Career Assimilation Unit. Introduction to the Career Development Units ï¯ These four units were created in conjunction with the Bolin's (1996) four stages

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  • Career Assimilation Unit
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  • Introduction to the Career Development Units These four units were created in conjunction with the Bolin's (1996) four stages of career development. Each unit addresses one of these stages to help teachers develop and implement a quality career development program, in the classroom and beyond. Career Awareness Career Exploration Career Preparation Career Assimilation
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  • Intro to the Career Development Series Exposure to why people need to and want to work; contributions to lifestyle and life choices Exposure to a wide range of careers and jobs across the OOH 10 career categories Exposure to work expectations, education/training and skill requirements, and social/communication skills Career Awareness Career Exploration Career Preparation Career Assimilation
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  • Intro to the Career Development Series Job shadowing and trial work experiences to narrow choices from 4 to 1-2 Matching career requirements with personal abilities, skills, aptitudes, and preferred lifestyle; assessing careers for best-match Developing plan to meet requirements and achieve best match career; continuing and extended work experience to ensure best match reflects stable interests and skills Career Awareness Career Exploration Career Development Career Assimilation
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  • Intro to the Career Development Series Narrowing and confirmation of one career field; may still explore a range of positions in this field Increasing work experience opportunities to prepare for full-time work in the community; involvement in vocational rehabilitation services as needed Interview and job seeking skills for work experience positions; use of job maintenance skills social/communication skills to keep ones position; identification of potential career advancement self-advocacy opportunities Career Awareness Career Exploration Career Preparation Career Assimilation
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  • Intro to the Career Development Series Implementation of job seeking, interviewing, and related skills to locate and obtain a job of choice, in location of choice Ongoing match of work conditions and environment with personal lifestyle preferences and needs; use of problem- solving skills and employment resources (including vocational rehabilitation) if needed Participation in work culture and employee activities, on and off-the-job to support satisfaction between career and worker Career Awareness Career Exploration Career Development Career Assimilation
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  • About This Unit: This Career Assimilation Unit will be the last of the four units. It is geared toward high school or the postsecondary years depending on the student goals and focuses on work experience in preferred careers. Students will be exposed to real life situations regarding: Labor union participation Communicating with co-workers through formal and informal modalities Awareness of legal rights and how to develop self-advocacy skills in the workplace Work culture Creating a portfolio
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  • Key Learnings (A synthesis of Career Assimilation goals.) Maintaining a job by meeting job requirements and meeting personal needs and preferences (Minn Work Adjustment Theory: job satisfaction and job satisfactoriness) Adjusting to the work culture, work expectations and conditions, and changes over time Problem solving, OJT, use of employment resources, participation in work-related activities Meeting personal needs and preferences through work, and adjusting as these change over time Problem solving, use of community and personal resources
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  • Teachers Section: Using the three stages of Understanding by Design Stage ONE: * Identify external standards and overall unit goals that are relevant to the students strengths and needs * Incorporate these standards and goals to create relevant, authentic questions that hook students and address and key misunderstandings Stage TWO: * Develop assessments that demonstrate thorough unit learning by the six facets of understanding Stage THREE: * Develop learning activities that develop the knowledge and skills needed to successfully complete the assessment and demonstrate thorough unit understanding
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  • Stage ONE: Applying Content Standards to the Unit: Ohio Department of Education High School Standards Language Arts- Write reflective compositions Write functional documents (e.g., requests for information, resumes, letters of complaint. memos, proposals). Write informational essays or reports, including research. Deliver persuasive presentations. Demonstrate understanding of the grammatical conventions of the English language.
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  • Content Standards Continued Mathematics Provide examples and explain how a statistic may or may not be an attribute of the entire population; e.g., bias. Evaluate different graphical representations to determine which is the most appropriate Science Describe examples of scientific advances and emerging technologies and how they may impact society.
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  • Content Standards Continued Social Studies- Work in groups to analyze an issue and make decisions. Apply the processes of persuasion, compromise and negotiation to the resolution of conflicts and differences. Build consensus within a group. Analyze the reasons for the rise and growth of labor organizations in the United States Analyze instances in which the rights of individuals were restricted
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  • Unit Questions These questions are the result of the standards and the description of student needs. How do job requirements and personal need coincide? How will changes in the work environment affect personal life? In what ways can I maintain job satisfaction? How can I become a self-advocate for myself in future workplaces? Am I aware of the differences between formal and informal communication? What technology is available to promote my success in the workplace?
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  • Stage TWO: Understanding By Designs Six Facets of Understanding (Wiggins & McTighe, 1998) Facet Activity Performance/ Criteria Facet 1: Explanation Sophisticated explanations and theories 1. Describe work culture or work specific beliefs and practices, both formal and informal, that vary between positions or careers. Include examples of formal (or stated) policy and how this is interpreted on a daily basis, and the degree and manner to which these are enforced. 2. Describe a problem solving process and each of the steps. 1. Contrasts at least two positions or career categories with at least three examples each of formal and informal differences (e.g. attire, interaction style, schedule, breaks, on and off-site activities, etc). 2. Each of the steps are well defined and follow an example problem so that others understand the process.
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  • Facets Continued FacetActivity Performance/ Criteria Facet 2: Interpretation Interpretations, narratives, and translations 1. Describe why it is important for workers to fit in to the work culture and how this contributes to longevity (meeting work expectations) and ones own job satisfaction. 2. Describe why it is important to use a problem solving process in work situations. 1. Provides a clear and complete example or story of how fitting in helps both with meeting job expectations, and feeling satisfied by work with both elements present and with 80% of details complete. 2. Provides an example of a work-focused situation and how each step would be utilized in resolving the issue.
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  • Facets Continued Facet Activity Performance/ Criteria Facet 3: Application Use knowledge in new situations and contexts Identifies a problem faced on the job and uses the 5- step process to solve the problem and then evaluates the outcome, and identifies other resources to help. Demonstrates ability to use all 5 steps, with teacher assistance only to refine and to give feedback on evaluation of solution; finds at least 2 potential resources (service agencies or individuals) who could help.
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  • Facets Continued Facet Activity Performance/ Criteria Facet 4: Perspective Critical and insightful points of view 1. Problem Solving: Apply the processes of persuasion compromise or negotiation to the resolution of conflicts and differences. 2. Work culture: students interview family members about different behaviors and values that represent the work culture of their job. 1. Students will be evaluated on their ability to accurately identify steps of persuasion, compromise, and negotiation. 2. Students will present at least one thing about work culture that they have learned from each family member and give their perspective on each.
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  • Facets Continued Facet Activity Performance/ Criteria Facet 5: Empathy Ability to get inside another persons feelings The students will collect and make representations of statistical data of employability rates of deaf people in certain job/career positions. Students will infer how employees may feel based on the data found. The student provides insights that could only be ascertained by understanding what another person is feeling.
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  • Facets Continued Facet Activity Performance / Criteria Facet 6: Self- knowledge To know ones ignorance, prejudice, and understanding The student will be able to identify their ignorance, prejudice, and understand through daily reflections of various work cultures introduced to the student through field