document resume ed 257 991 boyle, karen …document resume ce 041 656 boyle, karen kimmel coordinate...

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CE 041 656

Boyle, Karen KimmelCoordinate Career Resource Centers. Module CG C-5 ofCategory C--Implementing. Competency-Based CareerGuidance Modules.American Association for Counseling and Development,Alexandria, VA.; American Institutes for Research inthe Behavioral Sciences, Palo Alto, Calif.; AmericanVocational Association, Inc., Arlington, Va.;Missouri Univ., Columbia.; Ohio State Univ.,Columbus. National Center for Research in VocationalEducation.Office of Vocational and Adult Education (ED),Washington, DC.ISBN-0-934425-1758570p.; For other modules in the Competency-BasedCareer Guidance Series, see CE 041 641.Bell and Howell Publication Systems Division, OldMansfield Road, Wooster, OH 44691-9050.Guides - Classroom Use - Materials (For Learner)(051)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Behavioral Objectives; Career Education; *Career

Guidance; *Competency Based Education; *Coordination;Counselor Evaluation; *Counselor Training; *GuidancePersonnel; Guidance Programs; IndividualizedInstruction; Job Skills; Learning Activities;Learning Modules; Occupational Information;Postsecondary Education; Program Development; ProgramImplementation; *Resource Centers

IDENTIFIERS *Career Resource Centers

ABSTRACTThis module, one in a series of competency-based

guidance program training packages, focuses on specific professionaland paraprofessional competencies of guidance personnel. Modules inCategory C suggest how to conduct, accomplish, or carry out selectedcareer guidance program activities. The purpose of this module is tohelp career guidance personnel become more familiar with how to plan,operate, and evaluate a career resource center. It begins with asection that presents the module goal and a listing of the sixcompetency statements. An introduction gives an overview of thepurpose and content of the rodule. The next section presents areading (cognitive information) on each one of the competencies.Learning experiences related to the needed competencies follow. Onelearning experience exists for each competency (or cluster ofcompetencies), and each may stand on its own. Each learningexperience consists of an individual activity, individual feedback,and group activity. An evaluation section contains a Pre- andPost-Participant Assessment Questionnaire and a Trainer's AssessmentQuestionnaire. A final section lists all references and providesannotations of related major resources. (YLB)

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Coordinate CareerResource Centers

U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUC TIONAL RESOURCES INFORMATIONCENTER (ERIC)

tire document has been reproduced SSreceived from the person or organizationoriginating itMinor changes have been made to improveteproduchun quality

0 Points of view or Opinion! Stated in this document do not necessarily represent official NIEposition or policy

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"PERMISSION TO REPRODI ICE THISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL HESOURCESINFORMATION CENTER (ERIC)."

COMPETENCY-BASED CAREER GUIDANCE MODULES

PLANNING

A-1 Identify and Planfor Guidance Pro-gram Change

A-2 Orgarure Guid-ance Program Devel-opment Team

A-3 Collaborate withthe Community

A-4 Establish aCareer DevelopmentTheOry

A-5 Build a Guid-ance Program Plan-ning Model

A-6 Determine Clientand EnvironmentalNeeds

SUPPORTING

1-1 InfluenceLegislation

1-2 Write Proposals

1.3 Improve PublicRelations and Com-munity Involvement

IMPLEMENTING

1-4 OGnduct StallDevelopmentActivities

11-S Use and Complywith AdministrativeMechanisms

C-1 Counsel Individ-uals and Groups

C-2 Tutor Clients

C-3 Conduct Com-puterized Guidance

C-4 Infuse Curricu-lum.Based Guidance

C-S CoordinateCareer ResourceCenters

C-6 Promote Home-Based Guidance

C-7 Develop a WorkExperience Program

C-6 Provide forEmployability SkillDevelopment

C-11 Provide for theBasic Skills

I

C-10 ConductPlacement and Refer-ral Activities

C-11 FacilitateFollow-through andFollow-up

C-12 Create and Usean Individual CareerDevelopment Plan

r

C-13 Provide CareerGuidance to Girlsand Women

C-14 EnhanceUnderstanding ofIndividuals withDisabilities

I

C-15 Help EthnicMinorities withCareer Guidance

I

C-111 Meet InitialGuidance Needs ofOlder Adults

OPERATING

D.1 Ensure ProgramOperations

0.2 Aid ProfessionalGrowth

3

C-17 Promote. Equityand Client Advocacy

C-111 Assist Clientswith Equity Rightsand Responsibilities

C-19 Develop Ethicaland Legal Standards

EVALUATING

E-1 Evaluate Guid-ance Activities

E-2 Communicateand Use Evaluation-Based Decisions

Coordinate CareerResource Centers

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Module CG C-5 of Category C ImplementingCompetency-Based Career Guidance Modules

by Karen Kimmel BoyleThe Ohio State UniversityColumbus, OH

The National Center for Research in Vocational EducationThe Ohlo State University1960 Kenny RoadColumbus, Ohio 43210

1985

ISBN 0. 934425-17-5

Copyright sO 1985 by The National Center for Research in Vocational Education, The Ohio State University. All rights reserved.

These materials were developed by the National Center for Research in Vocational Education, The Ohio State University,Columbus, Ohio; The American Association for Counseling and Development, Alexandria, Virginia; The American VocationalAssociation. Arlington, Virginia; The American Institutes for Research, Palo Alto, California; and the University of Missouri-Columbia, through contracts from the Unitod States Department of Education, Office of Vocational and Adult Education; underthe research section of the Educational Amendment of 1976 (P.L. 94-482). Copyright is claimed until full term. Thereafter allportions of this work covered by this copyright will be in the public domain. The opinions expressed, however, do not necessarilyreflect the position or policy of the Dnpartment of Education, and nc official endorsement by the Department of Education shouldbe inferred.Published and distrit by Bell & Howell Publication Systems Division,Old Mansfield Roaci, Wooster, Ohio 44r1-9060. 1. 800-321-9881 or In Ohio call (216) 264.6666.

BELL. HOWELLPublication Systems Division

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FOREWORDThi,, counseling and guidance program series is patternedafter the Performance-Based Teacher Education modulesdesigned and developed at the National Center for Researchin Vocational Education. under Federal Number NE-000-3-77Because this model has been successfully and enthusiasticallyrecieved nationally and internationally, this series of modulesfollows the same basic format

This module is one of a series of competency-based guidanceprogram training packages focusing upon specific professionaland paraprofessional competencies of guidance personnelThe competencies upon which these modules are based wereidentified and verified through a project study as being thoseof critical importance for the planning supporting. implement-ing operating. and evaluating of guidance programs Thesemodules are addressed to professional and paraprofessionalguidance program staff in a wide variety of eaucational andcommunity settings and agencies

Each module provides learning experiences that integratetheory and application. each culminates with competencyreferenced evaluation suggestions The materials are designedfor use by individuals or groups of guidance personnel whoare involved in training Resource persons should be skilled inthe guidance program competency being developed andshould be thoroughly oriented to the concepts and proceduresused in the total training package

The design of the materials provides considerable flexibilityfor planning and conducting competency-based preserviceand inservice programs to meet a wide variety of individualneeds and interests The materials are intended for use byuniversities, state departments of education. postsecondaryinstitutions. intermediate educational service agencies. JTPAagencies. employment security agencies. and other community agencies that are responsible for the employment andprofessional development of guidance personnel

The competency-based guidance program training packagesare products of a research effort by the National Center'sCareer Development Program Area Many individuals. institu-tions. and agencies participated with the National Center andhave made contributions to the systematic development.testing and refinement of the materials

National consultants provided substantial writing and reviewassistance in development of the Initial module versions over1300 guidance personnel used the materials in early stages oftheir development and provided feedback to the NationalCenter for revision and refinement The materials have beenor are being used by 57 pilot community implementation sitesacross the country

Special recognition for major roles in the direction. develop-ment. coordination of development. testing and revision ofthese materials and the coordination of pilot implementationsites is extended to the following project staff Harry N DrierConsortium Director: Robert E Campbell. Linda Pfister.Directors: Robert Bhaerman, Research Specialist. KarenKimmel Boyle. Fred Williams. Program Associates. and JanieB. Connell. Graduate Research Associate

Appreciation also is extended to the subcontractors whoassisted the National Center in this effort. Drs Brian Jonesand Linda Phillips-Jones of the American Institutes forResearch developed the competency base for the total pack-age. managed project evaluation, and developed the modulesaddressing special needs Gratitude is expressed to Dr.Norman Gysbers of the University of Missouri-Columbia forhis work on the module on individual career developmentplans. Both of these agencies provided coordination andmonitoring assistance for the pilot implementation sitesAppreciation is extended to the American Vocational Associ-ation and the American Association for Counseling andDevelopment for their leadership in directing extremely impor-tant subcontractors associated with the first phase of thiseffort

The National Center is grateful to the U.S Department ofEducation Office of Vocational and Adult Education (OVAE)for sponsorship of three contracts related to this competency-based guidance progiam training package In particular. weappreciate the leadership and support offered project staff byDavid H Pritchard who served as the project officer for thecontracts We feel the investment of the OVAE in this trainingpackage is sound and will have lasting effects in the field ofguidance in the years to come.

Robert E TaylorExecutive Director

National Center for Researchin Vocational Education

THE NATIONAL CENTER

FOR RESEARCH IN VOCATIONAL EDUCATIONTHE OHIO STATE UNIVERSITY1960 KENNY ROAD COLUMBUS. OHIO 43210

The National Center for Research in Vocational Education's mis-sion is to increase the ability of diverse agencies. institutions, andorganizations to solve educational problems relating to individualcarrier planning. preparation, and progression, The National Centerfulfills its ',fission by:

Generating knowledge through research.Developing educational programs and products.Evaluating individual program needs and outcomes.Providing information for national planning and policy.Installing educational programs and products.Operating information systems and servicesConcluding leadership development and training programs

BELL HOWELLPublication Systems DivisionPublication Products

Bell & Howell, Publication Products, is one of two operating unitsthat comprise Publication Systems Division. Based in Wooster.Ohio, Publication Products specializes in the production and repro-duction of newspapers, periodicals, indexes. career informationmaterials and other widely used information sources in microform,hard copy and electronic media.

2 J

COORDINATE CAREER GoalRESOURCE CENTERS

ABOUT THIS MODULE

After completing this moduli. 4:4001:0110.110.11 PrO-gram personnel will have boO0how to plan, operate, and* Splireer resourcecenter.

INTRODUCTION 5

READING 7

Competency 1. Determine whether a significant number of the highest priority careerguidance needs of clients can best be met by providing the services of a career resourcecenter. 7

Competency 2. State goals and objectives for the career resource center that includedeveloping self-awareness as well as providing information concerning the labor marketand the educational and training requirements of various occupations. 9

Competency 3. Prepare a detailed plan for establishing a career resource center that statesthe center's rationale, goals and objectives, activities to be conducted, individualsrespon-sible for each activity, equipment and materials needed, floor plan, time lines forconduct-ing activities, evaluation component, and budget 10

Competency 4. Identify the resource necessary to provide the services of the careerresource center, such as assessment, guidance and counseling, work experience,place-ment and referral, tutoring, follow-through and follow-up services. 11

Competency 5. Implement career guidance-related activities within the career resourcecenter, such as assessment, guidance and counseling, work experience, placement andreferral, tutoring, follow-through and follow-up services. 15

Competency 6. Evaluate the process used to plan and implement the career resourcecenter, and judge the center's effectiveness. 17

LEARNING EXPERIENCES

1. Determining Need 19

2. Stating Purpose, Goals, and Objectives 29

3. Preparing a Plan 33

4. Collecting, Evaluating, and Acquiring Resources 41

5. Implementing Activities 49

6. Evaluating the Process 53

EVALUATION 59

REFERENCES 65

3

ABOUT USING THE CBCG MODULESCBCG Module Organization

The training modules cover the knowledge, skills, andattitudes needed to plan, support, implement, operate, andevaluate a comprehensive career guidance program. Theyare designed to provide career guidance program im-

plementers with a systematic means to improve theircareer guidance programs. They are competency-basedand contain specific information that is intended to assistusers to develop at least part of the critical competenciesnecessary for overall program improvement.

These modules provide information and learning ac-tivities that are useful for both school-based andnonschool-based career guidance programs.

The modules are divided into five categories.The GUIDANCE PROGRAM PLANNING category assistsguidance personnel in outlining in advance what is to bedone.The SUPPORTING category assists personnel in know-ing how to provide resources or means that make it possi-ble for planned program activities to occur.The IMPLEMENTING category suggests how to conduct,accomplish, or carry out selected career guidance programactivities.The OPERATING category provides information on howto continue the program on a day-to-day basis once it hasbeen initiated.The EVALUATING category assists guidance personnelin judging the quality and impact of the program and eithermaking appropriate modifications based on findings ormaking decisions to terminate it.

Module Format

A standard format is used in all of the program'scompetency-based modules. Each module contains (1) anintroduction, (2) a module focus, (3) a reading, (4) learn-ing experiences, (5) evaluation techniques, and (6)resources.

Introduction. The introduction gives you, the moduleuser, an overview of the purpose and content of themodule. It provides enough information for you to deter-

mine if the module addresses an area in which youneed more competence.About This Module. This section presents the follow-ing information:

Module Goal: A statement of what one can ac-complish by completing the module.Competencies: A listing of the competencystatements that relate to the module's area of con-cern. These statements represent the competenciesthought to be most critical in terms of difficulty forinexperienced implementers, and they are not anexhaustive list.

This section also serves as the table of contents for the

reading and learning experiences.Reading. Each module contains a section in whichcognitive information on each one of the competenciesis presented.1. Use it es a textbook by starting at the first page and

reading through until the end. You could then

complete the learning experiences that relate tospecific competencies. This approach is good if youwould like to give an overview of some competen-cies and a more in-depth study of others.

2. Turn directly to the learning experiences(s) thatrelate to the needed competency (competencies).Within each learning experience a reading is listed.This approach allows for a mere experiential ap-proach prior to the reading activity.

Learning Experiences. The learning experiences aredesigned to help users in the achievement of specificlearning objectives. One learning experience exists foreach competency (or a cluster of like competencies), andeach learning experience is designed to stand on its own.Each learning experience is preceded by an overviewsheet which describes what is to be covered in the learn-

ing experience.Within the body of the learning experience, the followingcomponents appear.

Individual Activity: This is an activity which a personcan complete without any outside assistance. All of theinformation needed for its completion is contained inthe module.Individual Feedback: After each individual activitythere is a feedback section. This is to provide userswith immediate feedback or evaluation regarding theirprogress before continuing. The concept of feedbackis elk intended with the group activities, but it is builtright into the activity and does not appear as a separatesection.Group Activity: This activity is designed to be

facilitated by a trainer, within a group training session.

The group activity is formatted along the lines of afacilitator's outline. The outline details suggested ac-tivities and information for you to use. A blend ofpresentation and "hands-on" participant activities suchas games and role playing is included. A Notes columnappears on each page of the facilitator's outline. Thisspace is provided so trainers can add their own com-ments and suggestions to the cues that are provided.

Following the outline is a list of materials that will beneeded by workshop facilitator. This section can serveas a duplication master for mimeographed handoutsor transparencies you may want to prepare.

Evaluation Techniques. This section of each module con-tains information and instruments that can be used tomeasure what workshop participants need prior to train-ing and what they have accomplished as a result of train-ing. Included in this section are a Pre- and Post-ParticipantAssessment Questionnaire and a Trainer's AssessmentQuestionnaire. The latter contains a set of performanceindicators which are designed to determine the degree ofsuccess the participants had with the activity.

References. All major sources that were used to developthe module are listed in this section. Also, major materialsresources that relate to the competencies presented in the

module are described and characterized.

Why have a career resource center?..-Does youragency need a place to house numerous careerinformation materials? Do your clients need anarea in which they can explore materials that willassist them in selecting, acquiring and adjustingto a career? Do staff members want a centralizedarea in which they can conduct career guidanceactivities such as group counseling or viewing afilm on careers in the medical field? Would staffmembers like to have a library of professionalcareer-related materials to assist them in provid-ing career guidance? If you answered "yes" toany of these questions, you should considerestablishing a career resource center. It can serveas the hub of your career guidance program, andthe majority of planned career development activ-ities can occur right in the center.

The career resource center is a relatively recentinnovation that has resulted from an increasedemphasis on career development and careerplanning. Other terms for a center with the samefocus are career centers, career guidance cen-ters, life role laboratories, and life planning cen-ters. No matter what term is used the purpose isthe same--to address career development pro-grammatically. You, as the coordinator of the

5

INTRODUCTION

career guidance program, will probably be re-sponsible for assuring the establishment, imple-mentation, and evaluation of the career resourcecenter. You will need planning and organizationalskills. You will need to determine if the careerresource center is really needed, what its pur-pose, goals, and objectives will be, how it will beorganized, what activities will take place in thecenter and who will conduct them, what resourceswill be included, and how to evaluate itseffectiveness.

You will have acquired many skills used in estab-lishing and operating a career resource centerthrough other modules in this training package,such as writing goals and objectives, assessingresources, and conducting guidance and coun-seling activities. When you have completed thismodule you will be familiar with setting up acareer resource center and you will know how tocomplete the critical steps for establishing a cen-ter. The competencies and learning experiencescontained within this module represent the mostcrucial skills needed by you, but they are not theonly ones. This module should provide you withthe information and skills needed to ensure thatthe career resource center runs properly.

Determining Need

READING

*Aber Of theof Clients

of a career

A career resource center should be started for thecorrect reason - -it is needed to assist clients inmaking appropriate career decisions. No agency,be it a school, community agency, correctionalinstitution, religious organization, or any othertype, should establish a career resource centerjust because it sounds like a good thing to do. Ifthe center is not designed to benefit its potentialclients, it probably will not be used and your care-ful plans will not be fulfilled.

How do you determine whether the clients in youragency need a career resource center? Needsassessment techniques and procedures are fullydescribed in module CG A-6 Determine Clientand Environmental Needs; therefore, time will notbe spent here presenting that information. One ofthe outcomes listed in that module is the ability todetermine the career development needs of yourclients. Once you have determined which needsthe career guidance program should focus on,you have to decide how the agency is going toassist the clients in meeting these needs.

Another assessment process is needed to deter-mine whether a career resource center would bean effective means of delivering career guidancebased on client needs. Prior to conducting theassessment, you will have to decide on the exactpurpose of the assessment. (You may want tomake this and related decisions with the assis-tance of a small group of interested individuals.)Possible purposes include: (1) to determine if theclients think the career resource center will beuseful in meeting their needs. (2) to determinewhich functions of a career resource centerclients think would be mcst beneficial, and (3) todetermine how to operate the center to best meetclient needs

7

After the exact purposes of the assessment havebeen determined, you will have to decide whatinformation needs to be collected. For example,determining which functions of the career resourcecenter clients think would be most beneficial maybe the purpose. The necessary information shouldaddress what types of resource materials wouldbe available and what types of activities the cen-ter would provide.

Determining how to collect the necessary infor-mation depends on a number of variables. Thenumber of people you are going to assess and thenumber of individuals available to help with theassessment will be two variables. In most cases,you would receive more input from the use ofpersonal interviews than you would from a paper-and-pencil survey. However, if you are asking alarge number of people to provide input and haveonly a few persons assisting you with the assess-ment, personal interviews would be very timeconsuming and tiring. Therefore, you wig proba-bly develop a paper-and-pencil survey.

Take the necessary amount of time to formulatequestions for your assessment instrument. Oneway is to hold informal discussions with col-leagues and perhaps with some potential users ofthe career resource center to determine whatthey think the center should offer. Items shouldbe as clear and concise as possible. A checklistsurvey form or interview sheet is the easiest tocomplete and tabulate. The questions you askshould focus on the following areas.

1. The types of resources that will be includedin the center

2. The types of activities that will occur in thecenter

3. The hours the center should be open

4. The ways in which the center may be used

Sample 1 contains examples of assessmentquestions.

What type of introduction or explanationwill be given with the assessments

The list is intended to get you started thinkingabout the administrative aspects of the assess-ment process.

Sample 1

Assessment Questions

1. Various materials will be available In the career resource center. Please irdicate howuseful you tbh111":114$ clrOhng the appropriate number.

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writionlobo ,

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DireQtorieeontflprograms aftir.school

Written materialsabouthobbies

Be careful to explain terminology that may not beunderstood by your potential clients.

By testing the assessment tool on a small groupof potential center users before it is finalized, youwill be able to identify questions that do not elicitthe type of response you want.

The mechanics of the assessment also need to beconsidered These include the following:

When people will receive the assessment (atan arranged time, whenever you see them,all at one time, in small groups)

Where the collected assessment data will bestored (in your office, under lock and key,available for others to read)

Who will be responsible for different por-tions of the assessment (coordinator, para-professional, clerical)

Not. Useful

Another major administrative consideration iswho will receive the assessment instrument. Ideallyall of your clients or all of the potential users ofthe career resource center should have the oppor-tunity to provide their ideas on the need for thecenter. However, if you are involved in a settingthat serves hundreds of clients or where someclients come to you on an infrequent basis, youwill want to consider contacting a representativesample. In agencies or organizations that servenumerous clients on a continual basis (such as aschool or church), you may want to administerthe assessment tool to a representative segmentof clients (such as one English class for eachgrade level). ror persons who are involved in set-tings where clients are served on an infrequentbasis (perhaps once a month), you might want toassess all the clients that are served during aparticular day or week, depending on the numberof individuals involved.

8

10

After the assessment has been conducted youwill need to analyze the data received. Proce-dures on how to perform this task are outlined inmodule CG A-6 Determine Client and Environ-mental Needs. If the data indicate that a career

resource center would benefit clients in meetingtheir career development needs, you have accomplished the first step in planning and operating acareer resource cente.

Stating Purpose, Goals, and Objectives

Competency 2

State goals and objectives for the career resourcecenter that include developing self-awareness aswell as providing information concerning the labormarket and the educational and training require-ments of various occupations.

Once the need for the center has been estab-lished, you will be required to describe in moredetail its general purpose. goals, and objectives.You may raise the question, "Why do I have totormulate goals and objectives? I have alreadydetermined that the potential users of the centerthink it would be helpful to provide materialresources on occupational, leisure, and educa-tional concerns: mini-sessions on job seekingskills; and group counseling sessions on peerinteractions." Through tne assessment you havebeen able to obtain a feel for the potential users'areas of interest: however, a detailed writtenstatement of purpose goes far in obtaining finan-cial and moral support from the administration,staff, anci others. Goals and objectives are trans-lations of the results of the needs assessment intostatements that provide direction to the program.

The general purpose statement would providepolicy makers and others with a sense of thecareer resource center's mission. A purposestatement might read:

The career resource center is designed toprovide our clients with occupational, edu-cational, and avocational information thatwill assist them in their career planning,preparation, and adjustment. The informa-tion will be imparted to clients via materialand human resources, and through individ-ual and group activities such as group minisessions, individual counseling sessions,computerized information services, aridresources speakers

9

This kind of statement outlines what the center isto accomplish and would serve as a lead-in to adiscussion of specific goals and objectives.

The process of writing goals and objectives iscovered in module CG A-5 Building a GuidanceProgram Plan. When writing goals and objec-tives, it is extremely important to remember thatthe services of the center include assisting indi-viduals to become more aware of themselves astotal human beings and to achieve the self-understanding necessary to select an occupa-tion. Sample 2 lists some goals and objectives.

A number of objectives will be written for eachgoal. The objectives provide detail to the goalsand are stated in measurable terms. Well-writtenobjectives can help determine whether or not thecenter's goals have been reached, and they give adirect focus to the program.

With a clear purpose, goals, and objectives, youhave a much stronger chance of obtaining sup-port for the career resource center. Policy makersare looking for demonstrated accountability.

Sample 2

Goals of a Career Resource Center

1. To create in clients a desire to participate in the career resource center's activities.

2. To make the center's resources and activities known to clients.

3. To assist Mients in becoming more aware of their own interests, abilities, physical attri-butes, personal and social behaviors, values, 80 preferences as they relate to availablecareer opportunities.

4. To assist clients in becoming knowledgeable of the career options open to them.

5. To acquaint clients with available training opportunities.

6. To aid clients in learning strategies for making decisions and solving problems.

7. To assist clients in formulating goals and plans for achieving those goals.

8. To aid clients in obtaining job-seeking and job-keeping skills.

9. To encourage clients as they implement their career plans.

10. To assist clients in monitoring their progress toward their goals.

11. To provide support to agency staff in conducting career guidance activities.

12. To obtain evaluative information from clients.

Competency 3

Preparing a Plan

Prepare a detailed plan for establishing a careerresource center that states the center's rationale,goals and objectives, activities to be conducted,individuals responsible for each activity, equipmentand materials needed, flc-or plan, time lines for con-ducting activities, evaluation component, and budget.

What purpose does a written plan have in theoperation of a career resource center? One is thatthe plan provides a blueprint of what the cer.terwill accomplish. It can be shared with policymakers. interested community members, andothers The plan is a major step beyond the for-mulation of goals and objectives and shows thatyou have thought through approaches to operat-ing thP center In addition, if your center is staffed

by more than one person, the plan is a means bywhich everyone can be kept informed of the cen-ter's total efforts--much like a curriculum guidefor a school district, a PERT chart for a construc-tion project, or a lesson plan for team teachers.The plan can vary in specificity depending on theneeds of individuals using it. It may be helpful tostart with a detailed plan and adjust it Mang theway. Remember that the written plan is a flexible

10

tool and is not to be thought of as something "setin concrete." .1 !ie plan should be reviewed on aregular basis.

The previously formulated goals and objectivesare the start of a written plan. Additional compo-nents of a plan include the list of activities to beconducted, the staff responsible for each activity,equipment, and materials needed for the activi-ties, time lines for conducting activities, andbudget. Sample 3 presents one format and a por-tion of a plan.

Concerns not usually included in a written planare staffing, housing, and arrangement of thecenter. Staffing options vary, and the number ofservices provided by the center reflect directly onthe types of staff members you employ. The threebroad categories of staff personnel are profes-sional, paraprofessional, and clerical. All or someof these types of persons can be included in thestaffing pattern on a full- or part-time basis in apaid or v;:untary capacity. With limited staffing, acan z.l.r rewurce center coordinator (a profes-sional) would oversee activities of clerical andparaprofessional staff. With expanded staffing,

additional professional staff such as plar,ementspecialist, career information specialist, and workexperience coordinator would be included.Remember that secretaries with some trainingcan assist clients in many of their activities in thecenter. A good support staff allows professionals(e.g., counselors, psychologists, social workers)to spend more time assisting clients with complexproblems.

W here to house a career resource center and howto set it up are two mere major planning con-cerns. Ideally, a center is located in an area towhich clients, including handicapped indivic i-als, have easy access. It should be housed in alarge er.3ugh area to display the resource mate-rials appropriately, contain sufficient work areas,and accommodate other activities which mayoccur at the center. A center can be housed in ahallway, corner of a library, an extra room, or amobile guidance van.

There are many planning issues involved in start-ing a career resource center, and you need tospend time thinkinr ':hrough exactly how the cen-ter will assist clients their career development.

Collecting, Evaluating, and Accpiiring Resources

Competenc 4

The appropriate resources, material and human,will ensure that the career resource center suc-cessfully meets the goals of the career guidanceprogram,

Material resources can be classified into threemajor groupings--printed (books, directories,pamphlets), audiovisual (films, filmstrips, tapes),and manipulative (computers, games, kits). Thematerials should represent the content areas ofoccupational, educational, personal-social, andavocational information.

Human resources assist in providing clients withcareer development activities. These individualscan be staff members, community members, orpeers Human resources are of great value to you

11

as you plan and operate the career resource cen-ter. They can conduct many activities such asgroup sessions on job seeking skills, presenta-tions on various occupations, discussions ofemployment opportunities in local business, anddemonstrations of vocational skills.

There are a number of resource materials avail-able. The federal government publishes the Uni-ted States Government Manual, which is useful indetermining which departments and agencieswithin the U.S. Government structure 'night pro-ducr iiaterials of interest. 111 addition, the MonthlyCatalog announces many new publications avail-able from the federal government. Two majorgovernment publications on occupational infor-mation are the Dictionary of Oc'7tipational Titles

1 3

Sample 3

Written Plan

Goal: To create a desire in clients to participate in the career resource center's activities

Objective: To conduct an open house for potential users of the center

ActivityPersonskesponsible

Resources(Materials andEquipment) Budget Time Line

. Develop and distributepromotional materials forthe open house

Decide whom to invite toopen house

. Develop activity for theopen house such as tour,demonstration, presentation

4. Arrange for refreshments

5. Conduct open house

6. Evaluate effectivenessof open house

CoordinatorParaprofessionalSecretary

Coordinator

All center staff

Secretary

All center staff

CoordinatorSecretary

All suppl iesDuplication

capability

Lettering orprinting capacity

SignsHandouts

CoffeePastries

$20.00

$25.00

$50.00

Printed checklist- $10.00type questionnaire

Tabulation forms

October 3October 10

October 3October 4

September 15October 3

October 11

October 15

October 16

14

(available from the U.S. Department of Labor,Manpower, and the Administration) and theOccupational Outlook Handbook (available fromthe U.S. Department of Labor, Bureau of LaborStatistics). The U.S. Department of Labor, Bureauof Labor Statistics publishes numerous pamph'etswhich will be of interest to many clients. TheWomen's Bureau of the Labor Department has anumber of books and pamphlets on women'semployment issues.

Institutions and agencies in your state and localarea that might have materials of interest includepublic, university, and college libraries; stateemployment security offices; labor and hr manresource agencies; chambers of commerce orother private agencies; bureaus of apprentice-ship and training; state or regional offices;departments of education; state or private childwelfare agencies; community groups; state advi-sory commissions on women, and professionalorganizations.

A number of directories on the market describefree or inexpensive resource materials. Theyinclude the following:

Bibliography of Career Education Materials

Career Education News

Career Guidance: A Handbook of Methods

Career Index

Career Tests and Resources

Educators Guide to Free Materials

The Multi-Media Center Catalog: Books,Periodicals, Films, and Cassettes

NVGA Bibliography' of Current CareerInformation

Postcards are a convenient way of requestingmaterials. Remember to preview everything beforeyou purchase it.

A Selection of Materials for Career Resource Centers

The career resource centers in the Montgomery (Maryland) County senior high schools haveavailable the following materials for their users.

Educational Materials

A. Two-year and Four-year College Materials

1. The College View-Deck. This is a tool for matching colleges to desired collegecharacteristics.

2. The College Handbook, Lovejoy's College Guide, Barron's Profiles of American Col-leges, The College Blue Book series; American Universities and Colleges, and theGuide to Continuing Education in America are examples of types of materials thatcould be kept together on a college search table along with the View-Deck and SAT,ACH, and ACT test application materials.

3. A vertical file labeled college files should contain applications, pamphlets, and othermaterials sent to the school from various colleges. College catalogs should beavailable.

B. Business, Trade, Technical, and Vocational School Materials

Following are examples of types of materials that should be available in this category.

1. Lovejoy's Career and Vocational School Guide

2. The Occupational Education volume of the College Blue Book

3. The NATTS Directory of Private Trade and Technical Schools

4. A vertical file of pamphlets, etc., from variot s business and trade schools

C. Apprenticeships

1. Apprenticeship Information: A Handbook for Guidance and Employment Counselorslists all approved programs with pay, term of apprenticeship, location, etc., for thestate of Maryland. This, along with a series of booklets published by the LaborDepartment and other miscellaneous items relating to apprenticeship, should be keptin a special area of the center.

2. A section of the Special interest File (see Other Materials, below) should be devoted tovarious items on apprenticeship.

3. Apprenticeship program openings can be announced in the daily bulletin and postedimmediately in the career center.

Other Materials

A. Major Employers in the Washington Area and Nationally. This is a file of informationpublished by large companies about their employment opportunities. Local, state, andfederal government employment applications and information are filed here.

B. Special Interest File. This file contains miscellaneous items of interest such as: ACTION(Peace Corps, Vista) information, BEOG, Project OPEN, Caripus Life, Apprenticeshipinformation, Senatorial Page applications, On-the-job training information, GEG andCLEP test information, Tutor Services, Unions, and any other items of general interestreceived in the center.

C. Career Information for Women and Minorities may be section of the center whereinformation pertaining to the needs of sj cial groups can be kept.

D. A Financial Aid Table can be maintained where PCS and BEOG forms are available. Inaddition, pamphInts from various schools regarding their financial aid programs can berotated to give students an idea of what is available.

E. A Summer Program File can be maintained where items regarding summer school,summer jobs, internships, and other opportunites are kept during the regular school year.These items should be posted during the late winter and spring.

F. A Military Careers Pamphlet Rack can be used to display materials available from theservices about careers in various branches. In addition, the various services can be listedin the career files where similar information about careers is available.

G. A Career Center Calendar listing upcoming activities could be kept outside the door to thecareer center.

H. A Happenings Board should be kept within the center to post new items, advertiseprograms or opportunities of general interest, and bring to the attention of browsers anyinformation which is current or timely.

14

16

I A Testing Board can be the locus for SAT, ACT, Achievement Test dates and relatedinformation. It should be placed near the college search table.

J. Class Sets of various career pamphlets can be used by classes visiting the center.

Once the resources have been identified theyshould be evaluated. The criteria for evaluationinclude appropriateness of content, applicabilityto the population served, currency of resources,user appeal, accuracy, comprehensiveness, lackof sex and racial bias, and cost. By applying acriterion checklist to materials, you can deter-mine which ones would be the most appropriatefor use in the career center. Obviously, humanresource selection criteria have a different focusthan the criteria for material resources. Criteriafor selection of human resources would include

Competency

appropriateness of service the person can pro-vide, availability of person, and resource needs.

After the resources have been selected, the mate-rials and information on people need to be organ-ized in a logical manner. A usable and commonorganizational device is the station or zone con-cept, whereby materials with a common focus aregrouped together. If possible, an index of allmaterials by career is helpful. Whatever systemyou use, make it as easy as possible for clients tofind things themselves by having materials wellorganized and labeled.

Implementing Activities

., } N 1 , ''

q 1 i

Pt% Areitt'VP:-*; q -;'''14 .-:'''`'r9'," :1'. 1, , ,

I-41it ..,,i ;41;,VON, g9 it,. )

The major focus of a career resource center is theactivity that takes place within it. Any of the directguidance interventions described in this trainingseries can be implemented in the career resourcecenter. Those activities would include individualand group counseling, tutoring, computer-assistedguidance, curriculum infusion, placement andreferral, and follow-through. By reviewing themodules on each of these activities, you can gaincompetence in each area. Other activities includeoccupational information systems. material devel-opment (newsletters. bulletin boards. local jobbriefs). and career resource center orientation.

15

Scheduling is important when implementingnumerous activities. A master schedule will ensurethat appropriate staff and resources are assignedto activities at the right time and that there is noduplication. The schedule might be a week-by-week or month-by-month visual layout of activi-ties taking place within the center. Sample 4 is anexample of a one-day master schedule. Remember:Implementing a career resource center requiresmuch planning and coordination. But it is alsoimportant to be flexible enough to handle walk-ins or unexpected clients.

Sample 4

One-Day Master Schedule

Monday

TimeJ. SmithCounselor

K. MartinGuidance Specialist

B. BrownParaprofessional

8:00Individualcounseling

Computerizedguidance

Material resourceviewing

9:00

10:00Group session onself-awareness , y

11:00 LUNCHCommunity speakerpresentation

12:00Individualcounseling

Material resourceviewing LUNCH

1:00 LUNCH TutoringMaterial resourceviewing

2:00Class en jobseeking skills

3:00Community speakerpresentation

4:00Consulting withagency staff onneeds of handicapped

Leading fieldtrip

5:00 Planning meeting Planning meeting Planning meeting

16

18

Competency 6

Evaluating the Process

Evaluate the process used to plan and implementthe career resource center, and judge the center'seffectiveness.

Evaluation is an ongoing part of the entire careerguidance program. As discussed in modules CGE-1 Evaluate Guidance Activities and CG E-2Communicate and Use Evaluation-Based Deci-sion, evaluation serves different purposes and isconducted during the planning and implementa-tion of a program or activity as well as at the end.

A formative evaluation would focus on determin-ing progress related to center objectives: successof materials, programs, and activities, and theeffectiveness of career resource center opera-tions. Summative evaluation questions wouldinclude the effect the center has on clients andwhether it is an effective means of providingcareer guidance.

When evaluating the career resource centerremember to examine facilities, personnel, mate-rials, equipment, programs and activities, impacton issues, center use, and community awarenessand support. Six evaluation steps are as follows:

17

1. Identify the objectives, activities, and re-sources to be evaluated

2. Design the procedures to be used in collect-ing evaluation data

3. Develop instruments for collecting evalua-tion data

4. Collect, analyze, and interpret data

5. Organize and communicate results toappropriate audiences

6. Make use of input obtained to improve thecareer resource center

The information in this module and referencedmodules should provide you with the frameworkfor the development of a career resource center.Remember that only the most critical conceptswere presented.

19

NOTES

-

Learning Experience 1Determining Need

OVERVIEW

COMPETENCYMuss clients' high-priority carer AruidenbO,needs, anddetermine whether a significant numbecathostneeds can .

best Do i'nOt by Providing the imonitopi*tostiot resourcecenter.

,

,r

READING: Mild PeorPetency i on pegs

INDIVIDUAL. ,.. .

Writs 04000'fOrefilisesofirient doorLFARNING Career -center.is appropslaceOBJECTIVE . .., ,

INDIVIDUAL .

ACTIVITY

INDIVIDUALFEEDBACK

Develop an Assessment tool applicable

Critique your assessment tool against lit

GROUPIndicate whether assessment resultsLEARNING center.

OBJECTIVE

GROUPACTIVITY

..; . .

for the

Determine if there is a need for a career rascal** center.

19

21

+.11=116

INDIVIDUALACTIVITY

Develop an assessment tool applicable to your agency.

Prior to completing this activity, read Competency 1 on page 7. In this activity you are to develop anassessment tool that will help you determine if a career resource ::enter is an appropriate means ofdelivering the career guidance program in your setting. The intent of this activity is for it to be aspractical as possible for your situation As you develop the assessment instrument think of how it wouldbe used in your setting

First. decide if you are going to develop an interview form or a written questionnaire that will beadministered t() clients When deciding this, think of the number of clients you will be assessing andhow feasible it would be to have personal interviews as opposed to a written questionnaire.

Once you have decided on the type of assessment tool you will be using, determine the activities youmay provide in a career resource center and be sure they are reflected in some manner within yourassessment instrument Perhaps you could informally interview a few colleagues to get ideas onassessment items

You will need to relate your assessment questions to the determined needs of your clients. If youragency has conducted a needs assessment, use the actual needs of your clients in this exercise. If this isriot the case use the sample need statements listed below.

Clients have a need to do the following:

1 Identify their interests

2 Use knowledge of their abilities and interests in career planning

3 Identify career planning processes

4 Identify career skills at entry, maintenance, and advancement levels

5 Plan their lives based upon an understanding of themselves

6 Evaluate decisions based upon personal goals

You are now ready to develop your assessment instrument

20I ) g)

11,

INDIVIDUALFEEDBACK

Critique your assessment tool against the set criteria.

WHAT ITEMS AN ASSESSMENT TOOL SHOULD CONTAIN

A listing of the types of material resources that will be available in the career resource center whichrelate directly to the clients' career development needs.

Items that could be included if you were using the goals listed on the prior page inchide these:

Interest inventories, checklistsWorkbooks on identifying interestsFilmstrips depicting how people choose jobs based upon their interests and abilitiesWorkbooks on how to make decisionsBooks on writing a resume

- Pamphlets on specific occupationsComputer printouts of occupational trendsFilmstrips of how to cope on the job

- Books on how to relate to othersFilmstrips on the relationship of life style to job choiceSelf appraisal instrumentsCollege/technical school information

A listing of the useful activities which the center might conduct that relate directly to the clients'career development needs.

These services might include the following:

Individual counselingGroup counselingTestingInservice sessionsViewing audiovisual materialsReading career publicationsComputer programsField trips, site visits

A way in which respondents can indicate if the above resources and activities would be of value tothem

Items concerning whether respondents think they will use the center

Items concerning when respondents think they will use the center.

A means by which the respondent can provide additional comments and suggestions

Re sure that your directions are clear and adequately describe what the respondent is to do Have yourinstrument of an appropriate length so that people are not turned off at the hought of completing 1

If your assessment tool contains at least the above components. you have developed a tool that shouldbe helpful in determining Oa career resource center is useful Remember that prior to administering the

ynti Heed 11) 12,,t rt Oilt

21

23

GROUPACTIVITY

Determine if there is a need for a career resource center.

Note: The following outline is to be used by the workshop facilitator.

Facilitator's Outline Notes

A Set the Scene

1 Indicate that participants will beinvolved in a simulation-type activ-ity They will be working in smallgroups in order to determine whethera career resource center is anappropriate means of delivering thecareer guidance program.

2 Have the participants complete thereading references referred to onthe overview sheet or present theinformation in lecture format.

B Complete Assessment Questionnaire

1 Indicate that participants will becompleting an assessment question-naire as potential clients of the careerresource center. For the sake ofconsistency. the participants will beresponding as high school students

2 Pass out the questionnaire entitledSchool Career Resource Question-naire on page 24

3 Ask participants to take a few min-utes to complete the questionnaire

C Tabulation

1 Suggest that the next step is to tabu-late the questionnaire results. andthat they will be doing this in theirsmall groups using the data fromtheir group only

Mention that they still will be playingthe role of students Make the pointth;it students (and other clients) canhe extremely helpful in the tabula-tion pr oci",s

22

If the group is large, divide it into small groupsof approximately five persons each.

Prior to conducting the activity you will need toduplicate one copy of this questionnaire foreach participant.

If you desire. another questionnaire cnn beused for this activity


3. Have participants complete the hand-out entitled Questionnaire Tabula-tion Sheet un page 26. For the first23 items on the sheet they will tabu-late the percentage of very useful,useful, and not useful responsesgiven for each item. For the items 24through 28 they will tabulate thepercentage of the group memberswho responded to the individualitems. The responses to the last itemwill be tabulated by listing each ofthe responses and then determiningthe percentage of individuals thatgave each response.

D Analyze Results

1 Indicate to participar,ts that they aregoing to switch roles. They are notto take the role of the persons whoare to determine if the career re-source center is appropriate. Per-haps they could be members of thecareer guidance program's advisorycommittee.

2 Ask participants to discuss the resultsof their assessment in small groups.They are to decide first whether acareer resource center per se isneeded and second which resourcesand services are perceived as needed.Third the group is to develop a shortsummary statement to present tothe remainder of the group.

3 Have each small group present itssummary statement to the partici-pants

E Summary/Feedback

1 Reinforce the fact that the assess-ment process is a means by whichboth potential users of the careerresource center and the planners ofthe center can determine what isreally needed and useful. Honest clientinput is essential to this process

2 Provide the participants with feed-back regarding their efforts duringthis activity Note whether their ra-tionale for a career resource centerfits the results of their assessment

23

25

HandoutGroup No.

School Resource Questionnaire

Wor kshop participants complete the following questionnaire as a high school student world.

Directions: School officials are planning on establishing a career resource center. We want to haveyour input on what it should contain. Please answer each of the following questions.

1. It is planned that various materials will be available in the center. Please rate each typeaccording to how useful you think it will be to you by circling the appropriate number.

VeryUseful Useful

NotUseful

Magazines or books about jobs 1 2 3

College, community college or trade school catalogs 1 2 3

On the job training (OJT) or apprenticeship information 1 2 3

Short descriptions about jobs 1 2 3

Tests wh, . help identify your interests 1 2 3

Films, filmstrips, audio or videotapes 1 2 3

Books about getting along with others 1 2 3

Other (Please Specify)

2. Rate each of the following career resource center programs and activities according to howuseful you think it will be to you.

Talking with a counselor 1 2 3

Talking with a peer 1 2 3

Talking with people on a job, face-to-face 1 2 3

Solving problems in small groups 1 2 3

Taking field trips 1 2 3

Hearing guest speakers 1 2 3

Pal t lCiPIll frig in work experiences 1 2 3

Viewing film presentations 1 2 3

Learning about ways to find a Oh 1 2 3

Orlrer (Please Specify)

242U

3. Please rate the importance of having the center open during the following hours:

VeryUseful Useful

NotUseful

Before school hours 1 2 3

Lunw. time 1 2 3

All day 1 2 3

After school hours 1 2 3

Evenings 1 2 3

Summer 1 2 3

Other (Please Specify)

4. How cften do you think you would voluntarily use the center during the school year? (Please

check one)

a. Neverb. One to five times

c. Six to ten times e. Sixteen or more timesd. Eleven to fifteen times f. Don't know

5. Where is the best Mace for the career resource center?

In the school? Where in the school?

In the community? Where in the community?

25

27

Questionnaire Tabulation Sheet

Directions: Tabulate your group's responses for each of the School Resource Center Questionnaireitems. For the first 23 items, tabulate the percentage of very useful, useful, and not useful responsesgiven for each item. For items 24 through 28, tabulate the percentage of the group members whoresponded to the individual items. Tabulate the responses to the last item by listing each responseand determining the percentage of individuals that gave each response.

ItemVery

UsefulPercentage

Useful

_

NotUseful

1. Magazines or books about jobs

2. College, community college or trade school catalogs

3. OJT or apprenticeship information

4. Short descriptions about jobs

5. Tests which help identify your interests

6. Films, filmstrips

7. Books that describe getting along with others

8. Other material resource(s)

9. Talking with a counselor

10. Talky d' gni I peer

11. Talking with people in a job, face to face

12. Solving problems in small groups

13. Taking field trips

_.

2628

ItemVeryUseful

PercentageUseful

NotUseful

14. Hearing guest speakers

15. Participating in work experiences

16. Viewing film presentations

17. Learning about ways to find a job

18. Other activities

19. Open before school hours

20. Open at lunch time

21. Open all day

22. Open after school hours

23. Open evenings

.

24. Open summers

25. Open other times

Volunteer Use of the Career Resource Center

26. Never

27. One to five times

28. Sixteen to ten times

27

29

Item

29. Eleven to sixteen times

30. Sixteen or more times

31. Don't know

Best Place for the Career Resource Center

32.

33.

34.

35.

36.

37.

28

3U

Learning Experience 2Stating Purpose, Goals, and Objectives

OVERVIEW

COMPETENCY

READING

INDIVIDUALLEARNINGOBJECTIVE

State general purpose, goals, and objectives for the careerresource center that include developing self awareness as wellas providing information concerning the labor market and theeducational and/or training requirements of variousoccupations.

Read Competency 2 on page 9.

Write a statement of the general purpolui, gaits, andel:4.4114sfor a career resource center.

INDIVIDUAL Write a statement of the general purpose,' gOrie, and objective)

ACTIVITY

INDIVIDUALFEEDBACK

GROUPLEARNINGOBJECTIVE

GROUPACTIVITY

for a career resource center in your agency.

Check what you have written against the reviews statementspresented.

Verbalize an argument for a career resource (Hinter.

Participate in a role-playing situation in which you present arationale for starting a career resource center.

29

INDIVIDUALACTIVITY

Write a statement of general purpose, goals, and objectives fora career resource center in your agency.

Prior to starting this activity read Competency 2 on page 9. Through this activity you are to practicewriting (1) a general purpose statement, (2) goals, and (3) objectives for the career resource center. Asin the previous learning experience, you should tailor the context of your response to be as helpful toyou in your sit ration as possible. Given that it has been determined that a career resource center isdesirable in your situation, write a statement explaining the general purpose of the career resourcecenter (what is it to do and how is it going to do it), at least three goals that will be accomplished throughthe center, and at least two objectives for each of the stated goals.

30

INDIVIDUALFEEDBACK

Check what you have written against' the review statementspresented.

Your general purpose statement should mention all of the activities the career resource center is toprovide and a brief statement of why they are necessary.

The goal statements should be written as specified in the module CG A-5 Builda Guidance Program. Atleast one of the goals should refer to assisting clients in developing self awareness.

The objectives listed under a particular goal should relate directly to that goal and be written inmeasurable terms. An objective would address one focus only.

Refer to the reading reference for sample statements.

GROUPACTIVITY

i#110ldj 61 f4 f01,' 04440 0411001t- O' Pre** isfOr atoning is ;slier taiiiiititos



A. Introduction of Activity

1 Indicate to participants that they willfirst complete the individual activityand then participate in a role playingsituation using information from 'heindividual activity.

2 Ask participants to review what theyhave written against the commentsin the feedback section of the indi-vidual activity.

3 Have participants prepare an outlineof the need for a career resourcecenter (to be presented to a policymaker)

31

Give participants 30 to 40 minutes to completethe individual activity.

Provide participants with pen and paper.

33

Facilitator's Outline

B Role Play

1 Request that participants pair upinto role playing teams.

2. Indicate that two roles will be actedout and that each team memher willhave an opportunity to perform ineach role. The roles are (1) an indi-vidual eager to start a career resourcecenter and (2) the policy maker whomthe first person has to approach.

3. Specify that the starter of the careerresource center will use the presen-tation outlined in the previous task.

4 Indicate that the policymaker willhave a dual role: (1) responding tothe presentation and (2) serving asthe observer or provider of feedbackto the other role player.

5. Give the participants 10 minutes toplay one role and another 10 min-utes for the second role playing.Once the role plays are completedallow 10 minutes for the team mem-bers to provide feedback to eachother on their presentations.

6. Ask for individuals reactions to theactivity.

7. Summarize important points on achalkboard or a large sheet of paper.

If you have enough time and people, you candivide the group in thirds and have the thirdperson act as observer.

32

3.1

Learning Experience 3Preparing a Plan

OVERVIEW

Prepare a plan for prOvidin0 the,serviOett,center that states the center* tationlitik

COMPETENCY activille$ tO be cOntluoted. the staff MIity, equipinerijand mat Batsactivities:. and

READING


INDIVIDUALACTIVITY

INDIVIDUALFEEDBACK

GROUPLEARNING Verbally decide upon s stet pat

center,OBJECTIVE

resourceIves,

Read:COO

Witte-

Develop portion at a viritirtv

Determine whether your plan heath.,have It reviewed.

GROUPACTIVITY Develop an Ideal staffing pattern for a OsretiOeilidite venter.

33

35

INDIVIDUALACTIVITY

Develop a portion of a written plan.

Prior to starting this activity read Competency 3 on page 10. In this activity you will write part of a plan.Using a goal and two objectives written for your agency (or the following goal and objectives),complete the two planning sheets.

Goal

To aid clients in obtaining job seeking skills.

Objectives

To conduct a presentation on preparing for a job interview.

To conduct a session in which clients participated in mock job interviews.

Planning Sheet 1Goal:

Objective:

ActivityPerson(s)

Responsible Resources Cost Time Line

34

36

Planning Sheet 2

Goal:

Objective:

ActivityPerson(s)

Responsible Resources Cost Time Line

INDIVIDUALFEEDBACK

Determine if your plan has the proper components and have it

reviewed.

Your plan should be complete enough and clear enough so that it can be understood and followed byanother person. If possible have a colleague review your plan. The plan should include--

goal statement,

objective statement,

activities to complete objective,

the persons responsible for conducting each activity,

resources needed for conducting each activity,

time line for completing the activities, and

needed budget.

A sample answer for each objective follows.

Planning Sheet 1Goal. To aid clients in obtaining job seeking skills

Objective: To conduct a presentation on preparing for a job interview

ActivityPerson(s)Responsible Resources Cost Time Line

1. Advertise availability of Coordinator Paper $ 5.00 One Week

presentation Secretary TypewriterPrinting MachineBulletin BoardSpace

2. Outline presentation Instructor Resciurce Materialon Job Interviews

$10.00 Three Days

3. Sign up participants Secretary Paper $ 2.00 One WeekSign Up Table

4. Conduct presentation Instructor Handouts $25.00 Three HoursPersonnel Managerof Local Firm

5. Evaluate presentation Instructor Evaluation Forms $ 3.00 Two DaysSecretary Tally Sheets

36 38

Planning Sheet 2

Goal: To aid clients in obtaining job-seeking skills

Objective: To conduct a session in which clients participate in mock job interviews

ActivityPerson(s)Responsible Resources Cost Time Line

1. Contact resource persons Coordinator Resource Person 0 One Weekfor clients to be Instructor Directoryinterviewed Secretary Telephone

2. Advertise availability Coordinator Paper $ 3.00 One Weekof session to personswho participated in

Secretary TypewriterPrinting Machine

previous session

3. Develop agenda for Instructor 0 One Weeksession

4. Conduct session Instructor Resource Persons $25.00 Three HoursHandouts

5. Evaluate presentation Instructor Evaluation Forms $ 3.00 Two DaysSecretary Tally Sheets

37

39

GROUPACTIVITY DveloO en idiot staffing pattern for a career resource center.



A. Introduce Activity

1. Indicate that this activity is centeredaround a planning i.:sue that needsto be considered prior to the devel-opment of a written planthe deter-mination of who is going to staff thecareer resource center.

2. Describe the activity as one in whichthe participants will be establishingwhat they think is an ideal staffingpattern by using a brainstormingtechnique.

3. Ask participants to check the read-ing reference, concentrating on thestaffing description or present theinformation yourself.

B. Brainstorm Staffing Patterns

1. Place the following chart on thechalkboard or large sheets of paper:

Para-Activities Clerical Professional Professional

2. Ask participants to brainstorm whatactivities persons in each of thesepositions could conduct in a careerresource center. Write the responseson the board under activities andplace a check (V) under the approp-riate staff heading.

3. Have participants review the re-sponses they provided and changeany they no longer see as approp-hate. Remove inappropriate checkmarks.

3840


4. Heve participants decide how manypersons in each position are neededto conduct the activities presentedadequately. Replace check markswith numbers.

5. Mention to participants that the aboveinformation would be used whenplanning for center activities.

6. Wrap up the activity by obtainingconsensus from the group that theyhave developed an "ideal" staffingpattern.

39

41

NOTES

40

42

COMPETENCY

READING


INDIVIDUALACTIVITY

INDIVIDUALWork with another person to determine if your material 'valuer

FEEDBACK tion is correct.

Learning Experience 4Collecting, Evaluating, and Acquiring Resources

OVERVIEW

Identify the resources necessary to provide the services of thecareer resource center, collect and evaluate resources, andacquire additional resources.

Read Competency 4 on page 11.

Complete a selection criteria checklist.

Evaluate a material resource.


GROUPACTIVITY

Verbalize your rationale for a filing system within a careerresource center.

Select a filing system for use in the career resource center.

41

.1 3

INDIVIDUALAt:riflery Evaluate a material resource.

Within this activity you will be evaluating a material resource that could be placed in a career resourcecenter. First read Competency 4 on page 11. Select a material resource that is available to you and usethe following selection criteria checklist. If a material resource is not available, use the enclosedexcerpt from the Occupational Outlook Handbook. Once you have subjected the resource to thechecklist, determine if it should be placed in the career resource center. A resource might not meet allthe criteria, but still could be valuable for inclusion.

Selection Criteria Checklist

1. The content of the material will 6. The information is accurate.aid students in meeting at leastone of the objectives of the DYES ONOcareer resource center.

COMMENTS:DYES ONO

7. The material is comprehensive in nature

COMMENTS:DYES ENO

2. The item is appropriate for usewith the population the career COMMENTS:resource center is serving.

8. The material is free of sex stereotyping.

DYES ENODYES ONO

COMMENTS:COMMENTS:

3. The information provided iscurrent. 9. The material is free of racial stereotyping.

DYES ONO DYES NO

COMMENTS: COMMENTS:

4. The material will not become 10. The price of the item is appropriate inoutdated in a short time period. relation to the budget.

OYES ENO DYES ENO

COMMENTS: COMMENTS:

5. The material has user appeal. 11. Replacement items for audiovisualmaterials can be purchased at a

Li YES N0 minimal fee.

COMMENTS: OYES ONO

COMMENTS:

42 4,4

INDIVIDUAL Work with another person to determine if your material evalus-.

FEEDBACK tion Is correct.

Once you have completed the activity, have a colleague go through the evaluation process. Thendiscuss your reviews. If they are similar you both probably arc Joking at the material objectively. If theyare not similar, you may want to discuss it and recone'-' ur markings. The following checklist iscompleted based upon the selection from the Occt ' ,Dutlook Handbook.

Selection Criteria Checklist

1. The content of the material willaid students in meeting at leastone of the objectives of thecareer resource center.

RYES JNO

COMMENTS:

2. The item is appropriate for usewith the population the careerresource center is serving.

YES LINOYVES N0

COMMENTS:COMMENTS:

;. The information provided iscurrent. 9. The material is free of racial stereotyping.

6. The information is accurate.

MYES LINO

COMMENTS:

7. The material is comprehensive in nature

*YES []NO

COMMENTS: CO1,1A" itatudLe. 0/

8. The ma ial is free of sex stereotyping.

X YES

COMMENTS:

LINO %YES

COMMENTS:

n N

4. The material will not become 10. The price of the item is appropriate inoutdated in a short time period. rel lion to the budget.

lYES INO %YES i jINO

COMMEN dor.44.4.taildt COMMENTS:111441 te-eitti moo-

5. The material has user'5ppeal. 11, Replacement items for audiovisualmaterials can be purchased at a

)OYES I NO minimal fee.

COMMENTS. I IVES I INO /,4

43

COMMEN TS:

.15

From 1982-83 Edition of the Occu-pational Outlook Handbook.

Mail CarriersID.O. T. 230.363.010 and .367-010)

Nature of the WorkMost mail carriers travel planned routes

delivering and collecting mail. Carriers startwork at the post office early in the morning,where they spend a few hours arranging theirmail for delivery and taking care of otherdetails.

A carrier may cover the route on foot, byvehicle, or by a combination of both. Onfoot, carriers carry a heavy load of mail in asatchel or push it in a cart. In some areas, acar or small truck is used to deliver mail.Residential carriers cover their routes onlyonce a day, but some carriers assigned to abusiness district may make two trips a day.Deliveries are made house-to-house, to road-side mailboxes, and to large buildings, suchas offices or apartments, which have all themailboxes on the fast floor.

Besides delivering and collecting mail,carriers collect money for postage-due andc.o.d. (cash on delivery) fees and obtainsigned receipts for registered, certified, in-sured mail. If a customer is not home, thecarrier leaves a notice that tells where specialmail is being held.

After completing their routes, carriers re-turn to the post office with mail gatheredfrom stre _t collection boxes and homes, andbusinesses. They turn in the mail receiptsand money collected during the day and mayseparate letters and parcels for further proc-essing by clerks.

Many city carriers have more specializedduties. Some deliver only parcel post whileothors collect mail from street boxes andreceiving boxes in office buildings. In con-trast, rural carriers provide a wide variety ofpostal services. In addition to delivering andpicking up mail, they sell stamps and moneyorders and accept parcels, letters, and itemsto be registered, certified, or insured.

All carriers answer customers' questionsabout postal regulations and services and pro-vide change-0, address cards and other postalforms when requested.

Working ConditionsMost carriers begin work early in the

morning, in some cases as early as 4 a.m. if

they have routes in the business district. Car-riers spend most of their time outdoors in allkinds of weather delivering mail. Even 'nosewho drive often must walk when makingdeliveries and must lift heavy sacks of parcelpost when loading their vehicles.

The job, however, has its advantages. Car-riers who begin work early in the morningare through by early afternoon. They are freeto work at their own pace as long as theycover their routes within a certain period oftime.

EmploymentThe U.S. Postal Service employed nearly

250,000 mail carriers in 1980, three-quartersof them full time. Although about 50,000were rural carriers, most worked in citiesand suburban communities throughout theNation.

Training, Other Qualifications,and Advancement

Mail carriers must be U.S. citizens orhave been granted permanent resident-alienstatus in the United States. They must be atleast 18 years old (at least 16, if they have ahigh school diploma). Applicants must quali-fy on s written examination that measurestheir speed and accuracy at checking namesand number and their abilities to memorizemail distribution systems.

Applicants must have a driver's license, agood driving record, and pass a road test.Before appointment, mail carriers must passa physical examination and may be asked toshow that they can lift and handle mail sacksweighing up to 70 pounds.

Applicants for mail carrier jobs should ap-ply at a post office in the area where theywish to work. Applicants' names are listed inorder of their examination scores. Five pointsare added to the score of an honorably dis-

charged veteran, and ten points to the scoreof a veteran wounded in combat or disabled.When a vacancy occurs, the appointing offi-cer chooses one of the top three applicants;the rest of the names remain on the list to beconsidered for future openings.

Mail carriers are classified as casual, part-time flexible, part-time regular, or full time.Casual workers are not career employees, butare hired to help deliver mail during peakmailing or vacation periods of the year. Part-time flexible carriers are career employees

44

46

who do not have a regular work schedule,but replace absent workers and help withextra work as the need arises. Part-time flexi-ble carriers usually work less than 40 hoursper week. Part-time regulars have a set workschedulefor example, 4 hours a day. ull-time carriers usually work a 40-hour weekover 5 or 6 days, but may work additionalovertime hours when required.

New carriers are trained on the job. Theymay begin as part-time flexible city carriersand become regular or fill -time carriers inorder of seniority as vacancies occur. Carri-ers can look forward to obtaining preferredroutes as their seniority increases, or higherlevel jobs such as carrier technician, or pro-motion to supervisory positions.

Job OutlookEmployment of mail camera is expected to

decline through the 1980's due to decreasesin the volume of mail. Continuing increasesin use of the telephone rather than the writtenword, and electronic communications sys-tems that transfer funds or transmit printedmaterial instantaneously over telephone linesshould result in less mail to be delivered.Growing business use of cheaper private de-livery systems such as newspaper carriers,couriers, and parcel services is expected todivert additional mail. Possible cutbacks indelivery service from 6 days to 5 days perweek could result in further loss of mailcarrier jobs. Despite declining employmentlevels, thousands of job openings will resultannually from the need to replace exper-ienced carriers who retire, die, or transfer toother occupations. Openings will be concen-trated in areas with rapid population growth.

Although the volume of mail to be deliv-ered rises and falls with the level of businessactivity, as well as with the season of theyear, full-time mail carriers have never beenlaid off. When mail volume is high, full-timecarvers work overtime, part-time carrierswork additional hours, and casual carriersmay be hired. When mail volume is low,overtime is curtailed, part-time carriers workfewer hours, and casual workers discharged.The projected long-term employment declineprobably will not cause layoffs of permanentworkers but will be achieved by eliminationof some positions vacated, by workers wholeave voluntarily, as was the case during the1970's.

EarningsIn late 1980, experienced full-time city

delivery mail carriers earned an average sala-ry of $19,275 a year, about one and one-halftimes as much as average earnings for allnonsupervisory workers in private industry,except farming. Full-time carriers started at arate of $18,282 a year and could rise to amaximum of $20,944 after 8 years. Theyalso received 10- percent additional pay forwork between 6 p.m. and 6 a.m. Part -timeflexible carriers began at $9.05 an hour inlate 1980, with periodic increases up to$10.38 an hour after 8 years.

Rural delivery carriers had average basesalaries of $20,121 in late 1980. Their earn-ings are determined through an evaluation ofthe amount of work required to service theirroutes. Carriers with heavier workloads gen-erally earned more than those with lighterworkloads. Rural carriers also received amaintenance allowance when required to usetheir own vehicles.

Related OccupationsPostal clerks and mailhandlers play an im-

portant role in moving the Nation's mail, andtheir work and qualifications are closely relatedto those of mail carriers. Related deliveryoccupations include messengers, merchandisedeliverers, delivery-route truckdrivers, news-paper delivery drivers, and newspaper carriers.

Sources of Additional InformationLocal post offices and State employment

service offices can supply details about en-trance examinations and specific employmentopportunities for mail carriers.

Postal Clerks(D.O.T. 243.367.014)

Nature of the WorkMost people are familiar with the post

office window clerk behind the counter whosells stamps and accepts parcel post. Howev-er, most postal clerks are distribution clerkswho sort incoming and outgoing mail inworkrooms out of public view.

Postal clerks work at local post offices orat large central mail processing facilities.Those at local post offices sort local mail fordelivery to individual customers. Incomingmail collected from local collection boxes isforwarded to the nearest mail processing cen-ter. There, clerks sort and prepare the mailfor delivery.

About 300 mail processing centersthroughout the country service post offices insurrounding areas. There, mailhandlers un-load the sacks of incoming mail and separateit into groups of letters, parcel post, maga-zines, and newspapers. They feed lettersthrough stamp-canceling machines, then takethe mail to other workrooms to be sorted bypostal clerks according to destination. There,clerks operating electronic letter sorting ma-chines push keys corresponding to the ZIPcode of the local post office to which eachletter will be delivered; the machine dropsletters into proper slots. Other clerks sortodd-sized letters, magazines, and newspapersby hand. Finally, the mail is sent to localpost offices for further sorting according todelivery route.

In addition to selling stamps and moneyorders, clerks at post office windows weigh

45

47

packages to determine postage and check tosee if their condition is satisfactory for mail-ing. Clerks also register, certify, and insuremail and answer questions about postagerates, mailing restrictions, and other postalmatters. Occasionally they may help a cus-tomer file a claim for a damaged package.

Working ConditionsWorking conditions of clerks differ accord-

ing to work assignments and type of labor-saving machinery available. In small postoffices, clerks may use a hand truck to moveheavy mail sacks from one part of the build-ing to another and sort mail by hand. In largepost offices and mail processing centers,chutes and conveyors move the mail, andmuch of the sorting is done with machines.When not operating a letter sorting machine,clerks usually are on their feet, reaching forsacks and trays of mail and placing packagesand bundles into sacks and trays.

Distribution clerks may become bored withthe routine of sorting mail unless they try toimprove their speed and accuracy. They alsomay have to work at night or on weekends,because most large post offices process mailaround the clock.

A window clerk, on the other hand, has agreater variety of duties, frequent contactwith the public, and a generally less strenu-ous job. Window clerks rarely have to workat night.

EmploymentTwo out of every five Postal Service em-

ployees were postal clerks in 1980. The ma-jority of the 265,000 postal clerks work atmail processing centers, although many stillsort mail and provide window services atlocal post offices throughout the country.

GROUPACTIVITY

Select a filing system for use in the career resource center.




1. Explain that participants will beselecting a filing system for the careerresource center.

2. Request that they review the readingreference, particularly as it relates tofiling systems or present the infor-mation yourself.

B. Present Situation

1. Indicate to participants that they areworking in a community counselingagency and are to establish a careerresource center. They have the fol-lowing types of materials that needto be filed in their center.

25 pamphlets on self awareness12 books on improving selfconcept7 filmstrip/cassette tape kits onself awareness34 brochures from the differentbranches of the armed services45 pamphlets from businessesand industries on their operations12 posters from business andindustry7 sets of occupational briefs41 books on specific occupations9 directories on educationalopportunities23 booklets on job seeking skills12 kits on job seeking skills8 books on avocational pursuits

2 Ask participants to discuss types offiling systems they think are approp-riate for the resources listed.

46

Facilitator's Outline [Notes

3. List suggestions, pros and cons onthe blackboard or newsprint. Usethe following chart as an example.

System Pro Con

1 Alphabetical

2 D.O.T.-Based Easy to Obtain

3 Library Class-'location

4 Stations

C. Determine Filing System

Cumbersome

Expensive

1. Have participants decide on anappropriate system by weighing thepros and cons of each system.

2. Decide upon the most appropriatesystem through consensus.

47

49

48

50

Learning Experience 5Implementing Activities

OVERVIEW

Implement the various. activities within the career resource

COMPETENCY' center including assessment, career guidance and Counsel-tflf), work experfel$0, placement and referral, tutoring, follow-through and follow -up services.,

READING Reed COMpliCy s on page 18.

INDIVIDUALLEARNING.. writes

iliastersOtiedule for a career resource Center.

OBJECTIVE

INDIVIDUALFEEDBACK


GROUPACTIVITY

Check your master schedule against a format and guidelines.

Verbalize why an activity should take place in a careerresource center.

Defend certain activities taking place in the career resourcecenter.

INDIVIDUAL Develop a master schedule.

ACTIVITY

49

51

In this activity you will develop a master schedule for one day's activities in your career resource center.Review the reading for Competency 5 on page 15 prior to developing your schedule. While thinkingthrough the schedule, consider the possible staff that you will have and the services you will provide. Besure that there is no overlap of resources and that a specific individual is not scheduled in two places atonce. Use the following matrix.

Master Schedule

Directions: Complete each of the columns with information that is appropriate for your agency.

Time Personnel and Activities Resources

50

INDITOUALFEEDIBAC:st

Chick your master schedule against suggested guidelines.

The master schedule is to communicate what is happening and when in the career resource center. Theschedule should indicate who is responsible for each of the proposed activities, the time the activitiesare scheduled to start, and when they are to end. Also, if your resources are limited, indicate when theyare to be used A sample weekly master schedule follows.

SAMPLE MASTER SCHEDULE

Time Personnel and Activities Resources

K. JONESCOORDINATORCOUNSELOR

M. SMITHCOUNSELOR

J. MARTINPARA-PROFESSIONAL

L. BROWNSECRETARY

B.00 Mori.,l.m .

Consult withAgencyAdministration

IndividualCounseling

Update BulletinBoard

Update Records Brochures on NewMaterials, CurrentJob Listings(J. Martin)

Tues. Review NewResourceMaterials


ComputerizedGuidanceProgram

DuplicateMaterials forM. Smith

DuplicationEquipment

Wed. Consult withAgency Staff


ComputerizedGuidanceProgram

OrderMaterials

Ordering Sheets(L. Brown)

Thurs. Rr2view NewResourceMaterials


Lead FieldComputerizedGuidance

ConductTour ofCenter

Fri. Consult withAdministration


Lead FieldVisits

Aid J. Martinwith Field Trip

9.00 Mon.a in.


Planning forGroupCounselingof JobInterviewing

MaterialResourceViewing Area

Update Records

Tiles IndividualCounseling

GroupCounselingon JobInterviewing

MaterialResourceViewingArea

Aid Staff asNecessary,Check OutMaterials

Handouts, How toInterview for aJob (M. Smith)

Weil. IndividualCounseling

GroupCounselingon JohInterviewing

MaterialResourceVievvingArea


I hun, Inch vidu,11

CounselingFollow-upon JohInterviewingSession

MaterialResourceViewingAuld


Fig Indi vic cil(.1111tP.41 nil

Planning forNext Week'sGroupActivity

Field trip MaterialResourceViewingArea

51 5:/

GROUPACTIVITY

Defend certain activities taking place In the career resourcecenter.



A. Set the Scene

1. Indicate to participants that it is dif-ficult to portray implementation in aworkshop situation. Instead, partic-ipants (in teams of two) will be askedto justify why a specific strategyshould be used in the career resourcecenter. This activity will give the par-ticipants a chance to become famil-iar with some of the possible ser-vices of the center.

Ask the participants to pair up forthis activity.

2. Have participants complete thereading reference or present theinformation.

3. Have each participant select a slip ofpaper on which one of the imple-mentation strategies is written.

B. Why Implement Certain Strategies

C.

1. Allow the pairs approximately 30minutes to outline a statement onwhy their strategy should be used in

° a career resource center.

2. Give each pair 5 to 10 minutes topresent their statement.

Summary

1. Summarize the activity by bringingout the salient points in thepresentations.

2. Indicate that it has been shown thatthere are reasons why each of thestrategies described and others canbe included in the career resourcecenter activities. One should makesure a strategy is appropriate for theclient needs prior to implementingit.

Prior to the activity you will need to write thefollowing implementation strategies on slips ofpaper--assessment, individual career guidanceand counseling, work experience, placement,referral, tutoring, follow-through, and follow-up.

Provide one sheet of paper for each participantand extra pencils.

52 5.1

Learning Experience 6Evaluating the Process

COMPETENCY

OVERVIEW

Cvatuate th.) process used to plan and itnplemant the careerresource center, and judgo the center's effectiveness in order

. maka necessary modifications.

READING Read Competency 6 on page 17.

INDIVIDUALLEARNING Write evaivation queations related to a career tOsOurce center.ORJECTIVE

INDIVIDUAL Develop question"; for evaluating the process used to plan theACTIVITY career resource.

INDIVIDUALFEEDBACK

Review your evaluation questions ageinst a set of guidelines.

GROUPLEARNING Write a draft plan for evaluation.

OBJECTIVE

GROUPACTIVITY

Develop an evaluation design.

53

After you have read Competency 6 on page 17 and the following case study, you will develop a set ofquestions that could be used when evaluating the planning process.

Case Study

Crystal High School is centrally located in a city with a population of 25,000. Last year theguidance counselor at the school decided to systematically improve the school's guidanceprogram A year was spent in general planning to determine student needs, set goals, writeobjectives, assess resources, and determine appropriate strategies for implementing the guid-ance program. It was decided that the establishment of a career resource center might be oneway to improve the guidance program.

The guidance counselor, Sara Jones, formed a small committee made up of a teacher, viceprincipal, a senior student, the librarian, and herself. She had the committee review a summaryof student needs data. The committee then made some tentative decisions on the services of thecenter and developed a questionnaire to assess the students' desire for the center. Once thecommittee tabulated the results of the assessment survey they developed a rationale statement,goals, and objectives for the center. This information was used in a presentation Ms. Jones gaveto the school board. The board was enthusiastic about the idea and gave Ms. Jones and thecommittee the go ahead.

bcommittees were formed to divide the work. The next step was to determine the appropriate,,,Iace and floor plan for the center. A subcommittee headed by the vice principal was tocomplete this rather large task. They found an extra classroom and decided upon a usable floorplan which allowed room for materials, work areas, a computer terminal, and a small confer-ence area. At the same time, the counselor was determining the staffing pattern. She decidedthat she would be the professional staff person and serve as the coordinator on a half time basis,a team of volunteers would be trained as paraprofessionals with at least one member of theteam being in the center during its open hours; student helpers would be assigned to the centerfor each class peric and perform clerical tasks. The librarian headed up the subcommittee onresource identification, selection, and organization. The resources would include informationon personal adjustment, career decision making, occupational awareness, personal interestinventories, military opportunities, local business opportunities, and job seeking. The nextmajor task was to develop a written plan to describe the activities of the career resource center.The counselor took major responsibility for completing this task. She developed an overall planfor the first semester of operation and a more detailed plan for the first two months. Once theplan was developed, it was presented to the school's administration for review and approval.

54

56

Instructions. Using the information presented in the case study, develop a set of questions that could beused to evaluate the planning of the career resource center.

55

5 7

INDIVIDUALFEEDBACK

Review your evaluation questions against a set of guidelines.

The questions you wrote for evaluating the planning of the career resource center should cover topicssuggested in the following set of questions.

1. Were the committee members adequately prepared for their involvement?

2. Did the assessment questionnaire determine whether the services of the center could meetspecific needs of the students?

3. Did the students know why they were being surveyed?

4. Was an adequate sample of students assessed?

5. Were the results of the assessment represented in the general purpose statement?

6. Do the goals reflect the assessment results?

7. Are the goals well written?

8. Do the objectives relate to the goals?

9. Are the objectives properly written?

10. Are the objectives realistic?

11. Are the facilities easily accessible by students?

12. Are the facilities of appropriate size?

13. Is the floor plan viable?

14. Is the decor of the center appealing?

15. Is the staffing pattern appropriate to meet the needs of students?

16. Are staff members appropriately trained?

17. Do the selected resources reflect the needs of the students and the goals and objectives of thecenter?

18. Do the selected resources meet the selection criteria?

19. Are the materials organized in a usable manner?

20. Is the written plan logical and easy to follow?

21. Are the activities described in the plan appropriate?

22. Is the budget presented in the plan within the financial guidelines for the center?

23 Are the time lines adequate?

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58-




1. Indicate to participants that as agroup they will develop an evalua-tion plan for a career resource cen-ter using the case study in the indi-vidual activity as the setting,

2. Ask participants to read the readingreference for this learning experienceor present the information to them.

B. Develop Evaluation Design

1. Explain that the evaluation designshould include the following com-ponents--description of the generalframework within which evaluationis conducted, the procedures fordata collection, time lines instrumen-tation, and data analysis techniques.

2. Have participants read the case studyin the individual activity.

3. Have the participants, as a group,generate an outline of what wouldbe contained in each one of thecomponents of an evaluation design.

4. Once the outline has been devel-oped, assign each one of the com-ponents to individuals or smallgroups to flesh out.

5. Allow 30 to 45 minutes for the com-pletion of the above activity.

57

Write the components on the board and developthe outline under each component.

59


C. Report of Design

1. Bring the group together and havethem present the components of thedesign.

2. Discuss how the components relateto each other.

D. Summary

1. Bring out salient points ofpresentations.

2. Mention that evaluation is an impor-tant, but often overlooked part ofoperating a career resource center.

58

6U

EVALUATION

PARTICIPANT SELF-ASSESSMENT QUESTIONNAIRE

1 Name (Optional) 3 Date

2 Position Title . 4 Module Number

Agency Setting (Circle tne appropriate number)

6 Elementary School. 10. JTPA 14. Youth Services. 18. Municipal Office.7 Secondary School 11. Veterans. 15. Business/Industry 19. Service Organization.8 Postsecondary School 12. Church. Management. 20. State Government.9 College/University 13. Corrections. 16. Business/Industry Labor. 21. Other.

17. Parent Group.

Workshop Topics

PREWORKSHOPNEED FOR TRAIN- POSTWORKSHOP MASTERY OFING Degree of Need (circle one for TOPICS Degree of Mastery (circleeach workshop topic). one for each workshop topic).

4

ocF*40 if .466

_,*A.

44b 6' 0

1. Developing an assessment tool that willmeasure need fora career resource center.

0 1 2 3 4 0 1 2 3

2. Tabulating and interpreting assessmentresults.

0 1 2 3 4 0 1 2 3

3. Writing the purpose statement, goals, andobjectives for a career resource center.

0 1 2 3 4 0 1 2 3

4. Verbalizing need of career resource cen-ter to policy makers.

0 1 2 3 4 0 1 2 3

5. Developing a written plan. 0 1 2 3 4 0 1 2 3

6. Devloping a staffing pattern. 0 1 2 3 4 0 1 2 3

7. Evaluating material resources. 0 1 2 3 4 0 1 2 3

8. Selecting a filing system. 0 1 2 3 4 0 1 2 3

9. Developing a master schedule. 0 1 2 3 4 0 1 2 3

10. Determining activities to occur in a careerresource center.

0 1 2 3 4 0 1 2 3

11. Developing questions to determine effec-tiveness of a career resource center

0 1 2 3 4 0 1 2 3

12. Developing an evaluation design. 0 1 2 3 4 0 1 2 3

Overall Assessment on Topic of CareerResource Centers

Comments:

4

4

4

4

4

4

4

4

4

4

4

4

59

61

Trainer's Assessment Questionnaire

Trainer: Date: Module Number.

Title of Module'

Training Time to Complete Workshop: hrs. min.

Participant Characteristics

Number in Group Number of Males Number of Females

Distribution by Position

Elementary School Youth Services

Secondary School Business/Industry Management

Postsecondary School Business/Industry Labor

College/University Parent Group

JTPA Municipal Office

Veterans Service Organization

Church State Government

Corrections Other

PART I

WORKSHOP CHARACTERISTICSInstructions: Please provide any comments on the methods andmaterials used, both those contained in the module and others that are not listed. Also provide anycomments concerning your overall reaction to the materials, learners' participations or any otherpositive or negative factors that could have affected the achievement of the module's purpose.

1. Methods: (Compare to those suggested in Facilitator's Outline)

2. Materials: (Compare to those suggested in Facilitator's Outline)

3. React'on: (Participant reaction to content and activities)

60

62

PART II

WORKSHOP IMPACTInstructions: Use Performance Indicators to judge degree ofmastery. (Com-plete responses for all activities. Those that you did not teach would receive 0.)

Group's Degree of Mastery

Not Little Some Good OutstandingTaught (256/e or less) (28%-50%) (51%-75%) (over 750/0)

Note: Circle the number that best reflects your opinion of group mastery.

Learning Experience 1Group 0 1 2 3 4Individual 0 1 2 3 4



Learning Experience 4Group I 1 2 3 4Individual 0 1 2 3 4



Code:

Little: With no concern for time or circumstances within training setting if it appears that less than 25% of the learnersachieved what was intended to be achieved.

Some: With no concern for time or circumstances within the training setting if it appears that less than close to half ofthe learners achieved the learning experience.

Good: With no concern for time or circumstances within the training setting if it appears that 50%-75% have achievedas expected.

Outstanding: If more than 75% of learners mastered the content as expected.

61

63

PART III

SUMMARY DATA SHEETInstructions: In order to gain an overall idea as to mastery impactachieved across the Learning Experiences taught, complete the following tabulation. Transfer thenumber for the degree of mastery on each Learni 19 Experience (i.e., group and individual) from theWorkshop Impact form to the columns below. Add the subtotals to obtain your total module score.

GROUPLearning Experience1 = score (1-4)

2 = score (1-4)

3 = score (1-4)

4 = score (1-4)

5 = score (1-4)6 = score (1-4)

Total(add up)

INDIVIDUALLearning Experience1 = score (1-4)

2 = score (1-4)

3 = score (1-4)

4 = score (1-4)

5 = score (1-4)

6 = score (1-4)

Total(add up)

Total of the GROUP learning experience scores and INDIVIDUAL learning experience scores =Actual Total Score Compared to Maximum Total'

'Maximum total is the number of learning experiences taught times four (4).

62

Performance Indicators

As you conduct the workshop componet of this training module, the facilitator's outline will suggestindividual or group activities which require written or oral responses. The following list of performanceIndicators will assist you in assessing the quality of the participants' work:

Module Title: Coordinate Career Resource Centers

Module Number: CG C-5

Group Learning Activity F.?rformance Indicators to Be Used for Learner Assessment

Group Activity Number 1:

Assess clients high priority needsand determine whether a signifi-cant number of those needs canbest be met by providing theservices.

1. Collect materials from each group and review with the fol-lowing in mind:

were questionnaires filled out by each group?were the data accurately tabulated?did discussion of need focus on main items such as:

- '.ypes of materials- types of programs- hours- location

2. Did arguments follow from needs? Were they related to thetopic?


State goals and objectives for thecareer resource center.

1. Examine the individually written statements from each par-ticipant. Were all participants able to complete the--

general purposegoalsobjectives

Did at least one goal relate to self-awareness?Do goals follow the format?Do objectives say how success will be measured?Are there at least two objectives for each goal?

2. Look for the following characteristics in the role playpresentations:

Outlined purpose in clear, concise mannerStated goals and objectives in a logical mannerUsed needs data to support argumentsAddressed career and self-awareness needs of clients


Prepare a plan for providing theservices of a career resource cen-ter and particularly the develop-ment of an ideal staffing patternfor a career resource center.

1.

2.

Did staffing relate to goals, objectives, and activities of theresource center?

Were different types of staffing identified--such as man-agement, professional, paraprofessional, clerical, volun-teer, student?

3. Were skill levels of staff assigned to appropriate activities?

4. Were "indirect" activities such as fiscal management,reporting, evaluation, in addition to direct services to stu-dents considered?

63

65

Group Learning Activity Performance Indicators to Be Used for Learner Assessment


Select a filing system.

1. Did participants become familiar with different approachesto filing, e.g.,

alphabetical,D.O.T.,Library of Congress,Dewey Decimal, andStations.

2. Did group relate factors such as cost, ease of use, simplic-ity, etc., to location of the center, its management, and itsmaterials.


efend certain activities takingplace in the career resource cen-ter. (Each pair of participantsdefends a certain service.)

1. Does the entire group feel that the services related are"feasible"?

2. Judge the logic of the presentation for each service--basedupon need--use of materials and appropriate staff--offeredat a time and place to have maximum impact (e.g., serviceslate in an academic year when certain activities may not beeffective).

3. Were participants able to present a concurring argument?


Develop an evaluation design.

1. The framework for the evaluation design should have thefollowing components:

CIntext or description of the centerWhat questions will the evaluator answer?Procedures for data collectionTime tasksInstrumentationData analysis technique

2. Did the group discuss such issues as:PurposeGuidanceUse of results for program implementationDifferent ways to evaluate a given E ervice

64

REFERENCES

Axelrod, Valija; Drier, Harry; Kimmel, Karen; andSech!er, Judith. Career Resource Centers.Columbus, OH: National Center for Researchin Vocational Education, 1977.

Bornstein, Robert. Career Information Center:Staff Roles. New Brunswick, NJ: CurriculumLab, The State University of Rutgers, 1975.

Eversole, Opal. How to Develop a Resource Cen-ter for a Career Education Program. Hazard,KY: Kentucky Valley Educational Cooperative,n.d.

Froehle, Thomas E., Ed. Competency-BasedCounsel on Education: Designing, Implement-ing, and Evaluating Criterion Referenced In-struction. Bloomington: Indiana University,1976.

Holiman, Marjorie A., Ed. and Others. The CareerInformation Center Handbook: A Guide forDeveloping C.I. C. 's in Local Schools. Tucson:College of Education Arizona Uniersity, n.d.

Johnson, Clarence. Developing Facility Mainte-nance Competencies for Career ResourceTechnicians. Palo Alto, CA: National Consor-tium on Competency-Based Staff Development,American Institutes for Research, 1976.

Padick, Jill; and Dobson, Dale. Developing Peo-ple Relationship Competencies for Career Re-source Technicians. Palo Alto, CA: NationalConsortium on Competency-Based Staff Devel-opment, American Institutes for Research, 1976.

Tobin, Nancy and Others. Establishing andOperating a Career Resource Center. Newton,MA: Education Development Center, Inc.. 1975.

Wood, Robert A., and Others. Establishing aCareer Resource Center. Palo Alto, CA: Nation-al Consortium on Competency-Based StaffDevelopment, American Institutes for Research,1976.

ADDITIONAL RESOURCES

Many plJblications address career resource centers. Here are abstracts of six products that directlyrelate to the competencies in this module.

Career Center Filmstrips. Thomas Jacobson, Ph. D.,5945 Highgate Court, La Mesa, CA 92041

These two color filmstrips and sound cassettetapes are designed to assist counselors, teachers,paraprofessionals, parent groups, school admin-istrators, and others in planning. developing,organizing, and operating junior and senior highschool career centers. Features of the programinclude the rationale for the development ofcareer centers, step-by-step instructions on howto establish career centers, floor plans of existingcenters, examples of material usage and decora-tion in career centers, ideas on organization andoperation, pictures of existing career centers,role definition in the operation of career centers,importance of paraprofessionals in the operationof career centers, and reasons why career centersare popular. The program develops as an inser-vice aid to assist interested staff personnel tomotivate others in their school to develop a careercenter.

65

Career Resource Center. John C. Merrbach.Human Sciences Press, Box 222, Amherest, MA.01202, 1978. Cost: $12.95. 144 pages.

The career resource center can improve the qual-ity and comprehensiveness of information avail-able to students. This guidebook is addressed tothose interested in establishing such a center.Beginning with the rationale for, the goals andobjectives of, a career resource center, the authorthen proceeds to describe start-up procedures,facilities, evaluation and selP;tion of materialsand equipment, staffing the center, and methodsof evaluating its effectiveness. Appendices includevarious floor plans, an equipment and price list,and samples of evaluation forms for teachers andstudents.

67

Career Resource Centers Valija Axelrod, HarryDrier, Karen Kimmel, and Judith Sechler, TheNational Center for Rsearch in Vocational Educa-tion, 1960 Kenny Road,Columbus, OH 43210,1977. Cost: $6.75.

This guide is designed to aid in planning, devel-oping, implementing, and evaluating career re-source centers. It describes the special character-istics and needs of such centers and designatesthe steps in planning, establishing, staffing,organizing, and selecting materials for them. Itdeals with various staffing and managementoptions; the importance of public relations;potential programs, services, and activities; andprocedures for evaluation. It includes samplefloor plans and physical layouts, ideas, and pho-tographs of materials displays, sample publicityitems, questionnaires for assessing needs andevaluating outcomes, information about poten-tial funding sources, a mini-proposal for develop-ing a career resource center, and a bibliographyof selected resources.

Planning a Career Resource Center. (Module 19)Clella Klinge, Neal Rogers, and Robert A. Wood.National Consortium on Competency-Based StaffDevelopment, American Institutes for Research,P.O. Box 1113, Palo Alto, CA 94302. 1976.

This module, which requires approximately 6hours to complete, is addressed to working guid-ance personnel in school settings, grades 7-14. Itis designed to facilitate establishment or improve-ment of a career resource center (CRC) by pro-viding participants with the ability to demonstratethe following competencies: (1) knowledge of thecomponents of a CRC and the systematic pro-cess for its establishment or improvement; (2)ability to identify needs of a subpopulation to beserved by the information component and towrite objectives that correspond to those needs;(3) ability to choose programs, activities and ser-vices that implemer,t the objectives from #2, ana-lyze requirements, and assign priorities; and (4)ability to identify and sequence tasks necessaryto implement #3 and construct a chart designat-ing who is responsible for completing the tasks. A21-page Coordinator's Guide is bound with the66-page module.

Developing Facility Maintenance Competenciesfor Career Resource Technicians. (Module 21)Clarence D. Johnson. National Consortium onCompetency-Based Staff Development, Ameri-can Institutes for Research, P.O. Box 1113, PaloAlto, CA 94302. 1976.

This module, requiring only 5 hours to complete,is designed to provide the participant (careerresource technicians and aides) with entry levelskills in facility maintenance. Upon completion ofthe module, they will be able to demonstrate thefollowing competencies: (1) select occupationalmaterials for use in a career resource center(CRC) according to criteria established by theNational Vocational Guidance Association; (2)name available resources in the community forspeakers representing six occupational levelsand name the guidelines for establishing aspeaker's bureau; (3) construct a calendar ofevents and identify five ways to market CRC activ-ities; and (4) demonstrate the arrangement ofmaterials in a CRC for consumer use. The moduleincludes an appendix describing filing systemsand a Coordinator's Guide.

Developing People Relationship Competenciesfor Career Resource Technicians. (Module 20)Jill Paddick and Dale Dobson, 1976. NationalConsortium on Competency-Based Staff Devel-opment, American Institutes for Research, P.O.Box 1113, Palo Alto, CA, 94302.

This learning module requires only 6 hours tocomplete. It addresses the career resource centertechnician who interacts daily with students,faculty, staff, administrators, parents, and peoplefrom the community. Its objective is to providethe technician with the following competencies:(1) knowledge of the functions of people relatedcompetencies (assist students, promote the c eerresource center, etc.); (2) interview skills; (3)appropriate telephone techniques; (4) skills inconducting group or individual orientations tothe career resource center; and (5) confidence inability to instruct individuals or groups in use ofmaterials. A 25-page Coordinator's Guide is boundwith the 70-page module.

66

KEY PROJECT STAFFThe Competency-Based Career Guidance Module Series was developed by a consortium of agencies. Thefollowing list represents key staff in each agency that worked on the project over a five-year period.

The National Center for Research in Vocational Education

Harry N Drier Consortium DirectorRobert E Campbell Project DirectorLinda A Pfister Former Project DirectorRobert Bhaerman Research SpecialiritKaren Kimmel Boyle Program AssociateFred Williams Program Associate

American Institutes for Research

G Brian Jones Project DirectorLinda Phillips-Jones Associate Project DirectorJack Hamilton Associate Project Director

University of Missouri-Columbia

Norman C Gysbers Project Director

American Association for Counseling and Development

Jane Howard Jasper Former Project Director

American Vocational Association

Wayne LeRoy Former Project DirectorRoni Posner Former Project Director

U.S. Department of Education, Office of Adultand Vocational Education

David Priluhard Project OfficerHolli Condon Project Officer

A number of national leaders representing a variety of agencies and organizations added their expertise to theproject as members of national panals of experts. These leaders were--

Ms Grace BasingerPast PresidentNational Parent-Teacher

Association

rank BoweFormer Executive Director

Ms J ine RazegthEducation CoordinatorAmerican Coalition of Citizi ns

with Disab,lities

Mr Hobert L CraigVice PresidentGovernment and Public AffairsAmerican Society for Training

and Deve ?pment

Or Waiter DavisDirector of EducationAFL CIO

Dr Ftichar 1 I/EugenioSenior I. egislative Associateorpresenting r. noressman

Floose Edui.ation and laborCommittee

Mr Oscr, C;ier.iesAdministrator (Retired)ii S opaitinent r ThorD.vision of l rnplr ,mint and

Training

fir 1-1()hprt W (iloverlion tor awl cr. am rpersonF PdPr al Committee on

Apnrentii oshpThe I ifi,VPV.Ity ni TOXati a1 Austin.

Dr Jo HayslipDirector of Planning and

Development in VocationalRehabilitation

New Hampshire State Departmentcl Education

n'rs Madeleine HemmingsNational Alliance In: ousint.:g

Dr Edwin HerrCounselor EducatorPennsylvania State University

Dr Elaine HouseProleszor EmeritusRutgers University

Dr David LaceyVice PresidentPersonnel Planning and Business

I grationCIL,AA Corporation

Dr Howard A MatthewsAssistant Staff DirectorEducation ireprel--nting Senator

Orin G I toCommittee on L.iboi and Human

Resources

Dr Lee McMiirrinSuperintendentMilwaukee Public Schools

Ms Nanine MeikleiohnAssistant Director of LegislationAmerican Federation rf State

County and Municipal Employe

al

Dr Joseph D MillsState Director of Vocational

EducationF:.;:da Departme- t of Education

Dr Jack MyersDirector of Health Policy Study and

Private Sector Initiative StudyAmerican Enterprise Institute

Mr Reid rundellDirector of Personnel DevelopmentGeneral Motors Corporation

Mrs Dorothy ShieldseducationAmericen Federation of Labor/

Congress of IndustrialOrganizations

Dr Barbara ThompsonFormer Slate SuperintendentWisconsin Department of Public

Instruction

Ms Joan WillsDirectorEmployment and Training DivisionNational Governors' Association

Honorable Chalmeit P WylieCongressman OhioU S Ccngress

Developed By

TIE NATIONAL CENTER

FOR RESEARCH IN VOCATIONAL EDUCATIONhit OHIO STATE UNIVERSITYy160 KENNY ROAR cotumeus OHIO tht)

Competency-Based Career Guidance ModulesCATEGORY A: GUIDANCE PROGRAM PLANNINGA4 Identify and Plan for Guidance ProGrew:

ChangeA4 Organize Guidance Program Devistopmorni7., L.. .,

Team.

A$ Collaborate with the Community .

'A4 Establish a Career Development Thedie,'A4 , Build a Guidance Program Planning U.A4,. Determine Client and Environment," Nee';

CATEGORY SUPPORTINEP'., 1".SO Influence Legislation ,B4 Write Proposals

4. B4 Improve Public Relations and CdinnWilittInvolvement

13-4 Conduct Staff Development ActivitiesB-5 Use and Comply with Administrative

Mechanisms

CATEGORY C: IMPLEMENTINGC-1 Counsel Individuals and GroupsC-2 Tutor ClientsC-3 Conduct Comput, Hied GuidanceC-4 Infuse Curriculum-Based GuidanceC-5 Coordinate Career Resource CentersC-8 Prumote Home-Based Guidance

C-1 Develop a Work Experience ProgramC-9 Provide for Employability Skill DevelopmentC-9 Provide for the Basic SkillsC-10 Conduct Placement and ReferralActivitiesC-11 Facilitate Fallow-through and Follow-upC-12 Create and Use an Individual Career Devel-

opment PlanC-)3 Provide Career Guidance to Girls and

, Women. .

0-14 enhance Understanding of Individuals with:inabilities

C-15 Help Ethnic Minorities with Career GuidanceC-19 Meet Initial Guidance Needs of Older AdultsC-17 ` Promote Equity and Client AdvocacyC-1 Assist Clients with Equity Rights and

ResponsibilitiesC-19 Develop Ethical and Legal Standards

CATEGORY D: OPERATING0-1 Ensure Program Operations0-2 Aid Professional Growth

CATEGORY E: EVALUATINGE-1 Evaluate Guidance ActivitiesE-2 Communicate and Use Evaluation-Based

Decisions

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