Career%20(Life/Work)%20Planning%20Process

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Blueprint for Life/Work Designs
www.blueprint4life.ca 1-888-533-5683
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The Meaning of WORK

• Work is undeniably one of the most essential of
  all human activities. For a start, it is the
  basis of economic survival of individuals and
  society. Beyond this, an individuals job
  structures much of her or his time and, one
  hopes, provides a source of personal fulfillment.
  An occupation also shapes ones identity and, in
  the eyes of others, largely determines an
  individuals status or position in society
• Work, Industry, and Canadian Society, Krahn
  Lowe. 1996

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Most of Canadas youth are likely to experience

• a succession of up to 25 different jobs
• in a variety of occupations
• in up to 5 different sectors of the economy
• a variety of concurrent work roles
  (multi-tasking)
• planned and unplanned gaps of no work
• they will need to manage numerous transitions
  between work and learning

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Resource Benefits for using the Blueprint

• Canada is shifting to a new and better paradigm
  for Career Development (Life/Work) that will
  address the current needs for the world of work.
• Learning to design ones Life/Work more
  intentionally has the potential to save billions
  of dollars in both the private and public
  sectors.
• The Question
• Can we afford to keep going along the way we are
  when we look at the current transition around
  work statistics ?

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Loss of ProductivityReduction in International
Competitiveness

• 64 of workers say they would start over again if
  they could
• over 50 of workers admitted they ended up in
  their current jobs through chance or the advice
  of others
• Canadas second quarter GDP in 2002 was 1,138.2
  billion
• a 1 increase in productivity would result in 11
  billion in goods and services

Statistics Canada, CANSIM II, Consolidated
federal, provincial, territorial, and local
government revenue and expenditure, August 2002
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Education Funding

• 64.1 billion was invested by all levels of
  Government on primary, secondary and
  post-secondary education
• almost 50 of post-secondary students drop out or
  change programs at the end of their first year
• almost 25 of secondary level students drop out
  of school prior to certified completion
  nationally Poor recognition for school
  relevancy is the most commonly cited reason for
  at risk youth
• a 1 savings in increased efficiency equates to
  640 million

Statistics Canada, CANSIM II, Consolidated
federal, provincial, territorial, and local
government revenue and expenditure, August 2002
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Health Care Funding

• over 76.9 billion invested by all levels of
  Government
• consider the impact of physical and emotional
  health (lost work days/stress) on citizens and
  families spending 1/2 their conscious in work
  environments they dislike
• if 1 out of every 100 people availing themselves
  to health care for potential stress related
  illness were happier and healthier in their work
• 769 million annually could be saved

Statistics Canada, CANSIM II, Consolidated
federal, provincial, territorial, and local
government revenue and expenditure, August 2002
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Social Services

• 113 billion invested by all levels of
  Government.
• inability to locate and maintain suitable and
  fulfilling learning and work opportunities is a
  major contributing factor for recipients.
• a 1 saving on investment equates to 1.13 billion

Statistics Canada, CANSIM II, Consolidated
federal, provincial, territorial, and local
government revenue and expenditure, August 2002
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Protection, Prisons and Corrections

• over 15 billion invested by all levels of
  Government
• a contributing factor of many individuals running
  afoul of the law is the inability to connect with
  life and work roles that appeal to them
• a 1 reduction in expenditures equates to 150
  million

Statistics Canada, CANSIM II, Consolidated
federal, provincial, territorial, and local
government revenue and expenditure, August 2002
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Training Investment Losses

• on average, it costs approximately 25,000 to
  train someone to full productivity in a job
• thus, the average cost of 40 people changing jobs
  can directly and indirectly impact employers up
  to 1,000,000.00
• annually, more than 4000 people change jobs,
  after 1 year or less in any moderate sized
  Canadian city
• direct and indirect costs could conservatively
  add up to more than 100 million nationally.

Statistics Canada, CANSIM II, Consolidated
federal, provincial, territorial, and local
government revenue and expenditure, August 2002
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Employment Insurance

• Human Resources Development Canada (HRDC) paid a
  total of 9.5 billion in the year ending March
  31,2001 to about 650,000 EI Income Benefits
  Program recipients (who received an average of
  18.5 weeks of payments)
• if Canadians were more self reliant and effective
  at managing their own work and learning
  opportunities in transition to and from work and
  learning, EI payments would decrease.
• a 1 improvement would equate to 95 million in
  saving.

Statistics Canada, CANSIM II, Consolidated
federal, provincial, territorial, and local
government revenue and expenditure, August 2002
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Lost Government Revenues

• over 432 billion was collected by all levels of
  Government in the past year in revenues from
  income tax, property taxes, consumption taxes,
  health premiums, social insurance contributions,
  etc.
• if Canadians were more self reliant and effective
  at managing their own work and learning
  opportunities in transition to and from work and
  learning, all levels of government could
  anticipate increased revenues.
• a 1 improvement has the potential to generate
  4.3 billion to government revenues.

Statistics Canada, CANSIM II, Consolidated
federal, provincial, territorial, and local
government revenue and expenditure, August 2002
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Costs of Career Indecisiveness

• These figures suggest the magnitude of potential
  gains (assuming 1 in improvement) if Canadians
  were more self-reliant and better able to manage
  their work and learning opportunities (careers).
  While more difficult to quantify, non-monetary
  issues (such as reduced self-esteem, family
  breakdown, substance abuse, etc.), represent even
  greater costs to Canadian society.

Statistics Canada, CANSIM II, Consolidated
federal, provincial, territorial, and local
government revenue and expenditure, August 2002
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Overview of the Blueprint Framework

• 3 Areas of the Blueprint
• A. Personal Management
• B. Learning and Work Exploration
• C. Life / Work Building
• A total of 11 Competencies fall under the 3
  areas

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The Big Picture
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4-Stage Learning Process Taxonomy (at each of
the four levels)

• Acquisition
• Application
• Personalization
• Actualization

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Stage I Acquisition

• Student acquires knowledge and understands the
  knowledge acquired. This stage presents the
  student with the information that may later serve
  as the basis for behaviour, learning integration,
  and self-actualization.

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Stage II Application

• Student demonstrates acquisition by putting into
  action knowledge acquired. Moving from the
  dimension of know-ing into the dimension of
  know-how characterizes this stage.

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Stage III Personalization

• Student integrates acquired and applied knowledge
  and re-examines and evaluates that knowledge. At
  this stage, student will either make the learning
  his/her own or reject it. Skill becomes part of
  who he/she is.

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Stage IV Actualization

• At this stage, the student/graduate is
  approaching full potential. Transforming,
  inventing, conceptualizing and creating occur at
  this stage.

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Résumé Writing

• Acquisition ?
• Application ?
• Personalization ?
• Actualization ?

• Learning different résumé styles
• Writing a résumé following a specific model
• Changing résumé to reflect new position
• Guiding others in writing résumés

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Competency 8Level 1 Explore and improve
decision making.

• Stage I ACQUISITION
• 8.1.1 Understand how choices are made.
• 8.1.2 Explore what can be learned from
  experiences.
• 8.1.3 Explore what might interfere with attaining
  goals.
• 8.1.4 Explore strategies used in solving
  problems.
• 8.1.5 Explore alternatives in decision-making
  situations.
• 8.1.6 Understand how personal beliefs and
  attitudes influence decision making.
• 8.1.7 Understand how decisions affect self and
  others.

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Competency 8Level 1 Explore and improve
decision making.

• Stage I ACQUISITION (8.1.1-7)
• Stage II APPLICATION
• 8.1.8 Assess what might interfere with attaining
  ones goals.
• 8.1.9 Apply problem-solving strategies.
• 8.1.10 Make decisions and take responsibility for
  them.

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Competency 8Level 1 Explore and improve
decision making.

• Stage I ACQUISITION (8.1.1-7)
• Stage II APPLICATION (8.1.8-10)
• Stage III PERSONALIZATION
• 8.1.11 Examine ones problem-solving strategies
  and evaluate their impact on the attainment of
  ones goals.
• 8.1.12 Evaluate the impact of personal decisions
  on self and on others.

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Competency 8Level 1 Explore and improve
decision making.

• Stage I ACQUISITION (8.1.1-7)
• Stage II APPLICATION (8.1.8-10)
• Stage III PERSONALIZATION (8.1.11-12)
• Stage IV ACTUALIZATION
• 8.1.13 Engage in a responsible decision-making
  process.

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Measurable Standards
Competency 8Explore and improve decision making.

• Level III Engage in life/work decision making.
• 8.3.8 Explore how being positive about the
  future and its uncertainties may lead to
  creative and interesting possibilities/alternati
  ves.
• Possible standard for grade ten students
• Students will be able to explain HB Gelatts 4
  rules of the road never taken and describe a
  personal metaphor for their own life/work
  journey (river, sea, roller coaster, dice,
  etc.).

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Objectives of the Blueprint

• To help individuals and organizations understand
  that career development is about growing through
  life and work. When intentional, career
  development is about actively creating the life
  one wants to live and the work one wants to do.
• Describe the career development competencies and
  indicators needed by Canadians in various stages
  of their lives to help individuals plan their
  Life/Work more intentionally.
• To help organizations promote and measure
  personal growth.
• Provide a common career development language
  across Canada.

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What is the Planning Process for the Blueprint
for Life/Work Designs?
The Blueprint is a national competency framework
designed to help individuals better manage their
lives and work.
By suggesting a comprehensive Planning Process,
the Blueprint also aims to help practitioners and
organizations assess, develop and design
programs, services and products that will help
Canadians develop those competencies in the
various settings in which career development
interventions occur.
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Blueprint Planning Process
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The Question?

• The question Can we afford not to commit human
  and financial resources to develop a
  comprehensive Career Development culture ?
• WE need a concerted effort to
• recognize that human resources are our single
  greatest resource,
• to increase our understanding of career
  development and its potential,
• use human resource research, tools and
  interventions more effectively,
• and to adopt a process for promoting, developing
  and tracking the benefits of a career
  development culture for Canadians.

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The Question?continued The question Can
we afford not to commit human and financial
resources to develop a comprehensive Career
Development culture

• We need programs and resources based upon
• clear measurable outcomes,
• accountability to the individuals, parents,
  businesses, organizations and the governments who
  benefit by fund them.
• WE need to recognize that
• Career Development Human Resource Development
  and better Economic Development

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