Australian Blueprint for Australian Blueprint for Career DevelopmentCareer Development

Power Point compiled by Dr Peter Carey

THREE AREASA: Personal ManagementB: Learning and Work ExplorationC: Career Building

ELEVEN MAIN CAREER COMPETENCIES(A) Personal Management:Competency 1: Build and maintain a positive self-imageCompetency 2: Interact positively and effectively with othersCompetency 3: Change and grow throughout life(B) Learning and Work Exploration:Competency 4: Participate in lifelong learning supportive of career goalsCompetency 5: Locate and effectively use career informationCompetency 6: Understand the relationship between work, society and the economy(C) Career Building:Competency 7: Secure/create and maintain workCompetency 8: Make career enhancing decisionsCompetency 9: Maintain balanced life and work rolesCompetency 10: Understanding the changing nature of life and work rolesCompetency 11: Understand, engage in and manage the career building process

The Australian Blueprint for Career DevelopmentThe Australian Blueprint for Career Development

11 Career Competencies are broad goals

for career development

FOUR DEVELOPMENT PHASES ACROSS THE LIFESPAN

These career competencies are then expanded across the matrices at four development phases throughout the life span:

Phase One – for students in K- Primary yearsPhase Two – for students in the middle years (Years 8-10)Phase Three – for students in the senior/post-compulsory years (Years 11-12)Phase Four – for adults Performance

indicators are specific

knowledge, skills and

attitudes that individuals

need to develop to achieve a

career competency

LEARNING STAGES AND PERFORMANCE INDICATORS

These 11 career competencies are also expanded within each phase with performance indicators that follow a four stage learning taxonomy (Acquisition, Application, Personalisation and Actualisation).

Local Standards describe what individuals will do to achieve a specific performance indicator, how well they need to do it, and the conditions under which they will perform the task

LOCAL STANDARDSLocal standards can than be developed from each performance indicator to suit local needs

COMPETENCY 11: “Understand, Engage in and Manage the Career Building Process”

PHASE IV CAREER COMPETENCY 11.4: “Manage the career building process”.

PERFORMANCE INDICATOR 11.4.11: Revisit your preferred future to determine whether or not it is necessary to modify and/or create new goals and aspirations and adjust your short-term action plans.

LOCAL STANDARDS – Within the organisation’s annual review process, employees will discuss their coming year’s plans. This discussion will include at least two references to the employee’s preferred future and at least one reference to the employee’s willingness to modify expectations/plans for the coming year.

Example Phase IV: career competency for an adult population working with an organisation

AREA C CAREER BUILDINGCAREER COMPETENCY 11 UNDERSTAND, ENGAGE IN AND MANAGE THE CAREER BUILDING PROCESSPhase IV 11.4 Manage the career building process

PERFORMANCE INDICATOR CIRCLE YOUR LEVEL OF MASTERY EVIDENCE

11.4.1 Explore the nature of career transitions and their impact on the career building process

Low Medium High

11.4.2 Investigate the choices and challenges of major transitions (e.g., becoming a parent/spouse/retiree, losing a job, injury, illness)

Low Medium High

11.4.3 Explore financial and lifestyle needs and their relationship to career roles

Low Medium High

11.4.4 Explore effective strategies to use during transitions

Low Medium High

11.4.5 Understand the importance of updating your portfolio using newly acquired information about yourself and the labour market

Low Medium High

11.4.6 Understand the importance of revisiting and fine-tuning your preferred future, career goals and aspirations, and short-term action plans

Low Medium High

11.4.7 Plan and apply coping strategies during transition periods (e.g., starting a family, retirement, losing a job, injury, illness)

Low Medium High

11.4.8 Update your portfolio Low Medium High

11.4.9 Review your preferred future and fine-tune your career action plans

Low Medium High

11.4.10 Pursue your action plans Low Medium High

11.4.11 Revisit your preferred future to determine whether or not it is necessary to modify and/or create new career goals and aspirations and adjust your short-term action plans

Low Medium High

1.4.12 Re-examine your strategies during transition periods in light of your preferred future and determine whether or not it is necessary to adjust them

Low Medium High

11.4.13 Adapt your preferred future in order to always reflect your true needs, desires and aspirations

Low Medium High

Competency 5 – Phase 3 (Years 11-12)Locate, interpret, evaluate and use life/work information

The Australian Blueprint for Career Development (ABCD) identifies:

Eleven core career management competencies with Performance indicators for each competency with Four developmental phases across the lifespan.

There are performance indicators for each competency, at each phase, are organised by learning stages. These 4 learning stages include:

Learning stage a: Acquisition Learning Stage b: Application Learning Stage c: Personalisation Learning Stage d: Actualisation

The performance indicators, which are organised by learning stages, can be used to measure learning gains and demonstrate the effectiveness of such programs … and

the core competencies are the basis upon which career development programs can be designed.

For example: ABCD knowledge, skills, understandings, attributes and values

Element: Area B: Learning and Work Exploration

Phase: 3 (Years 11 - 12)

Competency: 5.3 Locate, interpret, evaluate and use life/work information

Learning Stages:

Learning stage a: Acquisition5.3 a1- Explore the educational and training requirements of various work roles.

Learning Stage b: Application5.3 b1- Use career information resources such as career monographs, occupation classifications systems, labour market information, mass media, computer and Internet-based career information delivery systems to educate oneself to the realities and requirements of various work roles

Learning Stage c: Personalisation5.3 c1- Determine, according to one’s preferences, the advantages and disadvantages of various work alternatives (e.g., full employment, multi-tracking, contracting, consulting, self-employment, entrepreneurship).

Learning Stage d: Actualisation5.3 d1- Improve one’s strategies to locate, interpret, evaluate and use life/work information.

Source of MaterialSource of Material The Draft Australian Blueprint for Career Development (ABCD), The Draft Australian Blueprint for Career Development (ABCD),

Summary InformationSummary Information (Prepared by the Career Development Services Branch,Western Australian Department of Education and Training 2006)

WA Guidelines for Career Development Services and Transition WA Guidelines for Career Development Services and Transition

Support ServicesSupport Services (Joint publication of the Western Australian Department of Education and Training, AISWA and the Catholic Education Office of WA 2007)

The Draft Australian Blueprint for Career Development, DEST 2005The Draft Australian Blueprint for Career Development, DEST 2005

The The “Employability Skills”“Employability Skills” http://www.dest.gov.au/ty/publications/employability_skills/literature_research.pdf

The Professional Standards for Career Development Practitioners, The Professional Standards for Career Development Practitioners, DEST 2006 DEST 2006 ((The Professional Standards for Australian Career Development Practitioners have been prepared through the National Standards and Accreditation of Career Practitioners Project, commissioned through the Career Industry Council of Australia by the Australian Government Department of Education, Science and Training).

Guidelines for Career Services and Career Information Products, Guidelines for Career Services and Career Information Products,

DEST 2007DEST 2007 (CICA has undertaken to develop guidelines to improve the quality of career services and career information in Australia on behalf of the Department of Education, Science and Training (DEST). The guidelines are intended to enhance the quality of career services and career information by providing a framework for each, against which providers of career services and publishers of career information can assess

their processes/products).

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AREA A: PERSONAL MANAGEMENT

1. Build and maintain a positive self-image

Phase 1 Phase 2 Phase 3 Phase 4

1.1 Build a positive self-image while discovering its influence on self and others

1.2 Build a positive self-image and understand its influence on one’s life and work

1.3 Develop abilities to maintain a positive self-image

1.4 Improve on abilities to maintain a positive self image

2. Interact positively and effectively with others

2.1 Develop abilities for building positive relationships in one’s life

2.2 Develop abilities for building positive relationships in one’s life

2.3 Develop abilities for building positive relationships in one’s life and work

2.4 Improve abilities for building positive relationships in one’s life and work

3. Change and grow throughout one’s life

3.1 Discover that change and growth are part of life

3.2 Learn to respond to change and growth

3.3 Learn to respond to change and growth

3.4 Develop strategies for responding to life and work changes

AREA B: LEARNING AND WORK EXPLORATION

4. Participate in life-long learning supportive of life/work goals

4.1 Discover lifelong learning and its contributions to one’s life and work

4.2 Link lifelong learning to one’s life/work scenario, both present and future

4.3 Link lifelong learning to one’s career building process

4.4 Participate in continuous learning supportive of life/work goals

5. Locate and effectively use life/work information

5.1 Discover and understand life/work information

5.2 Locate, understand and use life/work information

5.3 Locate, interpret, evaluate and use life/work information

5.4 Locate, interpret, evaluate and use life/work information

6. Understand the relationship between work and society/ economy

6.1 Discover how work contributes to individuals and the community

6.2 Understand how work contributes to the community

6.3 Understand how societal and economic needs influence the nature and structure of work

6.4 Understand how societal and economic needs influence the nature and structure of work

AREA C: LIFE/WORK BUILDING

7. Secure/ create and maintain work

7.1 Explore effective work strategies

7.2 Develop abilities to seek and obtain/create work

7.3 Develop abilities to seek, obtain/create and maintain work

7.4 Improve on abilities to seek, obtain/create and maintain work

8. Make life/work enhancing decisions

8.1 Explore and improve decision making

8.2 Link decision making to life/work building

8.3 Engage in life/work decision making

8.4 Incorporate adult life reality into life/work decision making

9. Maintain balanced life and work roles

9.1 Explore and understand the interrelations hip of life roles

9.2 Explore and understand the interrelations hip of life roles

9.3 Link lifestyles and life stages to life/work building

9.4 Incorporate the “balanced life/work” issue in life/work building

10. Understand the changing nature of life/work roles

10.1 Discover the nature of life/work roles

10.2 Explore non-tradition all life/work scenarios

10.3 Understand and learn to overcome stereotypes in life/work building

10.4 Understand and learn to overcome stereotypes in life/work building

11. Understand, engage and manage one’s own life/work building process

11.1 Explore the underlying concepts of the life/work building process

11.2 Understand and experience the process of life/work building

11.3 Recognise and take charge of one’s life/work building process

11.4 Manage one’s life/work building process

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Employability skillsEmployability skills are ‘skills needed not only to gain employment, but also to progress within an enterprise to achieve one’s potential and contribute successfully to an enterprise’s strategic directions’ and can be identified as:

communication teamwork problem-solving initiative and enterprise planning and organising self-management learning technology.

Research has shown that many of these skills are built into units of competency in Training Packages, but they are not always sufficiently clear for teachers seeking to develop and assess them in there subject area or field of study. {Back}