Example of a Career Development Plan for - Blueprint - Australian ...

Moving On(c) Participants list theirrequirements that willneed to be consideredin order to take part inpart in the learning,volunteering or workactivity/ exploration.Area C8.3.12 Plan and complete steps required tomake an effective transition (from school topost-secondary education/training programs orwork, or to re-enter the workforce).Participants ( with support orindependently) explore thechoice of activity and make a listof factors that will impact on thedecision ( ie transport, cost, levelof support, physical needs etc inthe activity according to theindividual and the activity. )(d) Participants work outtheir strategies and aplan that will enableparticipation in theactivity, (includingskills that will need to bedeveloped, prior totaking part in theactivity. )Area C8.3.12 Plan and complete steps required tomake an effective transition (from school topost-secondary education/training programs orwork, or to re-enter the workforce).Participants ( with support orindependently) develop apersonal action plan, includingpersonal strategies and a timelinefor participation in the activityeg transport, costs, level ofsupport, physical needs etc(e) Participants take part innominated activity.Area C11.3.10 Develop and pursue short term actionplans in light of your desired career goals andaspirations.Participants attend/take part inthe activity the activity for therequired time, keep simple notesabout the activity and completethe activity. Or give validreasons for non completion andwork out what were the factorsthat would lead to satisfactorycompletion or a more appropriatealternative.

Moving On(f)Participants take part inself assessment activities(and demonstrateopenness to theassessment of others) reparticipation in theactivity.Area B4.4.10 Assess your skills, knowledge andattitudes towards learning and determine howthese enhance your career opportunities.Area A1.4.7 Examine your personal achievements andacknowledge their influences on your selfconcept.Participants self assess theirparticipation in the activityduring the activity and at the endof the activity using a designatedself assessment tool. They alsoevaluate the comments andsuggestions of others in order toassess skills, knowledge andattitudes acquired during theactivity. .(g) Participants determinefuture activity (usingtheir own ideas andthose of significantothers.)Area C11.4.11 Re-examine your career goals, actionplans and your strategies for dealing withtransition periods and determine whether or notit is necessary to adjust them.Participants review theirexperience of the activity andchoose future activities based on(i) their future needs (ii) inputfrom significant others. Choiceis then made and steps (a) –(f)repeated.(2) Simple portfolio for each participantFor participants with an acquired brain injury (ABI) having a documented record of currentskills, interests and plans etc is a great benefit since memory loss can be an ongoing difficulty.The portfolio will therefore contain examples of life achievements and profile and plans (a, b, c,d) as well as a record of the transition processes (e) . Each person’s portfolio will be quitedifferent but evidence of significant steps made and validation of their life, learning and workjourney.(a) Personal profile skills, interests, values, beliefs and attitudes(b) Resume(c) Life Achievements(d) Plans for the future (leisure, volunteering, learning, work )

Moving On(e) Activities in ‘Moving On’ program (During involvement with ‘Moving On’ there maybe several activities undertaken and each time a new activity is recorded to reflect the stepsin the transition process i.e.:• Reasons for choosing activity• List of factors to consider eg transport , cost• Action plans• Diary /notes re the activity• Self assessment activities• Review of activity• Plan new activityEVALUATION(1) Evaluation of ‘Moving On’ Career development Plan Program: documented PROCESSQuestions to be answered by the Abound team1. Referral into the ‘Moving On’ program• Was the referral process into the Moving On program successful?• Were the referral proformas easy to use?• What changes need to be made to the referral proformas and the processes?2. Participant activities• Did the series of tasks work well as a sequence?• Were the performance indicators appropriate for the task? Are there moreappropriate indicators?• How appropriate were the local standards /personal goals?• What were the participant reactions to the process and tasks?• What changes need to be made to the task/ indicators/local standards/personalgoals? (Take into consideration staff and participant reactions and suggestions)

Moving On(2) Evaluation of simple Portfolio for each participant: PRODUCT• Were the portfolios added to /constructed during the program?• Did the participants do most of the construction?• How much assistance was needed?• What measures can be taken to enhance more independent construction of portfolios?• What were the participants’ reactions to portfolios?(3) Use of evaluation results• Who will need to see the evaluation results?• How will they be distributed?• What format should they take?• Who in EACH will need to make program decisions based on these evaluation results?• What documentation will need to be changed to reflect these changes?• How will the changes impact on staff, participants and partners?

Moving OnAttachment 3 : Trialling an alternative version of Appendix AHow well do you do the following things ? Not Verywell…………………………………… …….. well1. Build and maintain positive self concept …………………………………………2. Interact positively and effectively with others ……………………………………………………….3. Change and grow throughout life …………………………………………………….4. Participate in life-long learning supportive of career goals …………………………..5. Locate and effectively use career information ………………………………………..6. Understand the relationship between work, society and the economy ……………….7. Secure/create and maintain work ……………………………………………………..8. Make career enhancing decisions …………………………………………………….9. Maintain balanced life and work roles………………………………………………10. Understand the changing nature of life and work roles……………………………….11. Understand, engage in and manage the career building process ………

Attachment 4 : Trialling Local standardsABCD trial projectTask 3: selecting career competencies and performance indicators and establishing local standards.Moving OnCareer competenciesCareer competencies are the broad goals for career developmentArea A – Personal managementCompetency 1, 2 and 3Area B – learning and wok explorationCompetency 4, 5 and 6Area C - Career buildingCompetency 7, 8, 9, 10 and 11Performance indicatorsPerformance indicators are the general objectives describing specific knowledge, skills and attitudes that individuals need to develop to achieve acareer competency. Full details are covered in chapter 3. for our purposes we will use the ones below.CareercompetencyAreaCompetency Phase 1 Phase 2 Phase 3 Phase 4Area A -personalmanagement1. BUILD ANDMAINTAIN POSITIVESELF CONCEPT1.1 build a positiveself concept whilediscovering itsinfluence on yourselfand others1.2 Build a positiveself concept andunderstand itsinfluence on life andwork1.3 Develop abilitiesto maintain apositive self concept1.4 Improve abilitiesto maintain apositive self concept

Moving OnLocal standardsThe local standards describe what individuals will do to achieve a specific performance indicator, how well they need to do it, and the conditionsunder which they will perform the task.(Attachment 4 continued)Activity to establish local standards.For each person in your trail, mark the relevant performance indicator that each person has acquired and then write specifically what they did toachieve it as the local standard.Stage Phase 1 Phase 2 Phase 3 Phase 4 Local Standard1. BUILD ANDMAINTAINPOSITIVE SELFCONCEPT1.1 Build a positive selfconcept while discovering itsinfluence on yourself andothers1. Acquire 1.1.1 Explore the nature ofpersonal characteristics such asinterests, likes and dislikes,personal qualities, strengths andweaknesses1.1.2 Discover how positivecharacteristics are the basis of apositive self concept1.1.3 Understand how your selfconcept influences yourbehaviours1.1.4 Understand how yourbehaviours influence thefeelings and behaviours ofothers1.2 Build a positive selfconcept and understand itsinfluence on life, learningand work1.2.1 Discover how behavioursand attitudes affect school, workand family situations1.2.2 Understand how theenvironment influences attitudesand behaviours1.2.3 Understand the nature ofvalues and beliefs, and exploretheir influence on self concept.1.2.4 Discover the personal andprofessional benefits ofdeveloping a positive selfconcept and the consequences ofdeveloping a negative one1.3 Develop abilities tomaintain a positive selfconcept1.3.1 Understand howindividual characteristics suchas interests, skills, values,beliefs and attitudes contributeto achieving personal, social,educational and professionalgoals1.3.2. Understand theimportance of giving andreceiving feedback tomaintaining a positive selfconcept1.3.3 Understand theimportance of allies (e.gfriends and supporters) tomaintaining a positive selfconcept1.4 improve on abilities tomaintain a positive selfconcept1.4.1 Understand the influenceof personal characteristics(skills, knowledge, attitudes,interests, values, belief andbehaviours) on careerdecisions1.4.2 Understand howachievements related to work,learning and leisure influenceyour self conceptHow has this beenachieved? Write what theperson has done todemonstrate theperformance indicator.2. Apply 1.1.5 Identify your positivepersonal characteristics (skills,interests, personal qualities andstrengths) as seen by you andothers1.1.6 Demonstrate behavioursand attitudes that reflect apositive self concept1.2.5 Describe your self concept1.2.6 Practise behaviours inschool, work and familysituations that reflect a positiveattitude about yourself1.3.4 Identify your personalcharacteristics such as yourinterests, skills, values, beliefsand attitudes1.3.5 Identify behaviours andattitudes that reflect your selfconcept1.3.6 Identify your allies andexternal assets1.3.7 Demonstrate giving and1.4.3 Explore how your owncareer decisions have been andstill are influenced by personalcharacteristics (skills,knowledge, attitudes, interests,values, belief and behaviours).1.4.4 Identify your personalachievements related to work,learning and leisure1.4.5 Adopt behaviours andattitudes that project a positive

eceiving feedback in waysthat build a positive selfconceptself concept.Moving On3. Personalise 1.1.7 Evaluate which of yourbehaviours and attitudescontribute either positively ornegatively to your self concept4. Act 1.1.8 Adapt your behaviours andattitudes in order to improveyour self concept1.2.7 Evaluate the impact ofyour self concept on you andothers at home, school or work1.2.8 Change behaviours andattitudes in order to improveyour self concept so that itcontributes positively to yourlife, learning and work activities1.3.8 Assess how yourpersonal characteristics andbehaviours are reflected inyour life, learning and workgoals1.3.9 Assess the part that yourallies play in achieving yourlife, learning and work goals1.3.10 Adopt behaviours andattitudes that will help youreach your life, learning andwork goals1.4.6 Re-examine yourpersonal characteristics anddetermine those that contributepositively to the achievementof your life, learning and workgoals1.4.7 Examine your personalachievements andacknowledge their influence onyour self concept1.4.8 Improve your life,learning and work activities bymaximising your positivecharacteristics1.4.9 Engage in life, learningand work activities thatvalidate all aspects of your selfand provide a sense of personalachievement

Moving OnAttachment 5This was used at the ACFE conference in October 2006 at a Blueprint workshopfor ACFE providers in the Eastern region.The ‘Blueprint’Pre presentation1. What is the full name of the ‘Blueprint’?2. What is it about?3. Why could this be important for your students and local community?4. What are the main competencies it deals with?5. In what ways could the ‘Blueprint’ be used in your provider?

Moving On6. Can you suggest of ways the Blueprint could be used between providers or agencies?7. What problems do you think there are for implementing the use of the Blueprint in your provider?8. Could you please give an indication of your ‘excitement’ level about the ‘Blueprint’ on the continuumbelow. And could you please make a few comments about your ‘level’ eg why you feel as you do.…..……………………………………………………………….NotVeryexcitedexcited…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………9. Do you have any other comments?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Thank you for your participation