Initial
Integrating Career Awareness
Training
Many thanks to the following
consultants for their additions
to the original PowerPoint
developed by Sandy Goodman
for Texas:
Karen Couey
Martin Loa
Denise Johnson
Irene Ramos
Mark Sanchez
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Agenda
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Why Career Planning?
Tour of ICA Curriculum Guide
Introduction to Career Planning Model
Sampling Activities from Each Section
Cultural Context
Self- Exploration
Occupational Exploration
Career Planning Skills
Building on Lesson Plan
Follow-up Surveys & Sessions
Closing & Evaluation
Session Objectives
You will be able to:
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Explain a 4-step model for career planning.
Identify career-related lessons and resources that they
can apply instruction and counseling.
Assess the modifications and preparation needed to fit
level and type of class.
Select and prepare at least one career-related lesson to
align with broader curriculum standards and objectives.
Participant Materials
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Session Agenda
PowerPoint Slides
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Participant Workshop Packet
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Table of contents with numbered pages
ICA Curriculum Guide
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Slides are numbered
Will be passed out soon
ICA Training At-A-Glance
Initial ICA
Training
Implementation
does not stop after
training sequence
is completed!
Immediately after Initial Training
ICA
Implementation
3-5 weeks after Initial Training
Follow-up
Online Survey 1
4-6 weeks after Initial Training
Attend Followup Session 1
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11-22 weeks after Initial Training
Follow-up
Online Survey 2
12 - 24 weeks after Initial Training
Attend Followup Session 2
Icebreaker
Brainstorm
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Why should we offer career planning
assistance in our programs?
What are the benefits to adult learners?
Key Points
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Helps learners set goals = Persistence
Raises awareness of options and opportunities
Empowers adults to learn about options and
take charge of their own futures
Teaches employability and life skills in the
process of career development and planning
Rapidly changing labor markets necessitate
transferable and adaptable skills
Shift Happens
Web Site
• www.youtube.com/
watch?v=XVQ1ULfQawk
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Demand for Middle Skill Jobs
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Source: National Skills Coalition
TX Fastest Growing Occupations
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Source: America’s Career Information Network (ACINET)
Goals and Persistence
When adults have specific
goals and when their progress
is measured and acknowledged,
they are more likely to persist
in their pursuit of education.
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Source: National Center for the Study of Adult Literacy and Learning
(NCSALL)
Goals and Motivation
28%
I was very motivated
52%
46%
I was a little motivated
32%
before
after
18%
I was not very motivated
11%
8%
I was not motivated at all
5%
0%
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10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Tour of the ICA Curriculum Guide
www.collegetransition.org/
docs/CAcurriculumguide.pdf
Curriculum is free to download.
Students handouts can be
downloaded and edited using MS Word!
http://www.collegetransition.org/
14 publications.icacurriculum.handouts.html
ICA Target Audiences
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Adult Intermediate level ESL through ABE
and ASE students.
Many thanks to Central GREAT consultant
Glenda Rose for scaffolding several lessons
for lower level ESL.
This adaptation is available for download;
see ICA Adaptations for Beginning ESL.
http://sites.google.com/site/icaintexas
(Participant Workshop Packet pg. 3)
A Flexible Curriculum
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For use by instructors and counselors in
classroom or individual settings
Though it follows a particular sequence,
instructors can pull from the curriculum as it
best supports their current instruction.
The ICA lessons provide content upon which
can be built a more full-blown lesson that is
integrated into and complements existing
basic skills curriculum.
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The Curriculum Structure
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The Cultural Context for Career
Awareness
The Self-Exploration Process
Occupational Exploration
Career Planning Skills
Cultural Context
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• Awareness of the influence of
families, cultures, networks.
• Examining the lenses we
each look through when
viewing concepts of career”
and planning.”
• Learning about students and their
expectations, perspectives,
experiences with work &
employment.
Self Exploration Process
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Skills
Values
Experience
Interests
Preferences
Educational history
Future investment
Occupational Exploration
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Occupational profiles
Labor market trends
Informational interviews
Career and job fairs
Job shadowing
Volunteer/internships
Career Planning Skills
 Problem solving
 Decision making
 Goal setting
 Budgeting
 Research and more research
 Career and education planning
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The Curriculum Structure
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The Cultural Context for Career
Awareness
The Self-Exploration Process
Occupational Exploration
Career Planning Skills
Sampling Cultural Context Lessons
Activity #1: Influence of Family And Friends
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Think about people who have had a significant
impact on your life (parents, teachers, relatives, etc.)
Make a list of these significant people and what they
did for a living (brief)
In pairs, reflect on your list and discuss:
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How did the people in your list and their jobs shape
your own values, beliefs, and decisions about work
and career
Were there any other cultural facets that influenced
you beyond the culture of your family? What & how ?
(Participant Workshop Packet pg. 4)
Activity #1: Reflections
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What were some of the influences you
discussed?
What are benefits to this activity?
What might be challenging with this activity?
Lesson Planning Template (LPT)
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Locate the ICA Lesson Planning Template.
The LPT helps you
map out how you
will use the ICA
lessons in your
classroom.
There are sample
Lesson Planning Templates in the back of
your ICA Guide (pp. 183-187).
(Participant Workshop Packet pg. 28)
ICA Integration using the LPT
Throughout this training you will need to take
notes in this Lesson Planning Template
(LPT) so that by the end of the day you will
have some concrete ideas for using the
lessons when you return to your program.
Note ideas for how you can
prepare to fit this lesson into your
class on the LPT.
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Share your ideas with a classmate.
Cultural Context Wrap-up
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There are 5 lessons in this section.
Activities foster self awareness and
understanding of workplace
norms/expectations.
Activities build mutual respect and
understanding between instructor, students
and their peers.
ANY QUESTIONS?
The Curriculum Structure
1.
2.
3.
4.
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The Cultural Context for Career
Awareness
The Self-Exploration Process
Occupational Exploration
Career Planning Skills
Brainstorm!
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What does the term “Transferrable Skills”
mean?
What are some examples of Transferable
Skills?
Why is “Transferability” important?
Sampling Self-Exploration
Activity #2: Skills Identification
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Think about a time when you completed a goal and felt
a sense of pride/accomplishment
Decide who will share their story and who will listen.
Listener will record the story sequentially in steps.
When the storyteller is done telling their story the
listener reads back what they wrote to check for
accuracy. Repeat this process so both can share.
Together refer to the list of Skills as Verbs and identify
as many skills as you can from that were used within
the story. Write down a list of these skills.
(Participant Workshop Packet pg. 5)
Activity #2: Reflections
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What was this process like as the storyteller?
As the listener?
What does this activity have to offer that is
different from the earlier activity/worksheet?
ICA Integration (LPT)
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What skills other than transferable skills can
be learned from this activity?
How could this activity be extended for
further building of basic skills?
Write your ideas on your LPT on how this
could be integrated into the broader
curriculum.
Share your ideas with others.
Sampling Self-Exploration
Activity #3: Jobs Value Inventory
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Work in groups of 3-4, choose a recorder to
tally info collected and someone to report
back findings
Each person fill out your own inventory
individually
Recorder tally:
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Top 2-3 values- which appear most frequently
Bottom 2-3 values- which appear most as the
bottom valued
(Participant Workshop Packet pg. 7)
Activity #3: Reflections
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Are the same values shared among
participants in the room?
Where are the variations?
Have your work values changed in last 10
years? 15 years?
What is different and why?
Do you expect your values to shift in 10 more
years? Why or why not?
ICA Integration (LPT)
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What skills other than job values can be
practiced with this activity?
How could this activity be extended for
further building of basic academic skills?
Write your ideas on your LPT on how this
could fit into the broader curriculum.
Self-Exploration Wrap-up
There are 12 lessons in this
section.
 Activities foster self awareness
of one’s hopes, dreams,
interests, skills, and values.
Activities continue to build mutual respect and
understanding between instructor, students
and their peers.
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ANY QUESTIONS?
LUNCH BREAK
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The Curriculum Structure
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2.
3.
4.
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The Cultural Context for Career
Awareness
The Self-Exploration Process
Occupational Exploration
Career Planning Skills
Researching Careers
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Self-exploration and identifying one’s skills,
preferences, and values is the first step along
the planning path. Students also need to
engage in research in order to gather accurate,
current and detailed information about a range
of fields and occupations from a variety of
sources.
Templates for Career Research
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Using the Internet
to Learn About
Occupations
ICA Guide, page 70
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Labor Market Trends
ICA Guide, page 79
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Texas Career Exploration Websites
To help students get the most from
their
internet search, visit and use the
websites on the following handout in the ICA
Curriculum guide:
Guide to Texas Career Exploration Websites
 Is anyone familiar with any of the websites?
 Let’s look at www.workintexas.com
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(Participant Workshop Packet pg. 9)
Technology Tips
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Assess and pre-teach basic Internet navigation skills
prior to lesson.
Pre-teach vocabulary, reading strategies. Before
students use computers, become familiar with the
websites and check computer/equipment.
Pair students and make them a handout with
instructions.
Use question prompts to help students engage with the
content.
Ask for help from a tech savvy person – this might even
be a student!
Sampling Occupational Exploration
Activity #4: Informational Interviewing
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Who here has done an informational
interview for their own career? Share.
Pair up with someone and locate Activity 4:
Information Interviewing. Take turns
conducting the interview with your partner
about 5 minutes each.
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You may need to cut the interviews off short in
order for both of you to finish. Remember, we are
just sampling!
(Participant Workshop Packet pg. 13)
Activity #4: Reflections
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Are there questions you would add or
change?
How would you help your students prepare to
conduct these interviews?
What, if any, modifications would you need to
make with your students?
What was the interview like from both sides?
Hints for the Classroom
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The learner is the one asking the questions.
Willing people need to be identified for this
interview process.
Consider contacting the Chamber of
commerce etc.
Allow longer time for interviews because
some people like to talk.
Do role play in class for practice and have
students create new questions.
Integration / LPT Notes
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What skills other than jobs of interest can be
learned and practiced with this activity?
How could this activity be extended for
further building of basic skills?
Write your ideas on your LPT on how this
could fit into the broader curriculum.
Occupational Exploration Wrap-up
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There are 6 lessons in
this section.
Active use of research
and technology skills
are embedded
throughout many of
these lessons.
ANY QUESTIONS?
The Curriculum Structure
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3.
4.
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The Cultural Context for Career
Awareness
The Self-Exploration Process
Occupational Exploration
Career Planning Skills
Career Planning Skills
This section of the ICA includes lessons on
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goal setting, problem solving, building
support networks,
learning styles,
transitioning to college, including budgeting,
financial aid, and understanding college
culture.
Sampling Career Planning Skills
Activity #5: College Knowledge Jeopardy
College
Knowledge
Jeopardy
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Activity #5: Reflections
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How familiar are you with the process that students
go through in order to apply for college admission
and apply for financial aid?
What other games could you use in class to practice
and review information?
You can create your own Jeopardy games to play
online for free at https://jeopardylabs.com/.
(Participant Workshop Packet pg. 15)
See ICA Guide pg. 177
Goal Setting with a
Career and Education Plan
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The Career and Education
Plan is a tool for helping
students collect, record,
process, and evaluate the
information they have
gathered about themselves,
the labor market, and their
career options in order to
lay out some concrete goals
and action steps.
Sampling Career Planning Skills
Activity #6: ICA Career and Education Plans
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In this activity you will read two sample
Career and Educations Plans.
Locate Activity #6: ICA Career and Education
Plans
In groups of 3-4, discuss how you would help
these students improve their plan based on
these questions.
(Participant Workshop Packet pg.16)
Activity #6: Reflections
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What are some overall observations of the
plans?
What information is missing or incongruous?
What would you advise this student to do to
make the plan more concrete or realistic?
Integration / LPT Notes
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What skills can be learned and practiced with
this activity?
How could this activity be extended for
further building of basic skills?
Write your ideas on your LPT on how this
could fit into the broader curriculum.
Career Planning Skills Wrap-Up
There are 24 lessons in this
section.
 Research, technology,
vocabulary, math, problem
solving and goal setting skills
are embedded throughout!
Many lessons are also appropriate for
students who are not yet college-bound.
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ANY QUESTIONS?
Integrating ICA Lessons
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Identify basic
reading, writing,
math, English
language and/or
technology skills
within ICA lessons.
Extend the lessons
to further integrate
academic content
and skills.
ESL
Curriculum
ICA
Curriculum
GED
Curriculum
Integrating ICA Lessons
Group and Lesson Assignments
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Form 3-5 groups based on the student levels
you teach.
In your ICA Curriculum Guide, locate the lesson
your facilitator has assigned to your group.
– Who Did What Job, ICA Guide pp. 16-17
– Intro to Goal Setting, ICA Guide pp. 34-37
– Things I have Done, ICA Guide pp. 45-46
– Informational Interviews, ICA Guide pp. 81-84
– Labor Market Info, ICA Guide pp. 79-80
Integrating ICA Lessons
Activity #7: Building on a Lesson Plan
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Refer to your Activity #7 handout for your
group’s instructions.
Prepare your lesson plan notes on easel
paper as you review the questions.
Prepare to share your lesson with another
group or with the class as a whole.
(Participant Workshop Packet pg. 23)
Integrating ICA Lessons Take-Away
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NEXT STEPS…
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Getting Support
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Do I have the name, email, and phone number
of my local program ICA Key Trainer?
Do I have the names and numbers of at least
2-3 other people in this training who I am
willing to contact and collaborate with during
my initial implementation of ICA?
What other resources are available in my
community to help me?
(Participant Workshop Packet pg. 24)
Classroom Implementation
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After this training, you will try out ICA in your
classroom.
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What ICA activity or activities will you attempt
and accomplish?
When do you plan to teach my first ICA
lesson?
How will you integrate this activity into your
current lesson flow, working smarter not
harder?
Follow-up Survey and Session #1
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In 3-5 weeks, you will respond to your first online
survey to inquire about your experiences and
gather info for the first follow-up session.
Between 4 and 6 weeks from today, you will
participate in your first one-hour minimum followup session.
The goal of this first follow-up session is to share
successes, challenges and ideas.
Write down your Follow-up Session #1 date
(Participant Workshop Packet pg. 25)
ICA Survey Questions
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Before you teach your first ICA lesson, you
may want to preview the Follow-up Survey
Questions.
(Participant Workshop Packet pg. 26)
Follow-up Survey and Session #2
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Between 11 and 22 weeks from today, you will
respond to an second online survey.
Between 3 and 6 months from today, you will
participate in a second one-hour minimum
follow-up session.
The goal of the second follow-up session is to
discuss how you have integrated the curriculum
during the year and your future plans to use
various lessons.
Write down your Follow-up Session #2 date.
(Participant Workshop Packet pg. 27)
THANK YOU!
I learned that… I realized that…
I was surprised that… I discovered that…
I became more aware that…
I noticed that… I was pleased that…
I was amazed that… I hope or wish that…
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Please complete the session evaluation.