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
February 14, 2005
www.californiacareers.info
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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)
February 14, 2005
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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
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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 everyone’s responsibility.
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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.
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Career Development involves one’s 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
February 14, 2005
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Assumption 1:
The Critical Importance
of Effective, Intentional
Career Development
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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
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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)
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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 • Increase Relevance • Make the
Connection
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Assumption 2:
Despite Funding & Personnel Reductions,
We Can Still Have Effective
Career Development
Programs
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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
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Assumption 3:
Career Development
Is Everyone’s Responsibility
For education, this means infusing “Life/Career SelfManagement 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 • Increase Relevance • Make the
Connection
February 14, 2005
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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;
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The Old Paradigm
in Career Development and Planning
From:
A linear, destination-oriented model of:
“What do you want to be when you grow up?”
Birth
Education/Training
Job Choice
Education/Training
Employment
Retirement
Source: Phil Jarvis, Vice President
National Life/Work Center
February 14, 2005
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Moving to a New Paradigm
in Career Development and Planning
Source: Phil Jarvis, Vice President
National Life/Work Center
February 14, 2005
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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?
Source: Phil Jarvis, Vice President
National Life/Work Center
February 14, 2005
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Need Career Self-Management Competencies
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
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Identifying employability and
career self-management skills
• The Secretary’s 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
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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
Secretary’s Commission on Achieving Necessary Skills (SCANS)
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ASCA National Standards for School
Counseling Programs
Academic Development
Career Development
Personal/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
Students understand safety
relationship between
and survival skills.
personal qualities, education,
training, and world of work.
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Career Development
Tools for Effective
School Programs
ncrease Relevance • Make the Connection • Increase Relevance • Make the Connectio
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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
6.
www.californiacareers.info
Increase Relevance • Make the Connection • Increase Relevance • Make the Co
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Career Management
Curricula
Years 3 & 4
Years 9 & 10
Years 5 & 6
Years 11 & 12
Years 7 & 8
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Adults
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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
February 14, 2005
•
The Real Game Series™ U.S. Video CD
•
Training Promotion
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The High Five
1.
Focus on the journey, not the
destination. Become a good
traveler.
2.
Know yourself, believe in
yourself and follow your
heart.
3.
You’re 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 it’s
good. We are most alive when
we are learning.
Career Management Principles
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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.
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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.
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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
February 14, 2005
Armstrong
• Body Smarts
• People Smarts (EI)
• Self Smarts (EI)
• Word Smarts
• Logic Smarts
• Music Smarts
• Nature Smarts
• Image Smarts
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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
February 14, 2005
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CalCRN Website
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Charlsey Cartwright
Executive Director
California Career Resource Network
(CalCRN)
(916) 323-6544
calcrn@cwo.com
John Merris-Coots
Education Programs Consultant
California Department of Education
(916) 319-0461
jmerris@cde.ca.gov
Victoria King
Career Counselor/Training Coordinator
California Career Resource Network
(CalCRN)
(916) 322-0188
Vking_calcrn@cwo.com
February 14, 2005
www.californiacareers.info
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