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Blueprint for Life/Work Designs

Blueprint for Life/Work Designs. www.blueprint4life.ca 1-888-533-5683. Origins of the Blueprint. America’s Career Resource Network (ACRN) 1988-2002 National Life/Work Centre Human Resources Development Canada (HRDC) Canada Career Information Partnership (CCIP)

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Blueprint for Life/Work Designs

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  1. Blueprint for Life/Work Designs www.blueprint4life.ca 1-888-533-5683

  2. Origins of the Blueprint • America’s Career Resource Network (ACRN) 1988-2002 • National Life/Work Centre • Human Resources Development Canada (HRDC) • Canada Career Information Partnership (CCIP) • National Blueprint Advisory Group 1998-2002

  3. What is the Blueprint for Life/Work Designs? The Blueprint is a national framework of competencies individuals need to effectively and proactively build their lives and careers. The concept “life/work designs” suggests that: • life and work, though at times distinct, are not separate; • life and work are best “designed” in harmony; and • life/work can be “designed” (recognizing that not all designs reach full fruition) and continuously re-designed.

  4. Why do we need a Blueprint? To help make career development intentional • When intentional, career development is about actively creating the life one wants to live and the work one wants to do. • When unintentional career development occurs anyway—none of us can avoid learning, experiencing, living, working and changing!

  5. Why do we need a Blueprint? The Blueprint provides both the architecture andthe conceptual organizer for all career-relevant activity in Canada. It is the stadium, field and bases for the ballgame that career practitioners play. Without the Blueprint, the integration, coordination and tracking of career development across the lifespan will return to what it was - and that isn't good enough in the modern world. Dr. Bruce Cassie, OISE

  6. What’s the connection between the Blueprint and the Canadian Standards and Guidelines? The Canadian Standards and Guidelines for Career Development Practitioners is a parallel initiative • Both frameworks use competencies as the foundation in mapping out outcomes from services or professionals. • The Canadian Standards and Guidelines maps out competencies expected from a qualified career development practitioner while the Blueprint focuses on competencies people can expect to learn from career development services.

  7. Focuses on what the practitioner needs in order to help people achieve personal CD outcomes Applies to practitioner preparation & training Focuses on knowledge, skills and attitudes needed by professionals to deliver Blueprint outcomes Focuses on the outcomes of quality service from CD services & products Applies to different levels and age ranges, i.e. elementary through to adulthood Assists with implementation of services by focusing on outcomes expected from CD services or products Comparisons CSGCDP Blueprint

  8. Objectives of the Blueprint 1. To describe the career development competencies and indicators needed by Canadians throughout their lives - using common career development “language” across Canada

  9. Objectives of the Blueprint 2. To support the development (or redesign) and implementation of effective, comprehensive and accountable career development programs and services in: • K-12 schools • post-secondary institutions • community organizations • business organizations • government organizations

  10. Overview of the Blueprint Framework • 11 COMPETENCIES organized into 3 Blueprint AREAS: • A. Personal Management • B. Learning and Work Exploration • C. Life/Work Building

  11. The 11 BlueprintCompetencies A. Personal Management 1 Build and maintain a positive self-concept; 2 Interact positively and effectively with others; 3 Change and grow throughout one’s life.

  12. The 11 BlueprintCompetencies B. Learning and Work Exploration 4 Participate in lifelong learning supportive of life-work goals 5 Locate and effectively use life-work information 6 Understand the relationship between work and society/economy

  13. The 11 BlueprintCompetencies C. Life/Work Building 7 Secure/create and maintain work 8 Make life/work enhancing decisions 9 Maintain balanced life and work roles 10 Understand the changing nature of life work roles 11 Understand, engage in and manage one’s own career building process

  14. Developmental Overview Four LEVELS in Blueprint Framework • Level 1 (Early Years) • Level 2 (Up to Early Adolescence) • Level 3 (Up to Late Adolescence) • Level 4 (Up to Adulthood) Note: Needs determination may be based on vocational maturity rather than on age.

  15. The Big Picture

  16. Competencies at each level Competency 8: Make Life/Work Enhancing Decisions Level One: Explore decision making Level Two: Link decision making to life/work building Level Three: Engage in life/work decision making Level Four: Incorporate adult life reality into life/work decision making

  17. 4-Stage Learning Process Taxonomy(at each of the four levels) Acquisition(acquire, explore, understand, discover) Application (apply, demonstrate, experience, express, participate) Personalization (integrate, appreciate, internalize, personalize) Actualization (create, engage, externalize, improve, transpose) (Progression in learning happens as one moves through the stages in this order)

  18. Stage a: Acquisition • Student acquires knowledge and understands the knowledge acquired. This stage presents the student with the information that may later serve as the basis for behavior, learning integration, and self-actualization. Example: • Carpentry student masters formulas for determining tread and riser dimensions for stairway installation.

  19. Stage b: Application • Student demonstrates acquisition by putting into action knowledge acquired. Moving from the dimension of know-ing into the dimension of know-how characterizes this stage. Example: • Carpentry student uses tread/riser formula to determine stairway requirements for an assigned building project.

  20. Stage c: Personalization • Student integrates acquired and applied knowledge and re-examines and evaluates that knowledge. At this stage student will either make the learning his/her own or reject it. Skill becomes part of who she/he is. Example: • Carpentry student is able to determine how the riser/tread formula can be used in some of his/her construction projects

  21. Stage d: Actualization • At this stage the student/graduate is approaching full potential. Transforming, inventing, conceptualizing, creating occur at this stage. Example: • Carpentry student or carpenter uses the riser/tread formula as one of many skills to create new products or creatively solve multi-dimensional construction problems

  22. Competency 8:Level 1: Explore and improve decision-making Stage a ACQUISITION 8.1 a1 Understand how choices are made 8.1 a2 Explore what can be learned from experiences 8.1 a3 Explore what might interfere with attaining goals 8.1 a4 Explore strategies used in solving problems 8.1 a5 Explore alternatives in decision-making situations 8.1 a6 Understand how personal beliefs and attitudes influence decision-making 8.1 a7 Understand how decisions affect self and others

  23. Competency 8:Level 1: Explore and improve decision-making Stage a: ACQUISITION (8.1 a1-a7) Stage b: APPLICATION 8.1 b1 Assess what might interfere with attaining one’s goals 8.1 b2 Apply problem-solving strategies 8.1 b3 Make decisions and take responsibility for them

  24. Competency 8:Level 1: Explore and improve decision-making Stage a: ACQUISITION (8.1 a1-a7) Stage b: APPLICATION (8.1 b1-b3) Stage c: PERSONALIZATION 8.1 c1 Examine one’s problem-solving strategies and evaluate their impact on the attainment of one’s goals 8.1 c2 Evaluate the impact of personal decisions on self and on others

  25. Competency 8:Level 1: Explore and improve decision-making Stage a: ACQUISITION (8.1 a1-a7) Stage b: APPLICATION (8.1 b1-b3) Stage c: PERSONALIZATION (8.1 c1-c2) Stage D: ACTUALIZATION 8.1 D1 Engage in a responsible decision-making process

  26. Measurable Standards Competency 8: Level Three: Engage in life/work decision making 8.3 a8 Explore how being positive about the future and its uncertainties may lead to creative and interesting possibilities/ alternatives. Possible standard for grade ten students: Students will be able to explain HB Gelatt’s 4 rules of the road never taken” and describe a personal metaphor for their own life/work journey (river, sea, roller coaster, dice, etc.)

  27. Competencies Outlined in Blueprint Indicators Outlined in Blueprint Standards Created at a local level - Must be measurable -

  28. Different Things to Different People • Competency Framework or Map • Planning Process for Administrators & Practitioners • Guidelines for Developers • Criteria for Purchasing Decisions • Measurables for Researchers • Migration - Common Language • Appendices

  29. Ways to Use the Blueprint(Page 13 QRG) A. Determine individual client/ student life/work competencies and develop plans to address gaps B. Review a career development product to determine the competencies it targets

  30. Ways to Use the Blueprint(Page 13 QRG) C. Review an existing specific program or curriculum D. Create a specific program E. Review an existing comprehensive delivery system

  31. Blueprint Planning Process

  32. Blueprint Components • Full Edition (8 Chapters, 7 Appendices, 550 pages) • Quick Reference Guide (QRG) • Blueprint Facilitator’s Guide • Blueprint Brochure • Blueprint Wall Chart • Interactive CD ROM • Website www.blueprint4life.ca

  33. Blueprint Full Edition Chap 1 Background, Trends, Overview Chap 2 Program Model Chap 3 Planning Chap 4 Development/Redesign Chap 5 Implementation/Evaluation Chap 6 Marketing Chap 7 Best Practices (K-12) Chap 8 Best Practices (Adult Settings)

  34. Blueprint Appendices App A Competencies and Indicators App B Learning Taxonomy-Verbs App C Sample Forms App D Skills Frameworks-Links App E Portfolios App F Sample Career Resources App G Canadian Standards and Guidelines

  35. Levels of Blueprint Use Blueprint Facilitators • People who are using the Blueprint and wish to give presentations and workshops to professionals / organizations interested in using the Blueprint. They are the ones who will follow the Blueprint Facilitator’s Guide – Implementation Workshop. They influence … Blueprint Users • Professionals/organizations who are engaged in career development and/or see the benefits of using the Blueprint with people they work with. They are the ones who will be following Blueprint information sessions or other specific workshops. They influence … Blueprint Recipients • People who will benefit from using the Blueprint competencies for themselves or for their organization/group.

  36. Blueprint for Life/Work Designs www.blueprint4life.ca 1-888-533-5683

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