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

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Blueprint

for Life/Work

Designs

Blueprint

for Life/Work

Designswww.blueprint4life.ca

1-888-533-5683

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Career Development Matters

Career development is about growing through life and work; aboutlearning, experiencing, living, working and changing; about creatingand discovering pathways through one’s life and work. Whenintentional, career development is about actively creating the life onewants to live and the work one wants to do.

The Blueprint for Life/Work Designs will help make career developmentintentional for more people.

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The Meaning of “WORK”The Meaning of “WORK”

““Work is undeniably one of the most essential of all human Work is undeniably one of the most essential of all human activities. For a start, it is the basis of economic survival of activities. For a start, it is the basis of economic survival of individuals… and society. Beyond this, an individual’s job individuals… and society. Beyond this, an individual’s job structures much of her or his time and, one hopes, provides structures much of her or his time and, one hopes, provides a source of personal fulfillment. An occupation also shapes a source of personal fulfillment. An occupation also shapes one’s identity and, in the eyes of others, largely determines one’s identity and, in the eyes of others, largely determines an individual’s status or position in society” an individual’s status or position in society”

Work, Industry, and Canadian Society, Krahn & Lowe. 1996

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Most of Canada’s youth are likely to experience:Most of Canada’s 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 Resource Benefits for using the BlueprintBlueprint

• 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 one’s Life/Work more intentionally has the potential to save billions of dollars in both the private and public sectors.

The Question…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 ProductivityLoss of ProductivityReduction in International CompetitivenessReduction 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

• Canada’s 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 FundingEducation 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


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Health Care FundingHealth 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


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Social ServicesSocial 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


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Protection, Prisons and CorrectionsProtection, 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


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Training Investment LossesTraining 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.


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Employment InsuranceEmployment 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.


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Lost Government RevenuesLost 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.


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Costs of Career IndecisivenessCosts of Career Indecisiveness


Costs of Career Indecisiveness PotentialGains (at 1%)

Lost Productivity $11.0 BillionEducation Funding $ .64 BillionHealth Funding $ .77 BillionSocial Services $ 1.5 BillionProtection, Prisons and Corrections $ .15 BillionTraining Investment Losses $ .01 BillionEmployment Insurance $ .01 BillionLost Government Revenues $ 4.3 Billion

TOTAL $18.38 BillionAnnually

– 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.

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The Blueprint for Life/Wo rk Designs:

* Maps out the life/ work competencies Canadians need toproactively manage their career building process, from kindergarten toadulthood;

* Provides administrators and practitioners with asystematic process of developing, implementing, evaluating andmarketing career development programs or redesigning and enhancingexisting programs;

* Enables researchers and practitioners to determine theextent to which clients/ students have acquired competencies

* Enables career resource developers to design products,programs and services to address specific competencies and usersto identify competency “Blueprint Coded” resources

Most importantly:

* Provides a common language across Canada for theoutcomes of career development initiatives

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Overview of thethe Blueprint Framework

3 Areas of the Blueprint:

A. Personal ManagementA. Personal Management

B. Learning and Work ExplorationB. Learning and Work Exploration

C. Life / Work BuildingC. Life / Work Building

** A total ofA total of 11 Competencies11 Competencies fall under the 3 areasfall under the 3 areas

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Competencies by Area and Level

COMPETENCIES LEVEL I LEVEL II LEVEL III LEVEL IV

AREA A: PERSONAL MANAGEMENT

1. BUILD AND MAINTAIN A POSITIVE SELF-IMAGE

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 (I).

2.2 Develop abilities for building positive relationships in one’s life (II).

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 (I).

3.3 Learn to respond to change and growth (II).

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 life-long learning to one’s life/work scenario, both present and future.

4.3 Link life-long 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 (I).

5.4 Locate, interpret, evaluate and use life/work information (II).

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 (I).

6.4 Understand how societal and economic needs influence the nature and structure of work (II).

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 interrelationship of life roles (I).

9.2 Explore and understand the interrelationship of life roles (II).

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-traditional life/work scenarios.

10.3 Understand and learn to overcome stereotypes in life/work building (I).

10.4 Understand and learn to overcome stereotypes in life/work building (II).

11. UNDERSTAND, ENGAGE IN 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 Recognize and take charge of one’s life/work building process.

11.4 Manage one’s life/work building process.

The Big PictureThe 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: AcquisitionStage 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: ApplicationStage 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: ActualizationStage 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 WritingRésumé 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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Stage I ACQUISITION8.1.1 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.

Competency 8:Competency 8:

Level 1: Explore and improve decision making.Level 1: Explore and improve decision making.

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Stage I ACQUISITION (8.1.1-7)

Stage II APPLICATION 8.1.8 Assess what might interfere with attaining

one’s goals.

8.1.9 Apply problem-solving strategies.8.1.10 Make decisions and take responsibility for

them.

Competency 8:Competency 8:Level 1: Explore and improve decision making.Level 1: Explore and improve decision making.

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Stage II APPLICATION (8.1.8-10)

Stage III PERSONALIZATION8.1.11 Examine one’s problem-solving strategies and

evaluate their impact on the attainment of one’s goals.

8.1.12 Evaluate the impact of personal decisions on self and on others.


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Stage II APPLICATION (8.1.8-10)

Stage III PERSONALIZATION (8.1.11-12)

Stage IV ACTUALIZATION8.1.13 Engage in a responsible decision-making

process.


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Measurable StandardsMeasurable Standards

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/alternatives.

Possible standard for grade ten students:

Students will be able to explain HB Gelatt’s 4 “rules of the road never taken” and describe a personal metaphor for their own life/work

journey (river, sea, roller coaster, dice, etc.).

Competency 8:Explore and improve decision making.

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Objectives of the Objectives of the BlueprintBlueprint::

• 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?

What is the Planning Process for the Blueprint for Life/Work Designs?

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.

The Blueprint is a national competency framework designed to help individuals better manage their lives and work.

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Blueprint Planning ProcessBlueprint Planning ProcessPlanning Programs and Services

* Adapted by Lorraine Haché of OPTIMUM Human Resources and taken from Choosing Interventions: The Process (1998) of the Canadian Career Development Foundation.

Step 1 Assessing

Clients’ Needs

Step 2 Revisiting

One’s Mandate

Step 4 Strategizing

Programs and Services Improvements

Step 3 Assessing

Programs and Services

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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:WE need a concerted effort to:• recognize that human resources are our single greatest resource,

• to increase our understanding of career development and it’s 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: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:WE need to recognize that:

Career Development Career Development == Human Resource Development and Human Resource Development and better Economic Developmentbetter Economic Development

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Blueprint

for Life/Work

Designs

Blueprint

for Life/Work

Designswww.blueprint4life.ca

1-888-533-5683

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

Documents

work statistics

meaning of work work

society work

learning slide

work opportunities

local government revenue

world of work

work environments