Charlsey Cartwright Executive Director California Career Resource Network (CalCRN) Sacramento, CA

February 14, 2005 www.californiacareers.info

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Charlsey CartwrightExecutive DirectorCalifornia Career Resource Network (CalCRN)Sacramento, CA

John Merris-CootsEducation Programs ConsultantCalifornia Department of EducationSacramento, CA

Victoria KingCareer Counselor/Training CoordinatorCalifornia Career Resource Network (CalCRN)Sacramento, CA


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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)


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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 termsA 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


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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 PresidentNational Life/Work Center


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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 Self-Management Skills” and showing “relevance” throughout the curriculum to be taught by not only counselors but teachers, parents, business reps, etc.



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Changing Work DynamicWhat 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

Birth Job Choice Education/Training EmploymentRetirement

From:

A linear, destination-oriented model of: “What do you want to be when you grow up?”

Education/Training



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Moving to a New Paradigm in Career Development and Planning



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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?


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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


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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 relationship between personal qualities, education, training, and world of work.

Students understand safety and survival skills.


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Career Development Tools for EffectiveSchool Programs



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CalCRN Resources1. 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



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www.realgame.com

Years 3 & 4

Years 5 & 6

Years 7 & 8

Years 9 & 10

Years 11 & 12

Adults

Career Management

Curricula


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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

• The Real Game Series™ U.S. Video CD

• Training Promotion

Handout


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The High FiveCareer 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. 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.


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Benefits of The Real Game SeriesAs 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.

Handout!


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Smart OptionsCareer 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!


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Coming Soon !


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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

Handout


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CalCRN Website


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Charlsey CartwrightExecutive DirectorCalifornia Career Resource Network (CalCRN)(916) [email protected]

John Merris-CootsEducation Programs ConsultantCalifornia Department of Education(916) 319-0461

[email protected]

Victoria KingCareer Counselor/Training CoordinatorCalifornia Career Resource Network (CalCRN)

(916) [email protected]

mailto:[email protected]




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Charlsey Cartwright Executive Director California Career Resource Network (CalCRN) Sacramento, CA