Blueprint
for Life/Work
Designs
Blueprint
for Life/Work
Designs
www.blueprint4life.ca1-888-533-5683
www.blueprint4life.ca1-888-533-5683
Origins of the BlueprintOrigins of the Blueprint
America’s Career Resource Network (ACRN) 1988-2002
National Life/Work Centre Human Resources
Development Canada (HRDC)
Canada Career Information Partnership (CCIP)
National Blueprint Advisory Group 1998-2002
America’s Career Resource Network (ACRN) 1988-2002
National Life/Work Centre Human Resources
Development Canada (HRDC)
Canada Career Information Partnership (CCIP)
National Blueprint Advisory Group 1998-2002
What is the Blueprint for
Life/Work Designs?
What is the Blueprint for
Life/Work Designs?The Blueprint is a national framework of
competencies individuals need to effectively and proactively build their
lives and careers.
The concept “life/work designs” suggests that: life and work, though at times distinct, are
not separate; life and work are best “designed” in
harmony; and life/work can be “designed” (recognizing
that not all designs reach full fruition) and continuously re-designed.
The Blueprint is a national framework of competencies individuals need to
effectively and proactively build their lives and careers.
The concept “life/work designs” suggests that: life and work, though at times distinct, are
not separate; life and work are best “designed” in
harmony; and life/work can be “designed” (recognizing
that not all designs reach full fruition) and continuously re-designed.
Why do we need a Blueprint?Why do we need a Blueprint?
• When intentional, career development is about actively creating the life one wants to live and the work one wants to do.
• When unintentional career development occurs anyway—none of us can avoid learning, experiencing, living, working and changing!
• When intentional, career development is about actively creating the life one wants to live and the work one wants to do.
• When unintentional career development occurs anyway—none of us can avoid learning, experiencing, living, working and changing!
To help make career development intentional
To help make career development intentional
Why do we need a Blueprint?Why do we need a Blueprint?
The Blueprint provides both the architecture and the conceptual organizer for all career-relevant
activity in Canada. It is the stadium, field and bases for the
ballgame that career practitioners play. Without the Blueprint, the
integration, coordination and tracking of career development across the lifespan will return to what it was - and that isn't good
enough in the modern world. Dr. Bruce Cassie, OISE
The Blueprint provides both the architecture and the conceptual organizer for all career-relevant
activity in Canada. It is the stadium, field and bases for the
ballgame that career practitioners play. Without the Blueprint, the
integration, coordination and tracking of career development across the lifespan will return to what it was - and that isn't good
enough in the modern world. Dr. Bruce Cassie, OISE
What’s the connection between the Blueprint and the Canadian Standards
and Guidelines?
What’s the connection between the Blueprint and the Canadian Standards
and Guidelines?The Canadian Standards and Guidelines
for Career Development Practitioners is a parallel initiative
The Canadian Standards and Guidelines for Career Development Practitioners
is a parallel initiative
• Both frameworks use competencies as the foundation in mapping out outcomes from services or professionals.
• The Canadian Standards and Guidelines maps out competencies expected from a qualified career development practitioner while the Blueprint focuses on competencies people can expect to learn from career development services.
• Both frameworks use competencies as the foundation in mapping out outcomes from services or professionals.
• The Canadian Standards and Guidelines maps out competencies expected from a qualified career development practitioner while the Blueprint focuses on competencies people can expect to learn from career development services.
ComparisonsComparisons
• Focuses on what the practitioner needs in order to help people achieve personal CD outcomes
• Applies to practitioner preparation & training
• Focuses on knowledge, skills and attitudes needed by professionals to deliver Blueprint outcomes
• Focuses on what the practitioner needs in order to help people achieve personal CD outcomes
• Applies to practitioner preparation & training
• Focuses on knowledge, skills and attitudes needed by professionals to deliver Blueprint outcomes
• Focuses on the outcomes of quality service from CD services & products
• Applies to different levels and age ranges, i.e. elementary through to adulthood
• Assists with implementation of services by focusing on outcomes expected from CD services or products
• Focuses on the outcomes of quality service from CD services & products
• Applies to different levels and age ranges, i.e. elementary through to adulthood
• Assists with implementation of services by focusing on outcomes expected from CD services or products
CSGCDPCSGCDP BlueprintBlueprint
Objectives of the BlueprintObjectives of the Blueprint
1. To describe the career development competencies and indicators needed by Canadians throughout their lives - using common career development “language” across Canada
1. To describe the career development competencies and indicators needed by Canadians throughout their lives - using common career development “language” across Canada
Objectives of the BlueprintObjectives of the Blueprint
2. To support the development (or redesign) and implementation of effective, comprehensive and accountable career development programs and services in:
K-12 schools post-secondary institutions community organizations business organizations government organizations
2. To support the development (or redesign) and implementation of effective, comprehensive and accountable career development programs and services in:
K-12 schools post-secondary institutions community organizations business organizations government organizations
Overview of the Blueprint Framework
Overview of the Blueprint Framework
11 COMPETENCIES organized
into 3 Blueprint AREAS:A. Personal ManagementB. Learning and Work
ExplorationC. Life/Work Building
11 COMPETENCIES organized
into 3 Blueprint AREAS:A. Personal ManagementB. Learning and Work
ExplorationC. Life/Work Building
The 11 BlueprintCompetencies
The 11 BlueprintCompetencies
A. Personal Management
1 Build and maintain a positive self-concept;
2 Interact positively and effectively with others;
3 Change and grow throughout one’s life.
A. Personal Management
1 Build and maintain a positive self-concept;
2 Interact positively and effectively with others;
3 Change and grow throughout one’s life.
The 11 BlueprintCompetencies
The 11 BlueprintCompetencies
B. Learning and Work Exploration
4 Participate in lifelong learning supportive of life-work goals
5 Locate and effectively use life-work information
6 Understand the relationship between work and society/economy
B. Learning and Work Exploration
4 Participate in lifelong learning supportive of life-work goals
5 Locate and effectively use life-work information
6 Understand the relationship between work and society/economy
C. Life/Work Building
7 Secure/create and maintain work
8 Make life/work enhancing decisions
9 Maintain balanced life and work roles
10 Understand the changing nature of life work roles
11 Understand, engage in and manage one’s own career building process
C. Life/Work Building
7 Secure/create and maintain work
8 Make life/work enhancing decisions
9 Maintain balanced life and work roles
10 Understand the changing nature of life work roles
11 Understand, engage in and manage one’s own career building process
The 11 BlueprintCompetencies
The 11 BlueprintCompetencies
Developmental Overview
Four LEVELS in Blueprint Framework
• Level 1 (Early Years)• Level 2 (Up to Early
Adolescence)• Level 3 (Up to Late Adolescence)• Level 4 (Up to Adulthood)
Note: Needs determination may be basedon vocational maturity rather than on age.
Four LEVELS in Blueprint Framework
• Level 1 (Early Years)• Level 2 (Up to Early
Adolescence)• Level 3 (Up to Late Adolescence)• Level 4 (Up to Adulthood)
Note: Needs determination may be basedon vocational maturity rather than on age.
Competencies by Area and Level and Learning Stage
COMPETENCIES LEVEL I LEVEL II LEVEL III LEVEL IV
AREA A: PERSONAL MANAGEMENT
1. BUILD AND MAINTAIN APOSITIVE SELF-IMAGE
1.1 Build a positive self-imagewhile discovering its influenceon self and others.
1.2 Build a positive self-imageand understand its influenceon one’s life and work.
1.3 Develop abilities to maintain apositive self-image.
1.4 Improve on abilities tomaintain a positive self-image.
2. INTERACT POSITIVELY ANDEFFECTIVELY WITH OTHERS
2.1 Develop abilities for buildingpositive relationships in one’slife (I).
2.2 Develop abilities for buildingpositive relationships in one’slife (II).
2.3 Develop abilities for buildingpositive relationships in one’slife and work.
2.4 Improve abilities for buildingpositive relationships in one’slife and work.
3. CHANGE AND GROWTHROUGHOUT ONE’S LIFE
3.1 Discover that change andgrowth are part of life.
3.2 Learn to respond to changeand growth (I).
3.3 Learn to respond to changeand growth.
3.4 Develop strategies forresponding to life and workchanges.
AREA B: LEARNING AND WORK EXPLORATION
4. PARTICIPATE IN LIFE-LONGLEARNING SUPPORTIVE OFLIFE/WORK GOALS
4.1 Discover “lifelong learning“and its contributions to one’slife and work.
4.2 Link life-long learning to one’slife/work scenarios, bothpresent and future.
4.3 Link life-long learning to one’scareer building process.
4.4 Participate in continuouslearning supportive oflife/work goals.
5. LOCATE AND EFFECTIVELYUSE LIFE/WORK INFORMATION
5.1 Discover and understandlife/work information.
5.2 Locate, understand and uselife/work information.
5.3 Locate, interpret, evaluateand use life/work information(I).
5.4 Locate, interpret, evaluateand use life/work information(II).
6. UNDERSTAND THERELATIONSHIP BETWEENWORK AND SOCIETY/ECONOMY
6.1 Discover how workcontributes to individuals andthe community.
6.2 Understand how workcontributes to the community.
6.3 Understand how societal andeconomic needs influence thenature and structure of work(I).
6.4 Understand how societal andeconomic needs influence thenature and structure of work(II).
AREA C: LIFE/WORK BUILDING
7. SECURE/CREATE ANDMAINTAIN WORK
7.1 Explore effective workstrategies.
7.2 Develop abilities to seek andobtain/create work.
7.3 Develop abilities to seek,obtain/create and maintainwork.
7.4 Improve on abilities to seek,obtain/create and maintainwork.
8. MAKE LIFE/WORK ENHANCINGDECISIONS
8.1 Explore and improve decisionmaking.
8.2 Link decision making tolife/work building.
8.3 Engage in life/work decisionmaking.
8.4 Incorporate adult life reality intolife/work decision making.
9. MAINTAIN BALANCED LIFE ANDWORK ROLES
9.1 Explore and understand theinterrelationship of life roles(I).
9.2 Explore and understand theinterrelationship of life roles(II).
9.3 Link lifestyles and life stagesto life/work building.
9.4 Incorporate the “balancedlife/work“ issue in life/workbuilding.
10. UNDERSTAND THE CHANGINGNATURE OF LIFE/WORK ROLES
10.1 Discover the nature oflife/work roles.
10.2 Explore non-traditionallife/work scenarios.
10.3 Understand and learn toovercome stereotypes inlife/work building (I).
10.4 Understand and learn toovercome stereotypes inlife/work building (II).
11. UNDERSTAND, ENGAGE INAND MANAGE ONE’S OWNLIFE/WORK BUILDINGPROCESS
11.1 Explore the underlyingconcepts of the life/workprocess.
11.2 Understand and experiencethe process of life/workbuilding.
11.3 Recognize and take charge ofone’s life/work buildingprocess.
11.4 Manage one’s life/workbuilding process.
The Big Picture
Competencies at each level
Competency 8: Make Life/Work Enhancing Decisions
Level One:Explore decision makingLevel Two:Link decision making to
life/work buildingLevel Three: Engage in life/work decision
makingLevel Four: Incorporate adult life reality
into life/work decision making
Competency 8: Make Life/Work Enhancing Decisions
Level One:Explore decision makingLevel Two:Link decision making to
life/work buildingLevel Three: Engage in life/work decision
makingLevel Four: Incorporate adult life reality
into life/work decision making
4-Stage Learning Process Taxonomy
(at each of the four levels)
Acquisition (acquire, explore, understand, discover)
Application (apply, demonstrate, experience, express, participate)
Personalization (integrate, appreciate, internalize, personalize)
Actualization (create, engage, externalize, improve, transpose)
(Progression in learning happens as one moves throughthe stages in this order)
Acquisition (acquire, explore, understand, discover)
Application (apply, demonstrate, experience, express, participate)
Personalization (integrate, appreciate, internalize, personalize)
Actualization (create, engage, externalize, improve, transpose)
(Progression in learning happens as one moves throughthe stages in this order)
Stage a: 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 behavior, learning integration, and self-actualization.
Example:• Carpentry student masters formulas
for determining tread and riser dimensions for stairway installation.
• Student acquires knowledge and understands the knowledge acquired. This stage presents the student with the information that may later serve as the basis for behavior, learning integration, and self-actualization.
Example:• Carpentry student masters formulas
for determining tread and riser dimensions for stairway installation.
Stage b: 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.
Example:• Carpentry student uses tread/riser
formula to determine stairway requirements for an assigned building project.
• 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.
Example:• Carpentry student uses tread/riser
formula to determine stairway requirements for an assigned building project.
Stage c: 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 she/he is.
Example:• Carpentry student is able to determine
how the riser/tread formula can be used in some of his/her construction projects
• 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 she/he is.
Example:• Carpentry student is able to determine
how the riser/tread formula can be used in some of his/her construction projects
Stage d: Actualization
• At this stage the student/graduate is approaching full potential. Transforming, inventing, conceptualizing, creating occur at this stage.
Example:• Carpentry student or carpenter uses
the riser/tread formula as one of many skills to create new products or creatively solve multi-dimensional construction problems
• At this stage the student/graduate is approaching full potential. Transforming, inventing, conceptualizing, creating occur at this stage.
Example:• Carpentry student or carpenter uses
the riser/tread formula as one of many skills to create new products or creatively solve multi-dimensional construction problems
Stage a ACQUISITION
8.1 a1 Understand how choices are made8.1 a2 Explore what can be learned from
experiences8.1 a3 Explore what might interfere with
attaining goals8.1 a4 Explore strategies used in solving
problems8.1 a5 Explore alternatives in decision-
making situations8.1 a6 Understand how personal beliefs and
attitudes influence decision-making
8.1 a7 Understand how decisions affect self and others
Stage a ACQUISITION
8.1 a1 Understand how choices are made8.1 a2 Explore what can be learned from
experiences8.1 a3 Explore what might interfere with
attaining goals8.1 a4 Explore strategies used in solving
problems8.1 a5 Explore alternatives in decision-
making situations8.1 a6 Understand how personal beliefs and
attitudes influence decision-making
8.1 a7 Understand how decisions affect self and others
Competency 8:Level 1: Explore and improve decision-
making
Stage a: ACQUISITION (8.1 a1-a7)
Stage b: APPLICATION 8.1 b1 Assess what might interfere with
attaining one’s goals8.1 b2 Apply problem-solving strategies8.1 b3 Make decisions and take
responsibility for them
Stage a: ACQUISITION (8.1 a1-a7)
Stage b: APPLICATION 8.1 b1 Assess what might interfere with
attaining one’s goals8.1 b2 Apply problem-solving strategies8.1 b3 Make decisions and take
responsibility for them
Competency 8:Level 1: Explore and improve decision-
making
Stage a: ACQUISITION (8.1 a1-a7)
Stage b: APPLICATION (8.1 b1-b3)
Stage c: PERSONALIZATION8.1 c1 Examine one’s problem-solving
strategies and evaluate their impact on the attainment of one’s goals
8.1 c2 Evaluate the impact of personal decisions on self and on others
Stage a: ACQUISITION (8.1 a1-a7)
Stage b: APPLICATION (8.1 b1-b3)
Stage c: PERSONALIZATION8.1 c1 Examine one’s problem-solving
strategies and evaluate their impact on the attainment of one’s goals
8.1 c2 Evaluate the impact of personal decisions on self and on others
Competency 8:Level 1: Explore and improve decision-
making
Stage a: ACQUISITION (8.1 a1-a7)
Stage b: APPLICATION (8.1 b1-b3)
Stage c: PERSONALIZATION (8.1 c1-c2)
Stage D: ACTUALIZATION8.1 D1 Engage in a responsible decision-
making process
Stage a: ACQUISITION (8.1 a1-a7)
Stage b: APPLICATION (8.1 b1-b3)
Stage c: PERSONALIZATION (8.1 c1-c2)
Stage D: ACTUALIZATION8.1 D1 Engage in a responsible decision-
making process
Competency 8:Level 1: Explore and improve decision-
making
Measurable StandardsCompetency 8:
Level Three: Engage in life/work decision making
8.3 a8 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:Level Three: Engage in life/work decision
making
8.3 a8 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.)
CompetenciesOutlined in BlueprintCompetenciesOutlined in Blueprint
IndicatorsOutlined in Blueprint
IndicatorsOutlined in Blueprint
StandardsCreated at a local level- Must be measurable -
StandardsCreated at a local level- Must be measurable -
Different Things to Different PeopleDifferent Things
to Different People
Competency Framework or Competency Framework or MapMap
Planning Process for Planning Process for AdministratorsAdministrators
& Practitioners& PractitionersGuidelines for DevelopersGuidelines for DevelopersCriteria for Purchasing Criteria for Purchasing
DecisionsDecisionsMeasurables for ResearchersMeasurables for ResearchersMigration - Common Migration - Common
LanguageLanguageAppendicesAppendices
Competency Framework or Competency Framework or MapMap
Planning Process for Planning Process for AdministratorsAdministrators
& Practitioners& PractitionersGuidelines for DevelopersGuidelines for DevelopersCriteria for Purchasing Criteria for Purchasing
DecisionsDecisionsMeasurables for ResearchersMeasurables for ResearchersMigration - Common Migration - Common
LanguageLanguageAppendicesAppendices
A. Determine individual client/ student life/work
competencies and develop plans to address gaps
B. Review a career development product
to determine the competencies it targets
A. Determine individual client/ student life/work
competencies and develop plans to address gaps
B. Review a career development product
to determine the competencies it targets
Ways to Use the Blueprint (Page 13 QRG)
C. Review an existing specific program or curriculum
D. Create a specific program
E. Review an existing comprehensive delivery
system
C. Review an existing specific program or curriculum
D. Create a specific program
E. Review an existing comprehensive delivery
system
Ways to Use the Blueprint (Page 13 QRG)
Blueprint Planning ProcessBlueprint Planning ProcessPlanning Programs and Services
* Adapted from CCDF’s Choosing Interventions: The Process (1998) by Lorraine Haché of OPTIMUM Human Resources Inc.
Step 1Assess Client Needs
Step 2Revisite Mandate
Step 4Strategize Program
and ServiceImprovements
Step 3Assess Programs and
Services
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Full Edition (8 Chapters, 7 Appendices, 550 pages)Quick Reference Guide
(QRG)Blueprint Facilitator’s GuideBlueprint BrochureBlueprint Wall ChartInteractive CD ROMWebsite
www.blueprint4life.ca
Full Edition (8 Chapters, 7 Appendices, 550 pages)Quick Reference Guide
(QRG)Blueprint Facilitator’s GuideBlueprint BrochureBlueprint Wall ChartInteractive CD ROMWebsite
www.blueprint4life.ca
Blueprint ComponentsBlueprint Components
Chap 1 Background, Trends, Overview
Chap 2 Program ModelChap 3 PlanningChap 4 Development/RedesignChap 5
Implementation/EvaluationChap 6 MarketingChap 7 Best Practices (K-12)
Chap 8 Best Practices (Adult Settings)
Chap 1 Background, Trends, Overview
Chap 2 Program ModelChap 3 PlanningChap 4 Development/RedesignChap 5
Implementation/EvaluationChap 6 MarketingChap 7 Best Practices (K-12)
Chap 8 Best Practices (Adult Settings)
Blueprint Full EditionBlueprint Full Edition
Blueprint AppendicesBlueprint Appendices
App A Competencies and Indicators
App B Learning Taxonomy-Verbs
App C Sample FormsApp D Skills Frameworks-LinksApp E PortfoliosApp F Sample Career
ResourcesApp G Canadian Standards
and Guidelines
App A Competencies and Indicators
App B Learning Taxonomy-Verbs
App C Sample FormsApp D Skills Frameworks-LinksApp E PortfoliosApp F Sample Career
ResourcesApp G Canadian Standards
and Guidelines
Levels of Blueprint UseBlueprint Facilitators
– People who are using the Blueprint and wish to give presentations and workshops to professionals / organizations interested in using the Blueprint. They are the ones who will follow the Blueprint Facilitator’s Guide – Implementation Workshop. They influence …
Blueprint Users– Professionals/organizations who are engaged in
career development and/or see the benefits of using the Blueprint with people they work with. They are the ones who will be following Blueprint information sessions or other specific workshops. They influence …
Blueprint Recipients– People who will benefit from using the Blueprint
competencies for themselves or for their organization/group.
Blueprint Facilitators– People who are using the Blueprint and wish to give
presentations and workshops to professionals / organizations interested in using the Blueprint. They are the ones who will follow the Blueprint Facilitator’s Guide – Implementation Workshop. They influence …
Blueprint Users– Professionals/organizations who are engaged in
career development and/or see the benefits of using the Blueprint with people they work with. They are the ones who will be following Blueprint information sessions or other specific workshops. They influence …
Blueprint Recipients– People who will benefit from using the Blueprint
competencies for themselves or for their organization/group.