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Economic Impacts ofUNINTENTIONAL
Career Decision-Making
Economic Impacts ofUNINTENTIONAL
Career Decision-Making
Phil JarvisV.P. Partnership DevelopmentPhil JarvisV.P. Partnership Development
2003 Texas LMI Conference
Catch the Waveof Labor Market Information
Austin, June 11, 2003
2003 Texas LMI Conference
Catch the Waveof Labor Market Information
Austin, June 11, 2003
With good [career, learning and labor market] INFORMATION …
With good [career, learning and labor market] INFORMATION …
Prevailing WisdomPrevailing Wisdom
… people will make good career DECISIONS.… people will make good career DECISIONS.
O*NET, OOH, SOCALMIS, AJB, ACIK, ACOSOCRATES, WIN, TRACERTexas LMI Products & ServicesOSCAR, DECIDE, CARESCDR Resources (books, brochures, magazines, videos, software) 30Hotlines, Tabloids, Videos, “How To’s”DoD (ASVAB)Industry Sectors, Corporation, Private Publishers
O*NET, OOH, SOCALMIS, AJB, ACIK, ACOSOCRATES, WIN, TRACERTexas LMI Products & ServicesOSCAR, DECIDE, CARESCDR Resources (books, brochures, magazines, videos, software) 30Hotlines, Tabloids, Videos, “How To’s”DoD (ASVAB)Industry Sectors, Corporation, Private Publishers
INFORMATIONPrint, computer, internet, videoINFORMATIONPrint, computer, internet, video
Secondary School70% of students expect post-secondary80% of parents expect post-secondary32% of students go directly to college or university15% of students drop out of high school10% of students expect to work right after school50% of students work directly after high school
Post-Secondary40% change programs or quit – 1st year50% are NOT in work closely related to their programs of study 2 years after graduation
Bottom Line<15% reach planned destinations
Secondary School70% of students expect post-secondary80% of parents expect post-secondary32% of students go directly to college or university15% of students drop out of high school10% of students expect to work right after school50% of students work directly after high school
Post-Secondary40% change programs or quit – 1st year50% are NOT in work closely related to their programs of study 2 years after graduation
Bottom Line<15% reach planned destinations
Reality Check(Canadian Data)
Reality Check(Canadian Data)
71 percent overall
78 percent – white students56 percent – black students54 percent – hispanic students
Source: U.S. DoE Website
71 percent overall
78 percent – white students56 percent – black students54 percent – hispanic students
Source: U.S. DoE Website
National Graduation RateClass of 1998
National Graduation RateClass of 1998
Are HS Grads Ready?Are HS Grads Ready?
For the For Post-Workplace Secondary
Students 80% 87%Parents 40% 65%PS Teachers 35% 53%Employers 35% 70%
For the For Post-Workplace Secondary
Students 80% 87%Parents 40% 65%PS Teachers 35% 53%Employers 35% 70%
Source: Environics West, Calgary, 1997Source: Environics West, Calgary, 1997
Economic ImpactsEconomic Impacts
Education $700 Billion Corporate Training $200 Billion Health $460 Billion Government revenues $2,000 Billion Productivity $10,590 Billion
1% Improvement $138 Billion EACH YEAR
Education $700 Billion Corporate Training $200 Billion Health $460 Billion Government revenues $2,000 Billion Productivity $10,590 Billion
1% Improvement $138 Billion EACH YEAR
Most youth are not ready.
Most adults in career transitions face bigger
challenges, andare not ready.
WHY NOT?
Most youth are not ready.
Most adults in career transitions face bigger
challenges, andare not ready.
WHY NOT?
• Global competition, evolving technology• Organizations re-defining, “right-sizing”• Contracting out, project-based, no benefits• Commitment to customers and bottom line - not to employees• Aging population, looming skills crisis• Work creation by small companies• Re-definition of jobs and work (Rifken, Bridges) 12-25 jobs in 5 sectors• More and better opportunities – non-traditional work “packages”
Result Traditional guidance “mindset” no longer works
• Global competition, evolving technology• Organizations re-defining, “right-sizing”• Contracting out, project-based, no benefits• Commitment to customers and bottom line - not to employees• Aging population, looming skills crisis• Work creation by small companies• Re-definition of jobs and work (Rifken, Bridges) 12-25 jobs in 5 sectors• More and better opportunities – non-traditional work “packages”
Result Traditional guidance “mindset” no longer works
Changing Work DynamicChanging Work Dynamic
VOCATIONAL GUIDANCE MODELHelp people make informed decisions
VOCATIONAL GUIDANCE MODELHelp people make informed decisions
• Explore self (tests)• Explore occupations (information)• Match (Trait/Factor) and choose “best fit”• Develop education/training plan• Graduate and secure employment• Work hard, be secure, climb the ladder• Retire on pension
• Explore self (tests)• Explore occupations (information)• Match (Trait/Factor) and choose “best fit”• Develop education/training plan• Graduate and secure employment• Work hard, be secure, climb the ladder• Retire on pension
VOCATIONAL GUIDANCE MODELHelp people make informed decisions
CAREER MANAGEMENT MODEL
Help people become self-reliant, resilient citizens, able
confidently to find work they love while coping with constant workforce and societal change
and maintaining balance between work and life roles”
VOCATIONAL GUIDANCE MODELHelp people make informed decisions
CAREER MANAGEMENT MODEL
Help people become self-reliant, resilient citizens, able
confidently to find work they love while coping with constant workforce and societal change
and maintaining balance between work and life roles”
OLD: Choose your DESTINATION “What will you be when ...”
NEW: Follow your HEART
“Who are you now?”“What are your special
skills?”“Who needs what you like to
do?”“What work arrangements
make sense?”
OLD: Choose your DESTINATION “What will you be when ...”
NEW: Follow your HEART
“Who are you now?”“What are your special
skills?”“Who needs what you like to
do?”“What work arrangements
make sense?”
Paradigm ShiftParadigm Shift
The High FiveCareer Management PrinciplesThe High FiveCareer Management Principles
1.Know yourself, believe in yourself and follow your heart.
2.Focus on the journey, not the destination. Become a good traveler.
3.You’re not alone. Access your allies, and be a good ally.
4.Change is constant, and brings with it new opportunities.
5.Learning is lifelong. We are learners by nature.
1.Know yourself, believe in yourself and follow your heart.
2.Focus on the journey, not the destination. Become a good traveler.
3.You’re not alone. Access your allies, and be a good ally.
4.Change is constant, and brings with it new opportunities.
5.Learning is lifelong. We are learners by nature.
1. Human support Fading Link
2. Information Growing Link
3. Career management skills
Missing Link
1. Human support Fading Link
2. Information Growing Link
3. Career management skills
Missing Link
Career ManagementCareer ManagementGood life and work choices require:Good life and work choices require:
www.blueprint4life.cawww.blueprint4life.ca
National framework ofCareer Management Skills
National framework ofCareer Management Skills
National Career Development
Guidelines
National Career Development
Guidelines
A PERSONAL MANAGEMENT1 build and maintain a positive self-concept2 interact effectively with others3 change and grow throughout life
B LEARNING AND WORK EXPLORATION4 engage in lifelong learning5 locate and effectively use information6 understand work/society/economy
relationship
C CAREER BUILDING7 secure or create and maintain work8 make life and work decisions9 maintain balanced life and work roles10 understand changing nature of life and work
roles11 manage one’s career building process
A PERSONAL MANAGEMENT1 build and maintain a positive self-concept2 interact effectively with others3 change and grow throughout life
B LEARNING AND WORK EXPLORATION4 engage in lifelong learning5 locate and effectively use information6 understand work/society/economy
relationship
C CAREER BUILDING7 secure or create and maintain work8 make life and work decisions9 maintain balanced life and work roles10 understand changing nature of life and work
roles11 manage one’s career building process
COMPETENCIESUS Guidelines – Canadian Blueprint
Competencies by Area and Level and Learning Stage
COMPETENCIES LEVEL I LEVEL II LEVEL III LEVEL IV
AREA A: PERSONAL MANAGEMENT
1. BUILD AND MAINTAIN APOSITIVE SELF-IMAGE
1.1 Build a positive self-imagewhile discovering its influenceon self and others.
1.2 Build a positive self-imageand understand its influenceon one’s life and work.
1.3 Develop abilities to maintain apositive self-image.
1.4 Improve on abilities tomaintain a positive self-image.
2. INTERACT POSITIVELY ANDEFFECTIVELY WITH OTHERS
2.1 Develop abilities for buildingpositive relationships in one’slife (I).
2.2 Develop abilities for buildingpositive relationships in one’slife (II).
2.3 Develop abilities for buildingpositive relationships in one’slife and work.
2.4 Improve abilities for buildingpositive relationships in one’slife and work.
3. CHANGE AND GROWTHROUGHOUT ONE’S LIFE
3.1 Discover that change andgrowth are part of life.
3.2 Learn to respond to changeand growth (I).
3.3 Learn to respond to changeand growth.
3.4 Develop strategies forresponding to life and workchanges.
AREA B: LEARNING AND WORK EXPLORATION
4. PARTICIPATE IN LIFE-LONGLEARNING SUPPORTIVE OFLIFE/WORK GOALS
4.1 Discover “lifelong learning“and its contributions to one’slife and work.
4.2 Link life-long learning to one’slife/work scenarios, bothpresent and future.
4.3 Link life-long learning to one’scareer building process.
4.4 Participate in continuouslearning supportive oflife/work goals.
5. LOCATE AND EFFECTIVELYUSE LIFE/WORK INFORMATION
5.1 Discover and understandlife/work information.
5.2 Locate, understand and uselife/work information.
5.3 Locate, interpret, evaluateand use life/work information(I).
5.4 Locate, interpret, evaluateand use life/work information(II).
6. UNDERSTAND THERELATIONSHIP BETWEENWORK AND SOCIETY/ECONOMY
6.1 Discover how workcontributes to individuals andthe community.
6.2 Understand how workcontributes to the community.
6.3 Understand how societal andeconomic needs influence thenature and structure of work(I).
6.4 Understand how societal andeconomic needs influence thenature and structure of work(II).
AREA C: LIFE/WORK BUILDING
7. SECURE/CREATE ANDMAINTAIN WORK
7.1 Explore effective workstrategies.
7.2 Develop abilities to seek andobtain/create work.
7.3 Develop abilities to seek,obtain/create and maintainwork.
7.4 Improve on abilities to seek,obtain/create and maintainwork.
8. MAKE LIFE/WORK ENHANCINGDECISIONS
8.1 Explore and improve decisionmaking.
8.2 Link decision making tolife/work building.
8.3 Engage in life/work decisionmaking.
8.4 Incorporate adult life reality intolife/work decision making.
9. MAINTAIN BALANCED LIFE ANDWORK ROLES
9.1 Explore and understand theinterrelationship of life roles(I).
9.2 Explore and understand theinterrelationship of life roles(II).
9.3 Link lifestyles and life stagesto life/work building.
9.4 Incorporate the “balancedlife/work“ issue in life/workbuilding.
10. UNDERSTAND THE CHANGINGNATURE OF LIFE/WORK ROLES
10.1 Discover the nature oflife/work roles.
10.2 Explore non-traditionallife/work scenarios.
10.3 Understand and learn toovercome stereotypes inlife/work building (I).
10.4 Understand and learn toovercome stereotypes inlife/work building (II).
11. UNDERSTAND, ENGAGE INAND MANAGE ONE’S OWNLIFE/WORK BUILDINGPROCESS
11.1 Explore the underlyingconcepts of the life/workprocess.
11.2 Understand and experiencethe process of life/workbuilding.
11.3 Recognize and take charge ofone’s life/work buildingprocess.
11.4 Manage one’s life/workbuilding process.
Acquisition (acquire, explore, understand, discover)
Application (apply, demonstrate, experience, express, participate)
Personalization (integrate, appreciate, internalize, personalize)
Actualization (create, engage, externalize, improve, transpose)
Acquisition (acquire, explore, understand, discover)
Application (apply, demonstrate, experience, express, participate)
Personalization (integrate, appreciate, internalize, personalize)
Actualization (create, engage, externalize, improve, transpose)
Learning StagesLearning Stages
Stage a: ACQUISITION
8.1 a1 Understand how choices are made8.1 a2 Explore what can be learned from
experiences8.1 a3 Explore what might interfere with
attaining goals8.1 a4 Explore strategies used in solving
problems8.1 a5 Explore alternatives in decision-
making situations8.1 a6 Understand how personal beliefs and
attitudes influence decision-making
8.1 a7 Understand how decisions affect self and others
Stage a: ACQUISITION
8.1 a1 Understand how choices are made8.1 a2 Explore what can be learned from
experiences8.1 a3 Explore what might interfere with
attaining goals8.1 a4 Explore strategies used in solving
problems8.1 a5 Explore alternatives in decision-
making situations8.1 a6 Understand how personal beliefs and
attitudes influence decision-making
8.1 a7 Understand how decisions affect self and others
Competency 8Level 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 goals8.1 b2 Apply problem-solving strategies8.1 b3 Make decisions and take
responsibility for them
Stage a: ACQUISITION (8.1 a1-a7)
Stage b: APPLICATION 8.1 b1 Assess what might interfere with
attaining one’s goals8.1 b2 Apply problem-solving strategies8.1 b3 Make decisions and take
responsibility for them
Competency 8Level 1: Explore and improve decision-
making
Stage a: ACQUISITION (8.1 a1-a7)
Stage b: APPLICATION (8.1 b1-b3)
Stage c: PERSONALIZATION8.1 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
Stage a: ACQUISITION (8.1 a1-a7)
Stage b: APPLICATION (8.1 b1-b3)
Stage c: PERSONALIZATION8.1 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
Competency 8Level 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: ACTUALIZATION8.1 d1 Engage in a responsible decision-
making process
Stage a: ACQUISITION (8.1 a1-a7)
Stage b: APPLICATION (8.1 b1-b3)
Stage c: PERSONALIZATION (8.1 c1-c2)
Stage d: ACTUALIZATION8.1 d1 Engage in a responsible decision-
making process
Competency 8Level 1: Explore and improve decision-
making
8.3 a8 Explore how being positive about the future and its uncertainties may lead to creative and interesting possibilities.
8.3 a8 Explore how being positive about the future and its uncertainties may lead to creative and interesting possibilities.
A 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.)
A 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.)
Competency 8, Level Three:8.3 Engage in life/work decision makingCompetency 8, Level Three:8.3 Engage in life/work decision making
Measurable StandardsMeasurable Standards
Guidelines Planning ProcessGuidelines Planning Process
Step 1
Assessing Students’, Clients’ or Employees’ Needs
Step 2
Revisiting One’s
Mandate
Step 4
Strategizing Programs and
Services Improvements
Step 3
Assessing Programs and Services
Flo
atin
g
Ste
p I
I
Str
ateg
izin
g M
arke
ting
and
Ob
tain
ing
Sup
port
Flo
ating
Step
I
Assuring
Org
anizational R
eadiness
How can Career Management Skills be Taught?
How can Career Management Skills be Taught?
SystematicallySystematically
www.realgame.comwww.realgame.com
Grade 3/4Grade 3/4
Grade 5/6Grade 5/6
Grade 7/8Grade 7/8
Grade 9/10Grade 9/10
Grade 11/12Grade 11/12
AdultsAdults
Career Management Skills
Curricula
Career Management Skills
Curricula
COMPETENCIES - Four LEVELS
Level 1: Primary School
Level 2: Middle School
Level 3: High School
Level 4: Adults
INDICATORS - Four LEARNING STAGESStage 1: AcquisitionStage 2: ApplicationStage 3: PersonalizationStage 4: Actualization
COMPETENCIES - Four LEVELS
Level 1: Primary School
Level 2: Middle School
Level 3: High School
Level 4: Adults
INDICATORS - Four LEARNING STAGESStage 1: AcquisitionStage 2: ApplicationStage 3: PersonalizationStage 4: Actualization
COMPETENCIESUS Guidelines – Canadian Blueprint
STATUS IN CANADASPRING 2003
TOTAL: 18,000 SCHOOLS
STATUS IN CANADASPRING 2003
TOTAL: 18,000 SCHOOLS
76 %76 %46 %46 %16 %16 %
36 %36 %
18 %18 %
2005 GOAL: 80 %2005 GOAL: 80 %
www.realgame.com
1 888 533-5683
Serious life and career building programs
… disguised as games
www.realgame.com1-888-700-8940
www.realgame.com1-888-700-8940
More Information:
Rich Froeshle, DirectorTexas Career Resources Network
Career Development Resources (CDR)(512) 491-4941
More Information:
Rich Froeshle, DirectorTexas Career Resources Network
Career Development Resources (CDR)(512) 491-4941
