resources, we can develop effective, intentional career development programs. 3.Career development is everyones responsibility.

5 February 14, 2005 5 Defining terms A job is a defined work role with a specific organization (paid or unpaid) Example: biologist at XYZ Biotice Company. An occupation is a wide category of jobs with similar characteristics. Example: physician, engineer, educator, or scientist. A career is a lifetime journey of building and making good use of your skills, knowledge and experiences. It is the total of all events and relationships in our lives: family, friends, education, work, and leisure activities. Exercise

6 February 14, 2005 6 Career Development involves ones whole life, not just occupation…it concerns him or her in the ever-changing contexts of his or her life…self and circumstances evolving, changing, unfolding in mutual interaction. (Wolfe and Kolb (1980) Helping people learn how to manage their ever changing lives Help people learn the skills they will need lifelong to be self-reliant, resilient citizens, able to find work they love in times of constant workforce change and to maintain balance between work and their other life roles Source: Phil Jarvis, Vice President National Life/Work Center

7 February 14, 2005 7 Assumption 1: The Critical Importance of Effective, Intentional Career Development

8 February 14, 2005 8 Recent Research Shows Informed & Considered Career Development Works Educational Outcomes Improved preparation and participation in postsecondary education Better articulation among levels of education and between education and work Higher graduation and retention rates Social Benefits Higher levels of worker satisfaction and career retention Shorter path to primary labor market for young workers Lower incidence of work-related stress and depression Economic Consequences Higher incomes and increased tax revenues Lower rates and shorter periods of unemployment Increased worker productivity The Educational, Social, and Economic Value of Informed and Considered Career Decisions Scott Gillie and Meegan Gillie Isenhour, Fall 2003

9 February 14, 2005 9 Most career decision-making is unintentional and uninformed… 78% of students credit their parents as the top adult influence regarding career planning (Source: Ferris State University, April 2002) 65% of working adults do not believe they are in the right job (NCDA/Gallup, 1999)

10 February 14, 2005 10 Most H.S. Graduates are Not Ready for Adult Life Too few students see personal relevance in their studies Only 28 percent of 12th-grade students believe that school work is meaningful Only 39 % believe that school work will have any bearing on their success in later life In the largest 32 urban U.S. districts, only 50% of students who enroll graduate (National Center for Education Statistics and reported in The Condition of Education 2002) In California, the 2001 graduation rate was 68.9%. With an 82% rate for Asian students, 75.5% for White students, 57% for Hispanic students, 55.3% for Black students, and 49.7% for native American students. (Who Graduates? Who Doesn't? A Statistical Portrait of Public High School Graduation, Class of 2001 The Urban Institute/Education Policy Center, February 2004) Increase Relevance Make the Connection

11 February 14, 2005 11 Assumption 2: Despite Funding & Personnel Reductions, We Can Still Have Effective Career Development Programs

12 February 14, 2005 12 Examples of Effective Career Development Programs in California WorkStart YES, Stockton Redwood Middle School, Napa Lee Middle School, Woodland Orange Coast College, Costa Mesa Charles A. Jones Skills Center, Sacramento

13 February 14, 2005 13 Assumption 3: Career Development Is Everyones Responsibility For education, this means infusing Life/Career Self- Management Skills and showing relevance throughout the curriculum to be taught by not only counselors but teachers, parents, business reps, etc. Increase Relevance Make the Connection

14 February 14, 2005 14 Changing Work Dynamic What the workforce experiences today and in the future: Global competition made possible by rapidly evolving technology Organizations continuously re-defining their missions and right-sizing Re-definition of jobs and work; Youth will face up to 25 jobs in 5 different occupational sectors;

15 February 14, 2005 15 The Old Paradigm in Career Development and Planning BirthJob ChoiceEducation/TrainingEmploymentRetirement From: A linear, destination-oriented model of: What do you want to be when you grow up? Education/Training Source: Phil Jarvis, Vice President National Life/Work Center

16 February 14, 2005 16 Moving to a New Paradigm in Career Development and Planning Source: Phil Jarvis, Vice President National Life/Work Center

17 February 14, 2005 17 Source: Phil Jarvis, Vice President National Life/Work Center Moving to a New Paradigm in Career Development and Planning (continued To: Follow your HEART Who are you now? What are your special assets/talents? Who needs what you like to do? What work environment do you want? What are you passionate about What skills do you need to manage your career?

18 February 14, 2005 18 Life/Career Self-Management Skills: Creating and managing career plans Decision making/problem solving Accessing career and labor market information Academic, occupational and employability skills Balancing life and work roles Changing societal needs and economic conditions Need Career Self-Management Competencies

19 February 14, 2005 19 Identifying employability and career self-management skills The Secretarys Commission of Achieving Necessary Skills – SCANS Skills The National Career Development Guidelines (NCDG) The American School Counselor Association (ASCA): National Standards for School Counseling Programs

20 February 14, 2005 20 SCANS Employability Skills (What Employers Want in Employees) Can communicate, solve problems and continue to learn Have positive attitudes and behaviors Are responsible and adaptable Who can work with others as a team Have strong educational and career exploration and planning skills Secretarys Commission on Achieving Necessary Skills (SCANS)

21 February 14, 2005 21

22 February 14, 2005 22 ASCA National Standards for School Counseling Programs Academic DevelopmentCareer DevelopmentPersonal/Social Development Students acquire attitudes, knowledge and skills for effective learning in school and across the lifespan. Students acquire skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Students acquire knowledge, attitudes, interpersonal skills to help them understand and respect self and others. Students complete school with academic preparation to choose from a wide range of post-secondary options. Students employ strategies to achieve career goals with success and satisfaction. Students make decisions, set goals and take action to achieve goals. Students understand the relationship of academics to the world of work and to life at home and in the community. Students understand the relationship between personal qualities, education, training, and world of work. Students understand safety and survival skills.

23 February 14, 2005 23 Career Development Tools for Effective School Programs Increase Relevance Make the Connection

24 February 14, 2005 24 CalCRN Resources 1.The Real Game Series 2.California Career Planning Guide (CCPG) 3.Smart Options 4.California CareerZone 5.Career Development Facilitator (CDF) Program Increase Relevance Make the Connection

25 February 14, 2005 25 Years 3 & 4 Years 5 & 6 Years 7 & 8 Years 9 & 10 Years 11 & 12 Adults Career Management Curricula

26 February 14, 2005 26 The Real Game Series Aligned with California Academic Standards Implements the National Career Development Guidelines Meets ASCA National Standards for Career Development Is consistent with SCANS foundations skills and competencies Identifies learning objectives and performance indicators for each learning unit Provides a performance review for each game The Real Game Series U.S. Video CD Training Promotion Handout

27 February 14, 2005 27 The High Five Career Management Principles 1. Focus on the journey, not the destination. Become a good traveler. 2. Know yourself, believe in yourself and follow your heart. 3. Youre not alone. Access your allies, and be a good ally. 4. Change is constant, and brings with it new opportunities. 5. Learning is lifelong, and its good. We are most alive when we are learning.

28 February 14, 2005 28 Benefits of The Real Game Series As reported from parents, teachers, administrators, and counselors: 1.Students see the relevance of their education to their future lives; 2. Students become more enthusiastic about school and learning; 3. Academic performance increases; 4. School attendance increases; 5. Students develop strong career management skills; 6. Bullying behavior decreases; and 7. Students are more communicative and understanding with parents / guardians.

29 February 14, 2005 29 California Career Planning Guide (CCPG) 2003-2005 intended for students, teachers, counselors, parents, and anyone wanting to develop their career/life skills.... helps people of all ages plan their futures. It includes: an introduction to career planning how to develop good career/life management skills self-assessments ways to investigate the world of work how to identify and meet education and training needs how to create a Career Action Plan. Handout!

30 February 14, 2005 30 Smart Options Career Exploration Based on Multiple Intelligences Gardner Bodily-kinesthetic Intelligence Interpersonal Intelligence (EI) Intrapersonal Intelligence (EI) Linguistic Intelligence Logical-Mathematical Intelligence Musical Intelligence Naturalist Intelligence Spatial Intelligence Armstrong Body Smarts People Smarts (EI) Self Smarts (EI) Word Smarts Logic Smarts Music Smarts Nature Smarts Image Smarts Handout!

31 February 14, 2005 31 Coming Soon !

32 February 14, 2005 32 Career Development Facilitator (CDF) Program Increases skills of persons working in career development settings, such as: –Adult counseling/career centers –K-12 school systems –Technical college system –Career resource centers –Employment service, Vocational rehabilitation –Business and industry human resources –One-stop career centers –School-to-Career programs –Community-based organizations Handout

33 February 14, 2005 33 CalCRN Website

34 February 14, 2005 34 Charlsey Cartwright Executive Director California Career Resource Network (CalCRN) (916) 323-6544 John Merris-Coots Education Programs Consultant California Department of Education (916) 319-0461 Victoria King Career Counselor/Training Coordinator California Career Resource Network (CalCRN) (916) 322-0188

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