Career Action Planning

1
Career Action Planning

• Arkansas Dept of Career Education
• Office of Career Guidance, Exploration, and
  Preparation

2
Improving College and Career Readiness Indicators

• Improve graduation rates
• Increase nontraditional placement
• Raise college entrance rates
• Improve positive postsecondary placement
• Increase program of study completers
• Reduce necessity for remediation
• Improve parental involvement
• Improve level of student satisfaction with
  education

3
Successful Positive Employment comes from
consistent and continuous

• Career guidance, exploration, preparation and
  planning
• Self discovery and assessment
• Career employability training
• Rigorous education in the SMART Core Curriculum
• Career portfolio development

4
What we are doing is not good enough!

• 47 of job applicants lacked the reading, writing
  and math skills for the jobs they sought
• 73 of US employers cited very or somewhat
  difficulty hiring qualified workers
• 40 said applicants have poor or no employment
  skills
• The 2010 Meltdown Solving the Impending Job
  Crisis

5
U.S. Literacy Woes

• 50 of current workers had serious reading,
  writing, and math skills
• 5 of all American adults speak English so poorly
  they cannot hold a high-paying job
• 90 million Americans face higher health risks
  because their low literacy leads to trouble
  understanding medical terms
• 60 billion per year is lost in productivity

6
Assessing the Pipeline to Americas Workforce

• More than 50 of employers couldn't find
  qualified applicants for entry-level jobs
• Over 50 of adults are unhappy in their jobs
• A 2004 Gallup poll indicated that more than 55
  of people in the workforce were not engaged in
  their work
• An estimated 80 are underemployed

7
Are They Really Ready to Work?

• Those hired at entry level found to be
  unprepared... Insufficient academic skills
  inadequate abilities to work in teams, think
  critically and communicate could imperil the
  success of Americas youth and the
  competitiveness of the U.S. economy. according
  to a report issued October 2, 2006
• from 431 HR officials across the country.

8
About 70 of the employers found recently hired
high school graduates lacking in personal
accountability and effective work habits,
including punctuality, time management and being
able to work productively with others.
9
The gap is growing between employer expectations
and applicants competency,

• Professionalism/Work Ethic
• Oral and Written Communications
• Teamwork/Collaboration and
• Critical Thinking/Problem Solving

10
Workforce Readiness Report Card

• Deficiency
• Written Communications . . . . . . . . . . . .
  80.9
• Professionalism/Work Ethic . . . . . . . . . .
  70.3
• Critical Thinking/Problem Solving . . . . . 69.6
• Oral Communications . . . . . . . . . . . . . . .
  52.7
• Ethics/Social Responsibility . . . . . . . . . .
  44.1
• Reading Comprehension . . . . . . . . . . . . .
  38.4
• Teamwork/Collaboration . . . . . . . . . . . .
  34.6
• Diversity . . . . . . . . . . . . . . . . . . . .
  . . . . . 27.9
• Information Technology Application . . . . 21.5
• English Language . . . . . . . . . . . . . . . .
  . . 21.0

11
Applied Skills expected to increase in importance

• 1 Critical Thinking/Problem Solving . . . . .
  77.8
• 2 Information Technology Application . . . .
  77.4
• 3 Teamwork/Collaboration . . . . . . . . . . . .
  74.2
• 4 Creativity/Innovation . . . . . . . . . . . .
  . . . 73.6
• 5 Diversity . . . . . . . . . . . . . . . . . .
  . . . . . . . 67.1
• 6 Leadership . . . . . . . . . . . . . . . . . .
  . . . . . 66.9
• 7 Oral Communications . . . . . . . . . . . . .
  . . 65.9
• 8 Professionalism/Work Ethic . . . . . . . . . .
  64.4
• 9 Ethics/Social Responsibility . . . . . . . . .
  64.3
• 10 Written Communications . . . . . . . . . . .
  . 64.0
• Percentage of 424 CEO respondents who expect
  skills to increase--

12
Demographic Issues Warrant Action

• With significant numbers of workers retiring
  over the next 10 years, the United States is
  facing a serious challenge in preparing students
  to meet workplace demands in an increasingly
  complex, knowledge and
• technology-based, global economy.
• - The Conference Board, 2006

13
Where are the students?

• Arkansas has a 69 adjusted graduation rate from
  those who began the 9th grade
• Most college preparation counseling is done in
  the 11th and 12th grades, but the highest dropout
  rates are in the 9th and 10th grades.
• Highest number of GED recipients are in the 16-17
  age range

14
College Prep?

• 1/3 of college students leave after their first
  year in college
• Another 30 take five or six years to earn their
  degree
• Almost 50 of college students never graduate

15
Changing Majors

• College students needing 228 hours to receive a
  Bachelors Degree when 128 is required!
• Harding School of Business study
• Why do students change majors?
• Influenced by high school teacher
• Do what parents expect them to do
• Exposure to new majors

16
Colleges Balance Workload

• Attract and admit freshman from high school to
  less popular majors
• Restrict access to popular majors
• Retain students in less popular majors
• UCLA

17
Reasons College Students Changed Majors--UCLA

• I became more interested in another subject 54.5
• My career plans changed 32.1
• The preparatory classes werent interesting 25.2
• The courses were too difficult 25.2
• The classes in the major werent interesting
  24.9
• My grades were too low 21.9
• Other students were too competitive 20.9
• My previous major did not deal with real world
  issues or applications 17.8
• The graduation requirements were too extensive
  10.7

18
Increasing the high school and college
graduation rate of male students in Arkansas by
only five percent could lead to a combined
savings and revenue of almost 77 million each
year by reducing crime-related costs (Alliance
for Excellent Education, June 2007).
19
Where are the Boys

• According to Arkansas Kuder data
• There are 12 more girls in the 11th and 12th
  grades compared to a 50/50 ratio in the 8th
  grade.
• According to Ark Dept of Higher Ed
• There are about 10 more girls graduating than
  boys from 4-year universities.

20
Arkansas DWE White Papers

• If Arkansas high schools and colleges raise the
  graduation rates of Hispanic, African-American,
  and Native-American students to the levels of
  white students by 2020, the potential increase in
  personal income would add more than 785 million
  to the state economy.

21
By Helping Our Students We Help Ourselves

• If Arkansas likely dropouts from the class of
  2006 graduated instead, the state could save more
  than 94 million in Medicaid and expenditures for
  uninsured care over the course of those young
  peoples lifetimes.
• Dropouts will cost the state more than 2.7
  billion in lost wages, taxes, and productivity
  over their lifetimes.

22
We cannot be what we cannot see. Jocelyn
Elders

• Students from low socioeconomic backgrounds lack
  the vision of a successful career
• This is a generation that is accustomed to being
  told, "you're special." When they realize they
  are not they may give up and drop out.

23
500 dropouts, ages 16-25, were interviewed

• 47 said classes were not interesting
• 43 missed too many days to catch up
• 45 entered high school poorly prepared by their
  earlier schooling
• 69 said they were not motivated to work hard
• 35 said they were failing
• 32 said they left to get a job
• 25 left to become parents
• 22 left to take care of a relative

24
Low Expectations

• Two-thirds of drop-outs said they would have
  tried harder if more was expected from themRead
  more http//educationalissues.suite101.com/articl
  e.cfm/dropouts_give_reasonsixzz0RCVvzvrI

25
What happens to Dropouts

• More likely to be
• unemployed
• in prison
• living in poverty
• receiving government assistance
• less healthy
• divorced
• single parents

26
What is working!

• evening classes
• more GED opportunities
• tutoring
• allowing students to return when older

27
Students are Disengaged

• Nearly 38 percent of the young adults said the
  freedom students enjoy in high school contributed
  to their disengagement.
• Too easy to skip class or join in activities
  outside of school,
• Too much freedom--included the schools lack of
  order, discipline and rules
• failure to ensure students attend class
• inability to help students feel safe.

28
How to Engage Students in School

• Make school more relevant and engaging and
  enhance the connection between school and work
• Improve instruction and access to supports for
  struggling students
• More supervision and discipline in school is
  necessary
• Ensure strong adult-student relationships in the
  school. The respondents craved and appreciated
  attention from teachers

29
Absenteeism

• We discovered that as early as kindergarten,
  differences exist between graduates and dropouts
  namely, dropouts miss more school than
  graduates," Hickman said. "Dropouts miss an
  average of 124 days by eighth grade. Educators
  should begin developing strategies to improve
  student attendance from as early as
  kindergarten."

30
Parental Involvement

• Improve communication between parents and
  schools. Approximately 70 percent of those
  surveyed said better communication between school
  and parents and increased parental involvement in
  their childs education are essential to keeping
  students in school.
• Council for Exceptional Children

31
When Parents are Involved

• Higher grades and test scores
• Long term academic achievement
• Positive attitudes and behavior
• More successful programs
• More effective schools
• Univ of Illinois

32
When Parents Get Involved

• The earlier in a childs educational process
  parent involvement begins, the more powerful the
  effects.2
• The most effective forms of parent involvement
  are those, which engage parents in working
  directly with their children on learning
  activities at home. (home work)
• Univ of Michigan

33
What is the common thread?

• Employers are saying applicants are not prepared
• Colleges are saying freshmen are not ready
• Nationally 51 of high school juniors and
  seniors said, No one advised them
• on their future education options.
• The 2010 Meltdown, by Edward Gordon

34
Career Counseling

• Students are getting little or no career advice
  from high school guidance counselorsThe K-12
  education system is cracking from the lack of
  career counseling,
• Phyllis Eisen, VP Manufacturing Institute Exec
  Dir Center for Workforce Success

35
The Ambition Paradox2010 Meltdown

• Students with high ambitions choose an education
  route with low odds of success.
• Many students opt for college because they dont
  know what else to do with their lives.
• Most students give little realistic thought to
  how their aptitudes translate into worthwhile
  careers.

36
Why are students ill prepared for the workforce?
What do employers expect?

• maturity
• multitasking ability
• oral and written communication skills
• people skills and a team attitude
• problem solving skills
• related work experience
• reliability and responsibility.

• computer skills
• enthusiasm
• flexibility
• involvement in community
• knowledge beyond field of employment  
• leadership experience
• logic and reasoning skills
• Loyalty

37
Changes in Workforce Skills Needs Across Fifty
Years
Unskilled 12
Skilled 20
Professional 20
Skilled 68
Unskilled 60
Professional 20
1955
2005
38
The Institute of Education and the Economy
Concluded

• Many different types of career guidance
  interventions are effective
• Career development activities positively
  influence school attendance and completion
• Simple planning will help students connect their
  goals and steps to reach them

39
Results from Lapan, Gysbers, and Sun concluded
students in Missouri

• Make better grades
• Have more college and career information
• Believe their school has a positive climate
• Feel middle school is safer
• Have a better relationship with their teachers
• Are more satisfied with their education

40
A HSTW study concluded

• Students who completed a 4-year high school plan
  increased math test scores
• Students spent more time talking with counselors
• Math, science and reading scores improved
• Career guidance increased college-prep math and
  science classes

41
Information is Vital2010 Meltdown by Edward
Gordon

• Schools can help students by helping their
  parents
• Career aptitude and personal interest assessments
  need to be provided in middle schools
• Future workers need higher quality education
  which integrates arts and sciences with emerging
  technology

42
Improve the quality of career planning
interventions provided to help students

• Meet personal goals
• Successfully transition through the educational
  system smoothly and efficiently
• Graduate successfully
• Become employable with employability skills and
  industry certifications
• Successfully reach career goals

43
Assessing The Whole Person
44
Career Exploration and PlanningInterventions in
Middle and Junior High Schools

• Career Orientation
• Exploration of the world of work
• Self-Discovery
• Self-Assessment resulting in career
  pathways
• Career Development Portfolio
• Occupational Research
• Education and Training Research
• Goal Setting, Decision-making and Planning

45
High School Interventions

• Keystone (9th grade transition elective)
• Workplace Readiness
• 11th-12th grade elective using KeyTrain to
  prepare students for ACT WorkKeys)
• Work-based Learning
• (JAG, Internship Youth Apprenticeship
  electives)
• Extended Learning Opportunities
• Job Shadowing, B I Tours, CTSOs, Mentoring

46
KeyTrain in Secondary Schools

• Students in Workplace Readiness will be required
  to use KeyTrain to prepare for the ACT WorkKeys
  Assessments.
• Internship will allow students to use KeyTrain in
  schools where Workplace Readiness is not being
  offered.

47
WorkKeys Implementation

• Dept of Workforce Services contracted with
  Thinking Media to provide KeyTrain to dislocated
  workers and high school students in grades 11 and
  12.
• ACT WorkKeys assessments were purchased to
  provide job seekers with the CRC credential.

48
Where do students begin?

• Assess current knowledge with KeyTrain pretests
• Identify occupational needs for career goal
• Assign KeyTrain lessons at pretest level so
  students can work at their own pace to the level
  they need to achieve
• Bridge the gap between being unemployable and
  being hirable.

49
WorkKeys Identifies Skill Gaps

• By comparing the job profile and individual
  assessment results, skills gaps can be identified

6
Skills Gap
5
5
5
Skills Gap
4
4
4
4
4
4
Individual Results
3
3
3
3
3
3
Job Profile
Applied Mathematics
Reading for Information
Locating Information
50
Job Seekers

• Must score at least a level 4 on the KeyTrain in
  Reading for Information, Applied Mathematics, and
  Locating Information.
• Must also register with the Arkansas Job Links
• Instructor refers KeyTrain completers to a
  two-year community college for the WorkKeys
  assessment
• Career Readiness Certificates are then awarded to
  students receiving the Bronze, Silver or Gold
  Certificate.

51
Career Readiness Certification

• Arkansas Career Readiness Certificates Awarded to
  Date 17,309  
• Bronze 3,222
• Silver 9,361
• Gold 4,726
• Percentage for Each Certificate Level  
  Bronze19 Silver 54 Gold 27

52
(No Transcript)
53
WorkKeys is a System
Job Profiling to match applicants with jobs
Skill Assessments Measures an individuals skill
level
Career Guidance
Education/ Training Efficiently closes skill gaps
54
ArkansasAtWork.orgArkansas Career Readiness
Certificate

• Governors Initiative Video Spot
• http//www.state.ar.us/esd/Programs/CRC/Video.htm
• Radio Spot
• http//www.state.ar.us/esd/Programs/CRC/Radio.htm
• We must have a career ready workforce
• Governor Mike Beebe

55
Follow-through not just Follow-up

• Time to visit periodically with a career coach,
  counselor, or advisor
• A place for college and career research
• Continued development of a personal career
  portfolio
• Opportunities for job shadowing and B I tours
• Labor market information

56
Arkansas Works Initiative

• Three-year pilot project to place 43 Career
  Coaches in the 21 lowest socioeconomic counties
  to improve state indicators and the overall
  economy of the state.
• Kuder Navigator and Journey systems including
  Link-to-College and Connect-to-Business

57
Kuder

• http//arworks.arkansas.gov/Pages/default.aspx
• http//www.arworkscareer.com/
• Access for Navigator and Journey

58
Navigator Components

• 104 Sample Plans for each Career Cluster Pathway
  (New Feb 22nd)
• Individualized electronic 4-year plans (Feb 22)
• Explore and Plan results uploaded to student
• Link to College
• Connect to Business w/E-Portfolios
• Needs assessment, Setting goals, Postsecondary
  Plans (April 5th)

59
Career Development Facilitators

• A (CDF) is a person who has been specially
  trained to work with students or dislocated
  workers to assist with vocational and educational
  planning, assessments, and workforce preparation
  from middle school through postsecondary
  education and the adult workforce.

60
Positions for which CDFs could be trained for

• Student Career Development Coach
• Career Action Plan Program Facilitator
• School Career Guidance Counselor
• Job Search Trainer
• Co-op and Tech Center Coordinators
• Employment/Placement Specialists
• College Counselor/Recruiter

61
Becoming a CDF will

• Allow an individual to improve the quality of
  career planning interventions provided to
  students.
• Enriches and broadens knowledge and skills for
  working with students in vocational and
  educational planning.
• Provides a scope of practice to provide services
  to students
• It provides national certification under NCDA.
• Professional recognition

62
CDF Competencies

• Helping Skills
• Diverse Populations
• Ethical and Legal Issues
• Consultation
• Career Development Models
• Assessment
• Labor Market Information
• Career Development Technology
• Employability Skills
• Training
• Program Management and Implementation
• Promotion and Public Relations

63
Helping Skills Be proficient in the basic
processes of career facilitation while
maintaining productive interpersonal skills.

• Attending
• Listening
• Coaching
• Interviewing
• Create action plan

• Identifying strengths
• Overcoming barriers
• Referring
• Goal Setting
• Coaching/encourging

64
Labor Market Information Use key labor market
and occupational information and trends and be
able to access and use current resources.

• Occupational Outlook Handbook (OOH)
• ONet
• Americas Career InfoNet (Career OneStop)
• Discover Arkansas
• Kuder Journey

65
Assessment Comprehend and use both formal and
informal career development assessment tools and
resources

• Interest Inventories
• Aptitude Assessments
• Work Values Inventories
• Skills Assessments
• Personality Typing
• Career Maturity/Beliefs

66
Working with Diverse Populations Recognize the
special needs of various groups and adapt service
menus to meet unique needs

• Demographic trends
• Overcoming physical barriers
• Crossing social stereotypes and nontraditional
  placement
• Recognizing strength in diversity

67
Ethical and Legal Issues Follow the CDF Code of
Ethics and know current legislative regulations

• Scope of Practice
• Extent of training
• CDF/Client Relationship
• Consultation Referrals
• NCDA Code of Ethics

68
Career Development TheoryFacilitate career
development across a wide population group

• Holland Code (Personality Types)
• ACT Plan World of Work Map
• Learning Theory Krumboltz
• Seven-Step Decision-Making Process
• Planned Happenstance
• Career Development Theory Super
• Work Importance based on values

69
Employability Skills Job search strategies and
placement techniques for specific groups of
students or clients

• Job Search Strategies
• Professional Networking
• Interviewing Techniques
• Informational Interviewing
• Resume Building
• Portfolio Development

70
Training Clients, Students PeersIdentify
training materials and development needs

• Individual hands-on training
• Assessment, observation computer
• Group facilitation training
• Lecture, role playing, PowerPoint,
  demonstration
• Facility tours, job shadowing, informational
  interviewing

71
Program Managementand Implementation Career
development program management and
administration

• Identify define target population
  (clients/students)
• Identify specific population (student) needs
• Write concrete measureable objectives/goals
• Identify available resources
• Network with CDFs and service agencies

72
Promotion and Public Relations Market and promote
career development programs with staff,
supervisors, and the local community

• Identify stakeholders and related career service
  providers
• Recruiters, counselors, Career Pathways, teachers
• Campus Career Center
• Motivate the targeted audience
• Especially high risk students

73
Career Development Technology Identify,
comprehend, and use computer applications that
support and enhance career development processes.

• Database occupational research
• Cross walking colleges and majors
• Financial aid
• Developing an e-portfolio (Shared with counselors
  and employers)
• On-line self-awareness assessments
• Kuder (specifically)

74
Consultation/Supervision Identify limits of
personal expertise and scope of practice

• Consult with hierarchy of supervision
• CDFs role (undefined) between secondary and
  postsecondary
• Under the supervision of local counselors
• NCDA Guidelines

75
Course RequirementsPersonal Abilities

• Computer and Internet Availability
• Basic Computer Skills (Word, Copy, Paste, Email
  Attachments, Files, Flash Drive)
• Organizational Skills (Course Work)
• Time Management (Meet Weekly Assignment Deadlines)

76
Course Information

• The e-learning course Facilitating Career
  Development offered by Kuder Educational Training
  Associates (Kuder ETA)
• It is led by NCDA-approved instructors and
  features the most up-to-date career planning
  resources.
• Go to http//etainc.com

77
Course Specifics

• 120 hours of on-line instruction
• Including student manual, internet-based weekly
  lessons, student collaboration and forum,
  research, projects, portfolio development, career
  center tour, case study, and informational
  interview.
• 24 hours of Face-to-face Instruction
• Role playing, in-take interviews presentations

78
Cost

• CDF Class 1,500.00 per person
• Plus travel expenses for the face-to-face session
• 100.00 NCDA certification
• 25.00 Annual renewal fee
• NCDA ACDA annual dues

79
Global CDF Certification Requirements

• Education Experience
• Graduate Degree 1,400 hours
• Bachelors Degree 2,800 hours
• Associates Degree 4,200 hours
• HS Diploma/GED 5,600 hours

80
Career Development Association

• State Chapter of the NCDA and Network for
• Dept of Career Education Staff
• Secondary School Counselors
• CTE Program of Study Teachers
• College Counselors/Recruiters
• Career Pathways Administrators
• Workforce Services Staff

81
Spring Career Development Conference

• March 14-16, Eureka Springs, Best Western Inn of
  the Ozarks
• AudienceCounselors, Career Coaches, Career
  Development Facilitators, and Career Guidance
  Teachers
• ScopeCareer Planning and Development

82
Arkansas Career Guidance Association

• Association made up primarily of Career Guidance
  TeachersCareer Orientation, Workplace Readiness,
  Internship, and EAST/Workforce Technology
• Student contests
• Summer conference (July 15-16)

83
ADCE Involvement

• CDF (Perkins Reserve Funds for training)
• Kuder Navigator development for College and
  Career Planning System
• Articulation for college credit for CTE programs
  of study.
• Career Guidance and Planning (Technical
  Assistance)

84
Carl Perkins Activities for CTE Students

• Improve Graduation / Completion Rates
• Improve Non-traditional Placement
• Improve Placement after Graduation
• Includes
• Professional Development
• Portfolio Folders
• Technology
• Articulation
• Motivation (Speakers

85
Student Certifications and Recognitions

• Arkansas Career Readiness Certificate
• Business and Industry Certifications where
  available (Perkins approvable)
• Program of Study Certificates of Completion
• Completion awards (Seals, Cords, Certificates)

86
CTE Program of Study Electives

• Workplace Readiness (11th 12th grade)
• Internship (11th 12th Grade)
• EAST/Workforce Technology (9th-12th)
• Career Cluster Senior Seminar (11th 12th grade)

87
WHAT IS CAP? Career Action Planning

• A cooperative way to help students make plans for
  their future and prepare them to meet those goals
  
• Provide an advisor to every student with time to
  devote to making concrete plans.
• Provide career planning for all students with
  parental involvement and career decision-making
  skills from middle school up.
• Provides opportunities for students to focus on
  personal education plans and career goals.

88
A CAPS PROGRAM

• Establishes written goals a plan of action for
  each student
• Records each students growth in achieving the
  education/skills needed to succeed
• Provides follow-up and evaluation for parents and
  students
• Informs students of job availability, job duties
  responsibilities, education and training
  required, pay growth potential, availability of
  secondary and post- secondary
  education/training.

89
WHY SHOULD WE HAVE CAP?

• Organizes career development into a manageable
  time frame and team effort.
• Provides opportunity for shared responsibility
  for personal education and career development by
  including parents, students, teachers, and
  counselors.

90
Additional Reasons for aCAP Program

• Enables students to gain skills and background
  necessary to make good educational and career
  decisions.
• Encourages students to set educational goals and
  construct a plan to meet those goals.
• Improves relations between school faculty,
  parents, business, industry, and other community
  members.

91
Career Development Portfolio

• Collection of assessments
• Record of accomplishments
• Contains Resumes Application Examples
• Education and Training Plan of Action
• Opportunity for Creative Self-expression
• Process for Career Development
• Self Discovery Evaluation
• Business industry Certifications

92

• A Career Pathway is
• A coherent, articulated sequence of rigorous
  academic and career/technical courses, commencing
  in the ninth grade and leading to an associate
  degree, baccalaureate degree and beyond,
• An industry recognized certificate, and/or
  licensure.
• Developed, implemented, and maintained in
  partnership among secondary and postsecondary
  education, business and industry.

93
Sum of all the Parts

• Status Quo is not sufficient
• Rigorous and Relevant Career Ready Curriculum
• Career Planning and Development
• Parental Involvement
• Career Development Facilitators
• Make the future realistic with individualized
  career plans that meet student needs

94

• For more information please contact
• Ray Henson, Program Manager
• Dept of Career Education
• Office of Career Guidance, Exploration, and
  Preparation
• Three Capitol Mall, Suite 408
• Little Rock, AR 72201
• 501-682-1616
• raymond.henson_at_arkansas.gov