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Career Focusing™ Tools, skills and strategies to plan for

work, learning and life

Student Workbook

Your Facilitator: © 2013 Jobmatics. All rights reserved. No part of this booklet may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission from Jobmatics.

The facilitator helping you do the work in this workbook has taken special training with Jobmatics in the career decision-making

program called Career Focusing™.

If you have questions or would like more information about any part of the program, talk

with your Career Focusing™ facilitator or contact Jobmatics.

Before We Start... Student Survey

Name ________________________________

1. How much time have you spent thinking about what types of work would really suit you ?

2. How confident are you that you know how to figure out what types of work would really suit you? 3. How sure are you that you know about all the possible education or training options that could prepare/qualify you to start the types of work that would really suit you? 4. How sure are you that you know what courses in grades 11 and 12 are needed to get you into the education/training programs in #3 (above)? 5. When you think ahead about your future work, the one question that always comes to mind is...

none some tons

not at all somewhat extremely



Check somewhere along the line to show your answer to the question.

1

= completed

Career Focusing™ Checklist Keeping Track

1. Find out how Career Focusing™ works. (p. 4)

Do What I Love

2. Complete the Artifact Assignment. (pp. 6/7)

3. Work with my group and a facilitator to find my Focus.

4. Brainstorm for occupations/work titles that fit my Focus Work Wheel. (p. 8)

5. Use my Focus as a tool to select work from an interest inventory Work Wheel. (p. 8)

Do It In a Way That Suits Me

6. Complete the top line of My People/Data/Things. (p. 9) 7. Use My People/Data/Things as a tool to select the resources I will search. Then use my Focus as a tool to grab what fits Work Wheel. (p. 8)

8. Build a final Preference Identification Tool: Filter #1 to show how I prefer to do my work. (p. 13) 9. Use Filter #1 as a tool to evaluate occupations on My Work Wheel to find My Double-Good Fits. (p. 24)

A. Pre-screen using clumping categories (p. 13) B. Use verb matching worksheets (pp. 17 - 23)

Do It In a Way That Reflects My Realities

10. Research ways I could prepare/qualify for each occupation on My Double-Good Fits. (pp. 30—36)

11. Build Filter #2 to identify my Academic Realities. (p.37)

12. Use Filter #2 as a tool to evaluate each kind of work listed on My Double-Good Fits to establish My Triple-Good Fits and related learning options. (p. 38)

Make My Plans

13. Select the grades 11 and 12 courses needed to take me to each learning option listed on My Triple-Good Fits, and make My Academic Master Plan for grades 11 and 12. (pp. 40 - 42 and p. 43)

14. Complete Developing My Neutral Skills (p. 44) and complete My Skills Development Plan. (p. 45)

Share My Plans

15. Create a Presentation Portfolio based on the work / decisions. (starting on p. 49)

16. Prepare for and complete interviews, and hand in Presentation Portfolio.

Be Prepared to Keep Refining My Plan

17. Keep my Career Focusing™ Workbook and Presentation Portfolio. I’ll need them later!

3

Career Focusing™ Use Career Focusing™ tools, skills and strategies

to plan for work, learning and life

Career Focusing™ is a straightforward process that will teach/equip you to: decide what types of work would truly suit you pick the best learning opportunities to get you there select the most satisfying activities in your family and community life build work, learning and life plans that makes sense for you evaluate and adjust your plans when you need or want to

People say that Career Focusing™ helps them feel focused and clear

about what choices make sense for them, and motivated

to develop and follow their plans.

Doing what you love: artifact bag Focus

1

The Big 3 Steps in Defining Work that Fits “Work” includes all the paid, unpaid, learning and leisure activities you do.

You are doing work that fits when you are ...

Doing it in a way that suits you: innate preferences Preference Identification Tools (PITs)

2

Doing it in a way that reflects your realities: academic financial personal work (learned) skills 3

4

Doing what I love: artifact bag Focus

1

My Focus (also called my Intrinsic Motivator) is the thing that gets me up, gets me going and connected to my world every day.

If I get to use my Focus in the work I am paid to do, I will love my work and be motivated to keep on learning whenever change happens.

5

1.The Artifact 2.Represents What? 3. Why Do You Like That?

Artifact Assignment PART 1

A. Collect 4 - 5 items/artifacts representing things/activities that you really like to do… what you spend your time/money/energy on. B. Use the workspace below to: 1. list each artifact 2. identify what activity or interest it represents 3. explain WHY you like that activity or interest.

a wrench I like to fix up old cars.

- make things that do not work, work again - find ways to make it better - just start it up & go - freedom!

6

PART 2

We have a million dollars to give you, but we can’t do that until you do something for us. Choose something you want to learn more about/know more about. Tell us what it is and why you want to learn/know about it. Then we can give you the money. What would you like to learn more about/know more about? Why?

7

My Work Wheel Work That Fits My Focus

More

8

PEOPLE DATA INFORMATION THINGS IDEAS

Add to My Work Wheel

Employment Fields (posters)

Career Cruising Clusters

Architecture & Construction

Arts & Culture

Business & Finance

Computers & Telecom

Education & Social Services

Fashion & Design

Law & Government

Medical & Health

Natural Resources & Transportation

Science & Engineering

Skilled Trades

Service Industry

Sports & Recreation

Y (yes - check it out) N (no - pass it by) ? (not sure - maybe look at it)

1. Build a Preference Identification Tool (PIT) to identify my strong/neutral/weak preferences

2. Use this tool to select the major categories I will look at more closely

Automotive

Biology

Business Studies

Chemistry

Computer Studies

Dramatic Arts

Economics

Family Studies

History

Hospitality

Music

Service

Technology Studies

Trades Helpers

Transportation

adapted from John L. Holland

9

Doing it in a way that suits me: Identify my innate preferences: build and use my Preference Identification Tools (PITs)

2

A

B

11

My Weak Preferences (weaknesses) Things I really don’t like to do very much of,

or do them for very long because they tire me out.

public speaking inventing competing performing (entertaining)

My Environment Needs My ideal environment

What I want my environment to include

Challenging changing environment physical movement quick pace proper tools able to finish project The behaviours I get to use

can make decisions problem solving/finding solutions What I want the people I interact with to be like

people take a logical approach to problems friendly cooperative What I want to get back from my environment

a chance to improve products/processes able to meet my personal objectives recognition - money/bonuses

Jordan Preference Identification Tool (PIT)

Filter #1 - My Workstyle™

My Strong Preferences (strengths) Things I really like to do. They are easy for me to do.

I can keep on doing them without getting tired. Doing things that improve/support people’s lives

teaching persuading motivating (others to act) mediating Figuring things out

diagnosing problem solving visualizing observing repairing things investigating analyzing drawing conclusions Doing things that require skilfulness

using tools operating equipment/machines handling skillfully bargaining/negotiating Creating new

constructing taking risks

My Focus

Figuring out how to get good things to happen

/4


I can keep on doing them without getting tired. Doing things that improve/support people’s lives

teaching persuading motivating (others to act) mediating Figuring things out

diagnosing problem solving visualizing observing repairing things investigating analyzing drawing conclusions Doing things that require skilfulness

using tools operating equipment/machines handling skillfully bargaining/negotiating Creating new

constructing taking risks

4

8

4

2

12

My Functional Skills: Innate Preferences part 1 S = My Strong Preferences: I REALLY like to do these things. They are naturally easy for me to do and I can keep on doing them for a long time without getting tired. N = My Neutral Preferences: I like to do these things sometimes. It depends on the situation.

W = My Weak Preferences: I REALLY don’t like to do these things or do them for very long because they tire me out. I may have learned to get good at them, but I still don’t like doing them.

(upper left quadrant in print version of the workbook)

Producing results (quickly)

Repairing things

Selling (Convincing people to purchase things)

Competing (being the best)

Public speaking (being in front of a group)

Persuading (others to do what you want)

Managing (several things at the same time)

Constructing (building things)

Bargaining/negotiating (making deals)

Handling skilfully (doing hands-on work very well)

Responding to an emergency

Using tools

Creating/improvising (at the last minute)

Performing (entertaining)

Diagnosing (discovering what’s wrong)

Taking risks

Operating equipment/machines

Designing (useful and unique solutions and things)

Visualizing (seeing how things operate)

(upper right quadrant in print version of the workbook)

Guiding

Public speaking (to share with others)

Listening (really hearing)

Teaching

Mentoring (helping someone grow/learn)

Counselling

Persuading (gently, passionately)

Creating (something beautiful)

Working as a team (supporting others)

Encouraging others to act (giving support – motivating)

Bringing about change (creating a better life for people)

Training (helping people learn)

Communicating (connecting with others)

Acting as an advisor (personal relationship)

Keeping peace

Bringing things/people together

Performing (sharing emotion, beauty)

Managing (people - with respect)

Mediating (bringing people to agreement)

Log in at www.jobmatics.com to use the audio guide for completing this page.

13

http://www.jobmatics.com/

My Functional Skills: Innate Preferences part 2

S = My Strong Preferences: I REALLY like to do these things. They are naturally easy for me to do and I can keep on doing them for a long time without getting tired.

N = My Neutral Preferences: I like to do these things sometimes. It depends on the situation.

W = My Weak Preferences: I REALLY don’t like to do these things or do them for very long because they tire me out. I may have learned to get good at them, but I still don’t like doing them

(lower left quadrant in print version of the workbook)

Organizing (the way things will be done)

Following directions

Handling detail

Supervising (make sure the work gets done properly) Coordinating/arranging (people/things)

Doing routine work

Collecting information

Planning (all the details)

Sorting/grouping (make it easy to find)

Counting/recording (keeping track)

Evaluating (how well things worked)

Making things go smoothly

Producing results (completing tasks)

Helping (making a contribution)

Managing (the structure, order and people)

Keeping order (so things get done efficiently)

Preparing (thinking ahead to avoid surprises)

Managing time

Implementing (put the plan into action)

(lower right quadrant in print version of the workbook)

Designing (systems, strategies)

Inventing (making unique things)

Analyzing (breaking it down into parts)

Investigating (finding out)

Problem solving

Researching

Developing (ideas, plans)

Planning (the whole thing)

Synthesizing (putting fundamental elements together in new ways)

Observing (to see what is really happening)

Organizing (the whole thing)

Visioning (how it could be – possibilities)

Thinking Creatively (coming up with unique ideas)

Achieving (getting personally satisfying results)

Exploring the World of Possibilities (exploring all the ways it could be done) Drawing conclusions (logically)

Deciding after careful study

Discovering

Improving (adjusting to make it better)

Log in at www.jobmatics.com to use the audio guide for completing this page.

14

http://www.jobmatics.com/

My Weak Preferences (weaknesses) Things I really don’t like to do very much of,

or do them for very long because they tire me out.

My Environment Needs My ideal environment

What I want my environment to include The behaviours I get to use What I want the people I interact with to be like What I want to get back from my environment

Preference Identification Tool (PIT)

Filter #1 - My Workstyle™


I can keep on doing them without getting tired. Doing things that improve/support people’s lives Figuring things out Doing things that require skilfulness Creating new Getting things done

My Focus

15

Environment Needs My Ideal Environment for Work, Learning and Life

= What I need my environment to include to make it an ideal place for me

Challenge and change Chances to use my skills in persuasion Physical movement Music/noise/conversation/action Flexible schedules Little structure, few rules and regulations People who think there is always a way Quick pace Many things to do all the time Able to take the lead and make most of the decisions Immediate recognition when I have been skilful Activities that really get the blood flowing Being trusted to take chances Independence Lots of variety Interactions that are short and get to the point Able to decide for myself how to do things Lots of fun Decisive people who can make decisions quickly

Clearly stated roles and expectations Schedules to keep me on track Order and organization Decisions made by strong people Able to keep reasonable hours Details of what’s expected of me Time to finish my tasks Able to do one thing at a time

Do things that are useful to someone Have the proper tools for whatever I am doing People who are responsible and reliable Stability Routine and predictability Recognition when I have done well (financial rewards are the most appreciated) Knowing exactly what is expected of me People doing their fair share Security Safety Able to meet responsibilities in all parts of my life

Being with appreciative people Able to really get to know people Little conflict Able to express feelings Recognition in the form of interest in me and my development Not too fast-paced Time to be alone/be quiet/rest ‘Natural’ environments (fresh air, natural light…) Able to interact with people Able to help others with their problems Chances to work with cooperative people Understanding people Beautiful surroundings Able to use my ‘people skills’ often Open, honest, friendly people around me Time to meet my personal objectives and help others meet theirs Able to use my imagination People who ‘look on the bright side’ Being respected and able to respect others

Able to do things on my own

Share tasks with people who really ‘know their stuff’ Able to decide what I do and how I do it Able to problem solve/find solutions Able to get lots of information Like things to be changing/developing Have time to understand the ‘big picture’ Need little structure Need a quiet space (no noise or conversation) where I can work/think Time to think things through completely

Interactions with people who value my advice/ideas People who take things seriously High standards are maintained People who respect my need to work alone Not being made the centre of attention Have a clear vision of where projects are going People who take a logical approach to life Competent people around me Opportunities to improve products/processes

16

Verb Matching Assignment

So far you have completed the following steps in identifying work that fits:

1. You found your Focus statement and used it as a tool to brainstorm work for your Work Wheel.

2. You built 2 Preference Identification Tools. (top line of My People/Data/Things and Filter #1)

3. You used the top line of My People/Data/Things as a tool to save yourself time by narrowing down (pre-screening) the major work categories to look through.

4. Then you searched the categories you had pre-selected, and used your Focus as

a tool to grab work that fits for your Work Wheel. Now your job is to use Filter #1 as a tool to check out each type of work on your Work Wheel to come up with your very best fits (= your #1 fits). To do this you will learn a special kind of matching. The verbs about work (from occupational profiles) Your verbs (from Filter #1) You are ready! You know what a verb is = an action word You have listed your personal verbs on Career Focusing™ Filter #1 My Workstyle™ You know how to find verbs in the occupational profiles

1. Find the occupational profiles at:

2. Print the profile for each occupation and read the work description carefully

3. Highlight or underline the verbs and complete the attached chart to do your matching. Complete one chart for each occupation on your Work Wheel

4. Rate each occupation based on:

the presence of your strong preferences (strengths) the absence of your weak preferences (weaknesses) it’s OK to have some of your neutral skills the possibility of having your environment needs met

1 = good fit

2 = so-so fit 3 = poor fit

17

Verb Matching Worksheet Complete one chart for each occupation on your Work Wheel. Occupation from Work Wheel _______________________________________

Occupational Profile

Type of Match with Career Focusing™ Filter #1

Verbs from profile (list)

Strengths

Weaknesses (list)

Neutral Skills

()

Environment Needs

Not Met (list)

Direct

Match ()

Indirect

Match (list)

Based on the matching you have just done, how do you rate this occupation? Is it … a good fit? = 1 a so-so fit? = 2 a poor fit? = 3

Make more copies as needed

18





Strengths

Weaknesses (list)

Neutral Skills

()

Environment Needs

Not Met (list)

Direct

Match ()

Indirect

Match (list)



19





Strengths

Weaknesses (list)

Neutral Skills

()

Environment Needs

Not Met (list)

Direct

Match ()

Indirect

Match (list)



20





Strengths

Weaknesses (list)

Neutral Skills

()

Environment Needs

Not Met (list)

Direct

Match ()

Indirect

Match (list)



21





Strengths

Weaknesses (list)

Neutral Skills

()

Environment Needs

Not Met (list)

Direct

Match ()

Indirect

Match (list)



22

Verb Matching Worksheet Complete one chart for each occupation on your Work Wheel. Occupation on Work Wheel _______________________________________




Strengths

Weaknesses (list)

Neutral Skills

()

Environment Needs

Not Met (list)

Direct

Match ()

Indirect

Match (list)

Based on the matching you have just done, how do you rate this occupation? Is it …

a good fit? = 1 a so-so fit? = 2 a poor fit? = 3


23

My Double-Good Fits I have used 3 Career Focusing™ tools to identify my double-good fits.

Each kind of work on this page lets me…

My Double-Good Fits (at least 3 of my best fits from my Work Wheel))

Work with what I love Tool = My Focus Work in a way that suits me

Tools = 2 Preference Identification Tools (PITs) = Top line of My People/Data/Things and Career Focusing™ Filter #1 My Workstyle™

1

2

24

Do it in a way that reflects my realities: academic financial personal work (learned) skills

3

25

Post-Secondary Education and Training Options An Overview

College (Community College) • There are many types of programs with different lengths of study required: 1-year

certificate/2-year diploma/3-year diploma/4-year applied degree (bachelor’s degree). • A college year is usually divided into 2 Semesters/Terms: Semester/Term 1 runs from

September to December and Semester/Term 2 runs from January to April. • Internship and co-op available in some programs. • Diploma programs are generally career-focused and teach job-specific, practical skills to

prepare students for employment in a particular occupation. • Learning generally includes some lectures, class discussions, studying textbooks,

presentations, reports, group projects, labs and real-life projects e.g. a fund-raising campaign for a local not-for-profit organization.

• Applied degree programs offer a blend of the practical approach typically taken at a college and the broader theoretical approach typically taken at a university.

• Colleges typically have close relationships with local employers who may help recent

graduates find employment in the area. • Many colleges have transfer agreements with universities that allow students to

complete a college diploma program first and then apply to a university program with some university credits already granted based on the college diploma earned.

Find out more www.nbcc.ca www.nscc.ca www.hollandc.pe.ca

e.g. Early Childhood Education Computer Programming Respiratory Therapy Technology Office Administration Hospitality, Recreation and Tourism

Practical Nursing Media Arts Accounting Correctional Services Pharmacy Technician

e.g. Bachelor of Applied Business in e-Business Bachelor of Applied Technology in Microelectronics Bachelor of Applied Arts in Paralegal Studies

Bachelor of Nursing Bachelor of Applied Arts and Business in Human Services Management Bachelor of Applied Technology in Industrial Design

26

Apprenticeship • A learning partnership between the registered apprentice (the student) and employer

through which the apprentice learns a trade over a 2 to 5-year period. • Apprenticeship consists of mostly on-the-job training plus a number of technical training

periods in a classroom – often at a local community college - but not always. • Registered apprentices get paid as they learn on the job. Their pay increases as their

training progresses. • Most trades involve troubleshooting, problem-solving, and working with your hands. • There are over 200 trades apprenticeship programs available in Canada.

e.g. Baker Embalmer Fabricator/Welder Cook Water Well Driller Industrial Electrician

Partsperson Restoration Stone Mason Heavy Equipment Operator Switchboard Operator Tool and Die Maker Tile Setter

• The provincial/territorial government registers apprentices, monitors training, provides

curriculum for on-the-job and technical training and provides the journeyperson’s certificate. • Graduates receive a journeyperson’s certificate. • All provinces/territories recognize the skills of a trade, but might require additional

assessment of trades-people from out of province. • The training for certain trades is recognized across Canada. Successful candidates in those

trades receive a Red Seal on their journeyperson’s certificate which means that they are qualified to work in any province or territory in Canada.

Find out more www.apprenticetrades.ca www.careersintrades.ca www.gnb.ca/0381/index-e.asp www.red-seal.ca

27

University

• Typically programs are 4 years long and lead to a bachelor’s degree (undergraduate degree) e.g. BA (Bachelor of Arts), BSc (Bachelor of Science).

• A university year is usually divided into 2 Semesters/Terms: Semester/Term 1 runs from September to December and Semester/Term 2 runs from January to April.

• The type of degree earned for similar programs varies from university to university e.g. a finance and administration program could lead to a B.Com (Bachelor of Commerce) or a BBA (Bachelor of Business Administration) depending on the university attended.

• Internship and co-op are available in some programs. • Focus is typically on widely applied skills such as researching, writing and critical

thinking requiring lots of reading, creative problem solving and independent studying. • Methods of learning include: research papers and essays in classes such as philosophy or

history; group project case studies in classes such as international finance or marketing; labs in classes such as anatomy, geology, Latin or music; lab experiments in classes such as organic chemistry or microbiology.

• Some programs are very specialized (mechanical engineering, occupational therapy) while others are broad (interdisciplinary studies, international development).

• Universities group their programs into different faculties with their respective departments, schools and centres. These groupings vary from university to university e.g. at one university:

Faculty of Arts, Faculty of Science, Faculty of Business, Faculty of Education… Faculty of Arts: Department of Spanish Faculty of Science: Department of Chemistry Faculty of Agriculture: School of Environment Faculty of Arts: Centre for Peace and Conflict Studies

• There are lots of program choices, but not always choices within a specific program (civil engineering would typically have a structured sequence of courses with minimal optional course choices from other areas of study).

• Some types of work require a specific university degree – a “professional degree” (e.g. dentist, teacher, engineer, architect).

• A bachelor’s degree is a necessary first step towards gaining admission to more specialized fields such as medicine or law.

• Sometimes students are required to complete at least one year of university study before applying to a certain program e.g. physical therapy.

Find out more http://www.unb.ca/aarao/aaraodirectory.cgi

28

Career College/Private Vocational Institutions

• Career colleges are privately owned and run as small businesses. • They offer highly specialized, short, job-oriented, training programs – usually focusing on a

single skill set.

e.g. Computer Skills Office Skills Pilot Bus Driver

Hair Stylist Truck Driver Massage Therapist Sound and Video Recording

• Admission requirements are flexible and vary from institution to institution depending

on the program. Most programs require high school graduation. • Successful students generally receive a certificate or a diploma. • In a few cases a degree is possible e.g. at the DeVry Institute of Technology in Calgary • Programs vary widely in length – from 3 weeks to 2 years (degree programs longer). • Some programs are very flexible so that students can enter a program at their own

convenience. • Many programs run year round (no summer break) allowing students to finish quickly. • Classes vary in size and tend to be smaller than community colleges or universities. • Costs vary widely depending on length and type of program. • All career colleges are registered with the provincial governments. • Students considering programs from a career college should contact the provincial

department responsible for registering/regulating the institution to ensure that it meets the provincial requirements.

Find out more http://www.nacc.ca/aanewbrusnwick.shtml http://www.gnb.ca/0368/index-e.asp Check the Yellow Pages under Schools – Technical and Trade or Computer Training

29

Ways to Prepare/Qualify For This Work Researching Post-Secondary Options

1. Occupation:

2. Pathway Options: I could take programs that would prepare/qualify me for this work by going to…

college on-the-job training apprenticeship university career college

3. Program Information/Academic Admission Requirements

Name of Program 1: Program 1 offered at: Length of Program: Credential earned: diploma degree certificate Academic Admission Requirements:


4. Non-Academic Admission Requirements


30

HP

Cross-Out


1. Occupation:








31


1. Occupation:








32


1. Occupation:








33


1. Occupation:








34


1. Occupation:








35


1. Occupation:








36

Career Focusing™ Filter #2 My Academic Realities

What could stop or slow me down in getting to my double-good fit work options?

1. List the courses/marks you have already

earned. 2. Check back to the pages where you did

the research on admission requirements. 3. Compare what you are on track to get with

what you need for grades 11/12. 4. Are there any GAPS?

Completed

Courses

C R.

M A R K

Completed

Courses

C R.

M A R K

Gaps

(Courses/Marks Needed)

1

10

2

11

3

12

4

Courses Currently Taking

5

1

6

2

7

3

8

4

9

5

DECISION TIME!

Would you need to shift/change/add courses in order to get into certain post-secondary programs? What work and related education options will you put

on your triple-good fit list (next page)?

Academic Realities

Grade 9 and 10 courses prepare me for courses in grades 11 and 12

that then qualify me for the post-secondary education/training programs I need in order to get to

the work listed on My Double-Good Fit Work Options. Am I ready for grades 11/12?

37

My Triple-Good Fits

The work and learning options that have survived all the matching I have done using 4 Career Focusing™ tools.

They are a triple-good fit for me because they let me…

Work Options

Related Learning Options = Learning Options I Am Still Considering

1.

2.

3.

College On-the-Job Training University Apprenticeship Career College



Work with and learn about what I love Tool = My Focus

Work and learn in a way that suits me Tools = 2 Preference Identification Tools (PITs) =

Top line of My People/Data/Things and Career Focusing™ Filter #1 My Workstyle™

1

2

Work and learn in a way that reflects my realities Tool = Career Focusing™ Filter #2: My Academic Realities

3

38

Make My Plans for Grades 11 and 12

39

Grade 11 and 12 Course Selections Getting Into My Learning Options

These are the courses I will take in order to meet the requirements of the post-secondary program(s) that could prepare or qualify me for: Triple-Good Fit Work Option #1 _________________________________________

Other Courses or Training Offered Outside School

Name of Course Take It Where? When? Example: First Aid St John Ambulance – June 20__

Grade 11

Course Name

Cr. Mark

Grade 12

Course Name Cr. Mark

1

1

2

2

3

3

4

4

5

5

6

6

7

7

8

8

9

9

40





Grade 11

Course Name

Cr. Mark

Grade 12


1

1

2

2

3

3

4

4

5

5

6

6

7

7

8

8

9

9

41





Grade 11

Course Name

Cr. Mark

Grade 12


1

1

2

2

3

3

4

4

5

5

6

6

7

7

8

8

9

9

42

These are the courses I will take in order to meet the requirements of all the post-secondary programs that could prepare or qualify me for my triple-good fit work options.


Name of Course Take It Where? When?

Example: First Aid St John Ambulance – June 20__

Grade 11

Course Name

Cr. Mark

Grade 12


1

1

2

2

3

3

4

4

5

5

6

6

7

7

8

8

9

9

My Academic Master Plan

Grade 11 and 12 Course Selections

43

Developing My Neutral Skills Skills That Will Make Me More Employable

Find the neutral skills related to your triple-good fit work by going back to the

occupational profiles you worked with to do your verb matching.

Triple-Good Fit Work

Related Neutral Skills

44

My Skills Development Plan

Skills I Have a Strong Preference

For

Opportunities to Enrich Them In School

Opportunities to Enrich Them Out of School

Skills I Have a Neutral

Preference For

Opportunities to

Develop Them In School

Opportunities to

Develop Them Out of School

Skills I Have a Weak Preference For

Opportunities to

Manage Them In School

Opportunities to

Manage Them Out of School

45

My Skills Development Plan

Skills I Have a Strong

Preference For

Opportunities to Enrich Them In School

Opportunities to Enrich Them Out of School

Constructing Problem Solving Teaching

Build sets for annual play Help my friend do better in English class

Work with habitat for humanity to build a house Get summer camp counsellor job

Skills I Have a Neutral

Preference For

Opportunities to

Develop Them In School

Opportunities to

Develop Them Out of School

Planning Designing

Volunteer for United Way fund raising program

Help with student year book

Help design sets for play

Volunteer to design window displays at mother’s store Get uncle to teach me to read blueprints of houses

Skills I Have a Weak Preference

For

Opportunities to

Manage Them In School

Opportunities to

Manage Them Out of School

Public Speaking

Practise oral presentations with my friends first

Ask teacher if I can do it in front of a small group instead of the whole class

I’ll write the speech and stand there, but I’ll get my brother to read it at my uncle’s wedding

Jordan

46

Share My Plans for Grades 11 and 12

My Plans

47

Career Focusing™ Presentation Portfolio Assignment

At the end of the Career and Life Management course you will create and present a Presentation Portfolio based on the work you have done over the past weeks. A portfolio is a collection of materials related to a theme. In this case, the theme is My Future, My Way™. Your main job is to present your draft plans (with support materials) for reaching at least 3 different future work options. Plan to KEEP YOUR PORTFOLIO at the end of the course – you’ll need it in the future.

The contents of the Portfolio should be: • well researched with sources given • complete The presentation of the Portfolio should be: • error free (spelling, grammar, punctuation…) • visually appealing (design elements) • easy to use i.e. easy to find and read information (organized, title page, table of contents,

pages numbered, headings, titles, white space, point form where appropriate, bullets…)

• identify each occupation/type of work • explain what a person in this occupation might DO as part of their job (remember to use

the verbs) • record where you got your information about each occupation • use Filter # 1 to explain in detail why each occupation suits you so well. Remember to talk

about your focus, your strengths, your weaknesses and your environment needs (optional: your Smarts).

• for each occupation identify post-secondary education program(s) / on-the-job training that could qualify or prepare you to do that work. Give information about:

1) name and location of program / training 2) entry requirements for the program (marks and other entry requirements

such as an interview or special testing) 3) any other information you consider important

Contents - 5 Sections

Section 2: Work that Fits (Triple-Good Fit Work) and Related Learning that Fits Give information about at least 3 occupations and your draft plans for getting there.

Section 1: Introduction Explain workbook page 4 in your own words. Include

a. why it is important for you to be able to make good plans for work, learning and life b. your explanation of how you know when work is a good fit

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• show 3 draft plans (courses you should take) for grades 11 and 12 - 1 plan for each of your occupational choices

• identify possible roadblocks to carrying out each plan and explain how you might overcome these roadblocks

Include a copy of your completed My Skills Development Plan from your workbook

• Your Focused Résumé needs to be included as part of the Portfolio • Your Focused Résumé should be completed to a Level 3 or 4 standard

Write 5 paragraphs (introduction, at least 3 paragraphs explaining your viewpoint, conclusions) on the following topic:

All students could benefit from the Career Focusing™ process. Agree or Disagree

The Portfolio will be assessed/evaluated in the following ways:

1. The teacher • will conduct an interview with each student using the rubric provided • review the contents of each portfolio using the rubric provided

2. Another adult (preferably parent /guardian/ significant adult) will:

• participate in an interview with the student • review the contents of the portfolio and provide feedback to the teacher

Portfolio 20% Interview 10% _____________ Total: 30% + term work 70% = Final Report Card Mark

Section 4: Focused

Section 5:

Section 3: My Skills Development Plan

Evaluation Suggestion or as determined by the school

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Portfolio Checklist - Is My Portfolio Ready To Hand In?

CONTENTS (5 Sections)

Complete

when you are finished each section

Name of occupation (this is the BIG heading)

Source listed for each occupation description (where did you get the information?)

Explanation of what someone does in each occupation – verbs (make it easy to read - use bullets to give each point/maybe highlight each verb)

Explanation of why each occupation suits you. You have to get out Career Focusing™ Filter #1 and show:

how the verbs you just listed match your own strengths how well you can avoid your weaknesses how you can meet your environment needs

Information regarding post-secondary programs / training

name of program location length entry requirements type of degree/diploma/certificate/certification you will earn possible starting dates other information you think is useful

Draft courses for grades 11 and 12

Possible roadblocks identified and plans for overcoming these roadblocks

Occupation #1 Occupation #2 Occupation #3

Complete Complete Complete

PRESENTATION

organized - title page, table of contents, pages numbered, headings, titles…

error free

visually appealing/easy to read - (lots of headings, use bullets and point form where possible)

Yes Yes Yes

Section 2 - Work that Fits and Related Learning

Section 4 - Focused Résumé

Section 5 - Reflection

Section 3 - My Skills Development Plan

Section 1 - Introduction

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Focusing My Future My Way™ - Portfolio Rubric

Category

Level 1 12 - 13

Level 2 14 - 15

Level 3 16 – 17

Level 4 18 - 20

Knowledge / Understanding 1. Knowledge of Facts • types of programs that would prepare /

qualify student for each work option • admission requirements • other key information

Demonstrates limited knowledge of facts

Demonstrates some knowledge of facts

Demonstrates considerable knowledge of facts

Demonstrates thorough knowledge of facts

Thinking / Inquiry 1. Inquiry Skills • selects resources • analyses / interprets information • forms conclusions • makes plans

Uses few of these skills and/or applies them in a limited way

Uses some of these skills and/or applies them with moderate effectiveness

Uses most of these skills and/or applies them with considerable effectiveness

Uses all of these skills and/or applies them with a high degree of effectiveness

Communication 1. Communication of Information

and Ideas (consider…methods of organization such as title page, table of contents, pages numbered, headings, titles, point form where appropriate, bullets…)

Communicates information and ideas with limited clarity

Communicates information and ideas with some clarity

Communicates information and ideas with considerable clarity

Communicates information and ideas with a high degree of clarity and with confidence

2. Use of Language (consider…spelling, grammar, mechanics, usage)

Uses language with limited accuracy and effectiveness

Uses language with some accuracy and effectiveness

Uses language with considerable accuracy and effectiveness

Uses language with a high degree of accuracy and effectiveness

Application 1. Application of Personal

Management Skills (consider… knowing what’s going on, setting timelines and meeting deadlines)

Uses personal management skills with limited effectiveness

Uses personal management skills with some effectiveness

Uses personal management skills with considerable effectiveness

Uses personal management skills with a high degree of effectiveness

2. Application of Current

Technology (consider…the Internet – give your sources -and desktop publishing – presentation of portfolio)

Uses technology with limited appropriateness and effectiveness

Uses technology with moderate appropriateness and effectiveness

Uses technology with considerable appropriateness and effectiveness

Uses technology with a high degree of appropriateness and effectiveness

3. Making Connections Between

Personal Experience and the World Outside School

(consider… your overall plans that could take you from grade 10 to work that really suits you … your reflection on the value of the Personal Development and Career Planning course)

Makes connections with limited effectiveness

Makes connections with moderate effectiveness

Makes connections with considerable effectiveness

Makes connections with a high degree of effectiveness

53

Dear Parent/Guardian/Significant Adult: As you are aware, your student is presently enrolled in the grade 10 Personal Development and Career Planning course. Students in this course learn a career decision-making process called Career Focusing™. Through Career Focusing™ students: • explore what’s out there in the world of work • learn how to decide what types of work would truly suit them • learn how to pick the types of future education or training that would work best for them • make draft plans for the next two years based on what they have learned in Personal

Development and Career Planning At the end of the Personal Development and Career Planning course, each student will create and share a Presentation Portfolio – Focusing My Future My Way™. Your student’s portfolio should consist of 5 parts:

1. Their explanation about working, learning and living in a way that fits them, how they can tell if work is a good fit, and why it is so important to be able to make good plans for future learning and work.

2. A selection of at least 3 different work options along with an explanation of why each one can be described as work that fits me PLUS draft plans for acquiring the post-secondary education or training required to prepare or qualify for each chosen occupation.

3. A Skills Development Plan 4. A Résumé 5. Their thoughts about the Personal Development and Career Planning course

As part of their portfolio assessment students must participate in an interview with the teacher and another adult – hopefully you. Your student will be asking for about 15 minutes of your time to review their Presentation Portfolio and discuss its contents. We feel sure you will enjoy the experience. As part of that interview, your student will be asking you to complete Please Tell Us… This is a chance for you to give us feedback about the interview experience and the Personal Development and Career Planning course. Thank you for your support. Sincerely

55

Interview Planning Parent/Guardian/Significant Adult Date: Time: Location: Bring: The Interview

After the Interview

Teacher Date: Time: Location: Bring:

Hand In To When?

57

Focusing My Future My Way™ - Interview Rubric

Category

Level 1 6 – 6.5

Level 2 7 – 7.5

Level 3

8 - 9

Level 4

9 - 10 Knowledge/Understanding 1. Knowledge of Facts … related to career plans

Presents very little information about selected post-secondary programs, entry requirements…

Presents some information about selected post-secondary programs, entry requirements…

Presents detailed up-to-date, complete information about selected post-secondary programs, entry requirements…

Presents and evaluates detailed, up-to-date, complete and accurate information about several post-secondary programs, their entry requirements…

2. Understanding of Concepts … the process of career planning

Demonstrates some understanding of how certain elements of the career planning process work

Demonstrates a working understanding of how the career planning process works

Clearly explains and/or demonstrates the stages and significance of effective career planning

Explains and/or reflects on, clearly and in detail the stages and significance of effective career planning

Communication Communication of Information, Ideas and Experiences

Can discuss some components of the PDCP course and My Future My Way with ongoing prompting

Discusses some components of the PDCP course and My Future My Way with some prompting

Requires little prompting to communicate clearly and effectively about many components of the PDCP course and My Future My Way

Takes the lead in the interview and communicates clearly, confidently and fully about all components of the PDCP course and My Future My Way

Application 1. Application of Skills In Familiar Contexts … personal management skills

Needs some assistance in getting organized and under way. Brings some support materials. Needs considerable assistance with explaining and returning parent/guardian/significant adult forms

Arrives on time for interview, knows what is supposed to happen and brings necessary materials. Needs some assistance with explaining and returning parent/guardian/significant adult forms

Arrives on time for interview, has all necessary materials, knows what is supposed to happen and gets under way in good time. Assists with explaining and returning parent/guardian/significant adult forms as required.

Arrives early for interview, has all necessary materials, and gets under way graciously and promptly. Ensures that all parent/guardian/significant adult forms are explained, completed and returned as required.

2. Making Connections … …between activities in the Personal Development and Career Planning (PDCP) course and draft plans for the future

Needs considerable prompting to explain how PDCP has helped in development of draft plans for courses next year and after high school

Explains with some prompting how PDCP has helped in development of draft plans for courses next year and after high school

Freely explains how PDCP has helped in development of draft plans for courses next year and after high school

Explains fully and clearly how PDCP has resulted in development of draft plans for courses next year and after high school

Student __________________________ Interviewed by ___________________________________

59

Please Tell Us... Parent/Guardian/Significant Adult Feedback

What are 3 important things you found out during the interview with your student? How has this been helpful to your student? To you? What would you like to see your student do next? Overall impression of the grade 10 Personal Development and Career Planning

program, including the Career Focusing™ process, in helping your student make a good plan for next year. (circle) 10 = top marks 1 2 3 4 5 6 7 8 9 10 Questions/Comments

Thanks for your input.

61

New Brunswick Graduation Requirements

Grades 9/10

Requirements of the 9/10 program

Grades 11/12

7 Compulsory Credits English (2 credits) 111, 112 or 113

English (1 credit) 121, 122 or 123

Math (1 credit) 111, 112 - Geometry & Applications or Math 113 - Applications in Math

Science (1 credit) Physics, Biology, Chemistry, Environmental Science, Robotics & Automated Tech. 120, Micro Electronics 120, Intro Electronics 110, Physical Geography 110 or Auto Electrical Systems 120

History 111,112,113 or FI History 110 (1 credit)

Fine Arts/Life Role Development (1 credit) Visual Arts 110/120, Fine Arts 110, Family Living 120, Reading Tutor 120, Music 111/112/122/120, Entrepreneurship 110, Co-op 120, Graphic Arts 110, Outdoor Pursuits 110, Theatre Arts 120, Health & Phys. Ed. 120 or Career Exploration 110

PLUS 10 Elective Credits

13 8

14 9

15 10

16 11

17 12

*17 credits are required for graduation… including 5 grade 12 credits

18 19

20 PLUS Grade 9 English Language Proficiency Assessment

63

My Success Strategy for Work, Learning and Life

Whenever I get to choose, this is how I prefer to live my life

Enrich My Strong Preferences (Strengths)

These are skills that are so easy for me to use it’s like breathing. They are my greatest assets.

I want to use them as much as possible at school and out of school so I get even better at them. Develop My Neutral Preferences

These are my so-so skills. They are OK sometimes, but other times I don’t enjoy them as much. It depends on the situation.

I need to find places to develop some of these skills in order to expand my skill base so I can become as employable as possible. Manage My Weak Preferences (Weaknesses)

These are the skills I really don’t like using even if I have learned to be good at them.

I know I will have to use them sometimes. I need to find ways to manage them, and whenever possible, be sure that the work, learning and life activities I choose don’t require me to use them very much or for very long.

©Jobmatics 2013

S C H O O L

Use Career Focusing™ tools, skills and strategies to plan for work, learning and life

Look forward Plan backward Put your plan into action

Work that fits ...

Work that fits ...

Work that fits ...

Work that fits ...

Work that fits ...

On-the-Job Training

Apprenticeship

College

University

Career College

7

8

9

10

11

12

©Jobmatics 2013

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