Progressing your Career

1. Unit 13 Progressing your Career Facilitator Support Materials for Progressing your Career

2. Unit Aim • The aim of this unit is for learners to develop knowledge and understanding of the behaviours, skills and knowledge needed for career progression in order to plan their own career development. This unit is 30 Guided Learning Hours

3. Unit Description A pro-active approach is important for career development and career planning. This unit focuses on the key motivation and optimism behaviours needed to reach career objectives as well as the need to take a very proactive approach. The learner will use self-analysis and feedback from others to identify their career development needs and seek ways to continually improve performance. The learner will also understand the skills and attitudes required in the workplace for their career choice and use an action plan to seek a variety of opportunities to utilise new skills and behaviours generating a number of options to improve.

4. Unit Description Continued • In the first part of the unit, learners investigate the behaviours and skills needed for career progression. Learners consider a range of approaches to developing the required skills and behaviours. • Learners carry out a self-analysis of the behaviours, skills and knowledge, required for their chosen career skills in the second part of the unit. Learners reflect on their own development needs, using feedback from others.

5. Unit Description Continued • In the third part of the unit, learners plan how they will progress their chosen career by identifying different ways to develop the behaviours, skills and knowledge required for career development.

6. Learning Outcome 1: Understand behaviours and skills for career progression Amplification of the Learning Outcome: Behaviours and skills for career planning and development: self- regulation eg meet commitments, keep promises; self-motivation eg drive, set goals, take risks, readiness to seize opportunities, persistence, energy, optimism; self-awareness eg able to recognize strengths and weaknesses, reflective, open to feedback and transferable skills

7. Amplification of the Learning Outcome Continued • Approaches to developing behaviours and skills for career progression: Kolb learning cycle; multiple intelligences; learning styles; interpersonal styles; experiential learning eg learning by doing and experiencing and behavioural learning

8. Assessment Criteria for Learning Outcome 1 Assessment Criteria: 1.1 Evaluate the behaviours and skills needed for career planning and development Open discussion with Learners 1.2 Compare two different approaches to developing behaviours and skills for career progression Open discussion with Learners

9. Learning Outcome 2: Be able to analyse career development needs Amplification of the Learning Outcome: Self-analysis: self-assessment tools eg skills audit and career diagnostic tests Feedback from others: verbal/written, formal/informal; 360 degree feedback eg careers interview, reports from work/work experience, appraisal, feedback from project or teamwork, feedback from leisure activities or achievements and peer feedback

10. Amplification of the Learning Outcome Continued • Reflection on behaviour, skills and knowledge: importance of transferable soft skills;recognition of strengths and weaknesses;identify development needs eg new skills, new knowledge, behaviour to develop; seek opportunities to improve eg study, work experience and seek guidance

11. Assessment Criteria for Learning Outcome 2 Assessment Criteria: 2.1 Perform a self-analysis of behaviours, skills and knowledge for chosen career Open discussion with Learners 2.2 Summarise feedback from three others about behaviour, skills and knowledge demonstrated for own for career choice Open discussion with Learners 2.3 Reflect on behaviour, skills and knowledge needed for own career development following self-assessment and feedback from others Open discussion with Learners

12. Learning Outcome 3: Be able to plan to progress one’s career Amplification of the Learning Outcome: Action plan: draw up an action plan; specific goals; SMART goals (specific, measurable, attainable, realistic and timely); different types of goals (short, medium and long-term); base plan on identified gaps in skills and knowledge or behaviours; and a proactive approach

13. Amplification of the Learning Outcome Continued • Develop skills and behaviours: try new approaches; seek feedback; use a mentor and continually review performance • Develop knowledge: programmes of study eg courses, training and work experience

14. Assessment Criteria for Learning Outcome 3 Assessment Criteria: 3.1 Present an action plan to develop own career to include two ways: to develop behaviours and skills for career progression to develop knowledge required for chosen career Open discussion with Learners

15. Appropriate Books Goleman D Emotional Intelligence & Working with Emotional Intelligence: "Emotional Intelligence", "Working with EQ" (Bloomsbury Publishing 2004) ISBN 978-0747574569 Vickers A Personal Impact: What it Takes to Make a Difference (Prentice Hall Life 2008) ISBN 978-0273720324

16. Appropriate Websites www.businessballs.com/kolblearningstyles.htm Information on Kolb learning cycle and multiple intelligences www.learningandteaching.info/learning/experience.htm The experiential learning cycle www.tylerhayden.com/default.asp?mn=1.17.34.118 Experiential learning activities

17. Appropriate Websites Continued • www.survey.factdriven.com/360-degree-feedback/360-assessments.asp • How to design 360-degree feedback questionnaire • www.careerplanning.about.com/od/careerchoicechan/a/trans_skills_ex.htm • List of transferable skills • www.quintcareers.com/SWOT_Analysis.html • Using a SWOT analysis to help plan career