Career Conception Paper
In the first 60 days:
1. This is where we make our first attempt to connect with the students.
2. Coordinate with the student and any local support to help them stay in the program and also finish strong. For example, they may be getting evicted from their housing; this is an opportunity for us to assist with other housing, especially since career transitioning isn’t as strong to happen w/o a stable home life.
3. This is where we introduce Work based learning. Their absences are excused by their instructor in the event their resume is strong enough to support working a few days in the field. It’s not a good idea to attach them too early in employment because they will find a way to quit their training if they have a new found job. (This is only if they haven’t had a job previously.)
4. This is where we introduce employability, …show more content…
personal responsibility, and information technology.
5. They are given as many career development skills up front in what an employer expects from them so they can transition into a career upon graduation.
6. There is a variety of assessment offered during this time, i.e., interest, values and of course personality. They measure students’ personal characteristics. There is no right or wrong answer – which is why students love to take them because they can be themselves, hopefully. They help the student make the most of informed choices regarding their personal career paths.
7. Interest Inventory – this helps to identify the students’ personal interest, especially those interests related to the world of work. Students identify occupations they may want to pursue from their training.
8. Work Values – What is valued in a job? Is it what you achieve? Is it power? Or is it affiliation? Students get excited when they can identify job/careers/employers they find satisfaction based on the similarities between their values and the characteristics required to be successful.
9. Personality – measures a students’ style in how they will deal with tasks, data, and other people. Personalities can be well suited for jobs and some personalities cannot. For example, if I am outgoing; I will work well with other people. If not, one would prefer to pursue jobs working alone.
10. Holland’s six personality types: Realistic, investigative, Artistic, Social, Enterprising, and Conventional. Environments such as: School and Work are a combination of all six personality types. Students who pursue a job in line with their personality type tend to be very successful.
11. Realistic personality – Likes to work with tools and machines.
12. Investigative – Likes to work in fields that include science and math.
13. Artistic – Likes to work in a creative and free thinking.
14. Social – Likes to work in a teaching, informing, helping others environment.
15. Enterprising – Likes to lead and influence others. Does well in management roles and/or sales.
16.
Conventional – Prefers jobs that allow them to be responsible, dependable, and detailed. Prefers occupations that have to do with record keeping, computation, typing, or computers.
Career Development usually happens throughout their training: Career Concepts
1. Dealing with change
2. Understanding Workplace environment or an environment that is best for them based on their personality;
3. Meeting new people: what’s appropriate to talk about on the job as a new employee and what’s not?
4. How to prepare for the workforce, how to conduct an effective job search, how to successfully market their skills and talents, and how to identify a plan to meet their basic needs.
5. Career Planning is an event that starts in the enrollment process and continues throughout their training.
6. In the admissions stage a prospective student will discuss their long-term goals and identify the individual skills needed to secure their goals going forward.
7. Depending on the length of each training, the student (s) will discuss with the Career Services team a plan to improve (if needed) their individual personal financial management
skills.
8. At about 70% complete with their training the student will again meet with the Career Services to reinforce learning skills such as Labor Market Information, Completing Applications Appropriately, Writing Effective Cover Letters and Resumes, and furthering developing interview skills (mock interviews – while being taped on a camcorder) this is so the student can really see their own need for improvement.
9. Another function (I would like to be a part of) is working with those students who are at risk of leaving or quitting their training. This is an opportunity for us to explain to them how hard it is in the workforce with no additional training.
10. 60-90 days prior to a student’s training is to end they will again meet with the Career Services team to emphasize the following workforce attachment skills: Job success, job retention, workers’ rights and responsibilities. This stage is when a student is expected to use the career transition skills provided to them to secure a job in their field, prior to graduation.
1. This is where we make our first attempt to connect with the students.
2. Coordinate with the student and any local support to help them stay in the program and also finish strong. For example, they may be getting evicted from their housing; this is an opportunity for us to assist with other housing, especially since career transitioning isn’t as strong to happen w/o a stable home life.
3. This is where we introduce Work based learning. Their absences are excused by their instructor in the event their resume is strong enough to support working a few days in the field. It’s not a good idea to attach them too early in employment because they will find a way to quit their training if they have a new found job. (This is only if they haven’t had a job previously.)
4. This is where we introduce employability, …show more content…
personal responsibility, and information technology.
5. They are given as many career development skills up front in what an employer expects from them so they can transition into a career upon graduation.
6. There is a variety of assessment offered during this time, i.e., interest, values and of course personality. They measure students’ personal characteristics. There is no right or wrong answer – which is why students love to take them because they can be themselves, hopefully. They help the student make the most of informed choices regarding their personal career paths.
7. Interest Inventory – this helps to identify the students’ personal interest, especially those interests related to the world of work. Students identify occupations they may want to pursue from their training.
8. Work Values – What is valued in a job? Is it what you achieve? Is it power? Or is it affiliation? Students get excited when they can identify job/careers/employers they find satisfaction based on the similarities between their values and the characteristics required to be successful.
9. Personality – measures a students’ style in how they will deal with tasks, data, and other people. Personalities can be well suited for jobs and some personalities cannot. For example, if I am outgoing; I will work well with other people. If not, one would prefer to pursue jobs working alone.
10. Holland’s six personality types: Realistic, investigative, Artistic, Social, Enterprising, and Conventional. Environments such as: School and Work are a combination of all six personality types. Students who pursue a job in line with their personality type tend to be very successful.
11. Realistic personality – Likes to work with tools and machines.
12. Investigative – Likes to work in fields that include science and math.
13. Artistic – Likes to work in a creative and free thinking.
14. Social – Likes to work in a teaching, informing, helping others environment.
15. Enterprising – Likes to lead and influence others. Does well in management roles and/or sales.
16.
Conventional – Prefers jobs that allow them to be responsible, dependable, and detailed. Prefers occupations that have to do with record keeping, computation, typing, or computers.
Career Development usually happens throughout their training: Career Concepts
1. Dealing with change
2. Understanding Workplace environment or an environment that is best for them based on their personality;
3. Meeting new people: what’s appropriate to talk about on the job as a new employee and what’s not?
4. How to prepare for the workforce, how to conduct an effective job search, how to successfully market their skills and talents, and how to identify a plan to meet their basic needs.
5. Career Planning is an event that starts in the enrollment process and continues throughout their training.
6. In the admissions stage a prospective student will discuss their long-term goals and identify the individual skills needed to secure their goals going forward.
7. Depending on the length of each training, the student (s) will discuss with the Career Services team a plan to improve (if needed) their individual personal financial management
skills.
8. At about 70% complete with their training the student will again meet with the Career Services to reinforce learning skills such as Labor Market Information, Completing Applications Appropriately, Writing Effective Cover Letters and Resumes, and furthering developing interview skills (mock interviews – while being taped on a camcorder) this is so the student can really see their own need for improvement.
9. Another function (I would like to be a part of) is working with those students who are at risk of leaving or quitting their training. This is an opportunity for us to explain to them how hard it is in the workforce with no additional training.
10. 60-90 days prior to a student’s training is to end they will again meet with the Career Services team to emphasize the following workforce attachment skills: Job success, job retention, workers’ rights and responsibilities. This stage is when a student is expected to use the career transition skills provided to them to secure a job in their field, prior to graduation.