GUIDANCE CURRICULUM

GUIDANCE :: HIGH SCHOOL CAREER DEVELOPMENT

HIGH SCHOOL CAREER DEVELOPMENT

Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions

Competency Areas

• Develop Career Awareness
• Develop Employment Readiness

Employ strategies to achieve future career success and satisfaction

Competency Areas

• Acquire Career Information
• Identify Career Goals

Understand the relationship between personal qualities, education and training, and the world of work

Competency Areas

• Acquire Knowledge to Achieve Career Goals
• Apply Skills to Achieve Career Goals

Key Connections:
National Career Development Guidelines Competencies ( NCDGC ): Provide a framework and structure for the career development process. The Guidelines identify the competencies at each level of elementary, middle, high school and adult development that individuals need to master. These competencies are supplemented with statements of what individuals will be able to do when they have mastered the competency. They are called indicators. The competencies and indicators are divided into three areas: self-knowledge, educational and occupational exploration and career planning.

School-to-Work Opportunities Act (NC JobReady ): A system that provides opportunities for all students to participate in programs to increase students' basic competencies, employability and personal skills. Schools develop programs in
conjunction with community partners that are School Based, Work Based, and Community Connected.

College Tech Prep/Tech Prep: College Tech Prep Completes (4 years of high school technical and academic studies + 2 years of Community College technical studies leading to an associate degree).

Secretary's Commission on Achieving Necessary Skills (SCANS): These competencies, developed by employers nationwide, specify the skills needed to be successful in the workplace. There are 27 SCANS skills divided into two categories: Foundation skills and Functional skills.

BENCHMARKS

Competency Area: ____Academic ____Career ____Personal/Social

Establish a benchmark for a specific student objective. In collaboration with your planning team design benchmarks that support your school
improvement/safe schools plan.

Competency:

Student Objective:	Benchmark: End of Grade 9	Benchmark: End of Grade 11	Benchmark: End of High School

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LESSONS

CURRICULUM: SCHOOL COUNSELING
AREA: CAREER DEVELOPMENT

004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.01 Develop skills to locate, evaluate, and interpret career information.

9-12

Counselor leads a class discussion about resources available to the student in his/her career exploration. Information is available in many media formats:

• Print
• Internet
• Career Speakers/Interviews
• Experiential Learning

Students will learn how to locate, evaluate, and interpret career information using the following handouts. With 004.01a, the student will become familiar with print resources. Additional Internet websites are listed in 005.06. Two new resources that are available are NC Mentor, the official website for NC Pathways Program, and College Foundation of North Carolina, Inc.

New resources that are available are NC Mentor, the official website for NC Pathways Program and CF of NC, Inc. Parents and students will be able to go on line at home to gather information about career planning, two and four year colleges, financial aid, and post-secondary planning. (ncmentor.org and cfnc.org)

Students can successfully use NC Mentor, College Foundation of NC, and other educational Internet websites for career/educational planning.

CAREER EXPLORATION

After assessing one's self, the next step in the career planning process is to locate information about careers. Career information is everywhere. It is important to explore two or three occupations. This allows each student to compare choices, have alternative plans; and it stimulates career decision making.

The purpose of career exploration activities is to learn about resources. Students need to learn where resources are located, and what kind of information each resource provides. Resources are books, magazines, videos, computerized information systems, and people. Careers are rapidly changing and career information must stay current and up to date with these changes.

The most comprehensive federal and state career resources are:

Dictionary of Occupational Titles – Defines and classifies approximately 20,000 occupations by worker functions- people, data, things orientation-and industry designation. Arranged in three sections; alphabetical, similar occupations, and by industry.

Guide for Occupational Exploration – Provides career and occupational information in 12 interest areas, 66 work groups, 348 subgroups. Includes a brief description of the types of work in the group, skills and abilities required, how to prepare for the occupation and organizations and agencies to contact for additional information.

Occupational Outlook Handbook – Provides detailed career and occupational information on approximately 200 occupations in 19 clusters. Includes nature of occupation, working conditions, training, qualifications, advancement, job outlook, earnings and related occupations. Updated biannually.

Occupational Outlook Quarterly – Provides updated, timely information on current occupational developments between OOH editions. Includes articles on employment outlook, new occupations, training opportunities, salary trends and Bureau of Labor Statistics studies.

Career Choices in North Carolina - Provides current N.C. occupational and career information in useful, readable tabloid format. Includes career briefs of more than 200 occupations. Updated annually and distributed primarily through public schools, community colleges, state agencies, and other public programs. Available from N.C. SOICC with User's Guide of lesson plans and activities.

N.C. Careers – Microcomputer based system providing current information on approximately 400 NC occupations and 165 training sites. This counseling and career exploration tool matches student characteristics and preferences to N.C. occupations updated annually, available from N.C. SOICC.

N.C. Mentor - Pathways NCMentor is a tool available through the Internet (www.ncmentor.org) that provides information, and services to help prepare all of North Carolina's young people for college through career exploration and planning; academic planning and preparation; and financial information.

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.02 Evaluate traditional and non-traditional occupations.

9-12

Students explore traditional and non-traditional careers experientially.

See counselor activity.

Have students complete the questionnaire individually. Discuss answers as a group. The group leader may choose to place signs with each of the ratings in each corner of the room (the middle of room is undecided) and allow students to physically demonstrate their opinions.

• Have students identify in small groups five careers they believe are traditionally female occupations and five careers that are traditionally male occupations.
• Allow students to debate what makes a career "male" or "female".

Students can identify careers of interest from traditional and non-traditional categories.

(Arland Benson, Linda Carlson, Judy Larsen.
Changing roles of women and minorities student booklet.)

TRADITIONAL ROLES - VALUES VOTING

	Strongly Agree	Agree	Undecided	Disagree	Strongly Disagree
1. A woman's place is at home.
2. Children belong to their mother more than their father.
3. Husband and wife should be equal to each other.
4. Boys are smarter than girls.
5. Men should not do housework.
6. If a woman works, she should still do all the housework.
7. I would vote for a woman for President if she were the best candidate.
8. Woman should be paid less for doing the same work as men.
9. Women are less responsible than men.
10. Money spent on athletics should be evenly divided between boys and girls.
11. Men should not cry.
12. Masculinity refers to how strong a man is.
13. Femininity refers to how weak and helpless a girl is.
14. A good doctor might be either a man or a woman.
15. All students should choose between home economics and industrial arts.
16. Boys should have more education than girls.
17. Men should not be secretaries.
18. It is fine for a woman to be the boss in a business.
19. Women are more emotional than men.
20. Men are strong and capable of handling responsibility.
21. Women are weak and unable to think things out logically.
22. Women are wishy-washy; they always change their minds.
23. If a man and a woman apply for a job, the man should get it.

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.03 Develop an awareness of personal abilities, skills, interests, and motivations.

9-12

Students gain self-awareness as they explore career development. In this activity, students will explore personal traits and behaviors.

See activity for counselor.

• Have each student list ten personality characteristics s/he likes in others. Make a composite list of the students' responses.
• Ask classmates to list two positive traits/behaviors on the list that s/he possesses and tell why.
• Have student list two personality traits s/he does not possess but would like to.
• Brainstorm ways to achieve new personality traits or behaviors.
• Have student write two positive statements about her/himself based on comments s/he has received from others in the group following a "Strength Bombardment" activity.
• Have students share situations that had positive effect on them.
• Ask students to individually complete the statement: "One of the nicest things that ever happened to me. . ."
• Ask student to name in writing two behaviors that have given her/himself pride.
• Share with the class an explanation of the difference between bragging and being proud of an accomplishment.
• Ask the class to identify by brainstorming positive sources of good feelings about self.
• Have students complete the statement: "Someone who makes me feel good is . . ."
• With classmates discuss the reason for her/his choice as the source of positive feelings about her/him.
• Have students brainstorm a list of least five sources of positive feelings about her/himself (e.g., high test scores, home environment, salary raise).

Students can identify personal strengths.

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004.00 Acquire the skills to investigate the world of world of work in relation to knowledge of self and to make informed career decisions.

004.04 Demonstrate how to interact and work cooperatively in teams.

9-12

This activity increases students' ability to work in teams.

See counselor activity.

Counselor should construct puzzles.

• A group of four people are seated around a table and given three puzzle pieces. There should be no verbal or nonverbal communication. Each member of the group is to construct a 16" square. Any piece not needed by an individual is to be placed in the center of the table used by other group members.
• The "Silent Square Puzzle Pieces" are completed when all four members have completed their 16" squares.
• Let each groups member identify his or her feelings about the exercise (What was it like to be the last one done? First one done? Did you get impatient with any group member?).
• Students should be allowed to identify their frustrations.

Students can demonstrate appropriate team participation.

(William Pfeiffer and John Jones,Iowa University, ASCA Resource Kit)

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.05 Determine how to make decisions.

9

This activity allows students to experientially learn about group dynamics and how they influence decision making.

See counselor activity.

The decision-making model, while used here in a group setting, applies equally well to individual decision-making.

Students complete the decision-making steps.

(Group Dynamics Student Booklet, Arland Benson, Linda Carlson, and Judy Larsen)

NORTH WOODS SURVIVAL EXERCISE

You and a friend have planned a week-long, fly-in fishing trip in the northern Ontario bush country. About 40 miles from the air base, the plane is forced down on a lake that is too small for a safe landing. The pilot gets down, but is unable to stop the plane before it plows into the shore line.

Your friend suffered a broken arm and minor injuries, but he is able to move around. The pilot is badly hurt and requires immediate medical attention. The plane's radio is destroyed. You are one of the few people in the group who is uninjured. The terrain between you and the air base consists of lakes, muskeg swamp, bogs, and virtually impenetrable woods. Counting the necessary detours around these hazards, you estimate a trip of 80 to 100 miles to get out.

You must check the list of supplies and rank them in order of importance for your group's survival on the trip back to the air base. Place the number 1 next to the most important item, 2 for the next most important, and so on.

North Woods Exercise

1 camp saw
1 hatchet
fishing tackle
lantern
camp stove
2 packs dry beef
insect repellent
hand gun (.32 caliber)
compass
2 first aid kits
1 pack dry apricots
buoyant boat seat cushions
1 fry pan
silverware
map

Step 1 – Decide how to decide. (Leader? Majority vote? Consensus?)

Step 2 – Specify clearly what is to be decided.

Step 3 – Identify all possible alternatives.

Step 4 – Explore each alternative
I. Identify the advantages and make a list.
II. Identify the disadvantages of each.

Step 5 – Bring out the personal wants of each individual in the group. (e.g., What can each member give to the alternative and what can each member expect to receive from the alternative.)

Step 6 – This step is the first choice point. Now select the alternative that has the most value to the individual group members.

Step 7 – If a decision is not made at this time then:
III. Look for additional alternatives.
IV. Re-examine the individual wants of each member of the group.
V. Make a temporary decision and "live it" as a group for a period of time.

North Woods Exercise II

1. Did the group clearly specify what is to be decided so that all understood?
2. The group discussed many possible alternatives before deciding?
3. Were the views of all the members (even less active ones) requested?
4. Can all of the group members work to improve the problem area chosen?
5. Was the condition that all group members should be able to work toward improving the problem area discussed and resolved by the group?
6. All of the suggested alternatives were explored to discover their advantages and disadvantages?
7. When discussing and when arriving at a final decision was silence interpreted as agreement?
8. The decision was made by:
   I. One person
   II. A minority of persons
   III. A majority of persons
   IV. Consensus of all members

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.06 Explain how to set goals.

9-12

By completing this activity students will analyze their aptitudes and interests and develop a program of study directed toward career goals.

Carolyn Males and Roberta Feigen. Life After High School: A Career Planning Guide. (Book)
Louise Schrank. Lifeplan: A Practical Guide to Successful Career Planning. (Workbook)
Developmental Guidance Classroom Activities for use with National Career
Developmental Guidelines (Grades 7-9)

See counselor activity.

1. Discuss with students the influences that affect the decisions they make.
2. Discuss how one's level of maturity affects decision-making and how this changes over time.
3. Have students outline their educational and career goals.
4. Have students research course requirements for their selected career goal.
5. Ask students to select courses for tenth grade that will provide experiences for personal growth and development relative to their career goals.
6. Have students complete an "Educational Profile" with courses that will lead toward a career they have chosen and researched.
7. Visitors from various career field may be invited to speak to the students on the importance of academic skills in careers (e.g., doctor or nurse on the importance of science, news reporter on the importance of English, carpenter on the importance of mathematics)

After having analyzed their abilities and interests, students have updated their "Educational Profile".

EDUCATIONAL PROFILE

Name: ___________________________________
Date: ________________________

How far do I expect to go in school?
_____ a. Drop out now
_____ b. Graduate from high school
_____ c. Complete junior college or two years of college
_____ d. Graduate from college
_____ e. Secure an advanced degree

How far would I like to go in school?
_____ a. Drop out now
_____ b. Graduate from high school
_____ c. Complete junior college or two years of college
_____ d. Graduate from college
_____ e. Secure an advanced degree

What are the main factors involved in my answer to Item 1?
_____ a. Interest or lack of interest
_____ b. My own estimate of my academic abilities
_____ c. The cost of college or other economic factors
_____ d. More pressing interest in doing something else
_____ e. Circumstances beyond my control

How do I rate myself in school ability compared with those in my class at school?
_____ a. I am among the poorest
_____ b. I am below average
_____ c. I am average
_____ d. I am above average
_____ e. I am among the best

Do I have the ability to complete college?
_____ a. No
_____ b. Probably not
_____ c. Not sure either way
_____ d. Yes, probably
_____ e. Yes, definitely

In order to become a doctor, lawyer, or university professor, work beyond four years of college is necessary. How likely is it that I could complete such advanced work?
_____ a. Drop out now
_____ b. Graduate from high school
_____ c. Complete junior college or two years of college
_____ d. Graduate from college
_____ e. Secure an advanced degree

How important to me are the grades I get in school?
_____ a. Grades don't matter to me at all
_____ b. Not particularly important
_____ c. Important
_____ d. Very important

How important to me are good grades compared with other aspects of school?
_____ a. Good grades don't matter to me at all
_____ b. Some other things in school are more important
_____ c. Good grades are among the important things in school
_____ d. Good grades are the most important thing in school
_____ e. Grades are just one part of high school

In selecting a life career, what should be my most important consideration?
_____ a. Whether I can do the job well
_____ b. Whether I will enjoy doing the job year after year
_____ c. Earnings potential
_____ d. Amount of prestige associated with the career

I believe my two best qualities are:
(1)_______________________________________________.
(2)_______________________________________________.

Two personal weaknesses that I would like to correct are:
(1)_______________________________________________.
(2)_______________________________________________.

The career in which I am now interested is: _

Consider the words in the list and check how often you think they describe you:
	ALWAYS	USUALLY	SOMETIMES	NEVER
Happy
Friendly
Sad
Serious
Shy
Clumsy
Showoff
Kind
Lazy
Neat
Calm
Moody
Open-minded

The career in which I am now interested is:

List below the courses you have taken, are taking, or will take which will help you enter this field if you choose to continue in this direction. List all courses for past, present, and future. (Remember that some grades have certain requirements and that certain courses must be taken in order to graduate.)

9th		10th
1st. S	2nd. S	1st. S	2nd. S
Total Credits		Total Credits

 

11th		12th
1st. S	2nd. S	1st. S	2nd. S
Total Credits		Total Credits

Total Credits for grades 9-12:__________

To graduate, a student must accumulate ___________ semester credits between 9th and 12 grades.

This number must include ________ in English, ________ in history or social studies, ________ in physical education, ________ in math, and _______ in science.

If there are others, explain:

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.07 Explore the importance of planning.

9-12

Students explore the major components of Career Planning.

See counselor activity.

Counselor will distribute handout and review the steps to Career Planning:

• Self Assessment
• Career Exploration
• Goal Setting
• Taking Action
• Evaluation

Students can identify the career planning steps.

CAREER PLANNING

What to be or what not to be is a puzzling question facing you as you progress through school, register for classes, consider a career change, and look toward your future. Career planning is a method of looking at yourself for your particular strengths and looking into the many options and choices of careers.

Keep your mind, eyes and heart open to the many possibilities awaiting you in the work world and take it step by step.

SELF ASSESSMENT
First, look into yourself to discover your interests, skills, values and personality. Ask yourself, Who am I?" That means, "What am I good at?" "What talents, abilities or skills do I have?" "What would I like to accomplish someday?" "What can I see myself doing?" You can also ask your friends, family members, teachers or mentors if they see these same qualities in yourself as you do.

CAREER EXPLORATION
Second, investigate all the career choices, options and opportunities available to you. Attend career fairs, visit a career center in your school or in your community, talk to people in various careers, shadow or spend time one day with people in careers of interest to you. Ask them, "How did you get started in this career?" "What is a typical day like?" "What type of training or education is required?"

GOAL SETTING
Third, set goals for yourself. Look at the careers that interest you. Ask yourself, "What do I have to do to prepare for these careers?" "How much education or training does it take to prepare for each one of them?" After you gather information about education and training, set goals for yourself to attain the required amount of education.

TAKING ACTION
Fourth, make an action plan. "What do I have to do to get there?" Review your courses and curriculum. Register for the right classes. Maintain the right grades for your goals. Get the right experience, internships or volunteer opportunities to be accepted in the programs and majors of your choice.

EVALUATION
Fifth, evaluate your plan periodically. This is important as you move ahead in your plans to remember it's not too late to move in another direction or to add more exposure or opportunities to your career plan. Now ask, "Am I on the right track?" "Is there new information I need to investigate?" When needed, go through the steps again and again and again. Each time you will learn more about yourself and more about the careers possibilities awaiting you.

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.08 Develop competency in areas of interest.

9-12

This activity walks the student through information about career interest areas.

Career choices are important and should be made with a planned approach rather than left to chance. Ask the student to identify careers of interest. Has the student relate course work to career aspirations, and has the student listed areas of growth potential? The final part of the activity provides a checklist of ways to fully explore career choice.

Students can identify areas of interest and course work that relates to those interests.

CHOICES NOT CHANCES

Directions: Use the Career Assessment Guide to summarize your findings

Summary and Action Plan

1.Career Interest Areas which best suit me at this time are: (check areas with most total ‘s from worksheet.)

______ Artistic _______Protective ________Business Detail ______Humanitarian ______ Scientific ______Mechanical ________Selling ______ Leading-Influencing ______ Plants & Animals ______ Industrial ________ Accommodating _______Physical Performing

2.Occupations and related occupations which interest me are:

3.School subjects which will help me prepare for my career goals are:

4.Skills I will need to develop:

5.Action Plan: Things I need to do:

______ Talk to someone working in a career area I am interested in
______ Go to career center/library for more information
______ Check what places can train me for these choices
______ Update my 4-year plan
______ Talk to my counselor/CDC about my choices

6.Suggestion: Put this Summary and Action Plan in your career portfolio for further reference.

"Career Choices in North Carolina", North Carolina Occupational Information Coordinating Committee,(Career Choices User Guide, 1995)

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.09 Develop hobbies and vocational interests.

9-12

As part of career development, students will examine leisure activities and how they relate to individual lifestyles.

RESOURCES: Developmental COUNSELING AND GUIDANCE Classroom Activities for use with National Career Developmental Guidelines (Grades 7-9)

See counselor activity.

1. Present articles or ads from a newspaper announcing a variety of leisure activities and
2. Place the following titles on a bulletin board: sports, nature, crafts, art, music, volunteer, educational, cultural and organizational.
3. Have students place the activities from the newspapers and any other activities they can think of under these titles.
4. Have students choose one activity from each category and answer the following questions for each of their chosen activities.
   • What are three personal gains from the activity?
   • What are two careers related to the activity?
   • Would you do this activity? Why or why not?

Share community activity involvement ideas with your son or daughter.

Participate in programs such as internships, shadowing with the schools.

Students have examined and categorized leisure-time articles and ads.

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.10 Balance between work and leisure time.

9-12

Students examine the importance of planning their time.

See counselor activity.

People make choices as to how they spent their time each day. Each person is given twenty-four hours and 100% energy to

• Learn new things both on the job (at school) or in one's personal life.
• Spend "play" time with family, friends, and loved ones.
• Engage in hobbies.
• Complete work assignments.
• Have quiet time to think.
• Counselor will share handout with students and ask them to list their goals in each area. Then the students are asked to rank order the goals.
• After rank ordering the goals, ask the students to place the goals in the areas listed above. Ask the students:
  1."Which areas received the highest prioritized goals?"
  2."In which areas do you spend the most time?"
  3."Is there a balance between areas in terms of time spent?"

Students can determine how they spend their time and budget according to established goal priorities.

"Career Choices in North Carolina", North Carolina Occupational
Information Coordinating Committee,(Career Choices User Guide, 1995)

BALANCING OUT GOALS

To set effective goals, it is important to remember the following:

A goal must be:

• STATED IN CLEAR TERMS. (Example: I will lose 10 pounds by Feb. 1st.)
• BELIEVABLE. You must believe you can reach the desired goal.
• ACHIEVABLE. You must have the interests, skills, abilities and strengths to make it happen.
• MEASURABLE. The goal can be accomplished within a certain time or in a quantity that can be calculated.
• DESIRABLE. You really want to achieve this.

List three goals in each area. Then rank 1-2-3 in order of importance.

MY SCHOOL GOALS:	RANK
MY FUTURE EDUCATIONAL GOALS:
MY CAREER GOALS
MY PERSONAL GROWTH GOALS:
MY FRIENDSHIP GOALS:
MY LEISURE TIME GOALS:
MY LONG RANGE LIFE GOALS:

"Career Choices in North Carolina", North Carolina Occupational
Information Coordinating Committee,(Career Choices User Guide, 1995)

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.11 Acquire employability skills such as working on a team, problem-solving, and organizational skills.

9-12

This activity allows students to examine these skills and identify which skills they presently possess and which skills are in need of development.

See counselor activity.

The Secretary's Commission on Achieving Necessary Skills (SCANS) is the study of skills needed in the current and future workplace. This study is important because it links today's school with tomorrow's work site. If a person is highly competent in the identified SCANS skills, he/she will be a highly valued employee.

• Counselor reviews the foundation skills, thinking skills, personal qualities, functional skills, systems and technology knowledge, informational skills, and interpersonal skills on SCANS skills.
• Students are asked to put a check by those skills they feel they have mastered and circle those skills still in development.
• Counselor asks students to identify any skills they were surprised to see on the list.
• Counselor asks students to identify the top ten skills they would want an employee to possess.

Students can identify employability skills and identify areas of strength and need in oneself.

SCANS SKILLS DEFINITIONS

SCANS is an acronym that stands for the Secretary's Commission on Achieving Necessary Skills. SCANS is the study of the skills needed in the contemporary and future American workplace. The SCANS competencies span the chasm between the worlds of the school and the workplace. Because they are needed in workplaces dedicated to excellence, they are the hallmark of today's expert worker. They lie behind every product and service offered in today's marketplace.

There are 27 SCANS skills divided into two categories:
Foundation Skills – skills people bring to a job; and
Functional Skills – skills specific to the functions workers perform doing their job

Definitions of the specific skills are listed below.

1. FOUNDATION SKILLS

   BASIC SKILLS

   1. Reading – locates, understands, and interprets written information in prose and documents including manuals, graphs, an schedules to perform tasks; learns from test by determining the main idea or essential message.
   2. Writing - communicates thoughts, ideas, information and messages in writing; composes and creates documents such as letters, directions, manuals, reports, proposals, graphs, flow charts with language, style, organization and format appropriate to the subject matter, purpose and audience.
   3. Arithmetic – performs basic computations, uses basic numerical concepts such as whole numbers and percentages in practical situations, uses tables, graphs, diagrams, and charts to obtain or convey quantitative information.
   4. Speaking – organizes ideas and communicates oral messages appropriate to listeners and situations, participates in conversation, discussion and group presentations, speaks clearly.
   5. Listening - listens carefully, understands and responds to listener feedback. Receives, interprets and responds to verbal messages and other cues such as body language.

   THINKING SKILLS

   1. Creative thinking –uses imagination freely, combines ideas or information in new ways, makes connections between seemingly unrelated ideas, and reshapes goals in ways that reveal new possibilities.
   2. Decision-making – specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternative.
   3. Problem-solving – recognizes that a problem exists; identifies possible reasons for the differences and crests and implements a plan of action to resolve them. Evaluates and monitor progress and revises plan as indicated by findings.
   4. Knowing How to Learn – can adapt and apply new knowledge and skills to both familiar and changing situations. Is able to use ways of learning such as notetaking and organizing information. Becomes aware of false assumptions that may lead to wrong conclusions.

   PERSONAL QUALITIES

   1. Responsibility – exerts effort and perseverance toward goal attainment; works to becomes excellent at doing tasks by setting high standards, paying attention to details, working well even when assigned an unpleasant task and displaying a high level of concentration.
   2. Social skills – demonstrates understanding, friendliness, adaptability, empathy and politeness in new and ongoing group settings. Asserts self in familiar and unfamiliar social situations; relates well to others; responds appropriately; takes an interest in what others say and do.
   3. Self-management- assesses own knowledge, skills and abilities accurately; sets well-defined and realistic personal goals; monitors progress toward goal attainment and motivates self through goal achievement; exhibits self control and responds to feedback unemotionally and non-defensively; a "self starter."
   4. Integrity/honesty – can be trusted; recognizes when faced with making a decision or acting in ways that may break with commonly held personal or societal values; understands the impact of violating these beliefs and codes in respect to an organization, self, or others; chooses an ethical course of action.

2. FUNCTIONAL SKILLS

   RESOURCES

   1. Manages time –selects important, goal-related activities, ranks them in order of importance, allocates time to activities, and understands, prepares and follows schedules.
   2. Manages money –uses or prepares budgets, including making cost and revenue forecasts; keeps detailed records to track budget performance and makes appropriate adjustments.
   3. Manages material and facility resources – acquires, stores, and distributes materials, supplies, parts, equipment, space or final products in order to make the best use them.
   4. Manages human resources – assesses peoples' knowledge, skills, abilities, and potential; identifies present and future workload; makes effective matches between individual talents and workload, monitors performance and provides feedback.

   SYSTEMS AND TECHNOLOGY

   1. Understands systems –knows how social, organizational and technological systems work and operates effectively within them; makes suggestions to modify systems to improve products or services, and develops new or alternative systems maintenance and quality control.
   2. Uses technology –judges which set of procedures, tools or machines will produce the desired results; understands the overall intent and the proper procedures for setting up and operating machines, including computers and their programming systems; prevents, identifies or solves problems in machines, computers and other technology.

   INFORMATIONAL SKILLS

   1. Acquires and evaluates information – identifies need for data; obtains it from existing sources or creates it and evaluates its relevance and accuracy.
   2. Organizes and maintains information - organizes, processes and maintains written or computerized records and other forms of information in a systematic fashion.
   3. Interprets and communicates information - selects and analyzes information and communicates the results to others using oral, written, graphic, pictorial or multimedia methods.

   INTERPERSONAL SKILLS

   1. Participates as a member of a team – works cooperatively with others and contributes to group effort with ideas, suggestions, and effort; resolves differences for the benefit of the team and takes personal responsibility for accomplishing goals.
   2. Teaches others – helps other learn needed knowledge and skills; identifies training needs and supplies job information to help others see its use and relevance to tasks.
   3. Serves clients, customers – works and communicates with clients and customers to satisfy their expectations; actively listens to customers to avoid misunderstandings and identify needs; communicates in a positive manner, especially when handling complaints or conflict.
   4. Exercises leadership – communicates thoughts, feeling and ideas to justify a position, encourage, persuade, convince or otherwise motivate an individual or groups, including responsibly challenges existing procedures and policies.
   5. Works with cultural diversity – works well with men and women and with a variety of ethnic, social or educational backgrounds; bases impressions on individual performance not on stereotypes.

"Career Choices in North Carolina", North Carolina Occupational Information
Coordinating Committee,(Career Choices User Guide, 1995)

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.12 Apply job readiness skills to seek employment opportunities.

9-12

See counselor activity.

In this activity, students examine the different employability skills and see how ready they are to enter the workforce.
1. Have students read through the items on the "Employability Skills Checklist," and place a check in the column to the right of each question. If they can already do the task, mark yes. If they do not think they can do the task, mark no. If they are not sure, mark not sure.
2. Discuss "Tasks I can do" and have students identify in which careers/occupations these tasks would be valuable.
3. Discuss "Tasks I am not sure I can do" and have students suggest how they could find out whether or not they can perform the task.
4. Discuss "Tasks I cannot do" and have students determine how important it might be to develop that skill for a career they may be interested in.

Students have evaluated their present level of employability skills by completing the checklist.

Sources: Job Survival Skills. (Workbook); Job Readiness: Acquiring the Skills. (Filmstrips); Prep Fr. (VSC); Developmental COUNSELING AND GUIDANCE Classroom Activities for use with national Career Developmental Guidelines (Grades 7-9)

EMPLOYABILITY SKILLS CHECKLIST

This checklist is designed to help you focus on areas which are important for employment. Upon completion, you may pursue or be directed to obtain information in areas in which you lack knowledge.

Do you/can you....	Yes	No	Not Sure
1. List in order the careers you are most interested in?
2. List three career clusters that match your career interests?
3. List general education requirements for three career clusters that match your career interests?
4. List things which influence your lifestyle and how these things affect career choices (e.g., your friends or the neighborhood in which you live)?
5. See how your opinion of yourself influences your ability to be good at your job?
6. Describe how risk-taking affects your career choices?
7. Describe job risks you are willing to take in choosing a career?
8. Describe what you most hope to get from your job (e.g., money, power, pride)?
9. Describe, in general, what is required in three career clusters related to your career interests?
10. Describe the physical conditions you would agree to have in a work situation (e.g., loud or quiet, outdoors or indoors)?
11. Describe the work hours you would agree to work (e.g., nine to five, night shift, weekends)?
12. Describe where you prefer to work (in the city, out in the country, in a neighborhood suburb, close to home)?
13. Clearly define problems or decisions you have to make?
14. Find different ways to solve your problems or make decisions?
15. Tell how and where to collect information to help you make decisions?
16. Understand and use information you collect?
17. Make a decision and then figure out a plan to meet your goals or solve your problems?
18. Review and update your plans regularly?
19. List/describe ways to find out where job openings are?
20. Use employment guides to find work or job openings?
21. Choose three jobs you might want that match your abilities, interests, education and experience?
22. Find and use information which will help you predict how many jobs there will be (in which you are interested) at the local, state, and national level?
23. Know where and how to find information on getting money for education and training?
24. Know places which allow you to gain work experience skills?
25. Write a letter of application for a job?
26. Fill out a job application?
27. Write a resume?
28. Describe the steps in applying for a job?
29. Complete a W-4 tax form?
30. Describe how to get a Social Security number?
31. Describe how to get a work permit?
32. Describe some ways work hours are assigned by business?
33. Describe the correct steps to take when you are too ill to report to work or when you get sick at work?
34. Describe the correct steps to take to apply for vacation or leave?
35. Describe how bosses in different jobs and businesses expect you to act toward your work or behave on the job?
36. Describe what you should do when you have a work problem on the job?
37. Explain how to "handle" problems with other employees on the job?
38. Describe why you need to be willing to make changes and to adjust in a work situation?
39. Tell how your own habits, behaviors, and feelings affect others?
40. Describe what the safety rules are in a work situation?
41. Describe what steps to take if there are unsafe working conditions at a job site?
42. Know about "employee rights" and discrimination (unfair treatment) in terms of sex, race and age?
43. Explain what you should do if you feel you have been unfairly treated on the job because of sex, race or age?
44. Describe what union or professional group matches specific job areas?
45. Read and understand a pay statement or pay stub?
46. Describe how overtime pay is calculated?
47. Use your basic math skills to figure the exact amount of overtime pay you earn?
48. Describe what "compensatory time" means?
49. Name three jobs that match your career interests?
50. List the education you need for three jobs which match your career interests?
51. List the tasks and duties of three jobs that interest you?
52. Describe three jobs of interest to you which have similar education and experience requirements?
53. Describe specific things that are required for three jobs which match your career interests?
54. Describe types of extra benefits you want in a job (e.g., retirement or vacation)?
55. Describe the future need for three specific jobs which interest you?
56. Describe the things you would consider in choosing the area (part of town/section of the country) where you want to work?
57. Clearly state problems or decisions you have to make?
58. Find different ways of solving your problems or making decisions?
59. Tell how and where to get information to help you make decisions?
60. Understand information you collected?
61. Decide to do something and make a plan to meet your goals or solve your problems?
62. Review and update your plans regularly?
63. Describe an occupation (job) ladder for your career that shows steps or levels for moving up (e.g., stock person - salesclerk - floor manager - store manager - vice president)?
64. Write a plan for getting any education, training or experience you need for a specific job?
65. Find one job to enter as a first step in your career?
66. List the pros and cons (advantages and disadvantages) of different job-finding sources?
67. Choose the best sources for finding the type of work in which you are interested?
68. List regional or geographic areas where you might find the job you are looking for?

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.13 Demonstrate knowledge about the changing workplace.

9-12

Students research and discuss employment trends.

See counselor activity.

Counselor will provide the following information and facilitate discussion about Employment Projections.

EMPLOYMENT PROJECTIONS

• The labor market is the interaction of people competing for jobs and employers competing for workers.
  [WHAT JOBS ARE CURRENTLY IN HIGH DEMAND? WHAT JOBS ARE DIFFICULT TO FILL AND WHY?]
• Employers hire to either: 1.Replace a worker, or 2.Fill a newly created job [WHY MIGHT AN EMPLOYER REPLACE A WORKER? WHAT NEW JOBS ARE BEING DEVELOPED IN THE NEXT 10-20 YEARS?]
• Most openings occur due to the first example – replacing workers as people leave a job, return to school, retire or die.
  [WHY WOULD A PERSON LEAVE A JOB? WHAT KIND OF EDUCATION MIGHT A WORKER BE SEEKING BY RETURNING TO SCHOOL? WHAT JOBS ARE HIGH STRESS JOBS?]
• When looking at occupational trend data, it is important to distinguish between occupations with most openings vs. fastest growing occupations.
  [WHAT IS THE DIFFERENCE BETWEEN MOST OPENINGS AND FASTEST GROWING? LIST SOME EXAMPLES OF EACH.]
• Which category produces the most actual job openings? It depends on the total number of employees in that particular occupation. [LIST OCCUPATIONS THAT HAVE VERY FEW EMPLOYEES? OCCUPATIONS THAT HAVE LARGE NUMBERS OF PEOPLE IN THE FIELD.]
• A small occupation may be growing rapidly but requires only a few new workers each year. A large occupation may be growing slowly or not at all, but may require a large number of workers annually to replace retiring employees. [IDENTIFY RAPIDLY GROWING FIELDS OF EMPLOYMENT. ]

Students can use information about economic forecasts to assist in the career planning process.

Adapted from "Career Choices in North Carolina", North Carolina Occupational
Information Coordinating Committee,(Career Choices User Guide, 1995)

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.14 Consider the rights and responsibilities of employers and employees.

9-12

Students complete the handout to determine personal expectations and share comparative data below:

See counselor activity.

Many people work at jobs they don't want until they can get the education or experience necessary to start the career they do want. Students must determine their most important expectations and values, then evaluate what each job offers. Students need to understand that few jobs provide complete satisfaction.

Students can demonstrate an understanding of basic employee rights and responsibilities.

WHAT SHOULD YOU EXPECT?

Motivation and interest in a job will depend on one's reasons for working and how well the job satisfies one's needs.

1.List reasons for working below. To get money might be an initial thought. Go ahead and list money if that is one of your reasons. However, think about the other reasons you work.

Reasons for Working:
___________________________________ ___________________________________ ___________________________________

2.Think about the jobs you've had or thought about having. What did/would you like about each job? What did/would you dislike?

LIKES:
___________________________________ ___________________________________ ___________________________________

DISLIKES:
___________________________________ ___________________________________ ___________________________________

3. How do you expect an employer to treat you? What are things you want in return for your work?

My Expectations:
___________________________________ ___________________________________ ___________________________________

What I Want:
___________________________________ ___________________________________ ___________________________________

Adapted from Job Savvy, How to Be a Success at Work, LaVerne Ludden, Ed.D., JIST Works, Inc

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.15 Respect for individual uniqueness in the workplace.

9-12

The purpose of this exercise is to take a personal look at one's own habits/behaviors and how they might be changed, how difficult it is to change, and to identify habits/behaviors in others that will be equally difficult to change.

People tend to be very egocentric in their approach to things-it is difficult to get out of one's own box and anticipate different perspectives, perceptions, and beliefs. This table may be completed as a class, in small groups, or individually.

Students are able to use personal behavior checklist to improve personal relationships.

PERSONAL BEHAVIOR CHECKLIST

What Behaviors I Find Annoying or Frustrating in Others	What Trait or Behavior I Might Have That Is Annoying or Frustrating to Others	What Changes I Want to Make To These Annoying Traits/Behaviors	How I'll Get The Changes Done	When I'll start changing

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.16 Author a resume.

9-12

Students practice resume writing.

Students need good resumes regardless of their post-secondary plans. Resume building is a skill that will provide the student with future job interviews and application acceptances. The resume is the a thumbnail sketch of what the person is, has been, and hopes to be.

Counselor will have students review the handout on RESUMES. Students then will practice developing a good resume. Having students share their resumes with writing partners or in small groups for critique is a helpful way to improve the content. Ask the students critiquing the resume to role-play a future employer or a college admissions officer.

Students can complete a preliminary resume.

ASCA Resource Kit, Elsie Campbell, Sandy Valley Local Schools, Magnolia, Ohio

HOW TO WRITE A RESUME

RESUMES: A resume is one of the most important tools in your job search. It's purpose is to entice the employer to know more about you and call you for an interview. It is usually the first impression you will make of that person. Make it a good one!

A GOOD RESUME PRESENTS:

• Who you are
• What kind of position you want
• SKILLS you have, accomplishments you made
• Listing of education and training
• Listing of previous work experience

GENERAL DO'S AND DON'TS

DO'S	DON'TS
Be concise, accurate, positive	Lie or exaggerate
List your most recent job first	Include salary history
Stress skills, accomplishments	Use pronouns, abbreviations
Use action verbs	Overdo use of bold & italics
Make resume attractive to read	Use small type, overcrowd margins
Have someone proofread before mailing	Include references

References are usually left off resumes unless you are instructed to include them for a job fair. Have references available on another typed sheet of paper for the interview for the interview at least three people, not relatives, that have recognized your skills, accomplishments or personal qualities. "References furnished upon request" is no longer necessary on bottom of resumes. It may be eliminated especially if space is needed for pertinent information.

There are different resume formats. Not one resume format or style is appropriate for all job seekers. Select the style and format which best markets and sells your skills and qualifications to the most employers.

Always include a cover letter with a resume.

THE CHRONOLOGICAL RESUME

The chronological resume emphasizes work experience. It is the preferred style of resumes by employers because it enables them to quickly match your previous work experience to their immediate needs. It can be used by recent graduates to show their part time, co-op, and summer employment as relevant work experience.

Writing a Chronological Resume:

• Use a career objective to market your strengths and skills without limiting your options.
• Start with your most recent position and work backward. Give the name of the company, city, state, job title, major duties and accomplishments.
• Keep your job objective in mind and emphasize the duties and accomplishments that publicizes your strengths and for which the employer is looking.
• Use action verbs to start each phrase or sentence.
• Use lists preceded with bullets for easier reading.
• If you have completed a relevant course or received a diploma, degree in the last five year, it should go at the top of the resume; otherwise education should be listed at the bottom. Keep the length of your resume to one page, two at the maximum. If you use a second page, be sure to type your name on the top of page 2.

CHRONOLOGICAL FORMAT

NAME – State full name, type in bold and use a large type
STREET ADDRESS
CITY, STATE, ZIP CODE
(AREA CODE) TELEPHONE NUMBER

OBJECTIVE – indicate the position or general type of job you are seeking.

EDUCATION – if you are a recent graduate, place your education here, list your diploma, degree, certificate, name of school and location, relevant courses (may be a separate section); GPA may be appropriate.

WORK EXPERIENCE – list each job separately starting with your present job or most recent job first, state your position, major responsibilities, duties and accomplishments.

SKILLS – list relevant skills you have here or after education. Skills include the machines you can operate, computer hardware, software you are competent in, examples: operate a cash register, copier, fax machines, IBM computer, Macintosh computer, Microsoft Word.

ACTIVITIES – extra curricular activities, community activities are all appropriate if space permits and if relevant to your job objective.

THE FUNCTIONAL RESUME

The functional resume organizes your experience by areas of skills, avoiding a strict reliance on chronology. Functional titles or skill clusters are used or organize your skills from various places of employment, volunteer or educational. Functional resumes are excellent tools for career changers, job seekers re-entering the job market after a period of not working and for students finishing a degree or program area which qualifies them for work differing from their previous employment.

Writing a Functional Resume:

• Determine the functional titles that best describe your skill area and are most closely related to your job target.
• Within each functional area stress your accomplishments, results or abilities.
• Include all relevant accomplishments without identifying the place of employment or voluntary situation in which it took place.
• List your education, relevant courses or degree at the top of the resume if it was completed within the last five years.
• List work experience at the bottom, giving dates, company name and title.
• Keep length of resume to one page, two maximum. If using a second page, type your name only on upper corner of second page.

FUNCTIONAL FORMAT
NAME – Type full name in large type
STREET ADDRESS
CITY, STATE, ZIP CODE
(AREA CODE) TELEPHONE NUMBER

OBJECTIVE-although optional, either career highlights or objective gives reader the messages of your career goals and your focus.

EDUCATION TITLE(S) – if you are a recent graduate, place your education here, list your diploma, degree, certificate, name of school and location, relevant courses and GPA (optional).

FUNCTIONAL TITLE(S) - Select two or three skill areas in which you are interested in. Examples: Customer Service, Sales & Marketing, Office Technology, Graphics & Design, Medical Services, Food Service, Hospitality, Horticulture, etc. List them in order of your interest and skill level. State accomplishments or qualifications you have under each title.

WORK EXPERIENCE
Date job title company name, city, state
Date job title company name, city, state
Date job title company name, city, state

DEVELOPING A CAREER OBJECTIVE

"A resume without an objective is like a book without a title" states Jay L. Stahl managing director of Right Associates in Raleigh, NC.

By trying to keep many career options open and not using an objective, it also gives the message to employers that clients/students are not focused, do not have any goals and diminishes the possibility of being called for an interview.

Seniors attending job fairs or looking for full time employment need to design a resume including a career objective that is flexible to entice the varied employers who attend, while giving a statement of the strengths he/she has to offer. This can be done as follows:

A CAREER OBJECTIVE HAS THREE KEY PARTS:
1. Level of position for which one is applying
For high school students this primarily will be "entry level positions"
Example: CAREER

Obtain an entry level position…

2. Type of business, industry or career area sought
Keep this generic as to manufacturing, construction, health or human services, sales, etc.
Example: CAREER

Obtain an entry level position in the hospitality industry…

3. State the major strengths you have to offer this employer
Example: CAREER

Obtain an entry-level position in the hospitality industry using my strengths in customer service and public contact.

Be sure there are examples of the strengths in the resume either as a volunteer, club activities, or work experience.

The career objective is the first part of the resume the interview will see and can start the interview process with a focus.

EXAMPLES OF CAREER OBJECTIVES FOR HIGH SCHOOL STUDENTS:

• Obtain an entry-level position in a business or industry using my strengths in clerical procedures and customer contacts.
• Obtain an entry-level position in an industrial or manufacturing environment using my strengths in mechanical abilities and warehouse duties.
• Obtain an entry-level position in a health or human services facility using my strengths with individual care and personal attention to needs of others.

"Career Choices in North Carolina", North Carolina Occupational
Information Coordinating Committee,(Career Choices User Guide, 1995)

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.17 Develop a positive attitude toward work and learning.

9-12

Students discuss and role play impact of education and lack of education on future goals.

Asks students to discuss (without giving real names) the following:

• How many of your friends have dropped out of school or thought about doing so? What has happened to them?
• Have you thought about dropping out? What kinds of concerns or pressures are present?
• How hard are you willing to work to have a successful career?
• What can you improve about yourself so you might be successful? What does "successful" mean to you?

Have students participate in the following activities:

• Role-play a high school dropout in a job interview.
• Ask a dropout who later obtained a diploma or G.E.D. (General Equivalency Diploma) to share his/her job experiences and his/her decision to leave high school.
• In smaller groups ask the students to talk about how their lives will be different if they drop out, versus if they stay in school and go on to a two or four year college or a post-secondary training program.

Students can articulate benefits of a high school diploma.

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.18 Understand the importance of responsibility, dependability, punctuality, integrity, and effort in the workplace.

9-12

These activities are to help students identify and model the qualities employers commonly seek in job applicants.

See counselor activity.

• Discuss behaviors and traits that an employer most often seeks in an employee.
• Have students list those traits and behaviors they demonstrate at home, at school, etc.
• Have students maintain a self-critiquing log of their use of desirable work attitudes and skills.
• Have students complete the "Forced Choice" activity to help them recognize inappropriate behaviors within a group.

Students have demonstrated knowledge of desirable worker attitudes and traits and established a method of evaluating their own performance and skills.

Adapted from Developmental Counseling and Guidance Classroom
Activities for Use with National Career Developmental Guidelines (Grades 7-9)

SOMEONE WHO GETS ON MY LAST NERVE

Rank the following list of people, from least objectionable to most objectionable. Add any other annoying characters you would like to the list. Be prepared to defend your ranking order.

1. Interrupter during conversation

2. Back Talker

3. Cheater

4. Litter Bug

5. Borrower who never returns items

6. Bully

7. Shoplifter

8. Arsonist

9. Smoker

10. Tattler

11. Chewer who leaves old gum around

12. Liar

13. Other:_

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004.00 Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

004.19 Utilize time-and-task management skills.
9-12

See counselor activity.

No one can give exactly the same amount of time to the three main areas of life: self, other relationships, and career/school. If your life is in balance you are giving some time to each area. This activity allows students to examine how well balanced their activities are.

• Ask students to complete the Time Circle.
• Ask students to reflect on the balance of the three areas in their lives.
• Have students complete the Wellness Chart which measures the meeting of basic needs.
• Have students complete the Time/Energy Management List to help them prioritize their lives.

Students can prioritize time effectively.

SELF - RELATIONSHIPS - CAREER/SCHOOL

Identify three activities you are currently doing or participating in each of three sectors:

SELF, RELATIONSHIPS, CAREER/SCHOOL

WELLNESS CHART

	ALWAYS	OFTEN	SOMETIMES	NEVER
Three good meals a day
7-8 hours sleep each night
Exercise 3-4 times weekly
Spend 1 hour on fun daily
Take regular breaks
Think positively about life

In Column One, put a 1 beside those items that must be done; a 2 beside those you would like to do if there is time; a 3 beside those tasks you would undertake only if all your 1s and 2s were done; and a 4 next to those items you do not consider important enough to do.

In column 2, put a checkmark next to those tasks that could be delegated to someone else.

In column 3, put a C beside those items that are career/school related; an R beside those that are relationships; and an S next to self- related tasks. Do you have a mixture of C, S, and R items that received 1s in Column 1 (very important items that must be done)?

Adapted from More Choices: A strategic Planning Guide for Mixing Career and Family, Mindy Bingham and Sandy Stryker

TASKS	1	2	3
GO TO WORK
SPEND TIME WITH FAMILY
SPEND TIME WITH BOY/GIRL FRIEND
HOUSE CHORES
READ
WATCH TV
EAT BREAKFAST
EXERCISE
SEE FRIENDS
GO TO PARTIES
SCHOOL
SLEEP
DO VOLUNTEER WORK
TAKE A VACATION
SPORTS
ORGANIZATION/CLUBS
TELEPHONE CALLS
SCHOOL PROJECTS
INTERNET SURFING

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005.00 Employ strategies to achieve future career success and satisfaction.

005.01 Apply decision-making skills to career planning, course selection, and career transitions.

9-12

This lesson can be used with parent information sessions and with students preparing for graduation.

Provide parents information related to educational success.

1. Encourage students to ask other people about their jobs, but emphasize that it's information that's sought – not firm advice. If the student seems especially interested, perhaps the friend can arrange a worksite visit.
2. Take your students on field trips to factories, offices and other places of work.
3. Help your students explore leisure-time activities that are productive and useful. Hobbies can lead to a career, but more important, such activities can help each student see himself or herself as one who can accomplish something.
4. Help your student see that one does not go to school simply to go to school, but such subjects as reading, mathematics, and communications are used in almost all occupations.
5. Encourage your students to engage in part-time work outside the home with or without pay. It can prove valuable in exploring career interests and discovering the sense of accomplishment and pride that can come from work.
6. Encourage your students to make use of career resources at school and to discuss career plans with the school counselor, COC and teachers.
7. After such visits, talk with your students about what they learned. Feel free to say what you think. Help your students recognize there's a variety of kinds of post-high school educational opportunities such as: the armed forces, trade and technical schools, community colleges and universities.
8. Remember, career decision-making is a process, not an event that occurs at a given time. Your students' careers will be influenced by many experiences beginning with the preschool years and continuing through life.
9. Encourage your students to join an Explorer Post. Many local businesses sponsor Explorer Posts that offer students many opportunities for exploring careers during high school.

See Counselor Activity.

Students use a variety of exploration and work based activities in the career planning process.

Adapted from Ohio School Counselor Association
Public Relations Project, ASCA Resource Kit

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MORE LESSONS

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