LSIS230-11(2012) - Excellence Gateway

Career learning for the 21st century
CPD series
Career Development Service
Module 11:
Introduction to the
Blueprint for Careers
2 Career learning for the 21st century: CPD series
Contents
Introduction to the Blueprint for Careers workshop
Tutor notes
Workshop outline
Workshop aim and objectives
Example workshop timetable
Checklist of resources required
Slides and notes
Handout 1 – Career quotes
Handout 2 – Blueprint Matrix 2 page
Handout 3 – Further information and resources
Handout 4 – Action plan
LSIS workshop – trainer’s feedback
LSIS workshop – attendee’s feedback
Download
This CPD module is available to download in PDF format from the Excellence Gateway,
Career Development section.
Publisher
Published by the Learning and Skills Improvement Service (LSIS).
© LSIS March 2012
Publication reference: LSIS230-11 (2012)
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Module 11: Introduction to the Blueprint for Careers 3
Introduction to the Blueprint for Careers workshop
Tutor notes
Workshop outline
This workshop has been designed for those working in the FE and skills sector who are either new to
career development or wish to broaden their understanding of it. The workshop introduces participants
to a new career development framework that was originally developed in America, Canada and
Australia and has now been customised for use in England.
This module can be delivered by anyone who is an experienced or qualified training professional if
they take the time to familiarise themselves with the materials, including the web links, handouts and
references. It would, however, be an advantage if the trainer had experience and/or training in career
development, as it would enable wider and deeper exploration of the topics covered.
The materials can be delivered as they stand, contextualised or modified to suit the time available and
the needs of the participants or organisation. The PowerPoint™ slides and handouts are available as
separate files.
This workshop is the eleventh in a series of CPD workshops produced by LSIS and available to
download from the LSIS Excellence Gateway. There are 10 others in the series:
zz
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zz
zz
zz
zz
zz
zz
zz
zz
An introduction to career development
Introduction to interviewing skills
Introduction to values and ethics in career development
Introduction to delivering career development through group work
Introduction to evaluating and measuring impact in career development
Introduction to reaching potential by raising aspirations
Introduction to developing employability skills
Introduction to career development for those with additional support needs
An introduction to career development for STEM learners
Learning and earning: understanding the options for your learners.
This series of workshops is supported by a one-day “Train the trainer” programme aimed at those who
have responsibility for staff development, continuing professional development or for developing a
team’s or department’s skills and knowledge in career development. The programme introduces all
the workshops: their aims, objectives, exercises and content while exploring how to tailor the content
to specific contexts. If you are interested in gaining further information about this programme,
please contact [email protected].
LSIS has also developed an online resource, “Career learning for all”, available free of charge on the
LSIS virtual learning environment: just go to www.leadershiplearning.org.uk and create your own login.
This has been designed for those involved in supporting learners with their career development, both
specialists and non-specialists.
4 Career learning for the 21st century: CPD series
Workshop aim and objectives
The aim of the workshop is to introduce the Blueprint for Careers (England) and its uses.
The objectives of the workshop are to enable participants to:
analyse the support and skills required to manage careers
zz explain what the Blueprint for Careers is
zz relate it to their own context
zz identify how they might use it themselves.
zz
Example workshop timetable
Time
Session/s
09.30
Welcome, domestics, introduction, aim and objectives
09.37
Group introductions, career and career development
10.10
Changing environment and learners career journeys
10.50
Break
11.05
Blueprint for Careers (England) – what it is and how it developed
11.20
Trying out the Blueprint for yourself
11.40
Using the Blueprint in your own context
12.05
Benefits of Blueprint
12.14
Activity 3 – action planning
12.20
Summary, evaluation and resources to support the work
12.30
Conclusion
Module 11: Introduction to the Blueprint for Careers 5
Checklist of resources required
…… Fire evacuation procedures
…… PowerPoint™ slides 1 to 26
…… Flip chart and marker pens, or whiteboard (with pre-prepared headings as detailed in activity 2)
…… Screen and LCD projector
…… Laptop
…… Paper
…… Coloured pens
…… Copies of handouts 1 to 4
…… Evaluation form: LSIS workshop – trainer’s feedback (see page 41)
…… Evaluation form: LSIS workshop – attendee’s feedback (see page 42).
6 Career learning for the 21st century: CPD series
Slides and notes
Introduction to the Blueprint for Careers
Presented by
Date
Career is increasingly being viewed as something every human has,
for a lifetime.
Gysbers, 1997
Slide 1
Customise this visual to show your name and the date of the session.
Introduce the topic and yourself as presenter, and welcome the group. Talk through domestics,
i.e. timings, breaks, toilets and fire evacuation procedures. Ask the group to turn off mobile phones.
Ask for comments on the quote. Do they agree? Why do they think the term career is now different
from the last century?
Resources: Fire evacuation procedures.
Timing: 5 minutes.
Transition statement: Let’s look at what we will be covering today.
Your notes:
Module 11: Introduction to the Blueprint for Careers 7
Aims and objectives
Aim
To introduce the Blueprint for Careers (England) and its uses.
Objectives
By the end of the session participants will be able to:
zz
zz
zz
zz
analyse support and skills needed to manage careers
explain what the Blueprint for Careers is
relate it to their own context
identify how they might use it themselves.
Slide 2
Talk through the aim and objectives for the session and ask if there are any questions.
Ask if there is anything they particularly wanted from this session. Tell the group that this workshop
will look at the changing nature of careers in Britain and work with a new framework researched in a
number of countries and now developed for England.
Resources:
Timing: 2 minutes.
Transition statement: Let’s make a start by looking at your views on career.
Your notes:
8 Career learning for the 21st century: CPD series
Your career path
Work in fours – preferably with people you do not know well.
Look at the quotes about careers – select ones that represent your views and
values. If there are none that appeal to you write your own!
Discuss what this means for careers and the support required for learners in
developing their careers.
You have 15 minutes for this exercise.
Slide 3
Show slide 3 and ask the group to split into smaller groups of four, preferably with people they do not
know well. If they are new to each other, ask them to introduce themselves.
Ask them to carry out the instructions on the slide. This exercise works better if handout 1, Career
quotes, is cut up into strips with one quote per strip, as it allows people to select the ones that appeal
to them while allowing for group interaction and discussion. Remind them they have 15 minutes for
this discussion.
Take feedback, including names, if necessary, and note the themes coming out from the discussions.
As a facilitator, you are trying to draw out from the participants their views and beliefs about careers:
how many of their careers were fully planned, how much of the planning was done by themselves,
what help they needed or received and how effective this was. You may find that some had had no
advice or support, or that the advice they had was fragmented, and also that informal advice played a
significant part. You may also wish to ask that if anyone were in transition now, what help would they
ideally want to receive.
Resources: Handout 1 – Career quotes, one copy per group.
Timing: 25 minutes.
Transition statement: What do we mean by career?
Your notes:
Module 11: Introduction to the Blueprint for Careers 9
What is a career?
zz
A career is defined as the combination and sequence of roles played by
a person during the course of a lifetime.
Super (1980)
zz
How does this compare to your definition?
zz
What is your organisation’s definition?
Slide 4
Show slide 4 and ask if this is how they viewed the term career? Ask the group how their organisations
and colleagues use the term.
Point out that this definition means that a career can therefore include work, study, volunteering,
caring for others, travel, work experience etc.
This slide appears in the CPD series Module 1: Introduction to career development. More information
about careers and career development can be found in that pack.
Resources:
Timings: 3 minutes.
Transition statement: Let’s now consider career development.
Your notes:
10 Career learning for the 21st century: CPD series
What is career development?
Traditionally:
zz
zz
zz
Preparing for the world of work
Gaining the skills and experience to find one’s vocation in life
Improving one’s employability.
Currently:
zz
zz
zz
A lifelong process that influences all aspects of a person’s life
The knowledge, skills and attitudes that evolve through the lifelong process
Continually developing relevant skills for both personal life and work.
Slide 5
Show slide 5 and allow the group to read it. Ask for their reactions. Ask if they think this is true for their
learners. Ask them to consider in pairs why this has changed. Allow two minutes for this discussion. Take
feedback and write up responses on a flip chart or whiteboard.
This slide also appears in the CPD series Module 1: Introduction to career development, where you and
your group can find more about this topic.
Resources:
Timings: 5 minutes.
Transition statement: Let’s see if your views agree with our findings.
Your notes:
Module 11: Introduction to the Blueprint for Careers 11
What’s changed?
zz
Changing and fragmented labour market
zz
Less employer support for career development
zz
Less career support for young people and adults
zz
Complex choices and limited funding for learning
zz
More transition points: individuals need to recognise transferable skills
zz
Individuals need the competence to manage their own careers.
Slide 6
Show slide 6 and go through the points. You may wish to pick up some current examples to illustrate
these points:
High unemployment rates for sectors of the population
zz The increase in fees for higher education
zz The reduction in face-to-face guidance for young people
zz Increase in: self-employment, short term contracts, variable-hours contracts and part-time working.
zz
Ask the group to consider in pairs how this has affected their learners. Groups’ responses tend to include:
zz
zz
zz
zz
zz
Demotivated
Anxious
Self‑doubt
Take any job
Worry about undertaking further or higher education in case they are unemployed when they finish.
Resources:
Timings: 5 minutes.
Transition statement: We are now going to hear about career journeys from learners themselves.
Your notes:
12 Career learning for the 21st century: CPD series
Learners’ careers
Pedro Ichenko
Karen Beesley
Dennis Bird
Slide 7
When displaying the slide, you can click on any of the pictures to show a video clip. The clips take
approximately 3 minutes each. If you wish, you can select just one or two.
Clip one follows the career of a self-employed hairdresser through his journey coping with dyslexia,
trying catering at college to finding his inspiration in hairdressing.
Clip two tracks the career of a woman who had few qualifications. She took a number of different jobs
and due to personal circumstances decided to focus on work more and now has a postgraduate degree
and a very responsible job.
Clip three is about someone who was in the military, found life outside difficult, decided to remain in
Britain (not his country of birth) and started to work in a totally different occupational sector.
Ask the group to note down the skills and characteristics they have observed being used by these
learners in managing their careers.
Pass two sheets of flip chart paper round the room, starting from different areas, asking the first people
to note two factors they have observed and then pass it on to the person next to them. Ask the others
to only note things that are not already recorded.
Display the sheets and allow the group to read all the factors listed. Ask for people’s reactions.
Most groups remark on the number of skills and amount of knowledge required to manage careers.
Module 11: Introduction to the Blueprint for Careers 13
Leave these sheets on the walls, as we will use them for a later exercise.
Resources: Two sheets of flip chart paper and pens.
Timings: 30 minutes.
Transition statement: Let’s look at what a researcher thought.
Your notes:
14 Career learning for the 21st century: CPD series
Skills for the journey?
zz
Focus, on who they are, what they have to offer, and what is important
to them
zz
Direction, knowing their options, what appeals to them, and how to
qualify for suitable learning and work opportunities
zz
Adaptability, the skill of making the best of ever-present change
zz
Healthy self-esteem and self-knowledge, to counter uncertainty
and doubt.
Richard Froeschle (2003)
Slide 8
Show slide 8. Say that these are the views of Richard Froeschle, director of labour market and career
information at the Texas Workforce Commission. Ask them to compare these skills and characteristics
with their views identified from analysing the film clips.
Note any differences and ask them to consider why they exist.
There are a number of case studies on the Canadian and Australian Blueprint websites, which
demonstrate benefits arising from the use of the Blueprint where this has been trialled, and in the
publications on the Excellence Gateway. You might want to look at these before delivering this session.
A full resource list is provided on handout 3.
Resources:
Timings: 3 minutes.
Transition statement: The Blueprint has been developed to deal with changing circumstances and
learners’ needs.
Your notes:
Module 11: Introduction to the Blueprint for Careers 15
Blueprint for Careers
The Blueprint for Careers is a framework that can be used to help people to
manage their approach to their life, learning and work.
Slide 9
Show slide 9 and say that the Blueprint is a framework that can be used flexibly and has been designed
to support people in managing their careers. Tell the group that, as we have discussed, it refers to
career in its broadest sense i.e. including work, study, volunteering, caring for others, travel, work
experience etc.
If you want to find out more about how the Blueprint has been developed internationally, then please
refer to the resources handout 3. Reports of the LSIS trials can also be found in the publications listed
in slide 25.
You can also access LSIS Blueprint documentation at www.excellencegateway.org.uk/node/1332.
Resources:
Timings: 2 minutes.
Transition statement: We are now going to take a 15-minute break before looking at the Blueprint in
more detail.
Your notes:
16 Career learning for the 21st century: CPD series
What is it?
zz
A framework of 11 career competencies for individuals with indicators
describing outcomes
zz
It is flexible and can be adapted to different settings and circumstances
zz
It is suitable for all ages.
Slide 10
Welcome people back from the break and check learning from first part of the morning to link into the
next part of the workshop. Show slide 10 and say that the competencies are designed to be relevant
to anyone of any age at any stage of their career. Say that it is a different way of viewing career
development and meets the need of today’s economic climate where people may have two or three
part time jobs, have periods of unemployment and have to change occupations three or four times.
Resources:
Timings: 2 minutes.
Transition statement: Let’s look at how it was developed.
Your notes:
Module 11: Introduction to the Blueprint for Careers 17
The Blueprint: versions developed
zz
1989: Guidelines developed in the USA with focus on employability skills
zz
1996: Canadian version developed with focus on on life/work design
zz
2005: Australian version
zz
2009–10: Work began to develop versions for Scotland/England
zz
2011: Version for England produced.
Slide 11
Show slide 11 and say that there is a wealth of research behind the Blueprint. Say it started with
research in the USA, where the focus was on developing employability skills. Say that the Canadian and
Australian versions broadened it out to more life/work skills.
If you want to find out more about how the Blueprint has been developed internationally then please
refer to the resources handout 3. Reports of the LSIS trials can also be found in the publications listed
in slide 25.
Resources:
Timings: 3 minutes.
Transition statement: Let’s look at what was taken into account when developing the English version.
Your notes:
18 Career learning for the 21st century: CPD series
Developing the Blueprint for England
employability skills
financial planning
healthy living
ICT skills
social media
mobility
enterprise skills
the Big Society
networking
citizenship
numeracy
building self-reliance
environmental
awareness
cultural diversity
globalisation
building self-efficacy
Slide 12
Show slide 12 and say that these are some of the key themes, which were considered when the
Blueprint was adapted and updated to suit the English context in 2011. This was also based on
feedback from the trials in England.
Refer back to the findings of the group when they discussed their own view of careers and career
journeys and when they analysed the skills and characteristics required by the learners in the video
clips. Say that the Blueprint, developed in Australia and Canada, was trialled in FE and sixth-form
colleges, work-based learning, adult and community learning, primary and secondary schools and
universities
Resources:
Timings: 3 minutes.
Transition statement: The English version of the Blueprint therefore includes the following:
Your notes:
Module 11: Introduction to the Blueprint for Careers 19
The Blueprint for Careers (England)
Exploring life,
learning and
work
Understanding
and developing
myself
Developing
and managing
my career
Effective
career
management
Slide 13
Show slide 13 and say that for the English Blueprint, we have kept the structure of the original
Canadian Blueprint by dividing the competencies into three areas and retaining 11 competencies.
However, there have been quite significant changes in the way that the competencies have been
grouped together and in the wording to these. These changes have been made as a result of trials and
evaluation carried out in a number of different organisations across England.
Resources:
Timings: 2 minutes.
Transition statement: Now we’ll have a look at the key areas of the Blueprint developed in England.
Your notes:
20 Career learning for the 21st century: CPD series
The Blueprint – a version for England
Understanding and developing myself
zz
I know who I am and what I am good at.
zz
I interact confidently and effectively with others.
zz
I change, develop and adapt throughout my life.
Exploring life, learning and work
zz
I learn throughout my life.
zz
I find and utilise information and the support of others.
zz
I understand how changes in society, politics and the economy relate to my
life, learning and work.
zz
I understand how life, learning and work roles change over time.
Developing and managing my career
zz
I make effective decisions relating to my life, learning and work.
zz
I find, create and keep work.
zz
I maintain a balance in my life, learning and work that is right for me.
zz
I plan, develop and manage my life, learning and work.
Slide 14
Show slide 14 and tell the group that it shows the competencies for the Blueprint for Careers for
England. Give the group time to read the competencies and then give them handout 2– Blueprint
Matrix 2 page, which includes the indicators. Participants will need to use these for the group activities
that follow.
Give people time to read the handout.
Resources: Handout 2 – Blueprint Matrix 2 page.
Timings: 5 minutes
Transition statement: We will now consider the individual competencies and their indicators, which
are on this handout.
Your notes:
Module 11: Introduction to the Blueprint for Careers 21
Blueprint activity 1:
Using it yourself
1.
2.
3.
Which of these competencies have you developed?
What helped you develop them?
What changes in circumstances might affect your competence?
You have 10 minutes for this exercise.
Slide 15
Ask participants to find a partner with whom they can work, and discuss the questions listed on the
slide (10 minutes).
Ask them to feed back their general findings. Say that the trials showed that people can be highly
competent in some areas and have very little competence in others.
Ask what changes in circumstances that might affect their career competence they had considered.
Groups tend to have considered: redundancy, the threat of downsizing at work, relocating due to family
responsibilities, need to retrain, ill health, wish for a change, changing priorities, new interests etc.
The trials have produced evidence that people may be competent in one area at a particular time,
but this may change and they may have to go back and start again. There are also one-page and A3
format versions of the matrix produced by LSIS and available on the Excellence Gateway.
Resources: Handout 2 – Blueprint Matrix 2 page.
Timings: 20 minutes.
Transition statement: Now we are going to give you a chance to explore the Blueprint further and
think about how you might use it.
Your notes:
22 Career learning for the 21st century: CPD series
Blueprint activity 2:
Using it with individuals
1.
How could you use the Blueprint with individuals in your work?
2.
What self-directed activities could you develop to help
your learners use the Blueprint themselves?
You have 10 minutes for this exercise.
Slide 16
Ask the pairs from the exercise above to form a group of four or six. Show slide 16 and ensure the
groups understand what is required. Put up prepared flip chart sheets on the wall. Tell the group that
you would like them to think about all 11 competencies shown on the flip charts. If asked about
the self-directed activities, say that you are thinking about things like individual workbooks, online
questionnaires and research. Further examples are included in the guide produced by LSIS to help
organisations use the Blueprint, A guide to the Blueprint for Careers and its implementation (available
in May 2012). On completion of the exercise, ask the groups to write up their findings under each
of the headings – you could use Post-it™ notes – and allow time for the group to read all the entries.
These activities could be all word processed and circulated to all participants at a later date. Ask for
general feedback about the usefulness of the framework and competencies. Ask what they had learned
from this exercise. Other groups have said: that they are covering some of the areas already in their
teaching and work and needed only to refine some of the activities; realised there were gaps in their
provision; could easily incorporate some of the Blueprint competencies; that the framework shows why
certain learners have so many difficulties in gaining employment or work experience etc.
Resources: Pre-prepared flip charts with one of the 11 Blueprint areas written at the top of each sheet.
Timings: 20 minutes.
Transition statement: LSIS carried out a number of trials on the Blueprint and the pilot organisations
used the Blueprint in the following ways.
Your notes:
Module 11: Introduction to the Blueprint for Careers 23
How can we use it in our context?
zz
To review an existing career learning programme, learning curriculum
or careers provision
zz
To develop a new career learning programme or career management
competencies across the provider curriculum
zz
To enable learners to assess the extent to which they are competent at
developing their careers – and identify priorities for action
zz
To review careers resources and products, and identify gaps.
Slide 17
Show slides 17 and 18, which indicate ways in which the Blueprint can be used.
Examples of some of these can be found in the LSIS publication, The Blueprint for Careers – evidence
of impact, which reports on the second LSIS trial. You may wish to have a look at this before the
session, in order to give some specific examples to illustrate the two slides.
The evidence of impact publication is available at www.excellencegateway.org.uk/node/1332.
24 Career learning for the 21st century: CPD series
How can we use it in our context?
zz
To plan career progression across partners (i.e. in a Diploma Consortium
or a local authority) using the Blueprint to provide a common language
and structure
zz
To help us measure the impact of the services we provide
(i.e. by identifying the increase in our learners’ ‘career competence’)
zz
To help evaluate and improve the career services and provision we offer.
Slide 18
Resources:
Timings: 5 minutes.
Transition statement: Let’s now summarise and look at the benefits.
Your notes:
Module 11: Introduction to the Blueprint for Careers 25
A learner perspective
“The Blueprint covers what you want from a career, how hard you are
prepared to work/study for it and how much it will cost you to train/study.
It challenges your own work values and the probability that you will not
have a job for life and that there may be several career changes. I wish
I had received this when I was at school.”
An adult learner
LSIS, 2010. Careers blueprint supporting an all-age guidance strategy. p31.
Slide 19
Show slide 19 and say that this statement is a comment from an adult learner who participated in one
of the first Blueprint trials in Somerset.
Resources:
Timings: 2 minutes
Transition statement: And in general ...
Your notes:
26 Career learning for the 21st century: CPD series
What are the benefits?
zz
Individuals learn how to manage their own careers throughout their lives.
zz
Individuals know where to get information and support.
zz
Providers have a common framework for planning, development and
measuring progress.
zz
Providers have a shared language and consistent practice.
zz
One flexible framework for many careers and transitions.
Slide 20
Show slide 20, let the group read through the slide and ask for comments. There are a number of
case studies on the Canadian and Australian Blueprint websites, which demonstrate benefits arising
from the use of the Blueprint where this has been trialled – and in the publications on the Excellence
Gateway. You might want to look at these before delivering this session. A full resource list is provided
on handout 3.
If you had extra time you could allow the group to explore these resources.
Resources:
Timings: 2 minutes.
Transition statement: So now let’s remind ourselves of the philosophy.
Your notes:
Module 11: Introduction to the Blueprint for Careers 27
Blueprint:
What is the philosophy behind it?
“Career management is not about making the right occupational choice.
It’s about equipping people with the competencies (skills, knowledge,
attitudes, character, emotional intelligence) to make the myriad of
choices with which adults are confronted, in all aspects of their lives and
throughout life to become confident, healthy, self reliant citizens, able to
cope with constant change in the labour market and maintain balance
between life and work roles.”
Phil Jarvis
Slide 21
Show slide 21 and say that this is quote from Phil Jarvis, who developed the Canadian Blueprint from a
set of development guidelines, which originated in the USA, and which explains the philosophy behind
it, which is both broad and holistic. Say that it still underpins the philosophy today for the version we
have been studying.
Resources:
Timings: 2 minutes.
Transition statement: and now a summary of its purpose.
Your notes:
28 Career learning for the 21st century: CPD series
The Canadian high five messages
for career development
zz
Change is constant.
zz
Follow your heart.
zz
Focus on the journey.
zz
Keep learning.
zz
Build relationships.
David Redekopp, the National Life / Work centre
Slide 22
Show slide 22 and say that again this is part of the philosophy behind the Canadian approach. LSIS
career developers really like this terminology, because it makes you think about career learning in a
different way and encourages engagement by the individual. Say it encompasses what the framework
is all about.
One of the LSIS trial sites used these high 5 messages as principles around which to develop their
provision. Before you deliver the session you might like to find out more about them by visiting
Canadian and Australian websites.
A PDF file by David Redekopp and colleagues, called the ‘high five’ of career development, can
be downloaded from www.life-role.com/documents/High%Five.pdf. If you visit the Australian site
www.ncdw.com.au/index.php/the-high-five-messages-of-career-development/ you will find short fact
sheets about the ‘high five’ messages and videos can be viewed on YouTube.
Resources:
Timings: 3 minutes.
Transition statement: So now let’s consider what you are going to do next.
Your notes:
Module 11: Introduction to the Blueprint for Careers 29
Blueprint activity 3:
Action planning
1.
2.
3.
Which of the activities discussed today do you think you would
like to take forward?
What resources will you need?
What will you do immediately?
You have six minutes for this activity.
Slide 23
Show slide 23 and ask participants to prepare an action plan using the handout and questions on the
slide. Say that research has shown that if you write something down and say it to someone else you
are more likely to do it, so you want them to fill in the action plan and tell the person next to them one
thing they are going to do.
They only have six minutes for this activity, so will need to be focused.
Resources: Handout 4 – Action plan.
Timings: 6 minutes.
Transition statement: We are nearly at the end and therefore need to summarise.
Your notes:
30 Career learning for the 21st century: CPD series
Summary
1.
How has the concept of career changed?
2.
Where was the Blueprint developed?
3.
What is the philosophy of the Blueprint framework?
4.
What are three main areas in the Blueprint for Careers (England)?
5.
What are you going to do next with the Blueprint?
Thank you for attending; please complete an evaluation form.
Slide 24
Show slide 24 and say that the session is nearly at an end so you need to recap.
Ask the questions and repeat back the answers so whole group can hear. If no one remembers any,
go back to the relevant slides.
Ask group to complete evaluation forms and generally ask them for feedback on what they have
learned from the session.
Resources: Evaluation forms.
Timing: 10 minutes for summary and references that follow.
Transition statement: I have included a list of the references used in this session so you can follow up
any aspects if you wish.
Your notes:
Module 11: Introduction to the Blueprint for Careers 31
References
LSIS, 2009. Career learning for the 21st century: the career blueprint –
a competence approach.
LSIS, 2010. Career learning for the 21st century: Careers blueprint supporting an
all-age guidance strategy.
LSIS, 2010. Career learning for the 21st century: Mapping the Blueprint against
other frameworks.
LSIS, 2011. Career learning for the 21st century: The Blueprint for Careers –
evidence of impact.
LSIS, 2012. Career learning for the 21st century: A guide to the Blueprint for Careers.
LSIS, 2012. Blueprint for Careers: Brief guide.
LSIS, 2012. Blueprint for Careers grid.
LSIS, 2012. Blueprint for careers and its implementation (available May 2012).
Slide 25
LSIS has produced a range of resources to help organisations explore and use the Blueprint.
These, shown on slide 25, include information on both the trials undertaken in England
(2009 /10 and 2010/11), on how the Blueprint relates against other frameworks and standards,
and how organisations can use the Blueprint. There is also a module about the Blueprint in the
online training resource for staff, “Career learning for all”, freely available on the LSIS virtual Learning
Environment, www.leadershiplearning.org.uk
32 Career learning for the 21st century: CPD series
References continued
Canadian website: http://206.191.51.163/blueprint/
Australian website: www.blueprint.edu.au
LSIS Blueprint materials: www.excellencegateway.org.uk/node/1332
Career Learning for all – free online CPD module produced by LSIS
Froeschle, R, 2003. Cost of Market Indecision: The Economic Effects of
Insufficient Career Information. Texas Workforce Commission, Career
Development Resources. Austin, Texas.
Gysbers, NC, 1997. Involving Counseling Psychology in the School-to-Work
Movement: An Idea Whose Time Has Come. The Counseling Psychologist,
25(3), 413–427.
Slide 26
Slide 26 shows links to the resources developed in Canada and Australia, some LSIS resources and
articles referred to earlier in the session.
Thank the group for their participation.
Resources: Handout 3 – Further information and resources.
Timings:
Transition statement:
Your notes:
Module 11: Introduction to the Blueprint for Careers 33
Handout 1 – Career quotes
Calvin Coolidge (1872–1933)
Nothing in the world can take the place of Persistence. Talent will not; nothing is more common
than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb.
Education will not; the world is full of educated derelicts. Persistence and determination alone are
omnipotent. The slogan ‘Press On’ has solved and always will solve the problems of the human race.
www.career-tools-hq.com/quotes.html
Norman Vincent Peale (1898–1993)
Believe in yourself! Have faith in your abilities! Without a humble but reasonable confidence in your
own powers you cannot be successful or happy. www.career-tools-hq.com/quotes.html
Johnny Carson (1925–2005)
Never continue in a job you don’t enjoy. If you’re happy in what you’re doing, you’ll like yourself, you’ll
have inner peace. And if you have that, along with physical health, you will have had more success than
you could possibly have imagined. www.career-tools-hq.com/quotes.html
Peter McWilliams
In reality, serendipity accounts for one per cent of the blessings we receive in life, work and love.
The other 99 per cent is due to our efforts. www.career-tools-hq.com/quotes.html
Pearl Buck (1892–1973)
The secret of joy in work is contained in one word – excellence. To know how to do something well is to
enjoy it. www.career-tools-hq.com/quotes.html
34 Career learning for the 21st century: CPD series
Cory Doctorow
It’s not necessarily about what career you pick. It’s about how you do what you do.
www.career-tools-hq.com/quotes.html
Mahatma Gandhi
The future depends on what we do in the present.
www.career-success-for-newbies.com/famous-quotes-about-success.html
Vince Lambardi
The difference between a successful person and others is not a lack of strength, not a lack of
knowledge, but rather a lack of will.
www.career-success-for-newbies.com/famous-quotes-about-success.html
Henry David Thoreau
The secret of achievement is to hold a picture of a successful outcome in the mind.
www.career-success-for-newbies.com/famous-quotes-about-success.html
Napoleon Hill
Concentration of effort and the habit of working with a definite chief aim are two of the essential
factors in success which are always found together. One leads to the other.
www.career-success-for-newbies.com/famous-quotes-about-success.html
Goethe
Whatever you can do, or dream you can, begin it … Boldness has genius, power, and magic in it.
www.career-success-for-newbies.com/famous-quotes-about-success.html
Handout 2 – Blueprint Matrix 2 page
Module 11: Introduction to the Blueprint for Careers 35
Knowing
What &
Where...
To find out
about yourself, others
and the world around
you and seeking
knowledge, facts,
information, and ideas
I know who I am and
what I am good at
I interact confidently
and effectively with
others
I change, develop and
adapt throughout life
I learn throughout
my life
I find and utilise
information and the
support of others
This career area includes:
This career area includes:
This career area includes:
This career area includes:
This career area includes:
Knowing what my
interests, abilities,
personal qualities and
values are
Knowing what is meant
by social and professional
networks and how to
develop and access them
Knowing that I will
change and develop
throughout my life
Knowing my strengths
and development needs
Knowing about the
importance of building
effective personal
relationships
Knowing about
different types of
learning e.g. formal and
informal, on-line and
taught, mentoring, work
shadowing etc.
Knowing where and
how to find a range of
information sources
relevant to my life,
learning and work
Being aware of how I
behave and the impact
my behaviour has on
those around me and how
I am perceived
Knowing what makes me
feel good about myself
Knowing what factors
influence relationships
e.g. common interests,
peer pressure, differences,
moods, feelings
Knowing when and who
to ask for help
Being aware of how
changes related to my
work might impact on
other aspects of my life
Being aware of how
life changes can affect
my well being, mental
and physical health and
decisions about life,
learning and work
Identifying the gaps in
my learning and skills
Using technology to
help me to find the
information I need
Exploring how my life
experience has affected
my attitude to learning
Knowing who to go to
for help, advice and
information
Knowing about the
support available to me
for my learning and how
to access this
Exploring my attitude to
risk and being willing to
make changes to my life
Knowing
Why....
Things happen and
seeking to understand,
to make connections
between ideas and to
reflect
about yourself and
others
Understanding that my
health and well-being
affects the way I feel
about myself
Understanding that the
way I feel about myself
can affect whether I
achieve my life and work
goals
Understanding the
benefits upon my
strengths and the
importance of taking
charge of my own
development
Understanding that
networks are important in
life, learning and work
Understanding
the importance of
relationships in my life,
learning and work
Understanding and
respecting diversity and
individual differences
Understanding how to
deal with peer pressure,
conflict and emotions in
relationships
Understanding the
benefits of maintaining
my self-esteem
Knowing
How to...
To move things on, to
behave positively, to
take action and to apply
knowledge
Seeking, accepting and
making use of feedback
from others
Living, learning and
working effectively with
others
Identifying work and
opportunities that match
my interests and values
Dealing with challenges
that emerge in my
relationships with other
people
Identifying work and
opportunities that build
on my strengths and/
or develop my skills and
experience in other areas
Creating a
self-development plan
Demonstrating resilience
throughout my life and
career
Challenging myself to
improve my performance
Working effectively in a
group or team
Listening to others and
understanding their point
of view
Expressing my own views
and feelings
Developing, contributing
to and drawing on a
range of networks
Understanding the value
of planning for change
including having flexible
and back up plans
Understanding the value
of challenging myself e.g.
to do things differently
Being aware of the
value of adapting to
new circumstances and
environments
Understanding what
self-limiting beliefs are
and their impact of my
life
Being resilient and willing
to learn when things
change or do not go as
expected
Overcoming fears and
worries and taking
appropriate risks
Spotting opportunities
and making the most of
chance happenings
Anticipating and
initiating change
Challenging my
self-limiting beliefs e.g.
stereotypes, to enable me
to change and develop
Understanding how to
address the gaps in my
learning
Understanding the value
of developing a range of
skills
Understanding why I
need to invest in learning
and how this affects my
life chances
Understanding the
attitudes and behaviours
that contribute to
successful learning
Being aware that
information was created
for different purposes and
seeking out a range of
different perspectives
Relating information
to my own goals and
situation
Questioning and assessing
the reliability and
usefulness of information
Understanding how skills
and knowledge can be
transferred from one
area of my work or life to
another
Selecting the right type
of learning for me
Taking part in learning
throughout life
Having a learning and
development plan
Spotting opportunities to
learn and develop
Overcoming the barriers
that prevent me from
learning
Broadening my learning
outside my comfort zone
Interpreting and using
career and labour market
information
Using different
opportunities and
experiences to find out
about learning, work and
other alternatives
Combining information
and drawing conclusions
from it
I understand how
changes in society,
politics and the economy
relate to my life, learning
and work
I understand how life,
learning and work roles
change over time
I make effective
decisions relating to my
life, learning and work
I find, create and
keep work
I maintain a balance
in my life, learning and
work that is right for me
I plan, develop and
manage my life, learning
and work
This career area includes:
This career area includes:
This career area includes:
This career area includes:
This career area includes:
This career area includes:
Identifying the
importance and value
I place on work and
learning
Knowing how the typical
and stereotypical roles of
different individuals and
groups in society change
over time
Knowing what effective
decision making is and its
benefits and impact on
choices in life
Knowing how and where
to search for work
Being aware of the
various roles and
responsibilities I might
have in life, learning and
work
Being aware that life,
learning and work roles
can change over my
lifetime
Identifying and gathering
a range of information to
help me make decisions
Understanding The High
Five Messages of Career
Development (Change
is Constant, Focus on
the Journey, Learning is
Continuous, Team Up with
Others, Follow Your Heart)
Understanding that there
are ethical dimensions to
my life, learning and work
Being aware of the
global economy and how
it impacts on my life,
learning and work
Being aware of social
and political changes
Knowing that a range
of different roles, in the
workplace and in the
home, are important to
family and society e.g.
caring and domestic work
Knowing who could
help me find work
opportunities
Knowing what employers
value in employees
Understanding that there
are different ways to
make decisions
Knowing about different
types of work and
employers
Knowing how to
evaluate my decisions i.e.
identifying pros and cons
and implications
Knowing how businesses
and organisations operate
Understanding risk taking
in decision making
Understanding the likely
pressure points in life
Being able to identify
what causes me stress
Knowing how to manage
stress and pressure in life,
learning and work
Knowing the skills that
are needed during a
recruitment process
Being aware of my
skills, strengths and
achievements and what I
have learnt
Being aware of the
advantages and
opportunities that arise in
my life
Knowing how to plan
and manage periods of
change and transition in
my life
Knowing the benefits of
goal setting and how to
do this
Understanding how social,
political and economic
change can affect the
services and goods
society needs, and have
an impact on my life,
learning and work
Understanding how
work (paid and unpaid)
contributes to my
community and society
Being aware of how my
willingness to travel or
relocate impacts on my
life, learning and work
opportunities.
Understanding my own
attitudes to different life,
learning and work roles,
and considering how
these attitudes have been
shaped
Being aware that during
my lifetime I am likely to
fulfil many roles
Being aware that
stereotypes, bias and
discrimination can limit
my opportunities
Identifying work and life
choices that fit with my
values
Anticipating likely
changes to my life,
learning and work that
will affect my choices
Weighing up the pros and
cons of travelling and
relocation to attain my
life, learning and career
goals
Understanding that my
skills and experiences are
transferable to various
work settings
Deciding for myself the
relative value of work,
learning, family, leisure
and other activities
Understanding how my
personal beliefs and
attitudes affect my
decisions
Understanding the value
of paid and unpaid
work in developing and
evidencing skills
Being aware of what
might interfere with me
attaining my goals, and
developing strategies to
overcome these barriers
Understanding how to
create job opportunities
Understanding that my
various life roles, and the
balance between them,
can have an impact on my
health and well-being now
and in the future
Knowing that the choices
I make influence the
course of my life
Understanding how
groups and individuals
can influence the
conditions within which I
work and live
Finding out how I can
contribute effectively
to the development
of my community and
society (e.g. through
volunteering)
Understanding and
evaluating various
influences on my decision
making
Helping to create a
culture, which values
individuals on the basis of
what they have to offer
Taking on a range of
roles and responsibilities
throughout my life in a
positive way
Challenging my own and
others assumptions and
stereotypes
Being aware of my own
attitudes to life, learning
and work
Understanding what kind
of work and employment
I value
Understanding the value
of goal setting in my life
Developing and
demonstrating behaviours
and attitudes that support
the High Five Messages of
Career Development
Understanding my
attitude to risk taking
Thinking creatively about
life, learning and work
options
Developing skills and
experience that employers
value
Managing my priorities
and others’ expectations
and demands
Seeking out a range of
information and options
when making decisions
Presenting myself and my
skills to others effectively
Taking action to create a
balance in my life that is
right for me
Taking account of my
medium and long term
goals in day to day
decision making
Evaluating the pros and
cons of options that
affect my life, learning
and work
Evaluating the impact of
my decisions on myself,
on others and on my
community and the wider
society
Developing relationships
and networks to help me
to find, create and keep
work
Engaging in learning
activities to maintain and
develop skills for work
Understanding the
value of optimism and
self-belief in the pursuit of
life, learning and work
Understanding my
options for an effective
life/work balance
Understanding the
importance of presenting
myself effectively when
seeking work and whilst in
work
Searching for work
effectively, making
connections, seeing
opportunities and
imagining possibilities in
the context of my working
life
Being able to visualise the
future that I want and
being able to adapt and
refine this vision in the
light of experience and
changing circumstances
Making time for activities
that contribute to my
health and well-being
Managing my finances to
provide the best basis for
my life, learning and work
Being able to set and
sustains life, learning and
work goals
Being able to make plans
to guide me in my life
journey
Using the Blueprint for
Careers throughout life
38 Career learning for the 21st century: CPD series
Handout 3 – Further information and resources
LSIS resources available to download as PDFs on the Excellence Gateway
www.excellencegateway.org.uk/node/1332
LSIS resources for the new Blueprint for Careers (England)
The Blueprint for Careers- Brief guide. A mini-guide providing an overview of the Blueprint for Careers.
The Blueprint for Careers. A summary chart of the competences.
A guide to the Blueprint for Careers and its Implementation. A full implementation guide, including
suggestions for self-directed and facilitated activities, and short case studies.
Resources produced by LSIS during the development phase for the Blueprint for Careers, as part of
the “Career learning for the 21st century” series
The Blueprint for careers – evidence of impact. A report that provides detailed accounts of trials
initiated by LSIS in England of different approaches based on the Blueprint and highlights the impact
on learners.
The career blueprint – a competence approach. A report that provides an overview of approaches
developed in Canada and Australia and identifies ways in which FE providers might use the
Blueprint model.
Careers blueprint supporting an all-age guidance strategy. A report written for organisations in
England about exploring the implementation of a career competence approach to help learners to
manage their own careers.
Mapping the blueprint against other frameworks. A guide to assist organisations to meet inspection
and other quality requirements.
Resources available on the US, Canadian and Australian Blueprint websites
The US National Career Development Association website has a general resources section for
career planning. A guide to assist organisations to meet inspection and other quality requirements.
http://associationdatabase.com/aws/NCDA/pt/sp/resources
Module 11: Introduction to the Blueprint for Careers 39
The Canadian Blueprint for Life/Work Designs website includes further background on the Blueprint
model, ways to use it in different settings and a database of resources and links, many contributed by
providers, to support the implementation of the Blueprint. http://206.191.51.163/blueprint
The Australian Blueprint for Career Development website includes the Australian model and
background documents but also toolkits containing worksheets and activities for using the Blueprint
with young people and adults, which can be adapted for use in England. www.blueprint.edu.au
The “high five” messages
Further information and Australian videos on YouTube are available at:
www.ncdw.com.au/index.php/the-high-five-messages-of-career-development/
An explanatory article by David Redekopp and colleagues is available at:
www.life-role.com/documents/High%Five.pdf
40 Career learning for the 21st century: CPD series
Handout 4 – Action plan
Which of the activities
discussed today do you
think you would like to
take forward?
What resources will
you need?
What will you do
immediately?
Module 11: Introduction to the Blueprint for Careers 41
LSIS workshop – trainer’s feedback
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Rating
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Please comment on the suitability of the timings provided.
Any other comments?
42 Career learning for the 21st century: CPD series
LSIS workshop – attendee’s feedback
Name of workshop: Introduction to the Blueprint for Careers
Date of workshop:
Using a rating of 1 = very good to 7 = very poor, please answer the following questions:
Overall how useful did you find the course?
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Module 11: Introduction to the Blueprint for Careers 43
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