Blueprint

1
Blueprint for Life/Work Designs
www.blueprint4life.ca 1-888-533-5683
2
Origins of the Blueprint

• Americas Career Resource Network (ACRN)
  1988-2002
• National Life/Work Centre
• Human Resources Development Canada (HRDC)
• Canada Career Information Partnership (CCIP)
• National Blueprint Advisory Group 1998-2002

3
What is the Blueprint for Life/Work Designs?

• The Blueprint is a national framework of
  competencies individuals need to effectively and
  proactively build their lives and careers.
• The concept life/work designs suggests that
• life and work, though at times distinct, are not
  separate
• life and work are best designed in harmony and
  
• life/work can be designed (recognizing that not
  all designs reach full fruition) and continuously
  re-designed.

4
Why do we need a Blueprint?
To help make career development intentional

• When intentional, career development is about
  actively creating the life one wants to live and
  the work one wants to do.
• When unintentional career development occurs
  anywaynone of us can avoid learning,
  experiencing, living, working and changing!

5
Why do we need a Blueprint?
The Blueprint provides both the architecture and
the conceptual organizer for all career-relevant
activity in Canada. It is the stadium, field and
bases for the ballgame that career practitioners
play. Without the Blueprint, the integration,
coordination and tracking of career development
across the lifespan will return to what it was -
and that isn't good enough in the modern world.
Dr. Bruce Cassie, OISE
6
Whats the connection between the Blueprint and
the Canadian Standards and Guidelines?
The Canadian Standards and Guidelines for Career
Development Practitioners
is a parallel initiative

• Both frameworks use competencies as the
  foundation in mapping out outcomes from services
  or professionals.
• The Canadian Standards and Guidelines maps out
  competencies expected from a qualified career
  development practitioner while the Blueprint
  focuses on competencies people can expect to
  learn from career development services.

7
Comparisons
CSGCDP
Blueprint

• Focuses on what the practitioner needs in order
  to help people achieve personal CD outcomes
• Applies to practitioner preparation training
• Focuses on knowledge, skills and attitudes needed
  by professionals to deliver Blueprint outcomes

• Focuses on the outcomes of quality service from
  CD services products
• Applies to different levels and age ranges, i.e.
  elementary through to adulthood
• Assists with implementation of services by
  focusing on outcomes expected from CD services or
  products

8
Objectives of the Blueprint
1. To describe the career development
competencies and indicators needed by Canadians
throughout their lives - using common career
development language across Canada
9
Objectives of the Blueprint

• 2. To support the development (or redesign) and
  implementation of effective, comprehensive and
  accountable career development programs and
  services in
• K-12 schools
• post-secondary institutions
• community organizations
• business organizations
• government organizations

10
Overview of the Blueprint Framework
11 COMPETENCIES organized into 3 Blueprint
AREAS A. Personal Management B. Learning and
Work Exploration C. Life/Work Building
11
The 11 BlueprintCompetencies

• A. Personal Management
• 1 Build and maintain a positive self-concept
• 2 Interact positively and effectively with
  others
• 3 Change and grow throughout ones life.

12
The 11 BlueprintCompetencies

• B. Learning and Work Exploration
• 4 Participate in lifelong learning supportive of
  life-work goals
• 5 Locate and effectively use life-work
  information
• 6 Understand the relationship between work and
  society/economy

13
The 11 BlueprintCompetencies

• C. Life/Work Building
• 7 Secure/create and maintain work
• 8 Make life/work enhancing decisions
• 9 Maintain balanced life and work roles
• 10 Understand the changing nature of life work
  roles
• 11 Understand, engage in and manage ones own
  career building process

14
Developmental Overview

• Four LEVELS in Blueprint Framework
• Level 1 (Early Years)
• Level 2 (Up to Early Adolescence)
• Level 3 (Up to Late Adolescence)
• Level 4 (Up to Adulthood)
• Note Needs determination may be based
• on vocational maturity rather than on age.

15
The Big Picture
16
Competencies at each level

• Competency 8
• Make Life/Work Enhancing Decisions
• Level One Explore decision making
• Level Two Link decision making to
• life/work building
• Level Three Engage in life/work decision
• making
• Level Four Incorporate adult life reality
• into life/work decision making

17
4-Stage Learning Process Taxonomy (at each of
the four levels)

• Acquisition (acquire, explore, understand,
  discover)
• Application (apply, demonstrate, experience,
  express, participate)
• Personalization (integrate, appreciate,
  internalize, personalize)
• Actualization (create, engage, externalize,
  improve, transpose)
• (Progression in learning happens as one moves
  through
• the stages in this order)

18
Stage a Acquisition

• Student acquires knowledge and understands the
  knowledge acquired. This stage presents the
  student with the information that may later serve
  as the basis for behavior, learning integration,
  and self-actualization.
• Example
• Carpentry student masters formulas for
  determining tread and riser dimensions for
  stairway installation.

19
Stage b Application

• Student demonstrates acquisition by putting into
  action knowledge acquired. Moving from the
  dimension of know-ing into the dimension of
  know-how characterizes this stage.
• Example
• Carpentry student uses tread/riser formula to
  determine stairway requirements for an assigned
  building project.

20
Stage c Personalization

• Student integrates acquired and applied knowledge
  and re-examines and evaluates that knowledge. At
  this stage student will either make the learning
  his/her own or reject it. Skill becomes part of
  who she/he is.
• Example
• Carpentry student is able to determine how the
  riser/tread formula can be used in some of
  his/her construction projects

21
Stage d Actualization

• At this stage the student/graduate is approaching
  full potential. Transforming, inventing,
  conceptualizing, creating occur at this stage.
• Example
• Carpentry student or carpenter uses the
  riser/tread formula as one of many skills to
  create new products or creatively solve
  multi-dimensional construction problems

22
Competency 8Level 1 Explore and improve
decision-making

• Stage a ACQUISITION
• 8.1 a1 Understand how choices are made
• 8.1 a2 Explore what can be learned from
  experiences
• 8.1 a3 Explore what might interfere with
  attaining goals
• 8.1 a4 Explore strategies used in solving
  problems
• 8.1 a5 Explore alternatives in decision-making
  situations
• 8.1 a6 Understand how personal beliefs and
  attitudes influence decision-making
• 8.1 a7 Understand how decisions affect self and
  others

23
Competency 8Level 1 Explore and improve
decision-making

• Stage a ACQUISITION (8.1 a1-a7)
• Stage b APPLICATION
• 8.1 b1 Assess what might interfere with
  attaining ones goals
• 8.1 b2 Apply problem-solving strategies
• 8.1 b3 Make decisions and take responsibility
  for them

24
Competency 8Level 1 Explore and improve
decision-making

• Stage a ACQUISITION (8.1 a1-a7)
• Stage b APPLICATION (8.1 b1-b3)
• Stage c PERSONALIZATION
• 8.1 c1 Examine ones problem-solving
  strategies and evaluate their impact on the
  attainment of ones goals
• 8.1 c2 Evaluate the impact of personal
  decisions on self and on others

25
Competency 8Level 1 Explore and improve
decision-making

• Stage a ACQUISITION (8.1 a1-a7)
• Stage b APPLICATION (8.1 b1-b3)
• Stage c PERSONALIZATION (8.1 c1-c2)
• Stage D ACTUALIZATION
• 8.1 D1 Engage in a responsible decision-making
  process

26
Measurable Standards

• Competency 8
• Level Three Engage in life/work decision making
• 8.3 a8 Explore how being positive about the
  future and its uncertainties may lead to
  creative and interesting possibilities/
  alternatives.
• Possible standard for grade ten students
• Students will be able to explain HB Gelatts 4
  rules of the road never taken and describe a
  personal metaphor for their own life/work journey
  (river, sea, roller coaster, dice, etc.)

27
Competencies Outlined in Blueprint
Indicators Outlined in Blueprint
Standards Created at a local level - Must be
measurable -
28
Different Things to Different People

• Competency Framework or Map
• Planning Process for Administrators
• Practitioners
• Guidelines for Developers
• Criteria for Purchasing Decisions
• Measurables for Researchers
• Migration - Common Language
• Appendices

29
Ways to Use the Blueprint (Page 13 QRG)

• A. Determine individual client/ student
  life/work competencies and develop plans to
  address gaps
• B. Review a career development product to
  determine the competencies it targets

30
Ways to Use the Blueprint (Page 13 QRG)

• C. Review an existing specific program or
  curriculum
• D. Create a specific program
• E. Review an existing comprehensive delivery
  system

31
Blueprint Planning Process
32
Blueprint Components

• Full Edition (8 Chapters, 7 Appendices, 550
  pages)
• Quick Reference Guide (QRG)
• Blueprint Facilitators Guide
• Blueprint Brochure
• Blueprint Wall Chart
• Interactive CD ROM
• Website www.blueprint4life.ca

33
Blueprint Full Edition
Chap 1 Background, Trends, Overview Chap
2 Program Model Chap 3 Planning Chap
4 Development/Redesign Chap 5 Implementation/Evalu
ation Chap 6 Marketing Chap 7 Best Practices
(K-12) Chap 8 Best Practices (Adult Settings)
34
Blueprint Appendices
App A Competencies and Indicators App
B Learning Taxonomy-Verbs App C Sample Forms App
D Skills Frameworks-Links App E Portfolios App
F Sample Career Resources App G Canadian
Standards and Guidelines
35
Levels of Blueprint Use

• Blueprint Facilitators
• People who are using the Blueprint and wish to
  give presentations and workshops to professionals
  / organizations interested in using the
  Blueprint. They are the ones who will follow the
  Blueprint Facilitators Guide Implementation
  Workshop. They influence
•  Blueprint Users
• Professionals/organizations who are engaged in
  career development and/or see the benefits of
  using the Blueprint with people they work with.
  They are the ones who will be following Blueprint
  information sessions or other specific workshops.
  They influence
• Blueprint Recipients
• People who will benefit from using the Blueprint
  competencies for themselves or for their
  organization/group.

36
Blueprint for Life/Work Designs
www.blueprint4life.ca 1-888-533-5683